KS4 Book - work in progress with old pics

Transcription

Queen Elizabeth II
High School
Key Stage 4
Prospectus 2012
Introduction by the Head
Dear Parent/Guardian,
We will be holding our 14–19 Educa on Informa on Evening on
Thursday 15th March. This will provide an opportunity to find out
about subjects not just for Year 10 and 11, but also where this
might lead post‐16. Representa ves from the Careers service,
the IOM College and the world of work will also be present. I
hope you will be able to a end.
This booklet is designed to explain to you the Key Stage 4
curriculum which students study in Years 10 and 11.
The Manx Na onal Curriculum encourages students to maintain a
broad and balanced course of study which enables them to keep
their career op ons as open as possible. All students study the core
subjects of English, Mathema cs and Science at GCSE level, while
Religious Educa on, Manx Ci zenship, Careers and Games remain part
of the basic curriculum experience. Most students con nue with at least
one Humani es subject and one Modern Foreign Language for GCSE.
All students will spend six lessons a week studying Core Science. At the end of Year 10 they will choose from
further science op ons: separate sciences; addi onal science; addi onal applied science; possibly other
sciences. The first two of these are en rely appropriate to con nue into the Sixth Form to study Science AS/
A2 levels.
We also recognise that some young people have definite leanings towards certain areas of study and away
from others. For this reason, we have built into the curriculum an element of choice in the op on columns.
While we cannot guarantee that there will be enough places on very popular subject op ons due to staffing
and room constraints, we will obviously endeavour to meet your choices as far as possible. It is important
when choosing to consider both your child’s ap tude and his or her possible career aims. At this stage, many
young people do not have clear career ambi ons and the choices really depend upon their interests and
strengths.
Once you have discussed your son or daughter’s interests and abili es with him or her and with the teachers,
you should complete the op ons form and return it to the Form Tutor by Friday 23rd March 2012. Groups
will then be decided and we will confirm the curriculum with you in the Summer Term. If you have any
queries you should contact Miss White at the School. Please note that while we will consider changes to
op on choices during the summer term, these may not always be possible if groups are full.
Queen Elizabeth II High School is proud of its reputa on for success at GCSE. We recognise that this is due not
only to the experience and dedica on of the teachers but also to the hard work of students and the support
and partnership of parents. We are all working to the same goal: to achieve the best for our young people so
that they go on to live successful adult lives. I hope that you find the informa on here useful ‐ we are always
happy to assist in any way ‐ and look forward to working together in future.
Sue Moore
Head
Choices for Key Stage 4
The transi on between Key Stages 3 and 4 marks an extremely important me for Year 9 students. Choices
made at this me will have a considerable influence on career pathways and opportuni es within future
educa on, both at school and beyond.
You will in the near future, have to choose between some subjects or even start a new subject course.
These Key Stage 4 courses are the ones in which you will be examined at the end of Year 11 for the General
Cer ficate of Secondary Educa on (GCSE) or equivalent.
WHY A CHOICE?



It is important to understand why there is a choice to be made. The first reason is simply a ma er
of me. Key Stage 4 courses require a greater breadth and depth of knowledge; there is simply not
enough curriculum me for every subject to be con nued from Key Stage 3.
Each individual has a unique array of skills and talents. It is important for each student to
concentrate their efforts into those subjects which will bring them most success.
At Key Stage 4 students may tailor their curriculum to suit their specific interests, talents and
aspira ons. In this way they will hopefully work with the commitment and determina on necessary
to bring success.
WHAT TO CHOOSE?
It is not necessary for Year Nine students to know what career they will ul mately follow in order to make
good choices for Key Stage 4 courses. However, it is vital that the chosen subjects provide the right
background for each student to move forward with confidence to the next stage in their educa on or to
successfully obtain worthwhile employment. It is advisable for students to undertake a good balance of
subjects that will prepare them for the dynamic job market of the future.
Therefore, it is crucial that the choices made reflect not only talents and interests but that they also take
account of future ambi ons and goals.
HOW TO CHOOSE
Trying to decide exactly which curriculum is the right one can be difficult. There are many things to consider
and factors to review. The following ideas may provide some basic guidance.

If you find the challenges of academic work easy, enjoyable and wish to con nue with your
educa on for as long as possible, it would be wise to aim for as many GCSE examina on subjects as
possible. This will help you to move to Advanced Level study and eventually to University.

If you are not sure which career pathway you may want to take in the future you must aim for a
broad and balanced curriculum which will allow you to make career choices later on. Choose
subjects that you enjoy, that you think will bring you examina on success and that will help you to
move forward at the end of Year 11. Obviously it is not advisable to choose subjects merely on the
basis of friendship groups!

If you find academic learning more difficult, it is important that you concentrate on doing well in the
basic curriculum subjects. You may excel at voca onal study, and therefore enjoy the challenges of
the ASDAN Cope: Level 2 Course. If you work hard and seek help when required, you will obtain
good examina on results. This will enable you to progress to further study or into the world of
work.
SOURCES OF HELP AND ADVICE
If you have definite plans for the future, with a par cular career in mind, make sure that your choice of
subjects will allow you to meet your objec ves. If your ideas are currently unstructured it is also important
that you seek suitable advice. Informa on about Career entry requirements can be obtained from the
Library or from the Careers Centre. Tutorial me will be used to examine op on choices and to discuss
different career pathways. Teaching staff will be more than happy to discuss the merits of their subjects at
GCSE level and Key Stage 4 students are a valuable source of informa on and insights.
It is crucial that each student obtains all informa on possible and explores all avenues of advice available in
order to make these important decisions.
Key Stage 4 Curriculum 2012—2014 This Key Stage 4 curriculum, in line with The Manx Na onal Curriculum, aims to provide high quality
learning opportuni es which will meet the needs and aspira ons of all our students. It allows them to
specialise within areas of par cular interest but should prevent them from unnecessarily constric ng their
learning programme.




