Curriculum Outline

KS3

We offer a broad and balanced curriculum for all students. At Key Stage 3 (years 7 to 9) all students follow the national curriculum subjects of Maths, English and Science (3 hours each per week), PE (2 hours per week), ICT (1 hour each week), Religious Studies, History & Geography (2 hours in Y7, 1 hour each in years 8 & 9), Expressive Arts, Art, Drama & Music (1 hour of each per week), Spanish (2 hours per week), and Design Technology (1 hour per week in Y7, 2 hours per week in y8 and 3 hours per week in y9). In Y8 students also choose one subject from Applied Studies, French, German & Latin (3 hours in y8, 2 hours in Y9)

KS4

At Key Stage 4 the majority of students follow a core curriculum of English Language, English Literature, (4 hours total per week), Maths (4 hours per week), Double Science (5 hours per week), PE, Religious Studies (2 hours of each per week). In addition students select four option subjects from Art, Classical Civilisation, Computing, Dance, Drama, Food & Nutrition, French, Geography, Geology, German, Graphics, History, Latin, Media Studies, Music, PE, Resistant Materials, Spanish, Systems, Textiles and Triple Science GCSEs.

A small cohort attend college one day a week in years 10 and 11 and study English Language, Maths, Science, core PE, Religious Studies, 1 option subject and BTEC Level 1 / 2 First Award in Business.

The subject links below provide an outline of subject topics throughout each key stage. If further information is required please email us at contact@canon-slade.bolton.sch.uk

 

Year 7

Art

Year 7

Content

  • Buildings and beyond – scale, line and colour
  • Landscape with mark-making
  • Fish – pattern, colour, texture
  • African ceremonial spoons – clay

Main skills that will be developed

Pattern, colour, mark-making, scale, perspective, hand building techniques, clay-work, watercolour, print-making, stitch, line, detail, stick and ink drawing Jim Flora, Tiki carvings, Eric Carle, Zentangles, Van Gogh, African cultures

Homework

Usually set fortnightly giving pupils opportunity to spend longer on the work. Tasks vary and extend class-work topics, aim to develop drawing and designing skills or are research based activities.

How are students grouped?

mixed ability

Assessment

Formal assessment of progress takes place twice during each term or six times per year. Interim, formative assessments happen more frequently and can take the form of verbal assessment, peer assessment, self-assessment etc.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Computing

Content

  • Introduction to the school network and rules of ICT
  • Visual programming and computational thinking
  • Computer hardware and how computers work
  • Binary
  • Spreadsheet Modelling
  • BBC Microbit

Main skills that will be developed

Pupils will learn the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.

Pupils will develop an understanding and the ability to apply the principles and concepts of computer science including computer systems, logic and algorithms.

They will develop their practical skills in programming and will be given repeated opportunities to write computer programs in order to solve problems.

We aim to develop pupils’ digital literacy so that they are able to use, express and develop their ideas through information and communication technology.

Homework

Homework is planned to be set once every 2 weeks depending on the progress made during the lesson. During the programming unit of work, pupils will have the opportunity of continuing with their programme on Scratch if they have an online account. Pupils will complete a range of different homework activities throughout the year designed to consolidate learning done in lessons or to support learning in future lessons through flipped learning.

How are students grouped?

Pupils are in their tutor groups for Computing lessons.

Assessment

Assessment of pupils’ understanding and progress could take different forms depending on the unit. In the main formative assessment of pupils takes place during lessons as they build up a product and develop their understanding of the topic. Pupils will then take a summative assessment at the end of each unit. Both of these will be used to assess pupil’s overall progress.

Resources provided

The department makes extensive use of the schools VLE (Moodle) and a wealth of information and resources is made available to the pupils to access both in school and at home. Links to useful videos are provided as well as a range of links to wider reading. All resources used in the classroom are made available through the VLE as well and can be reviewed by pupils at any time.

All computer science labs are equipped with up to date windows computers running the latest software including Visual Studio Professional, Microsoft Office and a range of Adobe professional software such as Photoshop and Flash. We also provide access to additional equipment when required such as Makey Makey devices and Lego Robots.

Revision guide websites

 

Additional voluntary contributions

 

Further information

Pupils would find it beneficial to create an account on http://scratch.mit.edu/ so they can continue to build their project at home. They can also show their projects to parents and share it with other pupils.

Drama

Content

  • Introduction to Drama
    • Basic performance skills, teamwork, trust and improvisation.
  • Mime
    • Basic mime skills, character exploration.
  • Voice
    • Use of voice, adaptation and character.
  • Pantomime
    • Exploration of style, stock character and performance in role
  • Costume Design
    • Research and planning. Design development for pantomime stock character.
  • Dance
    • Introduction to dance, explore and understand the five main actions of dance
  • Text Exploration (Ernie’s Incredible Illucinations)
    • Developing understanding of plot, theme, characters, style through practical exploration and textual analysis.
  • Monologue Text Performance (Blood Brothers)
    • Text analysis, direction, voice development and performance in role.
  • exploration and textual analysis.
  •  Monologue Text Performance (Blood Brothers),Text analysis, direction, voice development and performance in role.

Main skills that will be developed

  • Mime
  • Characterisation
  • Voice
  • Gesture
  • Gait
  • Posture
  • Facial Expression
  • Slapstick
  • Still-image
  • Textual Analysis
  • Evaluation
  • Teamwork
  • Leadership
  • Creative Thinking
  • Costume Design
  • Dance actions – Turn, Jump, Travel, Gesture. Stillness

Homework

Set every alternate week – Research, line-learning, Key Vocabulary tasks, Learning Consolidation

How are students grouped?

Mixed Ability

Assessment

Classroom assessments take place each session. Pupils are assessed at every practical presentation. Pupils regularly peer asses each other. Pupils have full performance and written evaluative assessments each term.

Resources provided

Booklets, work folders, progress indicator assessment sheets, scripts, basic props and costume, lighting, sound.

Revision guide websites

 

Additional voluntary contributions

Optional Theatre Trips

Further information

English

Key Assessment Dates

Each Half Term

Content

Autumn 1: Articles/My Favourite Photograph

Autumn 2: Class Novel/Creative Writing

Spring 1: Finish Novel/Write Review

Spring 2: Reading Poetry & Writing to Advise

Summer 1: Persuasion

Summer 2: Drama

Main skills that will be developed

  • Close reading skills.
  • Using terminology.
  • Inference and deduction.
  • Alternative interpretations/layers of meaning.
  • Formal essay writing skills.
  • Conventions of a range of text types.
  • Key terminology for literary analysis
  • Exploring reader/audience reaction.
  • Using ambitious vocabulary.
  • Using structure for effect.
  • Using language for a variety of purposes and audiences.

Homework

Weekly. Various tasks to consolidate learning.

How are students grouped?

Set one and two and then four mixed ability groups.

Assessment

End of unit summative formal written assessments in reading and writing.

Resources provided

Available on X drive and Moodle.

Revision guide websites

 

Additional voluntary contributions

 

Further information

Contact Head of English, Miss S. Musa

Geography

Content

  • Planet Earth our home!
  • How to be a Geographer!
  • What’s it like to live in the UK?
  • What is Africa like?
  • Geog Rocks
  • People and resources
  • What is Asia like

Main skills that will be developed

Assessment Objective 1 – Knowledge of places, environments and concepts; Assessment Objective 2 – Geographical Understanding; Assessment Objective 3 – Application of Knowledge and Understanding; Assessment Objective 4 – Geographical Skills.

Homework

A variety of homework activities are set once a week. Examples include consolidation of learning from the lesson, research, reading and written tasks. Students may ‘make’ models in some topics e.g. contour models.

How are students grouped?

Mixed ability in their forms.

Assessment

Decision Making Tests Manipulating Geographical Information Systems Fieldwork Extended writing.

Resources provided

Some resources on www.geographyrocks.org

Revision guide websites

Additional voluntary contributions

Further information

Content may change as new ideas are developed.


History

Content

2 lessons per week

Historical skills

Power and People (British Thematic Study)

  • How have people’s rights increased from 1066-present day?
  • Why did the power of the monarchy decline?

Crime and punishment (Historical Environment Study)

  • What is a crime?
  • How has the law changed over time concerning crimes?
  • How and why have the types of punishments changed over time?

Slavery (Period Study)

  • How and why did the lives of black people change in America and Britain between 1750 and the present day?
  • What was Britain’s role in the creation of the slave trade?
  • What was Britain’s role in the abolition of the slave trade?

Independent study

  • Pupils are given the opportunity to embark upon a topic of their choice.
  • Students will devise their own question, research the answer to their question, select a source of evidence to use to help answer their question and write up the results in a report.
  • Throughout all of this students will be given clear and detailed guidance by staff.

Main skills that will be developed

  • Knowledge and understanding
  • Explanation and analysis
  • Source analysis
  • Interpretation analysis

Homework

Pupils are given a range of homework tasks set once a week as directed by the class teacher. These tasks are usually set on a weekly basis and can range from independent research, extended written work and class presentations.

How are students grouped?

Pupils are taught in mixed ability groups. They remain in their form groups.

Assessment

Students will be assessed according to the History Department’s progress ladders, and will be assessed on the development of 4 skills:

  • Knowledge and understanding
  • Explanation and analysis
  • Source analysis
  • Interpretation analysis

This will be achieved through the use of open and closed book assessments, homework tasks and classwork.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Maths

Content

  • Decimals and directed Numbers
  • Lines, Angles, Triangles and Quadrilaterals
  • Simplification of Expressions and formulae
  • Equivalent fractions, decimals and percentages
  • LCM, HCF, prime factor decomposition and use of Venn diagrams
  • Four operations of fractions
  • Decimal Operations and rounding
  • Perimeter and area of shapes, including the circumference and area of circles
  • Indices
  • Pythagoras’ theorem
  • Solving linear equations
  • Constructions and loci
  • Analysing and presenting discrete data
  • Percentages of amounts

Main skills that will be developed

Pupils study topics from the six strands of Number, Algebra, Ratio and Proportion, Geometry and Measures, Statistics and Probability. Pupils will extend their knowledge on topics that they met at KS2 as well as being introduced to new topics and techniques. Pupils are expected to retain and recall mathematical knowledge and to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

Homework

Homework is usually set once a week but this may vary according to the teacher’s discretion. Homework tasks include consolidation and extension of work covered in lessons through a written task or on-line activity, problem solving practice, revision and research.

How are students grouped?

Pupils are taught in half-year groups for Mathematics. At the beginning of Year 7 pupils are taught in their forms with possible withdrawal to a small group for those pupils who require more intensive support. Around October half-term, pupils are then placed in set 1a, 1b, 2, 3 and 4 with 1a and 1b being parallel top sets. These sets are formed through key stage 2 data, internal testing and teacher recommendation. There is flexibility between the sets and set changes are made after the mid-year and end of year exams.

Assessment

Daily formative assessment in lessons and through the monitoring of classwork and homework are the initial forms of assessing progress. Summative assessments take place at the start of the year and are on-going throughout the year through written topic tasks, progress tasks and a mid-year and end of year exam.

Resources provided

Text book for use in class, subscription to on-line resources and worksheets.

Revision guide websites

The main websites are Mathswatch and Mymaths.

