Year 11 Curriculum Information 2015 - 2016

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Contents Art .................................................................................................................... 3

Design and Technology - Product Design ........................................................ 3

Food Technology in Year 11 ............................................................................. 5

G.C.S.E Business Studies and Economics ......................................................... 5

Drama .............................................................................................................. 7

English .............................................................................................................. 8

Geography ....................................................................................................... 9

History ............................................................................................................ 10

Information and Communications Technology (ICT) ..................................... 11

Mathematics .................................................................................................. 15

Media ............................................................................................................. 18

Modern Foreign Languages ........................................................................... 19

Music - AQA GCSE Syllabus Y11 ..................................................................... 20

Physical Education ......................................................................................... 22

Year 11 G.C.S.E. Physical Education Course .......................................... 23

Science ........................................................................................................... 25

Year 11 Science Courses ........................................................................ 25

Separate Sciences in Years 10 & 11. .............................................................. 27

S u p p o r t f o r a l l S t u d e n t s in Science ................................................... 29

A d d i t i o n a l O p p o r t u n i t i e s .................................................................. 30

GCSE Dance ............................................................................................... 30

Y11 Careers Education and Guidance ............................................................ 32

Contact Information ...................................................................................... 34

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Art

Year 11 Students Continue to follow the Fine Art GCSE course – AQA Fine

Art

This is a broadly based course in Art, Craft and Design.

Students can work in two or more of the following

areas:

Drawing and painting

Printmaking Graphics

Textiles 3D Studies +

ICT They work in a variety of media e.g. pencil, pastel, paint, collage, ceramics and fabrics’ The study of Artists and Designers work is an integral part of the course. At the end of the course in year 11, students complete a 10 hour controlled test (exam). They have 6 weeks to prepare for the exam, the theme is set by AQA.

Design and Technology - Product Design

At Marple Hall we offer students the chance to study Design and Technology - Product Design at Key Stage 4. The main strength of this course is that throughout the two year course, pupils are allowed and encouraged to take on their own challenges within set projects. It offers

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huge freedom for pupils who are passionate about design, and builds on all areas of Design and Technology from Key Stage 3.

W h a t d o e s t h e c o u r s e i n v o l v e ?

In Year 10, students work through a series of practical assignments developing a wide range of skills and understanding in Designing and Making. They learn about materials and components, design and market influences and a variety of industrial manufacturing processes.

Throughout Year 11, the main emphasis will be based on producing a project for the Controlled Assessment. Pupils will be expected to design and make a project specified by the exam board, and produce a finished product which is backed up by an E-Portfolio of work.

H o w i s t h e c o u r s e a s s e s s e d ?

GCSE Product Design is assessed through the Controlled Assessment project work in which students produce a 3-dimensional product and a concise design E-Portfolio. The course work element is worth 60% of the final grade. A written exam paper forms the remaining 40%.

Major project work will involve the design and manufacture of a specific ‘product’ and could involve the use of Graphic Design, Resistant Materials, CAD/CAM or any combination of these.

H o w a r e s t u d e n t s g r o u p e d i n GC S E P r o d u c t D e s i g n ?

Where possible, students are placed in sets for Year 10 Product Design based on their performance in Year 9 and the National Curriculum Level they achieved at the end of the Key Stage.

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The Groups in Year 11 stay the same as in Year 10, to build a solid working relationship with the member of staff they are allocated. This helps to develop a positive routine which benefits productivity and progress.

W h a t n e x t ? A Level Product Design is taught through a variety of sixth forms and colleges, and this course follows on directly from the G.C.S.E offered at Marple Hall School.

Food Technology in Year 11

Year 11 mainly consists of student working on their portfolio as part of their Controlled Assessment task. The students choose a brief which they would like to develop and understand based on their personal preferences this will be the first academic year where Year 11 go through the course after 8 years.

What’s next?

Students can go on to study at many Further Education establishments, which deliver courses linked with Catering, Hospitality, Food Design, Business and more.

Many Universities also offer food, nutrition/health courses in the Northwest.

G.C.S.E Business Studies and Economics

Awarding b o d y : E d e x c e l 3 Units of Study

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While studying the first two units of this course, students are likely to learn a lot of new things. Students will be introduced to the world of small businesses and will look at what makes someone a successful business person. Students will find out how to develop an idea and spot an opportunity, and turn that into a successful business. They will understand how to make a business effective and manage money. They will also see how the world around us affects small businesses and all the people involved.

