key stage 4 handbook - Highgate Wood School

Transcription

KEY STAGE 4 HANDBOOK
2014—2016
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 or Spanish, or a
community language).
MTG - Minimum Target Grade is the grade your previous attainment data would suggest is
the minimum grade you should be aiming for. It is floor not a ceiling. Every student should
be trying for the highest possible grade which may be 1, 2 or 3 grades above their MTG.
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 is often
not possible to take any modules or examination papers earlier in the course.
“If you care at all, you’ll get some results. If you care enough, you’ll get incredible results.” Jim Rohn
Highgate Wood School
Montenotte Road
London N8 8RN
Tel: 0208 342 7970
Email: [email protected]
Web: www.hws.uk.com
Twitter: @highgatewood
Making a positive difference to students' achievements and experiences,
maintaining the highest expectations and inspiring self belief
CONTENTS
Introduction:
Core Subject Guidelines:
4
19
English Language and Literature 20
Mathematics
22
Science - Core Science
25
Double Science
27
Triple Science
29
ECS
Citizenship
PE
Computing
31
33
34
34
Option Subject Guidelines:
35
Art & Design
Business Studies
Business & Economics
Computing
ICT
Dance
36
38
40
42
44
46
Design & Technology Food Technology
48
Design & Technology Resistant Materials
50
Design & Technology Textiles
Drama
Geography
History
Media Studies
Modern Foreign Languages
Community Languages
Music
Physical Education
Sociology
BTec Sustainability Skills
52
54
56
58
60
62
65
66
68
70
72
“Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more
time.”
Thomas A. Edison
Key Stage 4 Handbook 2014-2016 Highgate Wood School
Page 3
TERM DATES*
2014-15
Starts
Ends
Autumn 2014 (1)
Holiday
Autumn 2014 (2)
Holiday
Monday 1 September
Monday 27 October
Monday 3 November
Monday 22 December
Friday 23 October
Friday 31 November
Friday 19 December
Friday 2 January
Spring 2015
Holiday
Spring 2015
Holiday
Monday 5 January
Monday 16 February
Monday 23 February
Monday 30 March
Friday 13February
Friday 20 February
Friday 27 March
Monday 10 April
Monday 13 April
Monday 25 May
Monday 1 June
Tuesday 21 July
Friday 22 May
Friday 29 May
Monday 20 July
Monday 31 August
Summer 2015
Holiday
Summer 2015
Holiday
2015-16
(1)
(2)
(1)
(2)
Term dates are still to be agreed by Haringey for 2014-16.
*please note that these dates do not take account of INSET days or afternoons
Summer term 2015 ends for students on 17th July 2015
WORK EXPERIENCE:
2nd—6th March 2015
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.
“You have to learn the rules of the game. And then you have to play better than anyone else.” Albert Einstein
Page 4
Summary of Coursework and Controlled Assessments for Key Stage 4 (Provisional)
Coursework is work carried out independently by students both in and out of school and assessed by
their teachers which forms part of their overall final grade for a subject along with the examinations.
Controlled assessment is similar in principle, but whilst students can do preparatory work outside of
lessons/school, all of the final marked work is completed under ‘controlled’ conditions, i.e. supervised
by a teacher in the classroom.
YEAR 10
MONTH
COURSEWORK
CONTROLLED ASSESSMENT
SEPT 2014
English Literature
OCT 2014
Science
NOV 2014
Maths (Statistics)
DEC 2014
JAN 2015
French, Spanish
Media Studies (w/b 23rd)
FEB 2015
French, Spanish
MARCH 2015
Maths (non-statistics)
Business, Economics
PE: (Deadline 23rd)
APRIL 2015
PE: (Deadline 27th)
MAY2015
Media Studies (w/b 23rd)
PE: (Deadline 25th)
French, Spanish
ICT Unit 2 (Deadline 22nd)
Maths, Physics, Chemistry,
Biology, English Language.
JUNE 2015
JULY 2015
English Language
PE: (Deadline 15th)
Physics, Chemistry, Biology,
French
PE
Spanish, Business, Economics
YEAR 11
SEPT 2015
OCT 2015
NOV 2015
English Literature, Drama
practical (26th), History (3 weeks
from 3rd)
DEC 2015
French, Spanish
JAN 2016
ICT Unit 2 (Deadline 16th)
Science
FEB 2016
French, Spanish
MARCH 2016
Business, Economics, Design &
Technology
Music
Drama practical: (18th)
The whole school final coursework deadline will be Friday 20th March, all coursework should be
complete and handed in by then in order to enable students to be fully prepared for their exams.
You may never know what results come of your action, but if you do nothing there will be no result.” Mahatma Gandhi
Page 5
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 GCSEs
compared to 58% of students with good
attendance.)
“Eighty percent of success is showing up.” Woody Allen
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
MINIMUM TARGET GRADES
You will be told your minimum target grades for all your subjects at Key
Stage 4. These grades are worked out from your own past attainment and
represent 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 MTGs are your minimum targets. They are not your limits!
“It always seems impossible until it's done.” Nelson Mandela
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
Page 6
HARD WORK BEATS TALENT particularly if talent doesn’t work hard
People used to think that intelligence was fixed at birth. You were either talented in
specific areas or you weren’t. Some still think it now, saying things like ‘I was never any
good at maths, so it’s no wonder my child struggles too… it’s obviously not in our
genes’. However, modern studies have shown this belief to be false. The biggest
influence on someone’s success is not their genetic make‐up, it is how hard they
work, how focused they are and how determined they are to succeed. At Highgate
Wood School we firmly believe in this idea of a "growth mindset" and recognise the
huge importance of perseverance, resilience, focused practice and hard work. We
thus value effort above attainment, hard work above high scores.
We ask all members of the school community ‐ students, staff, parents and governors ‐ to adopt the
principles of a Growth Mindset where they:

Accept that talent can be developed

Embrace challenges and difficulties

Persist in the face of setbacks

View effort as a path to mastery and success

Try to learn from criticism

Get inspiration in the success of others (rather than feel threatened by it)