Additional voluntary contributions

Further information

Music

Content

  • Composing to pictures
  • Musical Theatre
  • Notation and rhythm
  • Samba – South American Context

Main skills that will be developed

  • Listening skills
  • Identify instruments
  • Identify tempo
  • Identify texture
  • Performing skills (keyboard or own instrument)
  • Composing skills

Homework

All written homework is set on moodle for pupils to access. We will also set practical tasks that they can practise within the department at break times or at home.

In addition homework may also be set on “Focus on Sound” website providing interactive lessons and quizzes to consolidate learning.

How are students grouped?

Mixed ability

Assessment

Performing, listening and composing will be assessed throughout the year.

Listening – written assessment

Composition – performance of composition and written notation/annotation will be assessed.

Performing – practical assessment.

Resources provided

Progress booklets Focus on Sound website Performing sheet music

Revision guide websites

Focus on Sound

Additional voluntary contributions

Further information

P.E.Boys

Content

Winter Activities:

  • Invasion Games – Football, Basketball and Rugby – Basic techniques, tactics and rules with an emphasis on technique.
  • Net/Wall Games
  • Badminton- Basic techniques, tactics and rules with an emphasis on technique.
  • Fitness – Health related exercise
  • Swimming – Stroke Development>

Summer activities:

Striking/Fielding Games- Cricket – Basic techniques, tactics and rules with an emphasis on technique. Athletics – Basic techniques, tactics and rules over a variety of events Tennis – Basic techniques, tactics and rules with an emphasis on technique.

Main skills that will be developed

  • Motor skills – movement and muscle control
  • Spatial awareness
  • Communication skills
  • Decision making
  • Core stability and control
  • Teamwork

 

Homework

A project based homework that covers a range of topics for the student to select from, to be assessed and reported on.

How are students grouped?

Students are set according to ability; this is predominantly based on their games performance. Students can move between sets as they show improvements.

Assessment

Formative assessment is ongoing. Summative assessment is completed by the teacher for each activity at the end of each unit of work. At the end of the year, the teacher gives an overall practical assessment taking into account all activities but will grade the student on their best three. Alongside this, students will complete a written paper to test their understanding of the theoretical aspects of the subject.

Resources provided

All practical equipment

Revision guide websites

www.bbc.co.uk/education

www.revisionworld.com

www.s-cool.co.uk

Additional voluntary contributions

Further information

All pupils take part in competitive sport through inter-form competitions.

The most able pupils will be identified and challenged, and will have access to a wide range of extra-curricular activities, competing locally, regionally and nationally.

Pupils run an active Sports Council.

P.E. Girls

Content

Winter Activities:

  • Invasion Games – Netball and Hockey – Ball handling skills, basic rules.
  • Fitness – Health related exercise
  • Gymnastics – Individual Floor work
  • Swimming – Stroke Development
  • Summer activities:
  • Striking/Fielding Games- Rounders – Basic Techniques
  • Athletics – Basic Techniques, variety of events
  • Tennis – Basic techniques

Main skills that will be developed

  • Motor skills – movement and muscle control
  • Spatial awareness
  • Communication skills
  • Decision making
  • Core stability and control
  • Teamwork

Homework

A project based homework that covers a range of topics for the student to select from, to be assessed and reported on.

How are students grouped?

Students are in mixed ability groups which are randomly selected.

Assessment

Formative assessment is ongoing. Summative assessment is completed by the teacher for each activity at the end of each unit of work. At the end of the year, the teacher gives an overall practical assessment taking into account all activities. Alongside this, students will complete a written paper to test their understanding of the theoretical aspects of the subject.

Resources provided

All practical equipment

Revision guide websites

http://www.bbc.co.uk/education

http://www.revisionworld.com

http://www.s-cool.co.uk

Additional voluntary contributions

 

Further information

All pupils take part in competitive sport through inter-form competitions.

The most able pupils will be identified and challenged, and will have access to a wide range of extra-curricular activities, competing locally, regionally and nationally.

Pupils run an active Sports Council.

Religious Studies

Content

  • Christianity 1: Belonging to CSS
  • Comparative 1: What is Religion?
  • Christianity 2: Jesus and the Gospels
  • The Story of: Islam
  • The Story of: Hinduism

Main skills that will be developed

Description, Explanation, Analysis and Evaluation

Homework

Homework is set in line with whole policies which pupils receive one homework per week from their Religious Studies teachers.

How are students grouped?

Throughout year 7 pupils attend Religious Studies in their mixed ability form groups.

Assessment

Pupils sit 5 extended writing assessments in Year 7 which includes an introductory assessment. We also carry out formative assessment throughout the year by way of assessing pupils through their books and lesson activities.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

We take pupils on two trips in Y7 which makes up the Y7 Faith Trail. We visit Bolton Parish church in the Autumn and in the Summer Term we visit a Mosque and a Mandir.

Science

Content

  • Cells and reproduction*
  • Acids and alkalis*
  • States of matter
  • Energy and electricity
  • Chemical reactions
  • Interactions and Adaptation
  • Force and Motion*
  • Magnetism
  • Earth and Atmosphere

Main skills that will be developed

Processing Data:

  • Record practical measurements, calculate means
  • Identify anomalies, suggest ways of dealing with them.
  • Select and use appropriate formulae.
  • Label axes including units, choose sensible scales, plot points precisely.

Attempt line of best fit.

Interpreting Information:

  • Recognise basic patterns and trends from graphs
  • Be able to pick out the trend in a table
  • Use trends to form a conclusion.

Application:

  • Explain the meaning of most command words.
  • Match key terms with definitions.

Scientific Investigation:

  • Make a simple plan to test a simple hypothesis. Identify the independent, dependent and a control variables.
  • Recognise hazards and suggest precautions.
  • Lists equipment and write a simple method.
  • Takes appropriate measurements.

Research:

  • Find relevant sources with guidance.
  • Identify the best source for the task.
  • Reference some sources.

Homework

Once a week. May include: written work, research, making models e.g. cells, practising presentations, revision.

How are students grouped?

Sets are determined using the mean of pupil’s English and Maths SAT results from year 6. Setting is reviewed after key assessments are completed by February half term and at the end of the year.

Assessment

The topics marked * are assessed by written tests (known as a starred tests). The first 2 are completed by the end of January, the 3rd one by the end of May. There are 2 Investigation skills assessments which will be carried out between February and May. The end of year examination, 45 min takes place in June

Resources provided

http://kerboodle.oxfordsecondary.co.uk/users/login On-line textbook (Activate) and resources (log-in passwords available from school).

Revision guide websites

http://www.bbc.co.uk/education

http://www.s-cool.co.uk/

http://inteleducationresources.intel.co.uk

Additional voluntary contributions

Optional trips to museums, competitions, lectures and special events will be offered throughout the course.

Further information

 

Spanish

Content

  • Introduction to Spanish: Aladdin.
  • Spanish building blocks – greetings, dates, numbers, nouns, articles and gender
  • School life – School subjects, teachers, basic opinions. Group Talk strategies
  • My Family – describing self and others.
  • House and Home – daily routine and present tense.

Main skills that will be developed

  • Use of nouns and articles
  • Numbers to 100
  • Pronunciation of key sounds
  • Ser and estar
  • Adjective agreement
  • Negating statements
  • Expressing opinions
  • Justifying opinions
  • Present tense
  • Possessive adjectives
  • Reflexive verbs
  • Stem-changing verbs
  • Prepositions of place
  • Forming questions
  • Basic translation skills
  • Spontaneous speech

Homework

Pupils are set homework once a week which should take approximately 20 minutes.

This could take the form of a learning homework, particularly topic-based vocabulary.  Short writing or research tasks are also common.  Pupils may also spend homework preparing or revising for assessments.

How are students grouped?

For Module 1 and 2, pupils are taught in their mixed ability tutor groups during the completion of the baseline module. After this module pupils are organised into bands, based on the following information:

  • CAT results
  • Baseline assessment results
  • Classwork
  • Homework
  • Oral work
  • Teacher assessment

Each half year group is organised into the following bands: 1a, 1b, 2a, 2b and 2c. Both Band 1 groups are parallel and all Set 2 groups are parallel.

Band 1 is suitable for those pupils who have shown evidence of high achievement in Spanish and benefit from a faster paced environment with slightly more complex content.

All pupils in both bands will have the opportunity to be challenged as appropriate and enabled to make very good progress. The organisation of teaching groups is flexible and continuously reviewed as the year progresses and further assessments take place.

Assessment

Teacher assessment is used to monitor pupil progress, ensure appropriate grouping and inform the reporting cycle.

Module 1:

Informal assessment to inform teacher monitoring

Module 2:

Formal assessment in all four skills (reading, writing, listening and speaking).

Module 3:

Informal assessment to inform teacher monitoring

Module 4:

Formal assessment in all four skills (reading, writing, listening and speaking). During May Assessment period.

Module 5:

Informal assessment to inform teacher monitoring

Resources provided

Mira 1 Textbook Mira 1 Resource and Assessment Pack

Revision guide websites

Pupils may also enjoy accessing a range of vocabulary and grammar games and activities online:

http://www.linguascope.com (username and password available from class teacher) http://www.languagesonline.org.uk http://www.languageguide.org http://www.languageskills.co.uk (Choose the Oye section) http://www.wordreference.com – Online Dictionary http://www.quizlet.com http://www.memrise.com

Free apps are also available: Duolingo Memrise Quizlet Linguascope Word Reference

Additional voluntary contributions

 

Further information

All pupils are encouraged to read for pleasure, and to broaden their vocabulary and knowledge of the language. Readers and magazines are available in the school library.

Technology

Content

Electronics (Sensor alarm)

  • History of electronics
  • Design of electronic products
  • Electronics (Sensors alarm)
  • Sensors
  • Diodes
  • LED’s
  • Resistors

CAD

  • Solid works
  • 3D modelling advantages and disadvantages

Graphics

  • Intro to graphics / isometric construction / 2D & 3D / FT: isometric cuboids
  • Intro to isometric FT: circles, FT: cylinders and FT: rendering
  • Intro to isometric crating, FT: construction of a pan and torch
  • Intro to material depiction FT: Concrete, wood, metal, etc.
  • Construction of an environment FT: interior view
  • Intro to perspective. FT: 1PP shapes, FT: exterior view

Textiles

  • Bottle Coats
  • Transfer printing
  • Fastenings
  • Textile machinery

Food

  • Safety.
  • Hygiene.
  • Fruit Salad.
  • Pizza.
  • Fruit crumble.

Product Design (resistant materials)

  • Modelling
  • Designing for CAM
  • Use of CAD in design
  • Product analysis
  • Product function
  • Testing and evaluating
  • Materials

Main skills that will be developed

Designing Making Evaluative Technical Knowledge

Homework

Homework will be set in accordance with the school homework timetable. As a minimum at least one piece of homework every two weeks should be expected although some specific areas may require more.

How are students grouped?

All groups in Design and Technology are mixed ability, no setting is applied

Assessment

Pupils are assessed against the department criteria that is based upon the national curriculum requirements and the key assessment strands of Design, make, evaluate and technical knowledge.