U n i t 1 – I n t r o d u c t i o n t o S m a l l B u s i n e s s - 2 5 % - E x a m i n a t i o n – c o v e r e d i n y e a r 1 0

This unit looks at a range of different business concepts linked with the start-up of new businesses. The topics covered are:

• Spotting a business opportunity

• Showing enterprise

• Making the startup effective

• Putting a business idea in to practice.

• Understanding the economic context

U n i t 2 – I n v e s t i g a t i n g S m a l l B u s i n e s s – c o n t r o l l e d a s s e s s m e n t – 2 5 % - c o v e r e d i n y e a r 1 0 I n t h i s u n i t , s t u d e n t s w i l l u s e t h e c o n t e n t t o r e s e a r c h , a n a l y s e a n d e v a l u a t e a s e l e c t e d t a s k o n e n t e r p r i s e i s s u e s . S t u d e n t s s e l e c t o n e E d e x c e l - s e t t a s k f r o m a c h o i c e o f f i v e . T a s k s a r e c h a n g e d a n n u a l l y . R e s e a r c h i n g t h e t a s k s h o u l d t a k e a p p r o x i m a t e l y t w o c u r r i c u l u m w e e k s o f t i m e ( a m a x im u m o f s i x h o u r s ) a n d c a n b e c o m p l e t e d u n d e r l i m i t e d s u p e r v i s i o n . S t u d e n t s m u s t p r o d u c e t h e i r f i n a l w r i t e - u p o f t h e t a s k i n d i v i d u a l l y

U n i t 5 - I n t r o d u c t i o n t o E c o n o m i c U n d e r s t a n d i n g - 5 0 % - E x a m i n a t i o n – c o v e r e d i n y e a r 1 1

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T h i s u n i t l o o k s a t a n i n t r o d u c t i o n t o e c o n o m i c s a n d h o w e c o n o m i c s a f f e c t s o u r w o r l d .

• H o w c a n I s t a r t t o t h i n k l i k e a n e c o n o m i s t ? • R i s k o r c e r t a i n t y ? • B i g o r s m a l l ? • I s g r o w t h g o o d ? • I s t h e w o r l d f a i r ?

A s s e s s m e n t : A s s e s s m e n t i s 7 5 % % e xt e r n a l a s s e s s m e n t a n d 2 5 % c o n t r o l l e d a s s e s s m e n t . A l l a s s e s s m e n t s a r e s u b m i t t e d o r t a k e n i n t h e s u m m e r o f y e a r 1 1 .

Drama Skills taught enable the students to respond creatively to a variety of stimuli using the language of drama - words, movement and space; working in mixed ability groups, the students participate in practical sessions relating to improvisation, script work or technical skills. The practical elements of the course combine with a written element, often in the form of diaries, reviews or assessments to provide both a record of progress and evaluative commentary for the final portfolio.

Visits to the theatre, workshops and visits of specialist theatre practitioners extend and deepen knowledge, ability and appreciation of drama, whilst enriching the experience for the student. Writing a theatre review is 10% of the course and students must attend. The cost of this varies but we try to keep the cost under £10 for Theatre Companies visiting school.

Ter m O n e i s U n i t 1 .

Unit 1 is improvisation and consists of 8 hours of lessons and a portfolio of written work. This is assessed by the class teacher and recorded for the

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purpose of moderation. The practical work is worth 20% and the controlled assessment is worth 10%. (2000 words).

T e r m T w o i s U n i t 3 .

The students spend 15 weeks preparing for their final performance. They are given a theme by the exam board and have to devise a polished performance using e.g. Improvisation scripts, poetry and show evidence of research. The students can take either the acting option or a technical option such as lighting or costume. This is worth 40% and marked by an external examiner.

T e r m T h r e e c o n t i n u e s w i t h U n i t 3 u n t i l t h e e x a m i n M a y

General

Students are taught in mixed ability groups that are socially cohesive as far as possible.

Students will have the opportunity to be involved in extra-curricular performances.

Homework may be written or practical. Students are expected to rehearse after school whenever necessary.

English

E x a m i n a t i o n s

Students will sit two mock examinations for English Language Unit 1 in October and March. They will also sit one mock examination for English Literature.

In May and June, all students will sit three final examinations:

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• English Language Unit 1: Reading and Writing non-fiction. This accounts for 60% of the overall grade.

• English Literature Unit 1: Exploring modern texts. This involves the study of An Inspector Calls and either Of Mice and Men, or To Kill a Mockingbird.

• English Literature Unit 2: Responding to seen and unseen poetry. Students will study the Conflict poems in the AQA anthology.

