Year 10 curriculum booklet by Woodrush High

Woodrush High School Year 10 Curriculum Booklet

Staff Contact List Senior Leadership Team

Ms N Rancins Headteacher

Mr S Baker Deputy Headteacher

Mrs E Lawson Mr D Monk Assistant Headteacher Assistant Headteacher

Ms S Taylor Mr M Sullivan Mrs C Sheppard Assistant Headteacher Assistant Headteacher Assistant Headteacher

Mrs J Jarvis Business Manager

Heads of Year

Ms N Robbins Head of Year 7

Mrs Holden Head of Year 8

Miss K Ford Head of Year 9

Mr J McDowell Head of Year 10

Mr B Taylor Head of Year 11

Miss R Price Lead Progress Leader Year 9 Progress Leader

Mr A Branton Year 10 Progress Leader

Mrs D Cassidy Year 11 Progress Leader

Progress Co-ordinators:

Ms J Francis Mrs C Bishop Year 7 Progress Leader Year 8 Progress Leader

Personal Welfare and Intervention Co-ordinator:

Mrs Peters

Year 10

Journey

Term Dates AUTUMN TERM 2016 INSET Thursday 1st Sep & Friday 2nd Sep TERM STARTS Monday 5th Sep 2016 HALF TERM Monday 24th Oct –Friday 28th Oct 2016 INSET DAY Monday 31st Oct 2016 TERM ENDS Friday 16th Dec 2016 SPRING TERM 2017 TERM STARTS Tuesday 3rd Jan 2017 HALF TERM Monday 20th Feb – Friday 24th Feb 2017 INSET Monday 27th Feb TERM ENDS Friday 7th Apr 2017 SUMMER TERM 2017 TERM STARTS Monday 24th Apr 2017 HALF TERM Monday 29th May –Friday 2nd Jun 2017 INSET Friday 30th June 2017 TERM ENDS Friday 21st Jul 2017 Other Dates: May Day Monday 1st May 2017

Times of School Day First Bell Registration* Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lunchtime First Bell Lesson 5 Afternoon Registration End of School Day * - Wednesday Start

8.35am 8.40am 8.55am 9.55am 10.55am 11.15am 12.15am 1.15pm 1.45pm 1.50pm 2.50pm 3.00pm 8.55am

21st October – Progress 1 available 3

Home School Agreement All schools are encouraged to have in place a Home School Agreement. Our Home School Agreement was originally formed in partnership with parents and, in recent years, it has been amended after parents have made some further useful and helpful suggestions. Please read the following information carefully and please keep this document in an accessible place during your son or daughter’s education at Woodrush High School.

Home School Agreement 1) Parent(s)/Guardian(s) will: • • • • • • • • • • • • • • • •

2) • • • • • 4

See that my child maintains good attendance (96% and above) and arrives before 8.35am each day (apart from Wednesday morning where a later start of 8.55am is required); Ensure that my child is wearing the correct uniform as outlined in the school’s uniform policy; See that my child is properly equipped for school; Let the school know about any concerns or problems that might affect my child’s work or behaviour; Support the school’s aims, ethos, policies and guidelines for behaviour and bullying and encourage my child to follow them; Support and reinforce sanctions given by the school in terms of misbehaviour; Attend parents’ evening and discussions about my child’s progress; Inform the school when my child is absent from school on the first day of their absence; Agree any planned school absence by my child in advance with the school (term time holidays will not be authorised); Work in partnership with the school and outside agencies to support my child’s progress and wellbeing; Take an interest in my child’s school work, looking at their exercise books and the school’s virtual learning environment (FROG) regularly; Encourage my child to participate in the extra-curricular opportunities offered by the school; Acknowledge that, as a school, we do not advise that students bring mobile phones to school and we accept no liability for loss, damage or theft of mobile phones; Acknowledge that any communication with your child during the school day should be made through the school reception; Communicate with all staff at Woodrush High School in a respectful manner; Communicate any concerns about my child and their education or well-being at school through the appropriate pastoral channels and not on social media or online forums.

Staff will: Provide the best possible teaching and learning opportunities; Ensure the safety of every child is given priority and that a caring, safe and supportive environment is provided that promotes learning and well-being; Guide students towards becoming inquisitive, independent and taking ownership of their own learning; Reward students for their success; Contact parents if there is a problem with attendance, punctuality, uniform or equipment;

• • • • • • • • • • 3) • • • • • • • • • • • • •

Let parents know about any concerns or problems that affect their child’s work or behaviour; Ensure that lessons are not interrupted by poor behaviour; Report to parents on your child’s progress; Set, mark and monitor independent study and provide facilities for children to do independent study in school; Arrange parents’ evenings during which progress will be discussed; Keep parents informed about school activities through regular letters home, news sheets and notices about special events; Ensure that the school behaviour and bullying policies are consistently applied; Monitor pupils’ behaviour, taking fair and consistent action if necessary and informing parents/carers of any concerns; Help students leave school well prepared and ready to make the most of future career/educational opportunities; Listen to parents/guardians and work in partnership with them. Students will: Attend regularly and punctually and with a positive attitude; Come to school prepared to work, with the correct equipment and the correct uniform at all times, including at the beginning and the end of the school day; Respect other members of the Woodrush community; Accept that bullying, intolerance and discrimination are unacceptable in our school; Ensure they do not disrupt the learning of others; Follow staff instructions immediately without questioning; Ensure their mobile phone is switched off during the school day and kept out of sight; Conduct themselves appropriately in lessons, between lessons, during break, lunch and on their way to and from school; Ensure proper and safe use of the school ICT systems as outlined in the acceptable usage policy for ICT; Remain within the permitted recreational areas of the school during break and lunch times; Be positive ambassadors for the school at all times; Respect the environment of the school and other people’s property; Complete all work to the highest possible standard

Parent Signature:_______________________

Student Signature:__________________________

Headteacher: _________________________

Chair of Governors: _________________________

We require all parents and students to sign the Home School Agreement. Please be aware that advice from the Government, via the Department for Education (DFE), states that refusal to sign a school’s Home School Agreement does not provide exemption for any students from the rules outlined by the school. If you would like to discuss any issues arising from the following Home School Agreement then please do not hesitate to contact us. We believe this document fairly and reasonably outlines the expectations we have as a school from our staff, our students and our parents. The aim of our Home School Agreement is to encourage consistency, equality and fairness in all matters pertaining to the school.

Uniform A school is frequently judged by the appearance of its students and its reputation is a powerful factor in their future success or failure. Please check that your child leaves the house properly dressed in the morning. We shall notify you first if there is any modification to the published uniform. We believe that a smart and distinctive school uniform helps discipline and makes students aware of being part of a community. Long term, it is both practical and economical. It is hoped that you will support this view and encourage your child to do so. Please be aware that he Headteacher’s decision on all matters regarding uniform and hairstyles is final and fully supported by the Governing Body. Key Uniform Rules: ALL CLOTHING AND PERSONAL BELONGINGS should be marked clearly with the owner’s name. •

BLAZERS – All students must wear a blazer at all times inside the school premises, unless they have been given permission by a member of staff to remove their blazer. The school jumper is another additional item of clothing students can wear. The school jumper must be black and must be a V-neck. Tracksuit tops, Hoodies and Sweatshirts are not allowed in school.

•

SCHOOL SKIRTS - Any girl wishing to wear a skirt must wear the Woodrush school skirt with a small green “W” above the hem. Girls may also wear black loose fitting trousers of suit material (ie not stretch/lycra/jean material). Any visible appendages (i.e. gold zips) or logos on trousers are not allowed.

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MAKE-UP - In Key Stages 4 and 5 (Years 9, 10, 11, 12 and 13) this should be appropriate to a professional working environment. Make-up should not be worn in Key Stage 3 (Years 8 and 9).

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JEWELLERY - One plain sleeper or stud in each ear lobe is permitted, no hoops/long earrings for health and safety reasons. No other visible body piercing is allowed. One ring per hand is allowed. Other jewellery is not allowed for safety and security reasons.

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HAIRSTYLES – Should be appropriate to a professional working environment e.g. no extreme styles or colours and no brightly coloured braiding.

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SHOES - Sensible flat shoes (not trainers, canvas/deck shoes or boots) are required for students, bearing in mind the staircases, carpeted areas and the need to negotiate outdoor pathways in inclement weather. Students wearing open-toed or high-heeled shoes will not be able to work in laboratories or technology rooms. Shoes will be plain, black and polishable. Trainers of any description are not permitted, even if they are black and close in style to that of a shoe.

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SCHOOL BAGS - A suitable bag should be used for school books. The British Medical Association recommends bags with two shoulder straps e.g. rucksacks. All students should have a pencil case containing a blue or black pen, a pencil, a ruler, a rubber, a pencil sharpener and coloured crayons. All students must also be in possession of a calculator. Other specific items of equipment may be required for subjects such as Mathematics and Modern Languages. Students will be informed by the appropriate teachers.

School coats are available from Early Years starting at £15.00.

