Year 11 curriculum booklet by Woodrush High

Woodrush High School Year 11 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 11

Journey

Results Day – Thursday 24th August

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

Wb 31st Oct & 7TH Nov – MFL Speaking Exams 21st October – Progress 1 available

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.

•

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.

•

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 11

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 at the end of 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 near Christmas and near Easter. These are important and will give students an indication of what they need to work on at home.

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. 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 (Additional Science)

Year

Year 11

Course Overview

Exam Board : OCR Gateway Students will cover the B3, B4, C3, C4, P3 and P4 units of the additional science award. B3 – Living and growing B4 – It’s a green world C3 – Chemical economics C4 – The periodic table P3 – Forces for transport P4 – Radiation for life. Students will complete end of unit assessments in all units and they will complete their GCSE exam in additional science in June 2017. They will sit two exams; exam 1 will cover B3,C3 and P3 and exam two will cover B4, C4, P4 and section D (scientific skills). Exam 1 is 1 hour and 15 mins and exam 2 is 1 hour 30 mins. The two exams count for 75% of their Additional science grade and the other 25% is made up of a controlled assessment which has already been completed.

This year in Science

In year 11, students will study additional science. In Biology, they will study units B3 and b4 which will include; cells, DNA, enzymes, genetic engineering, cloning, selective breeding, the circulatory system, photosynthesis, sampling and transport in plants. In Chemistry, they will study units C3 and C4. They will study rates of reaction, calculation of mass, yield and atom economy, the periodic table, atomic structure and reactions of group 1 and 7 elements. In physics they will complete units P3 and P4 studying motion, work and power, falling safely, electrostatics, safe electricals, radioactivity and nuclear fission and fusion.

Homework / Independent Study expectation

Homework will be set as and when required by the class teacher. This may be in the form of exam questions, research or worksheets. In addition to this students are required to revise for end of unit assessments and their exams.

Other Information

Students are encouraged to buy revision guides for the course. We will do a group order for revision guides and workbooks in September 2016 Revision guides are available from CGP. • GCSE Additional Science OCR Gateway Revision Guide - Higher (with online edition). ISBN: 978 1 84762 756 8 • GCSE Additional Science OCR Gateway Revision Guide - Foundation (with online edition). ISBN: 978 1 84762 753 7 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

Science

Subject

Science (Triple)

Year

Year 11

Course Overview

Exam Board : OCR Gateway Students will cover the B5, B6, C5, C6, P5 and P6 units of the single sciences award. They will spend the remainder of the time revising units 1-4 in each subject. B5 – The living body B6 – Beyond the microscope C5 – How much? C6 – Chemistry out there P5 – Space for reflection P6 – Electricity for gadgets Students will complete end of unit assessments in all units and they will complete their GCSE exams in biology, chemistry and physics in June 2017. They will sit 2 exams per subject (biology, chemistry and physics) which will count for 75% of each GCSE and the further 25% will be made up of a controlled assessment.

This year in Science

In year 11, students will continue their studies in single sciences (biology, chemistry and physics). In Biology, they will study units B5 and b6 which will include; the respiratory, circulatory, digestive and excretory systems, homeostasis, understanding microorganisms, enzymes and gene technology. In Chemistry, they will study units C5 and C6. They will study moles, quantitative analysis, empirical formula, ionic equations, redox reactions, electrolysis, gas volumes and alcohols. In physics they will complete units P5 and P6 studying motion, waves, satellites, resistance, logic gates, motors and transformers.

Homework / Independent Study expectation

Other Information

Students are encouraged to buy revision guides for the course. Students who have not already purchased revision guides can do in September 2016 where we will place a group order. Revision guides are available from CGP. • • •

GCSE Biology OCR Gateway Revision Guide (with online edition). ISBN: 978 1 84762 609 7 GCSE Chemistry OCR Gateway Revision Guide (with online edition). ISBN: 978 1 84762 621 9 GCSE Physics OCR Gateway Revision Guide (with online edition). ISBN: 978 1 84762 633 2

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 11

Course Overview

Exam board: AQA Units of study: Literature Paper 1- Shakespeare (Macbeth) and 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 1: Explorations in Creative Reading and Writing 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 2017 Language Paper 1: Written exam: 1 hour 45 minutes, 50% of GCSE. 6th June 2017 Language Paper 2: Written exam: 1 hour 45 minutes, 50% of GCSE. 12th June 2017

