RGS Fourth Form Curriculum Guide by RGS

FOURTH FORM CURRICULUM GUIDE 2020-2021

R E I G AT E G R A M M A R S C H O O L

FOURTH FORM CURRICULUM GUIDE

FROM THE HEADMASTER

This Curriculum Guide is designed to help parents and students extract the most value possible from each subject session this evening. You will find a page for each subject where this year’s course is outlined. Along with this you will find some thoughts about suppor ting your son or daughter at home to enrich their GCSE experience with ideas and suggestions for resources, reading and potential trips for each specific subject. We hope that this will allow you to focus the time with the teachers discussing your child’s strengths and progress, as well as next steps for continued improvement. Lastly, there is also a reflection page designed to prompt fur ther conversation between you and your son or daughter around how to celebrate, suppor t and improve their independent work processes at home. We believe parents’ evenings are incredibly valuable in building the precious relationships between teacher and parent, in affirming the many reasons to be pleased with progress so far but also in giving specific, focused and bespoke advice about how your son or daughter can maximise their learning and potential in each subject and we hope the Curriculum Guide booklet goes some way in achieving that aim. If you have any queries during or after the evening then please do contact the Head of Year or any of the senior staff. Of course, you are also very welcome to contact teaching staff between parent evening events as we are always happy to help. Shaun Fenton Headmaster

R E I G AT E G R A M M A R S C H O O L

SUBJECT

3D DESIGN (PRODUCT DESIGN) Exam Board: EDUQAS WJEC

Head of Department: Mr P Williams

Name of Teacher:

Component 1 • Core knowledge and understanding is presented in five clear and distinct topic areas over two years: Design Technology and our world • Impact of emerging technologies • Market Pull/Technology Push • Product Life Cycle • Consumer Rights • Sustainability • CAD/CAM • Six R’s • Fair Trade • Life Cycle Analysis • Renewable/Non Renewable Energy Smart material and Technical Textiles Core Materials • Card, Metal, Wood & Plastic Component 2 • understanding design and technology practice • understanding user needs • writing a design brief & specifications • investigating challenges • developing ideas • investigating the work of others • using design strategies • communicating ideas • developing a prototype NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

What can I do to support my child’s progress in this subject? Eduqas Course Specification • www.eduqas.co.uk/qualifications/design-and-technology/gcse BBC Bitesize • www.bbc.co.uk/bitesize/examspecs/z4nfwty VISITS • • •

Design Museum https://designmuseum.org V&A Museum ww.vam.ac.uk Science Museum www.sciencemuseum.org.uk

FOURTH FORM CURRICULUM GUIDE

SUBJECT

ART AND DESIGN Exam Board: EDUQAS WJEC

Head of Department: Mrs E Burns

Name of Teacher:

Portfolio Project 2 Identity The students will be working on the theme of Identity as their second coursework project. The identity theme is a more conceptual theme; the students would have built up knowledge and understanding from their 3rd Form project. Therefore, they will have the skill set to be able to really focus on developing their ideas. The project will be planned with discussion from their teacher and the students will be guided and suppor ted through the development of their work. The students should aim to be producing a double page per week in their sketchbooks. Assessment Criteria AO1 • Develop ideas through investigations, demonstrating critical understanding of sources Assessment Criteria AO2 • Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

What can I do to support my child’s progress in this subject? Students benefit from seeing relevant exhibitions to their ideas and projects. On show at the moment: • Fons Americanus, Tate Modern • Antony Gormley, Royal Academy • Tim Walker: Wonderful Things, V&A • William Blake, Tate Britain • Dora Maurer • Olafur Eliasson - In Real Life, Tate Modern • Mary Quant, V&A • Alice in Wonderland, V&A • The Credit Suisse Exhibition: Gauguin Portraits, National Gallery • Pre-Raphaelite Sisters: Models, Artists, Muses, National Portrait Gallery • Bridget Riley, Hayward Gallery • Lucian Freud: The Self Portraits, Royal Academy

Assessment Criteria AO3 • Record ideas, observations and insights relevant to intentions as work progresses Assessment Criteria AO4 • Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

BIOLOGY Exam Board: EDEXCEL

Head of Department: Miss M Pope

Name of Teacher:

Environmental interactions: • Ecology, carbon and nitrogen cycle, global warming. Reproduction and growth: • Mitosis and meiosis, reproduction in plants and animals. Movement of substances: • Osmosis, transport and gas exchange in plants, excretionand the kidney. Coordination and control: • Nervous system and the eye, hormones and plant growth substances, homeostasis.