Uniform List Key Stage 3 boys and girls: • Black trousers or skirt with the Woodrush logo • Plain black or natural coloured tights and black ankle socks, not knee high socks (for girls) • White shirt, long or short sleeved • Key stage 3 clip on tie with house colour • Black V neck sweater • Black blazer with school badge • Black fleece with school badge and (optional item as outdoor coat • or PE item) • Plain, black polishable shoes • Optional Woodrush black outdoor coat—available from ‘Early Years’ • @£15-99 Key Stage 4 boys and girls: • Black V neck sweater • Black blazer with school badge • Black fleece with school badge (optional item as outdoor coat or PE item) • Plain black, polishable shoes • Optional Woodrush black outdoor coat—available from ‘Early Years’ • @£15-99 PE Kit for Boys: • One pair of sports trainers • Football boots • Two pairs of Black shorts • PE Polo shirt • School Rugby Shirt • School PE hoodie or Plain black sweatshirt/ fleece • Black tracksuit bottoms • Black football socks • Shin pads • Gum shield (optional)

Girls PE Kit: • One pair of Sports trainers • Black school PE skort or shorts • School PE Polo Shirt • Plain black tracksuit bottoms • School PE hoodie or Plain black sweatshirt/ fleece • Black football socks • Black sports socks • Shin pads • Gum shield (optional)

School Uniform suppliers Clive Mark Schoolwear Early Years 38 Poplar Road 407-411 Stratford Rd Kings Heath Shirley Birmingham Solihull 0121 733 1456 0121 444 0606

Attendance Our aim as a school is for every child to have an attendance of 96% and above. Research has shown that students with poor attendance: • Get behind with work • Lose the thread of the topics being taught • Become demotivated when they return to school • Lose friendships • Miss out on important careers and guidance inputs • Miss out on extra-curricular opportunities • Are less likely to feel part of the school Parents/carers and students often become confused about what excellent attendance is. Woodrush has set out the following guide for parents/carers: 100% Outstanding 98 - 99% Excellent 95 - 97% Good 93 - 94% Requires Improvement 90 - 92% Cause for concern Below 90% Serious cause for concern Your child’s attendance is very important to us. We therefore politely request the following: Wherever possible, please do not make routine medical appointments during the school day. Holidays during term-time will not be authorised except in exceptional circumstances. If it is exceptional circumstances please put this in writing to the Head Teacher. Please remember a two week holiday in term-time means 50 hours of teaching missed and several homework’s too. Students often find it difficult to catch up with work missed. If your child cannot attend school, please take the following steps: Please contact the school’s attendance officer, Mrs Davies, on 01564 823777 Ext 7107 or email: jdavies@woodrushhigh.worcs.sch.uk . Please explain the reason for absence and give an estimate of how long your child is likely to be away from school. Send a note in on the first day your child returns to explain the reason for absence. In regards to punctuality to school, please be advised: That the first bell for school rings at 8.35am. Students are expected to be in their form rooms for morning registration or assembly by 8.40am. The student entrance to school closes at 8.40am. Any students arriving at school after this time will have to ring the buzzer for the main entrance and sign in late at Student Services. Any students that are late to school in the morning without a legitimate reason for their lateness will be issued with a thirty minute detention for that same evening after school. We will inform you of this detention via a text or a telephone call. If your child does have a legitimate reason then please ensure they are able to provide a note or a medical appointment card.

The Woodrush Way We continually work, at Woodrush, to reinforce the following: • • • • • • • • •

Learning is lifelong and must be of the highest quality it can be This takes place in a calm, supportive and disciplined environment We can all improve in what we do & must always strive to do so We embrace our own community and our role in the local area We respect individuals, their talents, qualities and needs We work to ensure equality of opportunity for all Everything we do is aimed to improve our students’ life chances We are all part of a big team, as students, staff, parents and value this Turn Up, Work Hard, Be Nice

In addition we work to: • • • • • • • • • •

Create an open environment where the aspiration is always towards excellence Help establish self-confidence, selfmotivation and self-discipline Provide a rich and simulating learning environment and a curriculum that meets the needs of all our learners Promote a capacity for independent learning and the motivation to use that capacity Offer a wide range of experiences beyond the formal curriculum Celebrate all excellence and achievements Prepare students for the opportunities and responsibilities of adult life and local and global citizenship Promote an active involvement in caring for the environment of the school, the local community and the wider world Encourage the interest and involvement of parents, governors, industry, commerce and the community in the life of the school and furthering the success of our students Promote a culture of innovation and development

Attitude to Learning Expectations Level

Behaviour

Consequence / Action

a) Uniform infringement b) Lateness to registration/lesson without valid documented reason c) Disrupting learning d) Lack of equipment/kit e) Incomplete work f ) Mobile phone seen or heard without teacherâ&#x20AC;&#x2122;s permission g) Littering h) Out of lesson without documented permission from teacher

a) Removal from form/learning until rectified b) Verbal warning c) Verbal warning d) Verbal warning/supply e) Verbal warning f ) Confiscated until the end of the school day g) Verbal warning/rectify h) Verbal warning/return to class (Log on SIMS)

a) Repetition of any C1 behaviour b) Refusal to follow a request from a member of staff c) Inappropriate language including swearing in conversation

a) Repetition of any C2 behaviour b) Failure to attend 30 min detention for C2 behaviour c) Rudeness/inappropriate behaviour towards a member of staff, including walking away from, or lying to, a member of staff d) Rudeness/inappropriate behaviour towards a fellow student e) Abuse of open access areas, which includes accessing prohibited areas of the school at break or lunch f ) Three or more late marks in a week to lessons or registration

a) Repetition of any C3 behaviour in lessons b) Failure to attend 1 hour detention for C3 behaviour

a) Failure to attend 1 hour detention with Head of Faculty, Head of Year or Progress Leader

a) Failure to attend 2 hour detention with Head of Year/SLT or failure to behave appropriately during 2 hour detention b) Fighting/assault/dangerous behaviour c) Smoking or suspicion of smoking d) Graffiti e) Bullying f ) Possession/bringing inappropriate items into school

30 minute after school detention (Contact parents by text)

1 hour after school detention (Contact parents by text and phone call home at discretion of teacher)

1 hour after school detention

(Contact parents by text and phone call home by Head of Faculty or Head of Year/Progress Leader)

2 hour Friday after school detention

(Contact parents by text and phone call home by Head of Faculty or Head of Year/Progress Leader)

One day in time out isolation and a minimum of one day in intervention (Phone call home and/or parental meeting with Head of Year/Progress Leader)

Staff responsible

a-h) All Staff

a-c) All Staff

a-e) All Staff f ) Form Tutor

Head of Faculty/Head of Year/ Progress Leader

a) Head of Year / SLT

SLT/ Progress Leader/ Personal Welfare Intervention Co-ordinator

Rewards Rewards Woodrush High School has a proud culture of celebrating student success. Immediately in Year 7, students will have the opportunity to collect merits. These merits have electronic codes that can be inputted on-line and then transferred into various prizes. These include anything from stationary items to free prom tickets in Year 11. These merits are also totalled and contribute towards House competitions. Your child will also have the opportunity to collect badges that can be sewn onto their blazers. These badges are to acknowledge any specific achievements linked to certain subject areas, which may include anything linked to attainment, participation, effort or progress. Any successes or achievements in school are also celebrated during weekly Year group assemblies and termly House assemblies. We also hold awards events that parents are invited to attend. Merits Gold Award merit given by form tutors for exemplary behaviour and punctuality to lessons/registration over a half-term. This is also awarded to students for other noteworthy and significant achievements. The Gold Award merit has the value of 5 merits. Subject merits are awarded to students by subject teachers for things like excellent effort, progress or attitude to learning in lessons. This merit has the value of 1 merit.

New Grading System for Progress

• At Woodrush all students are now assessed using the New GCSE grades that have been introduced; 9-1 • The table above shows how the old GCSE grades of A*-G equate to the new grades. • New GCSEs will be graded 9–1, rather than A*–G, with grade 5 considered a good pass (The old ‘high C’ grade / ‘low B’ grade) and grade 9 being the highest and set above the current A*. The new system is intended to help provide more differentiation, especially among higher achieving students. • The grades will be given for the first time in 2017 exam results, for specifications that first started teaching in 2014 (English and Maths). By 2019, all GCSE results will be using the new system. • This is why we have moved to this system throughout the school from years 7 to 11; so we can track and monitor performance throughout the school for each child in each subject. • From KS2 we already have an idea of what students Estimated Attainment should be by the end of year 11, so we can see if their current attainment matches their ‘projected’ attainment through time. We use KS2 SATs information therefore, to work out what each child’s expected grades will be year on year. • At each progress point during the year, each student will be given a current attainment grade and an estimated end of year grade (both 9-1) in each of their subjects. This can be compared to the expected grade a child should attain by the end of that year. (Year 11 will still be graded using A*-G for all subjects except English and Maths) • We will also indicate whether a child’s grade is:

Meaning Secure; the grade is secure and very close to the next grade and with intervention will have a very good chance of achieving it

Meaning Secure with Support

Meaning Vulnerable; the student is not secure at this grade and without intervention may drop to the grade below

• Each child and parents will therefore be able to ‘map’ the progress being made through each year and over all 5 years of a subject or course. • Parents will be informed of their child’s attainment 5 times each year and whether they are meeting the expected grade in that subject.

Faculty

Mathematics

Subject

Mathematics

Year

Year 10

Course Overview

Exam Board: Edexcel Linear There will be module tests throughout the course and dates for these will be provided by the class teacher. The examination is in Year 11 and is 100% exam based. Students will sit three 1hour 30 minute papers. The first paper is non-calculator and the other two papers are calculator assessed. Progress assessments will take place towards the end of each term to determine where students are in comparison with their target grade. Mock assessments in maths will be in the Summer term of year 10, towards the start of June. These are important and will give students an indication of what they are working towards in Year 11.