This year in English

Students will begin the year by studying a Shakespearean play as part of their Modern Texts paper. They will answer one question on their play. They will be required to write in detail about an extract from the play and then to write about the play as a whole. This unit will involve critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text. In the Spring term students will study the Language Paper 1 Explorations in Creative Reading and Writing. The aim of this paper is to engage students in a creative text and inspire them to write creatively themselves. In section A, students will read a literature fiction text in order to consider how established writers use narrative and descriptive techniques to capture the interest of readers. In section B, students will write their own creative text, inspired by the topic that they have responded to in section A to demonstrate their narrative and descriptive skills in response to a written prompt, scenario or visual image. The remainder of the academic year will be focused on revision in preparation for of both the Literature and Language exams. Students will continue to be assessed halftermly and will sit potentially two sets of mock exams during January and March. They will sit their final exams 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 11

Course Overview

Exam board: WJEC Units of study: Paper 1: Exploring Film (Written exam: 1 hour 30 minutes, 30% of GCSE. June 2017) The Superhero Genre Paper 2: Exploring Film outside Hollywood (Written exam: 1 hour, 20% of GCSE. June 2017) Case Study: Amelie Controlled Assessment: 50% of GCSE. Due May 2017 Industry Research Micro Analysis Film Pitch Screenplay Film Poster Campaign Evaluative Analysis

This year in Film Studies

Students will begin the year by completing their controlled assessments. These will be the following: Controlled Assessment 1: Industry Research: explore the production, distribution and exhibition of your chosen film. Controlled Assessment 2: Micro Analysis: explore the ways in which two micro elements of film language create meanings and responses in one sequence (maximum 5 minutes) from your chosen film. Controlled Assessment 3: Film Pitch: create a sales pitch for an imaginary film (approximately 150 words) Controlled Assessment 4: Screenplay: produce a screenplay for the opening scene of your film (approx 500 words) Controlled Assessment 5: Poster Campaign: produce a poster campaign for your new film (at least 3 different posters) Controlled Assessment 6: Evaluative Analysis: candidates complete an evaluative analysis of their final production (approximately 350 â&#x20AC;&#x201C; 500 words depending on the presentational form selected). Students will then revise 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. Following this, students will revise 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 and 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. In addition to this, students will be expected to conduct research and plan for some of their controlled assessments at home. They are expected to take their own images in their own time for their film posters â&#x20AC;&#x201C; it is imperative that these are done as without them, marks for posters will be limited. 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 11

Course Overview

Exam Board: OCR Units of Study : • Area of Study 1 – Medicine Through Time • Area of Study 2 – Public Health 1800-1914 • Area of Study 3 – Germany 1919-1945 • Area of Study 4 – Modern World Study- Civil Rights in the United States of America. Over the course, students develop skills in explanation, constructing an historical argument, source analysis and evaluation. Assessment : • Study in Development (Medicine Through Time) and Study in Depth (Germany 19191945) exam lasting 2 hours (45%). • Historical Source Investigation (Public Health 1800-1914) exam lasting 1 hour 30 mins (30%) • 2000 word Modern World Study Controlled Assessment (Civil Rights in the United States of America) (25%).

This year in History

In Year 11, pupils will firstly complete their study of Germany 1919-1945 in which they will investigate the changes that happened with regards to politics, society, religion, culture and the economy in Germany from the end of the First World War to the death of Hitler in May 1945. Pupils will then undertake their 2000 controlled assessment module on the fight for Civil Right in the USA. This will allow pupils to create an informed historical argument, while critically analysing a range of historical sources and interpretations of different events within the topic. After this point, lessons will be dedicated solely to revising for the pupil’s exams, focusing on: Medicine Through Time, Public Health 1800-1914, and finally Germany 1919-1945. These will run in conjunction with an after-school revision schedule later in the year and will focus on both content and the skills pupils will need for them to achieve their full potential in their exams in June 2017.

Homework / Independent Study expectation

Pupils will be set practise exam questions throughout the year, as well as research tasks to either build on prior knowledge or inform their learning in a future lesson. With this being year 11 though, pupils will also be expected to revise thoroughly at home; pupils should be encouraged to revise the subject little and often rather than in just one long emergency-cramming session.

Other Information

To boost their revision, pupils should look to use academic websites alongside things such as BBC Bitesize and Spartacus Educational. A number of useful revision guides are on offer for this course, but the school endorsed one is My Revision Notes OCR (A) GCSE Schools History Project (2nd ed.) by Louis O’Gorman and these are available to buy in school.

Faculty

Humanities

Subject

Health and Social Care

Year

Year 11

Course Overview

Exam board: Edexcel Units of study: • Revision of Unit 1 – Understanding Personal Development and Relationships • Completion of Unit 2 controlled assessment – Exploring Health, Social Care and Early Years Provision How the course is assessed • Unit 1 is an external exam taken in June 2017. 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 2017. It consists of 5 set tasks. Completed over a 22.5 hours period. This assessment is worth 60% of the final GCSE grade.