The remainder of the course is given over to exam preparation.

C o n t r o l l e d A s s e s s m e n t • There is also the possibility of improving Controlled Assessment

completed in Year 10. This will be decided on an individual basis.

Geography

E d e x c e l S p e c i f i c a t i o n A .

This is a linear course, with three examinations (each worth 25% of the total GCSE marks) and a controlled assessment (25%).

Examinations are taken at the end of Year 11 as follows

• The Human Environment • The Natural Environment • Geographical Skills and Challenges

During the first half term, students will complete the write up of their controlled assessment. This will be based on the information and data they collected during the fieldtrip to Castleton in the Summer Term in Year 10.

Topics for The Human Environment examination will have been studied in Year 10. In preparation for The Natural Environment and Geographical Skills and Challenges examinations, Year 11 students will study the following topics ‘Coastal Landscapes’, ‘Tectonic Landscapes’, ‘River

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Landscapes’ and ‘A Watery World’. In addition students will also study ‘Geographical Skills’.

For the final examinations at the end of Year 11, students will be entered for either the Foundation Tier (grades C-G) or the Higher Tier (grades A*- D). The level of entry for each student will be based on their individual target grade, but with reference to grades achieved throughout Years 10 and 11.

Groups in Geography tend to be mixed ability groups and for continuity are the same teaching groups as in Year 10. This is influenced by the fact that it is an option subject. Allocation is based on their option choices which also influence the composition of the teaching groups. If there is more than one teaching set on an option line this may lead to the setting of students. There may be possible movement between sets if this is the case. If there is only one teaching set in an option line, the composition will be mixed ability and there will be no movement possible.

History

The History Department currently offers two GCSE courses to provide pupils with more choice when deciding on the topics they would like to study. The choice is between OCR which focuses on Germany 1918-1945, Medicine through time and a controlled assessment on Jack the Ripper; OR AQA which focuses on the causes of WWI, the League of Nations, the causes of WWII, Germany 1918-1945, and race relations and Civil Rights in the USA in the 1950s and 60s. The Controlled Assessment will focus on the Home Front during WWI and WWII.

Overall both courses are varied and enjoyable. They are also packed with opportunities to develop practical examination skills to ensure that you achieve the grades that you want. History welcomes enquiring minds!

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How will I be assessed? OCR Paper One (45%) focuses on both Nazi Germany and Medicine Through Time.

Paper Two (30%) focuses on developments in British medicine between 1200 – 1945. (Both exams are taken at the end of the course.)

Controlled Assessment (25%) A local study based on the use of historical sources – Jack the Ripper (completed in school during Year 10).

How will I be assessed? AQA

Paper 1 (37.5%) focuses on the origins of World War I, peacemaking and the League of Nations and Hitler’s foreign policy.

Paper 2 (37.5%) focuses on Weimar Germany, Hitler’s Germany and race relations in the USA, 1955-68.

Controlled Assessment (25%) A study based on Britain at War, the emphasis being the use of historical sources (completed in school during Year 10).

Information and Communications Technology (ICT)

O v e r v i e w : G C S E I C T S i n g l e A w a r d

A w a r d i n g b o d y : E d e x c e l

The vast majority of students will follow this core subject, and will undertake the Edexcel GCSE ICT. The qualification provides students with

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the opportunity to gain a full GCSE. Students receive three lessons during the timetabled cycle and they are taught in ICT groups. Year 10 – Students will be set in to ability groups determined by their performance in year 9. Year 11 – Students will remain in the set groups determined in Year 10.

U n i t 1 – L i v i n g i n a D i g i t a l W o r l d ( 4 0 % W r i t t e n ) 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 wellbeing and on the move). They develop an awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice. The unit is assessed through a written paper of 1hour 30minutes, externally assessed at the end of the course.

U n i t 2 – U s i n g D i g i t a l T o o l s ( 6 0 % C o n t r o l l e d A s s e s s m e n t ) 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. Students learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice.

The unit is internally assessed under controlled conditions. Learners must complete the task within 40 hours. Marking of the task is carried out by teachers and moderated by Edexcel against set assessment criteria.

T y p i c a l A c t i v i t i e s : Learners will learn about and discuss different digital devices, e.g. mobile phones, personal computers (portable, desktop), cameras and

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camcorders, games consoles, home entertainment systems, media players, navigation aids. They will adapt and enhance spreadsheet models, and prepare and organise different types of digital content.