This year in Maths

Units of Study: • Number: types of numbers including primes, cubes, factors and multiples; adding, subtracting, multiply and dividing, negative numbers, upper and lower bounds, standard form, rounding and approximation. • Algebra: collecting like terms, simplifying expressions with multiplication and division, expanding brackets, factorising expressions, double brackets, quadratics, solving equations, simultaneous equations, graphs, index laws and sequences. • Fractions, decimals, percentages and ratio: converting between them, (+, -, x, ÷) fractions, fractions of amounts, percentages of amounts, increase and decreasing percentages, percentage change, interest, reverse percentages, (+, -, x, ÷) decimals, recurring decimals and ratio. • Data: averages (mean, median and mode), range, interquartile range, bar charts, pie charts, cumulative frequency, histograms, averages from frequency tables, stratified sampling, probability. • Transformations and symmetry: reflections, rotations, translations, enlargements, congruent shapes and similar shapes. • Shape and Space: perimeter, area, surface area, volume, conversions, constructions, loci, scale drawings, plans and elevations, angles, properties of polygons and tessellations. Over the course students with develop their mathematical reasoning and develop the ability to work through more functional based problems. Students should use mymaths and mathswatch to do general revision in year 10. The progress assessments will contain most of the topics above, as they will be general examination papers.

Homework / Independent Study expectation

Regular individual homework tasks (set once per week for a minimum of 60 minutes) Regular revision at home, especially prior to module tests and progress tests, students should be working on mathematics often Extra work packs may be provided as part of intervention if students are weak on a particular area of mathematics. Mathswatch and MyMaths are also useful tools to use at home. The best way to revise mathematics is to complete examination past papers, these will be provided by class teachers but they are also available online if you look up ‘Edexcel linear maths past papers.’

Other Information

Edexcel revision guides will support students in this course: All students need a Casio Scientific calculator All students need a maths set which includes: pencil, ruler, compass and protractor: Useful websites we use at Woodrush:

Faculty

Science

Subject

Science (combined science or triple science)

Year

Year 10

Course Overview

Exam Board : OCR Combined science/ OCR Triple Science Students will cover the B3, B4, C3, C4, P3 and P4 units of the combined science/triple science courses in year 10. B3 – Organism level systems B4 – Community level systems C3 – Chemical reactions C4 – Predicting and Identifying reactions and products P3 – Electricity and magnetism P4 – Waves and radioactivity All assessments will take place in Summer 2018 in the form of exams. Students will sit a total of 6 examinations, each worth 60 marks (16.7%) each. Exam 1 – B1,2,3 and CS7 (Practical skills) Exam 2 – B4,5,6 and CS7 (Practical skills) Exam 3 – C1,2,3 and CS7 (Practical skills) Exam 4 – C4,5,6 and CS7 (Practical skills) Exam 5 – P1,2,3 and CS7 (Practical skills) Exam 6 – P4,5,6 and CS7 (Practical skills) Students will complete end of unit assessments in all GCSE units.

This year in Science

In year 10, students will continue their studies of OCR Gateway combined or triple science (depending on their options choices). In Biology, they will study units B3 and b4 which will include; nervous and endocrine systems, the carbon and nitrogen cycle, ecosystems and interactions between organisms. In Chemistry, they will study units C3 and C4. They will study chemical equations, calculating masses and moles, acids and bases and group 1 and 7 chemical reactions. In physics they will complete units P3 and p4 studying electricity, magnetism, waves, the electromagnetic spectrum and radioactivity.

Homework / Independent Study expectation

Pupils are expected to purchase a revision guide and workbook that they will use for homeworks for the duration of years 10 and 11. There may be additional occasions where the class teacher feels additional homework will be beneficial to the pupils. This may be in the form of exam questions, research or worksheets.

Other Information

Students are expected to buy revision guides and workbooks for the course. We will do a group order for revision guides and workbooks in year 10. Revision guides are available from CGP. • GCSE Combined science. For OCR Gateway (Grade 9-1) ISBN: 978 1 78294 569 7. • GCSE Biology. For OCR Gateway (Grade 9-1) ISBN: 978 1 78294 566 6 • GCSE Chemistry. For OCR Gateway (Grade 9-1) ISBN: 978 1 78294 567 3 • GCSE Physics. For OCR Gateway (Grade 9-1) ISBN: 978 1 78294 568 0 Useful websites • http://www.bbc.co.uk/education/subjects/zrkw2hv • https://www.educake.co.uk Trips Pupils are offered a variety of trips across the year, which changes from year to year.

Faculty

English

Subject

English

Year

Year 10

Course Overview

Which exam board: AQA Units of study: Literature Paper 1- The 19th Century Novel( A Sign of Four, Great Expectations or A Christmas Carol) Literature Paper 2 – Modern Texts (History Boys, An Inspector Calls or Blood Brothers) and Poetry (Power and Conflict or Love and Relationships and Unseen poems). Language Paper 2: Writers’ Viewpoints and Perspectives How the course is assessed: Literature Paper 1: Written exam: 1 hour 45 minutes, 40% of GCSE. 22nd May 2017 Literature Paper 2: Written exam: 2 hour 15 minutes, 60% of GCSE. 26th May 2016 Language Paper 2: Written exam: 1 hour 45 minutes, 50% of GCSE. 12th June 2017

This year in English

Students will begin their Literature course by studying modern drama. They will work on literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation and the relationship between actions or events. They will also gain an understanding of writers’ social, historical and cultural contexts to inform their evaluations. Further preparations for their Literature exam will include the 19th century novel in which students will be required to write in detail about an extract from the novel and then to write about the novel as a whole. Later in the year, students will study Poetry, which is thematically linked, where they will build upon the skill of exploring a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language, structure, form and presentation contribute to quality and impact; using linguistic and literary terminology. Language units will also be taught this year. Students can expect to look at how different writers present a similar topic over time. The texts, across a range of genres and types, support students in developing their own writing by providing effective models. The texts include literature and extended literary non-fiction, and other writing such as essays, reviews and journalism (both printed and online). Students will produce clear and coherent writing using a judicious selecting of quotations to support their views. Students will be assessed on a half-termly basis and will undertake both a Literature and Language mock examination at the end of the year. They will take their final examinations on the dates outlined above.

Homework / Independent Study expectation

Students will be expected to continue reading on a daily basis as they did in KS3. Relevant tasks will be set by class teachers which will enable students to build on what they are learning in lessons and revision will be crucial during exam periods. Students can expect at least one timed essay a week during this time.

Other Information

Revision sessions will take place after school. Dates tbc. To further consolidate their knowledge, students should look to use academic websites alongside guides such as BBC Bitesize. A number of useful revision guides are available in all major book shops or online. We recommend the CGP guides which are designed to cover the topics studied in preparation for the 2017 AQA exams.

Faculty

English

Subject

Film Studies

Year

Year 10

Course Overview

Which exam board: WJEC Units of study: Paper 1: Exploring Film The Superhero Genre Paper 2: Exploring Film outside Hollywood Case Study: Amelie Paper 1: Written exam: 1 hour 30 minutes, 30% of GCSE. June 2017 Paper 2: Written exam: 1 hour, 20% of GCSE. June 2017

This year in Film Studies

Students will begin the year by re-capping vital concepts and vocabulary. They will then begin work to prepare for Paper 1. For this Paper, students are given four compulsory questions focusing on the superhero genre. These questions will assess knowledge and understanding of film language and key industry and audience issues. The film genre will be set by the Awarding Body and will change every three years. The focus of each question is as follows: Question 1: Response to a film extract chosen from the genre candidates have studied (questions based on film language) Question 2: Response to genre elements of study, considering all aspects of film language Question 3: Response to aspects of the marketing and promotion of films Question 4: A series of creative tasks assessing the knowledge and understanding of films in relation to audience and industry. Following this, students will begin preparing for Paper 2. For this, students will study Amelie in depth. The Paper for this section consists of three compulsory questions on one film produced outside Hollywood and questions will be based on: Characters, narratives, themes and issues in the film chosen The way people, places, events and issues are represented in the film A creative question involving individual responses to the film (e.g. reviews, blogs, website entries). Students will be assessed through exam-style questions on a half-termly basis.

Homework / Independent Study expectation

Students will be expected to watch a wide variety of films, particularly from other countries if possible. Relevant tasks will be set by class teachers which will enable students to build on what they are learning in lessons and revision will be crucial during exam periods.