This year in Health and Social Care

The beginning of Year 11 will see students completing any controlled assessment work for Unit 2 that was not finished in the summer term of Year 10. Students will have time during the autumn term to modify any controlled assessment work also. During December there will be time to revisit Unit 1 work in preparation for their mock exam in January. Students will learn about health and wellbeing and will understand the different definitions associated with it (A01). They will look at how a range of factors can affect a person’s health and will produce a magazine for teenagers giving advice on health and wellbeing issues (A02i, ii). They will gain understanding of how health professionals monitor and assess people’s health and will produce a health report based on a chosen individual’s case study (A03). In the second half of the spring term and into the summer term students will begin revision for their Unit 1 summer exam. They will produce revision material which suits their learning needs, they will become familiar with case studies, exam questions and terminology.

Homework / Independent Study expectation

Individual research of specific topics related to health and wellbeing. Individual/group projects in relation to a specific aspect of health. Planning and drafting of information to include in magazine articles and Case studies and exam questions Revision – SAM Learning. BBC Bitesize.

Other Information

NHS Choices - www.nhs.uk/ Alcohol - www.drinkaware.co.uk Smoking - www.cdc.gov/tobacco/data_statistics/fact_sheets/health_effects/effects_cig_ smoking/ www.ash.org.uk/ www.slimmingworld.co.uk/ www.weightwatchers.com/uk

Faculty

Humanities

Subject

Religious Studies

Year

Year 11

Course Overview

Exam board: AQA Units of study: Unit 3 – Religion and Morality Unit 4 – Religious Philosophy and ultimate Questions How the course is assessed, for both units; • Written exam: 1 hour 30 minutes • 72 marks (Plus 4 marks for Spelling Punctuation and Grammar) • 50% of GCSE

This year in Health and Social Care

In year 11 students will be looking at key areas from all 8 sub-topics that we are studying. In unit 3 these include, Religious attitudes to drug abuse, religious attitudes to elderly and death, religious attitudes to crime and punishment and religious attitudes to matters of life and death. We will also be looking at key areas in Unit 4, which include, Existence of God, Evil and Suffering, Immortality and Science and Religion. Throughout the year we will be doing a lot of exam analysis and exam practise and refining our knowledge of different religious belief and how to apply these to the different topics.

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

Geography

Year

Year 11

Course Overview

Exam Board: OCR B Units of Study : Key theme: Natural hazards Economic Development Rivers and Coasts (+ Controlled assessment fieldwork study) Population and settlement Over the course, students develop skills in Graph, Map and photo analysis. They will develop understanding of how to Answer longer Case study related questions based on real life contemporary geographical issues. They will improve their problem solving skills by completing decision making exercises designed to allow students to make informed geographical decisions with the aid of detailed resources. Assessment : Exam 1: Three key themes from above (not including Population and Settlement) : 1 hr 45 minutes, 99 marks, 50% of GCSE award. Exam 2: SDME decision making paper (Based on Population and Settlement theme): 1 hr 30 minutes, 40 marks, 25% of GCSE award. Controlled assessment: Based on Rivers study fieldtrip to Carding Mill Valley: 60 marks, 2000 words, 25% of GCSE award.

This year in Geography

Students will begin the year by completing their controlled assessment write up on the river processes and landforms at Carding Mill Valley in Shropshire. This write up will take approximately seven weeks with the aim to be finished by October half term. Thereafter students will complete the study of OCRB key theme 4 â&#x20AC;&#x2DC;Population and settlementsâ&#x20AC;&#x2122; which will aim to enhance understanding of overpopulation, migration, the growth of cities and changing retailing patterns. We aim to complete all topics by March 2016 to allow examination practice with lessons until the formal examinations in May and June.

Homework / Independent Study expectation

Other Information

Students should use websites such as GCSE Bitesize and Slideshare for revision. It is advised that students purchase the CGP OCRB Geography Revision guide as this is a very useful bitesize learning tool.

