Key stage 4 handbook 2013 14

KEY STAGE 4 HANDBOOK

2013—2015

KEY TERMS

GCSE stands for the General Certificate of Secondary Education. Many of the courses

followed in Key Stage 4 lead to a GCSE qualification.

Grades ranging from A* (highest grade) to G.

Tier to enter a student for. This is when examination

papers are set at different levels of difficulty. Decisions on which tier to enter a student for

are normally made towards the end of a course.

BTEC Course, this stands for Business and Technology Education Council Course. This is a

practical, work related course. There are no external examinations. Students build a

portfolio of work which is assessed by teachers and the examination board. The grades

awarded are pass, merit, distinction and distinction*.

English Baccalaureate is a term used to describe achievement of A* - C in five GCSE

subjects: English, Mathematics, Science (including Computer Science), a humanities

subject (either Geography or History) and a language (either French of Spanish).

Controlled Assessment is work set and marked within school as opposed to an

examination in the hall. For many subjects controlled assessments has replaced what used

to be coursework.

Linear Pathway and Terminal Exams is the model that many examination courses are

moving towards, which involves two years of study followed by an examination. In these

courses coursework and controlled assessments are not part of the structure, and it often

not possible to take any modules or examination papers earlier in the course.

Highgate Wood School

Montenotte Road

London N8 8RN

Tel: 0208 342 7970

Email: [email protected]

Web: www.hws.uk.com

Twitter: @highgatewood

“Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time.”

Thomas A. Edison

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Key Stage 4 Handbook 2013-2015 Highgate Wood School

“If you care at all, you’ll get some results. If you care enough, you’ll get incredible results.” Jim Rohn

CONTENTS

Introduction: 4

Core Subject Guidelines: 16

English Language and Literature 17

Mathematics 19

Science - Core Science 21

Double Science 23

Triple Science 25

Citizenship 27

ECS 29

PE and ICT 31

Option Subject Guidelines: 33

Art & Design 34

Business Studies 36

Business & Economics 38

Computing\ICT 40

Dance 42

Design & Technology -

Food Technology 44


Resistant Materials 46


Textiles 8

Drama 50

Geography 52

History 54

Media Studies 56

Modern Foreign Languages 58

Music 62

Music Technology 64

Philosophy 66

Physical Education 68

Psychology 70

Sociology 72


TERM DATES* 2013-14 Starts Ends

Autumn 2013 (1) Monday 2 September Friday 25 October Holiday Monday 28 October Friday 1 November Autumn 2013 (2) Monday 4 November Friday 20 December Holiday Monday 23 December Friday 3 January Spring 2014 (1) Monday 6 January Friday 14 February Holiday Monday 17 February Friday 21 February Spring 2014 (2) Monday 24 February Friday 4 April Holiday Monday 7 April Monday 21 April Summer 2014 (1) Tuesday 22 April Friday 23 May Holiday Tuesday 27 May Friday 30 May Summer 2014 (2) Monday 2 June Tuesday 22 July Holiday Wednesday 23 July Friday 29 August

2014-15 Starts Ends

Autumn 2014 (1) Monday 1 September Friday 23 October Holiday Monday 27 October Friday 31 November Autumn 2014 (2) Monday 3 November Friday 19 December Holiday Monday 22 December Friday 2 January Spring 2015 (1) Monday 5 January Friday 13February Holiday Monday 16 February Friday 20 February Spring 2015 (2) Monday 23 February Friday 27 March Holiday Monday 30 March Monday 10 April Summer 2015 (1) Monday 13 April Friday 22 May Holiday Monday 25 May Friday 29 May Summer 2015 (2) Monday 1 June Monday 20 July Holiday Tuesday 21 July Monday 31 August

*please note that these dates do not take account of INSET days or afternoons

Summer term 2014 ends for students on 18th July 2014

“Only those who will risk going too far can possibly find out how far one can go.” T. S. Elliot

WORK EXPERIENCE: 28th April—2nd May 2014 During Year 10, students undertake one week of work experience usually with a local employer, arranged with Haringey Business Partnership. For some students, this is within the employment sector they aspire to and for others it provides the experience of the structure and expectations of a working week. All students keep a journal during their placement, and are prepared for and debriefed through the school citizenship and tutorial programme. Ms Angove is co-ordinator for Work Experience. Please speak to her if you have any questions.


MINIMUM AND CHALLENGING TARGET GRADES

You will be told your minimum and challenging target grades for all your

subjects at Key Stage 4. This information is based on your own past

achievements and what should be expected of you based on national statistics.

Remember that your target grades will not be achieved unless you work hard and do your

best. At the same time, they are not limits to your possible achievement. We expect most

students to end up achieving much more than their minimum target grade, and many

students finish Key Stage 4 with results that are even higher than their challenging target

grade.

So, your MTG and CTG are targets. They are not limits!

THE IMPORTANCE OF ATTENDANCE

AND PUNCTUALITY

We all know how important it is to be in school

regularly and on time for all your lessons and this is

even more important in Years 10 and 11. Although

two years may feel like a long time, by the time

we take out exam periods and work experience

times we can only just fit in all the work that has to

be covered in your subjects. You cannot afford to be absent from school or late.

If you are so ill you have to take time off, you will

need to make sure you find out what work took

place and catch up.

(Take note – there is clear evidence that students

who attend 100% whatever their ability level will pass

all their GCSEs. Nationally only 10% of students with

poor attendance achieve 5 A* ‐ C grade GCSE’s

compared to 58% of students with good

attendance.)

“Eighty percent of success is showing up.” Woody Allen

“It always seems impossible until it's done.” Nelson Mandela

5 MINS LATE EVERY DAY - ADDS UP TO MORE THAN 3 DAYS OVER A YEAR.

15 MINS LATE EACH DAY IS THE SAME IS MISSING TWO WEEKS OF SCHOOL

PLAN FOR THE FUTURE

Your final exam grades will be hugely important, but they are not the only

things that will impact on your future. Sixth forms, universities and employers

all ask for references from your school and these help them decide what sort of

person you are. What your reference says about your attendance and punctuality

is very important, so too is behaviour, your relationships with your peers and with

teachers, and your achievements outside the classroom - both within school and

from activities you may take part in outside of school. Think now about building that

good reputation for your reference.

“Build your reputation by helping others build theirs.” Anthony J D’Andelo


“Obstacles don’t have to stop you. If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.” Michael Jordan

WHAT KIND OF LEARNER ARE YOU?

“I hear and I forget. I see and I remember. I do and I understand.” Confucius

We all have different ways of learning.

Some learn best by reading, others by

hearing or saying or doing.

Most of us use a combination of

different ways to build up our

knowledge and understanding.

If you are to best succeed in your

courses it is worthwhile working out

what learning styles are best for

you. You can then make use of

this information for your work

and for your revision.

Your form tutor will be able to

help you understand your

preferred learning style, but

there are also many

websites that you can use

to do this.

Visit http://tinyurl.com/hwslearningstyle and answer the questions about yourself.

DIFFERENT WAYS TO LEARN AND REVISE

It is a good idea to vary the way that you work, learn and revise - trying out different

techniques and seeing which works best for you.

Verbal: write notes, revision cards, lists of concepts in order of importance, key word

diagrams, mind maps, vocabulary sheets

Aural: put information to music, write songs, write poems, create rhymes, chants and

mnemonics.

Visual: label diagrams and pictures, create mind maps, flowcharts and timelines, construct

montages, prepare presentations using Powerpoint.

Social: work with a friend to test each other, explain to family or friends what something

means or how something works, interview or be interviewed about the subject, translate

what you are learning into a play or performance.

Physical: move labels or cards of information around to organise them, “act out” an idea or

a concept, construct a pin board of important concepts and key vocabulary.


GET INTO THE HABIT OF ASKING

Key Stage 4 is a very important phase in your school career. It is during these two years

that you will be working towards the qualifications that may shape your destiny. You will

also develop as a person - becoming more confident, more self-assured and more socially

aware.

You will find that you will be treated more as an adult, with teachers expecting a level of

maturity from you that you would have found hard to manage in younger years. You will

be expected to be more organised than you might have been in the past, and to take

more responsibility for your own successes and achievements.

But you are not going to be left entirely on your own. There will be lots of people available

to help you if you find yourself getting into difficulties, and lots of other ways of providing

you with the support you will sometimes need.

This guide is to provide you with some of information to help you make the most of the

next two years. But always remember, if you don’t know or don’t understand—ASK!

“For everyone of us that succeeds, it's because there's somebody there to show you the way out. The light doesn't always necessarily have to be in your family; for me it was teachers and school.” Oprah Winfrey

“All our dreams can come true, if we have the courage to pursue them.” Walt Disney

INFORMATION, ADVICE & GUIDANCE

Life can sometimes get stressful and difficult, and working on

your examination courses will bring extra pressures. But there are

always people to help.

Sometimes family and friends can provide the best support,

sometimes it will be a class teacher, your form tutor or another

member of staff who is in the best position to help you.

Sometimes more specialist guidance is needed.

During year 10 and 11 students will have the opportunity to talk one-to-

one with a Personal Advisor. This can include anything from deciding what to do after year

11 to discussing personal issues, from exploring future careers to writing a CV. Students can

arrange appointments to talk to their Personal Advisor by talking to their tutor, or

contacting Ms Angove.

Pastoral support for students through this intensive time will continue to come through the

House system with your Tutor, Deputy Head of House, Head of House and the House’s

pastoral team all there to help you.

We will also be providing career guidance through both Citizenship and the tutor and

assembly systems.

Remember you are never on your own. At Highgate Wood School there is always

someone who will be able to work with you and help you to deal with any issues that may

be troubling you


I'm focused on what I want to do. I know what I need to do to be a champion, so I'm working on it.” Usain Bolt

“Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.” Barack Obama

Key Contacts:

General

SLT with responsibility for Key Stage 4: Mr Hartley email: [email protected]

Exams Officer: Mr Demetriou email: [email protected]

Work Experience\Careers: Ms Angove email: [email protected]

Head of Sixth Form: Mr Charlesworth email: [email protected]

House Teams

DaVinci House

Head of House: Mr Rowlands email: [email protected]

Deputy Head of House: Ms Zwicky email: [email protected]

Seacole House

Head of House: Mr Brokenshire email: [email protected]

Deputy Head of House: Ms Roberts email: [email protected]

Edison House

Head of House: Mr Key email: [email protected]

Deputy Head of House: Ms Ryan email: [email protected]

FOCUS IN LESSONS

To do well in your GCSEs you need to stay focused in lessons, work steadily

throughout the two years and not leave it all to the last minute.

Remember:

– really push yourself and aim for your CTG not

your MTG!

Positive learning behaviour will ensure you get results and that everyone else has a fair

chance to learn and achieve too


INDEPENDENT STUDY

You will be expected to work on your own at home or in a library on additional work to

support the work you do in class (sometimes called homework!) Much of this work will be

related to the controlled assessment part of your subjects and therefore contribute to your

final mark; make sure you always complete the work set.

You will be told when controlled assessment deadlines are well in advance, so it is

important that you plan and prepare in order to achieve or surpass your target grade in

that part of your course.

We will provide you with some tips on independent study both in Citizenship sessions and in

your subject areas. You can also use the Internet to develop your knowledge and revise

what you have learnt in all the subjects you study at GCSE.

Your teachers will know some specific sites for you to visit and some of these are listed in the

subject pages that follow. There are also several useful sites for general revision, including

SamLearning, S-cool and BBC Bitesize that provide useful information, practice exercises,

revision tips and practical help of all sorts.

But the majority of the web links and other information that you will use can now be found

on the school’s MLE, which will continue to grow during your time at Key Stage 4. At the

moment the MLE also provides you with access to other on-line learning resources,

including SAM Learning and Doddle.

Remember the school’s Learning Resource Centre is open every school day at 8:00 am. It is

open every break and every lunchtime. It is also open every day after school.

Exam Boards

The exam boards often have very useful information about your

course on their websites. But do remember that you are studying

different subjects with different exam boards. You may also find

that the exam board has two or three courses for different subjects.

On the subject details later in this booklet we list the exam board and the specification

code for each course at Highgate Wood School. Make sure you are looking at the right

board and the right specification.

OCR: www.ocr.org.uk Edexcel: www.edexcel.org.uk

AQA: www.aqa.org.uk WJEC: www.wjec.co.uk

On the school website you will find direct links to let you download the specifications for all

the courses that we offer at school. Make sure you download the correct ones!

www.bbc.co.uk/schools/

“Forget past mistakes. Forget failures. Forget everything except what you’re going to do now and do it.” William C Durant

“By failing to prepare, you are preparing to fail.” Benjamin Franklin

www.samlearning.co www.s-cool.co.uk/


“I am always doing that which I can not do, in order that I may learn how to do it.” Pablo Picasso

“A dream doesn't become reality through magic; it takes sweat, determination and hard work.” Colin Powell

LEARNING RESOURCE CENTRE

Open every school day at 8:00 am

every break time

every lunchtime

and

Open: every school day after school

until 5:00 pm Monday to Wednesday

until 4:00 pm on Thursday and Friday

USE OF THE MLE

The School’s MLE (Managed Learning Environment) is an online learning platform website

that allows you to log on and share, manage and access a range of resources, including

school documents, media files, web links and past exam papers. You will sometimes use

the MLE to hand-in work that has been set, to access questionnaires and to enter into on-

line discussions and forums. The MLE is also being used to provide access to other on-line

resources, including SAM Learning and Doddle, that will help with revision and self-study.

All students will have a username and password for the MLE, and it is only by logging in as

yourself that you will to be able to access all of the areas. But if you have forgotten your

username and password you can login with the guest details below.

Username: hws1

Password: hws1

You can access the MLE from the school’s website at www.hws.uk.com. Alternatively you

can reach it directly at fronter.com/haringey

Should you have any queries about the MLE please contact

Mr Ashman [email protected]

All students have access to SAMLearning.