A s s e s s m e n t : A s s e s s m e n t i s 6 0 % c o u r s e w o r k a n d 4 0 % w r i t t e n e x a m i n a t i o n a t t h e e n d o f t h e c o u r s e i n Y e a r 1 1

H o m e w o r k : Unit 1 of the course is based on the digital technology impacts on the lives of individuals, organisations and society. Students will be expected to complete homework that is related to the main topics within the unit and revise for the written examination. Unit 2 of the course is assessed under controlled conditions, on occasions students will be expected to complete preparation and research work outside the classroom.

Students will be set work to complete at home on a regular basis as part

of their Unit 1 & 2 work.

This qualification meets the requirements of the National Curriculum programmes of study for Key Stage 4. Full details can be found at www.edexcel.com/quals/gcse/gcse10/ict/Pages/default.aspx

Ov e rv i e w: C i D A (C e rt i f i c at e i n D i g i t al A p pl i c at i o ns ) A w ar di ng bo dy : E de xc e l

CiDA focuses on creative computing, and includes content on creative multimedia, website and computer game development. It will help you unleash your creative potential, as it promotes the creative use of digital applications, enabling learners to make the leap from passive consumers to active digital producers of digital content. It is inspiring and challenging, if you enjoy using digital products you will love this qualification. Its real-

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life, outcome-driven approach inspires and challenges learners to demonstrate what they know and are able to do in real-world contexts. The project-based nature of this qualification allows you to progress at your own speed and showcase what you are capable of.

U ni t 1 – D e v e l o pi ng W e b p r od uc t s When surfing the web, what captures your attention? Acting as a starting point for the rest of the qualification, this unit gives you the knowledge

and skills needed to produce attention-grabbing and interactive web products using web authoring software, multimedia assets and navigation

features. The assessment, set by Edexcel, is a practical computer-based examination to develop a prototype website. Software skills include a

range of web authoring software, e.g. Adobe, Dreamweaver, Serif Webplus and more.

U ni t 2 – C re at i v e M u l t i - m e di a From websites to video games, almost all digital products contain multimedia (text, images, sound, video and interactive components). This unit gives you the skills to use the tools and techniques provided by multimedia authoring software to design and create effective multimedia

products. You will be able to demonstrate ability to plan, design, build and test these interactive products through coursework on a major project set by Edexcel. This will include the development of an e-portfolio to showcase their achievements. You will be expected to: design multimedia products, collect, edit and create digital assets, develop multimedia products, present evidence in an e-portfolio and review the products.

A s s e s s m e nt : A s s e s s m e n t i s 2 5 % e x t er n a l a s s e s s m e n t o n l i n e e x a m i n a t i o n t a k e n i n Y e a r 1 0 , t h e r e m a i n i n g 7 5 % i n t e r n a l l y a s s e s s e d

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c o u r s e w o r k c o m p l e t e d b y t h e c o n c l u s i o n o f Y e a r 1 1 .

Hom e w or k : Unit 1 of the course is based on the use of web based software in order to produce a range of products. Students will be expected to complete homework that is related to the topics covered in the design and creation of websites and related products, in preparation for the end of unit externally assessed examination.

Unit 2 of the course will cover the creation of a range of multimedia products which will involve research and development of ideas through to the final product.

Students will be set work to complete at home on a regular basis as part of their Unit 1 & 2 work.

This qualification meets the requirements of the National Curriculum programmes of study for Key Stage 4. Full details can be found at http://www.edexcel.com/quals/cida/Pages/default.aspx

Mathematics

S y l l a b u s

Mathematics is taught with reference to the National Curriculum which divides the subject into 5 main strands.

• Functional Skills • Number • Algebra • Geometry and Measures • Statistics

Students in Year 11 have 6 hours of Mathematics lessons every fortnight.

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The majority of students will continue on the Linear course which they started in Year 10.

H i g h e r T i e r Students in sets 1 to 6 of each teaching band are entered for the Linear Higher Tier paper (Grades A* - D available). Assessment: 2 papers (1 non-calculator and 1 calculator) each 1 hour 45minutes in length Date of Examination: June 2015

F o u n d a t i o n T i e r Some students may be entered for the Linear Foundation Tier paper (Grades C - G available). Assessment: 2 papers (1 non-calculator, 1 calculator) each 1 hour 45 minutes in length Date of examination: June 2016

P e r i o d i c A s s e s s m e n t

Students will sit at least two mock GCSE examinations for the purpose of tracking progress and providing intervention support. The two mocks examinations will take place prior to Christmas and Easter.