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

What can I do to support my child’s progress in this subject? Encourage spaced learning: • Check your child is making flashcards, mind maps or brief notes and testing themselves regularly • Ask them questions about what they’ve learnt in Biology – can they link this to other topics? Explore beyond the curriculum: • Visit museums • Watch programmes on TV • Listen to podcasts • Encourage your child to choose science books from the library

FOURTH FORM CURRICULUM GUIDE

SUBJECT

CHEMISTRY Exam Board: EDEXCEL

Head of Department: Mr A Welch

Topic 4.1 • Rates of Reactions Topic 4.2 • Covalent Bonding Topic 4.3 • Halogens Topic 4.4 • Moles 1

Name of Teacher:

What can I do to support my child’s progress in this subject? • • • •

Watch out for documentaries, especially those presented by Jim Al-Khalili Ask what your son or daughter has been learning about recently. Offer to help your son or daughter make or learn flashcards for factual content Ensure your son or daughter has readily available access to their year-group SharePoint site.

Topic 4.5 • Organic Chemistry 1 Topic 4.6 • Energetics

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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CLASSICAL CIVILISATION Exam Board: OCR

Head of Department: Mrs G Brickley

Myth and Religion • 1.4 Myth and the City – Foundation Stories • 1.5 Festivals • 1.6 Myth and Symbols of Power • 1.7 Death and Burial • 1.8 Journeying to the Underworld Roman City Life • 3.1 Roman Housing • 3.2 Roman Home and Family • 3.5 Juvenal, Trimalchio’s Dinner Party

Name of Teacher:

What can I do to support my child’s progress in this subject? Do • Revision flashcards on Quizlet • https://quizlet.com/RGSClassics/folders/classical-civilisation-gcse/ sets • Revision resources from Bloomsbury: • www.bloomsbury.com/cw/OCR-GCSE-Classical-Civilisation/ thematic-studies/myth-and-religion • www.bloomsbury.com/cw/OCR-GCSE-Classical-Civilisation/ literature-culture/roman-city-life Read • In Search of the Greeks, James Renshaw • The Greek and Roman Myths: A Guide to the Classical Stories, Philip Matyszak • The Ancient City: Life in Classical Athens & Rome, Peter Connolly & Hazel Dodge • Roman Society, David Taylor Watch • Mary Beard: Meet the Romans; Pompeii – Life and death in a Roman Town • Building the Ancient City – Athens and Rome Visit • Roman Baths, Bath • Bignor Roman Villa • Ashmolean Museum – Pompeiian Dining Exhibition

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

FOURTH FORM CURRICULUM GUIDE

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COMPUTER SCIENCE Exam Board: OCR

Head of Department: Miss P Lewty

Paper 1 – Computer Systems • 1.5 Network Topologies, Protocols & Layers • 1.6 System Security • 1.7 System Software • 1.8 Ethical, Legal, Cultural & Environmental Concerns Paper 2 – Computational Thinking, Algorithms and Programming • 2.1 Algorithms • 2.2 Programming Techniques Programming Skills • Lists & Arrays • Serial Files (Text & CSV) • Handling Exceptions • SQL

Name of Teacher:

What can I do to support my child’s progress in this subject? Read • Computational Fairytales • The Code Book by Simon Singh • The BBC Technology web pages www.bbc.co.uk/news/technology Watch • BBC Click Episodes - www.bbc.co.uk/programmes/n13xtmd5 • Subject specific videos on all elements of the specification https://student.craigndave.org/gcse-videos Do • Ask what your son or daughter has been learning about recently. • Offer to help your son or daughter make or learn flashcards for factual content • Ensure your son or daughter has readily available access to their class OneNote notebook • Ensure that your son or daughter is practising their programming skills outside of school (around 1 hour per week)

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

DRAMA AND THEATRE ARTS Exam Board: EDUQAS

Head of Department: S Branston

Name of Teacher:

Component 3: Interpreting Theatre 40% • Directing and Designing The Tempest • Analysis and Evaluation of Live Theatre Component 1: Devising Theatre 40% NEA begins at February Half Term Learners are assessed as either actors or designers. Students create, develop and perform a piece of devised theatre in response to a stimulus set by Eduqas. Learners will keep a diary of the Process. Learners will produce: • A Portfolio of Evidence of the Process There are THREE sections of the Por tfolio which can be produced as a Log, a Vlog or a Blog. The draft must be finished by end of the summer term.