SamLearning is proven to help students improve their exam grades. It is useful throughout

the year, but particularly for revision before an exam or after a module.

Your SAM Learning account will have been given to you, together with information about

how to logon. The website is www.samlearning.com and our centre ID is N8HW.

Should you have any queries about SAMLearning please contact

Mr Ashman [email protected]

http://www.google.co.uk/url?sa=i&source=images&cd=&cad=rja&docid=PTvV5MhKCaooPM&tbnid=IQRH_sDJZCnDGM:&ved=0CAgQjRwwAA&url=http%3A%2F%2Fwww.hassenbrook.org.uk%2Fsam-learning.php&ei=yq-cUpeeJaaU0AXA3oCQAw&psig=AFQjCNHYBdJ6E8xE1h3fd-7PeB-vOpFEfg&ust=1386086


“You have to learn the rules of the game. And then you have to play better than anyone else.” Albert Einstein

“It is our choices... that show what we truly are, far more than our abilities.” J. K. Rowling

WHAT MAKES A SUCCESSFUL KEY STAGE 4 STUDENT?

There are lots of ideas about how to succeed at Key

Stage 4 and get the best exam grades you can.

Everybody will tell you that it is important to work

hard, to keep up-to-date, to be punctual to your

lessons and to attend school regularly. It is also

important to get enough sleep, to have a breakfast

in the morning and to drink plenty of water.

There are also other ways in which you can improve

your chances of success which some people don’t

discover until it is too late. Speak to any sixth former

and they will tell you how quickly their Key Stage 4

years went, and how they wish they had got into the habit of revising so much earlier.

Half the battle with revision is getting started.

Make revision a standard part of how you work, not just something you do before

exams.

Revise little, but often. 20 minute sessions are usually best.

Treat all subjects equally when revising, but put more time into those subjects or

topic areas that you find difficult.

Discuss your revision (and your work in general) with friends and family.

Use a variety of revision techniques.

Draw up a revision timetable, and stick to it.

Keep your revision notes, and keep things organised.

Don’t panic. Remember Key Stage 4 is a marathon, not a sprint.

DEADLINES, CONTROLLED ASSESSMENTS and EXAMINATIONS

Whilst the majority of your examinations will take place during the summer

of Year 11 there will be various deadlines, controlled assessments, tests

and examinations scheduled throughout Key Stage 4 in all your subjects.

Your teachers will let you know when these are and give you ample time

to prepare.

Make sure you pay attention to when your assessment points happen,

and take them seriously.

Controlled assessments take place in most subjects. You should be aware that different

subjects and different exam boards demand different levels of control for these

assessments. You will also see that controlled assessments contribute different amounts to

your final grade for different subjects.

Your subject teachers will let you know exactly what is required for their subject and which

rules will apply for each controlled assessment you sit.


NEXT STEPS

The main purpose of KS4 qualifications is to provide

the best range of opportunities for progression to the

next phase of education for all students. Highgate

Wood Sixth Form provides excellent quality ‘A’ level

provision with a wide range of courses. There are also

several other high quality providers of both level 2

and level 3 courses in and near to Haringey.

The school will provide extensive support and advice

for all students in making their applications and

choices. We are committed to interviewing all

Highgate Wood students who wish to apply to our Sixth Form but will only offer places to

those for whom we can offer the right course and have demonstrated a positive and

committed work ethos in KS4.

While this may seem a long way ahead, it can be really helpful in focusing and fully

committing to your studies, to have some goals about where you are going next and what

you need to do to achieve it.

NOT ALL WORK

As well as lots of work there are many other activities

that you can involve yourself in and many

opportunities and possibilities that will help you

develop over the coming years..

Remember to keep yourself healthy and

well during Key Stage 4. Get lots of

exercise, and enjoy times when you can

rest and relax.

Here are some things that would be really

good for you to do:

‐curricular activities, including PE

Remember that Key Stage 4 is not just a time for you to get your qualifications and learn

what you need for your exams. It is also a time when you are growing as a person,

The beautiful thing about learning is that no one can take it away from you. B.B. King

“We know what we are, but not what we may be.” William Shakespeare


REWARDS AND COMMENDATIONS Key Stage 4 is tough, and students need to be congratulated for their successes

and their hard work.

Contact home to praise good work that has been done is often the most effective way of

giving congratulations, but there are also more tangible things that are available.

Under the House system we now have a variety of different ways of rewarding students,

and these includes privilege passes, lunch passes, Vivo awards and a whole range of

prizes and certificates. The student council is currently working on a number of different

proposals for how Key Stage 4 students’ Vivos, awarded for classwork, homework,

conduct and contributions, can be used to provide other rewards and benefits.

PLAGIARISM Plagiarism, which is when you take other people’s work and present it

as your own, is a temptation that must be avoided. All exam boards

have systems that detect whether information submitted has been

copied and pasted from the internet. They also check to see if students have copied

each other’s work. The consequences can be severe - leading to all those involved

(including those who are entirely innocent) risking being disqualified from all their exams

courses.

YOUR DIGITAL FOOTPRINT Students at Key Stage 4 are likely to be much more active on the Internet,

whether that is researching, revising or socialising.

Most Key Stage 4 students are mature enough to understand that

information on the internet is not always reliable, and are aware of the

potential dangers on-line. But sometimes they forget that everything they

do online could add to their digital footprint.

Every photograph they upload to tumblr, every tweet they post on twitter,

every update the place on Facebook could come back to haunt them

(think of the story of Paris Brown). Make sure you always think before you tweet, post or upload.

“It takes 20 years to build a reputation and five minutes to ruin it. If you think about that. You’ll do things differently.” Warren Buffett

SPELLING, PUNCTUATION, GRAMMAR AND READING Every single Key Stage 4 qualification gives marks for SPG (Spelling,

Punctuation and Grammar). They also all demand that you can

understand what has been written about the subject and can write

about it yourself.

Literacy is thus a hugely important part of students’ work at Key Stage 4.

All subject teachers will support their students in developing the specific literacy skills

required for that subject. But students can help themselves too; simply by reading.

Reading anything! The more you read, the more you will understand the written word and

the better you will write it.

“Reading is to the mind what exercise is to the body.” Joseph Addison


Ancora Imparo I am still learning Michelangelo

Suggested Literary Reading Material

Below is a list of suggested reading material. There are

many other books that are really worth reading but

these should are a good starting point.

The difficulty rating is in the left hand column:

Easier Quite hard Difficult Very Difficult

20th Century Texts

Chinua Achebe: Things Fall Apart

Chimamanda Ngozi Adichie: Purple Hibiscus

Douglas Adams: Hitch–Hikers Guide to the Galaxy

Rachel Anderson: The Scavenger’s Tale

Martin Amis: London Fields

Martin Amis: The Rebecca Papers

Maya Angelou: Autobiographies

Bernard Ashley: Tiger Without Teeth

Margaret Atwood: Cat’s Eye

Margaret Atwood: The Handmaid’s Tale

Beryl Bainbridge: Sweet William

J.G. Ballard: Empire of the Sun

Iain Banks: The Crow Road / Whit

H. E. Bates: The Darling Buds of May

Samuel Beckett: Waiting for Godot*

Louis de Bernieres: Captain Corelli’s Mandolin

Maeve Binchy: Light a Penny Candle

Maeve Binchy: Tara Road

Malorie Blackman: Noughts and Crosses

Lawrence Bramsby: Outside the Walls

Anthony Burgess: A Clockwork Orange

Melvin Burgess: Junk

William S. Burroughs: Naked Lunch

A. S. Byatt: Possession

Peter Carey: The Tax Inspector

William Carpenter: The Keeper of Sheep

Angela Carter: The Magic Toyshop

Aidan Chambers: Postcards from No Man’s Land

Michael Coleman: Weirdo’s War

Wilkie Collins: The Woman in White

Bruce Chatwin: On the Black Hill

Robert Cormier: Heroes

Anita Desai: The Village by the Sea (An Indian

Family Story)

Berlie Doherty: Dear Nobody

Roddy Doyle: Paddy Clarke Ha Ha Ha

Daphne du Maurier: Rebecca

Sebastian Faulks: Birdsong

Sebastian Faulks: Charlotte Gray

F. Scott Fitzgerald: The Great Gatsby

F. Scott Fitzgerald: Tender is the Night

Helen Fielding: Bridget Jones’ Diary

E. M. Forster: Passage to India

E. M. Forster: A Room with a View

John Fowles: The French Lieutenant’s Woman

Charles Frazier: Cold Mountain

Gabriel Garcia Marquez: Love in the Time of

Cholera

Gabriel Garcia Marquez: One Hundred Years of

Solitude

Jostein Garder: Sophie’s World

William Golding: Lord of the Flies

Graeme Green: The End of the Affair

Graeme Green: Brighton Rock

John Grisham: The Firm

Joseph Heller: Catch 22

Susan Hill: The Woman in Black

Ernest Hemingway: For Whom the Bell Tolls

Ernest Hemingway: The Old Man and the Sea

Barry Hines: A Kestrel for a Knave

Nick Hornby: About a Boy

Anthony Horowitz: Point Blanc

Khaled Hosseini: The Kite Runner*

Aldous Huxley: Brave New World

John Irving: A Prayer for Owen Meany

Kazuo Ishiguro: The Remains of the Day

Catherine R. Johnson: In Black and White

Lloyd Jones: Mister Pip

Sheryl Jordan: The Raging Quiet

James Joyce: The Dubliners

James Joyce: A Portrait of the Artist as a Young

Man

Jack Kerouac: On The Road

Ken Kesey: One Flew Over the Cuckoos Nest

Milan Kundera: The Unbearable Lightness of Being

Laurie Lee Cider: with Rosie

D.H. Lawrence: The Rainbow

D.H. Lawrence: Sons and Lovers

John le Carre: The Spy Who Came in from the Cold

Ursula le Guin: The Dispossessed

Ursula le Guin: The Earthsea Quartet

Harper Lee: To Kill a Mockingbird

Doris Lessing: Martha Quest Novels

Ian McEwan: A Child in Time

Ian McEwan: The Comfort of Strangers


You may never know what results come of your action, but if you do nothing there will be no result.” Mahatma Gandhi

Ian McEwan: Enduring Love

Cormac McCarthy: The Road

Toni Morrison: Beloved

Zora Neale: Hurston Their Eyes Were Watching God

Edna O’ Brien: The Country Girls

Ben Okri: The Famished Road

Joe Orton: Loot

George Orwell: 1984

George Orwell: Animal Farm

Glyn Parry: Sad Boys

Boris Pasternak: Doctor Zhivago

Doris Pilkington: Rabbit‐Proof Fence

Sylvia Plath: The Bell Jar

Terry Pratchett: Nation

Jean Rhys: Wide Sargasso Sea

Arundhati Roy: The God of Small Things

Salman Rushdie: Midnight’s Children

J. D Salinger: The Catcher in the Rye

George Bernard Shaw: Pygmalion

Anita Shreeve: The Last Time They Met

Anita Shreeve: Sea Glass

Alexander Solzhenitzyn: Cancer Ward

Zadie Smith: White Teeth

Robert Swindells: Smash!

Amy Tan: The Joy Luck Club

Amy Tan: The Kitchen God’s Wife

Mildred Taylor: Roll of Thunder Hear my Cry

Emma Tennant: The Bad Sister

Colin Thompson: Future Eden

JRR Tolkien: The Hobbit

JRR Tolkien: The Lord of the Rings

Leo Tolstoy: Anna Karenina

Rose Tremain: The Sacred Country

Alice Walker: The Colour Purple

Fay Weldon: The Life and Loves of a She Devil

Rebecca Wells: Divine Secrets of the Ya Ya

Sisterhood

Robert Westall: Blitz

Robert Westall: Demons and Shadows

Robert Westall: Love Match

Jeanette Winterson: Oranges are Not the Only Fruit

Virginia Woolf: Mrs. Dalloway

Virginia Woolf: To the Lighthouse

John Wyndham: The Chrysalids

John Wyndham: The Day of the Triffids

Pre 20th Century Texts

Jane Austen: Emma

Jane Austen: Pride and Prejudice

Jane Austen: Sense and Sensibility

Emily Bronte: Wuthering Heights

Charlotte Bronte: Jane Eyre

Joseph Conrad: The Secret Agent

J. Fenimore Cooper: The Last of the Mohicans

Charles Dickens: Great Expectations

Charles Dickens: Hard Times

Charles Dickens: Little Dorrit

Charles Dickens: Oliver Twist

Alexandre Dumas: The Count of Monte Cristo

George Eliot: Middlemarch

George Eliot: Mill on the Floss

Joseph Fielding: Tom Jones

Elizabeth Gaskell: Mary Barton

Thomas Hardy: Tess of the D’urbervilles

William Shakespeare: The Taming of the Shrew

William Shakespeare: Twelfth Night*

Mary Shelley: Frankenstein

Walter Scott: Waverly Novels

Anthony Trollope: The Barchester Chronicles

Please note – Those texts marked with an asterisk (*) are

currently studied as part of the AS English Literature course, and

students considering taking this post‐16 qualification are

advised to read these texts prior to course commencement.