Other Information

To further consolidate their knowledge, students should look to use various and blogs, such as: www.bfi.org.uk http://www.bbc.co.uk/blogs/markkermode www.empireonline.com Students should also look to research the films that we have studied on websites such as: www.imdb.com www.rottentomatoes.com

Faculty

Humanities

Subject

History

Year

Year 10

Course Overview

Exam Board : OCR Units of Study : • The People’s Health (1250-Present), a thematic study of public health in Britain from the Black Death to the Smoking Ban. • Living Under Nazi Rule 1933-1945, a source based study which looks at a number of aspects in Nazi Germany including youth, the Holocaust and opposition, as well as life in Nazi occupied Europe. • The Elizabethans 1580-1603, a source based depth study which look at the political, religious, economic, social and cultural aspects of Elizabeth’s rule. • History around us module, looking at the development and evolution of Kenilworth Castle throughout its history. • Viking Expansions from C.750 to C.1050, a period study which stretches from the first Viking Expansion in Russia to the end of the Viking era. Over the course, students develop skills in the analysis and evaluation of sources, interpretations and historical events and periods; this will lead to the development of their knowledge and understanding as historians. Assessment : • One 1 hour 45 minute exam on the thematic People’s Health module AND the Elizabethan depth study (40%) • One 1 hour exam on the History Around Us module (20%) • One 1 hour 45 minute exam on the Viking Expansion period study AND the Living under Nazi Rule depth study (40%)

This year in History

In year 10 pupils will finish their work on the Living under Nazi Rule 1933-1945 module which will explore the political, economic, social, racial and cultural aspects of this period in history. Pupils will be able to identify and describe the main features of this time and should develop an understanding of people’s experiences during this traumatic period; this study will also allow pupils to engage with a variety of historical sources and interpretations related to life under the Nazis. After this, pupils will complete their depth study looking at life in Elizabethan England between 1580-1603, exploring the political, economic and religious tensions that tested the stability of the country under Elizabeth. Here too, pupils will work with a range of sources including both visual and written interpretations, varying from the academic to the fictional. Finally, pupils will begin their study of Kenilworth Castle as part of the History Around Us module. This will enable pupils to understand how the remains of a historical site and supporting sources can inform our understanding of historical events and developments.

Homework / Independent Study expectation

Pupils will receive regular independent study which will usually be in the guise of a practice exam question, a source to analyse or a research task to inform their work in the classroom.

Other Information

There will be a trip running to Berlin to support the pupils learning in the Living under Nazi Rule module. When researching their topics, the pupils should look to use academic websites as well as educational ones including BBC Bitesize and Spartacus Educational. Pupils will be informed when revision guides are released for this new GCSE.

Faculty

Humanities

Subject

Religious Studies

Year

Year 10

Course Overview

Which exam board: AQA Units of study: Unit 1 – Beliefs, teaching and practises from Sikhism and Christianity. Unit 2 – Religious, philosophical and ethical studies themes: Theme A: Relationships and families. Theme B: Religion and life. Theme D: Religion, peace and conflict. Theme E: Religion, crime and punishment. How the course is assessed, for both units; • Written exam: 1 hour 45 minutes • 96 marks (plus 5 marks for spelling, punctuation and grammar (SPaG)) • 50% of GCSE

This year in Health and Social Care

In year 10 students will be looking at all 4 themes explained above for unit 2 of the course. We will also be going over the different beliefs and practises from both Sikhism and Christianity. Students will explore different teachings from both religions and in particular analyse religious texts and stories. We will be looking at a range of key terminology and what different terms an key words mean. Students will apply what they have learnt to achieve of the themes that we have chosen to look at in addition to considering and exploring ethical and philosophical issues associated with each theme. Throughout the course we will continually be going over exam practise and exam technique.

Homework / Independent Study expectation

Individual research of specific topics related to each individual topic Continual consolidation and revision Researching religious views, quotes and stories that can be applied to each topic Case studies and exam questions Revision – SAM Learning. BBC Bitesize.

Other Information

Christianity – www.christianaid.org.uk Sikhism – www.khalsaaid.org Islam – www.muslimaid.org www.drugsline.org www.talktofrank.com www.stchristophers.org.uk www.ngdt.co.uk www.beep.ac.uk

Faculty

Humanities

Subject

Health and Social Care

Year

Year 10

Course Overview

Which exam board: Edexcel Units of study: • Completion of Unit 1 – Understanding Personal Development and Relationships • Unit 2 – Exploring Health, Social Care and Early Years Provision How the course is assessed • Unit 1 is an external exam taken in June 2018. It is worth 40% of the final GCSE grade. • Unit 2 is a controlled assessment set by the exam board marked by the teacher and moderated by the exam board in 2018. It consists of 4/5 set tasks. 22.5 hours are given to the write up of the set tasks. This assessment is worth 60% of the final GCSE grade.

This year in Health and Social Care

The beginning of Year 10 will see students completing work from Unit 1. They will then spend some time consolidating their learning for Unit 1 and this will culminate in a mock exam. Students will then begin work on Unit 2 where they will learn about Health, Social Care and Early Years provision, with a greater emphasis on Early Years provision. They will learn about the care needs of different groups of people; how Health, Social Care and Early Years services are organised; how people access these services and the barriers they may encounter; job roles and skills of people providing Early Years services; the importance of care values. This will lead to work on the set controlled assessment tasks. Students will need to demonstrate: the ability to apply knowledge and understanding to investigate the needs of a child (AO1); plan and carry out investigations and tasks in relation to how Early Years setting meets the needs of the children (AO2i); skills, knowledge and understanding of the importance of Care Values (AO2ii); analysis and evaluation, draw conclusions and present reasoned judgements about the work they research and present. (A03).

Homework / Independent Study expectation

Individual research of specific topics related to course work. Individual/group projects in relation to a specific aspect of course work. Planning and drafting of controlled assessment tasks Case studies and exam questions Completion of tasks begun in lessons.

Other Information

Visits to Nurseries or Primary Schools to gather information for use in controlled assessment. Useful Websites: www.bbc.co.uk/schools/parents/early_years_foundation_stage www.gov.uk/early-years-foundation-stage www.nurseryworld.co.uk www.theeducationwebsite.co.uk www.nurseryjobs.co.uk/childcare_qualifications_uk.php

Faculty

Humanities

Subject

Geography

Year

Year 10

Course Overview

Exam Board : AQA Units of Study : • Topic 2: Physical landscapes in the UK • Topic 4: urban issues and challenges • Fieldwork skills and investigation

This year in Geography

Students will study: Topic 2 – Physical landscapes in the UK - in this unit, students will learn about the coasts and rivers. They will look at the processes at work in these two landscapes as well as the landforms these processes create. Finally they will study the management strategies that can be used to protect rivers and coasts. Topic 4 – Urban issues and challenges – In this unit, students will look at the global patterns of urbanisation and the emergence of mega cities. They will study two case studies in depth; one looking at change in a major UK city and in contrast learn about urban growth and the challenges this creates in a city in the developing world. As part of the course students are also required to undertake a piece of human and a piece of physical fieldwork. Students will write this field work up and will be asked questions about different elements of their investigation in an exam at the end of year 11.

Homework / Independent Study expectation

Pupils will receive regular independent study which will usually consist of consolidation questions, exam practise, revision tasks or a research task to inform their work in the classroom.

Other Information

Students will be required to attend a trip to collect fieldwork data for both a physical and a human fieldwork investigation. When researching their topics, the pupils should look to use academic websites as well as educational ones such as BBC Bitesize. Pupils will be informed when revision guides are released for this new GCSE.

Faculty

Modern Foreign Languages

Subject

French and Spanish

Year

Year 10

Course Overview

AQA French 8658/ Spanish 8698 Paper 1: Listening – 25% (Foundation - 35 minute paper/ Higher – 45 minute paper) Paper 2: Speaking – 25% (Role Play card, picture card and questions and answers. Approx 10 mins) Paper 3: Reading – 25% (Foundation - 45 minute paper/ Higher – 1 hour paper) Paper 4 Writing – 25% (Writing tasks and Translation. Foundation – 1 hour/ Higher – 1 hour 15mins) All assessed at the end of year 11 (Summer 2018) Over 3 years, pupils study all of the following themes on which the assessments are based. Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment

This year in French and Spanish

1. Leisure Revision of Sports and hobbies, Extreme Sports, Role Models, Making arrangements to go out, Revision of media, Social media, Use of mobile technology, Books and Reading, Live events 2. School Opinions of subjects and teachers, School facilities, Future plans, Classroom objects, Comparing English Schools with the rest of the world, School rules, Extra curricular, Bullying and Problems, School Trips and Visits, Future Plans 3. Work and Employment Jobs, Part time jobs, Work experience, Ideal jobs, Pros and Cons of jobs, Applying for jobs, Writing CVs, Interviews 4. Customs and Festivals • Traditions, Festivals, How countries celebrate, Describing an event, Planning an event, Food and Drink In addition, pupils also cover the following grammatical points • • • • •

Regular Present Tense Verbs Irregular Present Tense Verbs Reflexive Verbs Adjectival endings and placement Articles

• • • •

Perfect tense/ preterite Imperfect Tense Conditional Tense Comparatives and Superlatives

Homework / Independent Study expectation

Pupils will have regular vocabulary learning from their vocab books we supply in lessons at the beginning of each topic. These books are to be brought into each lesson and cost 50p to replace if lost. There are Personal Learning Checklists at the beginning of each topic to support pupils’ vocab learning in preparation for end of unit tests. The dates for these are the same as the progress tests Teachers will set additional homework tasks where necessary. These will be a simple reading or writing task and where possible, we will put this information onto Frog

Other Information

We have found the following websites to be of use to GCSE MFL students http://www.bbc.co.uk/schools/gcsebitesize (French and Spanish) http://revisionworld.com http://www.s-cool.co.uk/gcse It is also really helpful to follow the news in French and Spanish, these websites are ideal as they are aimed at young people http://www.1jour1actu.com Lastly, www.youtube.com is an excellent resource as there are lots of programmes, stories and songs in languages such as peppa pig, friends!