Methods of assessment will differ depending on the specific module being studied. In all areas however the final level awarded to pupils will be a culmination of their design and make tasks and homework completed. Pupils are encouraged to become involved in the tracking of their own progress through self and peer-assessment and will have an input into their end of module levels along with setting personalised targets for improvement.

Resources provided

All materials, equipment and resources will be provided.  In food technology pupils are requested to bring in ingredients.

Revision guide websites

Additional voluntary contributions

Further information

Year 8

Year 8

Art

Content

  • Distortion – lettering, portraits, painting, Photoshop
  • Nature forms
  • Microscopic cells – experimental textiles
  • Papier mache sculptures

Main skills that will be developed

Line, shape, texture, scale, abstraction, lettering, proportion, composition, decorative pattern, papier mache, mixed media, experimental textiles techniques. Paul Klee, Ernst Haeckel, Niki de St Phalle, various contemporary illustrators and designers, Rex Ray, William Loveless, Leisa Reich, Karen Margolis

Homework

Usually set fortnightly giving pupils opportunity to spend longer on the work. Tasks vary and extend class-work topics, aim to develop drawing and designing skills or are research based activities.

How are students grouped?

mixed ability

Assessment

Formal assessment of progress takes place twice during each term or six times per year. Interim, formative assessments happen more frequently and can take the form of verbal assessment, peer assessment, self-assessment etc.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Computing

Content

  • Computational thinking and text programming
  • HTML and web development
  • Networks and the internet
  • Data Representation

Main skills that will be developed

Pupils will learn the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.

Pupils will develop an understanding and the ability to apply the principles and concepts of computer science including abstraction, logic, algorithms and data representation.

They will develop their practical skills in programming and will be given repeated opportunities to write computer programs in order to solve problems.

We aim to develop pupils’ digital literacy so that they are able to use, express and develop their ideas through information and communication technology.

Homework

Homework is planned to be set once every 2 weeks depending on the progress made during the lesson. Pupils will also be encouraged to continue programming at home and the Small Basic software used in class can be downloaded for free. Pupils will complete a range of different homework activities throughout the year designed to consolidate learning done in lessons or to support learning in future lessons through flipped learning.

How are students grouped?

Pupils are in their tutor groups for Computing lessons.

Assessment

Assessment of pupils’ understanding and progress could take different forms depending on the unit. In the main formative assessment of pupils takes place during lessons as they build up a product and develop their understanding of the topic. Pupils will then take a summative assessment at the end of each unit. Both of these will be used to assess pupil’s overall progress.

Resources provided

The department makes extensive use of the schools VLE (Moodle) and a wealth of information and resources is made available to the students to access both in school and at home. Links to useful videos are provided as well as a range of links to wider reading.

All resources used in the classroom are made available through the VLE as well and can be reviewed by students at any time.

All computer science labs are equipped with up to date windows computers running the latest software including Visual Studio Professional, Microsoft Office and a range of Adobe professional software such as Photoshop and Flash. We also provide access to additional equipment when required such as Makey Makey devices and Lego Robots.

Revision guide websites

 

Additional voluntary contributions

 

Further information

Pupils would find it beneficial to use the website http://www.w3schools.com/ to help them further understand the work covered in the HTML unit. Small Basic can also be downloaded from http://smallbasic.com/ . We encourage pupils to continue programming independently at home.


Drama

Content

Characterisation (Contrasting Character)

  • Character development , performance and evaluation

Physical Theatre

  • Using ‘body as a prop’ to create symbolic performance and storytelling.

Dance

  • Lindy Hop – develop knowledge of history and technique, leading to a performance.

Play Review

  • Students learn to review live performance and develop analysis and evaluation of performance work.

Text Exploration & Set Design (Adam’s Ark)

  • Developing understanding of plot, theme, characters, style through practical exploration and textual analysis. Research,planning , development and evaluation of a set design.

Devised Drama

  • Using the Hillsborough disaster as a stimulus students will create a performance developing: stylised performance skills,montage, crosscutting and monologue delivery.

Main skills that will be developed

  • Characterisation
  • Voice
  • Gesture
  • Gait
  • Posture
  • Facial Expression
  • Physical Theatre
  • Devising
  • Stylised performance
  • Textual Analysis
  • Evaluation
  • Teamwork
  • Leadership
  • Creative Thinking
  • Dance – Lindy Hop

Homework

Set every alternate week – Research, line-learning, Key Vocabulary tasks, Learning Consolidation

How are students grouped?

Mixed Ability

Assessment

Classroom assessments take place each session. Pupils are assessed at every practical presentation. Pupils regularly peer asses each other. Pupils have full performance and written evaluative assessments each term.

Resources provided

Booklets, work folders, progress indicator assessment sheets, scripts, basic props and costume, lighting, sound.

Revision guide websites

 

Additional voluntary contributions

Optional Theatre Trips

Further information

Extra- curricular Drama Clubs are available for those who want to further their skills. Annual Musical Theatre productions and Dance shows take place for those who are interested.

English

Key Assessment Dates

Each half term

Content

Autumn Term:

Narrative writing C19th novel

Spring Term:

Non-literary comprehension (Comparison of C19th and C21st texts) Poetry anthology & unseen

Summer Term:

Transactional writing Modern text

Main skills that will be developed

  • Reading challenging texts, including a Shakespeare play
  • Close reading skills
  • Comparative skills
  • Formal essay
  • writing, including PETCAL
  • Research skills – historical context
  • Developing use of features of text type and purpose.
  • Structuring information effectively.
  • Using a dictionary/thesaurus to improve vocabulary.
  • Using a full range of punctuation.
  • Using features of text type well to engage reader.
  • Using formal Standard English.

Homework

Weekly. Various tasks to consolidate learning.

How are students grouped?

Set one and two and then four mixed ability groups.

Assessment

End of unit summative formal written assessments in reading and writing.

Resources provided

Available on X drive and Moodle.

Revision guide websites

 

Additional voluntary contributions

 

Further information

Contact Head of English, Miss S. Musa

French

Content

  •  Introduction to France
  •  Pronunciation of French sounds
  • Nouns and Adjectives
  •  Family and description
  •  A French film – A Cat in Paris
  •  Verbs
  •  Hobbies
  •  School life
  •  Towns and places

Main skills that will be developed

Pronunciation Use of cognates

Homework

1×20 minutes Learning vocabulary Writing short passages Reading comprehension Vocabulary practice Research cultural activities

How are students grouped?

Banded

Assessment

Ongoing class assessments December and May tests in all four skills

Resources provided

Studio Access and book 1

Revision guide websites

Linguascope

Additional voluntary contributions

 

Further information

Geography

Content

  • Rivers and Flooding
  • Awesome Oceans
  • What is the Middle East like?
  • Life in the Freezer
  • Changing Climates
  • Introducing Russia

Main skills that will be developed

Assessment Objective 1 – Knowledge of places, environments and concepts; Assessment Objective 2 – Geographical Understanding; Assessment Objective 3 – Application of Knowledge and Understanding; Assessment Objective 4 – Geographical Skills.

Homework

A variety of homework activities are set once a fortnight. Examples include consolidation of learning from the lesson, research, reading and written tasks.

How are students grouped?

Mixed ability in their forms.

Assessment

Decision Making Tests Manipulating Geographical Information Systems Fieldwork Extended writing.

Resources provided

Students will be provided with an exercise book. Some textbooks are used in lessons too.

Revision guide websites

Additional voluntary contributions

Further information

Content may change as new ideas are developed.

History

Content

1 lesson per week

War and conflict (Thematic Study)

  • How have the causes and impact of conflict changed between 1066 and the present day?
  • How have weapons and equipment changed and developed between 1066 and the present day?
  • Are there any similarities and differences between wars and conflicts between 1066 and the present day?

Nazi Persecution (World Depth Study)

  • Why and how did the Nazis persecute Jews between 1933-1945?

Main skills that will be developed

  • Knowledge and understanding
  • Explanation and analysis
  • Source analysis
  • Interpretation analysis

Homework

Pupils are given a range of homework tasks set once a week as directed by the class teacher. These tasks are usually set on a weekly basis and can range from independent research, extended written work and class presentations.

How are students grouped?

Pupils are taught in mixed ability groups. They remain in their form groups.

Assessment

Students will be assessed according to the History Department’s progress ladders, and will be assessed on the development of 4 skills:

  • Knowledge and understanding
  • Explanation and analysis
  • Source analysis
  • Interpretation analysis

This will be achieved through the use of open and closed book assessments, homework tasks and classwork.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Latin

Content

  • All six persons of regular indicative verbs, all four conjugations
  • Present infinitives
  • Some irregular verbs
  • Present, imperfect, perfect and pluperfect tenses
  • Nouns of the first, second and third declensions
  • Nominative, accusative, and dative cases, singular and plural
  • Personal and relative pronouns
  • Basic, comparative and superlative adjectives

Main skills that will be developed

Translation of Latin into English. Translation of simple sentences into Latin.

Homework

Set twice a week. Includes translation, grammar exercises, vocabulary learning.

How are students grouped?

By option choice

Assessment

Written translation work assessed regularly. Formal assessment tests (comprising translation of unseen passage) held four times in Year 8.

Resources provided

Textbook for use in class and at home. Worksheets provided as appropriate.

Revision guide websites

www.cambridgescp.com

Additional voluntary contributions

Further information

Maths

Content

  • Percentages
  • Substitution into formulae
  • Transformations
  • Ratio and proportion
  • Straight line graphs
  • Probability
  • Solving more complicated linear equations
  • Introduction to trigonometry
  • Standard Form
  • Percentages: reverse and original amount and recap on four rules of fractions
  • Volume and surface area of prisms
  • Arithmetic sequences
  • Analysing and presenting continuous and grouped data
  • Rounding to significant figures
  • Scale drawing and bearings
  • Quadratic, cubic, exponential and reciprocal graphs

Main skills that will be developed

Pupils study topics from the six strands of Number, Algebra, Ratio and Proportion, Geometry and Measures, Statistics and Probability. Pupils will extend their knowledge on topics that they met at KS2 and in Y7 as well as being introduced to new topics and techniques. Pupils are expected to retain and recall mathematical knowledge and to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

Homework

Homework is usually set once a week but this may vary according to the teacher’s discretion. Homework tasks include consolidation and extension of work covered in lessons through a written task or on-line activity, problem solving practice, revision and research.

How are students grouped?

Pupils are taught in half-year groups for Mathematics. At the beginning of Year 8 the setting from Y7 is changed from sets 1a, 1b, 2, 3 and 4 to sets 1, 2, 3, 4 and 5. Depending on the cohort these sets can be altered to give two or three parallel sets, if we feel that this is appropriate. There is some flexibility between the sets and set changes are made after the mid-year and end of year exams.

Assessment

Daily formative assessment in lessons and through the monitoring of classwork and homework are the initial forms of assessing progress. Summative assessments are on-going throughout the year through written topic tasks, progress tasks and a mid-year and end of year exam

Resources provided

Text book for use in class, subscription to on-line resources and worksheets.

Revision guide websites

The main websites are Mathswatch and Mymaths.