Sylvia Plath

Ted Hughes

W.H. Auden

Grace Nichols

Ezra Pound

Simon Armitage

Carol Ann Duffy

John Agard

Seamus Heany

Robert Frost

Dylan Thomas

Philip Larkin

Benjamin Zephaniah

Wendy Cope

Thom Gunn

Christy Brown

Elizabeth Jennings

Gillian Clarke

Craig Raine

Maya Angelou

T.S. Eliot

Brian Patten

WB Yeats

James Berry

20th Poetry


Victory is for those who can say "Victory is mine". Success is for those who can begin saying "I will succeed" and say "I have succeeded" in the end.” Mustafa Kemal Atatürk

CORE SUBJECT OUTLINES

English Language and Literature 17

Mathematics 19

Science

Core Science 21

Double Science 23

Triple Science 25

Citizenship 27

ECS 29

PE 31

ICT 31


ENGLISH LANGUAGE AND

ENGLISH LITERATURE

Exam Board:

Syllabus Code(s)

AQA

4705 (Eng Language)

Course Tier Information (where appropriate):

Higher tier: Grades A* — D Foundation tier: Grades B — G

Course Assessment: English Language: 40%: Controlled Assessment

- Understanding Spoken and Written Texts and Writing Creatively

60%: External Examination

- Section A Reading (30%)

- Section B Writing (30%)

English Literature: 25%: Controlled Assessment

- The Significance of Shakespeare and the English Literary Heritage.

75%: External Examinations

- Exploring Modern Texts (40%)

- Poetry Across Time (35%)

General Course Information:

Over Key Stage 4, the majority of students are studying for two GCSEs, one in English Language and one

in English Literature. Across Years 10 and 11, students will complete a range of controlled assessments for

these two subjects, as well as exam preparation.

Students will begin the course with a creative writing controlled assessment as part of their English

Language GCSE. They will then move on to the Spoken Language Study in the Autumn Term. The set text

for Year 10 will be either Of Mice and Men by John Steinbeck, or Lord of the Flies by William Golding. This

will follow the Spoken Language Study, taking place in the second half of the Autumn term.

After the Christmas break, students will begin work for their English Literature GCSE. In the Spring term they

will study poetry from the Moon on the Tides anthology in preparation for their Poetry Across Time exam,

and complete their Shakespeare and the Literary Heritage controlled assessment.

During the summer term of Year 10, students will return to studying English Language. They begin work for

the Unit 1 exam, which tests their skills at reading and writing a range of non-fiction texts. A mock Unit 1

paper will be completed as part of the mid-KS4 exams. Once the mock has taken place, students will

complete their last controlled assessment for English Language – another piece of creative writing.

The majority of Year 11 will be focused on exam preparation. To prepare for the English Literature

Exploring Modern Texts exam, students will study a selection of short stories from the Sunlight on the Grass

Anthology or Lord of the Flies by William Golding, and either Of Mice and Men by John Steinbeck or To Kill

a Mockingbird by Harper Lee. Students will also spend time revising for the Poetry Across Time exam and

the English Language Unit 1 Exam. Mock exams will take place at different times for all of these papers.

Some students will embark upon a GCSE English only pathway. This means that they will be given two

years to focus on a single GCSE in English. This is to ensure that students have the the best possible

chance of attaining the all important grade C in English, which is vital for many college courses and

future career paths. This course combines English Language and English Literature. Students complete

five controlled assessments – Extended Reading (Of Mice and Men by John Steinbeck), Literary Heritage

Poetry, Shakespeare, and two creative writing tasks. They also spend time preparing for the Unit 1 Exam.

A range of Speaking and Listening activities will also be built in across the Key Stage. Speaking and

Listening is no longer included in the final GCSE grade, however, on completion of the GCSE course,

students will receive an additional certificate for this.

Controlled Assessment requirements:

For English Language, students will complete four controlled assessment tasks:

Extended Reading - Of Mice and Men by John Steinbeck or Lord of the Flies by William Golding

Spoken Language Study

Creative Writing (two tasks)

They will also complete several Speaking and Listening tasks.

For English Literature, students will complete one controlled assessment task:

The significance of Shakespeare and the Literary Heritage

Contact: [email protected]

9715 (Eng Literature)


YEAR 10

JUNE 2013 - JULY 2014 Topics to be studied during the course of Year 10

COURSE OVERVIEW — ENGLISH LANGUAGE AND LITERATURE

1. Unit 3b part 1: Creative Writing

- recreations

2. Unit 3c: Spoken Language

Study

3. Unit 3a: Extended Reading.

- Of Mice and Men

4. Literature Unit 2: Poetry Across

Time

5. Literature Unit 3: Shakespeare

and the Literary Heritage

controlled assessment

6. Unit 1: Understanding and

producing non-fiction texts.

- Reading and writing

preparation for the examination

(40%)

YEAR 11

SEPTEMBER 2014 - JULY 2015 Topics to be studied during the course of Year 11





(40%)

2. Unit 3b part 2: Creative Writing

- moving image/commissions

3. Unit 3a, b, c: controlled

assessment improvement based

on individual students’ needs

4. Unit 1: Exploring Modern Texts

(short stories)





(40%)

6. Unit 1: Exploring Modern Texts

(prose)

7. Unit 2: Poetry Across Time

Revision for June examination.


producing non-fiction texts. –

Reading and writing preparation

for examination retake (40%)

Controlled Assessment conditions:

Students will be required to complete the controlled assessments in the classroom with their teacher. The task will be set by the

exam board and the exam board specifies the number of hours that can be spent on each task. Students will be required to

complete the tasks independently and with only minimal input from the teacher. Students are allowed to complete “first drafts”, but

the exam board has specified that these cannot be marked. In addition, students are not allowed to attempt the same task twice.

So, if they need to redo a controlled assessment, it has to be a different task. Students will be allowed to have one page of notes

with them whilst they are doing the tasks. These will be collected in and kept by the teacher at the end of each session. Students

will be prepared thoroughly for each controlled assessment in their English lessons. It is therefore vital that students do not miss

lessons in the run up to a controlled assessment. It is also vital that students are not absent when controlled assessments are being

carried out. Students and parents should regard controlled assessments as “mini-examinations”. They are as important as the

externally examined part of the course and they operate under similar regulations. It is important to clarify that there are no fixed

dates for the controlled assessments. As students are in different sets, it means that different groups are ready for the assessment at

slightly different times. Each class teacher will make the date of assessment clear for their class prior to the test.

You can help your child by:

Showing an interest in what they are doing. Asking questions about texts, lessons etc

Encouraging students to read as widely and frequently as possible (wider reading list available)

Discussing both their independent reading and their set texts

Finding out if there is anything they particularly need help with – spelling etc (you could test them etc)

Ensuring that you and your child know the deadlines for homework and controlled assessments Please note GCSE English Language and GCSE English Literature specifications have undergone significant changes

in recent years. Your child needs to use materials that refer to the 2010 onwards specifications NOT any specifications

prior to this that are now out of date.

Controlled Assessments:

Writing: Recreations - July 2013

Reading: Spoken Language Study - October 2013

Extended Reading: Of Mice and Men/Lord of the Flies -

December 2013

Literature: Shakespeare and the Literary Heritage -

February 2014

Writing: Moving Image/Commissions - July 2014

Reading or Writing: as required - October 2014


MATHEMATICS Exam Board:

Syllabus Code(s)

Edexcel

1MAO

Course Assessment:

Maths is assessed through two written examinations at the end of the course. Both papers are 1 hour and

45 minutes long. The first paper is sat without a calculator. The majority of students will follow a Maths

route that will offer them the chance to attain a C or above on the Higher Paper.

However if a student is at risk of not grading on the Higher Tier paper they will be entered for the

Foundation Tier. This decision is made in January 2015 only after the majority of the course has been

delivered, and after November Mock exams.

It is likely that some students will start their GCSE course by securing Foundation topics, they will move

onto Higher topics once their Maths teacher judges them to be ready. This decision is based on work

produced in class and assessment data, it is not made using the rank order of the sets.

As well as the final formal assessment at the end of the course, we also have an Autumn assessment and

an end of year assessment in Year 10, and a school mock in Year 11. There are also four Module

assessments over the course of the GCSE. These assessments are used to track progress, analyse and

identify areas for further work and to re-evaluate the existing sets.

Coursework is not required for this subject.


Setting:

Students are fully setted in Mathematics. This is based on

End of Key Stage 3 Assessments. There are usually three

Higher groups and two Foundation groups in each half

year block. The Foundation groups will follow the

Modular Maths route but individual students can be

entered for the Higher Paper on one, two or all three

modules if they have shown they will grade on these

papers. Some student in group 3 take Foundation in the

final examination if they are unable to attain a good D

on their final mock exam.

Resources:

Students can buy a MathsWatch CD to help with revision and

homework, they should also consider STARTING the course with

a revision guide book if they don’t have a copy of the

textbook at home, this will give students reference material for

home use. Making and keeping revision notes should be an

integral part of their on-going preparation.

Useful Website Addresses:

www.emaths.co.uk – This also has a portal to many other

excellent sites

www.mymaths.co.uk – Login: Highgate; Initial password:

tombraider

www.brain-cells.co.uk

www.bbc.co.uk/learning/subjects/maths.shtml - which

will take you to several BBC maths sites

www.excel.org.uk

www.aqa.org.uk – This site has lots of past papers and

marks schemes, and is excellent for basic Maths practice

Specialist equipment required:

Calculator or graphical calculator for top groups if

possible, protractor and compass.

Homework:

Students will be set one home work every week.

For the majority of students this should be from a

homework pack available on the MLE, or on a USB.

Students can have a hard copy of the book, but it will £8

if lost. Occasionally it will be a MyMaths homework or

revision. Group 5 on each half year will be given weekly

write-on sheets.

Students should use the MathsWatch CD and past papers

as a regular means of practice and revision.

Many staff are available at lunch-time and after school,

and we are happy for students to come in for homework

help at 1.15pm and 3.15pm.

Course reading & set texts:

Higher: Edexcel GCSE Mathematics. Publisher: Pearsons

ISBN 1 903133947

Foundation: Edexcel GCSE Mathematics. Publisher:

Pearsons ISBN 1 903133904

Higher: Edexcel Linear GCSE Mathematics Book 1.

Publisher: Collins Education ISBN 978-0-00-734026-2

Higher: Edexcel Linear GCSE Mathematics Book 2.

Publisher: Collins Education ISBN 978-0-00-734029-3

Students should ask in the Maths Office for availability.

This has examples, exercises and answers.

A copy of the MathsWatch CD (£4.00 – but doesn’t work

on a Mac) is useful from the start of the course.



Higher tier: Grades A* — C Foundation tier: Grades C — G

Paper 1 50%

Higher Non-Calculator 1h 45m

Foundation Non-Calculator 1h 45m

Paper 2 50%

Higher Calculator 1h 45m

Foundation Calculator 1h 45m


YEAR 10:


COURSE OVERVIEW — MATHEMATICS

All: Number fractions Decimals & Fractions

Ratio Accuracy (Higher: Expressions and Sequences)

Assessment: Number

Foundation:

Collecting Data, Reading and Drawing Stats Diagrams, Averages

Higher 1:

Collecting Data, Reading and Drawing Stats Diagrams, Averages

Higher 2:

Collecting Data, Reading and Drawing Stats Diagrams, Averages.

Assessment: Handling Data

Foundation: Pythagoras

nth term and sequences

Algebra

Higher 1: Pythagoras and Trigonometry Sequence

Expanding and factorising

Higher 2: Pythagoras and Trigonometry, sequences, expanding and factorising

Foundation: Angle Rules. Time Graphs

Higher 1: Angle Rules, Measure (DMV/DST)

Graphs Linear Equations (10.1 10.2)

Higher 2: Angle Rules, Measure (DMV/DST)

Graphs Linear Equations and Simultaneous Equations

Assessment: Angles and Trig

Foundation: Equations Percentages Shape Properties

Higher 1: Inequalities – solving only

Percentages

Simultaneous Equations

DMV/DST

Higher 2: Inequalities solving and drawing

Percentages DMV/DST

Further Graphs

Foundation: Area and Perimeter Transformations Volume Co-ordinates

Higher 1: Shape and Harder Area

Transformations

Higher 2: Shape and Harder Area

Transformations

Foundation: Loci and Construction Making Expressions and working with algebra

Solving Equations

Negative Numbers

Higher 1: Volume, Loci and Construction, Formulae, Basic Trig Revision

Higher 2: Volume, Advanced Trig, Loci and Construction, Formulae.

School Exams & possible set changes

YEAR 11


Foundation:

Number operations, ordering, number types, Indices, Fractions, % and fractions, Ratio

Higher 1: Estimating and Accuracy, Indices and SIF, Circle Geometry

Higher 2: Estimating and accuracy

Indices, Surds and SIF

Circle Geometry

Foundation: Practical Geometry, Bearings, Loci and construction, Maps and Scales, Transformations, Tessellations and congruency

Higher 1: Probability, Similar Shapes, Handling Data Revision/Histograms/CF graphs/estimated Mean

Higher 2: Probability’, Similar Shapes, Direct and Inverse Proportion, Handling Data Revision/Histograms/CF graphs/estimated Mean

Mock Exams & last possible set changes

Foundation:

Similarity and Congruence, revision of angle rules, tessellations, Pythagoras Theorem, Co-ordinates, Area, Surface Area and Volume of Cylinders, Equations

Higher 1:

Exam Analysis and target setting

Direct and Inverse Proportion

Further Graphs, Basic Vectors

Students aiming for an A should cover:

Vector proofs, Advanced Trigonometry

Quadratics and Harder Factorising

Higher 2:

Exam Analysis and target setting

Vectors, Simultaneous linear/quad

Transforming Graphs

Foundation :

Substitution, solving inequalities, Trial and Improvement, revision of graphs and graph plotting quadratic graphs

Higher 1: Students aiming for an A+ should cover:

Vector proofs, Advanced Trigonometry

Quadratics and Harder Factorising

Higher 2: Key Exam question programmes based on ‘Show that questions’, histograms, vectors, harder surds, harder indices. Completing the square and using the quadratic formulae

All groups should have individualised plans for revision based on the exam analysis.