Faculty

Modern Foreign Languages

Subject

French and Spanish

Year

Year 11

Course Overview

AQA French 4655 / Spanish 4695 Unit 1 Listening | 20% | Foundation Tier 35 minutes | Higher Tier 45 minutes Unit 2 Reading | 20% | Foundation Tier 30 minutes | Higher Tier 50 minutes Unit 3 Speaking | Controlled Assessment 30% Unit 4 Writing | Controlled Assessment 30% Pupils will sit Units 1 and 2 at the end of Year 11 (Summer 2017) 3 Controlled Assessments have already been done, pupils will be sitting their final controlled assessment as a speaking exam on school in the first term of year 11

This year in French and Spanish

1. 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 2. Customs and Festivals • Traditions, Festivals, How countries celebrate, Describing an event, Planning an event, Food and Drink 3. Global and Social Issues • Local and global problems, Protecting the environment, Ethical shopping, Volunteering and charities, Rights and responsibilities, Social Exclusion, Changing roles of families, Social Media, Use of mobile technology Once pupils return after February half term, they will spend the remaining term on revision skills in preparation for the listening and reading exams All topics end in an end of unit test in line with the progress assessments. These are listening and reading exams from AQA as well as their controlled assessment marks so far. Pupils will have 2 MOCK exams during the year and this will take the same form as the progress assessments, and pupils receive a detailed breakdown of marks as per AQA mark scheme with next steps to improve.

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

Computer Science

Year

Year 11

Course Overview

Exam Board : WJEC 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 (45%, 1.5hrs external exam) Unit 2 - Solving problems using computers (30%, on screen exam) Unit 3 - Developing computing solutions (25%, controlled assessment)

This year in ICT

Students will learn fundamentals of a computer system, data representation, computer software, networks, internet and communications algorithms and ethical, social and legal aspects. They will also gain a deeper understanding of Java through the teaching of Greenfoot and will also learn assembly code by using Little Man Computing. The external exam (Unit 1) is due to take place on Wednesday 7th June 2017. The on screen exam (Unit 2) is due to take place on Thursday 15th June 2017.

Homework / Independent Study expectation

Students are expected to undertake a minimum of 2hrs 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.

Other Information

Students should download Greenfoot (http://www.greenfoot.org) and install on home computer so they can practice and reinforce skills learnt in lesson. Useful websites for students to use include: https://www.codecademy.com/

Faculty

Business and Computing

Subject

ICT

Year

Year 11

Course Overview

The faculty offers two alternative courses. Your child began one of these last year. 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)

This year in ICT

Edexcel GCSE ICT – This year, students will complete their 60% controlled assessment (unit 2) for the course. Students have to create a range of ICT products to advertise and promote an animal shelter. 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. Students will also begin to learn the material for the theory examination in more detail. The exam is set to take place on Wednesday 17th May 2017. OCR Cambridge Nationals in Creative iMedia – This year, students will begin to study Unit 3 – Storytelling with a comic strip which accounts for 25% of the course. Students will complete the controlled assessment in class but will have independent study set for homework. Students have to create a comic strip to meet a client’s requirements. In the Spring term, students will study Unit 4 – Multimedia products which accounts for the remaining 25% of the course. Students will create a portfolio to evidence their work for the course. Finally, if students did not pass or meet their target grade in last year’s exam, they will have an opportunity to resit this year. The exam is set to take place on Wednesday 7th June 2017.

Homework / Independent Study expectation

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 2hrs 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 in the shared area on the ICT 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 can be purchased through ParentPay.

Faculty

Business and Computing Faculty

Subject

Retail Business

Year

Year 11

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 3 Retail operations controlled assessment. Students will need to: • • • • • • •

Describe different retail function areas Describe rights and responsibilities of retail employees Describe effects of legislation on retail operations Assess methods used by retail businesses to encourage sales Explain how technology is used to interact with customers Explain the effects of seasonality on retail operations Identify issues and suggest improvements that could be made to a business

Students will also have the opportunity to resit the Unit 2 exam they sat at the end of Y10 if they did not fare so well. The resit for 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.

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.

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

Fashion and Textiles

Year

Year 11

Course Overview

Exam board : AQA This is a 3 year course. 60% of their GCSE should be completed by now. They will be told of their grade on this so far. Students will 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 11 is all about the exam. Students will spend year 11 learning about the theoretical understanding of textiles technology. This can include units on fibres and fabrics, manufacturing processes, sustainable design, health and safety in the textiles industry, modern and smart materials and how ICT and CAD and CAM is used to improve the outcomes of textiles and fashion products. Students will cover each unit and be assessed regularly on their knowledge. They will have a ‘Walking Talking’ mock during the year as well as opportunities to sit past papers. This should help them feel confident within the course content. We aim to take students on a University trip this year where they will see Fashion and Textiles students studying a range of courses. We would also like to take them on an industry based trip to a working Textiles factory. A lot of the exam questions are about manufacture and we feel the best way to understand this is to take them on a visit.