Additional voluntary contributions

Further information

Music

Content

  • Ostinato – melodic and rhythmic
  • Electronic Dance music
  • Form and Structure
  • Theme and Variations
  • Film Music

Main skills that will be developed

  • Listening skills
  • Identify instruments
  • Identify tempo
  • Identify texture
  • Performing skills (keyboard or own instrument)
  • Composing skills
  • Be able to recognise music technology

Homework

All written homework is set on moodle for pupils to access. We will also set practical tasks that they can practise within the department at break times or at home.

In addition homework may also be set on “Focus on Sound” website providing interactive lessons and quizzes to consolidate learning.

How are students grouped?

Mixed ability

Assessment

Performing, listening and composing will be assessed throughout the year.

Listening – written assessment

Composition – performance of composition and written notation/annotation will be assessed.

Performing – practical assessment.

Resources provided

Progress booklets Focus on Sound website Performing sheet music

Revision guide websites

Focus on Sound

Additional voluntary contributions

Further information

P.E. Boys

Content

Winter Activities:

  • Invasion Games – Football, Basketball and Rugby – Basic and advanced techniques, tactics and rules with an emphasis on technique.
  • Net/Wall Games
  • Badminton- Basic and advanced Techniques, tactics and rules with an emphasis on technique.
  • Fitness – Health related exercise
  • Swimming – Stroke Development

Summer activities:

  • Striking/Fielding Games- Cricket – Basic and advanced techniques, tactics and rules with an emphasis on technique.
  • Athletics – Basic and advanced techniques, tactics and rules over a variety of events
  • Tennis – Basic Techniques, tactics and rules

Main skills that will be developed

  • Improving gross and fine motor skills in a variety of sports
  • Spatial awareness
  • Co-ordination and fluency of movement
  • Teamwork

Homework

A project based homework that covers a range of topics for the student to select from, to be assessed and reported on.

How are students grouped?

Students are set according to ability; this is predominantly based on their games performance. Students can move between sets as they show improvements.

Assessment

Formative assessment is ongoing. Summative assessment is completed by the teacher for each activity at the end of each unit of work. At the end of the year, the teacher gives an overall practical assessment taking into account all activities but will grade the student on their best three. Alongside this, students will complete a written paper to test their understanding of the theoretical aspects of the subject.

Resources provided

All practical equipment

Revision guide websites

www.bbc.co.uk/education

www.revisionworld.com

www.s-cool.co.uk

Additional voluntary contributions

Further information

All pupils take part in competitive sport through inter-form competitions. Gifted and Talented pupils participate in a leadership programme term; this is often based on teacher assessments and through their extra curriculum performance. This is reviewed again in the summer term and additional pupils are added to the list.

Pupils run an active Sports Council.

P.E. Girls

Content

Winter Activities:

  • Invasion Games – Netball and Hockey – Developing spatial awareness, attacking and defensive and tactics.
  • Badminton – Basic Techniques
  • Fitness – Skill related Fitness
  • Gymnastics – Partner strength development and sports acro
  • Swimming- Personal Survival/Synchronised Swimming

Summer activities:

  • Striking/Fielding Games- Rounders – development of techniques and tactics.
  • Athletics – Development of techniques to improve performance
  • Tennis – Development of techniques and tactics.

Main skills that will be developed

  • Improving gross and fine motor skills in a variety of sports
  • Spatial awareness
  • Co-ordination and fluency of movement
  • Teamwork

Homework

A project based homework that covers a range of topics for the student to select from, to be assessed and reported on.

How are students grouped?

Students are set according to ability; this is based on their games performance. Students can move between sets as they show improvements.

Assessment

Formative assessment is ongoing. Summative assessment is completed by the teacher for each activity at the end of each unit of work. At the end of the year, the teacher gives an overall practical assessment taking into account all activities. Alongside this, students will complete a written paper to test their understanding of the theoretical aspects of the subject.

Resources provided

All practical equipment

Revision guide websites

BBC Bitesize http://www.bbc.co.uk/education

http://www.revisionworld.com

http://www.s-cool.co.uk

Additional voluntary contributions

Further information

All pupils take part in competitive sport through inter-form competitions. Gifted and Talented pupils participate in a leadership programme term; this is often based on teacher assessments and through their extra curriculum performance. This is reviewed again in the summer term and additional pupils are added to the list.

Religious Studies

Content

  • Judaism/ Christianity 3: Understanding God from the Old Testament
  • The Story of Judaism
  • The Heart of Islam
  • Making Moral Decisions

Main skills that will be developed

Description, Explanation, Analysis and Evaluation

Homework

Homework is set in line with whole policies which pupils receive one homework per week from their Religious Studies teachers.

How are students grouped?

Throughout year 8 pupils attend Religious Studies in their mixed ability form groups.

Assessment

Pupils sit 3 extended writing assessments in Year 8 and 1 practical assessment that includes an art project which allows pupils to engage creatively and academically to present their understanding how God is depicted in the Old Testament Biblical accounts.

This includes and art exhibition that family members are invited to attend. We also carry out formative assessment throughout the year by way of assessing pupils through their books and lesson activities.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

We take a selection of pupils to the Jewish museum in Manchester.

Science

Content

  • Sound and light*
  • Separating mixtures*
  • Photosynthesis and respiration
  • Atoms, elements and compounds.
  • Keeping healthy*
  • Heat
  • Space
  • Skeleton and muscles

Main skills that will be developed

Processing Data:

a) Record practical measurements to the correct resolution. Calculate means and describe the process. b) Identify anomalies and deal with them appropriately c) Recall and use appropriate formulae using values selected from information. Rearrange formulae with 3 or more terms. d) Draw basic graphs which include lines of best fit.

Interpreting Information:

a) Link an observation to its meaning. b) Extract some relevant information to support a conclusion.

Application:

a) Use knowledge of command words to decide on the correct style of answer. b) Use some key terms appropriately in simple explanations.

Scientific Investigation:

a) Develop a hypothesis. Identify the range and interval for the independent variable. c) Write the method in a logical sequence including what to measure. d) Produce valid results (fair test), including using repeats.

Research:

a) Find relevant sources. These may include data from tables or graphs. b) Select the most appropriate sources for the task given and explain why some sources are more useful than others. c) Combine information from multiple sources to present information in your own words.

Homework

Once a week. May include: written work, research, making models e.g. musical instruments, practising presentations, revision.

How are students grouped?

Sets are determined using the assessment marks from year 7. Setting is reviewed after key assessments are completed by February half term and at the end of the year.

Assessment

The topics marked * are assessed by written tests (known as a starred tests). The first 2 are completed by the end of January, the 3rd one by the end of May.

There are 2 Investigation skills assessments which will be carried out between February and May. The end of year examination, 45 min takes place in June

Resources provided

http://kerboodle.oxfordsecondary.co.uk/users/login On-line textbook (Activate) and resources (log-in passwords available from school).

Revision guide websites

http://www.bbc.co.uk/education

http://www.s-cool.co.uk/

http://inteleducationresources.intel.co.uk

Additional voluntary contributions

Optional trips to museums, competitions, lectures and special events will be offered throughout the course.

Further information

Spanish

Content

  • Free Time – expressing time, opinions and immediate future tense.
  • Holidays – using the preterite tense.
  • Food and drink – expressing large numbers, quantities and combining tenses.
  • Clothes and fashion – using comparatives and superlatives.
  • Tourism – Transactional Spanish for getting along on holiday.

Main skills that will be developed

  • Consolidation of adjectives
  • Opinion plus infinitives
  • Immediate future
  • Telling time
  • Irregular verbs
  • Preterite tense
  • Combining 2 tenses
  • Weather expressions
  • Numbers to 1000
  • Formal and informal ‘you’
  • Frequency words
  • Comparatives
  • Demonstratives
  • Superlatives
  • Combining 3 tenses
  • Using se puede
  • Imperative for commands

Homework

Pupils are set homework once a week which should take approximately 25 minutes.

This could take the form of a learning homework, particularly topic-based vocabulary.  Short writing or research tasks are also common.  Pupils may also spend homework preparing or revising for assessments.

How are students grouped?

Pupils are organised into ability bands.

Each half year group is organised into the following bands: 1a, 1b, 2a, 2b and 2c. Both Band 1 groups are parallel and all Set 2 groups are parallel.

Band 1 is suitable for those pupils who have shown evidence of high achievement in Spanish and benefit from a faster paced environment with slightly more complex content.

All pupils in both bands will have the opportunity to be challenged as appropriate and enabled to make very good progress.

The organisation of teaching groups is flexible and continuously reviewed as the year progresses and further assessments take place.

Assessment

Teacher assessment is used to monitor pupil progress, ensure appropriate grouping and inform the reporting cycle.

Module 1: Informal assessment to inform teacher monitoring Module 2: Formal assessment in all four skills (reading, writing, listening and speaking). Module 3: Informal assessment to inform teacher monitoring Module 4: Formal assessment in all four skills (reading, writing, listening and speaking). During May Assessment period. Module 5: Informal assessment to inform teacher monitoring

Resources provided

Mira 2 Textbook Mira 2 Resource and Assessment Pack

Revision guide websites

Pupils may also enjoy accessing a range of vocabulary and grammar games and activities online:

http://www.linguascope.com (username and password available from class teacher) http://www.languagesonline.org.uk http://www.languageguide.org http://www.languageskills.co.uk (Choose the Oye section) http://www.wordreference.com – Online Dictionary http://www.quizlet.com http://www.memrise.com

Free apps are also available: Duolingo Memrise Quizlet Linguascope Word Reference

Additional voluntary contributions

 

Further information

All pupils are encouraged to read for pleasure, and to broaden their vocabulary and knowledge of the language. Readers and magazines are available in the school library.

Technology

Content

Electronics

(The lie detector)

  • Design of electronic products
  • Electronics (Decision maker)
  • Integrated circuits
  • Transistors
  • Capacitors

CAD

  • CAD/CAM
  • Google sketch up (architecture)
  • 2D Design (skills development)
  • 3D modelling

 

Graphics

  • Graphics in the wider world / Isometric recap
  • Developing graphical skills
  • Developing Initial ideas
  • 3D CAD skills (Ipod mini)
  • 3D CAD skills (Combine shapes)
  • 3D CAD skills (Line and spline)
  • 3D CAD skills (Image manipulation)
  • Implications of Image manipulation / Designing of packaging
  • Designing of packaging (Content)
  • Designing of packaging (alignment)
  • Printing / Methods of cutting
  • Group Critiques

 

Textiles

  • Planner covers
  • Sublimation printing
  • Fabric construction/weaving
  • Fabric decoration
  • Fibres and fabrics
  • Textile machinery
  • Production planning

 

Food

  • Design and make pasta salad.
  • Range of practical skills. Healthy eating.

 

Product Design (resistant materials)

  • Modelling
  • Designing for CAM
  • Use of CAD in design
  • Investigating other designers
  • Product analysis
  • Product functions
  • Testing and evaluating
  • Manufacturing skills and techniques
  • Materials

Main skills that will be developed

Designing Making Evaluative Technical Knowledge

Homework

Homework will be set in accordance with the school homework timetable. As a minimum at least one piece of homework every two weeks should be expected although some specific areas may require more.

How are students grouped?

All groups in Design and Technology are mixed ability, no setting is applied

Assessment

Pupils are assessed against the department criteria that is based upon the national curriculum requirements and the key assessment strands of Design, make, evaluate and technical knowledge.