All students must study the core curriculum
Students will be given the opportunity to make a further choice for separate, addi onal or addi onal
applied science at the end of year ten
The School will try to give students the opportunity to study the subjects that they indicate on the
Op ons Form. However, if some groups are oversubscribed, students may have to reconsider their
op ons. Moreover, if a subject fails to recruit 10 students it may not run and these students will
then have to be accommodated within other GCSE subjects
Some students may have the op on to study for the Asdan / CoPE qualifica on. This voca onal
op on is for nominated students only and covers two op on choices
Further subject informa on can be obtained from the following websites:
h p://web.aqa.org.uk
h p://www.edexcel.com
TO COMPLETE THE OPTIONS FORM.


Make
no
In each of the
that this is your
E.g.

In each of the
E.g.
Food
1
mark within the Core Column; it is given for informa on only.
Columns 1 – 4 circle the subject that you wish to study and indicate
first choice by marking it with a “1”.
Graphics
R
Columns 1 – 4 also mark a reserve choice and mark it with an “R”.
ALL FORMS MUST BE RETURNED TO YOUR TUTOR BY 23rd MARCH. STUDENTS WHO RETURN FORMS
AFTER THIS DATE MAY NOT OBTAIN THEIR FIRST CHOICE OF OPTIONS.
STUDENTS WILL BE INFOMED ABOUT THEIR CURRICULUM PROGRAMME BY THEIR TUTOR IN THE SUMMER
TERM.
Once Op ons have been allocated, the curriculum programme for Key Stage 4 is finalised and staff are
assigned to teaching groups. It is difficult to rearrange individual programmes a er this me and we would
urge students to consider choices very carefully before submi ng their Op ons Form.
Any subsequent request to change a subject op on must be submi ed in wri ng to Miss White by a
parent/guardian. If a change is possible at this stage, teaching staff will be consulted before a decision is
made; parents will then be informed of this decision in wri ng.
Year 10 Options 2012—2014
Core
Maths
Op on 1
Op on 2
Op on 3
Op on 4
French
Art
Art
Business
Studies BTEC
Science
English
German
ASDAN CoPE
ICT BTEC
French
Geography
Food
Manx
Geography
Graphic
Communica on
Music
Resistant
Materials
History
History
Religious
Educa on
Tex les
Physical
Educa on
Performing Arts
Resistant
Materials
Religious
Educa on
Careers
Ci zenship
Games
Electronics
Subject Profiles
English
English Language & Literature
Mathema cs
Science
Art
ASDAN / CoPE
Business Studies
Economics
Electronics
Food
French
Geography
German
Graphic Communica on
History
ICT
Manx
Music
Performing Arts
Physical Educa on
Religious Educa on
Resistant Materials
Tex les
English
Mrs A. Quine
Details of the Examina on Specifica on
AQA 4702 English
Subject Content
Reading Non‐Fic on Texts
Speaking and Listening
Crea ng own texts
Study of a play by Shakespeare
Study of a text from another culture*
Study of a text from English Literary Heritage*
(* one of these should be prose, one poetry)
Resources
Exam copies of texts will be provided.
If students wish to annotate texts for prepara on for Controlled Assessment they may wish to purchase
their own personal copy.
Students are expected to bring wri ng equipment to all lessons.
How is the Course Assessed?
1 exam – Reading Non‐Fic on texts – students will sit this in June of Year 11.
Other aspects of the course are assessed through Controlled Assessment: 5 pieces of Controlled
Assessment over the 2 years of the course.
Deadlines:
The Controlled Assessments occur during the course of Year 10 and 11. Students will be given the dates at
the beginning of the academic year.
What is Expected of the Student?

Good a endance in order to prepare for Controlled Assessment

A willingness to think independently about the texts studied and to arrive at their own conclusions

An ability to express their ideas in clear, wri en English

To prepare conscien ously for the examina ons
Addi onal Informa on:
It is expected that students within sets 5 and 6 will be entered for English
Decisions as to the er of examina on entry (Higher or Founda on) will be made during the course of Year
10 and 11.
English Language & Literature
Mrs A. Quine
AQA 4707 English Language and 4710 English Literature
Subject Content
English Language
Reading and Wri ng Non‐Fic on Texts
Speaking and Listening
Study of literature text
Crea ng own texts
Spoken Language Study
English Literature
Study of text from Other Cultures
Study of selec on of short stories or a novel
Study of selec on of Poetry
Study of text by Shakespeare
Study of one other text from Literary Heritage
Resources
Exam copies of texts will be provided.
If students wish to annotate texts for prepara on for Controlled Assessment they may wish to purchase
their own personal copy.
Students are expected to bring wri ng equipment to all lessons.


English Language – 1 exam – Reading and Wri ng Non‐Fic on Texts
English Literature – 2 exams – Unit 1: Exploring Texts; Unit 2: Poetry
Other aspects of the course are assessed through Controlled Assessment.
Deadlines:
The Controlled Assessments occur during the course of Year 10 and 11. Students will be given the dates at
the beginning of the academic year.

Good a endance in order to prepare for Controlled Assessment

A willingness to think independently about the texts studied and to arrive at their own conclusions