S u p p o r t f o r a l l S t u d e n t s

Mymaths.co.uk All students can access clearly graded lessons and assessed tasks on Mymaths.co.uk. Foundation Tier Students should focus their study around the D2C’s Booster Pack. Higher Tier Students should focus their study around the C2B’s and A2A*

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Booster Packs.

MathsWatch All students have access to the MathsWatch Interactive Video clips that cover every topic at GCSE. These can be found on the Virtual Learning Environment (VLE).

VLE All students can access the school VLE, on which there is a wealth of resources to aid examination preparation, including past papers, mark schemes and worked solutions. The different tiers are separated into various ‘courses’, under which students can find the relevant materials.

After School Revision All students are welcome to attend room 306 after school or at lunchtime to receive extra support with their Mathematics. Students will be made aware of the day relevant to them, via their Mathematics teacher.

E q u i p m e n t

Students are expected to bring the following equipment to all lessons: 2 PENS—BLACK OR BLUE, PENCIL AND SHARPENER, RUBBER, 30cm RULER, PROTRACTOR, COMPASS

Students will require a scientific calculator to enable them to undertake work at all levels of the National Curriculum. THE DEPARTMENT RECOMMENDS THE FX-83 AND FX-85 CALCULATORS MADE BY CASIO WHICH HAVE BEEN FOUND TO BE RELIABLE AND ROBUST. These calculators are available from most retailers.

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Media

Unit 1: Investigating the Media

Unit 1: Investigating the Media

This written paper is assessed via examination and accounts for 40%. The topic for this year is Science Fiction films.

This unit is based around a pre-released topic given to the students four weeks in advance. The aim is to provide a critical understanding of the role of the mass media in society. For example, students are provided with a brief involving the launch of an interactive online magazine. They then have to demonstrate their knowledge of the concepts behind the product, their planning skills and finally, design ability. The topic is taught up until the release of the pre-release material. Formal teaching then stops and students are then expected to work independently in lessons.

Unit 2: Understanding the Media

The aim of unit 2 is for students to understand how and why media texts are produced as they are. This is assessed internally and the tasks are taken from banks of set assignments. Unit 2 accounts for 60%.

The third assignment is completed in Year 11. Practical production and evaluation (700 – 800 words). This is a group collaboration where, the group has to produce a 120 second trailer for a feature film or television programme. This practical task can be group based, with individual

contributions made clear. Students must plan, film and edit the trailer. There final product needs to be accompanied by 12 pages of planning and a detailed evaluation of the product.

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Modern Foreign Languages

F R E N C H , GE R M A N , S P A N I S H , I T A L I A N

Y E A R 1 1 GC S E S T U D E N T S – T H E E D E XC E L C O U R S E

Modern Foreign Language teaching and testing requires students to be assessed in the following skill areas:-

• ATTAINMENT TARGET 1 -

LISTENING • ATTAINMENT TARGET 2 -

SPEAKING • ATTAINMENT TARGET 3 -

READING • ATTAINMENT TARGET 4 -

WRITING

Students are taught in sets according to their ability, based on internal and external assessment data.

C o u r s e C o n t e n t : 20% Reading 20% Listening 30% Speaking 30% Writing

Module 1 Healthy Eating and Fitness

Module 2 World of Work

Module 3 Environment and Current Affairs

Module 4 Food and Shopping

Module 5 Developing Reading and Listening skills

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Music - AQA GCSE Syllabus Y11

The GCSE syllabus comprises four units:

1. Listening to and Appraising Music 20% 2. Composing and Appraising Music 20% 3. Performing Music 40% 4. Composing Music 20%

The five areas of study for all of the units are:

• Rhythm and Metre • Harmony and Tonality • Texture and Melody • Timbre and Dynamics • Structure and Form

These Areas of Study will be explored through Strands of Learning:

• The Western Classical Tradition • Popular Music of the 20th and 21st Centuries • World Music

P e r f o r m i n g

This is a continuous and on-going commitment on the part of each student. Regular practice and tuition are essential. It is expected that each student will be receiving practical tuition and guidance throughout the course – either from a visiting instrumental teacher or by private arrangements outside school. Performances, both solo and ensemble, are encouraged in class, formal assessments will take place towards the end of each term.

C o m p o s i n g a n d A p p r a i s i n g M u s i c

Students will use the compositional techniques studied in Year 10 to

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compose one piece of music with a link to one of the three strands of learning. Students appraise the process and the outcome of the composition.