Faculty

Business and Computing

Subject

ICT

Year

Year 10

Course Overview

The faculty offers three alternative courses. Your child began one of these at the end of Y9! Exam Board : Edexcel GCSE ICT Units of Study: You will learn about current and emerging digital technology and its impact on our lives, working with a range of tools and techniques and exploring interactive digital products such as websites, computer games and databases. Assessment : Unit 1 – Living in a digital world (40% 1.5 hrs external exam) Unit 2 – Using digital tools (60% controlled assessment) Exam Board : OCR Cambridge Nationals in Creative iMedia Units of Study: You will learn the tricks of the media sector and be able to design and create promotional materials and resources. Assessment : Unit 1 – Pre-production skills (25% 1.25 hrs external exam) Unit 2 – Creating digital graphics (25% controlled assessment) Unit 3 – Storytelling with a comic strip (25% controlled assessment) Unit 4 – Multimedia products (25% controlled assessment) Exam Board : Eduqas GCSE Computer Science Units of Study: You will learn how computers work and how to code programs to solve problems. You will learn about hardware, software, networking and computer programming languages. Assessment : Unit 1 - Understanding Computer Science (50%, 1.75hrs external exam) Unit 2 - Computational Thinking and Programming (30%, on screen exam) Unit 3 - Software Development (20%, controlled assessment)

This year in ICT

Edexcel GCSE ICT – This year, students will begin the 60% controlled assessment (unit 2) for the course. Students have to create a range of ICT products to advertise and promote a school prom. Products include a flyer, logo, Spreadsheet model, website and much more! Students also have to review each product that includes what feedback they received from their peers, how their products meet the client’s requirements and areas for development. Throughout the year, students will also undertake Progress tests in class that run alongside whole school Progress data reports. These will be used, along with controlled assessment progress, to give an accurate progress update half termly. OCR Cambridge Nationals in Creative iMedia – This year, students will begin to study Unit 2 - Creating digital graphics which accounts for 25% of the course. Students will complete the controlled assessment in class but will have theory homework set. Students have to create a professional DVD cover for a film called “Night Avenger!” They will learn photo editing skills and understand how to manipulate images. In the Spring term, students will study Unit 1 - Pre-production skills which will be assessed by an external exam. The exam is set to take place on Wednesday 7th June 2017. Eduqas GCSE Computer Science – This year, students will begin to learn computer programming languages Python, HTML and Java. These will be needed for the controlled assessment and external exams that students will sit in Y11. This year will be project and theory based. Students will learn about different programming errors as well as networks, protocols, internal hardware components, binary, denary, hexadecimal and much more!

Homework / Independent Study expectation

• • •

Other Information

Students will be given Personal Learning Checklists (PLC’s) at the beginning of each unit to support their understanding. Students for each course are expected to undertake a minimum of 1hr independent study per week. Teachers will set homework tasks via FROG which students will be expected to complete. Resources for all courses can be found on shared area on the ICT page on FROG.

There are revision guides and workbooks that can be purchased to support your child through their GCSE course. Teachers will inform parents when revision guides are available for the new spec GCSE’s.

Faculty

Business and Computing Faculty

Subject

Retail Business

Year

Year 10

Course Overview

Exam Board : WJEC Level 1/2 Award in Retail Business Units of Study: Retail businesses operate in different retail channels, from outlets in local shopping arcades to catalogues and online shopping. There are different types and sizes of retailers, from large multinational department stores to small specialist retailers. WJEC Level 1/2 Award in Retail Business is designed to mainly support students who want to learn about the retail businesses and the potential it can offer them for careers or further study. It provides students with a broad introduction to the retail sector and the types of career opportunities available. Assessment : Unit 1 - Customer experience (25% controlled assessment) Unit 2 - Retail business (25% external exam) Unit 3 – Retail operations (50% controlled assessment)

This year in Retail Business

Students will begin to study Unit 1 Customer experience controlled assessment. Students will need to: • Know how customer service improves a business • Describe principle of customer service • Describe how customer service delivery differs across retail channels • Describe the needs of different types of retail customers • Design research tools, process and present information • Draw conclusions from research Students will also continue with what they learned last year for the Unit 2 Retail Business examination. Students will cover more in depth material for the exam. The exam is set to take place on Thursday 15th June 2017.

Homework / Independent Study expectation

Students are expected to undertake a minimum of 1hr independent study per week. Teachers will set homework tasks via FROG which students will be expected to complete. Resources for all courses can be found on shared area on the Business page on FROG.

Other Information

There are revision guides and workbooks that can be purchased to support your child through their GCSE course. Teachers will inform parents when revision guides are available. Students should regularly be reading around the subject to ensure they are best kept up to date with the latest current business affairs.

Faculty

Business and Computing

Subject

Business Studies

Year

Year 10

Course Overview

Exam Board : Edexcel GCSE Business Studies Units of Study: You will start by investigating different ways a business can be owned. You will study marketing, finance, roles within a business, production and the effect the external environment can have on a business. Assessment : Unit 1 - Introduction to small business (25%, 45min external exam) Unit 2 - Investigating small business (25% controlled assessment) Unit 3 - Building a business (50% 1.5hrs external exam)

This year in Business Studies

Students will to continue to study Unit 1 in order to gain the knowledge and understanding to undertake the controlled assessment in the summer term. Students will gain an understanding of spotting a business opportunity, showing enterprise, putting a business idea into practice, making the start-up effective and understanding the economic context. In the summer term, students will choose a small business and base their controlled assessment on a chosen topic. Students will have 6 hours of lesson time to research into their chosen business and will then be off timetable for a morning to write up their findings. The date for the write-up is TBC.

Homework / Independent Study expectation

Students are expected to undertake a minimum of 1hr independent study per week.

Other Information

There are revision guides and workbooks that can be purchased to support your child through their GCSE course. Teachers will inform parents when revision guides are available to purchase through ParentPay.

Teachers will set homework tasks via FROG which students will be expected to complete. Resources for all courses can be found on shared area on the Business page on FROG.

Students should regularly be reading around the subject to ensure they are best kept up to date with the latest current business affairs.

Faculty

Technology

Subject

Craft

Year

Year 10

Course Overview

The vcert craft sits along side GCSE and level 1 is equivalent to grade D to G GCSE. Level two is equivalent to grades A to C This qualification is designed for learners with an interest in craft and can be delivered in a variety of contexts. Examples could include wood crafts, floristry, textiles, paper craft, garment making, stained glass, cake decoration and countless other craft skills to try. Year 9 - The core units comprise of the following. Each unit has an assessment to go with it. • Unit 01 Exploring craft skills • Unit 02 Develop design ideas for craft • Unit 03 Create ideas in response to a brief • Unit 04 Produce and review final craft work

This year in Craft

Year 10 will mainly practice a variety of craft skills, while year 10 respond to design briefs and begin their assessments. Vocational opportunity The Woodrush VCERT craft has an emphasis on relating crafts to work and business. A section of the course will focus on developing a business idea; for example designing and creating a product for a business to use. We hope to also visit a business establishment specialising in a craft eg. Florists, Jewlery makers, photographers, printers, potters etc.

Homework / Independent Study expectation

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•

Other Information

The course will require ( but may not be limited to ) the following equipment and commitment; • Apron, A3 Portfolio, Sketch pad A3 or A4 • A good stock box of pens, pencils and basic art materials – ‘The Works’ offer a good selection of inexpensive kit and other craft materials • Independent study and homework will focus on researching using the internet; Pinterest, etsy, magazines and books relating to craft, programs on TV with craft and design emphasis . • Please find out if your child is entitled to free school meals /pupil premium as this will help pay toward the cost of some materials. Ask at reception for an application form. Useful websites : ETSY, PINTEREST, NIFTY, CRAFTY Helpful books : Craft books in local charity shops, Home sense, TKMAX or WHSmith. Art resources can be found at HOBBY CRAFT, DUNELEM, WILKINSONS or online. Ebay and Amazon are suitable places to purchase. After school clubs are a good opportunity to encourage the craft work or summer courses to get students into the mind set.

Faculty

Technology

Subject

Product Design

Year

Year 10

Course Overview

The Second year of the GCSE course is very focused on the development of the pupils Controlled Assessment task. Students will be completing their controlled assessment where they will design and make a product/s from a selection of design briefs. This is worth 50% of their GCSE and should be completed in school. The coursework should be a concise folder but must clearly show the development of a prototype solution. A coursework folder and final practical outcome, which must be fully evaluated, must be produced by the end of Year 10. Students will also have a written exam that is worth 50 % of their GCSE. It is a 2 hour exam based on theoretical understanding of Product Design. Practice for the exam will take place regularly in year 11 to allow them to feel confident when sitting the paper, however elements of the theoretical exam will be covered through the medium of practical lessons too.

This year in Product Design

Students will continue to develop their skills and knowledge of the advanced tools and equipment that we have in the Department to help them to develop their prototype models. Students will be expected to design by both hand and by using CAD to produce a good quality final product based on the development work undertaken in folder. Students undertake a single design and make activity which is selected from a range of board-set tasks. Students should submit a 3-dimensional outcome and a design folder. The design folder should consist of approximately 20 pages of A3 paper. It is expected that candidates should spend approximately 45 hours on this activity. At the end of the summer term pupils will sit a mock GCSE exam, under exam conditions. This will give pupils the chance to experience what it is like to sit the exam and prepare for the situation. The results from the exam will help predict a level for that year. The mock exam is intended to highlight any areas for improvement for the ‘real thing’ at the end of Year 11.