Homework / Independent Study expectation

• •

Students should be getting the revision guides. Visits to Museums, Colleges, Universities. Fashion shows and exhibitions are always advised.

Other Information

•

A subscription to magazines such as VOGUE, LOOK, GRAZIA, DAZED, ELLE, HARPERS BAZAR is all beneficial as students are encouraged to read these and gain knowledge on fashion. Students should purchase the AQA Textiles Technology revision guides. These can be purchased via Amazon and will be on parent pay as well. There is a selection of approved guides that can be purchased. There is a guide, question and answer book. Students can access past papers on the AQA webpage and if they want to progress further they can look at the ALEVEL textiles technology content. There are many videos on Youtube that cover the content they will need to learn. This is encouraged.

•

• •

Useful websites : Pinterest, Etsy, Style.com, Trendhunter, BBC Bitesize- design and technology, Fashion Era, Textiles4U, Memrise Helpful books : CGP AQA Textiles Technology Revision Guide, AQA Textiles Technology, Fibres to Fashion

Faculty

Technology

Subject

Catering

Year

Year 11

Course Overview

Exam board : WJEC In year 11 Catering the students will be expected to have completed their two pieces of coursework and to take a written exam during the summer. The coursework is worth 60% of the final GCSE grade and the written exam is worth 40% of the final GCSE grade. Controlled Task- 45 hours- 120 marks - 60% Unit 1 consists of two tasks named task 1 and task 2. Both controlled tasks follow a different theme. Controlled Task 1 is worth 20% of the overall grade for GCSE Catering. The theme for task 1 is afternoon tea and includes a 3 hour controlled practical assessment and creating a portfolio of work. There is a maximum allocation of 15 hours to complete this task including time needed to do the controlled practical assessment. Controlled Task 2 is worth 40% of the overall grade for GCSE Catering. The theme for task 2 is on international cuisine and includes a 3 and a hour formal practical assessment and creating a portfolio of work. There is a maximum allocation of 30 hours to complete this task including time needed to do the controlled practical assessment. Exam Written Paper- 1 hour and 15 minutes- 80 marks- 40% Unit 2 consists of a written exam based on theory learnt throughout the course.

This year in Catering

The students will be finalising their coursework for final submission and to begin learning the theoretical elements of the course which they would need to understand for their written exam during the summer. The topics which the students would need to understand include the industry â&#x20AC;&#x201C; food and drink, job roles, employment opportunities and relevant training, health, safety and hygiene, food preparation, cooking and presentation, nutrition and menu planning, costing and portion control, specialist equipment, communication and record keeping and environmental considerations.

Homework / Independent Study expectation

Students should begin their revision early and are expected to use the resources to revise regularly in their own time. Exampro and Memrise are useful websites that can guide students on exam questions. Students will have 3 chances to sit a paper this year. We will also aim to do a walking talking mock exam where students have the chance to discuss the paper and work through it as a class.

Other Information

Useful websites : BBC BiteSize, Exampro, Memrise Helpful books : CGP WJEC Catering Revision Guide, WJEC Catering Revision Guide

Faculty

Technology

Subject

Engineering

Year

Year 11

Course Overview

GCSE Engineering in Year 11 enables students to develop skills and understanding which will be of use generally and as part of a progressive career path leading to further technical or academic engineering qualifications. Year 11 is spent focusing on completing the coursework units (Design and Making elements) and working on the units that are needed to access the exam. Students will have a written exam that is worth 40 % of their GCSE at the end of Year 11. It is a 2 hour exam based on theoretical understanding of engineering. Practice for the exam will take place regularly in Year 11 to allow them to feel confident when sitting the paper. By December pupils will know how many marks are needed for their exam as 60% of the course will have been completed and marked. Pupils will sit a mock exam in December, January and March to allow them plenty of opportunity to practice the structure of the exam.

This year in Engineering

This year pupils will be further developing their knowledge and understanding in the following subject areas; • Designing and communicating (a range of drawing skills, and techniques to accurately produce engineering drawings) • Understanding engineered products (Including a range of materials, shaping, forming and treating of materials, sustainability of materials, components and their uses, Mechanical/electrical and electronic elements, pneumatics and hydraulics, production methods) • Manufacturing an Engineering Product (the processes of producing products further links with coursework if necessary)

Homework / Independent Study expectation

•

Other Information

•

Attending after school practical and revision sessions can vastly improve the grades that you can expect to achieve. Sessions will be run every week (when possible) during the school year. Homework will focus on revision lessons and activities and will build on the knowledge gained in class. These homework tasks are compulsory and can be attached to files and uploaded via the Edmodo website.