Methods of assessment will differ depending on the specific module being studied. In all areas however the final level awarded to pupils will be a culmination of their design and make tasks and homework completed. Pupils are encouraged to become involved in the tracking of their own progress through self and peer-assessment and will have an input into their end of module levels along with setting personalised targets for improvement.

Resources provided

All materials, equipment and resources will be provided.  In food technology pupils are requested to bring in ingredients.

Revision guide websites

Additional voluntary contributions

Further information

 

Year 9

Year 9

Art

Content

  • Positive/Negative – graphics, Op Art
  • Mad hatter’s tea party – stitching collage etc.
  • Mexican nichos – assemblage
  • Jasper Johns inspired identity project

Main skills that will be developed

Observational drawing, colour – mixing and application, Photoshop techniques, linework, embellishment, detail, mixed media, origami, proportion, independent thinking, wire sculptures, papier mache, shape, texture, form Joel Penkman, charlotte Farmer, Suzane Sullivan, Yayoi Kusama, Nichos, Karl Blossfeldt.

Homework

Usually set fortnightly giving pupils opportunity to spend longer on the work. Tasks vary and extend class-work topics, aim to develop drawing and designing skills or are research based activities.

How are students grouped?

mixed ability

Assessment

Formal assessment of progress takes place twice during each term or six times per year. Interim, formative assessments happen more frequently and can take the form of verbal assessment, peer assessment, self-assessment etc.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Computing

Content

OCR Entry Level Computer Science

  • Computer hardware and software
  • Computer memory and storage
  • Moral, legal and environmental issues
  • Computational logic
  • Algorithms
  • Data representation
  • Programming techniques and project

Main skills that will be developed

Pupils will build on the knowledge, understanding and skills established in the KS3 programmes of study and will be encouraged to think about the real world application of Computer Science.

Pupils will develop their ability to analyse problems in computational terms and have practical experience of writing computer programs to solve such problems.

Pupils will learn about, discuss and evaluate both new and unfamiliar technologies in order to become responsible, confident and creative users of Computer Science and related technologies.

They will also look at the components that make up digital systems and develop an understanding of the impacts of digital technology to individuals and to wider society.

Year 9 provides an excellent foundation for those pupils wishing to pursue Computer Science at GCSE.

Homework

Homework is planned to be set once every 2 weeks depending on the progress made during the lesson. They are provided with a workbook which includes homework tasks and revision activities. Pupils will complete a range of different homework activities throughout the year designed to consolidate learning done in lessons or to support learning in future lessons through flipped learning.

How are students grouped?

Pupils are in their tutor groups for Computing lessons.

Assessment

Formative assessment will take place during lessons as pupils work through each topic. This will be used to guide the pupils and help them make more rapid progress and develop their understanding. Pupils take a final written test at the end of each unit and they will be awarded an overall grade which is used to determine their final award.

Resources provided

The department makes extensive use of the schools VLE (Moodle) and a wealth of information and resources is made available to the students to access both in school and at home. Links to useful videos are provided as well as a range of links to wider reading.

All resources used in the classroom are made available through the VLE as well and can be reviewed by students at any time.

All computer science labs are equipped with up to date windows computers running the latest software including Visual Studio Professional, Microsoft Office and a range of Adobe professional software such as Photoshop and Flash. We also provide access to additional equipment when required such as Makey Makey devices and Lego Robots.

Revision guide websites

 

Additional voluntary contributions

Further information

Small Basic can be downloaded from http://smallbasic.com/ . We encourage pupils to continue programming independently at home.

The specification for OCR Entry Level Computing can be found at: http://www.ocr.org.uk/Images/313155-specification-entry-level-computer-science-r354.pdf

Pupils may find the following websites of interest for wider reading www.bbc.co.uk/news/technology www.techradar.com www.engadget.com www.wired.co.uk

Drama

Content

  • Staging and Proxemics
    • Understanding different staging types, stage directions and the effect of proxemics in performance.
  • Script Analysis and performance (Teechers)
    • Students explore John Godber’s performance techniques including multi-rolling, choral speech, unison movement and direct audience address.
  • Devising Strategies
    • Exploring a range of stimulus types and styles of performance to develop devising skills.
  • Devised Drama Project
    • Group creation of devised performance work based on a stimulus. Performance evaluation.
  • Monologues/Duologues
    • Development of characterisation skill in performance of monologues/ duologues scripts.
  • Play Review
    • Students develop live performance analysis and evaluation skills.
  • Text Exploration (39 Steps)
    • Developing understanding of plot, theme, characters, style through practical exploration and textual analysis.
  • Group Performance
    • Development of characterisation skill and group work in rehearsal and performance of Our Day Out.

Main skills that will be developed

  • Staging & Proxemics
  • Stage Directions
  • Multi-rolling
  • Unison Movement
  • Choral Speech
  • Direct Audience Address
  • Style and Genre
  • Devising strategies
  • Characterisation
  • Voice
  • Gesture
  • Gait
  • Posture
  • Facial Expression
  • Textual Analysis
  • Evaluation
  • Teamwork
  • Leadership
  • Creative Thinking

Homework

Set weekly – Research, line-learning, Key Vocabulary tasks, Learning Consolidation

How are students grouped?

Mixed Ability

Assessment

Classroom assessments take place each session. Pupils are assessed at every practical presentation. Pupils regularly peer asses each other. Pupils have full performance and evaluative assessments each half term.

Resources provided

Booklets, work folders, progress indicator assessment sheets, scripts, basic props and costume, lighting, sound.

Revision guide websites

GCSE Bitesize Website

Additional voluntary contributions

Optional Theatre Trips

Further information

Extra- curricular Drama Clubs are available for those who want to further their skills. Annual Musical Theatre productions and Dance shows take place for those who are interested.

English

Key Assessment Dates

Each half term

Content

Autumn 1: Food Unit/Reading non-fiction

Autumn 2: Shakespeare Play/Film Review

Spring 1: Finish Shakespeare Play/Shakespeare’s sonnets

Spring 2: 19th Century Short Stories

Summer 1: 19th Century reading/creative writing. Persuasive speeches

Summer 2: Of Mice and Men/Room 101

Main skills that will be developed

  • Inference and deduction ( via questioning: ongoing through reading of novel)
  • Identifying techniques/using terminology.
  • Close reading/ “squeeze quotes until they squeal”
  • Developing formal mature written responses to literature.
  • Developing style, vocabulary and sophistication.
  • Structuring texts to keep the reader engaged.
  • Figurative language.
  • Drafting, editing, proofreading.
  • Writing – Focus on correct use of SPaG in ambitious texts.

Homework

Weekly. Various tasks to consolidate learning.

How are students grouped?

Set one and two and then four mixed ability groups.

Assessment

End of unit summative formal written assessments in reading and writing.

Resources provided

Available on X drive and Moodle.

Revision guide websites

 

Additional voluntary contributions

 

Further information

Contact Head of English, Miss S. Musa

French

Content

  • Past events
  • Holidays
  • Media and cinema
  • A French film Les Choristes
  • Future plans and careers
  • Healthy living

Main skills that will be developed

Extended passages for comprehension Application of learnt grammar

Homework

1×25 minutes Learning vocabulary Writing short passages Reading comprehension Vocabulary practice Research cultural activities

How are students grouped?

Mixed ability

Assessment

Ongoing class assessments December and May tests

Resources provided

Studio Books 1-3

Revision guide websites

Linguascope

Additional voluntary contributions

Further information

Geography

Content

  • Our Restless Planet
  • International Development
  • Fieldwork Enquiry
  • The Coastal Environment (GCSE)
  • Urban and Rural Processes in the UK (GCSE)

Main skills that will be developed

Assessment Objective 1 – Knowledge of places, environments and concepts; Assessment Objective 2 – Geographical Understanding; Assessment Objective 3 – Application of Knowledge and Understanding; Assessment Objective 4 – Geographical Skills.

Homework

A variety of homework activities are set once a week. Examples include consolidation of learning from the lesson, research, reading and written tasks.

How are students grouped?

Mixed ability in option groups.

Assessment

Decision Making Tests Manipulating Geographical Information Systems Fieldwork Extended writing.

Resources provided

Students will be provided with an exercise book. When students start the GCSE following February Half Term, they may consider buying a textbook to supplement their learning.

Revision guide websites

www.geographyrocks.org

Additional voluntary contributions

Coach cost to Bolton for Fieldwork (approximately £2).

Further information

Content may change as new ideas are developed. The GCSE topics taught from February may change too.

German

Content

  • Holidays – what do in different seasons of the year, describing a winter holiday in a German speaking country, accommodation, holiday activities
  • Media – TV programmes, types of films, past trip to cinema, future use of media plus Christmas in Germany
  • Food and shopping – Food and drink, shopping, international lifestyle, pocket money
  • Health and lifestyle – Parts of body, illness and aches and pains, going to the doctors in Germany, healthy and unhealthy eating and living, sport and exercise
  • Going Out – Invitations, clothes, parties, daily routine, problems

Main skills that will be developed

  • Present tense
  • Perfect tense (haben and sein)
  • Developing opinions
  • Connectives
  • in + dative
  • in + accusative
  • Numbers to 1000
  • Definite and indefinite articles
  • Using open questions
  • Possessive adjectives
  • Modal verbs
  • Using wenn
  • Adverbs of frequency
  • Future tense
  • Separable verbs
  • Understanding ich hatte

Homework

Pupils are set homework once a week which should take approximately 25 minutes.

This could take the form of a learning homework, particularly topic-based vocabulary. Short writing or research tasks are also common. Pupils may also spend homework preparing or revising for assessments.

How are students grouped?

All teaching groups are mixed ability.

Assessment

Teacher assessment is used to monitor pupil progress, ensure appropriate grouping and inform the reporting cycle.

Module 1: Assessment in Listening and Reading Module 2: Assessment in all four skills Module 3: Informal assessment to inform teacher monitoring Module 4: Assessment in all four skills during May Assessment period Module 5: Informal assessment to inform teacher monitoring

Resources provided

Echo Express 2 textbook Echo Express 2 Workbook

Revision guide websites

Pupils may also enjoy accessing a range of vocabulary and grammar games and activities online: www.linguascope.com (username and password available from class teacher) www.languagesonline.org.uk www.languageguide.org www.languageskills.co.uk (Choose the GUT! section) www.wordreference.com – Online Dictionary www.quizlet.com www.memrise.com Free apps are also available: – Duolingo – Memrise – Quizlet – Linguascope – Word Reference

Additional voluntary contributions

Echo Express 2 Workbook

Further information

All pupils are encouraged to read for pleasure, and to broaden their vocabulary and knowledge of the language. Readers and magazines are available in the school library.

History

Content

2 lessons per week

Pupils will begin the GCSE course in Year 9 from 2016 onwards.