Be the best you can possibly be

Realise that if you can’t understand something, it is just because you can’t do it yet

Understand that real mastery doesn’t come easy… it is the result of hard work over time

Embrace deferred gratification, accepting that effort may not pay off immediately, but will bring its
own rewards over time
“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
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.
“I hear and I forget. I see and I remember. I do and I understand.” Confucius
Page 7
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!
“The big secret in life is that there is no big secret. Whatever your goal, you can get there if you’re willing to
work.” Oprah Winfrey
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.
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 be providing career
guidance through both Citizenship and the tutor and assembly systems. We also have a
Careers adviser who can help you think about your future.
Many other sources of advice and support are available to you, and you can also always
report your concerns on-line through the school website (under Bullying and Concerns
beneath the Student tab).
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
“Only those who will risk going too far can possibly find out how far one can go.” T. S. Elliot
Page 8
Key Contacts:
General
SLT with responsibility for Key Stage 4: Mr Hartley email: [email protected]
Exams Officer: Mr Demetriou
email: [email protected]
Head of Sixth Form: Mr Charlesworth
House Teams
DaVinci House
Head of House: Mr Rowlands
Deputy Head of House: Ms Zwicky
Seacole House
Head of House: Mr Brokenshire
Deputy Head of House: Ms Roberts email: [email protected]
Edison House
Head of House: Mr Key
Deputy Head of House: Ms Angove
email: canhws.haringey.sch.uk
“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
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
“Before anything else, preparation is the key to success.” Alexander Graham Bell
Page 9
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.
www.bbc.co.uk/schools/
www.samlearning.co
www.s-cool.co.uk/
During the Autumn term 2014 we will be building up areas of the school website to give you
easy access to lots of other sites and sources of information.
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.
“I am always doing that which I can not do, in order that I may learn how to do it.” Pablo Picasso
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!
“Who you are tomorrow begins with what you do today..” Tim Fargo
Page 10
http://tinyurl.com/hwshomework
SHOW MY HOMEWORK
All Year 10 students have access to ShowMyHomework.
This will allow you (and your parents\carers) to keep track of the homework that has been
set. As the year goes on we hope to develop this even further to allow you to download
useful information and also keep track of work that you need to do for coursework,
controlled assessments and exam preparation.
If you have any difficulty accessing the site (and you can see most of what you need to
see without even logging on) please contact Mr Ashman [email protected]
“A dream doesn't become reality through magic; it takes sweat, determination and hard work.” Colin Powell
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]
LEARNING RESOURCE CENTRE
and
Open
Open: every school day after school
until 5:00 pm Monday to Wednesday
until 4:00 pm on Thursday and Friday
every school day at 8:00 am
every break time
every lunchtime
“Forget past mistakes. Forget failures. Forget everything except what you’re going to do now and do
it.” William C Durant
Page 11
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.
“The most effective way to do it, is to do it!” Amelia Ehart
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.
“It is our choices... that show what we truly are, far more than our abilities.” J. K. Rowling
Page 12
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 root of true achievement lie in the will to become the best that you can become” Harold Taylor
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.
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
Page 13
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 include 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 they 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
Page 14
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
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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)
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Berlie Doherty: Dear Nobody
Roddy Doyle: Paddy Clarke Ha Ha Ha
Daphne du Maurier: Rebecca
Sebastian Faulks: Birdsong
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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
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Gabriel Garcia Marquez: One Hundred Years of
Solitude
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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
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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
“I am not afraid of storms for I am learning how to sail my ship” Louisa May Alcott
Page 15
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Pre 20th Century Texts
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!
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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
Amy Tan: The Joy Luck Club
Amy Tan: The Kitchen God’s Wife
20th Poetry
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
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
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
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.
John Wyndham: The Chrysalids
John Wyndham: The Day of the Triffids
“All our dreams can come true, if we have the courage to pursue them.” Walt Disney
Page 16
SOME IDEAS FOR WIDER READING
Strong applicants to colleges and universities
tend to have explored their chosen subject
through wider reading outside the classroom, as
well as doing well in their examinations.
This is usually called ‘super-curricular’, rather
than ‘extra-curricular’, as it builds on and
enhances what you are studying in school.
Whether you are reading factual accounts or
extending your understanding of literature It is
important to read critically by thinking carefully
about the arguments, assumptions and
evidence being presented by the author.
Reading quality news sources can be a useful
way to encounter stories relevant to your
academic interests and, more generally, to
practise assessing arguments and weighing
evidence.
Some suggestions include:
Broadsheet newspapers: The Guardian, The
Times, Independent, Daily Telegraph
BBC News online: www.bbc.co.uk/
Al Jazeera English: www.aljazeera.com/
The Economist: www.economist.com/
CNN online: http://edition.cnn.com/
The New Statesman magazine.
You will also benefit by sites such
as http://www.bbc.co.uk/iwonder
which present a wide range of
interesting information about
numerous different subjects.
“If you don’t build your dream someone else will hire
you to help them build theirs” Dhirubhai Ambani
LITERARY AUTHORS:
The following writers
come highly
recommended and any
of their texts would
represent worthwhile
reading:
Pre-20th Century writers
Matthew Arnold
Jane Austen
William Blake
Charlotte Brontë
Emily Brontë
Robert Browning