Higher 1 and 2

Revision should include:

A/A* textbook

8 Past Papers

Selected exam questions based on Edexcel’s Exam Feedback for HWS

Student identified areas of weakness and concern

12 Higher Home works based on past exam questions

Students should be regularly attending either a lunch-time or after school slot with their teacher or MPA – this time is for bringing in exam questions that are not understood/homework issues/completing class work


BTEC FIRST EXTENDED CERTIFICATE in

APPLIED SCIENCE

Exam Board:

Syllabus Code(s)

Edexcel

600/6318/X


National Qualifications Framework (NQF) Level 2: equivalent to 2 GCSEs grades A*-C

Course Assessment:

The course is assessed through 4 units in Year 10 and a further 4 Units in Year 11. In each

year, three of the units are assessed internally, with one unit assessed externally as an

examination. Each unit is individually graded as a pass, merit or distinction.


The course delivers the equivalent of two GCSEs, beginning with the Principles of Applied

Science Award. It delivers the Key Stage 4 Programme of Study by covering the key scientific

principles vital for both scientists and citizens of the future. The course develops and exemplifies

these principles in applied and vocational contexts, leading to an understanding of how the

principles are applied in practice.

The Applied Science award is widely recognised and well-regarded by sixth forms and colleges.

It develops students' understanding of the key applications of science, and builds the skills

required both for the scientific workplace and for further study.

Students participating in this course carry out practical activities in a school laboratory. They

must conduct themselves in a safe manner or face not being allowed to carry out practical

work.

Useful resources/ways to improve:

The course is mainly assignment-based and these are mostly written up in lessons. For this rea-

son, students must be fully focussed in lessons and keep up with the course.

The school has revision guides which will help students to revise for the two examinations.

Because of the nature of the course students will need to be prepared to complete the write

ups of their practical work outside of lessons. Students will be expected to come to all science

lessons fully equipped with the materials they require.

If a practical session is missed it is important that you

catch up with the work.


Award: Principles of Applied Science

Unit 1: Principles of Science

Unit 2: Chemistry and our Earth

Unit 3: Energy and our Universe

Unit 4: Biology and our Environment

Award: Application of Science

Unit 5: Application of Chemical Substances

Unit 6: Application of Physical Science

Unit 7: Health Applications of Life Science

Unit 8: Scientific Skills

Useful weblinks are posted on the MLE

rather than published in this booklet so

they can be kept current and up-to-date


YEAR 10


COURSE OVERVIEW — BTEC FIRST AWARDS IN APPLIED SCIENCE

Unit 1: Principles of Science*

(Externally assessed unit)

Unit 2: Chemistry and our Earth

Unit 3: Energy and our Universe

Unit 4: Biology and our

Environment

YEAR 11


Unit 5: Application of Chemical

Substances

Unit 6: Application of Physical

Science

Unit 7: Health Applications of

Life Science

Unit 8: Scientific Skills

(Externally assessed unit)


SCIENCE & ADDITIONAL SCIENCE Exam Board:

Syllabus Code(s)

OCR

J241 (Science A )

Course Assessment:

Each GCSE is assessed by three written examinations (75%) and controlled assessment coursework (25%).

Examinations for Science A take place at the end of Year 10 and cover biology topics B1, B2 & B3; chem-

istry topics C1, C2 & C3 and physics topics, P1, P2 & P3. Examinations for Additional Science take place at

the end of Year 11 and cover biology topics B4, B5 & B6; chemistry topics C4, C5 & C6 and physics topics,

P4, P5 & P6. As all of the exams take place in the Summer term, there are no opportunities for resitting,

apart from resitting the entire Core Science syllabus in addition to the Additional Science syllabus at the

end of Year 11.

Controlled assessment requirements: Carried out under near-examination conditions. No redrafting is al-

lowed.

Year 10: Two pieces of coursework are required for Science A

Controlled Assessment Data Analysis – Students carry out an experiment and collect data which they

tabulate; the results are analysed by drawing a graph; the trend shown must be described and ex-

plained; the accuracy and reliability of the results and methods are evaluated.

Controlled Assessment Case Study – A broad, scientific question with two opposing viewpoints such as, ‘Is

the radiation from mobile phones harmful?’ is researched and written as a report. The information must

come from reliable sources; both sides of the argument must be presented and compared; a conclusion

written and a list of references included.

Year 11: One piece of coursework is required for Additional Science A

Controlled Assessment Practical Investigation is an experiment that the students carry out and write up in

detail under controlled conditions. Students are expected to: formulate a hypothesis and decide a meth-

od to use; carry out the experiment to collect and record the results; draw a graph; describe and explain

the trend shown; explain the science behind their results; evaluate the reliability and accuracy of their

results; evaluate their method and suggest improvements and finally , compare their results to secondary

data.


Teachers will set end of topic tests which will be carried out under examination conditions and used to

judge the progress of students. Please enquire regularly from your child when these are and ask to see

the marked test papers so you can be aware of how they are progressing.


Science A (Year 10): The textbooks that we recommend are published by Collins and are found at http://

www.collinseducation.com.

New GCSE Science, Science A Student Book: OCR 21st Century Science (that covers Modules B1-3; C1-3;

P1-3) ISBN 978-0-00-741528-1

Additional Science A (Year 11): New GCSE Science, Additional Science A Student Book OCR 21st Century

Science (that covers Modules B4-6; C4-6; P4-6) ISBN 978-0-00-741522-9

Students have access to all of these textbooks online at www.collinsonlinelearning.co.uk and entering

840pupil and ns38

Revision guides, workbooks (question books) and answer booklets from the publisher CGP

(www.cgpbooks.co.uk) can be bought from the science technicians. It is £8 for the set (cheaper than the

RRP) and they are sold as a set only. Attempting questions is the most effective way of revising and

owning a workbook will allow you to set questions for revision at home.




These are two separate GCSE qualifications. Students take Science A in Year 10 and Additional Science A

in Year 11.

J242 (Additional Science)


YEAR 10


COURSE OVERVIEW — DOUBLE SCIENCE

B1: You and your genes

B2: Keeping healthy

B3: Life on Earth

C1: Air quality

C2: Material choices

Controlled Assessment Case Study and Data Analysis dependent on individual teachers

C3: Chemicals in our lives – risks and benefits

P1: The Earth in the Universe

P2: Radiation and life

Controlled Assessment Case Study and Data Analysis dependent on individual teachers

P3: Sustainable energy

Controlled Assessment Case Study and Data Analysis final deadline

Exam preparation

YEAR 11


B4: The processes of life

B5: Growth and development

B6: Brain and mind

C4: Chemical patterns

C5: Chemicals of the natural environment

Controlled Assessment Practical Investigation dependent on individual teachers

C6: Chemical synthesis

P4: Explaining motion

P5: Electric circuits

Controlled Assessment Practical Investigation dependent on individual teachers

P6: Radioactive materials

Controlled Assessment Practical Investigation final deadline

Exam preparation





TRIPLE SCIENCE: GCSE Biology; GCSE

Chemistry; GCSE Physics

Exam Board:

Syllabus Code(s)

OCR

J243 (Biology)


All triple science students will be entered for the Higher tier.

Course Assessment:

Students follow each of the three science subjects in discrete lessons with specialist teachers. Each GCSE

is assessed by three written examinations (75%) and one controlled assessment (25%). All nine examina-

tions will take place in the summer of Year 11.


The triple science courses emphasise scientific literacy and the knowledge and understanding which you

will need to engage, as informed citizens, with science-based issues. They cover contemporary, relevant

contexts which we approach through a range of teaching and learning activities.

Biology Topics: B1 You and your genes; B2 Keeping healthy; B3 Life on Earth; B4 The processes of life; B5

Growth and development; B6 Brain and mind; B7 Further biology.

Chemistry topics: C1 Air quality; C2 Material choices; C3 Chemicals in our Lives – risks and benefits; C4

Chemical patterns, C5 Chemicals of the natural environment; C6 Chemical Synthesis; C7 Further

chemistry.

Physics topics: P1 The Earth in the Universe; P2 Radiation and life P3 Sustainable energy; P4 Explaining

motion; P5 Electric circuits; P6 Radioactive materials; P7 Further physics.

One Controlled Assessment piece is required for each science subject over the two years, the Controlled

Assessment Practical Investigation (25%)

This Practical Investigation is an experiment that students must carry out under controlled conditions and

write up in detail, again under controlled conditions. Redrafts are not allowed.

Individual teachers will set their own deadlines based around the timing of suitable topics and associated

controlled assessment opportunities.

Teachers will set end of topic tests which will be carried out under examination conditions and used to

judge the progress of students. Please enquire regularly from your child when these are and ask to see

the marked test papers so you can be aware of how they are progressing.


Course reading & set texts: The textbooks that we recommend are published by Collins and are found at

http://www.collinseducation.com.

Students have access to all of these textbooks online at www.collinsonlinelearning.co.uk and entering

840pupil and ns38

New GCSE Science, Science A Student Book: OCR 21st Century Science (that covers Modules B1-3; C1-3;

P1-3) ISBN 978-0-00-741528-1

New GCSE Science, Additional Science A Student Book: OCR 21st Century Science (that covers Modules

B4-6; C4-6; P4-6) ISBN 978-0-00-741522-9

New GCSE Science, Separate Sciences A Student Book: OCR 21st

Century Science (that covers Modules B7; C7; P7) ISBN 978-0-00-

741525-0

Revision guides and workbooks (question books) from the publish-

er CGP can be bought from the science department. It is £21 for

a set comprising: revision guide; workbook; answers to workbook


J244 (Chemistry)

J245 (Physics)





YEAR 10


COURSE OVERVIEW — TRIPLE SCIENCE

Biology B1: You and your genes

Biology B2: Keeping Healthy

Chemistry C1: Air quality

Chemistry C2: Material Choices

Physics P1: The Earth in the Universe

PhysicsP2: Radiation and Life

Controlled assessment Practical Investigation – dependent upon individual teachers

Biology B3: Life on Earth

Biology B4: The process of life

Chemistry C3: Chemicals in our lives – risks and benefits

PhysicsP3: Sustainable energy


Biology B5: Growth and Development

Chemistry C4: Chemical Patterns

Chemistry C5: Chemicals of the Natural Environment

Physics P4: Explaining Motion

Physics P5: Electric Circuits


YEAR 11


Biology B6: Brain and Mind

Chemistry C6: Chemical Synthesis

Physics P6: Radioactive materials

Controlled Assessment Practical Investigation – dependent upon individual teachers

Biology B7: Further biology

Chemistry C7: Further chemistry

Physics P7: Further physics

Controlled Assessment Practical Investigation – dependent upon individual teachers

Revision for exams


CITIZENSHIP Exam Board:

Syllabus Code(s)


Not applicable

Course Assessment:

Internally assessed and awarded as Citizenship Diploma (at Pass, Merit or Distinction) according with

QCA guidelines, based on Student Portfolios


Students will build up their Key Stage 4 Student Portfolio. The majority of work for this will take place in

class, although some assessments will require additional work or research out of lessons. A key element of

the course is ‘Active Citizenship’ and students will be expected to log their achievements, inside and

outside of school, in their Portfolios.

Students are expected to make progress in the following aspects:

becoming informed citizens

developing skills of enquiry and communication

developing skills of participation and responsible action

Students will build on their understandings for Key Stage 3 citizenship to learn about:

The legal and human rights and responsibilities underpinning society and how they relate to citizens,

including the role and operation of the criminal and civil justice systems.

The origins and implications of the diverse national, regional, religious and ethnic identities in the UK

and the need for mutual respect and understanding.

The work of parliament, the government and the courts in making and shaping the law.

The importance of playing an active part in democratic and electoral processes.

How the economy functions, including the role of business and financial services.

The opportunities for individuals and voluntary groups to bring about social change locally,

nationally, in Europe and internationally.

The importance of a free press, and the media’s role in society, including the internet, in providing

information and affecting opinion.

The rights and responsibilities of consumers, employers and employees.

The UK’s relations with the Commonwealth and the United Nations.

The wider issues and challenges of global interdependence and responsibility.


There are no set textbooks in Citizenship but students are encouraged to keep in touch with current affairs through all

media forms. Students should also aim to make links between topics covered in their examination subjects and those

addressed in Citizenship.


www.globalnews.org.uk/student_zone

www.globaldimension.org/default.aspx

www.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround

www.cyberschoolbus.un.org

www.amnesty.org

www.unicef.org



YEAR 10


COURSE OVERVIEW — CITIZENSHIP

Keeping safe

Model United Nations

Drug Awareness and Formal Debate

Forms of Government - Democracy

Sex and Relationships

Conflict Resolution

YEAR 11


CV Personal statements – Interview techniques

Economic Literacy – the Big Bother Household

Climate change

Portfolio Work

Portfolio work

CV preparation

Preparation of record of achievement





ECS Exam Board:

Syllabus Code(s)

WJEC

RE Spec B

Course Assessment:

100% Examination

Unit 1: Religion & Life Issues Written examination – 1 ¾ hours

Unit 2: Religion & Human Experience Written examination – 1 ¾ hours

Both examinations take place in the Summer of Year 11


ECS, which is examined through the Religious Education GCSE, is a subject which fosters respect and tol-

erance for the beliefs and values of others. In the world of work employers look for someone with an en-

quiring mind, an appreciation of

different viewpoints, an ability to come to clear, balanced decisions. These skills all develop

through Religious Studies. If you want to work with people, in caring work, teaching,

journalism, publishing, policing, with children, health, catering, leisure and tourism or to

work abroad in a cosmopolitan setting, Religious Studies will give you plenty to think about,

and valuable expertise.


Specification B has two text books written for the course that are available to purchase through the ECS

Dept. These are:

Believing and Experiencing by G Craigen and J White ISBN 9780340975589

Religion and Life Issues by Ina Taylor ISBN 9781850084358

Both books are published by Hodder and Stoughton.



One tier of entry: A* - G

Unit 1 Topics are:

Relationships

Is it Fair?