Homework / Independent Study expectation

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•

• •

Other Information

Pupils should develop an interest in the theoretical aspect of the subject and continue their reading outside of the classroom and teaching times. Pupils should visit as many exhibitions, museum’s as possible to help develop their subject knowledge and appreciation of Product Design in society and a passion for the subject. Suggest the Design Museum, Science Museum, The Brunel Museum, London Transport Museum, British Motor Museum Pupils should practise the skills and techniques demonstrated in lessons, outside of the classroom and produce their own prototype artefacts. Programs such as GOOGLE SKETCHUP, 123DDESIGN, Photoshop, Autodesk, Auto CAD are suggested programs to use. Projects from Maplin are always fun rewards that encourage STEM based activities Attending after school workshops can improve progression and enjoyment of the subject. Homework will focus on the collection of research which will help in the development of the design and a prototype model.

Useful websites : Pinterest, BBC ClipBank-Design and Technology, TechnologyStudent. com, How Stuff Works.com Helpful books : AQA Design and Technology Product Design (By Nelson Thornes), CGP GCSE Design and Technology Product Design (Revision guide), Lonsdale School Revision Guides AQA Product Design • • • •

Students will need their own sketch books for this course and should invest in drawing materials such as graphic pencils, coloured pencils, fine liner pens and tools, protractors and rulers to be able to illustrate effectively. Students should also invest in an A3 carry portfolio to carry their resources to and from home. These will be on Parent Pay. Attending the Product Design school club on Wednesdays is encouraged as students will have the opportunity to make products in a relaxed environment. Investing in a digital camera is important and students can then have their own resources which will help them at home such as model making equipment.

Faculty

Technology

Subject

Fashion and Textiles

Year

Year 10

Course Overview

This is a 3 year course. Students will complete their controlled assessment in year 10 where they will design and make a product/s from a selection of design briefs. This is worth 60% of their GCSE and should be completed in school. Students will also have a written exam that is worth 40 % of their GCSE. It is a 2 hour exam based on theoretical understanding of the Fashion and Textiles industry. Practice for the exam will take place regularly in year 11 to allow them to feel confident when sitting the paper.

This year in Fashion and Textiles

Year 10 is a very important year as students will complete 60% of their GCSE this year. They will begin their controlled assessment in the first term. Students will have a selection of design briefs to pick from. The controlled assessment is typed and printed on A3. The focus on CAD and use of ICT within the course is counted heavily. Please beware students will be expected to type up and print their work regularly. (There are facilities in school) During the year students will research, design, develop, plan, make, test and evaluate their products. These can range from fashion garments to textiles products. Students will have time off timetable during the year to begin the making element of the course and you will be informed later in the year about this. Students will be expected to source their own materials for this and will be expected to bring this in for their Making Days. The practical element of the course is worth 32 marks out of 90. It is advised if student have access to sewing machines now to please begin to use them as this will improve their skills and the overall outcome of their garments will be of a higher quality.

Homework / Independent Study expectation

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Other Information

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Attending Fashion Club can improve progression. Homework competitions will run throughout the year. These are independent research projects where students learn about famous fashion designers and time periods. Visits to Museums, Colleges, University’s. Fashion shows and exhibitions are always advised.

Students will need their own sketch books for this course and should invest in drawing materials such as graphic pencils, coloured pencils, fine liner pens and tools to be able to illustrate effectively. Students should also invest in an A3 carry portfolio to carry their resources to and from home. A subscription to magazine s such as VOGUE, LOOK, GRAZIA, DAZED, ELLE, HARPERS BAZAR is all beneficial as students are encouraged to read these and gain knowledge on fashion. Attending Fashion Club on Wednesdays is encouraged as students will have the opportunity to make garments in a relaxed environment. Investing in a sewing kit with essential tools is important and students can then have their own resources. If you have a sewing machine please feel free to teach your son/daughter this at home as every little helps.

Useful websites : Pinterest, Etsy, Style.com, Trendhunter, BBC Bitesize- design and technology, Fashion Era, Textiles4U Helpful books : 9 HEADS- Fashion Illustration guide book, Metric Pattern Cutting, Figure Drawing for Fashion Design, Fibres to Fashion

Faculty

Technology

Subject

Resistant Materials

Year

Year 10

Course Overview

This is a 3 year course. Currently waiting on the new specification for Resistant Materials. Students will complete their controlled assessment in year 10 where they will design and make a product/s from a selection of design briefs. This is worth 60% of their GCSE and should be completed in school. Students will also have a written exam that is worth 40 % of their GCSE. It is a 2 hour exam based on theoretical understanding of design and the theory around Resistant Materials. Practice for the exam will take place regularly in year 11 to allow them to feel confident when sitting the paper.

This year in Product Design

Having completed the foundation part within this subject which introduced students to a varied range of projects, Students will now be introduced to advanced construction methods where they can improve their knowledge of tools and materials. Students will complete their Controlled Assessment in Yr 10. This will be where they pick from a range of briefs to design and make a product. Being able to design creatively and fluently is a key aspect to the course, along with the ability to express yourself through the mandatory folder work to accompany the controlled assessment. Students will be expected to design by both hand and by using CAD. Students are expected to purchase a A3 display folder to showcase their coursework and will need a A3 portfolio to carry their work in. Students will gain 60% of their GCSE in this year and will be assessed regularly. Please be aware intervention will start early as progression in this year is essential for them to achieve their grades. Please also be aware that students will need to fund their resources for their projects as it’s their individual work and a strong selection of materials is advised to ensure they achieve a strong grade. A contribution of £20 for the year should cover all the resources they will need to print, prototype and manufacture their GCSE product. This will be on Parent Pay.

Homework / Independent Study expectation

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Other Information

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Attending after-school intervention sessions can improve progression. You will be informed if it becomes compulsory. This is a timely course so please understand there is an expectation that your son/ daughter attends sessions in the department after schools and in the holidays. We encourage them to use the space regularly to stay on track of their grade and to achieve the best possible outcome. We aim to take students on trips this year and will run the Jaguar/Landrover trip again. We aim to invite students to the GADGET SHOW LIVE. Students are encouraged to purchase their own A3 presentation folder for this course and should invest in drawing materials such as graphic pencils, coloured pencils, fine liner pens and tools to be able to illustrate effectively. Students should also invest in an A3 carry portfolio to carry their resources to and from home. Visiting museums such as the ThinkTank will encourage widening of the mind and increase the knowledge of different designers. Suggest the Design Museum, Science Museum, The Brunel Museum, London Transport Museum, British Motor Museum Pupils should practise the skills and techniques demonstrated in lessons, outside of the classroom and produce their own prototype artefacts. Programs such as GOOGLE SKETCHUP, 123DDESIGN, Photoshop, Autodesk, Auto CAD are suggested programs to use. Projects from Maplin are always fun rewards that encourage STEM based activities

Useful websites : Pinterest, BBC Bitesize- design and technology, Core77 How Stuff Works Helpful books : CGP D&T Resistant Materials Revision Guides, AQA Resistant Materials Revision Guides, Subscription to How Stuff Works

Faculty

Technology

Subject

Food Preparation and Nutrition

Year

Year 10

Course Overview

Food Preparation & Nutrition is a course which will last for two years. The course is new to the national curriculum. Food Preparation & Nutrition will teach pupils how to demonstrate effective and safe cooking skills, develop knowledge and understanding of the functional properties and chemical characteristics of food, the relationship between diet, nutrition and health, the economic, environmental, ethical and socio-cultural influences, demonstrate knowledge and understanding of functional and nutritional properties. GCSE Food Preparation & Nutrition will consist of a written exam and two pieces of coursework. The written exam is 1 hour and 45 minutes long and is worth 50% of the final GCSE grade. The coursework consists of a food investigation assessment and a food preparation assessment. The food investigation assessment involves investigating the scientific principles underlying the preparation and cooking of food. Worth 15% of the final GCSE grade. The food preparation assessment involves preparing, cooking and presenting a menu which assesses planning, preparation, cooking and presentation of food. This includes a practical exam which is 3 hours long and you must cook a range of dishes within that time. Worth 35% of the final GCSE grade. All assessments will take place in year 11. The food investigation assessment will be completed during the autumn term and the food preparation assessment will be completed during the spring term. The written exam will take place during the summer.

This year in Food Preparation and Nutrition

In year 10 the students will be learning the GCSE theoretical content which you are expected to know and understand for your food investigation and food preparation assessments and exam in year 11. The theoretical content will include food commodities, principles of nutrition, diet and good health, the science of food, where food comes from and cooking and food preparation. During this time the students will have the opportunity to carry out a mock food preparation assessment and food investigation assessment to build up their confidence.

Homework / Independent Study expectation

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Other Information

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There will be a set range of homework and extension activities which the students will be expected to completed outside of the lesson. These based on different themes such as food science and nutrition. We encourage cooking at home and feel it’s vital for students to begin learning how to cook more complex dishes. In year 10 we feel it important that students are encouraged to plan, shop, prep and cook dishes at home and would like this to be happening outside of lessons. Students will be expected to bring in ingredients for every practical lesson. The students are responsible to speak with their teacher if they think they cannot get ingredients. Students who are absent are also responsible to see their teacher to check if they are cooking in the next lesson. All recipes and ingredients will be uploaded to FROG. Students are asked to invest in a suitable plastic container to take their food home in. The department will not always have spare containers and these are often limited. We ask students to bring their own apron/chef whites to practical lessons. These will be on Parent Pay. Students must remember to collect their dishes at the end of the school day. Cooking is essential in this course so please understand that students are expected to cook and it causes a great deal of issues when students do not cook. This is an oversubscribed course and we want students to understand that cooking is essential. We also expect students and parents to try their food regularly. They need to be willing to expand their taste buds and try something new.