John Bunyan
Lord Byron
Geoffrey Chaucer
William Congreve
John Clare
Samuel Taylor Coleridge
Wilkie Collins
Joseph Conrad
Daniel Defoe
Charles Dickens
John Donne
John Dryden
George Eliot
Henry Fielding
Elizabeth Gaskell
Oliver Goldsmith
Thomas Hardy
George Herbert
Robert Herrick
Gerard Manley Hopkins
Henry James
John Keats
Christopher Marlowe
Andrew Marvell
John Milton
Alexander Pope
William Shakespeare
Mary Shelley
Percy Bysshe Shelley
RB Sheridan
Edmund Spenser
Robert Louis Stevenson
Jonathan Swift
Alfred Lord Tennyson
Anthony Trollope
Henry Vaughan
HG Wells
Oscar Wilde
William Wordsworth
Sir Thomas Wyatt
20th Century writers:
Kingsley Amis
WH Auden
TS Eliot
EM Forster
Robert Frost
William Golding
Graham Greene
Seamus Heaney
Ted Hughes
Aldous Huxley
Elizabeth Jennings
James Joyce
Philip Larkin
DH Lawrence
Katherine Mansfield
Sean O’Casey
George Orwell
Wilfred Owen
Harold Pinter
Sylvia Plath
JB Priestley
Siegfried Sassoon
Peter Shaffer
George Bernard Shaw
RC Sherriff
Stevie Smith
Muriel Spark
Dylan Thomas
Edward Thomas
RS Thomas
William Trevor
Evelyn Waugh
Arnold Wesker
John Wyndham
WB Yeats
Writers from other
Cultures
Chinua Achebe
John Agard
Monica Ali
Moniza Alvi
Maya Angelou
Isaac Bashevis Singer
James Berry
Edward Braithwaite
Anita Desai
Emily Dickinson
F Scott Fitzgerald
Athol Fugard
Jamila Gavin
Nadine Gordimer
Doris Lessing
Arthur Miller
Les Murray
Beverly Naidoo
RK Narayan
Grace Nichols
Ruth Prawer Jhabvala
Bali Rai
Wole Soyinka
John Steinbeck
Meera Syal
Mildred D Taylor
Mark Twain
Derek Walcott
Walt Whitman
Tennessee Williams
Adeline Yen Mah
Page 17
Page 18
CORE SUBJECT OUTLINES
English Language and Literature
20
Mathematics
22
Science
Core Science
25
Double Science
27
Triple Science
29
ECS
31
Citizenship
33
PE
34
Computing
34
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
Page 19
ENGLISH LANGUAGE AND
ENGLISH LITERATURE
Exam Board:
AQA
Syllabus Code(s)
4705 (Eng Language)
9715 (Eng Literature)
Contact: [email protected]
Course Tier Information (where appropriate):
Higher tier: Grades A* — D Foundation tier: Grades B — G
Course Assessment:
English Language:
English Literature:
40%: Controlled Assessment
- Understanding Spoken and Written Texts and Writing Creatively
60%: External Examination
- Section A Reading (30%)
- Section B Writing (30%)
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, 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 in July of Year 9 with a creative writing controlled assessment as part of
their English Language GCSE. They will then move on to the novel 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
be followed by the Spoken Language Study.
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.
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
Page 20
COURSE OVERVIEW — ENGLISH LANGUAGE AND LITERATURE
YEAR 9 and YEAR 10
JULY 2014 - JULY 2015
Topics to be studied during the first year of the course.
1. Unit 3b part 1: Creative Writing
- recreations
4. Spoken Language (Controlled
Assessment)
2. Review writing practise.
5. Literature Unit 2: Conflict and
unseen poetry. English Literature
Exam: Poetry Across Time
3. Unit 3a: Extended Reading.
- Of Mice and Men (Controlled
Assessment)
YEAR 11
SEPTEMBER 2014 - JULY 2015
1. Unit 1: Understanding and
producing non-fiction texts.
- Reading and writing
preparation for the examination
(40%)
2. Unit 3b part 2: Creative Writing
- moving image/commissions
6 . Literature Unit 3: Shakespeare
and the Literary Heritage
controlled assessment
(40%)
8. Commissions/Moving Image
Controlled Assessment.
Topics to be studied during the second year of the course.
4. Unit 3a, b, c: controlled
assessment improvement based
on individual students’ needs
(40%)
3. Unit 1: Exploring Modern Texts
(short stories)
Controlled Assessments:
Writing: Recreations - July 2014
Reading: Spoken Language Study - October 2014
Extended Reading: Of Mice and Men/Lord of the Flies December 2014
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%)
Literature: Shakespeare and the Literary Heritage February 2015
Writing: Moving Image/Commissions - July 2015
Reading or Writing: as required - October 2015
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 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:
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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.
Page 21
MATHEMATICS - YEAR 11
Exam Board:
Edexcel
STATISTICS -YEAR 10
Syllabus Codes
1MAO
2ST01
Higher tier: Grades A* — D Foundation tier: Grades C — G
GCSE MATHEMATICS
Course Assessment:
Maths GCSE is assessed with a two paper examination.
Paper 1 50%
Higher Non-Calculator
Foundation Non-Calculator
1h 45m
1h 45m
Paper 2 50%
Higher Calculator
Foundation Calculator
1h 45m
1h 45m
Most 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 a few months before the exam, after the majority of the course has
been delivered, and after the 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, an
end of year assessment in Year 10, a school mock in Year 11, and also four Module assessments over the
course of the GCSE.
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.
GCSE STATISTICS
Year 10 will also be given the chance to sit an extra GCSE in June that utilises the Statistics element
covered in GCSE. For Higher Tier students this will include 2 or 3 extra topics that will be useful for A Level
Mathematics or Psychology.
There is one coursework task that will need to be completed in early Spring and is worth 25% of the final
mark. There is one written exam.
The teaching will be embedded in the general teaching for GCSE Mathematics
The exam on the 11th June is 1h 30 for Foundation and 2hs for Higher.
COURSE READING & SET TEXTS:
Higher: Edexcel GCSE Mathematics. Publisher: Pearsons ISBN 1 903133947
Foundation: Edexcel GCSE Mathematics. Publisher: Pearsons ISBN 1 903133904
A disk of each textbook is available for use on a PC (not a Mac)
Students should ask in the Maths Office for availability. This has examples, exercises and answers.
A copy of the MathsWatch CD is useful from the start of the course.
Pearsons’ Statistics Edexcel GCSE Coursebook ISBN 13: 9781846904547 ISBN 10: 1846904544
Specialist equipment required:
Calculator, angle indicator and a pair of compasses
Page 22
Homework:
Students will be set one home work every week.
For the majority of students this should be from a homework pack available they can upload on a USB. Staff will also
put a copy on Show MyHomework. Students can have a hard copy, but it will cost £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.
ANY OTHER INFORMATION:
Setting:
Students are fully set in Mathematics. This is based on End of Key Stage 3 Assessments. There are usually four Higher
groups and one Foundation group in each half year block. The Foundation group will follow the Linear Maths route
but at a slower pace, some students might be entered for Certificate of Maths is they are unable to grade on the
final mock in March 2015.
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; Password: tombraider (this is subject to change.)
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
COURSE OVERVIEW — MATHEMATICS
YEAR 9 and YEAR 10:
JUNE 2014 - JULY 2015
Summer Term for all Year 9
Converting between Decimals &
Fractions and Percentage
Angle rules and introduction to basic
circle theorems
YEAR 10
Foundation
Percentages/Fractions of an amount/
Sequences/Powers