Looking for meaning

Our World

Unit 2 Topics are:

Religion & Conflict

Religion & Medicine

Religious Expression

Authority – Religion & State


YEAR 10


COURSE OVERVIEW — ECS

Issues about God, life and Death

Exploring creation and our place in the world

Issues of love, marriage and divorce

Issues of justice and equality

YEAR 11


Issues of peace, forgiveness and conflict

Authority—Religion and State

Religious Expression

Issues of medical ethics and the sanctity of life

Exam preparation and study skills timetable

How friends and family can help support students at Key Stage 4

Showing an interest in what they are doing.

Asking questions about texts, lessons, topics and themes etc.

Encouraging students to read as widely and frequently as

possible.

Discussing both their independent reading and their set texts.

Engage students in conversations about current affairs and

events.

Finding out if there is anything they particularly need help with –

e.g. spelling (you could test them too!)

Ensuring that you and your child know the deadlines for


Core PE

Whilst only some students will be studying GCSE PE, all students at Key Stage 4 take part in

PE lessons, building on the foundations established at KS3 and developing their fitness,

stamina, physical skills and personal development.

It is true what they say about a healthy body making a healthy mind and all students are

encouraged to take their opportunities in PE seriously. There are also morning and afternoon

sports clubs for Key Stage 4 students.

“The digital revolution is far more significant than the invention of writing or even of printing.” Douglas Engelbart

Core ICT

It is important that all students in Key Stage 4 continue to develop their talents and abilities

in using ICT. Not all students will be taking an ICT qualification, but all students are provided

with numerous opportunities to develop their ICT capability - whether that is outside of the

classroom using the MLE, SAMLearning or other on-line resources, making use of the ICT

facilities in the LRC and elsewhere at lunchtime or after school or taking part in the various

ICT clubs and enrichment activites available, or through specific experiences within the

classroom and the curriculum. These include CAD\CAM in Design Technology, film editing

in Media Studies, business applications of ICT in Business Studies, digital photography in art

and scientific applications of ICT in Science.

“To keep the body in good health is a duty… otherwise we shall not be able to keep our mind strong and clear.” Buddha

http://www.brainyquote.com/quotes/quotes/d/douglaseng100293.html





“The will to win, the desire to succeed, the urge to reach your full potential... these are the keys that will unlock the door to personal excellence.” Confucius


OPTION SUBJECT OUTLINES

Art & Design 34

Business Studies 36

Business & Economics 38

Computing\ICT 40

Dance 42

Design & Technology - Food Technology 44

Design & Technology - Resistant Materials 46

Design & Technology - Textiles Technology 48

Drama 50

Geography 52

History 54

Media Studies 56

Modern Foreign Languages 58

Music 62

Music Technology 64

Philosophy 66

Physical Education 68

Psychology 70

Sociology 72

“You must be the change you wish to see in the world.” Mahatma Gandhi

http://www.brainyquote.com/quotes/quotes/m/mahatmagan109075.html

http://www.brainyquote.com/quotes/quotes/m/mahatmagan109075.html


ART & DESIGN Exam Board:

Syllabus Code(s)

Edexcel

2AD01

Course Assessment:

Assessment is initially by individual teacher (all our art teachers are officially teacher/examiners), work is

internally moderated and then moderated to national standard by visiting external examiners.

Unit 1 Controlled Assessment (45 hours): One Portfolio project 60%

Unit 2 Exam project (10 hours): Externally set assignment 40%


Emphasis is on experiencing art in the twentieth and twenty-first centuries through a series of methods

and processes. Each unit develops into personal work that leads up to a two day exam where the stu-

dents produce a final piece of work.

Unit 1: Students are assessed on 45 hours of work produced in controlled classroom conditions. The portfo-

lio produced in this unit is worth 60% of the final grade.

First project: Surfaces

Second project: Revolution

Unit 2: Term 5: Externally Set Assignment in Art and Design

Producing a personal outcome or outcomes under exam conditions within 10 hours.

Students demonstrate knowledge and skills they have learned during Unit 1, under controlled conditions.

Each unit is assessed using the following four assessment objectives, each worth 25% of the overall:

AO1: develop their ideas through investigations informed by contextual and other sources, demonstrat-

ing analytical and cultural understanding.

AO2: refine their ideas through experimenting and selecting appropriate resources, media, materials,

techniques and processes.

AO3: record ideas, observations and insights relevant to their intentions in visual and/or other forms.

AO4: present a personal, informed and meaningful response, demonstrating analytical and critical un-

derstanding, realising intentions and, where appropriate, making connections between visual, written,

oral or other elements.


www.tate.org.uk is fantastic! Sign up for e-mail alerts on happenings, events, etc, many of which are free

And …..

Make sure at least 90 minutes a week of independent art work/homework is completed.

Build a good relationship with your teacher – you will do well when you are enjoying your artwork, as you

will be inspired and will take pride in the outcomes.

Come to Art Club after school or at lunchtime.

Check out gallery/exhibition reviews and go to as many as you can. Make sure you record the trip with

sketches and notes. Discuss what you have seen with friends and family – and let your teachers know

too.





YEAR 10


COURSE OVERVIEW — ART & DESIGN

First project theme: Surfaces

Introductory skills building sessions in the formal elements meeting the four assessment objectives

Developing an introductory personal project chosen by the student that relates to the theme and brings together all the skills learnt in this term.

Surfaces continues

Selecting and reviewing ideas for a final outcome. Producing a personal outcome or series of outcomes over the space of 5 hours in exam conditions.

Second project theme: Revolution

Recording and analysing reference material and integrating it with the developing work. Sourcing primary and contextual references for personal ideas.

Recording and analysing reference material and integrating it with the developing work.

Producing a personal outcome or outcomes.

YEAR 11


Personal Portfolio controlled assessment. Continuing Revolution. Students demonstrate independently the knowledge and skills they have learned during unit 1, under controlled conditions

Independent development of the theme Revolution. Students demonstrate knowledge and skills they have learned during unit 1 and 2, under controlled conditions within a 10 hour exam.

Externally set assignment. Independent investigation and development of given them leading up to 10 hour examination.


BUSINESS STUDIES Exam Board:

Syllabus Code(s)

Edexcel JD933

BTec Business

Course Assessment:

All candidates will need to complete seven units, five of which are coursework, one is an online

examination and one is a written examination.


The course covers the following units, delivered as assignment that are broken down into sub tasks.

Certificate in Business:

Unit 1: Enterprise in the Business World (Assessed through coursework)

Unit 2: Finance for Business (Assessed through an online examination)

Unit 13: Financial Planning and Forecasting (Assessed through coursework)

Unit 3: Promoting a Brand (Assessed through coursework)

Unit 8: Recruitment, Selection and Employment (Assessed through coursework)

Unit 9. Principles of Marketing (External written exam)

Unit 14: Business online (Assessed through coursework)

)


Carysforth C, et al – BTEC First Level 2 Business Student Book (2010), Pearson ISBN 9781846906206



Level 2 Certificate in Business:

One tier of entry: Distinction* - Pass (The BTEC Certificate is the equivalent of two GCSEs)


YEAR 10


COURSE OVERVIEW — BUSINESS STUDIES

Unit 1: Enterprise in the Business World

How trends and the current

business environment may impact on a business

Plan an idea for a new business

Present a business model for a

business start up.

Unit 2: Finance for Business

Costs involved in business and how

businesses make profit

How businesses plan for success

How businesses measure success

and identify areas for improvement

Unit 3: Promoting a Brand

The use of branding and the

promotional mix in business

Develop and promote a brand for a

business

.Unit 13: Financial Planning and Forecastings

The use of break even analysis in business

The use of cash flow forecasting in business

Develop and promote a brand for a business

YEAR 11


Unit 8: Recruitment,. Selection and Employment

Job roles and functional areas in

business

Produce documents for specific job

roles

Demonstrate interview skills and

plan career development

Unit 8: Principles of Marketing

The role of marketing within

business

How businesses use market

research to make marketing decisions

The use of the marketing mix

Unit 14: Business Online

Business activity online

The use and features of websites

Design a website to meet the

needs of a business

How friends and family can help support students at Key

Stage 4




possible.



events.




homework and coursework


BUSINESS AND ECONOMICS Exam Board:

Syllabus Code(s)

Edexcel

2BE01

Course Assessment:

Two written examinations 75% towards overall GCSE (Unit 1 25%, Unit 5 50%)

One controlled assignment 25% towards overall GCSE


This course consists of studying three units of work relating to the world of business and economics.

Unit 1: Introduction to Small Business

This unit covers the key skills and issues involved in enterprise. The emphasis is on starting and running small

businesses. This unit provides the framework for looking at the marketing, financial, human and

operational issues of starting and running a small business.

Unit 2: Investigating Small Business

Controlled assessment based on the content of unit 1.

Unit 5: Introduction to Economic Understanding

This unit introduces the student to the ways in which economists think and practise and provides vital skills

to help them understand some of the burning issues of the day.

Controlled Assessment conditions: Unit 2 is internally assessed under controlled conditions. Students

complete one Edexcel-set task during year 10.

Preparation: To prepare for the assessment, students will need to carry out their own research /

investigation. Students will have a maximum of six hours for research / investigation. This is completed by

the student under limited supervision.

Results: These are carried out by students and when finished, they are to be collected together in a

research folder to be handed in to their teacher before the write-up stage.

Write-Up: Students will be allowed to write up their work only in lesson-time, supervised by a teacher or

invigilator at all times. This will take place over a maximum of three lessons. Students will be allowed to

use their research folders when writing up their answers to the chosen task, but the folder must be

collected in at the end of each lesson. The task is internally marked by the course teacher and externally

moderated by Edexcel.


Edexcel Business for GCSE: Introduction to Small Business (2nd Edition) ISBN: 9780340983461








YEAR 10


COURSE OVERVIEW — BUSINESS & ECONOMICS

Unit 1.1 Spotting a business opportunity

Understanding customer needs is central. How businesses analyse their market. Analysing competitors: refining or enlarging the opportunity. Meaning and importance of “adding value”

Franchising and other start-up options

Unit 1.2 Showing enterprise

The skills and risks involved in enterprise. The role of lateral thinking and creativity. Obvious and less obvious questions. How new ideas come about and how they can be protected.

Weighing up risks versus rewards. Bringing it all together.

Unit 1.3 Putting a business idea into practice

Financial and non-financial objectives

Determination, initiative, planning, leadership – and luck!

Forecasting, determining costs and price, the concept of profit.

The concept and importance of cash flow.

Short- and long-term sources of finance

Unit 1.4 Making the start-up effective

Anticipating customer needs. Marketing mix: 4Ps in relation to small businesses.

Aims and implications of limited/unlimited liability.

Unit 1.5 Understanding the economic context

Commodity markets and their effect on small firms.

Impact of interest rate changes

Exchange rates: imported and exported goods.

How

s in the level of economic activity can affect small firms. Business decisions affect stakeholders in different ways

Unit 2

Completion of the controlled assessment

YEAR 11


Unit 5.1 How can I start to think like an economist?

Introduction to economics and key issues.

Unit 5.2 Risk or uncertainty?

How can success be measured? What causes business failure? What problems does the economy face?

How important are exchange rates? Can the Government intervention?

Unit 5.3 Big or small?

How do businesses grow? Why? Monopoly power – good or bad?

Can big business be controlled?

Unit 5.4 Is growth good?

Unit 5.5 Is the world fair?

What is growth? Growth increases the standard of living.

Can growth be bad?

Can growth be sustainable?

What can the government do?

Is everybody equal? Can international trade help?


Unit 1 Exam

Unit 5 Exam


GCSE ICT\COMPUTING Exam Board:

Syllabus Code(s)

Exdexcel

2IT01

Course Assessment:

40% 1 hour 30 minutes examination

In this unit students explore how digital technology impacts on the lives of individuals, organisations and

society. They learn about current and emerging digital technologies and the issues raised by their use in a

range of contexts (learning and earning, leisure, shopping and money management, health and wellbe-

ing and on the move). They develop awareness of the risks that are inherent in using ICT and the features

of safe, secure and responsible practice. The total number of marks available for the examination paper

is 80.

60% Controlled Assessment

This is a practical unit. Students broaden and enhance their ICT skills and capability. They work with a

range of digital tools and techniques to produce effective ICT solutions in a range of contexts. They learn

to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible prac-

tice.


The GCSE in ICT qualifications enable students to:

Become independent and discerning users of ICT, able to make informed decisions about its use

and aware of its implications for individuals, organisations and society

Acquire and apply creative and technical skills, knowledge and understanding of ICT in a range

of contexts

Develop ICT-based solutions to solve problems

Develop their understanding of current and emerging technologies and their social and

commercial impact

Develop their understanding of the legal, social, economic, ethical and environmental issues

raised by ICT

Recognise potential risks when using ICT, and develop safe, secure and responsible practice

Develop the skills to work collaboratively

Evaluate ICT-based solutions.


The unit is internally assessed under controlled conditions. Students must complete a controlled

assessment task provided by Edexcel. Students must complete the task within 40 hours. Marking of the

task is carried out by teachers and moderated by Edexcel against set assessment criteria. The total

number of marks available for the controlled assessment task is 80.