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 engineering in society and develop 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.

Useful websites : Access to the school Frog system (GCSE POD activities), A login to an Edmodo account (a group share of resources, teaching activities and homework tasks), Pinterest, BBC ClipBank-Engineering, TechnologyStudent.com, How Stuff Works, DTOnline Helpful book : AQA GCSE Engineering Student Book (By Nelson Thornes)

Faculty

Technology

Subject

Product Design

Year

Year 11

Course Overview

Exam board : AQA Students will also have a written exam that is worth 40 % of their GCSE at the end of Year 11. 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. By this stage pupils will know how many marks are needed to in your exam as 60% of the course will have been completed and marked. Year 11 is spent focusing on the units that are needed to access the exam. Pupils will sit a mock exam in December, January and March. This is to allow them to fully understand the course requirements and structures of exams.

This year in Product Design

The topics for the examination will be based on those from the specification and studied during the course and include; • The Evolution of Design (Influential designers and eras) • Design in Practice (The use of products by clients and society) • Communication and Representation of ideas (Drawing techniques and skills) • Packaging ( The requirements, the design and development of) • Product Marketing (How products are marketed and the reasons for marketing) • Human Factors (The ergonomic design of products, inclusive design and anthropometrics) • Safety (and the legal aspect of developing products for market) • Ethical, Environmental and Sustainability Issues • Industrial and Manufacturing Systems (Including the production of products) • ICT in Design and Manufacturing Thorough preparation and revision is needed in each of the above elements to succeed in the Product Design theory exam.

Homework / Independent Study expectation

• • • • •

Other Information

• •

•

Attending after school revision sessions can vastly improve the grades that you can expect to achieve. Homework will focus on revision lessons and activities and will build on the knowledge gained in class. These homework tasks are compulsory and can be attached to files and uploaded via the Edmodo website. Exampro will be useful for students to try more complex exam questions. Students will have mock exams in December, January and March to enable them to fully practice and improve on the exam. Memrise is a useful site where students can do practice exam questions and BBC bitesize has a range of videos to watch that will help them.

Pupils should develop an interest in the theoretical aspect of the subject and continue their reading outside of the classroom and teaching times. A subscription to How stuff works would be advised. Pupils should visit as many exhibitions, museum’s as possible to help develop their subject knowledge and appreciation of Product Design in society and develop 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

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

Faculty

Creative Arts

Subject

Dance

Year

Year 11

Course Overview

Exam Board: AQA Units of study: • Unit 1 – Critical appreciation of Dance – Demonstrating their ability to appreciate and critique dance as well as having an understanding of safe practise in the studio. • Unit 2 – Set dance – Demonstrating their ability and effectiveness as a performer and their knowledge of safe working practice by being taught a dance that is then filmed. • Unit 3 – Performance in a duo/group dance - Students will perform in a group dance that relates to a professional piece of work from a prescribed list. The performance must demonstrate three clear links with the chosen professional piece of work from either; choreographic style, dance style, subject matter, accompaniment, recognisable action content or motifs, characterisation or similar costume, props, staging or setting. • Unit 4 – Choreography 4A – Solo composition task based on a professional piece of work but different to the work used in unit 3. Choreography 4B – Solo, duo or group choreography to show their effectiveness as a choreographer and their ability to appreciate dance. How the course is assessed • Unit 1 – written paper 20% • Unit 2 – Set dance practical exam 1-1 ½ minutes externally assessed 20% • Unit 3 – Performance in a duo/group dance 3 -3 ½ minutes 20% controlled assessment with AQA moderator • Unit 4 choreography Task A Solo composition 1- 1 ½ minutes 15% controlled assessment with AQA moderator Task B Choreography – solo 1 ½ - 2 minutes, duo or group 2 ½- 3 minutes 25% with AQA moderator.

This year in Dance

Year 11 will start the year with unit 3 and 4B. Students will have completed units 2 and 4A in year 10 and will be studying for the written exam over the summer and autumn term. Students will be expected to find their dance starting point, music or sound, number of dancers and have an idea of the dance style that they will be performing in so they can have their lessons to work on their piece of choreography. Students will also have one hour a week to learn the performance that is based on the professional piece of work ‘Swansong’ and will be taught this as a class. Work will be completed by December enabling students to use their lesson time to rehearse, plan and make any changes to their work as it is needed. Students will have a mock written paper and a mock practical exam in January to prepare them for their moderation day in the spring when they are visited by an AQA moderator.