Paper 1 (Section A): America 1920-73

  • American people and the ‘boom’: causes of the economic boom, social and cultural developments, divided society including prohibition, African-Americans, the KKK and the Red Scare
  • American people and the ‘bust’: experiences of the Great Depression, introduction of the New Deal and responses to this, the impact of the Second World War on the economy and society
  • American people and post-war America: consumerism, the American Dream, McCarthyism, racial tensions and the influence of key civil rights campaigners, Great Society and the development and impact of feminist movements

Paper 1 (Section B): Conflict and tension, 1918-1939

  • Efforts at peace-making post-WW1: the armistice, the Treaty of Versailles and its wider impact

Main skills that will be developed

  • Knowledge and understanding
  • Explanation and analysis
  • Source analysis
  • Interpretation analysis

Homework

Pupils are given a range of homework tasks as directed by the class teacher. These tasks are usually set on a weekly basis and can range from independent research, extended written work and class presentations.

How are students grouped?

Pupils are taught in mixed ability groups, and no longer remain in their form groups as History will be chosen as an option at the end of Year 8.

Assessment

Students will be assessed according to the History Department’s progress ladders, and will be assessed on the development of 4 skills:

  • Knowledge and understanding
  • Explanation and analysis
  • Source analysis
  • Interpretation analysis

This will be achieved through the use of open and closed book assessments, homework tasks and classwork.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

ICT

Content

Main skills that will be developed

Homework

How are students grouped?

Assessment

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Latin

Content

  • Imperative mood
  • Present participles
  • Perfect participles passive and deponent
  • Imperfect and pluperfect subjunctive in temporal clauses
  • Genitive and Vocative cases
  • Demonstrative pronouns
  • Gender of nouns and adjectives

Main skills that will be developed

Translation of Latin into English. Translation of simple sentences into Latin.

Homework

Set twice a week. Includes translation, grammar exercises, vocabulary learning.

How are students grouped?

By option choice

Assessment

Written translation work assessed regularly. Formal assessment tests (comprising translation of unseen passage or adapted GCSE language paper) held at least three times in Year 9.

Resources provided

Textbook for use in class and at home. Worksheets provided as appropriate.

Revision guide websites

www.cambridgescp.com

Additional voluntary contributions

Further information

Maths

Content

  • Expanding two brackets and factorisation
  • Scatter diagrams
  • Compound units
  • Enlargements and similar shapes (including area and volume scale factors)
  • Rules for indices (including negative and fractional indices)
  • Rearranging formulae
  • Further probability
  • Properties of polygons
  • Linear inequalities
  • Linear simultaneous equations
  • Arc length and areas of sectors
  • 3D solids – prisms, pyramids, cones and spheres
  • Quadratic sequences
  • Loci and construction
  • Pythagoras and Trigonometry in 2D

Main skills that will be developed

In Year 9 pupils begin the GCSE Mathematics course. All pupils study the same topics, differentiated accordingly, from the six strands of Number, Algebra, Ratio and Proportion, Geometry and Measures, Statistics and Probability. Pupils develop fluent knowledge, skills and understanding of mathematical methods and concepts , acquire, select and apply mathematical techniques to solve problems, reason mathematically, make deductions and inferences and draw conclusions and comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

Homework

Homework is usually set once a week but this may vary according to the teacher’s discretion. Homework tasks include consolidation and extension of work covered in lessons through a written task or on-line activity, problem solving practice, revision and research.

How are students grouped?

Pupils are taught in half-year groups for Mathematics and continue from Y8 in sets 1 to 5. Depending on the cohort these sets can be altered to give two or three parallel sets, if we feel that this is appropriate. There is flexibility between the sets and set changes are made after the mid-year and end of year exams.

Assessment

Daily formative assessment in lessons and through the monitoring of classwork and homework are the initial forms of assessing progress. Summative assessments are on-going throughout the year through written topic tasks, progress tasks and a mid-year and end of year exam

Resources provided

Text book for use in class, subscription to on-line resources and worksheets.

Revision guide websites

The main websites are Mathswatch and Mymaths. Any revision guide suitable for Edexcel and problem solving questions

Additional voluntary contributions

Further information

Media

Content

Main skills that will be developed

Homework

How are students grouped?

Assessment

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Music

Content

  • Popular music overview
  • Beat boxing
  • Rock and Roll
  • Reggae
  • The Beatles
  • Brit POP and Song writing
  • Grade 1 Music Theory Course (or higher grade depending on pupils’ understanding)

Main skills that will be developed

  • Listening skills
  • Identify instruments
  • Identify tempo
  • Identify texture
  • Performing skills (keyboard or own instrument)
  • Composing skills
  • Be able to recognise music technology
  • Label degrees of the scale
  • Identify time signatures.
  • Theoretical understanding

Homework

All written homework is set on moodle for pupils to access. We will also set practical tasks that they can practise within the department at break times or at home.

In addition homework may also be set on “Focus on Sound” website providing interactive lessons and quizzes to consolidate learning.

How are students grouped?

Pupils are placed into sets based on their prior musical and theoretical understanding.

Assessment

Performing, listening and composing will be assessed throughout the year.

Listening – written assessment

Composition – performance of composition and written notation/annotation will be assessed.

Performing – practical assessment.

Resources provided

Progress booklets Focus on Sound website Performing sheet music

Revision guide websites

Focus on Sound

Additional voluntary contributions

Further information

P.E. Boys

Content

Winter Activities:

  • Invasion Games – Football, Basketball and Rugby – Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making.
  • Net/Wall Games
  • Badminton- Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making.
  • Fitness – Health related exercise
  • Swimming – Stroke Development and the introduction of water polo.

Summer activities:

  • Striking/Fielding Games- Cricket – Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making.
  • Athletics – Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making over a variety of events
  • Tennis – Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making.

Main skills that will be developed

  • Developing physical fitness
  • Determination and resilience
  • Evaluating and refining
  • Spatial awareness
  • Teamwork

Homework

A project based homework that covers a range of topics for the student to select from, to be assessed and reported on.

How are students grouped?

Students are set according to ability; this is predominantly based on their games performance. Students can move between sets as they show improvements.

Assessment

Formative assessment is ongoing. Summative assessment is completed by the teacher for each activity at the end of each unit of work. At the end of the year, the teacher gives an overall practical assessment taking into account all activities but will grade the student on their best three. Alongside this, students will complete a written paper to test their understanding of the theoretical aspects of the subject.

Resources provided

All practical equipment

Revision guide websites

www.bbc.co.uk/education

www.revisionworld.com

www.s-cool.co.uk

Additional voluntary contributions

Further information

The most able pupils will be introduced to components of the GCSE specification.

Pupils run an active Sports Council.

P.E. Girls

Content

Winter Activities:

  • Invasion Games – Netball and Hockey – Developing spatial awareness, attacking and defensive and tactics.
  • Badminton – Basic Techniques
  • Fitness – Skill related Fitness
  • Gymnastics – Partner strength development and sports acro
  • Swimming- Personal Survival/Synchronised Swimming

Summer activities:

  • Striking/Fielding Games- Rounders – development of techniques and tactics.
  • Athletics – Development of techniques to improve performance
  • Tennis – Development of techniques and tactics.

Main skills that will be developed

  • Improving gross and fine motor skills in a variety of sports
  • Spatial awareness
  • Co-ordination and fluency of movement
  • Teamwork

Homework

A project based homework that covers a range of topics for the student to select from, to be assessed and reported on.

How are students grouped?

Students are set according to ability; this is based on their games performance. Students can move between sets as they show improvements.

Assessment

Formative assessment is ongoing. Summative assessment is completed by the teacher for each activity at the end of each unit of work. At the end of the year, the teacher gives an overall practical assessment taking into account all activities. Alongside this, students will complete a written paper to test their understanding of the theoretical aspects of the subject.

Resources provided

All practical equipment

Revision guide websites

BBC Bitesize http://www.bbc.co.uk/education

http://www.revisionworld.com

http://www.s-cool.co.uk

Additional voluntary contributions

Further information

All pupils take part in competitive sport through inter-form competitions. Gifted and Talented pupils participate in a leadership programme term; this is often based on teacher assessments and through their extra curriculum performance. This is reviewed again in the summer term and additional pupils are added to the list.

 

Religious Studies

Content

  • Comparative 2: Living in a Plural Society
  • GCSE study begins:
  • Christian Beliefs
  • Christianity Marriage and the Family

Main skills that will be developed

Description, Explanation, Analysis and Evaluation

Homework

Homework is set in line with whole policies which pupils receive one homework per week from their Religious Studies teachers.

How are students grouped?

Throughout year 9 pupils attend Religious Studies in their mixed ability form groups.

Assessment

Pupils sit 2 formal GCSE style mock assessments in Year 9.

We also carry out formative assessment throughout the year by way of assessing pupils through their books and lesson activities.

Resources provided

All Pupils are provided with a core textbook in lessons.

Revision guide websites

We also subscribe to Hodder’s Dynamic Learning package so that pupils can access textbooks and quizzes at any time. Edexcel’s website – past papers and mark schemes can be found there.

Additional voluntary contributions

Further information

Science

Content

  • Variation*
  • Human impact
  • Forces*
  • Electricity and magnetism
  • Chemical reactions – reacting acids
  • Chemical patterns – reactivity series*

Main skills that will be developed

Processing Data:

a) Explain how they identified an anomaly e.g. distance from the line of best fit b) Calculate values and identify incorrect numbers of sig fig in data. c) Draw more challenging lines of best fit which may curve or have anomalies that should be ignored.

Interpreting Information:

a) Calculate the gradient of a straight line graph Identify the y-intercept of a straight line graph b) Identify patterns and trends and recognise any anomalies c) Extract most of the relevant information from sources to make valid conclusions. d) Be able to compare and contrast different information and sources

Application:

a) Describe scientific processes using the correct terminology and give more detailed explanations. b) Link the information provided with scientific theory.

 

Scientific Investigation:

a) Develop the hypothesis using prior knowledge or observations. Identify multiple control variables and provide some details of how to control them. Use preliminary investigations to choose range and/or interval of independent variable. b) Assess the level of risk and include some ways to reduce it. c) Give detailed descriptions on how to make measurements which are accurate or reduce random errors.

Research:

a) Understand that some sources might be biased. b) Show that the chosen information is relevant to the task. c) Write a structured summary, with some detail, in your own words. d) Reference all the sources used.

Homework

Once a week. May include: written work, research, practising presentations, revision.

How are students grouped?

Sets are determined using the assessment marks from year 8. Setting is reviewed after key assessments are completed at Easter.

Assessment

The topics marked * are assessed by written tests (known as a starred tests). The investigations skills are assessed by asking the students to plan and carryout an investigation and then complete a 50 min written assessment. These are all completed by Easter.

Resources provided

http://kerboodle.oxfordsecondary.co.uk/users/login On-line textbook (Activate) and resources (log-in passwords available from school).

Revision guide websites

http://www.bbc.co.uk/education

http://www.s-cool.co.uk/

http://inteleducationresources.intel.co.uk

Additional voluntary contributions

Optional trips to museums, competitions, lectures and special events will be offered throughout the course.

Further information

Spanish

Content

  • Introduction to GCSE
  • Y7 and Y8 revision
  • Family and friends – revisiting and building on the basics
  • Partners and future plans
  • Technology, TV and cinema
  • Understanding and exploring a Spanish movie (Gol)
  • Social media
  • Mobile technology
  • Free time activities
  • Going out
  • Sport

Main skills that will be developed

  • Review of nouns, adjectives and present tense
  • Frequency expressions
  • Expanding opinions
  • Immediate future tense
  • Descriptive language
  • Comparisons
  • Perfect tense
  • Imperfect tense
  • Por and para
  • Present continuous tense
  • Reading authentic texts
  • Developing spontaneous speech
  • Impersonal verbs
  • Proper future tense

Homework

Pupils are set homework once a week which should take approximately 25 minutes.