What can I do to support my child’s progress in this subject? • • • • • • • • • • • • • • • • • •

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

Students should perform or work backstage Encourage them to read and debate with you Any play from the vast array in the Drama department News, politics and society IS theatre-debate politics Theatre reviews in newspapers https://shop.nationaltheatre.org.uk Treat them to a book on theatre directing or design Treat them to theatre tickets for birthdays - get cheap tickets on Today Tix App Watch and listen with one another https://player.bfi.org.uk www.youtube.com/user/ntdiscovertheatre Download podcasts - any topic can inform cultural debate www.wired.co.uk/article/best-podcasts Any TV, streamed drama – to understand political, social and historical context of design All genres of music for sound design inspiration Strictly Come Dancing is the best way to talk about how lighting, costume, set, make-up and sound design affect atmosphere in an audience! Go together to watch things as a family The Globe Theatre – a tour or a show Watch local, amateur theatre companies Watch NT Live at cinemas - ballet, opera, theatre, art Visit the V&A Museum for costume, architecture, historical artefacts and cultural inspiration www.vam.ac.uk/info/theatre-performance-archives www.rsc.org.uk/the-tempest - help with The Tempest

FOURTH FORM CURRICULUM GUIDE

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ENGLISH LANGUAGE AND LITERATURE Exam Board: EDUQAS

Head of Department: Mr R Shaughnessy

Name of Teacher:

‘Lord of the Flies’ • Understanding of the novel’s plot, themes, characters and symbols • Learning key quotations • Sharpening essay responses English Language C1 (Prose Fiction Reading and Writing) • Responding to unseen 20th Century extracts • Writing prose with a focus on a clear narrative structure Poetry • Poems on nature and loss. • Revision of love and war poems • Revision of unseen poems ‘The Strange Case of Dr. Jekyll and Mr. Hyde’ • Understanding of the novel’s plot, themes, characters and symbols • Learning key quotations • Sharpening essay responses • Understanding the importance of the Victorian context. English Language C2 (Non-fiction reading and persuasive writing) • Revision of key skills and application to timed exam format

What can I do to support my child’s progress in this subject? English Language • Read and discuss a range of non-fiction such as The Week, BBC News website, The Spectator, Private Eye and broadsheet newspapers. • Listen to podcasts uch as A History of Ideas (Radio 4) or Ted Talks to broaden vocabulary • Time exam practice sessions to help sharpen exam technique English Literature • Form a family reading group for the set texts • Watch adaptations of the set texts together and critique them • Visit The Globe Theatre • Visit The British Library • Visit The National Poetry Library • Visit the V&A Museum (Dr Jekyll and Mr Hyde Context) • Listen to audiobooks of the set texts (especially on long car journeys) • Help to learn and test key quotations from the set texts • Put key quotations on post-it notes around the house

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

FOOD PREPARATION AND NUTRITION Exam Board: EDUQAS

Head of Department: Mrs E Bader

• • • • • • • • • •

Name of Teacher:

Revision of Healthy Eating Energy, Fat, Minerals, Vitamins Food Commodities: Cakes, Milk & Dairy products, Needs of Different age groups; Ethical beliefs and Religion Food Spoilage Food Provenance & Food Waste, Ethics Packaging, Labelling & Additives Culinary Traditions Sensory Analysis Heat Transfer

Practical Activities: • Bakewell Tart, Scotch Eggs, Pin Wheels, Lemon Meringue Pie, Fruit Cobbler, Savoury pancakes, Lemon Tarts, Sponge Cheesecake, Swiss Roll, Individual Practical assessments Food Investigations: • Fats in shortbread

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

What can I do to support my child’s progress in this subject? • •

Regular practise of GCSE practical skills at home Watch Master Chef The Professionals

FOURTH FORM CURRICULUM GUIDE

SUBJECT

FRENCH Exam Board: EDEXCEL

Head of Department: Mme F Chartrain

Name of Teacher:

Topics: • Holidays: Why go on holiday? / Destinations / Travelling (adv. / drawbacks of transports) / Lodging / Weather • Shopping / new technologies: Types of shops/shopping malls/ town shopping / past shopping trip / Online shopping v shops (adv./ problems) / Pocket money • Fashion • Family / relationships / home life: Family members / types, problems and advantages / Relationships with family members / Future partner / Friends (qualities / descriptions /relationship)/ Being a teenager (difficulties / advantages / situation) • Role models • Chores Grammar: • • • • • • •

Some negatives / Future tense Conditional tense / Quand + future Recap perfect / imperfect tenses Practise exam-style grammar questions Demonstrative pronouns / IOPs Recap tenses / Question words Après avoir & être / Prepositional verbs (à / de) / Adjectives

What can I do to support my child’s progress in this subject? Read • French magazines in the library • Ca va? (Mary Glasgow Magazines) Watch and Listen • French DVDs (Library/French department) • Favourite DVDs: select French subtitles and/or audio if available • Netflix – French series • Internet French podcasts for French learners: www.innerfrench.com Go • www.languagesonline.org.uk • www.zut.org.uk (2283/thomas)

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

GEOGRAPHY Exam Board: AQA

Head of Department: Mr M Cline

Name of Teacher:

Weather and climatic hazards: • Tropical storms • Extreme weather in the UK • Climate change

What can I do to support my child’s progress in this subject?

Urban issues and challenges: • Population and urbanisation – case study from a low income country (Lagos in Nigeria) • Issues and challenges • Urban sustainability

• •

Rivers: • Process • Landforms • Flooding • Management Living world – ecosystems: • Tropical rainforests • Causes and consequences of deforestation • Local : Reigate Heath, to include fieldwork At regular intervals, students will also revisit topics from last year. Skills are tested throughout the course.

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

• •

Encourage students to watch the news and read newspapers Series such as The Earth from Space and Blue Planet etc are rich sources of information Keep a scrap book of topical geographical stories Regular testing of key words

Possible visits: • London’s Olympic Park • Museum of London Docklands • Natural History Museum Earth Science Galleries • The Walkie Talkie Sky Garden • Reigate Heath • Kew Gardens • A walk along the River Mole

FOURTH FORM CURRICULUM GUIDE

SUBJECT

GERMAN Exam Board: EDEXCEL

Head of Department: Ms M Sowa

Name of Teacher:

1. The Modern World: • Modern and traditional media • Social networks and the internet • Music, TV, films • Film reviews 2. Home and Abroad: • Holidays • Weather descriptions in the past • Local climate • Holiday activities • Different customs and traditions 3. Employment & Education: • School rules • School pressures and stress • Part-time and holiday jobs • Work experience • Work routines 4. Personal relationships and house, home and daily routines (1): • Family and family structures • House and home • Childhood now and then

What can I do to support my child’s progress in this subject? Use German websites: • www.languagesonline.org.uk • www.gut.org.uk (login: 3529; p/w: Cologne) • www.linguascope.com • www.languagesonline.org • BBC/GCSE/Languages/German • Dynamic Learning • Quizlet Reading • Mary Glasgow Magazines: Schuss or online magazines • Purple Revision Guides Listening • Purple Revision Guides: use listening tasks to listen and practise taking notes • German radio • Watch video clips in German with German subtitles Speaking & Grammar • Grey Grammar workbook; oral practice sessions at lunchtime clinic

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

GREEK Exam Board: OCR

Head of Department: Mrs G Brickley

Name of Teacher:

Language • Greek to GCSE Book 2 • Passive verbs • Relative clauses • Root aorists • Result clauses • The middle voice • Deponent verbs • Participles • Genitive absolute • Tense and aspect • Indirect commands • Impersonal verbs • Imperatives • Review of participles

What can I do to support my child’s progress in this subject?

Literature and Culture • Sources block 2: • 2020-2021 examination – Athenian Society • 2022-2023 examination – Women in Ancient Greece

Watch • Michael Scott: Who Were the Greeks?; Ancient Greece – the greatest show on earth • Building the Ancient City – Athens and Rome • Literature and Culture – the Olympic Games

Athenian Society • The Acropolis • Athenian Population • Athenian Democracy Women in Ancient Greece • The Status of Women in Athens • Marriage in Athens • Women’s Household Duties in Athens • Women in Sparta NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