The core textbooks used:

Edexcel GCSE ICT Student Book (ISBN 9781846906145)

REVISE Edexcel: Edexcel GCSE ICT Revision Guide - Book and ActiveBook (ISBN 9781446903902)

REVISE Edexcel: Edexcel GCSE ICT Revision Workbook - Book and ActiveBook (ISBN

9781446903919)

Revise GCSE ICT Practice Papers (ISBN 9781292014173)

Revision Book:

GCSE ICT Complete Revision & Practice (ISBN 978 1 84762 179 5)

GCSE ICT Revision Guide (ISBN 978 1 84762 172 6)





YEAR 10


COURSE OVERVIEW — GCSE ICT\COMPUTING

Unit 2 – Using Digital Tools (Controlled Assessment)

Including:

Topic 1: Research and information gathering


Including:

Topic 2: Modelling

Topic 3: Digital publishing


Including:

Topic 4: Evaluating outcomes

YEAR 11

SEPTEMBER 2014 - JUNE 2015 Topics to be studied during the course of Year 11

Unit 1 – Living in a Digital World (Examination)

Including:

Topic 1: Personal digital devices

Topic 2: Connectivity


Including:

Topic 3: Operating online

Topic 4: Online goods and services


Including:

Topic 5: Online communities

Topic 6: Issues


DANCE Exam Board:

Syllabus Code(s)

AQA

4232

Course Assessment:

Coursework (40%) Solo composition – 25% Choreography – 15%

Controlled Assessment (20%)Performance in a duo/group

Practical Exam (20%)Performance of set study lasting 1 – 1½ minutes

Written Exam (20%) Short and essay answer questions


On this course you will have the opportunity to develop skills, knowledge and understanding

of dance as a choreographer, performer and critic. There are five main areas of study:

Performance: Demonstrating an increasing physical competence and effectiveness as a

performer.

Safe Practice: Developing knowledge and understanding of health, fitness and safe

working practice relevant to performing and choreographing dance.

Choreography: Demonstrating an increasing effectiveness as a choreographer.

Critical appreciation: Demonstrating an ability to appreciate and critique dance.

Professional dance works: Studying two dance works, demonstrating an ability to

appreciate and critique each performance.

Please note that this GCSE is delivered through an extended day option. The sessions for this GCSE take

place after school for 2½ hours once a week. There may be occasional holiday workshops as well.

Students must be willing to fully commit to the sessions and full attendance is compulsory.

Appropriate kit is essential for all practical lessons

Students will be advised by their teacher of what is acceptable


AQA GCSE Dance Students Book Published Date: 12/06/2009 Nelson Thornes Ltd ISBN 13: 9781408504192





YEAR 10


COURSE OVERVIEW — DANCE

Safe Practice as a performer

The skills required for dance composition (solo)

Unit 1 - Critical Appreciation of Dance

Professional Dance Work “Swansong” (1987) By Christopher Bruce

Unit 4a - Solo Composition

Improving Dance Performance Skills

Unit 2 - Set Dance “Impulse”

YEAR 11


The skills required for dance composition (group)

Unit 4b Dance Composition

Unit 3 Dance Performance in a Duet / Group

Unit 1- Critical Appreciation of Dance

Professional Dance Work “Perfect” (2005) Motionhouse Dance Company Choreography By Kevin Finnan

Unit 2 Set Dance “Find it”

Critical Appreciation of Dance revision

“Perfect” (2005) Motionhouse Dance Company, Choreography by Kevin Finnan

“Swansong” (1987) English National Ballet, Choreography by Christopher Bruce


D & T: FOOD TECHNOLOGY Exam Board:

Syllabus Code(s)

AQA

4545

Course Assessment:

Coursework 60% Design and Making Practice - Controlled Assessment,

approx 45 hours work, with 90 marks available

Written Exam 40% One two hour paper, pre-release material available for exam preparation for

section A, section B is based on Specification with 120 marks available overall


In Year 10 students undertake a variety of Design and Make assignments. The purpose of this is to equip

students with a greater understanding of the Design Process and to expand on their subject knowledge

as well as further developing essential Designing and Making skills.

Towards the end of Year 10 and throughout Year 11, students are expected to engage in a single design

and make activity selected from a choice of set tasks, consisting of the development of a made

outcome and a concise design folder. This is called The Controlled Assessment Task it is supposed to take

approx 45 hours of lesson time. It will consist of a concise design folder (20 pages of A3 paper), which

explains the food area they have decided to look into and design for as a final design solution. This work

will need to be supported by a work plan detailed enough for someone else to follow the making of the

product together with details of product testing, modifications and a final evaluation which includes

details of how it could be commercially manufactured. Students are expected to use a variety of

information and communication technology wherever it is possible to do so and address the moral,

social, cultural and environmental issues arising from their work. As part of the evidence submitted,

students should include photographs of the finished products as well as photographs at various stages of

the process. This is used as evidence of skills used and processes undertaken.


During summer term of Year10/Year11 and then continuing into the autumn term of Year 11 a Design and

Make activity selected from the list of Controlled Assessment Tasks supplied by the exam board will be

undertaken. This task, with the exception of research, will be completed under teacher supervision in the

classroom.


The CGP GCSE Design and Technology, Food Technology revision ISBN: 1 841 4679 01 covers all areas of

AQA specification

This is a course where students design and make food products to a variety of design briefs. Students

learn about ingredients, nutrition, equipment, processes and hygiene and safety. They put the knowledge

and skills that they gain during the course into an independent design and make a piece of assessed

coursework and a final examination.

Access to ICT facilities is very helpful to work on Portfolio coursework.





YEAR 10


COURSE OVERVIEW — DESIGN TECHNOLOGY - Food Technology

Unit 1:

Health & Safety, Food Hygiene, nutrition, focus on sauces

Assignment 1 – healthy school meals for the under7s

Unit 2:

Bakery project – savoury and sweet baked products including exploring pastry making, bread making and cake making to design and make a commercially viable baked product.

Controlled Assessment

Define brief

Select research

Complete selected research

YEAR 11


Year 11 Controlled Assessment

continues. Analysis, research, evaluation, generation of ideas, testing, development, making and final design outcome

Preparation for examination ongoing


continues.



continues.


Y11 major project completion



Stage 4


Asking questions about texts, lessons, topics and themes

etc.

Encouraging students to read as widely and frequently

as possible.

Discussing both their independent reading and their set

texts.

Engage students in conversations about current affairs

and events.

Finding out if there is anything they particularly need help

with – e.g. spelling (you could test them too!)




D & T: RESISTANT MATERIALS Exam Board:

Syllabus Code(s)

AQA

4560

Course Assessment:






In Year 10 students undertake a variety of Design and Make assignments. The purpose of this is to equip

students with a greater understanding of the Design Process and to expand on their subject knowledge

as well as further developing essential Designing and Making skills.

Towards the end of Year 10 and throughout Year 11, students are expected to engage in a single design

and make activity selected from a choice of set tasks, consisting of the development of a made

outcome and a concise design folder.

This is called The Controlled Assessment Task it is supposed to take approx 45 hours of lesson time. It will

consist of a concise design folder (20 pages of A3 paper), which explains the area they have decided to

look into and design for as a final design solution. This work will need to be supported by a work plan

detailed enough for someone else to follow the making of the product together with details of product

testing, modifications and a final evaluation which includes details of how it could be commercially

manufactured.

Students are expected to use a variety of information and communication technology wherever it is

possible to do so and address the moral, social, cultural and environmental issues arising from their work.

As part of the evidence submitted, students should include photographs of the finished products as well

as photographs at various stages of the process. This is used as evidence of skills used and processes

undertaken.





classroom.


Set text: The AQA Design and Technology: Product Design Lonsdale School Revision Guide ISBN

1903068819 Nelson Thornes’ Resistant Materials ISBN 9781408502730 The course gives students the opportunity to design and make commercial products from a variety of

resistant materials. Students will develop a vocabulary of materials, processes and technologies including

CAD/CAM that will enable them to create well designed and made products. This course offers a

progression route to Product Design at A Level

Access to ICT facilities is very helpful using Internet research, Powerpoint for enhanced presentation.

‘Sketch Up’ is an invaluable drawing and design package that students can download for free at home.

(go tosketchup,com and select educational package). Solidworks is available for students to access

during class, lunchtimes and after school.





YEAR 10


COURSE OVERVIEW — DESIGN TECHNOLOGY - Resistant Materials

Unit 1

Focussed Design and Make Task: Exploring a range of materials and processes, tools and equipment based around the use of plastics

Unit 2

Focussed Design and Make Task: Exploring a range of materials and processes, tools and equipment based around the use of wood

Unit 2 continued

Focussed Design and Make Task: Exploring a range of materials and processes, tools and equipment based around the use of metal

YEAR 11


Controlled Assessment Initial Ideas Development Planning Modelling

Production of Final Prototype

Controlled Assessment Task Continued

Produce Final Prototype

Testing

Modifications/ Final evaluation

Controlled Assessment Completion

Pre – release exam preparation

Theme: Chosen by AQA





Encouraging students to read as widely and frequently as possible.


Engage students in conversations about current affairs and events.

Finding out if there is anything they particularly need help with – e.g. spelling (you could test

them too!)

Ensuring that you and your child know the deadlines for homework and coursework


D & T: TEXTILES TECHNOLOGY Exam Board:

Syllabus Code(s)

AQA

4570

Course Assessment:






This textiles course is a design and make journey that develops skills and confidence in the planning and

construction of a textiles product and garment.

The course provides students with a very good grounding and general knowledge in working with fabrics

and associated materials.

Students work through a series of tasks in year 10 developing practised skills to become able and

proficient in a wide range of skills and are able to feel confident to take on their coursework, controlled

assessment in year 11.

A planned series of activities, outlines on the next page, takes students through the required techniques

and understandings to allow them to be fully prepared for the major controlled assessment activities

which count for 60% of the final mark.

During the course students also develop their academic understanding of the subject to prepare them

for the 2 hour exam where students will be required to show their knowledge and understanding of

design and general aspects of textiles.





classroom.


The CGP GCSE Design and Technology, (AQA) Textiles Technology covers all areas of the AQA

specification. See also Lonsdale Essentials Textiles Technology and AQA Design and Technology Textiles

Technology ISBN 9781408502754

In year 10 students will complete a range of design and make tasks that develop skills for their final

controlled assessment in Year 11. Students will improve skills and confidence to use a range of sewing

machines and will learn about different fabric applications, embellishments CAD/CAM and surface

decorations. Students will gain a good understanding of fashion and design, product construction and

manufacturing processes in the work place.





YEAR 10


COURSE OVERVIEW — DESIGN TECHNOLOGY - Textiles Technology

Unit 1

What is textiles? Use of sewing machine, embellishment. Project 1.

Unit 2 Understanding the design process. Design/Make exercise. Project 2.

Unit 3

Understanding natural/synthetic fibres/fabrics. Construction detail seams and seam finishes.

Unit 4

Hand sewing skills, measuring the body, darts, tucks and pleats, Disposal of fullness/manipulation, gathers.

Unit 5

Design/Make a fashion item. Practical and industrial processes, use of block patterns/templates.

Unit 6

Deconstruct an existing product

Intro to clothing construction

Unit 7

Recycle materials Crazy Fashion project. Ethics, Environmental issues. Smart materials.

Embellishment:

Dye: Applique; embroidery and using pre-manufactured components.

Unit 8

CAD/CAM in textiles

Use of embroidery and overlocking machines

Smart fabrics.

Ethics & Social issues.

Introduction to Year 11 major project (controlled assessment)

Customer survey and design brief.

Analysis of need.

YEAR 11



Initial Ideas

Development

Planning

Modelling


Continued


Evaluation

Quality Control (QC)

Quality Assurance (QA)


Testing

Modifications/ Final Evaluation

Controlled Assessment Completion

Pre – release exam preparation.

Theme: Chosen by AQA



Stage 4



etc.


possible.


texts.


events.






DRAMA Exam Board:

Syllabus Code(s)

AQA

4242

Course Assessment:

Unit 1 - Written Paper 1hr 30mins 40%

Unit 2 - Practical Work 60%


In Year 10 students develop practical skills relating to assessments they do throughout the two years. They

will use drama to explore ideas and issues in response to stimulus material selected from different times

and cultures; study a published play to gain an understanding of the ways in which playwrights,

performers, directors and designers; use the medium of drama to communicate ideas to an audience;

prepare a devised performance or learn a script in the winter term of Year 10 and Spring term of Year 11.

The controlled assessments and the written examination take place in the summer of Year 11

The written paper comprises three sections:

A. Practical Work completed during the course

B. Study and performance of a scripted play

C. Study of a life theatre production

For the practical work candidates are required to present work for two controlled assessment options:

1. Devised theatre work

2. Acting

(60 marks each)


www.bbc.co.ul\schools\gcsebitesize\drama

www.shakespeare-globe.org

www.nationaltheatre.org.uk

www.rsc.org.uk

www.cssd.ac.uk








YEAR 10


COURSE OVERVIEW — DRAMA

Introduction to skills and writing monologues

Street Accident

Choice from:

Madness

Craig and Bentley

Young Offenders

Physical Theatre

London Riots

Unit 2 Part A Devised Drama (Mock) ‘London Riots/Madness”’

Preparation for devised performance (in groups)

Individual Preparation 15 marks

Group Performance 45 marks

Mock Exam in Nov 2013

Prepare scripted performance in groups

Unit 2 Part B Scripted Play (Mock)

“A Taste of Honey” and other selected plays.



Exam Date March 2014

Y10 exam preparation and study skills

YEAR 11


Unit 2

Scripted play

Metamorphosis

Play Review

Unit 2 Part A Devised Drama

“The World is a Beautiful Place” War

Preparation for devised performance (in groups)



Exam in Nov 2014

Unit 1

Unit 2 Part B

Scripted Play

“Metamorphosis”



Exam Date March 2015

Exam preparation

Play Review (800-1000 words)


GEOGRAPHY Exam Board:

Syllabus Code(s)

WJEC

Geography B

Course Assessment:

Examination 75% Paper 1 (1 hr) assesses Themes 1 & 2 (30%)

Paper 2 (2 hr) assesses Theme 3 & a cross-unit problem-solving exercise (45%)

Controlled Assessment 25% Fieldwork Enquiry (25%) - based on field work


The GCSE course is based around 3 themes:

1. Challenges of Living in a Built Environment

2. Physical Processes and Relationships between People and Environments

3. Uneven Development and Sustainable Environments

Controlled Assessment requirements:

Fieldwork Enquiry (25%)

This is a written piece and is completed in the Summer term of 2014 with two phases:

a) Research/data collection during a field trip taking place around Easter

b) Analysis, Data interpretation, evaluation and write up taking place over a day (dates to be

confirmed)


GCSE Geography for Avery Hill WJEC/CBAC ISBN 9780340906125

Once revision guide published students will be advised to purchase.