Homework / Independent Study expectation

To ensure they research the chosen professional pieces of work and have a good background knowledge of the work. To ensure practical work is done at home not just in school time or even after school to make this a really strong grade as performance is worth 45%. Listening to a wide variety of music in their own time to find the best accompaniment to suit their choreography. Exam questions to be done at home and given in to be marked according to AQA marking criteria. A journal to support their practical work that can be handed to the moderator.

Other Information

Visits to watch live dance performances, musicals, ballets will help students’ understanding

Faculty

Creative Arts

Subject

Photography

Year

Year 11

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.

This year in Photography

You will study three units of coursework throughout yr9-11 (60%): In Year 11, you will focus on Unit 3 –Mock Exam (year 11) choice of theme-see below Mock Exam • You will select a theme from 4 options. You will then develop your own project based upon your chosen starting point. The exam will be the opportunity to create a final outcome. (20% of your final mark, 5 hours) Controlled Assessment (Exam paper received on Jan 1st) • This has an 8 week preparation period, where students select a theme from a choice of 7 which are released by the exam board on January 1st and then developed by the student in to a personal project. This culminates in a 10 hour examination over 2 days, where students create a final outcome. (40% of your final mark, Summer Term Year 11)

Homework / Independent Study expectation

Homework will be given in order to improve and refine recording skills – 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 camera is essential for all yr11 students studying Photography, as well as access to a computer and powerpoint and editing software.

Faculty

Creative Arts

Subject

Music

Year

Year 11

This year in Music

Exam board : Edexcel Students will study three units over the course: • Unit 1 – Performing Music • Unit 2 – Composing Music • Unit 3 – Listening and Appraising 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) and write 2 compositions. A further 40% of the grade is based on a listening exam. Students will study 12 set works taken from the 4 areas of study - Western classical music, Music in the 20th century, Popular music in context and World music. A listening exam will then be sat in Year 11 based on these set works. In Year 11, students will learn about the final 3 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 11 will also gain further skills in composing by using the music technology suite. Students will complete their second composition in year 11, ready for submission, along with recording 2 performances, one solo and one ensemble.

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. Intervention sessions will take place weekly after school to enable students to catch up with any missed work. 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

Art & Design

Year

Year 11

Course Overview

This year in Art & Design

Coursework : You will study three units of coursework throughout yr9-11 (60%): In Year 11 you will focus on Unit 3 â&#x20AC;&#x201C;Mock Exam (year 11) choice of theme-see below Examination : You will select a theme from 4 options. You will then develop your own project based upon your chosen starting point. The exam will be the opportunity to create a final outcome. (20% of your final mark, 5 hours) Controlled Assessment (Exam paper received on Jan 1st) This has an 8 week preparation period, where students select a theme from a choice of 7 which are released by the exam board on January 1st and then developed by the student in to a personal project. This culminates in a 10 hour examination over 2 days, where students create a final outcome. (40% of your final mark, Summer Term Year 11)

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 11

Course Overview

Exam board : AQA GCSE Drama is a practical and written 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. There are six Areas of Study: 1. Character, Context and Plot 2. Structure 3. Audience and Defining Performance Space 4. Improvisation 5. Genre, Performance Style and Convention 6. The Semiotics of Drama and Theatre These Areas of Study are assessed through the following modules: Unit 1: ‘Page to Stage’ (30%) where pupils work individually, in a pair, or in a group of up to six, to create a performance of a selected section of text. Unit 2: Drama in the Making (30%) where pupils explore a range of stimuli to prepare three distinct items for a Workshop Presentation Unit 3: From Concept to Creation (40%) - A practical exam, students will be set a question by the OCR exam board and will demonstrate their skills as a performer, director, deviser and designer. This unit is accessed externally by an examiner. Pupils will need to evidence an ability to: 1. Engage actively in the process of dramatic study in order to develop as effective and independent candidates and as critical and reflective thinkers with enquiring minds 2. Work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas 3. Reflect on and evaluate their own work and the work of others 4. Develop and demonstrate competence in a range of practical, creative and performance skills 5. Develop a basis for their future roles as active citizens in employment and society in general as well as for the possible further study of drama 6. Consider and explore the impact of social, historical and cultural influences on drama texts and activities.

This year in Drama

During year 11, pupils will complete their final units of study. In the Autumn term, pupils will complete their second unit of study: Drama in the Making, this involves creating their third practical presentation and completing a Working Record.

During the Spring and Summer terms pupils will complete their third unit; ‘Concept to Creation’. The exam board will set a practical exam brief to be completed and performed. The briefs will be either text extracts, stimulus or a combination of both and pupils will need to use these as a starting point to develop skills through a series of workshops exploring the functions of Deviser, Designer, Director and Performer. At the end of the unit, candidates will undertake a practical examination, comprising of a preparation/rehearsal period and a practical outcome. Candidates will be assessed on their performance/presentation and their planning, and working record. The practical examination is externally marked by a visiting examiner. They will also be required to complete a working record, documenting their rehearsal process for this unit.