Useful websites : The British Nutrition Foundation, The Institute of Food Science & Technology, BBC Good Food Helpful books : The Science & Technology of Food, Cooking Explained, Department of Health Report 41 Dietary Reference Values for Food Energy and Nutrients for the United Kingdom, Essentials of Food Microbiology

Faculty

Creative Arts

Subject

Music

Year

Year 10

This year in Music

The Course Students study three units over the course: • Unit 1 – Performing Music • Unit 2 – Composing Music • Unit 3 – Listening and Appraising Controlled Assessment This is a very practical course, with 60% of the grade allocated to Controlled Assessment. Students will be required to submit 2 performance pieces (one solo and one ensemble) on an instrument of their choice and write 2 compositions, one free composition and one composition based on a brief set by the exam board. Examinations A further 40% of their grade is based on a listening exam. They will study 8 set works taken from the 4 areas of study - Instrumental Music 1700–1820, Vocal Music, Music for Stage and Screen and Fusions. A listening exam will then be sat in Year 11 based on these set works along with ques¬tions on unfamiliar pieces of music. In Year 10, students will learn about 6 of the 8 set works set out in the listening exam, understanding their key features and being able to analyse the pieces of music in detail. Students in Year 10 will also gain further skills in composing by using the music technology suite. Students will complete their first ‘free’ composition in year 10, ready to be submitted in year 11.

Homework / Independent Study expectation

Students will be given written tasks based on the set work pieces, allowing them to make progress away from the classroom. Students will also be asked to practice for at least 1 hour a week on their chosen instrument to improve their skills.

Other Information

30% of the course is composing and students will have their lessons for composition using Music Technology. Students have access to the Mac suite where they use midi keyboards and Garageband in order to create their own compositions. As 30% of the course is performing we ask that all students taking up Music as a GCSE have instrumental lessons on their chosen instrument. As this is a requirement of the course lessons in school are subsidised with school paying 50% of the cost, students who are Pupil Premium have the whole cost of lessons paid for. Students can choose from the following instruments: Singing, piano, keyboard, flute, clarinet, saxophone, violin, viola, cello, trumpet, horn, electric guitar, classical guitar, bass guitar, and drums.

Faculty

Creative Arts

Subject

Photography

Year

Year 10

Course Overview

Students will be assessed on the following criteria: Assessment Objective 1: Developing ideas AO1 is about developing ideas from a starting point to a final piece. This is done through mind-mapping, sketches and studies related to the work of other artists, designers and craftspeople. You need to analyse and understand these contextual sources, and develop your ideas in a personal way. Assessment Objective 2: Using resources, media and materials AO2 is about refining your ideas through selecting and experimenting with appropriate resources, media, materials, techniques and processes. There are various ways of using these to develop ideas and create a personal response Assessment Objective 3: Recording ideas and observations AO3 is about recording your ideas, observations and insights, which can be in visual, written and other forms. You should work from a range of experiences and stimulus materials, as each of these could lead you to different ways of developing your ideas. You should reflect upon your work, and consider what you have achieved at each stage and what you will do next. Assessment Objective 4: Making a personal, informed, and meaningful response Assessment Objective 4 is about presenting a personal, informed and meaningful response, from your initial research through to the final piece. You need to demonstrate analytical and critical understanding as you respond to your theme.

This year in Photography

Students will study Architecture old and new. They will gain an understanding of 1 & 2 Point perspective as well as how to shoot in Macro. Within the unit they will study both Architects and Photographers, including Anthony Weller, Sharon Elphick and Ted Van Cleave. Students will learn the use of Photoshop with in this second unit, focusing on how to crop, edit colours and create vertical and horizontal kaleidoscopes in the style of the photographers studied.

Homework / Independent Study expectation

Homework will be given in order to improve and refine recording skills â&#x20AC;&#x201C; this maybe preparing material for a photo shoot within school, or shooting images independently to develop and ideas. Researching artist/photographer tasks will be set in order to free up time in lessons for more practical skills. Students are expected to complete improvements to their coursework independently through the use of Powerpoint.

Other Information

Students will be expected to extend their learning and inform their ideas, by visiting exhibitions and galleries both locally and nationally if possible. Websites: Pinterest, Deviant Art, Flikr, Studentartguide, Saatchi Online, Tate.org Equipment: A USB stick (8GB minimum), a Point and Shoot Camera (10 mega pixel minimum), access to Microsoft Powerpoint to produce coursework, and access to a computer to back up work regularly.

Faculty

Creative Arts

Subject

Dance

Year

Year 10

Course Overview

Exam board: EDEXCEL BTEC First Performing Arts – Dance Pathway Units of study • Students will look at variety of dance styles within 2 compulsory units and 1 optional unit. Compulsory units • Unit 1 – Individual Showcase – understand the skills required for the selected progression opportunity and to present a self-promotional response to the selected progression opportunity. The unit will give students knowledge and experience of the audition and presentation process. Recognising strengths and your skills is a crucial step. • Unit 2 - Preparation, Performance and Production – take part in the preparations for a live performance and to demonstrate a performance or production skills and techniques in a performance. The unit focuses on the work of a company not just the individual and give students the experience of the highs and lows of working as a member of a performance company. Optional unit • Unit 4 – Dance Skills - explore and develop own dance skills and review your own practice and to use dance skills within rehearsal and performance. The unit is about understanding own strengths and reviewing progress with a variety of different dance styles. How the course is assessed • Unit 1 is externally assessed using a task set and marked by EDEXCEL. • Unit 2 and 4 are internally assessed by the centre and externally verified by EDEXCEL • The certification is graded Pass, Merit, Distinction or Distinction*.

This year in Dance

Year 10 will begin the year with technique classes to ensure that they are prepared for their units. They will also explore a variety of dance styles in particular musical theatre, ballet, hip hop, and continue with Contemporary. Students will have to review their own strengths and areas of development by responding to teacher feedback and reviewing their work from video. Students will have to set themselves SMART targets both long-term and short-term goals by writing in a log book of their achievements. Over this year students will also look at unit 1 and prepare for an individual showcase. Students will prepare for the selection process and write a letter of application and two audition pieces that highlights their strengths each lasting two minutes long. These progression opportunities provide a selection of realistic employment, training and education scenarios.

Homework / Independent Study expectation

Regular individual dance practice ( minimum of 20 minutes 3 times a week ) / Completion of short composition tasks / Performance tasks / Set choreography and performance tasks / Theory work to support work done in class.

Other Information

Students need to have an interest and knowledge in dance. Students should ideally receiving additional lessons or have had dance experience at a dance. Visits to watch live dance performances, musicals, ballets will help students’ understanding

Faculty

Creative Arts

Subject

Art & Design

Year

Year 10

Course Overview

This year in Art & Design

This year in GCSE Art & Design, Year 10 will investigate the theme of â&#x20AC;&#x2DC;Sugar and Spiceâ&#x20AC;&#x2122;. In the first term they will research the work of artists Nanda Palmieri, Patianne Stevenson and Georgina Luck. This will give students an insight into how artists create work in response the theme of food. Within this unit, Year 10 will gain an understanding of recording from observations, as well as becoming familiar with key techniques and processes within Art and Design. Year 10 students then will go on to create a range of studies using a variety of media, both 2D and 3D and will produce a final piece based upon these techniques.

Homework / Independent Study expectation

Homework will be given in order to improve and refine observational drawing skills. Researching artist tasks will be set in order to free up time in lessons for more practical skills.

Other Information

Students will be expected to extend their learning and inform their ideas, by visiting exhibitions and galleries both locally and nationally if possible. Websites: Pinterest, Deviant Art, Flikr, Studentartguide, Saatchi Online, Tate.org Equipment: An A2 portfolio will be on sale to students at the beginning of year 9 which includes a set of materials that will be needed to complete their art course. The portfolio includes A2 card, watercolour paints and brushes, oil pastels, range of pencils, scissors and other essentials.

Faculty

Creative Arts

Subject

Drama

Year

Year 10

Course Overview

AQA GCSE Drama is a linear course which focuses of developing key performance skills and the ability to evaluate theatre and demonstrate knowledge of how theatre is developed. It is assessed through both practical and written work, culminating in a final exam at the end of year 11. The course offers students the opportunity to explore drama as a practical art form in which ideas and meaning are communicated to an audience through choices of form, style and convention. Students will be introduced to key practitioners, theoretical influences and influential playwrights whilst developing and building their core practical performance skills. The subject content for GCSE Drama is divided into three components: 1. 2. 3.

Understanding drama (written exam) Devising drama (practical and coursework portfolio) Texts in practice (practical)

In the practical components students may specialise in performing, lighting, sound, set, costume and/or puppets. Whilst there is a fundamental emphasis on the practical element in this course, the building up of a lively portfolio full of inspiration ideas, collaboration and experimentation and finally evaluation, is also a central part of the course. Thus GCSE Drama allows all students to pursue the course in a way consistent with their preferred creative style. Students are assessed through the following criteria: • AO1: Create and develop ideas to communicate meaning for theatrical performance. • AO2: Apply theatrical skills to realise artistic intentions in live performance. • AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed. • AO4: Analyse and evaluate their own work and the work of others.