An ability to express their ideas in clear, wri en English

To prepare conscien ously for the examina ons
Addi onal Informa on:
It is expected that students within the top 4 sets will be entered for English Language and English Literature
2 GCSEs are awarded.
Students must study both (or the ‘English’ qualifica on) in order to meet the requirements of the Na onal
Curriculum.
Decisions pertaining to the er of examina on entry (Higher or Founda on) will be made during the course
of Year 10 and 11.
Due to changes in the specifica on, all exams will now be taken in the May/June of Year 11.
Mathematics
Mrs B. Hewson
Due to the changes being introduced in the UK regarding examina ons at GCSE, the modular GCSE,
currently being studied by our year 10 and 11 students , will no longer be available in the present format.
The exam Board, AQA, have s ll to finalise their specifica ons including structure and mings of
examina ons. Due to this uncertainty we are intending to change back to the Edexcel IGCSE (Interna onal
GCSE) which was our KS4 course before the new Modular GCSE was introduced.
This decision may be changed when the new specifica ons are known.
Subject Content
Aims of the IGCSE course
 To develop a knowledge and understanding of mathema cal concepts and techniques
 To give students a founda on in mathema cal skills for further study in the subject or related areas
 To enable students to enjoy using and applying mathema cal techniques and concepts, and become
confident in using mathema cs to solve problems
 To give students an apprecia on of the importance of mathema cs in society, employment and study
Knowledge, skills and understanding
The Edexcel IGCSE in Mathema cs requires students to demonstrate applica on and understanding of the
following:
Number
 Use numerical skills in a purely mathema cal way and in real‐life situa ons
Algebra
 Use le ers as equivalent to numbers and as variables
 Understand the dis nc on between expressions, equa ons and formulae
 Use algebra to set up and solve problems
 Demonstrate manipula ve skills
 Construct and use graphs.
Geometry
 Use proper es of angles
 Understand a range of transforma ons
 Work within the metric system
 Understand ideas of space and shape
 Use ruler, compasses and protractor appropriately
Sta s cs
 Understand basic ideas of sta s cal averages
 Use a range of sta s cal techniques
 Use basic ideas of probability
Resources
Textbooks and other wri en resources will be supplied.
Each student is expected to bring a pen, pencil, ruler, scien fic calculator and mathema cal instruments to
all lessons.
Addi onal material including homework sheets, prac ce exam papers etc. will be available on the school’s
Wiki so access to this will be an advantage.
The Edexcel IGCSE (Interna onal GCSE) has two ers of entry, higher or founda on.
The students are assessed at each er by two wri en papers at the end of year 11.
Each paper is worth 50% of the total marks and lasts for two hours.
Students are allowed to use a calculator in both papers.
The grades available are A* to D for the higher er and C to G for the founda on er. If a student fails to
achieve the lowest grade available at their er they will be awarded ‘Ungraded’.
All students will therefore be entered for an exam which gives them the opportunity to achieve a grade C.
The course does not contain a coursework element.
Mathematics (cont.)
Mrs B. Hewson
Each student is expected to show the degree of commitment required to reach their full poten al in this
fundamentally important subject. All students must bring the correct equipment to the lessons. It is
essen al that students have their own calculator and become familiar with its use throughout the course.
Students must ensure that all deadlines for homeworks are met.
Addi onal Informa on
Students in year 10 will be grouped into six sets according to ability, based on their end of Key Stage 3
examina on results, year 9 module test results and teacher assessment.
It may be possible for students to change sets during year 10 if their work and test results show that they
have been misplaced and would make more progress in a different set.
Students in sets 1, 2 and 3 and possibly some of set 4 will be entered for the higher er. All other students
will be entered for the founda on er.
Science
Mr J. Barker
At Queen Elizabeth II High School we study a range of science courses that are designed to meet the
different needs of our students. This offers flexibility and a genuine choice to students to prepare them for
the next stage in their learning and match their interests. We follow the AQA courses including AQA Science
A.
Core Science for everyone
All students follow a core set of units which are common to the Year 10 ‘Science A’ GCSE and the separate
‘Biology’, ‘Chemistry’ and ‘Physics’ GCSEs. This forms the basis of their Year 10 science work and is designed
to give all learners an awareness and understanding of the key scien fic ideas that face all of us daily
whether we work in science or any other career. The units give students the background to understand the
science and develop the skills to be able to determine if the science really supports claims made in our lives
as a householder, parent, pa ent, voter or juror.
Op ons and Pathways in Science
Students may be offered the opportunity to study three separate AQA GCSEs in Biology, Chemistry and
Physics. These are two‐year courses running from the end of Year 9 un l the Summer in Year 11. These
courses are for students who wish to study Science in depth and are ideal prepara on for students
intending to go on to study A Level Sciences. In Year 10 the units taught are the same as those in GCSE
Science that would allow students who find this course too demanding to transfer to GCSE Addi onal
Science courses towards the end of the year. Each Science will be taught by a subject specialist and in Year
11 students will explore these subjects and their applica ons in fascina ng detail and will be in an ideal
posi on to progress onto A Level Biology, Chemistry or Physics.
Other students will all study a single GCSE in Science (A), examined in the Summer of Year 10. Students will
also complete a number of controlled assessments which account for 25% of the final mark. This course is
then completed by July in Year 10 and students will be given a choice of two courses for Year 11:
AQA Addi onal Science – this is a Science GCSE that has more tradi onal content and prepares students
well for A‐level studies in science subjects. Students complete exams in the Summer of Year 11 and
controlled assessments (worth 25% of the total marks).
AQA Addi onal Applied Science ‐ this is a Science GCSE in which the content is applied to work‐based
situa ons. Students follow two separate units, examined in the Summer of Year 11 (worth 40%), and
complete a por olio of controlled assessments which is worth 60% of the total marks for the course.
Students are given more informa on before choosing their Year 11 Science course in the Summer Term of
Year 10.
GCSE Science Pathways
Year 10
Year 11
Qualifica ons*
3 Separate GCSEs in
Biology, Chemistry
& Physics
GCSE Biology
GCSE Chemistry
GCSE Physics
GCSE Science
GCSE Addi onal Science
GCSE Addi onal Applied Science
GCSE Science
GCSE Science
* each GCSE is awarded separately so grades may be different.
Science (cont.)
Mr J. Barker
Structure and Time Alloca on:
Year 10
All students will have 6 x 50 minute lessons of science a week; two
lessons each of Biology, Chemistry and Physics with specialist
teachers.
Year 11
Separate Sciences will have 7 x 50 minute lessons of science a week;
two lessons each of Biology, Chemistry and Physics with specialist
teachers and a 7th lesson that will be shared between the subjects.
Addi onal Science will have 6 x 50 minute lessons of science a week;
two lessons each of Biology, Chemistry and Physics with specialist
teachers.
Addi onal Applied Science will have 6 x 50 minute lessons of science
a week; the assessment for this is 40% on examina ons and 60% controlled assessment.
Examina ons
All courses will have modules examined in June of both years 10 & 11.
It is important to realise that examina ons may take place during TT race week (half term) of Year 10 and
Year 11 and the dates for these may not be fixed un l January of that year.
Please try to avoid booking holidays during May‐June when the examina ons may take place as this can
put your child at a disadvantage if they have to take the examina on the following year.
Coursework
GCSE Biology/GCSE Chemistry/GCSE Physics
Each has a controlled assessment task worth 25% of the total marks for the course, which is carried out at a
suitable me in the course to fit in with the topic covered.
GCSE Science
This has coursework worth 25% of the total marks for the course, which is carried out at a suitable me in
the course to fit in with the topic covered.
This has coursework worth 25% of the total marks for the course, which is carried out at a suitable me in
the course to fit in with the topic covered.
This has coursework worth 60% of the total marks for the course, this is completed throughout Year 11 in
the Autumn and Spring terms.
More Informa on
For any other enquiries about GCSE Science at QEII please contact Mr Barker (Head of Science) or Mr
Roobo om (Key Stage 4 Science Coordinator). Informa on about the specifica ons can also be found
online at: h p://www.sciencelab.org.uk/gcses/
Art
Mrs V. Blackburn
AQA 4200
Subject Content
During this course students complete 3 units of coursework for assessment,
which must be taken from a range of the following areas of study: pain ng,
drawing, graphics, printmaking and 3‐dimensional work.
By the end of the course students should be able to demonstrate their ability
to:

Develop their ideas through inves ga ons informed by contextual,
analy cal and cultural understanding.

Refine their ideas through experimen ng and selec ng appropriate
media and materials.

Record their ideas, observa ons and insights.

Present a personal, informed and meaningful response demonstra ng
analy cal and cri cal understanding, realising inten ons and making connec ons where appropriate.
Resources
Resources for a course of this nature are extensive and whilst the Art
Department expects to meet the majority of students’ material needs, there
will be occasions when students will need to fund themselves.
How is the Course Assessed
The course has two elements:
Coursework – 60% of the GCSE grade
Controlled Test – 40% of the GCSE grade. Completed during Year 11
The star ng point for the Controlled Test is set by the examina on board.
Students have 10 weeks prepara on me followed by 10 hours of supervised
me to complete the work. Internal deadlines will be determined for each of the coursework projects which
follow the format of the Controlled Test, as above.
Mo va on and a willingness to work hard, both within School and for
homework assignments. Students must be well organised and able to work
independently.
ASDAN—CoPE
Mrs L. Sleight
Asdan Programme
Students will be able to undertake a variety of Asdan Awards which may include Bronze/Silver Awards or
Cer ficate of Personal Effec veness (CoPE). The Cer ficate of Personal Effec veness is the QCA‐kite marked
qualifica on outcome of the ASDAN Award programmes.
The Asdan Awards offer imagina ve ways of accredi ng young people's ac vi es. They promote, and
allow centres to record, a wide range of personal quali es, abili es and achievements of young people, as
well as introducing them to new ac vi es and challenges.
Subject Content
Students will have the opportunity to undertake a variety of modules. The module tles are:
Communica on
Health and Fitness
Ci zenship and Community
Work Related Learning and Enterprise
Sport and Leisure
Science and Technology
Independent Living
Interna onal Links
The Environment
Expressive Arts
Voca onal Prepara on
Beliefs and Values
The students will produce Por olio of Evidence as they complete various challenges.
Bronze Duke of Edinburgh’s Award
Students will also have the opportunity, should they wish, to undertake the Bronze Duke of Edinburgh’s
Award.
Doing a DofE Award can be a life‐changing adventure. On the way, you will do your own exci ng and
challenging programme of ac vi es to help you reach your full poten al. You will learn new skills, help
others, have fun, make new friends and gain a great sense of achievement. Employers, colleges and
universi es really value Duke of Edinburgh’s Awards and know the posi ve principles that it promotes in
students who take part.
John Muir Environmental Award
Students will also have the opportunity, should they wish, to undertake the John Muir Award. The Award is
an environmental award scheme focused on wild places. It encourages awareness and responsibility for the
natural environment, in a spirit of fun, adventure and explora on.
Business Studies
Mr P. Hampson
Edexcel BTEC Level 2 Certificate in Business
Subject Content
This BTEC course enables students to develop practical, vocational skills that are relevant to the business
world we live in. Students will take two compulsory units — Business Purposes and Business Organisations.
Students will then take one optional unit.
What is expected of the student?
While the practical nature of this course suits many students it should not be considered as an ‘easy
option’. A high level of literacy is required to complete many of the tasks and students must be self‐
motivated and be able to work continuously to tight deadlines. Students who do not have a keen interest in
business, or are not prepared to put in the sustained effort, should not choose this option.
Resources
Business Studies is an area that is rich in learning opportunities outside the classroom. Students would
benefit from taking an interest in current business issues, possibly through watching TV programmes such
as Panorama, Dragons Den and The Money Programme. In addition, there are many internet sites devoted
to both business and economics including:
Business On‐line
Biz/ed
National Statistics
Tutor2u
www.businessstudiesonline.co.uk
www.bized.ac.uk
www.statistics.gov.uk
www.tutor2u.net
Businesses on the island will also be a valuable resource when completing coursework.
100% coursework ‐ all coursework is completed under the supervision of the teacher in lessons and at
home throughout the course. There is no examination for this topic; it is students’ work in class that is
assessed. A merit or distinction will be awarded where students complete the set extension tasks.
Additional Information
For further information regarding GCSE Economics or Business please contact either Mr P. Hampson or Dr
A. Haddouche.
Economics
Mr P. Hampson
AQA 4135 Economics
Subject Content
The programme of study includes the following:
Economics is concerned with the interdependent behaviour of consumers, producers and governments as
they allocate and distribute scarce resources. Economics involves the investigation of the allocation of
scarce resources to the production and distribution of income and wealth. Business provides an important
context in which economists study resource allocation.
The main topics are:
• Money
• Work
• The National and Global Economy
• Managing the Economy
• Current Economic Issues
Resources
Economics is an area that is rich in learning opportunities outside the classroom. Students would benefit
from taking an interest in current business and economic issues, possibly through watching TV programmes
such as Panorama, Dragons Den and Business news and reports. In addition, there are many internet sites
devoted to economics including:
Tutor2u
Biz/ed
National Statistics
www.tutor2u.net
www.bized.ac.uk
www.statistics.gov.uk
Student progress will be closely monitored – half termly tests mirroring the GCSE examination papers
should allow a reliable check of both the learning and the teaching in addition to building student
confidence with regard to examination technique.
There are two written papers:


Unit 11 Personal Economics 1 ¼ hours 50% of total marks
Unit 12 Investigating Economic Issues 1 ¼ hours 50% of total marks
There is no Controlled Assessment or coursework.
For further information regarding GCSE Economics or Business please contact either Mr P. Hampson or Dr
A. Haddouche.
Electronics ‐ Design & Technology
Mr G. Ayre
AQA 4540 Design & Technology – Electronic Products
Subject Content
This subject is intended to provide students with knowledge and understanding of electronics and materials
which, when linked with designing and making skills, will allow them to design and construct electronic
products.
The course will be delivered through practical activities, although some knowledge may be taught through
focused activities which do not form part of a design and make task. Students will also be made aware of
appropriate industrial practices and control systems. They will also investigate commercially produced
electronic devices.
Resources
Basic writing and drawing equipment is needed. All students will be provided with text book, folder and
materials for practical projects.

60% is assessed through coursework controlled task – the production of an electronic product along
with a design folder

40% is assessed through a terminal written examination
Deadlines:
Final projects are to be completed by March of the examination year.
The student is expected to show an interest in the subject and be prepared to do a major part of their work
using ICT packages.
Independent working beyond the normal scheduled lessons will ensure that the highest quality coursework
projects are produced.
Food—Design & Technology
Mr G. Ayre
AQA 4545 Design and Technology – Food Technology
Subject Content
The course is delivered through a range of weekly focused prac cal tasks (FPTs). These cover a wide range
of skills through making products. There is a large emphasis on skills and func on of ingredients. Each week
the product is based on the weekly topic that is also used for revision of that topic for the exam. The exam
is carried out in June of Year 10.
Year 11 focus solely on the one Controlled Assessment.
Resources
Basic writing and drawing equipment is needed. Students will be expected to organise themselves to bring
in ingredients and Tupperware weekly. School will provide all equipment for practical lessons.

60% through coursework controlled task – the production of a range of a range of recipes