Do • GCSE vocabulary flashcards can be found on the following websites • https://quizlet.com/gb/340549076/gcse-greek-vocab-ocr-flashcards • www.memrise.com/course/74135/gcse-classical-greek-ocrcomplete/ Read • The Ancient City: Life in Classical Athens & Rome, Peter Connolly & Hazel Dodge • The Greeks: an introduction to their culture, Robin Sowerby • In Search of the Greeks, James Renshaw

FOURTH FORM CURRICULUM GUIDE

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HISTORY Exam Board: AQA

Head of Department: Mrs F Gunning

Name of Teacher:

Topic 2 – Germany, 1890 – 1945: Democracy and Dictatorship • The growth of parliamentary democracy and the rise of social democracy • The importance of the Naval Laws • The political and economic impact of the First World War • Political unrest and attempts at revolution • Stresemann, the Golden Age and economic recovery • The long-term growth of the Nazi Party • The election of the Nazis and the collapse of Weimar democracy • The establishment of Hitler’s dictatorship • The experience of Germans under the Nazis – economic life, education, the role of women, young people, religion and the experience of minorities • Repression, the Police State and the role of Propaganda • Opposition to the Nazis

What can I do to support my child’s progress in this subject? Conflict and Tension • The Imperial War Museum • LSE – Giving Peace a Chance exhibition Germany • The Imperial War Museum, Holocaust Exhibition • Hitler: The Rise of Evil • All Quiet on the Western Front • BBC Days that Shook the World - Kristallnacht Power and the People • Story of Parliament Film and Tour • British Library – Magna Carta exhibition Elizabeth • National Portrait Gallery – Elizabeth I and her people exhibition • Royal Maritime Museum, Greenwich

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

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ICT

Exam Board: CAMBRIDGE INTERNATIONAL EDUCATION Head of Department: Miss P Lewty

Name of Teacher:

Paper 1 – Theory Systems • Effects of using ICT • ICT Applications • The systems life cycle • Safety and Security Paper 2 Document production, Data Manipulation and Presentations • Further use of databases to manipulate data • Document production • Image editing Paper 3 Data Analysis and Website Authoring • Further spreadsheet work. Using linked worksheets and more advanced functions eg: LOOKUP • More advanced HTML/ Website authoring

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

What can I do to support my child’s progress in this subject? Read • The BBC Technology webpages - bbc.co.uk/news/technology Watch • BBC Click Episodes - bbc.co.uk/programmes/n13xtmd5 Do • Ask what your son or daughter has been learning about recently • Offer to help your son or daughter make or learn flashcards for factual content • Ensure your son or daughter has readily available access to their class OneNote notebook

FOURTH FORM CURRICULUM GUIDE

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LATIN Exam Board: OCR

Head of Department: Mrs G Brickley

Language • Latin to GCSE Book 2 • Review of subjunctives • Fearing clauses • Review of participles • Ablative Absolute • Gerundives Literature and Culture • Sources block 2: • 2020-2021 examination – Myths and Beliefs • 2022-2023 examination – Entertainment Myths and Beliefs: • Roman Gods • State Religion • Beliefs in the After-Life • Tombs in Pompeii • Aeneas, Romulus and Remus Entertainment • The Amphitheatre • The Colosseum • Types of Gladiators. • The Theatre at Pompeii • The Circus Maximus and Chariot Racing • Dinner parties

Name of Teacher:

Language GCSE vocabulary flashcards available on the following websites • • •

www.brainscape.com/flashcards/vocab-7424871/packs/12154855 www.memrise.com/course/2060566/latin-gcse-9-1-ocr-j282defined-vocabulary-list https://quizlet.com/_2u1fyi

Read • The Ancient City: Life in Classical Athens & Rome, Peter Connolly & Hazel Dodge • Roman Society, David Taylor • The Greek and Roman Myths: A Guide to the Classical Stories, Philip Matyszak Watch • Mary Beard: Meet the Romans; Ultimate Rome • Bettany Hughes: Eight days that made Rome • Roman Britain: A timewatch guide • Gladiators: Back from the Dead Visit • Roman Baths, Bath • Chesters Roman Fort • The British Museum • The Museum of London and Roman Amphitheatre

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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MATHS