HWS Revision Guide available on the MLE








YEAR 10


COURSE OVERVIEW — GEOGRAPHY

Generic Map skills

Challenge of Living in a Built Environment

Physical Process and Relationships between people and environments.

Geographical Investigation

YEAR 11


Research/Data Collation – 5 hours (limited control)

Analysis & Evaluation – 8 hours (high level control)

Deadline determined by end of 8 hours of Analysis and Evaluation

Continuation of Physical Process and Relationships between people and environments.

Uneven Development and Sustainable Environments.

Completion of Uneven Development and Sustainable Environments


HISTORY Exam Board:

Syllabus Code(s)

OCR

J417 Full (Modern World

History B)

Course Assessment:

45% 2 hour exam Aspects of International Relations, The inter-war years, 1919-39.

The USA 1945-1975. Land of Freedom?

30% 1½hour exam How far did British society change 1939 -1975? (Britain and WW2, Immigration to

Britain, Social changes in the 1960s, women and teenagers)

25% Controlled Assessment: Historical Enquiry on Russia, 1905-1939


The course focuses on the turbulent history of the twentieth century, its key events, people, changes and

issues. Viewing history from both a national and global perspective, students will learn about international

relations, global conflict and the political development of key countries, and take a detailed look at

changes in British society, including the changing roles of women, changing patterns of ethnicity and

how young people’s lives have changed.

Controlled Assessment

From September 2014, Y11, students will spend 7 weeks studying an overview of the topic Russia 1905-

1939.

Students will then have to write a 2000 word essay on a question chosen by the exam board. This will be

written over 8 hours in class, under teacher supervision (this will take place in class for the first 8 History les-

sons after October half term 2014)

* 4 hours preparation , research, note taking

* 4 hours – writing up final piece of work – word limit 2000 words


Students should all buy the revision book. Ben Walsh, OCR GCSE Modern World History Revision Guide.

(ISBN 9780340992203). This covers all the topics studied. Students need to revise chapters 1,2,3,11 and 13

The Core textbooks used are OCR GCSE History B, Modern World (Heinemann 2009), and Ben Walsh,

OCR GCSE Modern World History, 3rd Edition. Hodder Education

We will cover everything in class but if students miss any lessons or want extra help these are good books

to use.

Students will be given a reading list at the start of each topic – this will include works of fiction based on

the period studied and some relevant DVDs.


www.spartacus.schoolnet.co.uk

www.schoolhistory.co.uk

Students should complete revision cards after every lesson. In addition, at least every two weeks student

should receive either an essay, practice exam questions, research or a set task to complete at home.

Altogether students should do at least one hour of homework for history each week





YEAR 10


COURSE OVERVIEW — HISTORY

Depth Study

USA, 1945-1975: Land of Freedom?

How successful was the struggle for Civil Rights in the 1950s?

Depth Study

USA, 1945-1975: Land of Freedom?

Who improved Civil Rights the most in the 1960s and 1970s?

How far did other groups achieve Civil Rights in America? (Hispanic Americans, Native Americans and women)

Aspects of International Relations

The inter-war years, 1919 –1939

Peace treaties of 1919-23

League of Nations

Collapse of international peace, 1939

YEAR 11

SEPTEMBER 2014 - JUNE 2015 Topics to be studied during the course of Year 11

Historical Enquiry

Russia 1905-1939

Students complete Controlled Assessment

Depth Study – source based paper

Britain 1939 to the mid 1970s

How far did British society change between 1939 and the mid 1970s?

Impact of Second World War

Experiences of immigrants

Impact of immigration

Changing role of women and teenagers


MEDIA STUDIES Exam Board:

Syllabus Code(s)

AQA

4812

Course Assessment:

Controlled Assessment 60% Unit 2: Understanding the Media 3 assignments - 90 marks

Assignment 1. Introductory assignment: magazine analysis and planning

Assignment 2. Cross-media assignment: film promotion

Assignment 3. Practical Production: Music Video

Examination: 40% Unit 1: Investigation the Media

– TELEVISION NEWS Written Paper – 1 hour 30mins - 60 marks

Examination based on pre-released topic and guidance materials


You will develop your knowledge and understanding of print, broadcast and e-media products as well as

the areas of marketing, advertising and promotion including the institutions that create, produce and

monitor media texts.

The course will build on some of the media work you will have already done in English at Key Stage 3. You

will produce drafts, plans and fully realised pieces in print, moving image and e‐media, analysing and

evaluating your work. Media Studies students use Apple Mac computers to create and edit products

using Adobe Photoshop, Adobe InDesign, IMovie and Publisher.

All students can borrow film and still image cameras to complete their coursework.

Controlled Assessments Unit 2: Understanding the Media

Assignments 1 and 2 involve research and planning. Students complete tasks under classroom

supervision. Students will have more than one lesson to complete the tasks. Students may bring notes into

Controlled Assessment.

Assignment 3 (Practical Production) may necessitate students filming without direct supervision. However,

all editing must take place in the classroom. The final evaluations written under classroom supervision.

Students may bring notes into the Controlled Assessment.

The final exam topic changes every year. The topic is taught from January onward in Year 11. The brief is

released in May.


Set text: Nelson Thornes AQA GCSE Media Studies: Student's Book ISBN 978-1-4085-0411-6

It is recommended that students keep up to date with developments in the media by reading the

Guardian media section on-line.





YEAR 10


COURSE OVERVIEW — MEDIA STUDIES

Introduction to key skills and concepts

Unit 2: Understanding the Media

Assignment 1

Introduction to the Media: Print

500 word analysis of the covers of two magazines

Design the cover for one edition of a new magazine


Assignment 2

Action Adventure

Cross-Media Study: Film Promotion

Research into promotional methods

Production of a film poster and storyboard to promote a new film

1000 word analysis of a film’s promotional campaign

Model UN Press Team


Special Projects:

Green Screen

Animation

Short Films

Music Videos

Reward Visits:

BBC

BFI

Advertising Agency

Production Company

YEAR 11



Assignment 3

Music Video

12 pages planning and research

800 word Evaluation

BFI Education Trip

Unit 1: External Assessment Topic 2015

Television News

Model UN Press Team

Exam preparation and study skills programme

The Controlled Test for Unit 1 will take place during June 2015.

It takes the form of a 1hr 30 minute exam in formal conditions.

Students receive the brief in advance in May 2015


MODERN FOREIGN LANGUAGES Exam Board:

Syllabus Code(s)

AQA

4655 (French)

Course Assessment: Exam 40% Two exams: Listening 20% (tiered)

Reading 20% (tiered)



Speaking: 30%: Two tasks will be sent to the examiners (not tiered)

Each tasks should last between 4 and 6 minutes

The task, the kind of language they need and how to use their preparatory work is discussed in class

Research can be carried out outside the classroom

The final stage will be a speaking exam (see date below) - each speaking assignment is recorded

Writing: 30%: Two tasks will be sent to the examiners (not tiered)

Student aiming at grades G - D will produce 200-350 words across the two tasks

Students aiming at grades C - A* will produce 400-600 words across the two tasks

Students will be in direct sight of the supervisor at all times when writing up the final version. No interaction with other

students or help from teacher will be allowed at this stage

The final version is done in exam conditions and will last for one hour. A dictionary is allowed in the exam room.

Overview of the course

AQA GCSE Languages is all about making Languages work for you, and making it fun and

relevant at the same time. You will be given all the tools you need to develop your French or

Spanish (grammar, skills and vocabulary) and plenty of interesting topics so that you can talk

about the things that really matter to you.

What will I learn?

You will be developing your skills of communicating in another language through four skill

areas: listening, speaking, reading and writing. Topics covered are: Leisure, Lifestyle, Work

and Education, Home and Environment.


French (Expo AQA GCSE Higher) ISBN 978-0435720605

Spanish (Mira AQA GCSE Higher) ISBN 978-0435395933

We also advise that students purchase a quality revision guide for AQA. (GCSE AQA Complete revision & Practice

CGP, includes audio CD available in the LRC)

Revise AQA GCSE Spanish Revision Workbook ISBN 9781447941224

Revise AQA GCSE Spanish Revision Guide ISBN 9781447941187

Revise AQA GCSE French Revision Workbook ISBN 9781447941064

Revise AQA GCSE French Revision Guide ISBN 9781447941026

Please see the MLE for important information - including Student Handbook for controlled assessments




4695 (Spanish)


YEAR 10


COURSE OVERVIEW — FRENCH

Module 1

Lifestyle

Talking about yourself and other people

Relationships, family, problems and giving advice

The perfect tense and imperfect tense

Talking about your main hobby.

CA1: Speaking

Module 2

Leisure

Discuss: TV and cinema, arranging to go out.

Describing what you did.

Describing new technology.

The perfect tense with être.

Using the perfect tense and the imperfect.

CA1: Writing

Module 3

Home and environment

Discuss: where you live, your own room, life in the language speaking country

Means of transport, giving directions

Module 5

Work and education

Discuss: School, your school day, school rules and pressures, teachers.

Your school day and daily routine.

Compare schools’ system.

Perfect tense

Talking about your plans for the future.

Future tense

Preparation exams/ Grammar consolidation

CA2: Speaking and writing

Mid KS4 exams Listening and reading

Module 4

Leisure / home and environment

Shopping for food and clothes

Making travel arrangements

Describing the location of a place.

Talking about fashion.

Using the present, perfect and imperfect.

YEAR 11


Module 6

Work and education

Talking about free time activities.

Talking a part-time job.

Talking about plans for the future.

Using que and qui

Discussing jobs and money, different jobs, places of work.

Discussing problem a work.

Talking about work experience.

Module 7

Leisure (Tourism)

Discuss: Holidays, destinations, other holidays.

Talking about the weather.

Past, present and future tenses

Eating out

Mock 1: CA3. speaking and writing

Module 8

Lifestyle

Discuss: food and drink, a healthy lifestyle, addiction, other problems

Parts of the body and saying where it hurts.

Expressions using avoir

Module 9


Discuss: Global issues/ problems in your area/ environmental projects

Discussing the environment.

Using direct object pronouns in the perfect tense.

Revision, exam preparation and study skills timetable


YEAR 10


COURSE OVERVIEW — SPANISH

Module 1

Leisure:

Talking about holidays, weather, accommodation and activities

Use of irregular verbs in the preterite tense.

Module 2

Leisure/ Home and environment:

Talking about means of transport.

Giving directions.

Describing a day out.

Ordering food.

Use of the present tense, near future and imperatives.

Writing C/A 1

Module 3

Work and education:

Giving your opinion on school subjects.

Describing your routine.

Producing descriptions of school life.

Writing C/A 2

Module 4

Lifestyle

Talking about your family using possessive adjectives.

Talking about relationship using ser and estar

Talking about daily routine using reflexive verbs.

Module 5

Work and education

Describing work experience using the preterite and the imperfect.

Describing future plans, using different verbs to talk about the future.

Module 6

Leisure

Revising TV programmes and films.

Talking about hobbies and pocket money.

Speaking C/A 1

YEAR 11


Module 6

Leisure

Making arrangements to go out, using the present continuous.

Talking about extreme sports using a range of adjectives and opinion phrases.

Module 7

Leisure/ Home and environment

Talking about your home using prepositions

Talking about different types of houses using a variety of phrases to express opinions.

Talking about how you would change the city using the conditional.

Speaking C/A 2

Module 8

Lifestyle

Talking about the illness and body using reflexive verbs in the perfect tense.

Talking about how to stay in good shape.

Writing C/A 3

Module 9


Talking about the environment using the conditional with deber.

Talking about global issues using the present subjunctive.

Considering problems facing the planet using the imperfect and present tense.

Talking about global citizenship.

Revision, exam preparation and study skills timetable





Students must be fluent ( in speaking, writing and reading) in their chosen language and make

arrangements with the MFL Department well in advance

There are no lessons taught in these languages, though general advice will be given if requested. and

Students will not have to pay entry fees for language exams that they are entered for by Highgate

Wood School.

Without controlled assessment

Japanese

Russian

Arabic

Modern Greek

Classical Greek

Dutch

Guajarati

Persian

Portuguese

Turkish

Bengali

Modern Hebrew

Panjabi

Polish

With controlled assessment

Italian

Chinese ( Mandarin)

French

Spanish

German

MODERN FOREIGN LANGUAGES SUPPORTING STUDENTS WITH

COMMUNITY LANGUAGES


and [email protected]

As well as providing courses in French and Spanish the MFL department also supports students with

proficiency in other languages to gain relevant GCSE qualifications.

Examinations in a wide variety of languages have been taken by students at the school. Currently we

offer:


MUSIC Exam Board:

Syllabus Code(s)

OCR

J535

Course Assessment: Coursework 60%

Examination 40%


Students who take GCSE Music are provided with a challenging and firm grounding in a wide range of

music. This enables those who wish to progress to music courses in KS5 with a good foundation.

OCR GCSE Music consists of four Areas of Study:

My Music focuses on the candidate’s main instrument (or voice). This will be reflected in Performance 1,

the Commentary essay, and Composition 1, all of which focus on using a variety of performing

techniques.

Shared Music focuses on the way that vocal and instrumental ensembles work together. The topics are

Concerto, Jazz, Pop Ballad, Choral Classics, Lieder, African A Capella, Gamelan, Indian Classical Music,

and Baroque and Classical Chamber Music.

Dance Music focuses on many different styles of music designed for dancing. The topics are Waltz, Salsa,

Tango, Line Dance, Jig and Reel, Bhangra, Disco and Club Dance. The last few topics will involve some

exploration of music technology techniques.