This could take the form of a learning homework, particularly topic-based vocabulary.  Short writing or research tasks are also common.  Pupils may also spend homework preparing or revising for assessments.

How are students grouped?

Pupils are organised into ability bands.

Each option group is organised into Band 1 and Band 2.

Band 1 is suitable for those pupils who have shown evidence of high achievement in Spanish and benefit from a faster paced environment with slightly more complex content.

All pupils in both bands will have the opportunity to be challenged as appropriate and enabled to make very good progress.

The organisation of teaching groups is flexible and continuously reviewed as the year progresses and further assessments take place.

Assessment

Teacher assessment is used to monitor pupil progress, ensure appropriate grouping and inform the reporting cycle.

Module 1: Baseline assessment to gauge access to GCSE curriculum Module 2: Formal assessment in all four skills (reading, writing, listening and speaking). Module 3: Informal assessment to inform teacher monitoring Module 4: Formal assessment in all four skills (reading, writing, listening and speaking). During May Assessment period. Module 5: Informal assessment to inform teacher monitoring

Resources provided

Mira 3 Textbooks Mira 3 Resource and Assessment Pack OUP AQA GCSE textbooks Mira AQA GCSE textbooks

Revision guide websites

Pupils may also enjoy accessing a range of vocabulary and grammar games and activities online:

http://www.linguascope.com (username and password available from class teacher) http://www.languagesonline.org.uk http://www.languageguide.org http://www.languageskills.co.uk (Choose the Oye section) http://www.wordreference.com – Online Dictionary http://www.quizlet.com http://www.memrise.com

Free apps are also available: Duolingo Memrise Quizlet Linguascope Word Reference

Additional voluntary contributions

Further information

All pupils are encouraged to read for pleasure, and to broaden their vocabulary and knowledge of the language. Readers and magazines are available in the school library.

Technology

Content

Electronics

(e-textiles project – mobile phone case)

  • Electronics (IC’s – embedded intelligence)
  • Embedded intelligence
  • Designing products around electronics
  • E textiles
  • Integrated circuits (2)

Graphics

  • Task Analysis
  • Analysing a film poster
  • Intro to commercial printing. Analyse a POS Display
  • Design criteria. Initial ideas for POS Display
  • Continue with ideas for POS. Presentation techniques
  • Initial ideas for surface graphics
  • Group critique. Continue with surface graphics ideas
  • Modelling of chosen POS Display design
  • Drawing the POS net using 2D Design tools
  • Image manipulation using Photoshop
  • Intro to developing their surface graphics design
  • Developing of surface graphics

 

Textiles

  • Bunting
  • Textile machinery
  • Decorative embroidery
  • Applique
  • Foiling
  • Construction methods
  • Purses/wallets
  • CAD – Sublimation printing
  • Prototypes
  • Construction methods
  • Fabrics/Fibres & Yarns
  • Inserting a zip/fastenings

 

Food

  • Scone making.
  • Whisking.
  • Savoury dishes.
  • Multi-cultural dishes.

Product Design (resistant materials)

  • Modelling
  • Designing for CAM
  • Use of CAD in design
  • Investigating other designers
  • Product analysis
  • Product function
  • Testing and evaluating
  • Manufacturing skills and techniques
  • Materials
  • 2D Design (further skills)
  • CAD/CAM
  • Computer aided manufacture
  • 3D modelling

Main skills that will be developed

Designing Making Evaluative Technical Knowledge

 

Homework

Homework will be set in accordance with the school homework timetable. As a minimum at least one piece of homework every two weeks should be expected although some specific areas may require more.

How are students grouped?

All groups in Design and Technology are mixed ability, no setting is applied.  In year 8, pupils are given the option to continue with Design Technology.  Those opting to do so are then given the option to select three areas of the subject to specialise in.

Assessment

Pupils are assessed against the department criteria that is based upon the national curriculum requirements and the key assessment strands of Design, make, evaluate and technical knowledge.

Methods of assessment will differ depending on the specific module being studied. In all areas however the final level awarded to pupils will be a culmination of their design and make tasks and homework completed. Pupils are encouraged to become involved in the tracking of their own progress through self and peer-assessment and will have an input into their end of module levels along with setting personalised targets for improvement.

Pupils will be awarded a level at the end of each module. The end of KS3 level awarded to each pupil will be the average taken from the levels achieved in all three of the modules studied.

Resources provided

All materials, equipment and resources will be provided.  In food technology pupils are requested to bring in ingredients.

Revision guide websites

Additional voluntary contributions

Further information

Year 10

Year 10

Art

Exam Board

AQA

Key Assessment Dates

Formal (internal )assessment of coursework at end of each project – Feb and July

Formative assessment of projects more frequently.

Homeworks marked on submission (usually fortnightly)

Content

  • Identity, portraits, disguise
  • Life and Death
  • Anthropomorphism
  • Ornithological sculptures

Main skills that will be developed

Collage, drawing, painting, printing, stitching, paper cutting, paper sculpture, scale, photography, fabric printing, illustration, brush work, Illustrator, Photoshop, mixed-media, lino printing, observational drawing, designing, hand building, joining, sculpting, construction,. Jane Silk, Hannah Turner, Day od the Dead artefacts, memento mori painting, Teesha Moore, Maurizio Anzeri, Stefan Sagmeister, Ana Strumpf, Laura McKellar, Berni Valenta, Von Glitschka,.

Homework

Usually set fortnightly giving pupils opportunity to spend longer on the work. Tasks vary and extend class-work topics, aim to develop drawing and designing skills or are research based activities.

How are students grouped?

mixed ability

Assessment

Formal assessment of progress takes place twice during each half-term. Homework is assessed on completion. Yr 11 students mount a ‘mock’ exhibition of their coursework in December. Interim, formative assessments happen more frequently and can take the form of verbal assessment, peer assessment, self-assessment etc.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Computing

Exam Board

AQA Computer Science (8520 E)

Key Assessment Dates

Exams will take place in summer term of Year 11.

Controlled assessment materials will be available at the start of Year 11 and completed in the first term.

Content

  • Fundamentals of computer systems
  • Computer logic
  • Hardware and software
  • Data compression
  • Data representation
  • Computer networks
  • Computational thinking and algorithms
  • Develop programming skills
  • Using programming skills to create programs

Main skills that will be developed

Pupils will build on the knowledge, understanding and skills established during key stage 3.

They will gain a deeper understanding of and the ability to apply the fundamental principles of computer science including abstraction, decomposition, logic, algorithms and data representation.

Pupils will analyse problems in computational terms through practical experience of solving such problems including designing, writing and debugging programs.

Pupils will develop an understanding of the components that make up a digital system and how systems can communicate with other systems. T

hey will also learn how to apply mathematical skills which are relevant to computer science. They will learn to think creatively, innovatively, analytically, logically and critically and develop a range of skills which can be transferred to a range of different subject areas.

Homework

Homework is set once per week. Pupils will complete a range of different homework activities throughout the year designed to consolidate learning done in lessons or to support learning in future lessons through flipped learning. This may include making notes or watching videos which relate to upcoming topics in order to prepare for class activities.

How are students grouped?

Pupils are placed in mixed ability groups for GCSE Computer Science

Assessment

Formative assessment takes place throughout year 10, and in lessons pupils’ achievement and progress is monitored in order to provide individual feedback.

Regular end of topic tests are taken by pupils to ensure that pupils understand the material covered and support is provided where necessary.

Final assessment for the GCSE course is by two final exams in the second year and a 20 hour controlled assessment project:

Paper 1 (40%): Computational Thinking and Problem Solving (1 hour and 30 minutes) Paper 2 (40%): Written Assessment (1 hour and 30 minutes) NEA (20%): Controlled assessment programming project (20 hours)

Resources provided

The department makes extensive use of the schools VLE (Moodle) and a wealth of information and resources is made available to the students to access both in school and at home. Links to useful videos are provided as well as a range of links to wider reading.

All resources used in the classroom are made available through the VLE as well and can be reviewed by students at any time.

All computer science labs are equipped with up to date windows computers running the latest software including Visual Studio Professional, Microsoft Office and a range of Adobe professional software such as Photoshop and Flash.

Revision guide websites

Class and revision notes are available online through the school VLE (Moodle).

All students are provided with a course text book and exercise books for note taking.

Additional voluntary contributions

 

Further information

Students will learn to write computer programs using VB.Net and are encouraged to develop their programming skills away from lessons. Visual Studio Community Edition can be downloaded for free from https://www.visualstudio.com/vs/community/

Dance

Exam Board

AQA Dance (8236)

Key Assessment Dates

  • Performing Mock Exam June
  • Choreography Mock Exam June
  • Theory Mock Exam May

Content

  • Introduction to the course
  • Dancer in Action – Health and Safety, Injury prevention
  • Diet and Nutrition
  • Motif creation and Development
  • Applying and Analysing – Action / Dynamics / Space / Relationships
  • Choreography solo & group
  • Using different stimuli for dance choreography
  • Dance Performance
  • Introduction to the 6 Set Works –
  • A Linha Curva
    • Shadows
    • Artificial Things
    • Emancipation of Expressionism
    • Infra
    • Within Her Eyes.
  • Evaluations
  • 6 new AQA set phrases – Performance, Choreography and Dance Appreciation including Physical, Technical, Expressive and Mental skills.

Main skills that will be developed

Performance, Choreography and Dance Appreciation including Physical, Technical, Expressive and Mental skills.

  • researching
  • improvising
  • selecting
  • developing
  • structuring
  • refining and synthesising.
  • posture
  • alignment
  • balance
  • coordination
  • control
  • flexibility
  • mobility
  • strength
  • stamina
  • extension
  • isolation.
  • projection
  • focus
  • spatial awareness
  • facial expression
  • phrasing musicality
  • sensitivity to other dancers
  • communication of choreographic intent,
  • systematic repetition
  • mental rehearsal
  • rehearsal discipline

 

 

Homework

Homework is set in theory lessons to consolidate learning in preparation for the written exam.

Research homework is set at the start of new units.

Practical homework is set in the summer term when students are completing group choreography’s – these homework’s can be carried out at lunchtime in the dance studio under staff supervision.

How are students grouped?

Mixed ability

Assessment

Performance, choreography and Dance Appreciation will be assessed on a termly basis – 3 times per year.

Resources provided

Dance anthology booklets. A range of worksheets. Access to the 6 dance works online.

Revision guide websites

Professional dance company websites – educational section can be accessed. Dance revision guide.

Additional voluntary contributions

Payment for occasional theatre trips

Further information

Students are encouraged to take part in Year 11 student choreography – this helps to prepare their knowledge and skills for their own exam choreography’s.