Exam Board: EDEXCEL Head of Department: Mr G Sillience

1 Sets 2 Number Calculations 3 Basic Algebra 4 Solving Linear equations 5 Substitution 6 Sequences 7 Straight line graphs 8 Basic Indices 9 Factors, Multiples  10 Percentage change 11 Constructions 12 Percentages13 Rounding 14 Standard Form 1 15 Angle proper ties 16 Area 17 Linear inequalities 18 MMMR, frequency diagrams 19 Ratio and Propor tion 20 Basic Probability 21 Transformations 22 Averages -Frequency tables 23 Algebra Review 24 Similarity 25 Pythagoras 26 Trigonometry 27 Graphs of inequalities 28 Linear Simultaneous Equations 29 Rearranging formulae 30 Circle theorems 1 31 Direct Propor tion 32 Cumulative frequency 33 Algebraic Fractions 1

34 Bounds 35 Angles 36 Compound measures, Graphs 37 Quadratic graphs 37a Cubic Graphs 38 Double brackets 38a Triple brackets 39 Arcs, Sectors 40 Fractional Indices 41 Inverse Propor tion 42 Recurring Decimals 43 Standard Form 2 44 Graphical solutions 45 Solving quadratics 46 Sine and cosine rule 47 Tree Diagrams 48 Volume 49 Similar shapes Area Volume 50 Circle Theorems 2 51 Functions 52 3D Trigonometry 53 Algebraic fractions 2 54 Quadratic Simultaneous equations 55 Surface Area 56 Quadratic inequalities 57 Histograms 58 Vectors 59 Sets Problem Solving 60 Differentiation 61 Surds 62 Graph Transformations 63 Algebraic Proof

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

Name of Teacher:

What can I do to support my child’s progress in this subject? • • • • • • • • • •

Encourage students to apply for and take par t in Outreach programs, such as: • • • • • • •

www.maths.ox.ac.uk/study-here/undergraduate-study/outreach/ years-12-13 debatechamber.com/project/mathematics-summer-school www.etrust.org.uk/headstart-courses https://bletchleypark.org.uk www.bankofengland.co.uk/museum www.rmg.co.uk www.sciencemuseum.org.uk/see-and-do/mathematics-wintongallery

FOURTH FORM CURRICULUM GUIDE

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MUSIC

Exam Board: EDEXCEL Head of Department: Miss J Korzinek

• •

• • •

Name of Teacher:

Performing as an ensemble and soloist in a range of settings. Applying the markscheme to give and receive constructive criticism. Focused development of composition skills, applying knowledge and understanding gained in appraising music in order to compose in a variety of genres e.g. Theme & Variations, Minimalism, Instrumental Study, Pop Song etc. Continued analysis and appraisal of the set works and their associated wider listening. Pieces likely to be studied in the Fourth Form include John Williams’ Star Wars: Main Title, Queen’s Killer Queen, Afro Celt Sound System’s Release and ‘Defying Gravity’ from Wicked. Ongoing review of works studied in the Third Form, making connections between musical styles.

What can I do to support my child’s progress in this subject? Listening • Listen to as much music as possible. Ask questions such as “What instruments can I hear?”, ‘What role does each instrument provide?”, “What is the tempo/metre/tonality/ structure/genre?”, “What makes this piece typical of its genre?”, to encourage active listening. Specific practice listening/essay questions will be given to students Grade 5 Theory • Not a prerequisite but it would certainly help. Weekly afterschool sessions are on offer in the Music department. Also: musictheory.net, teoria.com (English version) and philharmonia. org Practising and performing regularly • It is important take advantage of opportunities Composing • Will require independent study time beyond lessons if it is to be completed to a high standard: Logic and Sibelius are available at school

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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PHYSICAL EDUCATION Exam Board: AQA

Head of Department: Mr S Woodward

Paper 1: • Anaerobic and Aerobic exercise • EPOC • Recover process • Effects of exercise • Skeleton & bones • Types of joint • Heart • Muscles and types of movement Paper 2: • Definitions of health and fitness • Sedentary lifestyle • Balanced diet • Macro nutrients • Hydration • Energy use • Somatotypes • Skill • Aggression • Personality types Start NEA

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

Name of Teacher:

What can I do to support my child’s progress in this subject? • • • • • •

NEA – Video practical subjects early Whole matches performance need to be recorded Download Brainscape/quizlet – ensure they have the App Keep up to date with current affairs on sport, through newspaper, watching the news Look regularly at folders and books in terms of organisation Go to watch some live sport to see the atmosphere etc.

FOURTH FORM CURRICULUM GUIDE

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PHYSICS Exam Board: EDEXCEL

Head of Department: Miss G Cooper

Name of Teacher:

Astrophysics • Orbital Motion

What can I do to support my child’s progress in this subject?