Descriptive Music is an Area of Study that should be familiar to students from their Key Stage 3 studies.

There are two topics: Nineteenth-Century Programme Music for orchestra, and Film Music.

Coursework – Teacher Assessed, and Moderated by OCR

30% of the course is Performing (playing an instrument or singing). There are two assessment pieces,

usually one solo and one in a group.

20% of the course is Composing individually. There are two assessment pieces, one for the candidate’s

main instrument/voice and one based on another Area of Study.

10% of the course is assessed through two 400-word essays. Candidates have to describe and evaluate

their coursework.

Exams – Externally Assessed by OCR

20% Creative Task – this is an individual controlled assessment in Year 11. It lasts for 45 minutes. Candidates

choose one of 6 set musical stimuli and compose a piece of music.

20% Listening Exam – based on Shared Music, Dance Music and Descriptive Music. Students respond to a

CD of musical extracts with questions for each piece drawing on their subject knowledge.


The following are useful to GCSE students who need help with music theory:

Handbooks: "First Steps in Music Theory, Grades 1 to 5" by Eric Taylor, OUP, ISBN 978-1860960901

and/or "The AB Guide to Music Theory, Vol 1" by Eric Taylor, OUP, ISBN 978-1854724465

Plus practice exercises from: "Music Theory In Practice" series by Eric Taylor, ABRSM, ISBN 978-1860969423

and/or http://www.mymusictheory.co.uk

Be receptive to all sorts of music and performance.

Play an active part in the many extra-curricular music activities

run by the school.








YEAR 10


COURSE OVERVIEW — MUSIC

General introduction to the course including planning coursework stages.

My Music

Dance Music

My Music

Dance Music

My Music

Dance Music

My Music

Shared Music

My Music

Shared Music

My Music

Shared Music

YEAR 11


My Music

Dance Music

Shared Music

My Music

Descriptive Music

My Music

Descriptive Music

My Music

Descriptive Music



Stage 4



etc.


possible.


texts.


events.






MUSIC TECHNOLOGY Exam Board:

Syllabus Code(s)

EdExcel

Course Assessment: Seven units need to be completed, of which two are externally

assessed


The main focus of the course is practical but there are two externally assessed exams. The course will

teach you how to make music in Logic pro and with other music making equipment. At the end of the

course you should have a strong portfolio album of your own work.

The course also looks in depth at the professional aspects of working in the music industry dealing with

production, promotion, marketing, organisation and sales. It is a preparation for work in the 21st Century

music industry.

Modules taught:

The Music Industry: An introduction to the inner workings and structure of the industry. (Externally

assessed)

Managing a Music Product: looking at the production, promotion and delivery of an album from

concept to sale. (Internal coursework)

Music and Production Analysis: Learning to listen actively to the elements of a piece of music and

consider it's influences. (Externally assessed)

Introducing Music composition: Taking the first steps into composition and composing to stimuli. (Internal

coursework)

Introducing Music Recording: learning about microphone and recoding techniques. (Internal

coursework)

Introducing Music Sequencing: An in depth exploration of Logic's sequencing features and their use in

music-making. (Internal coursework)

Developing Music composition: Developing a personal style in composition. (Internal coursework)

Useful web links

www.apple.com/uk/logic-pro/

www.youtube.com/user/soundsLogical

www.logic-cafe.com/

www.soundonsound.com/

www.musictech.net/

soundcloud.com/



One tier of entry: Distinction* - Pass

First Certificate: 7 modules taught, as below.

Graded Distinction, Merit, Pass equivalent to 2 GCSEs at A/A*, B, C




https://www.apple.com/uk/logic-pro/

http://www.youtube.com/user/soundsLogical

http://www.logic-cafe.com/

http://www.soundonsound.com/

http://www.musictech.net/

https://soundcloud.com/


YEAR 10


COURSE OVERVIEW — MUSIC TECHNOLOGY

The Music Industry

Introducing Music Composition

Music and Production Analysis

Introducing Music Sequencing

YEAR 11


Introducing Music Recording

Managing a music product

Music and production analysis

Developing Music Composition





possible.



events.






PHYSICAL EDUCATION Exam Board:

Syllabus Code(s)

Edexcel

2PE01

Course Assessment:

Coursework: 60%

Examination: 40%


There are five pieces of coursework worth 60% in total:

2 x Practical performance activities – (minimum 9 hours per activity)

1 x Coaching Performance Module – (minimum 9 hours of coaching)

1 x Officiating Performance module – (minimum of 9 hours of officiating organised competition)

1 x Analysis of Performance examined in one particular area chosen by the student

Unit 1: Exam Content:- Healthy, Active Lifestyles; Healthy, active lifestyles and how they benefit you;

Influences on your healthy, active lifestyle; Exercise and fitness as part of your healthy, active lifestyle;

Physical activity as part of your healthy active lifestyle; Your personal health and wellbeing; Your Healthy,

Active Body; A healthy, active lifestyle and your cardio-vascular system; A healthy, active lifestyle and

your respiratory system; A healthy, active lifestyle and your muscular system; A healthy, active lifestyle

and your skeletal system; Physical activity and your healthy mind and body

GCSE PE Students have committed to an intensive GCSE course which also involves:

Compulsory attendance to a minimum of one extra-curricular activity per week

Enrolment and successful completion of Leadership level one award

Enrolment and successful completion of Young Officials course as set out by the Youth Sport trust


Edexcel GCSE Physical Education Student Book: Tony Scott - Pearsons - ISBN 978-1-8469-0372-4

Revise Edexcel GCSE Physical Education - Unit 1 Theory of PE (5PE01) Revision Workbook : Pearsons - ISBN

978-1-4469-0362-9

Revise Edexcel GCSE Physical Education - Unit 1 Theory of PE (5PE01) Revision Guide : Pearsons - ISBN 978-

1-4469-0363-9








YEAR 10


COURSE OVERVIEW — PHYSICAL EDUCATION

Theory Content

1.1.1 Healthy, active lifestyles and benefits

1.1.2 Influences on your healthy, active lifestyle

1.1.5 Your personal health and well being

1.1.3 Exercise and fitness as part of your healthy, active lifestyle

1.1.4 Physical activity as part of your healthy active lifestyle

1.1.3 Assessing readiness for exercise

fitness testing:

Cooper run

Illinois agility run Sergeant jump

Standing broad jump, Hand grip test

Sit and reach test

Alternate handball toss

Bleep test

50m sprint

Sit up test

1.1.3 Exercise and fitness as part of your healthy, active lifestyle

Aerobic and anaerobic training

Target zones and thresholds of training

Personal Exercise Plan

Diet and Nutrition for performance and exercise

Evaluate and complete The Personal Exercise Plan

YEAR 11


Practical

Badminton, Rugby, Swimming

Theory

Circulatory System

Respiratory System

Bones

Joints, Tendons and Ligaments

Practical

Badminton, Rugby, Netball

Theory

Bones

Joints, Tendons and Ligaments

Muscles and muscle action

Practical

HRF, Football, Netball

Theory

Muscles and muscle action

Prevention of Injury

First Aid

Practical

HRF, Netball

Theory

Sports injuries

Preparation for Practical exam



Stage 4



etc.

Encouraging students to read as widely and frequently

as possible.


texts.

Engage students in conversations about current affairs

and events.






PHILOSOPHY Exam Board:

Syllabus Code(s)

AQA

4405

Course Assessment

Two written exams: 1hour 30 minutes (Summer 2015).

Unit 3 50% - Four 18 marks essay questions.

Unit 4 50% - Four 18 marks essay questions.

(There are five additional marks on the paper for SPaG.)


Philosophy and Ethics GCSE enables you to:

Present your thoughts in a clear manner

Argue your view, by giving evidence to prove it

Have excellent knowledge of current events and the world around them

Critically assess philosopher’s writings and draw out the strengths and weaknesses

of the argument studied

Extend your literacy skills.





YEAR 10


COURSE OVERVIEW — PHILOSOPHY

Morality and Ethics:

Crime & Punishment

Should capital punishment be

brought back?

What is the point of punishment?

Do prisoners have human rights?

Death

Should we have the right to end

our lives?

Should a Doctor overrule our

decisions?

What is dead?

Morality

Should we clone the best?

Pro life vs. Pro choice

Should transplant surgery be

accepted?

Drug abuse

Who has the rights over your

mind and body?

Should the state limit use of any

drugs?

YEAR 11


Philosophy and Ultimate

Questions:

Science vs. Philosophy

Can science & religion both

exist?

Philosophers and religion?

Why was Socrates executed?

The Problem of Evil

Why do we suffer?

What is evil?

Nature vs. Nurture?

Are we born evil or do we

become evil?

Immortality

What is immortality?

Can we use near death

experiences as evidence of an

afterlife?

What is dualism?

Miracles

David Hume and the problem of

miracles.

Do they prove religion?

Is there any evidence?

Exam preparation and study skills

timetable


PSYCHOLOGY Exam Board:

Syllabus Code(s)

OCR

J611

Course Assessment: 100% Written Examination

There are three written examinations. Students Units 1 and 2 are each worth 40% of the total marks avail-

able. Unit 3 is worth 20% of the total marks available.

All examinations take place in the Summer of Year 11


As a psychology student, you will be investigating and learning about:

Through the study of a range of topics, you will learn about the different psychological

approaches, including social, cognitive and behavioural psychology. You will also learn about

and analyse the methods used by psychologists to study the human mind and human

behaviour.


OCR GCSE Psychology Student Book, Mark Billingham, Heinemann Publishers, ISBN 978-0-435807-70-2. This

is the textbook that we will be using in class.

Psychology for GCSE Level (2nd Ed.), Diana Dywer & Craig Roberts, Psychology Press, ISBN 978-1-84872-018

-3. This textbook is suitable for both the OCR and AQA GCSE specifications.

Revise Psychology for GCSE Level (OCR Syllabus), Diana Dywer & Craig Roberts, Psychology Press, ISBN

978-1-84872-048-0. This revision guide contains a summary of the course content and examples of exam-

style questions.




Unit 1: Studies & Applications in

Psychology 1

Sex & Gender

Memory

Attachment

Obedience

Atypical Behaviour

Unit 2: Studies & Applications in

Psychology 2

Criminal Behaviour

Perception

Cognitive Development

Non-verbal Communication

The Self

Unit 3: Research in Psychology

Planning Research

Doing Research

Analysing Research

Planning an Investigation


YEAR 10


COURSE OVERVIEW — PSYCHOLOGY

Introduction to psychology

Sex & Gender

Memory

Attachment

Attachment

Obedience

Criminal Behaviour

Perception

Unit 1

Mock Examination Preparation and Revision

Cognitive Development

YEAR 11


Non-verbal communication

The Self

Planning Research

Doing Research

Analysing Research

Planning an Investigation

Unit 2 & 3

Examination Preparation and Revision

Exam preparation and study skills time-table

How friends and family can help support

students at Key Stage 4


Asking questions about texts, lessons, topics and

themes etc.

Encouraging students to read as widely and

frequently as possible.

Discussing both their independent reading and

their set texts.

Engage students in conversations about current

affairs and events.

Finding out if there is anything they particularly

need help with – e.g. spelling (you could test

them too!)

Ensuring that you and your child know the

deadlines for homework and coursework


SOCIOLOGY Exam Board:

Syllabus Code(s)

AQA

4192 Full

Course Assessment: 100% examination

Two written examination papers of 1 hour 30 minutes. Both papers are sat in the summer of Year 11.


Unit 1:

Studying Society - Looking into the research process and evaluating methods including observations,

questionnaires and interviews.

Families & Households – explaining family diversity i.e. couple/lone-parent, heterosexual/gay, extended/

nuclear and reconstituted. Sociological approaches to the family – functionalist v feminist. Changes in

relationships and roles within the family and explanations of the growth in the divorce rate and its

consequences.

Education – explaining variations in achievement according to social class, ethnicity and gender.

Influences on achievement including parental values, peer groups, streaming, labelling, teacher

expectations, economic circumstances and cultural background. The functions of the educational

system and other educational debates.

Unit 2:

Crime and Deviance – The social distribution of crime in terms of class, age, gender, ethnicity and locality.

Explanations for criminal and deviant behaviour such as sub-cultural theories, labelling theory and relative

deprivation. The usefulness of official crime figures, and self-report and victim studies. The significance of

criminal and deviant behaviour on victims and society.

Mass Media - The media as an agency of socialisation in the development of political views and social

identities. The media as a source of power through agenda setting and the creation of positive/negative

images of particular groups and organisations. Stereotyping, deviancy amplification and the relationship

between media exposure and violence.

Social Inequality- Explaining the nature of stratification e.g. the unequal distribution of wealth, income,

status and power. Stratification systems based on class, gender, ethnicity and religion. Sociological

explanations of poverty e.g. the cycle of poverty, the culture of poverty, the culture of dependency and

structural explanations. The major debates about inequality including the extent to which modern Britain

can be considered a meritocracy and the continued significance of class.


Sociology GCSE for AQA By Pauline Wilson and Allan Kidd ISBN: 0007310706

This textbook provides an excellent understanding of Sociology and provides a full coverage of the AQA

specification at GCSE.

Collins Revision – GCSE Sociology By Pauline Wilson ISBN: 0007350597

An all-in-one revision guide and exam practice workbook for Key Stage 4. It offers complete coverage for

the AQA GCSE Sociology specification.

Students should be encouraged to keep up with current affairs by watching relevant TV documentaries

and dramas, reading quality newspapers or their websites and talking at home about issues of a

sociological nature.





YEAR 10


COURSE OVERVIEW — SOCIOLOGY

Families & Households

Education

Education

Studying Society

Studying Society

Crime & Deviance

YEAR 11


Crime & Deviance

Mass Media

Social Inequality

Revision and exam preparation




Key stage 4 handbook 2013 14

Documents

Transcript of Key stage 4 handbook 2013 14