Listening and Appraising

Pupils will continue the exploration of the five Areas of Study through the three Strands of Learning. Through this work pupils will further develop an understanding of the organisation of sound.

H o m e w o r k

Students will be required to complete a ‘listening diary’ on a weekly basis as well as exercises relating to the topics being covered. They will also be expected to spend time at home developing their instrumental skills.

T e a c h i n g Gr o u p s

Groups are of mixed ability

Music – BTEC Level 1/Level 2 First Award BTEC Music is a vocationally related qualification where learners develop knowledge and understanding by applying their learning and skills in a work-related context. During Y11 pupils will complete 2 units: Introducing Music Composition. Pupils will learn a range of compositional techniques with a view to producing a portfolio of ideas. Some of these ideas will be developed and one will be completed to produce an extended composition.

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Introducing Music Performance Over the course of this unit pupils will explore skills and make decisions as they prepare a performance. Pupils will continue to work on individual instrumental skills and also spend time looking at the skills required to work successfully as part of a group. Pupils will perform their prepared pieces at Y11 Performance Evenings in December and March.

Physical Education

Curriculum may include units of work in the following activities:

Tennis, Strike Game, Health Related Fitness, Outdoor & Adventurous Activities, Dance, Football, Cross-country, Lacrosse, Basketball, Cricket, Tennis, Table Tennis, Badminton, Hockey, Rugby, Rounders, Dodgeball, Volleyball.

All students in Year 11 receive 2 hours of physical education per week.

F a c i l i t i e s :

Sports Hall, Gymnasium, School Hall x 2 (table tennis area), Fitness Suite, All weather pitch (specialist hockey surface), grass soccer pitches x 4, grass Rugby Union pitch x 2, 300m grass athletics track, Long Jump Pit, Throwing Circle, netball courts x 3 (tarmac), tennis courts x 4.

N o n P a r t i c i p a t i o n

Students not participating must provide an Excuse Note signed and dated by parent/carer.

Students must still change into PE kit when not participating. Please state if the student needs to stay indoors due to ill health.

U n i f o r m

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• Pale blue polo shirt (with school logo) • Navy shorts (with school logo) • Navy socks • Navy fleece (with school logo) • Reversible navy/pale blue rugby shirt (with school logo) • Trainers (not pumps, converse or Vans) • Tracksuit bottoms are optional but if worn should be navy blue.

Students should wear the correct Games Kit for all Lessons.

Jewellery — should not be worn for lessons. All earrings should be removed and hair tied back at all times.

Safety — The PE Department recommends that students active on a grassed surface during the Winter/Spring Terms should wear studded footwear, Games Socks, Shin pads & Gum shield recommended for Hockey/Rugby Union.

E x t r a - C u r r i c u l a r A c t i v i t i e s A variety of activities are offered at lunch time and after school, including:

Football, Rugby Union, Netball, Hockey, Basketball, Badminton, Cross Country, Fitness, Athletics, Tennis, Rounders, Cricket, Dance and Cheerleading.

Year 11 G.C.S.E. Physical Education Course P r o g r a m m e o f S t u d y

40% of the course comprises theoretical elements focusing upon anatomy, physiology, health, fitness and exercise. Students will be given written homework’s as part of the theory course - leading to a 1¾ hour final examination.

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50% of the course comprises practical work in a broad range of sports. Final choice of sports for examination will be made in Year 11 after discussion with PE staff. The emphasis is upon individual performance of skills in isolation and in the game/competition. The final 10% of the course comprises of an Analysis of Performance, selected from one of the students 4 elected practical areas/sports. This will include devising and implementing a Personal Exercise Plan, identifying a perfect model for their chosen sport or skill and offering ideas and practices to improve performance.

Assessment is continuous throughout the practical sessions with a

final moderation day in Year 11.

T h e o r y

Theory is taught in mixed ability groups. Movement between groups may occur based on a student’s performance in tests, homework, classwork, and peer interaction.

N o n P a r t i c i p a t i o n Students who are unable to participate in a Physical Education lesson must bring a signed/dated note from their Parent/Guardian and their PE kit. Due to the nature of the course it may not be possible for students to stay indoors and they should dress appropriately for the weather.

U n i f o r m Students must wear the correct games kit for lessons. Shin pads and gum shields are recommended for Hockey and Rugby.

J e w e l l e r y Should not be worn for lessons. All earrings should be removed and hair tied back.