40% through a written exam (Year 10)
Deadlines

Exam revision completed by June in Year 10

Final projects to be completed by March of Year 11
The student is expected to show an interest in the subject, be interested and prepared to do a major part of
their work using practical skills. The student is to be organised for the Weekly double prac cal lessons.
Independent working and organisation beyond the normal scheduled lessons will ensure high quality
products and coursework.
The exam will be taken at the end of year 10. One main piece of coursework will be the focus in year 11.
French
Ms A. Le Kerblat
AQA GCSE in French (4655)
Equipment useful for the independent learner of GCSE French:
Dic onary: Oxford Colour French Dic onary Plus ISBN 978‐0‐19‐921468‐6
A memory s ck
Headphones
Subject Content
The subject content is divided into four themes, each of which is divided into subtopics:
Lifestyle:
Health
Healthy and unhealthy lifestyles and their
consequences
Rela onships and Choices
Rela onships with family and friends
Future plans regarding: marriage/partnership
Social issues and equality
Leisure:
Free Time and the Media
Free me ac vi es
Shopping, money, fashion and trends
Advantages and disadvantages of new technology
Holidays
Plans, preferences and experiences
What to see and ge ng around
Home and Environment:
Home and Local area
Special occasions celebrated in the home
Home, town, neighbourhood and region, where it is
and what it is like
Environment
Current problems facing the planet
Being environmentally friendly within the home and
local area
Work and Educa on:
School/College and Future Plans
What school/college is like
Pressures and problems
Current and Future Jobs
Looking for and ge ng a job
Advantages and disadvantages of ge ng a job
Resources
Each student is issued with a textbook to complement the AQA GCSE programme. A rich array of addi onal
materials is also available to enhance individual learning: DVD, games, readers, magazines, crosswords,
puzzles, music, interac ve whiteboard, subscrip ons to modern foreign language websites.
Units 1 and 2, Listening and Reading, are assessed at the end of the two‐year programme of study; they are
both worth 20% of the overall GCSE examina on and will be assessed individually at either Higher or
Founda on level. Units 3 and 4, Speaking and Wri ng, are worth 30% each, both units involve two
controlled assessment tasks which are un ered.
Each student must bring their textbook and exercise book to all lessons and a willingness to ac vely
par cipate in pair, group, independent work and speaking ac vi es.
Geography
Mrs J. Booth
AQA 4030 ‐ Specifica on A
Subject Content
The course is divided into 3 main components:
Throughout year 10 students will follow Unit 1 Physical Geography. Students will sit the physical modular
exam at the end of year 10.
Unit 1 Physical Geography – 3 ques ons to be answered on the following topics:
The Restless Earth
Water on the Land
The Coastal Zone
Throughout year 11 students will follow Unit 2 Human Geography. Students will sit the human modular
exam at the end of year 11.
Unit 2 Human Geography – 3 ques ons to be answered on the following topics:
Popula on Change
Changing Rural Environments
Tourism
Unit 3 Local Fieldwork Inves ga on – Will be based upon the collec on of data in the field. It will be
wri en up under supervision in school following AQA guidelines.
Resources
The department is well resourced with the appropriate core text books and revision guides. Each student
will be loaned a core text book for which it will be their full responsibility to care for.
25% of the final GCSE grade is determined through the controlled fieldwork unit
75% of the final GCSE grade is determined through wri en examina on of units 1 & 2
Deadlines
Assignments will be set throughout the course and deadlines agreed.
A genuine interest in this subject and a commitment to hard work at all mes.
It is likely that the fieldwork will be based upon a study of the River Neb from source to mouth. Field work
will be carried out in the summer term to allow for in depth follow up work and will form the basis of the
controlled assessment component.
German
Mrs H. Kelly
AQA German – 4665
Subject Content
The subject content is divided into four themes, each of which is sub divided into topics;
Lifestyle Health, Rela onships and Choices
Leisure Free Time and the Media, Holidays
Home and Environment Home area and environment
Work and Educa on School, college and future plans, current and future jobs.
Resources
Each student is issued with an ECHO for AQA textbook and accompanying workbook, which form the basic
structure around which the programme of study is framed. The German teacher is then free to draw from a
rich array of addi onal materials to help enhance the learning process: videos, games, readers, magazines,
crosswords, puzzles, music, interac ve so ware, etc. In the absence of a German assistant, extra speaking
prac ce will be possible during lunch mes. Students will also require a memory s ck.
Access to the Internet at home is essen al for regular access to the language‐learning games on
www.linguascope.com and the self‐checking grammar exercises on www.languagesonline.org.uk. It is also
recommended that students listen to German radio on‐line in order to further develop their listening skills.
The four skill areas of Listening, Speaking, Reading and Wri ng are assessed. Listening (20%) and Reading
(20%) are assessed at either Founda on or Higher level at the end of Year 11, Speaking (30%) is assessed
internally and Wri ng (30%) is assessed externally. Two tasks are submi ed in both Speaking and Wri ng,
and level is differen ated by outcome, not by task. Current prac ce is to spread the speaking and wri ng
tasks over the two year course, but we will have to see if this will s ll be possible when the new Linear GCSE
course is introduced from September 2012.
Deadlines
The two speaking tasks to be submi ed will be in the form of a dialogue and will be submi ed to AQA for
external modera on. The two wri ng tasks are of equal weigh ng and must be different from the tasks
chosen for the speaking assignments. They are carried out under controlled condi ons and are marked by
AQA.
Assignments for the Speaking and Wri ng components will have to be submi ed to AQA by May 7th 2014,
and the Reading and Listening components will examined at the end of Year 11.
Each student must bring all materials to all lessons and ensure all homework tasks are completed
thoroughly and on me. An open mind, plus a willingness to par cipate in pair and group work also
enhance the learning process and outcome. A ending lunch me speaking prac ce sessions will also help
build the student’s confidence for speaking tasks, as well as allowing them to make mp3 recordings of these
sessions, which will be very helpful for revision purposes.
All students must provide a folder in which their worksheets and completed wri en work will be kept. If
the student should wish to purchase a dic onary, either of the following two would be par cularly useful:
Collins German Dic onary & Grammar ISBN9780007323166
The Key to German Grammar
ISBN9780748719235
This is par cularly useful for those who intend to con nue to study German at AS level.
Graphic Communication
Mr G. Ayre
Design & Technology
AQA 42032 ‐ Art and Design, Graphic Communica on
Subject Content
In Year 10 several projects are undertaken involving the development of ideas for purpose. Students will
develop their skills in Photoshop, photography and typography to cover a range of projects or briefs set. As
the course progresses pupils will be given the opportunity to select and respond to live projects that will be
offered in conjunction with local businesses. For this, it is expected that pupils will focus on their specific
area of interest within Graphic communication; typography, illustration, design for print or even website
design.
Resources
Aside of basic drawing materials pupils will need an A1 folder, Sketchbook, black fine liners, a quality set of
pencil crayons and a memory s ck. Most of these items will be available to purchase at a reasonable cost
from the subject department. Access to a digital camera outside of school will be an advantage to students
taking this course.
Final Exam Percentage