This year in Drama

During year 10, pupils will complete a series of mock examinations ahead of their final assessment dates. During the Autumn term, pupils will recap over their knowledge of Devising using stimulus through a series of workshops. They will then work in groups to create a performance based on particular stimuli. Alongside this, they must complete a ‘Devising Log’, where they must outline their initial ideas, research and intentions for their devised piece, they must also explain the process they undertook to refine their initial ideas and intentions into a devised piece and finally, they must analyse and evaluate their performance. This piece of written coursework is worth 30% of their GCSE. In October of the Autumn Term, pupils have been invited to view a performance of physical theatre by Frantic Assembly at the Warwick Arts Centre. In the Spring term, pupils will complete their second Component ‘Texts in Practice’ where they will study a play and perform extracts from it for assessment. This is a practical unit worth 20% of the GCSE. As part of this, students may perform in a group or alternatively, they may wish to perform a duologue in a pair or a monologue individually. During the summer Term, pupils will revisit the set the ‘The 39 Steps’ and study key exam techniques.

Homework / Independent Study expectation

Homework will be set to support work done in lessons and to further, deeper pupils understanding of course content. For example: - Live theatre reviews - Written peer and self-assessments and evaluations - Research Students are also expected complete ‘practical homework’ by arranging out-oflesson rehearsals with their groups to further stretch their performance skills ahead of assessment dates. These are often set after school and supported by the class teacher where necessary. Students who have not met coursework deadlines or who may need additional support in the written element of the course will also be invited to attend compulsory after school interventions for an hour each week.

Other information

Students will need an A4 ring binder folder and polly-pockets, where they will keep all written work, assessment materials and build a collection of stimulus and script extracts. Students are encouraged to complete research both online and also through visiting the library of Birmingham to access particular theatre books. (http://libraryofbirmingham. com/) Pupils are encouraged to see as much live theatre as possible! The Drama department arrange various trips over the three year course, providing students with the invaluable experience of seeing skills learnt in lessons used within a professional environment. Students are also required to review live theatre as part of their written exam and so the more access to live performance work that they get, the better. There is also opportunity for practitioners and theatre companies to run workshops at school. These days are arranged as ‘trips’ but rather than taking the pupils offsite, the companies come to us. Such days are invaluable in cementing core skills and in deepening pupils learning in Drama, as well as providing pupils with experience of working with leading drama makers.

Faculty

Physical Education

Subject

PE GCSE

Year

Year 10

Course Overview

Exam board: AQA Units of Study: You will study two units over the course: Unit 3.1: The human body and movement in physical activity and sport Unit 3.2: Socio-cultural influences and well-being in physical activity and sport Unit 4: Practical performance in physical activity and sport. Assessment Paper 1: 1 hour 15 minutes 78 marks (30% of GCSE) What’s assessed: Applied anatomy and physiology Movement analysis Physical training Use of data Paper 2: 1 hour 15 minutes 78 marks (30% of GCSE) What’s assessed: Sports psychology Socio- cultural influences Health, fitness and well-being Use of data Unit 4: Practical assessment (40% GCSE including 10% for analysis of evaluation of performance) What’s assessed: Practical performance in 3 different physical activities (one in team activity, one in individual activity, and a third in either team or individual) Analysis of evaluation of performance to bring improvement in one activity (10%).

This year in GCSE Physical Education

During year 10 GCSE PE students will start continue to develop their theoretical knowledge and understanding and their application of knowledge to exam questions. Unit 3.1; The human body and movement in physical activity and sport; Specifically students will study the following topics: The muscular and skeletal system: The structure and functions of the musculoskeletal system Movement analysis: develop knowledge and understanding on the basic principles of movement and their effect on performance in sport including lever system, examples of their use in activity and the mechanical advantage thy provide in movement. How to optimise training and prevent injury: optimise training effectiveness, considerations to prevent injury, specific training techniques and seasonal aspects. Use of data analysis in relation to key areas of sport: demonstrate an understanding of how data are collected both qualitative and quantitative, present data and analyse and evaluate data Unit 3.2; Socio-cultural influences and well-being in physical activity and sport Specifically students will study the following topics: Sports psychology: develop knowledge and understanding of the psychological factors including classification of skills, the use of goal setting and SMART targets to improve performance, information processing model and guidance of feedback on performance and mental preparation for performance. Socio-cultural influences: understand the engagement patterns of different social groups in physical activity and ethical and socio-cultural issues: Health, fitness and well-being: physical, emotional and social health, fitness and wellbeing including the consequences of a sedentary lifestyle. Diet: energy use, diet , nutrition and hydration

Unit 4: Practical performance in physical activity and sport. Practically students will continue to learn to perform effectively in different physical activities by developing skills and techniques and selecting using tactics, strategies and compositional ideas. They will also learn to develop their ability to analyse and evaluate to improve performance in physical activity and sport. In both Core PE and GCSE PE lessons students will develop their practical skills to aid performance, leadership styles, their ability to work as part of a team and an understanding and application of tactics within a variety of team. Students have will also be assessed in individual activities. Students should learn to apply their theoretical knowledge in practical lessons

This year in GCSE Physical Education

How will students be assessed? Unit 3: Theoretical knowledge Students will be assessed often and frequently throughout Year 10 on their theoretical knowledge and understanding for topics covered in unit 3.1 and 3.2. Students will be assessed by end of topic tests as well as half termly tests and will sit a mock exam at the end of each academic year throughout the course. Unit 4: Practical performance in physical activity and sport. Students will need to be assessed in three activities by the end of year 11; one team activity, one individual activity and another activity from either category. Students will be assessed in handball and rock climbing to support their overall grade. Students will also complete an analysis of evaluation of performance to bring improvement in one activity. Throughout Year 9 and 10 students will build a portfolio of evidence to support their practical grades.

Homework / Independent Study expectation

Half termly projects will be set based on the relevant topics that students will be studying in theory lessons. Regular attendance to after school intervention and sports clubs is essential ( practical moderation may take place during these sessions).

Other information

All students will benefit from having a: GCSE PE AQA revision guide Following websites are very useful for both revision and classwork: http://mypeexam.org/ http://www.bbc.co.uk/education/subjects/znyb4wx http://www.teachpe.com http://revisionworld.com/gcse-revision/pe-physical-education Following APPs for ipads and tablets: Human kinetics now Nearpod Achieve Physical Education curriculum Ubersense

Faculty

Physical Education

Subject

Physical Education

Year

Year 10

Course Overview

The PE curriculum in KS4 will enable all students to enjoy and succeed and excel in competitive sport and other physically demanding activities. It provides opportunities for students to become physically confident in a way that supports their health and fitness. The aim of our PE curriculum is to ensure all students: Develop competence to excel in a broad range of physical activities Are physically active for sustained periods of time Engage in competitive sport sand activities Lead healthy and active lifestyles.

This year in Physical Education

In Year 10 we have developed and implemented different pathways for students to choose from including: team games, individual games, alternative games, Fitness for all, Exercise to music or dance technique. The pathways are tailored towards our students giving them the opportunity to take part in different sports/activities that are suited to themselves. Students will also have the opportunity to use the HUB gym suite during KS4 and also to have the opportunity to take part in offsite activities. We actively encourage students to continue to take part regularly in competitive sports and activities outside school through community links, sports clubs and after school clubs.

Homework / Independent Study expectation

Students should attend at least one extracurricular club throughout the academic in PE. This will also contribute towards their overall progress in PE ( The PE after school programme will be available at the beginning of each term)

Other Information

Students should bring PE KIT to every lesson. If students are injured or cannot participate as a performer they should still bring their PE kit to change into as they will be involved in the lesson as a coach, officiator or leader.

Faculty

Physical Education

Subject

BTEC Level 1/Level 2 First Award in Sport

Year

Year 10

Course Overview

Exam board: Edexcel You will study four units throughout this course: Students will study the following: Unit 1: Fitness for Sport and Exercise (externally assessed) Unit 2: Practical sports performance Students will then study a further 2 units from options below (Optional depending on cohort of students): Unit 3 The Mind and Sports Performance Unit 4 The Sports Performer in Action Unit 5 Training for Personal Fitness Unit 6 Leading Sports Activities Unit 1 (25% ) will be externally assessed in examination conditions The other 3 units (75%) will be internally assessed using a specific assessment criteria NB: If students do not achieve a pass in external examination then they must achieve a distinction in all other units to achieve level 2.

This year in BTEC Sport

During Year 10 BTEC Sport students will complete Unit 4 The Sports Performer in Action and start to gain a theoretical knowledge and understanding in preparation for the external examination for Unit 1: Fitness for Sport and Exercise (externally assessed) Assignment 4A: students will study the musculoskeletal and cardiorespiratory systems and how they function normally (before a training programme, taking part in exercise/ sport regularly) and how they can function as a result of taking part in training/exercise/ sport over a length of time. Assignment 4B, students will study the energy systems for different sporting activities. So, if a performer needs energy quickly, theyâ&#x20AC;&#x2122;ll rely on energy already stored within the body. For a longer-term period of sport or exercise the body struggles to store a lot of energy, but it can make energy from resources inside and outside the body. By understanding how the body works and how it can be trained, as a sports performer or as a coach, students can help to make the necessary adaptations in order to produce improved sports performance. Knowledge of the physiology of the body is useful for many careers in sport including roles in the fitness industry, which involve giving advice on training and lifestyle to clients. How will students be assessed? This unit is assessed internally by the centre and externally verified by Edexcel. In this unit students will be assessed: 4A know about the short-term responses and long-term adaptations of the body systems to exercise 4B know about the different energy systems used during sports performance.

Homework / Independent Study expectation

Assignment tasks must be completed and handed before or on the deadlines given .

Other Information

BTEC Sport students will need to have a regular access through the schools FROG system.