Higher 1 and 2
Percentages/Pythagoras and Trig/
Sequences/Powers and Standard Index
Form
Foundation
Questionnaire and sampling/Averages/
Presenting Data
Coursework Practice
Higher 1 and 2
Questionnaire and Sampling/Averages/
Presenting Data
Coursework Practice
HANDLING DATA ASSESSMENT
Foundation
Algebra, simplifying expanding and
factorising.
Substitution. BIDMAS Directed number.
Solving Equations. Handling Data revision
GCSE Stats coursework actual piece.
Higher 1
factorising.
Substitution. BIDMAS Re-arranging
formulae. Solving Equations and
Inequalities. Handling Data revision
Higher 2
factorising. Including quadratics
Substitution. BIDMAS Re-arranging
formulae Solving Equations and
Inequalities. Handling Data revision
Foundation
Handling Data revision
GCSE Stats coursework final piece for
handing in.
Higher 1 and Higher 2
Handling Data revision
GCSE Stats coursework final piece for
handing in.
ALGEBRA ASSESSMENT
Foundation
Rounding and Estimating
Ordering and comparing numbers
Area and Perimeter and Volume
Properties of numbers
Co-ordinates
Reading and Plotting Graphs
Higher 1
Rounding, Estimating Accuracy and
Bounds.
Area and Volume
Graphing
Higher 2
Rounding, Estimating Accuracy and
Bounds.
Area and Volume
Graphing
HALF-TERM REVISION SESSIONS
Exam revision for all classes
STATISTICS EXAM 13th June
Foundation
Ratio and unit cost/price comparison
Bearings
Tessellations, Congruency and similarity
Higher 1
Ratio and unit cost/price comparison
Bearings
Higher 2
Ratio and Proportionality
Bearings
School Exams & possible set
changes
Page 23
COURSE OVERVIEW — MATHEMATICS
YEAR 11
SEPT 2015 - JULY 2016 Topics to be studied during the second year of the course.
Foundation
DMV and DST
Co-ordinates and co-ordinate geometry
Further solving equations and
inequalities
Harder substitutions
Trial and Improvement
Graph Plotting revision focus on linear
graphs
Simple quadratic plotting
Higher 1 and 2
DMV and DST
Co-ordinates and co-ordinate geometry
Solving harder equations
Drawing and solving inequalities
Vectors
Trial and Improvement
Harder Circle Theorems
Higher 2
Linear Programming
Foundation
Probability
Reminder of Fractions
Reminder of Percentages
Reminder of expanding and factorising
MOCK EXAMS
Linear Graphs (parallel lines and
checking points)
Ratio
Higher 1 and 2
Probability and Tree Diagrams, Similar
Reminder of Fractions
Reminder of Percentages
Revise solving simultaneous equations
Foundation
Loci and Construction
Pythagoras Theorem
Two-Way Tables
HCF and LCM
Prime Factor Trees
Co-ordinates,
Area, Surface Area and Volume of
Cylinders
Higher 1 and 2
Loci and Construction
Trigonometry
Two-Way Tables
HCF and LCM
Prime Factor Trees
Higher 2
Transforming Graphs
Foundation
Substitution, solving inequalities, Trial and
Improvement, revision of graphs and
graph plotting quadratic graphs
Higher 1 and 2
Students aiming for an A+ should cover:
Vector proofs, Advanced Trigonometry
Quadratics and Harder Factorising
SURDS
Proportionality
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.
MOCK EXAMS
Linear Graphs (parallel lines and
perpendicular properties)
Exam Analysis
“If you are not prepared to be wrong you will never come up with anything original” Ken Robinson
Page 24
BTEC FIRST EXTENDED CERTIFICATE in
APPLIED SCIENCE
Exam Board:
Edexcel
Syllabus Code(s)
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.
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 resources/ways to improve:
The course is mainly assignment-based and these are mostly written up in lessons. For this reason, 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.
The beautiful thing about learning is that no one can take it away from you. B.B. King
Page 25
COURSE OVERVIEW — BTEC FIRST AWARDS IN APPLIED SCIENCE
YEAR 10
SEPT 2014 - JULY 2015
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 8: Scientific Skills
(Externally assessed unit)
Unit 7: Health Applications of
Life Science
Page 26
SCIENCE & ADDITIONAL SCIENCE
Exam Board:
OCR
Syllabus Code(s)
J241 (Science A )
J242 (Additional Science)
Higher tier: Grades A* — C Foundation tier: Grades C — G
These are two separate GCSE qualifications. Students take Science A in Year 10 and Additional Science A
in Year 11.
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; chemistry 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 allowed.
Year 10: Two pieces of controlled assessment 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 explained; 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 controlled assessment 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 method 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.
Page 27
COURSE OVERVIEW — DOUBLE SCIENCE
YEAR 10
SEPT 2014 - JULY 2015 Topics to be studied during the first year of the course.
B1: You and your genes
C3: Chemicals in our lives – risks and
benefits
P3: Sustainable energy
P1: The Earth in the Universe
Controlled Assessment Case Study
and Data Analysis final deadline
P2: Radiation and life
Exam preparation
B2: Keeping healthy
B3: Life on Earth
C1: Air quality
C2: Material choices
and Data Analysis dependent on
individual teachers
and Data Analysis dependent on
individual teachers
YEAR 11
B4: The processes of life
C6: Chemical synthesis
P6: Radioactive materials
B5: Growth and development
P4: Explaining motion
Controlled Assessment Practical
Investigation final deadline
B6: Brain and mind
P5: Electric circuits
C4: Chemical patterns
C5: Chemicals of the natural
environment
Exam preparation
Investigation dependent on
individual teachers
Investigation dependent on
individual teachers
Page 28
TRIPLE SCIENCE: GCSE Biology; GCSE
Chemistry; GCSE Physics
Exam Board:
OCR
Syllabus Code(s)
J243 (Biology)
J244 (Chemistry)
J245 (Physics)
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 examinations 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 publisher CGP can be bought from the science
department. It is £21 for a set comprising: revision guide; workbook; answers to workbook questions. These
will cover the entire 2 year GCSE course and are only sold as complete sets by the science technicians.
Page 29
COURSE OVERVIEW — TRIPLE SCIENCE
YEAR 10
SEPT 2014 - JULY 2015
Biology B1: You and your genes
Biology B3: Life on Earth
Biology B2: Keeping Healthy
Biology B4: The process of life
Chemistry C1: Air quality
Chemistry C3: Chemicals in our lives
– risks and benefits
Biology B5: Growth and
Development
Chemistry C4: Chemical Patterns
Chemistry C2: Material Choices
Chemistry C5: Chemicals of the
Natural Environment
PhysicsP3: Sustainable energy
Physics P1: The Earth in the Universe
Physics P4: Explaining Motion
PhysicsP2: Radiation and Life
Physics P5: Electric Circuits
Controlled assessment Practical
Investigation – dependent upon
individual teachers
YEAR 11
SEPT 2015 - JULY 2016
Biology B6: Brain and Mind
Biology B7: Further biology
Chemistry C6: Chemical Synthesis
Chemistry C7: Further chemistry
Physics P6: Radioactive materials
Physics P7: Further physics
Revision for exams
Investigation – dependent upon
individual teachers
Page 30
ECS
Exam Board:
WJEC
Syllabus Code(s)
RE Spec B
One tier of entry: A* - G
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
tolerance for the beliefs and values of others. In the world of work employers look for someone with an
enquiring 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.
Unit 1 Topics are:
Unit 2 Topics are:








Relationships
Is it Fair?
Looking for meaning
Our World
Religion & Conflict
Religion & Medicine
Religious Expression
Authority – Religion & State
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.
Students will be provided with detailed revision materials during the course of Key Stage 4, as well as a
series of planned revision sessions.
Page 31
COURSE OVERVIEW — ECS
YEAR 10
SEPT 2014 - JULY 2015
Issues of peace, forgiveness and conflict
Issues of medical ethics and the sanctity of
life
Issues of justice and equality
Authority—Religion and State
Religious Expression
YEAR 11
Issues about God, life and Death
Issues of love, marriage and divorce
Exam preparation and study skills
timetable
Exploring creation and our place in the
world
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
Page 32
CITIZENSHIP
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 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 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 UK’s relations with the Commonwealth and the United Nations.
The wider issues and challenges of global interdependence and responsibility.
Page 33
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,
endurance, 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.
“To keep the body in good health is a duty… otherwise we shall not be able to keep our mind strong and clear.”
Buddha
Core Computing
Some students who have selected it as an Option will be studying information technology
and computer science in depth all students in Key Stage 4 will be taught to:

develop their capability, creativity and knowledge in computer science, digital media
and information technology

develop and apply their analytic, problem-solving, design, and computational
thinking skills

understand how changes in technology affect safety, including new ways to protect
their online privacy and identity, and how to identify and report a range of concerns.
This will be achieved through a series of enrichment activities through the course of Year 10
and 11 and also across the curriculum in different subjects.
“The digital revolution is far more significant than the invention of writing or even of printing.”
Douglas Engelbart
Page 34
OPTION SUBJECT OUTLINES
Art & Design
36
Business Studies
38
Business & Economics
40
Computing
42
ICT
44
Dance
46
Design & Technology Food Technology
48
Design & Technology Resistant Materials
50
Design & Technology Textiles
52
Drama
54
Geography
56
History
58
Media Studies
60
Modern Foreign Languages
62
Community Languages
65
Music
66
Physical Education
68
Sociology
70
Sustainability Skills (BTec)
72
“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
Page 35
ART & DESIGN
Exam Board:
Edexcel
Syllabus Code(s)
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 students produce a final piece of work.
Unit 1: Students are assessed on 45 hours of work produced in controlled classroom conditions. The portfolio 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, demonstrating 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 understanding, 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.
Page 36
COURSE OVERVIEW — ART & DESIGN
YEAR 10
SEPT 2014 - JULY 2015
First project theme: Surfaces
Surfaces continues
Second project theme: Revolution
Introductory skills building sessions in the
formal elements meeting the four
assessment objectives
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.
Recording and analysing reference
material and integrating it with the
developing work. Sourcing primary and
contextual references for personal ideas.
Developing an introductory personal
project chosen by the student that relates
to the theme and brings together all the
skills learnt in this term.
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.
Page 37
BUSINESS STUDIES
Exam Board:
Edexcel JD933
Syllabus Code(s)
BTEC Business
Level 2 Certificate in Business:
One tier of entry: Distinction* - Pass (The BTEC Certificate is the equivalent of two GCSEs)
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
Page 38
COURSE OVERVIEW — BUSINESS STUDIES
YEAR 10
SEPT 2014 - JULY 2015
Unit 1: Enterprise in the Business World
Unit 2: Finance for Business




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.
Costs involved in business and how
businesses make profit
How businesses plan for success
How businesses measure success
and identify areas for improvement
.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
Unit 3: Promoting a Brand


The use of branding and the
promotional mix 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
Unit 8: Principles of Marketing
Unit 14: Business Online





Produce documents for specific job
roles
Demonstrate interview skills and
plan career development