Number of final Exams
Coursework percentage
Coursework requirements
40%
1 (Exam Prac cal Project) introduced in the spring term of year 11.
60%
Por olio of work generated through mini projects.
Deadlines:
Final projects are to be completed prior to the commencement of the final exam.
Students undertaking this course must be creative and capable of working independently. A high degree of
self‐motivation is required as there will be work to continue outside of lesson time.
Independent working beyond the normal scheduled lessons will ensure that the highest quality coursework
projects are produced.
History
Mrs J. Tucker
AQA – History Modern World: Specifica on B: 4047
Subject Content
Unit 1:
Interna onal Rela ons: Conflict and Peace in the 20th Century. This unit provides an outline study of
history. The content is on interna onal rela ons and covers many of the main events of the 20th Century.
At QEII we shall focus on the period of the Cold War a er 1945.
Unit 2:
20th Century Depth Studies
This unit requires the study of governments throughout the Twen eth Century. It gives a na onal or
regional focus to studies in depth, based on events, developments and issues in specified countries or
regions.
In Sec on A ,candidates will choose one of three depth studies on the early Twen eth Century as the
founda on for later developments in the period. They must answer one ques on from this sec on.
In Sec on B, candidates will choose two from seven na onal and regional depth studies to build on the
understanding of the content of Sec on A. They must answer two ques ons from this sec on.
At QEII we shall focus on the na onal history of the USA, looking at the period between the two world wars
and then at American involvement in Vietnam.
Unit 3:
Historical Enquiry – Bri sh History
Unit 3 requires candidates to produce an Historical Enquiry of approximately 2000 words on Britain in the
20th Century. The tasks for the Historical Enquiry will be set by AQA.
There will be three units.
Unit 1: Interna onal Rela ons: Conflict and Peace in the 20th Century (40451)
Wri en Paper – 1 hour 45 mins – 60 marks – 37.5%
Unit 2: 20th Century Depth Studies (40452)
Wri en Paper – 1 hour 45 mins – 60 marks – 37.5%
Unit 3: Historical Enquiry Bri sh History (40453)
Controlled Assessment – 40 marks – 25%
GCSE History is academically demanding, but s mula ng. There is only one entry of paper offered, covering
Grades A* ‐ G. Good literacy skills are required.
The units will provide plenty of opportunity for inves ga ng a wide variety of sources and issues. We
encourage our students to develop their own research and ideas and to try these out in classroom
discussion and debate. As such, this subject provides a strong founda on for careers requiring
independence of mind.
ICT
Miss L. Wade
The BTEC certificate is a national course that is delivered through the
Edexcel examination board across three lessons per week.
Subject Content
This course enables students to develop practical, vocational skills that
are relevant to the ICT rich world we live in. Students will take two
units—Working in the IT Industry, a compulsory unit that builds on the
work already undertaken in Year 9, and a second unit at the discretion of
the class teacher.
100% coursework. All coursework is completed under the supervision of the teacher in lessons throughout
the course. Several presentations are also performed by the students and assessed by a teacher or other IT
professional.
There is no examination for this topic; it is students’ work in class that is assessed. Students who pass the
different elements of work within a unit will be awarded a diploma. A merit or distinction will be awarded
where students complete the set extension tasks.
While the practical nature of this course suits many students it should not be considered as an ‘easy
option’. A high level of ICT proficiency is required to complete many of the tasks and students must be self‐
motivated and be able to work continuously to tight deadlines. Students who do not have a keen interest in
ICT, or are not prepared to put in the sustained effort, should not choose this option.
What grades can I get?
Students who pass the different elements of work within a unit will be awarded a Diploma. A merit or
distinction will be awarded where students complete the set extension tasks. A pass equates to a C at GCSE,
a merit equates to a B, and a Distinction equates to an A and a Distinction* equates to an A*.
This is an exciting course which allows students the opportunity to get really involved in many aspects of
ICT. Those students that enter the spirit of the project will find it both stimulating and useful.
Manx
Mr R. Teare
General Cer ficate in Manx – Teisht Chadjin Ghaelgagh
This qualifica on is equivalent to a GCSE award.
Subject Content
There four topic areas:
My Ellan – My Island
Traa Seyr – Leisure Time
Scoill, Obbyr as Laghyn Seyrey – School, Work and Holidays
Eggey Vannin Jiu – Manx Society Today
Resources
The Course Organiser will provide all books, sound files and learning materials.
Students will complete a minimum of three pieces of coursework in wri en Manx. Listening, Reading and
Speaking skills will be tested at Founda on level at the end of year 10 and at Higher level in the third term
of year 11.
Deadlines:
All tests and coursework should be completed by the end of term six
Students will have studied Manx at KS3 and have a strong commitment to furthering their knowledge of the
language.
For addi onal informa on please contact Robert Teare
Tel: 225326
e‐mail: [email protected]
Music
Mrs J. Foster
AQA 4270 – Music
Subject Content
Music at Key stage 4 is based on prac cal music making with both the history and theory of music.
Resources
The music rooms are equipped with keyboards and computer so ware to aid composi on work and
research. Peripa c teachers may be available to help with performances.
The GCSE specifica on covers a balanced range of musical ac vi es. These are divided into Four Units of
Study selected across me, culture and musical tradi ons.
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Listening and Appraising
Composing and Appraising
Performing Music
Composing Music
Listening paper 1 hr.
Course work
Course work
Course work
20%
20%
40%
20%
Within each of the four units are Five Areas of Study.
AoS 1
Rhythm and Metre
AoS 2
Harmony and Tonality
AoS 3
Texture and Melody
AoS 4
Timbre and Texture
AoS 5
Structure and Form
Using the five areas of study, students will look at the music from the Western Tradi on and Popular music
from the 20th and 21st centuries as well as World music from the Caribbean, Africa and India.
This means that students will study a wide variety of music from Handel’s Water Music to R’n B, from
Puccini’s ‘Nessun Dorma’ to Lennon/McCartney. They will find out about and perform music from Africa,
India and the Caribbean.
From these influences the student will compose two pieces of music, under informal controlled condi ons.
This means that they will be given a certain amount of me in school to compose their composi ons. A
wri en appraisal, recording and score of their work will accompany the pieces.
Students will need to record two different performances; one as an individual performer and one as an
ensemble performer. This can be done throughout the course and on an instrument of their choice.
Students can also choose the music that they perform.
During the course students will have the opportunity to compose and perform in many of the styles
studied. They will be able to join in with a variety of musical ac vi es both in and outside by professional
musicians to help develop their own skills.
This is a challenging but crea ve course where students will be taught in a variety of teaching styles and
must be mo vated to work on their own to complete their course work. Performing Arts
Mrs J. Foster
Exam Board AQA 4880 GCSE Performing Arts
Subject Content
The course will introduce the students to a wide range of disciplines in
both the entertainment industry and performing arts. They will develop
technical, prac cal, and communica on skills through research and
prac se. This will involve looking at variety of skills to do with music and
drama.
Resources
Use of ligh ng equipment
Music Computers
Sound equipment