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E x t r a - C u r r i c u l a r A c t i v i t i e s ( L u n c h t i m e & A f t e r S c h o o l )

In order to support and enhance practical scores, students are advised to attend extra-curricular activities. These include:

Football, Rugby Union, Netball, Hockey, Athletics, Tennis, Rounders, Dance, Basketball, Fitness, Cricket and Badminton

PSHRE (Personal, Social, Health and Religious Education) 11

There are four main elements to the course in Year 11 which may be covered throughout the year, along with a focus on revision and study skills and exam techniques.

RE. Social and moral issues are studied from a religious perspective using relevant current affairs where appropriate.

Politics. An introduction to politics in the UK including the importance of voting; making yourself heard; what happens in Parliament; how laws are made.

Keeping Yourself Safe. Students will be taught about the effects upon health of using drugs and alcohol. They will also be asked to consider risky behaviour and taught about sexually transmitted diseases.

Economic Awareness. The course gives students the opportunity to study basic economics; different forms of taxation; where money goes; consumer rights and managing your money.

Science

Year 11 Science Courses

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Students who followed the Science A course in Year 10 will study for a second GCSE in Science in Year 11, Additional Science.

GCSE Additional Science

This course is an extension of the AQA Science A programme of Year 10. A variety of topics in Biology, Chemistry and Physics will be taught and formally examined in three end of year examinations administered by the examination board AQA.

The topics to be taught are as follows:

Biology:

B2.1 Cells and simple cell transport

B2.2 Tissues, organs & organ systems

B2.3 photosynthesis

B2.4 Organisms and their environment

B2.5 Proteins – their functions and uses

B2.6 Aerobic and anaerobic respiration

B2.7 Cell division and inheritance

B2.8 Speciation

Chemistry: C2.1 Atomic Structure and Bonding C2.2 Properties of covalent and ionic compounds C2.4 How fast C2.3 How Much C2.5 Endothermic and Exothermic reactions C2.6 Acids, Bases and Salts C2.7 Electrolysis

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Physics: P2.1 Forces and their effects P2.2 The kinetic energy of objects speeding up or slowing down P2.3 Currents in electrical circuits P2.4 Using mains electricity safely and the power of electrical appliances P2.5 What happens when radioactive substances decay, and the uses and dangers of their emissions P2.6 Nuclear fission and nuclear fusion Students take an end of year examination in each of Biology, Chemistry and Physics with each being worth 25% of the final GCSE grade. The remaining 25% of the grade awarded is based on internally assessed Investigative Skills Assessments (ISAs). They will be similar in structure to the ISA tests carried out in Year 10. Examinations can be taken at Foundation level (G-C) or Higher level (C-A*). All students on this course will be able to purchase a copy of a revision guide to support the work carried out in the classroom.

Separate Sciences in Years 10 & 11. The course leads to the awarding of GCSE certificates in each of the three subjects, Biology, Chemistry and Physics at the end of Year 11. The course is administered by AQA. Students will sit three examinations for each science in May or June of Year 11. Each examination contributes 25% to the final examination grade awarded.

Examinations can be taken at Foundation level (G-C) or Higher level (C-A*).

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In Year 11 students finish the Unit 2 aspect of the three Sciences (content listed above in the Additional Science section) and they complete Unit 3 for each of the Sciences. Unit 3 content is as follows: Biology B3.1 The movement of molecules in and out of cells B3.2 Transport systems in plants and animals B3.3 Homeostasis B3.4 Humans and their environment Chemistry C3.1 The Periodic Table C3.2 Water C3.3 Calculating and explaining energy change C3.4 Further analysis and quantitative chemistry C3.5 The production of ammonia C3.6 Alcohols, carboxylic acids and esters Physics P3.1 Medical applications of physics P3.2 Using physics to make things work P3.3 Keeping things moving

The remaining 25% of the grade awarded is based on an Investigative Skills Assessment(ISA), in which students will undertake a full scientific investigation over roughly 6 hours of lesson time, including two 45 or 50 minute examination papers, set by the examination board, which test their understanding of the process. Students will only be allowed to study the separate sciences course if they have achieved at least a level 6 in their Year 9 examinations. Students should expect to receive a homework exercise in each of the

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above sciences at least once per fortnight.

Science teachers assigned to each group will review general progress in each subject at regular intervals. Students who are not progressing as expected will be required to complete additional work to help them get back on course. All students on this course will be able to purchase a copy of a revision guide to support the work carried out in the classroom.