The role of marketing within
business
How businesses use market
research to make marketing
decisions
Business activity online
The use and features of websites
Design a website to meet the
needs of a business
The use of the marketing mix
How friends and family can help support students at Key
Stage 4







possible.
events.
Finding out if there is anything they particularly need help with
– e.g. spelling (you could test them too!)
homework and coursework
Page 39
BUSINESS AND ECONOMICS
Exam Board:
Edexcel
Syllabus Code(s)
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 (2 nd Edition) ISBN: 9780340983461
Page 40
COURSE OVERVIEW — BUSINESS & ECONOMICS
YEAR 10
SEPT 2014 - JULY 2015
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?
timetable
Unit 5.4 Is growth good?
Unit 5 Exam
Unit 1 Exam
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?
Page 41
GCSE COMPUTING
Exam Board:
Syllabus Code(s)
Course Assessment:
75% 2 hour examination
In this unit will gain an understanding of what algorithms are, what they are used for and how they work;
ability to interpret, amend and create algorithms. An understanding of binary representation, data representation, data storage and compression, encryption and databases; ability to use SQL to insert, amend
and extract data stored in a structured database. Further to this an understanding of components of
computer systems; ability to construct truth tables, produce logic statements and read and interpret fragments of assembly code. Also, an understanding of computer networks, the internet and the world wide
web; ability to use HTML and CSS to construct web pages. Gain an awareness of emerging trends in computing technologies, the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues.. The total number of marks available for the examination paper is 90.
25% Controlled Assessment
This is a practical ‘making task’ that enables students to demonstrate their computational techniques using a programming language. Students will decompose problems into sub-problems, create original algorithms or work with algorithms produced by others and design, write, test, and evaluate programs.
The content of the Edexcel GCSE in Computer Science is based on and mapped against the Computer
Science curriculum for schools produced by the CAS Working Group.
The aims of the Edexcel GCSE in Computer Science are to enable learners to:
 develop knowledge and understanding of the fundamental principles and concepts of computer
science
 develop and apply computational thinking skills to analyse problems and design solutions across a
range of contexts
 gain practical experience of designing, writing, and testing computer programs that accomplish
specific goals
 develop the ability to reason, explain and evaluate computing solutions
 develop awareness of current and emerging trends in computing technologies
 develop awareness of the impact of computing on individuals, society and the environment, including
ethical, legal and ownership issues Useful resources/ ways to improve:
 communicate computer science concepts and explain computational solutions clearly and concisely
using appropriate terminology.
The unit is internally assessed under controlled conditions. Students must complete a controlled
assessment task provided by Edexcel. Students must complete the task within 15 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 50.
The core textbooks used:
•
Edexcel GCSE Computer Science Student Book (ISBN: 9781471837357)
Page 42
COURSE OVERVIEW — COMPUTING
YEAR 10
SEPT 2014 - JULY 2015
Unit 1 – Principles of Computer
Science (Examination)
Topic 1: Problem solving
Topic 2: Programming
Topic 3: Data
Topic 4: Computers
Topic 5: Communication and the
internet
Topic 6: The bigger picture
YEAR 11
SEPTEMBER 2014 - JUNE 2015
(Review and extension)
Unit 2 – Practical Programming
(Controlled Assessment)
•
•
(Review and revision)
Controlled assessment
Topic 1: Problem solving
Topic 3: Data
Topic 4: Computers
Topic 5: Communication and the
internet
Topic 6: The bigger picture
Page 43
GCSE ICT\COMPUTING
Exam Board:
Exdexcel
Syllabus Code(s)
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 wellbeing 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 practice.
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)
Page 44
COURSE OVERVIEW — GCSE ICT\COMPUTING
YEAR 10
SEPT 2014 - JULY 2015
Unit 2 – Using Digital Tools (Controlled
Assessment)
Assessment)
Assessment)
Including:
Topic 1: Research and information
gathering
Including:
Topic 2: Modelling
Topic 3: Digital publishing
Including:
Topic 4: Evaluating outcomes
YEAR 11
Unit 1 – Living in a Digital World
(Examination)
(Examination)
(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
Page 45
DANCE
Exam Board:
AQA
Syllabus Code(s)
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
Page 46
COURSE OVERVIEW — DANCE
YEAR 10
SEPT 2014 - JULY 2015
Safe Practice as a performer
Unit 4a - Solo Composition
The skills required for dance composition
(solo)
Improving Dance Performance Skills
Unit 2 - Set Dance “Impulse”
Unit 1 - Critical Appreciation of Dance
Professional Dance Work
“Swansong” (1987) By Christopher Bruce
YEAR 11
Unit 2 Set Dance “Find it”
The skills required for dance composition
(group)
Unit 3 Dance Performance in a Duet /
Group
Unit 4b Dance Composition
Unit 1- Critical Appreciation of Dance
Professional Dance Work “Perfect” (2005)
Motionhouse Dance Company
Choreography By Kevin Finnan
Critical Appreciation of Dance revision
“Perfect” (2005) Motionhouse Dance
Company, Choreography by Kevin Finnan
“Swansong” (1987) English National Ballet,
Choreography by Christopher Bruce
Page 47
D & T: FOOD TECHNOLOGY
Exam Board:
AQA
Syllabus Code(s)
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 two Design and Make assignments: the School Dinners and Baked Product
projects. 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 and will take up 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
AQA GCSE Textbook Nelson Thornes ISBN: 978 1 4085 0272 3
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.
Page 48
COURSE OVERVIEW — DESIGN TECHNOLOGY - Food Technology
YEAR 10
SEPT 2014 - JULY 2015
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
continues.
Preparation for examination ongoing
Y11 major project completion
timetable
continues.
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!)
Page 49
D & T: RESISTANT MATERIALS
Exam Board:
AQA
Syllabus Code(s)
4560
Course Assessment:
Coursework 60%
Written Exam 40%
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.
Page 50
COURSE OVERVIEW — DESIGN TECHNOLOGY - Resistant Materials
YEAR 10
SEPT 2014 - JULY 2015
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
wood
Unit 2 continued
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
timetable
Controlled Assessment Completion
Pre – release exam preparation
Theme: Chosen by AQA
How friends and family can help support students at Key Stage 4