Recording studio
Rehearsal area
Make up
Costumes
Props
Unit1
Por olio based and covers skills development, knowledge and understanding.
Internal Assessment
60%
Unit 2
Show Case performance
External Assessment
40%
What is expected of the Student?
The student must demonstrate independent learning. They must show dedica on to rehearsals and to
improving their own skills. Teamwork is also essen al, as they will be performing with other students.
Organisa onal skills as well as performing and technical skills will be developed. This will require
enthusiasm and high degree of self‐mo va on. Students must be prepared to rehearse outside of lesson
me and do a great deal of research in their own me.
Excellent a endance is essen al.
Students will have the possible opportunity to be involved with a variety of work shops. There will an
expecta on that students will be involved in extra curricular ac vi es.
Physical Education
Mr B. Eyres
AQA 4890 – Physical Educa on
Subject Content
The course is a well balanced approach to Physical Educa on and covers
areas such as: training methods, producing individual training
programmes, how the body works, muscles, joints and bones. It also
involves inves ga ng the organisa on of sport within the United
Kingdom and how this fits into the World Governing Bodies of Sport (for
example FIFA and UEFA). Students learn to analyse and observe other
people playing sport and assess how to make improvements in their
prac cal abili es.
Resources
The majority of students will undertake their prac cal assessment and skill training in QEII. However, those
students who are involved in individual ac vi es such as Swimming, Gymnas cs, Horse‐riding etc. may
arrange for assessment to be undertaken by their coach or trainer. The accompanying textbook is ‘AQA
GCSE Physical Educa on’ published by Nelson Thornes.
The Theory component accounts for 40% of the total mark for this GCSE
and a great commitment to the theory work is required. The remaining
60% of the course is based upon the prac cal ability of the pupil in four
chosen ac vi es showing a wide range of physical ability and
knowledge of rules, e que e, etc. Assessment of the course is in the
form of a 1 ½ hour wri en paper at the end of Year 11 and con nuous
assessment of the pupil’s prac cal ability over the two years in both
their normal P.E. and Games programme and in the GCSE P.E. lessons.
Pupils can be assessed as a player/performer, coach, official or
organiser in a wide range of ac vi es. At least two of the four
assessment areas must be as a player/performer.
Deadlines:
All coursework will be covered within normal lessons and agreed deadlines will be recorded in Student
Planners.
A commitment to partake in four assessed areas and a desire to succeed in at least four assessed areas is
essen al. A commitment to learning both the theore cal and prac cal aspects of the course is necessary for
success.
A responsible a tude to punctuality, self‐organisa on and self‐discipline and a willingness to par cipate in
many and various spor ng experiences is expected of all students. All students must be involved in
compe ve sport in QEII High School and play sports or be involved in sports in their own me.
The GCSE course is designed for all pupils who have a genuine interest in Sport and who are perhaps
considering taking the subject beyond GCSE level for further study or employment. The subject will be
taught in co‐educa onal groups for theory and two groups combined for prac cal. It would be helpful if
prospec ve candidates have a background of School team par cipa on in order to cope with the prac cal
element of the course.
Pupils of excep onal prac cal and theory ability may be entered for the Double Award. This will involve an
addi onal 1 ½ hour exam taken at the end of Year 11 and pupils will be assessed in eight prac cal areas.
Religious Education
Mr R. Simpson
AQA 4055 : Specifica on B
Subject Content
Unit 3:
Religion & Morality
Unit 4:
Religious Philosophy and Ul mate Ques ons
Unit 3:
Religious A tudes to:
• Ma ers of Life (Medical Ethics)
• The Elderly and Death
• Drug Abuse
• Crime and Punishment
• Rich and Poor in Bri sh Society
• World Poverty
Unit 4:
The Existence of God
Revela on
The Problems of Evil and Suffering
Immortality
Miracles
Science and Religion
Resources
Text book:
GCSE textbooks from Nelson Thornes specific to each unit studied.
The scheme of assessment consists of two exam papers, one per unit. Each paper is 1 hour and 30 minutes.
Deadlines:
There is no coursework element.
This is a s mula ng and interes ng course requiring an impar al and though ul approach. Religious
tradi ons studied reflect the cultural background and interest of the candidate. Some of the topics are most
challenging and require independent research and work.
This course offers a qualifica on that combines an explora on of religious belief and ethics by way of
explana on, reflec on, discussion and cri cal evalua on. It links well with ci zenship and personal and
social educa on, social science and the humani es.
Resistant Materials ‐ Design & Technology
Mr G. Ayre
AQA 4560 Design Technology – Resistant Materials
Subject Content
The emphasis in this subject is towards the understanding of materials and processes, leading to the
realisa on of individual designs. Students should apply their knowledge to the selec on of materials. They
will essen ally be working with Wood, Metal and Plas c, but should not discount other materials when
required. They must research their ideas and express their designs in a variety of ways. This process should
then lead to the construc on of artefacts. Their projects should consider the use of industrial prac ces
together with CAD/CAM produc on.
Resources
The students will need to equip themselves with wri ng and drawing instruments. Materials for the major
project will normally come from departmental stock. Specialist materials must be supplied by the student,
or paid for by the student when ordered by the School.
Internal assessment of a minor project will be at the end of Year 10
60% through coursework controlled task – produc on of a made product and design folder
40% through a wri en exam
Deadlines:
The major coursework assignment must be completed by March of Year 11.
Students must produce a Folder which will show the design and planning of their project before the
construc on of their artefact.
Students must always obey the Health and Safety Code of Conduct for Workshops. Failure to do this will
prevent them from comple on of their artefact.
Textiles ‐ Design & Technology
AQA 4570 – Design and Technology: Textiles
Subject Content
This course consists of both Fashion and Interior Design. During the first
year students undertake short projects covering the following skill areas:
fashion design and interior design as well as creative techniques.
During the second year students will apply their skills and knowledge to
produce an A3 research design folder. This will detail the design,
planning, manufacture and evaluation of a fashion garment/accessory
or soft furnishing of their choice. The folder and finished article will form
the basis of the coursework requirement.
Resources
Each student is provided with a Textiles text book. They will need an A3
hard backed sketch book, fine line pens and coloured pencils. An apron
and gloves will be beneficial.
60% through coursework controlled task– through the production of a
textiles product and design folder.
40% through a written exam.
Deadlines:
The design folder will be inspected before February of the final year.
All coursework must be completed by March of the final year.
Students are expected to complete a minimum of 2 hours homework
per week. An interest in interior design and/or fashion is advantageous. Mr G. Ayre
Our School’s Values – The Basis of our Success
L E A R N To inspire people with a love of learning To encourage everyone to enjoy the time that he or she spends at the school To achieve the best possible results for every student at external examinations To recognise and develop the contribution of each person and to encourage an ethos of mutual respect To nurture and develop the talents of every person as fully as possible

KS4 Book - work in progress with old pics

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