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

Could include : 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

Physical Education

Year

Year 11

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 11 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

PE GCSE

Year

Year 11

Course Overview

Exam board: AQA Units of Study: You will study 2 units over the course: Unit 3: Theory: Knowledge and Understanding for the Active Participant) Unit 4: Practical: The Active Participant Assessment: Unit 3: Written Examination (40% of GCSE qualification) Scenario issued to centres in advance of the examination. Unit 4: Practical Assessment ( 60% of GCSE qualification) Four practical assessments from at least two different activities/sports: at least two as a player/performer. You can also be assessed as coach/officiator Controlled Assessment (10% of practical assessment) written assessment on the analysis of sports performance.

This year in GCSE Physical Education

During year 11 GCSE PE students will deepen their theoretical knowledge and understanding and their application of knowledge to exam questions. All topics that students covered in Year 9 and 10 will be revisited and revised giving students an opportunity to further develop their theoretical knowledge and understanding and also strengthen their application of knowledge in exam questions. We strongly recommend that students attend all intervention sessions that will be running after school for both theory and practical elements of the course. The following topics will be revisited and revised throughout Year 11: • Health and fitness: the importance of health and fitness, how they relate and differ. • Diet: energy use, diet , nutrition and hydration • Components of fitness: learn the definitions of components of fitness, the benefits for different sports and how fitness is measured and improved. • Body systems: The structure and functions of the skeletal, muscular and cardiorespiratory system • Training: principles of training (SPORT) and overload (FITT) and different types of training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes. • Individual differences: different social groups in physical activity and ethical and socio-cultural issues in sport • Demands on performance: psychological factors including sports psychology fatigue, stress, anxiety, personality, motivation and feedback • Leisure and recreation how the leisure industry can affect participation. • School sport, PE and competitions: how schools deliver PE and how it can effect participation. • Sport Organisations: different sports organisations including National Governing bodies, Youth Sports Trust and Dame Kelly Holmes legacy. • Science and ICT in sport: how ICT and technology in sport improves performance. • Social factors effecting performance: Ethical and socio-cultural issues in physical activity and sport All students will be given a personalised revision folder at the beginning of the year which they will be expected to bring to every lesson throughout the year. Unit 4: Practical performance in physical activity and sport. In both Core PE and GCSE PE lessons students will be assessed and moderated in 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 should learn to apply their theoretical knowledge in practical lessons

This year in GCSE Physical Education

How will students be assessed? Students will be assessed often and frequently throughout Year 11 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 be assessed throughout Year 11 in a variety of different sports. Every practical lesson will be a moderation lesson and a collation of students practical marks will be formed from this for their final grade. Students will also have the opportunity to attend a rock climbing and orienteering course to support their final practical grade. Therefore, it is imperative that students are fully aware that these are assessment lessons towards their final GCSE practical grade.

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

BTEC Level 1/Level 2 First Award in Sport

Year

Year 11

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 11 BTEC Sport students will continue to learn theoretical knowledge and understanding in preparation for the external examination for Unit 1: Fitness for Sport and Exercise. This unit will be completed as an external examination. Students need to gain a pass on this unit to be able to achieve level 2. Students will also complete Unit 3 The Mind and Sports Performance. This unit looks at the concepts that influence the mind in sporting situations and, most importantly, explores the effects that they can have on sports performance. Learning aim A looks at personality, which is the basis of our behaviour, including how personality can influence choice of sport, and performance in sport. Learning aim B examines motivation and self-confidence, the influence that they have on sports performance, and a range of techniques that can be used to influence them. Learning aim C focuses on arousal and anxiety and the effect these can have on sporting situations. This unit will enable students to understand their own sports performance, why they have achieved the results they have and what they could do in the future to improve their preparation and performance. This unit will also help students to develop skills in teaching, coaching and helping other people. An understanding of the effects of psychology on sports performance is important for many roles in sport, including sports performers who want to understand their own performance and sports coaches who aim to improve the performance of those they work with. How will students be assessed? Unit 1: Fitness for Sport and Exercise. This unit will be completed as an external examination. This unit is assessed internally by the centre and externally verified by Edexcel. In this unit students will be assessed: 3A investigate personality and its effect on sports performance 3B explore the influence that motivation and self-confidence have on sports performance 3C know about arousal

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.