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
Page 51
D & T: TEXTILES TECHNOLOGY
Exam Board:
AQA
Syllabus Code(s)
4570
Course Assessment:
Coursework 60%
Written Exam 40%
This textiles course is a design and make journey that develops skills and confidence in the planning and
construction of textiles products.
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 practical skills to become able and
proficient in a wide range of techniques to enable them to feel confident to take on their coursework,
controlled assessment in year 11.
A planned series of activities, outlined 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.
Page 52
COURSE OVERVIEW — DESIGN TECHNOLOGY - Textiles Technology
YEAR 10
SEPT 2014 - JULY 2015
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 premanufactured 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
Testing
Modifications/ Final Evaluation
Continued
Evaluation
Quality Control (QC)
Quality Assurance (QA)
Pre – release exam preparation.
Theme: Chosen by AQA
timetable
Controlled Assessment Completion
Stage 4








etc.
possible.
texts.
events.
Offer critical feedback on your child’s design work.
Page 53
DRAMA
Exam Board:
AQA
Syllabus Code(s)
4242
Course Assessment:
Unit 1 - Written Paper
Unit 2 - Practical Work
1hr 30mins
40%
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
Page 54
COURSE OVERVIEW — DRAMA
YEAR 10
SEPT 2014 - JULY 2015
Introduction to skills and writing
monologues
Unit 2 Part A Devised Drama (Mock)
‘Derek Bentley/Madness”’
Street Accident
Choice from:
Madness
Craig and Bentley
Young Offenders
Physical Theatre
London Riots
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
Unit 1
Preparation for devised performance (in
groups)
Unit 2 Part B
Scripted Play
“Metamorphosis”
Exam in Nov 2014
Exam Date March 2015
Exam preparation
Play Review (800-1000 words)
Page 55
GEOGRAPHY
Exam Board:
EdExcel
Syllabus Code(s)
Geography B
Course Assessment:
Examination 75%
Paper 1 (1¼ hr) (25%) - Dynamic Planet
Paper 2 (1¼ hr) (25%) - People and the planet
P
Paper 2 (1½ hr) (25%) - Making Geographical Decisions
Controlled Assessment 25%
Fieldwork Enquiry (25%) - based on field work
The GCSE course is based around 3 themes:
1.
Dynamic Planet
Section A: Restless Earth, Changing Climate, Water World, Battle for Biosphere.
Section B: River processes and pressures
Section C: Extreme environments
2.
People and the Planet
Section A: Population dynamics, Consuming Resources, Globalisation and development
dilemmas.
Section B: The changing economy of the UK
Section C: The challenges of an urban world
3.
Making Geographical Decisions—related to sustainable development and environmental issues.
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)
My Revision Notes: Edexcel B GCSE Geography 2nd Edition by Cameron Donn and Nigel Yates ISBN 978
1444193930
Page 56
COURSE OVERVIEW — GEOGRAPHY
YEAR 10
SEPT 2014 - JULY 2015
Restless Earth
Water World
Population Dynamics
Changing Climate
River Processes
Consuming Resources
Biosphere
Extreme Environments
YEAR 11
Controlled Assignment
Changing Economy of the UK
Globalisation
Challenges of the Urban World
Revision
Page 57
HISTORY
Exam Board:
OCR
Syllabus Code(s)
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 19051939.
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 lessons 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.
Useful Website Addresses:
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
Page 58
COURSE OVERVIEW — HISTORY
YEAR 10
SEPT 2014 - JULY 2015
Depth Study
USA, 1945-1975: Land of Freedom?
How successful was the struggle for Civil
Rights in the 1950s?
USA, 1945-1975: Land of Freedom?
Who improved Civil Rights the most in the
1960s and 1970s?
YEAR 11
Historical Enquiry
Russia 1905-1939
Students complete Controlled Assessment
Depth Study
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
McCarthyism. Why were Americans afraid
of Communism after World War II?
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
“Live as if you were to die tomorrow. Learn as if you were to live forever” Mahatma Gandhi
Page 59
MEDIA STUDIES
Exam Board:
AQA
Syllabus Code(s)
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: TV Drama promotion
Assignment 3. Practical Production: Music Video
Examination: 40%
– SciFi Films
Unit 1: Investigation the Media
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.
Page 60
COURSE OVERVIEW — MEDIA STUDIES
YEAR 10
SEPT 2014 - JULY 2015
Introduction to key skills and concepts
Unit 2: Understanding the Media
Assignment 2
Cross-Media Study: TV Crime Drama
Promotion
 Research into promotional
methods
 Production of a website and
storyboard of trailer to promote a
new TV Crime drama
 1000 word analysis of a TV Crime
drama’s promotional campaign
Special Projects:
Green Screen
Animation
Short Films
Music Videos
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
National Schools Films Week
Reward Visits:
BBC
BFI
Advertising Agency
Production Company
Model UN Press Team
BBC School News Report
BBC School News Report
YEAR 11
Assignment 3
Music Promotion
 3 min Music Video / Promotional
Print Campaign (3 pages)
 12 pages planning and research
 800 word Evaluation
Unit 1: External Assessment Topic
programme
Television News (2015)
Science Fiction Films (2016)
The Controlled Test for Unit 1 will take
place during June 2015.
Model UN Press Team
It takes the form of a 1hr 30 minute
exam in formal conditions.
Participation in GCSE Art, DT and
Media Studies show.
Students receive the brief in advance
in May 2015
Page 61
MODERN FOREIGN LANGUAGES
Exam Board:
AQA
Syllabus Code(s)
4655 (French)
4695 (Spanish)
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
Page 62
COURSE OVERVIEW — FRENCH
YEAR 10
SEPT 2014 - JULY 2015
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
Revision, exam preparation and study skills
timetable
Module 9
Discuss: Global issues/ problems in your
area/ environmental projects
Discussing the environment.
Using direct object pronouns in the perfect
tense.
Page 63
COURSE OVERVIEW — SPANISH
YEAR 10
SEPT 2014 - JULY 2015
Module 1
Leisure:
Talking about holidays, weather,
accommodation and activities
Use of irregular verbs in the preterite
tense.
Module 3
Work and education:
Giving your opinion on school subjects.
Describing your routine.
Producing descriptions of school life.
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.
Writing C/A 2
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 4
Lifestyle
Talking about your family using possessive
adjectives.
Talking about relationship using ser and
estar
Talking about daily routine using reflexive
verbs.
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 8
Lifestyle
Talking about the illness and body using
reflexive verbs in the perfect tense.
Talking about how to stay in good shape.
Revision, exam preparation and study skills
timetable
Writing C/A 3
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 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.
Page 64
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:
Without controlled assessment
Classical Greek
Turkish
Japanese
Dutch
Bengali
Russian
Guajarati
Modern Hebrew
Arabic
Persian
Panjabi
Modern Greek
Portuguese
Polish
With controlled assessment
French
Italian
Spanish
Chinese ( Mandarin)
German
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.
Page 65
MUSIC
Exam Board:
OCR
Syllabus Code(s)
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.
Page 66
COURSE OVERVIEW — MUSIC
YEAR 10
SEPT 2014 - JULY 2015
General introduction to the course
including planning coursework stages.
My Music
Dance Music
My Music
Shared Music
My Music
Dance Music
My Music
Shared Music
My Music
Shared Music
My Music
Dance Music
YEAR 11
My Music
Dance Music
Shared Music
My Music
Descriptive Music
My Music
Descriptive Music
timetable
My Music
Descriptive Music
Stage 4