Textbooks:

The following textbooks will be available in class to all students:

“AQA GCSE Science” published by Nelson Thornes “Chemistry for G.C.S.E.” - Ramsden “Biology for Life” - Roberts “Physics for You” – Johnson

S u p p o r t f o r a l l S t u d e n t s in Science

Doddlelearn.co.uk All students can access revision material on doddlelearn.co.uk. They will also be set quizzes via this site to assess their understanding. Alfiecloud.com Students will be set past paper exam questions via this website and will be provided with detailed feedback on their strengths and areas for development.

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my-gcsescience.com All students can sign up for free access to this site that has lots of informative revision videos for Unit 1 topics. Units 2 and 3 require a paid for subscription.

VLE All students can access the school VLE, on which there is a wealth of resources to aid examination preparation, including past papers, mark schemes and worked solutions.

After School Revision All students are welcome to attend room Tuesday Tutoring in the Science department after school on Tuesdays. Students can also see their teacher to arrange one to one or smaller group sessions.

A d d i t i o n a l O p p o r t u n i t i e s Homework Help Club is available every Tuesday dinnertime in Room 703 to support students with any aspects of homework or understanding a particular topic. Science leaders help at the homework club and are eager to pass on their knowledge and help other students.

GCSE Dance This course is suitable for students who:

• Have previous dance experience outside of school • Can choreograph pieces independently • Are looking to demonstrate their dance ability • Are interested in looking in more depth at professional theatrical

dance works The GCSE syllabus consists of four units: 1: Critical appreciation of dance – written examination, externally

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assessed (20%) 2: Set dance – practical examination, externally assessed on video (20%)

3: Performance in a duo/group dance – controlled assessment, assessed live (20%) 4: Choreography – controlled assessment, assessed live (40%)

Throughout the course two professional dance works will be studied which will be incorporated into Units 3 and 4 and will be questioned upon in Unit 1. Styles of dance featured in the course are Contemporary, Ballet, Lyrical, Jazz and Musical Theatre, although students can use tap, street and other styles in Unit 4 Choreography if they wish.

Performing

This is a continuous and on-going commitment on the part of each student. They will be expected to perform as a soloist and also in small groups on a regular basis for the teacher for feedback purposes and also live in front of an examiner. There is also an opportunity to perform their pieces at The Plaza Theatre. Homework All students will be expected to work on their choreography at home and rehearse their pieces regularly. Year 11 In year 11 they will complete the Unit 3 Group dance, the 4b Choreography, analyse the second of the two professional works and will be assessed on all units at the end of the course.

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Uniform The dance uniform consists of:

• Black leotard or black dance top (no logos) • Warm black dance over-top for cold weather • Black leggings or black tights • Optional Black dance shorts • Black jazz shoes (lace-up or non lace-up, split sole or non split sole)

Jewellery — should not be worn for lessons. All earrings should be removed and hair tied back at all times.

Y11 Careers Education and Guidance

The emphasis in Year 11 is preparation for the decisions which all our students have to make about their next stage of full time education or education with employment.

Taught Programme

1. Introduction to the Careers Software.

2. Introductory session with the Careers Officer.

3. Students investigate further routes available to them Post 16. They look at which routes are most appropriate taking into consideration their strengths, weaknesses and interests. Students look at the type of career they would like to follow and how to research their ideas.

4. Students also prepare CV’s, complete application forms, and write

letters of application and may take part in mock interviews.

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C a r e e r s E v e n t s

Special events targeted at Year 11 students are arranged during the year. These may be ‘taster days’, visits to local colleges, visits by companies or Conventions when colleges hold information fairs. Students will be notified of these as they occur.

C o n n e x i o n s R e s o u r c e C e n t r e ( c h a n g e a s p e r Y 1 0 )

We have a wide range of books and leaflets for reference. There is also a selection of videos and CD ROMs. The school computer network has ‘Kudos’, ‘Key Clips’ ‘Careerscape’ and ‘Higher Ideas’ available for students to use. These programmes suggest career possibilities based on the pupil’s response to a series of questions. The Resource Centre is open at lunchtime and is available for all students. (Change as per Y10)

C o l l e g e P r e s e n t a t i o n s

All local colleges come into school and do presentations in Year 11 assemblies during the Autumn Term and sometimes later in the school year.

C a r e e r s Gu i d a n c e

By the end of Year 11, all students will have had the opportunity to attend individual careers interviews.

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Contact Information

Marple Hall School Hill Top Drive Marple Stockport Cheshire SK6 6LB

Tel: 0161 427 7966

Fax: 0161 426 0931

headteacher@marplehall.stockport.sch.uk