Forces and Motion • Moments • Hooke’s Law

Encourage spaced learning: • Check your child is making flashcards, mind maps or brief notes and testing themselves regularly • Ask them questions about what they’ve learnt in Physics– can they link this to other topics?

Electricity • Safety • Power • Resistance Waves • Reflection & Refraction • Sound

Explore beyond the curriculum: • Visit museums • Watch programmes on TV • Listen to podcasts • Encourage your child to choose science books from the library

Energy • Work Done and Power • Kinetic and Gravitational Energy Solids Liquids Gasses • Change of State • Specific Heat Capacity Magnetism • Electromagnetism

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SPANISH Exam Board: EDEXCEL

Head of Department: Ms A-M Vaughan

Free time • Hobbies/ weekend plans • TV and Cinema • Music and books • Spending habits • Shopping • Fashion • Sport • Technology Wellbeing • At the doctor • Accidents • Diet • Staying in shape • Healthy living • Bad habits Family life • Relationships • Descriptions • Dailey routine • Chores • Future plans Special occasions • Birthdays • Weddings

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

Name of Teacher:

What can I do to support my child’s progress in this subject? Use Spanish websites: • www.languagesonline.org.uk • www.zut.org.uk (oye- 1105-lengua) • www.linguascope.com (reigategs-goldfish) • BBC/Languages • Kerboodle • Dynamic learning • Use My Day – The Day – Translations Vocab • Use the quizlet vocab list • Regular revision Reading • Mary Glasgow Magazines • Language magazines and literature from the library Listening • Watch your favourite TV in Spanish with Spanish subtitles • Take out a Spanish DVD from the Spanish department collection Speaking • Come to Spanish Chat at lunch time

FOURTH FORM CURRICULUM GUIDE

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STATISTICS Exam Board: AQA

Head of Department: Mr G Sillience

Name of Teacher:

Unit • 1a Types of Data • 1b. Population and sampling • 1c. Sampling methods • 1d. Planning and collecting data • 2a. Qualitative and discrete data • 2b. Continuous data • 2c. Tabulation • 3a. Measures of central tendency – mode, median and mean • 3b. Measures of dispersion – range, quartiles, interquartile range, inter-percentile range, inter-decile range and standard deviation • 3c. Box plots, skewness calculating and representing outliers • 4a. Describing correlation by inspection, lines of best fit and Spearman’s rank correlation coefficient, Pearson’s product moment correlation coefficient • 5a. Calculating moving averages, seasonal and cyclic trends • 7a. Interpreting index numbers in context and simple calculations • 6a. Simple probability and theoretical probability • 6b. Probability from two-way tables, sample space diagrams, tree diagrams and Venn diagrams • 8a. Binomial distribution • 8b. Normal distribution and standardised scores • 8c. Quality assurance

What can I do to support my child’s progress in this subject? • • • • • • • • • • • • • • • • • •

Ask them what topic they have covered in lessons recently Ask them if they have organised their Maths folder recently Encourage them to start their homework on the night it is set, so they may seek help if they get stuck before the homework is due Encourage them to be proactive in asking their teachers for help outside of lessons and to attend Maths Clinic on a Thursday/ Friday lunchtime Ask them to identify five topics they need to focus revision on. Encourage them to take part in the National Cipher Challenge which starts in October: www.cipherchallenge.org Encourage them to take part in the Alan Turing Cryptography Competition which starts in January www.maths.manchester. ac.uk/cryptography_competition Encourage them to take part in Intermediate Maths Challenge www.ukmt.org.uk/competitions/solo/intermediate-mathematicalchallenge Read STEM articles regularly: plus.maths.org/content/Article Encourage students to apply for and take part in Outreach programs, such as: www.maths.ox.ac.uk/study-here undergraduate-study/outreach/ years-12-13 debatechamber.com/project/mathematics-summer-school www.etrust.org.uk/headstart-courses bletchleypark.org.uk www.bankofengland.co.uk/museum www.rmg.co.uk www.sciencemuseum.org.uk/see-and-do/mathematics-wintongallery

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

THEOLOGY & PHILOSOPHY Exam Board: AQA (SPECIFICATION A)

Head of Department: Mr E Hogarth

Name of Teacher:

Topic 3: Religion, Peace and Justice • The meaning and significance of peace, justice, forgiveness, reconciliation • Violence • Reasons for war • The just war theory • Religion and belief as a cause of war and violence • Nuclear weapons • The use of weapons of mass destruction. • Religious responses to the victims of war religious organisation Topic 4: Islamic Practices • Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi’a Islam • Shahadah, Swam, Salah Zakah, Hajj • Festivals • Jihad Topic 5: Marriage and Family • The role of parents and children • Contraception • Contemporary family issues • Gender prejudice and discrimination, • Sexual relationships • Same-sex marriage and cohabitation. • Sanctity of Marriage • Divorce

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

What can I do to support my child’s progress in this subject? Books • Stephen Law The Philosophy Gym • Stephen Law The Philosophy Files • Julian Baggini The Pig that wants to be eaten • Pirie, How to win every argument: the use and abuse of logic • Vardy, The Puzzle of God/Ethics/Sex/Evil • Davies, Introduction to the Philosophy of Religion • Books from the T&P Library in BL10 TED talks • www.ted.com • TED talks are a great way to find out about global and political issues, as well as philosophical or ethical debates. Podcasts • Available from BBC Radio 4: In our time More or Less Moral Maze Infinite Monkey Cage

R E I G AT E G R A M M A R S C H O O L

REFLECTIONS Suggestions for conversation starters that will help conclude the conversations you have had this evening and set tangible targets for future growth and improvement. These conversations will be further reinforced at school between the student and tutor. What are the specific targets and goals for the current academic year?

Are there any common themes regarding the improvement of specific skills that have emerged this evening?

Is the home working environment as effective as it could be?

Is there a positive and structured plan for when independent work at home takes place?

What co-curricular activities does the student do to enrich their academic life and help support their future academic aspirations?

What does the student do to ensure they promote their own wellbeing and positive mental health?

R E I G AT E G R A M M A R S C H O O L

STUDENTS: TO WHAT EXTENT DO I… META THINKING

• • • •

use a range of learning techniques? understand how I can make better progress in my learning? correct and improve my own work? use what I already know to approach new work?

• • •

grasp learning objectives as part of the bigger picture? hook new ideas onto prior knowledge? find connections to help me learn?

• • •

find evidence and reasoning to support my point of view? break down a task and work precisely to complete it? understand success criteria and know how to achieve success?

• • •

think ‘outside the box’ to experiment with new ideas? find more than one solution to a problem? unpick why something works and explain this to others?

CREATING

• •

work to make some skills automatic so they no longer require active thinking, including use of key words? build up speed of working without sacrificing accuracy?

REALISING

• •

collaborate with other students, keeping an open mind to their ideas? contribute to a hardworking environment which helps all succeed?

•

respond positively to advice on how to improve and complete any advised corrections or re-drafts? take risks in developing my own solutions and ideas?

AGILITY

arrive on time, motivated and willing to learn, completing all tasks by the deadlines set and practising as much at home as at school? show resilience, being unafraid to get my first attempt wrong? keep my files and notes organised?

HARD WORKING

•

• • •

LINKING

ANALYSING

EMPATHISING

FOURTH FORM CURRICULUM GUIDE

TEACHERS: TO WHAT EXTENT DO I… • • •

use a wide range of tasks and techniques to meet individual needs? use a range of strategies to determine what students know? feedback through activities, such as DIRT and Learning Cycles, to progress learning?

• • •

link learning objectives with past and future ideas? provide opportunities for interleaving and spaced learning? scaffold activities to enable clear progression of thinking?

• • •

help students to select the best ideas? enable pupils to break down problems or tasks? provide students with clear success criteria, models or WAGOLLs (What A Good One Looks Like)?

• • •

give opportunities for a creative approach to Problem Solving? consider tasks where there is not just one ‘right answer’? give students thinking time and opportunities to experiment with their own ideas?

•

provide regular and frequent opportunities to develop automaticity for key skills and content? support students to organise their notes and work within the planned Flight Path to cement learning?

•

• •

provide opportunities for students to work together? build nurturing relationships and believe in ‘success for all’?

•

use a variety of activities and rich questioning to challenge students and make them the centre of their own learning? collaborate with others, sharing practice and trying new methods?

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• •

fully prepare my lessons, arriving on time and teaching in an environment that stimulates learning? positively engage with students so they feel safe to make mistakes?

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