etc.
possible.
texts.
events.
Page 67
PHYSICAL EDUCATION
Exam Board:
Edexcel
Syllabus Code(s)
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: A healthy, active lifestyle and your cardio-vascular
 Healthy, Active Lifestyles;
system;
 Healthy, active lifestyles and how they benefit you;
 A healthy, active lifestyle and your respiratory sys-
 Influences on your healthy, active lifestyle;
tem;
 Exercise and fitness as part of your healthy, active lifestyle;
 A healthy, active lifestyle and your muscular system;
 Physical activity as part of your healthy active lifestyle;
 A healthy, active lifestyle and your skeletal system;
 Your personal health and wellbeing;
 Physical activity and your healthy mind and body
 Your Healthy, Active 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 an accredited Leadership course.
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 9781-4469-0363-9
Page 68
COURSE OVERVIEW — PHYSICAL EDUCATION
YEAR 10
SEPT 2014 - JULY 2015
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
timetable
Stage 4







etc.
Encouraging students to read as widely and frequently
as possible.
texts.
Engage students in conversations about current affairs
and events.
Page 69
SOCIOLOGY
Exam Board:
AQA
Syllabus Code(s)
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.
Page 70
COURSE OVERVIEW — SOCIOLOGY
YEAR 10
SEPT 2014 - JULY 2015
Families & Households
Education
Studying Society
Education
Studying Society
Crime & Deviance
YEAR 11
Crime & Deviance
Social Inequality
Revision and exam preparation
Mass Media
Page 71
BTEC Sustainability Skills Level 2
Specialist Qualification
Exam Board:
EdExcel
Syllabus Code(s)
QCF 500/9387/3
Course Tier Information:
One tier
Course Assessment: 100% coursework
100% BTEC Sustainability Skills Level 2 (QCF) is a Specialist Qualification in that it is designed to provide
work-related qualifications in a range of sectors.
It provides students with the knowledge, understanding and skills that they need to prepare for
employment. It also provides career development opportunities for students and is taught at colleges
around the UK.
This Specialist Qualification provides much of the underpinning knowledge and understanding for the
National Occupational Standards for the sector, where these are appropriate. The relevant Standards
Setting Body (SSB) or Sector Skills council (SSC) supports them. A number of BTEC Specialist qualifications
are recognised as the knowledge components of Apprenticeships Frameworks.
Sustainability Skills are flexible, personal development qualifications designed to teach students what it
means to be a global citizen. Students will develop a range of knowledge, skills and understanding that is
essential for successful performance in work and life. Learning is part of the MySkills suite and based
around 4 central themes:

Personal Skills to Develop the Skills that contribute to Healthy, Happy Lives, such as Personal Identity
and Social Relationships.

Citizenship Skills includes units that teach Responsible Citizenship, such as Community Action, Rights
and Responsibilities.

Workplace Skills provide students with the Opportunity to Develop the Core Skills needed to
Succeed in Working Life, such as Teamwork and Leadership.

Sustainability Skills (Geography) include Core Learning about the Environment, such as Sustainable
Buildings and Waste Management that will help Create Environmentally Aware Students.
On successful completion of this BTEC Specialist qualification students can progress to or within
employment and or continue their study in the same or related vocational areas.
Many themes covered in this qualification are already being taught in English, Maths, Science, ECS,
History, PSHE, Art, Drama, Citizenship & Geography lessons, etc. so students work at GCSE level can be
‘mapped’ and through this they can achieve a recognised qualification.
How does it all work?
Sustainability Skills L2 comes in two sizes – Award and Certificate. For those students who need more
support to achieve the certificate there are units available from Edexcel at Entry Level 3, and Level 1. It is
designed to be flexible so that it can be shaped to meet the needs of each individual student.
This qualification is roll-on, roll-off so students can be registered and enrolled onto this course at any time
of the year.
On successful completion of this course students can achieve either:

BTEC Award in Sustainability Skills Level 2 (6 credits minimum)

BTEC Certificate in Sustainability Skills Level 2 (13 credits minimum)
Page 72
COURSE OVERVIEW — BTEC Sustainability Skills
YEAR 10
SEPT 2014 - JULY 2015
Unit 37:
Working as a Team (3 credits)
Unit 38:
Learning from More Experienced People (2
credits)
Unit 30:
Sustainability Skills (3 credits)
Unit 31:
Healthy Life-styles (1 credit
YEAR 11
Unit 30:
Sustainability Skills (3 credits)
Unit 40:
The Changing Nature of Society in the UK
(1 credit)
Unit 41:
World Wide Citizenship (1 credit)
Unit 31:
Healthy Life-styles (1 credit)
Page 73

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