Drama

Exam Board

AQA Drama (8261)

Key Assessment Rates

Component 2: Devising Drama Performance – April/May

Content

  • Staging and Proxemics
    • Revision/development of different staging types, stage directions and the effect of proxemics in performance.
  • Devising Strategies
    • Using physical theatre, narration and production elements to develop the opening of a new piece of drama.
  • Duologues
    • Exploring the techniques of Stanislavski’s naturalistic acting system, students rehearse and perform duologue scripts
  • Production workshops
    • Practical introductions to the effect of lighting, sound, costume and set in performance.
  • Component 2: Devised Drama Project – 40% GCSE Assessment
    • Group creation of devised performance work based on a stimulus. Performance exam to live audience. Log book and evaluation.
  • Component 1: Understanding Drama – 40% GCSE Assessment
    • Students begin to study the set text ‘Blood Brothers’ in preparation for their year 11 written exam.

Main skills that will be developed

  • Staging & Proxemics
  • Stage Directions
  • Devising strategies
  • Naturalistic Acting – Stanislavski
  • Physical Theatre – Berkoff
  • Narration
  • Soundscape
  • Pace, Rhythm & Climax
  • Characterisation
  • Voice
  • Gesture
  • Gait
  • Posture
  • Facial Expression
  • Textual Analysis
  • Evaluation
  • Teamwork
  • Leadership
  • Creative Thinking
  • Production Design – Lighting, Costume, Set, Sound

Homework

Set weekly – Research, line-learning, Key Vocabulary tasks, Learning Consolidation

How are students grouped?

Mixed Ability – Option Group

Assessment

Throughout the year classroom practical assessments will take place using assessment for learning and formal assessments to help students develop their creative and practical performance skills.

There will be a formal performance exam in Summer term and students will create an evaluative log book as evidence of their contribution in the process.

Resources provided

Booklets, work folders and paper, devising log book for component 2 coursework, information sheets, GCSE record cards, scripts, props and costume, lighting, sound.

Revision guide websites

GCSE Bitesize Website

Additional voluntary contributions

Theatre trips to develop live theatre review skills required for Component 1 written exam. Occasional performance workshops. Materials for production design student’s coursework.

Further information

Pupils can take part in theatre visits to widen their knowledge or take part in school production to develop their performance skills.

English

Exam Board

English Language (Eduqas – C700QS/ QAN:60145055)

English Literature (AQA – 8702)

Key Assessment Dates

Each half term

Content

Autumn Term:

Narrative writing C19th novel

Spring Term:

Non-literary comprehension (Comparison of C19th and C21st texts) Poetry anthology & unseen

Summer Term:

Transactional writing Modern text

Main skills that will be developed

  • Vocabulary for effect
  • Noun phrases
  • Spelling
  • Sentences for effect
  • Punctuation
  • Narrative structure
  • Narrative hooks
  • Characterisation
  • Close reading of extracts and their relationship to whole novel
  • Text annotation
  • Themes/attitudes
  • Character
  • Selecting and using quotes
  • Essays on character, theme, attitudes
  • Essay skills/PEE points
  • Conventions of electronic and print media
  • Language/style change over time
  • Social /historical context
  • Sentence functions
  • Layout
  • Genre, audience, purpose
  • Poetic devices
  • Annotation skills
  • Poetry analysis
  • Unseen poetry analysis
  • Comparison of poems

Homework

At least weekly. Various tasks to consolidate learning.

How are students grouped?

Set one, two, and three and then three mixed ability groups.

Assessment

End of unit summative assessments formal written in English Language and English Literature.

Speaking and Listening assessment.

Resources provided

Available on X drive and Moodle.

Revision guide websites

Additional voluntary contributions

Further information

Contact Head of English, Miss S. Musa

French

Exam Board

AQA MFL – French (8658)

Key Assessment Dates

Four skills tested at Highter or Foundation level in May Year 11

Content

Relationships with family and friends Marriage/ partnership Technology in everyday life Free time Healthy/ unhealthy living Food and eating out Sport Customs and festivals in French-speaking countries/ communities Home, town, neighbourhood and region Charity/ voluntary work

Main skills that will be developed

Grammatical knowledge and reading comprehension

Homework

2 x 30 minutes Consolidation of vocabulary Writing short passages Reading comprehension Vocabulary practice Grammar workbook pages On line text book exercises

How are students grouped?

Mixed ability

Assessment

Termly

Resources provided

Oxford AQA French

Revision guide websites

Vocab Express On line text book

Additional voluntary contributions

Grammar workbook

Further information

Geography

Exam Board

WJEC Eduqas Geography B

Key Assessment Dates

  • Apart from end of topic tests there are no external examinations in Year 10 for this GCSE.

Content

  • The Coastal Environment
  • An Introduction to ecosystems, weather and climate
  • Rural and urban processes in the UK
  • River Environments
  • Water Management
  • We will also complete two fieldwork projects throughout Year 10.

Main skills that will be developed

Assessment Objective 1 – Knowledge of places, environments and concepts; Assessment Objective 2 – Geographical Understanding; Assessment Objective 3 – Application of Knowledge and Understanding; Assessment Objective 4 – Geographical Skills e.g. mathematical, graphical and statistical skills.

Homework

A variety of homework activities are set once a week. Examples include consolidation of learning from the lesson, research, reading, written tasks and past exam questions. Students may also be required to complete exam questions at home in test conditions.

How are students grouped?

Mixed ability in option groups.

Assessment

Paper One – Physical Geography (37.5%); Paper Two – Human Geography (37.5%); Paper Three – Fieldwork (25%).

Resources provided

Students will be provided with an exercise book. They may consider buying revision guides from websites such as Amazon to supplement their learning.

Revision guide websites

www.geographyrocks.org

Additional voluntary contributions

Further information

Website for the legacy GCSE Exam Board – AQA A http://www.aqa.org.uk/subjects/geography/gcse/geography-a-9030

Geology

Information will shortly be available

German

Exam Board

AQA German (8668)

Key Assessment Dates

Summer 2018

Content

  • KS3 revision
  • Me, family and friends – describing self and others, relationships and problems
  • Technology in Everyday Life – Internet, social networks, mobile technology
  • Free-time activities – hobbies, trends, sport, eating out
  • Customs and festivals – family traditions, local and national festivals
  • Home and neighbourhood – house and town
  • Social Issues – volunteering, contributing to society, key social problems and resolutions

Main skills that will be developed

  • Present tense
  • Reflexive verbs
  • Separable verbs
  • Future tense
  • Comparatives and superlatives
  • Object pronouns
  • Imperfect tense
  • Imperative commands
  • Perfect tense
  • Modal verbs
  • Personal pronouns
  • Word order
  • Prepositions
  • Interrogative questions
  • Accusative and dative

Homework

Pupils are set homework after each lesson (twice a week) and are expected to spend approximately 30 minutes per homework.

This could take the form of a learning homework, particularly topic-based vocabulary. Short writing or research tasks are also common. Pupils may also spend homework preparing or revising for assessments.

Pupils may also be set activities to complete online or via Kerboodle.

How are students grouped?

All teaching groups are mixed ability.

Assessment

GCSE style assessment in all four skills will take place at the end of each unit with a more substantial assessment during the May Assessment period.

This is a linear course which means that all final GCSE examinations will take place in Summer 2018.

There are four examinations each weighted equally at 25% and will test the four skills or Assessment Objectives of Listening (AO1), Speaking (AO2), Reading (AO3) and Writing (AO4).

Resources provided

OUP AQA GCSE textbook Individual Kerboodle access / online textbook Vocab Express

Revision guide websites

All pupils have access to Vocab Express to help them to regularly learn GCSE vocabulary independently or as set by the class teacher.

All pupils have access to Kerboodle where they can use the Digital German GCSE 9-1 textbook to access reading, listening and grammar activities. Additional resources may also be assigned via Kerboodle.

Pupils may also enjoy accessing a range of vocabulary and grammar games and activities online: www.linguascope.com (username and password available from class teacher) www.languagesonline.org.uk www.languageguide.org www.languageskills.co.uk (Choose the GUT! section) www.wordreference.com – Online Dictionary www.quizlet.com www.memrise.com Free apps are also available: – Duolingo – Memrise – Quizlet – Linguascope – Word Reference

Additional voluntary contributions

Further information

All pupils are encouraged to read for pleasure, and to broaden their vocabulary and knowledge of the language. Readers and magazines are available in the school library.

Pupils looking for a higher level of challenge may wish to access TV, online newspapers and radio programmes via the Internet. Full details of various sources can be found on Moodle.

History

Exam Board

AQA History 8145DB

Content

2 lessons per week

Paper 1 (Section A): America 1920-73

  • American people and the ‘boom’: causes of the economic boom, social and cultural developments, divided society including prohibition, African-Americans, the KKK and the Red Scare
  • American people and the ‘bust’: experiences of the Great Depression, introduction of the New Deal and responses to this, the impact of the Second World War on the economy and society
  • American people and post-war America: consumerism, the American Dream, McCarthyism, racial tensions and the influence of key civil rights campaigners, Great Society and the development and impact of feminist movements

Paper 1 (Section B): Conflict and tension, 1918-1939

  • Efforts at peace-making post-WW1: the armistice, the Treaty of Versailles and its wider impact
  • League of Nations and international peace: aims of the League, diplomacy outside the League, the eventual collapse of the League
  • Origins and outbreak of the Second World War: development of tensions between Hitler and the Allies, escalation of tensions and the policy of appeasement, and the outbreak of war including responsibility for the war

Main skills that will be developed

  • Knowledge and understanding
  • Explanation and analysis
  • Source analysis
  • Interpretation analysis

Homework

A homework task will be set each lesson and can range from independent research, extended written work, project work, examination practice and preparatory reading for the next lesson.

How are students grouped?

Pupils are taught in mixed ability groups, and no longer remain in their form groups as History will be chosen as an option at the end of Year 9.

Assessment

Students will be assessed according to the examination requirements of AQA, and will develop a range of skills including:

  • Knowledge and understanding
  • Explanation and analysis
  • Source analysis
  • Interpretation analysis

Assessed pieces of work will be marked in line with department policy utilising AQA marking criteria.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

ICT

Exam Board

Edexcel ICT (2IT01) – Living in a Digital World

Key Assessment Dates

Controlled assessment materials will be available at the start of Year 10 and completed throughout Year 10.

Content

  • Create a logo
  • Create a database
  • Produce a digital poster
  • Create a spreadsheet model to calculate ticket prices
  • Produce a demo on how to use the spreadsheet model
  • Produce two sample tickets
  • Produce a promo
  • Produce a webpage
  • Planning
  • Reviews
  • Evaluation

Main skills that will be developed

This is a practical unit in which pupils will 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.

Homework

Home work will be in the form of additional research to support work done during controlled assessment in class. This is usually finding sources of information and resources which can be used to complete set tasks.

How are students grouped?

Pupils are placed in mixed ability groups for GCSE ICT lessons.

Assessment

Formative assessment takes place throughout year 10, and in lessons pupils’ achievement and progress is monitored in order to provide individual feedback.

Pupils are given a Controlled Assessment Record sheet which outlines how marks are awarded.

Resources provided

The department makes extensive use of the schools VLE (Moodle) and a wealth of information and resources is made available to the students to access both in school and at home. All resources used in the classroom are made available through the VLE as well and can be reviewed by students at any time.

All computer rooms are equipped with up to date windows computers running the latest software including Visual Studio Professional, Microsoft Office and a range of Adobe professional software such as Photoshop and Flash.

Revision guide websites

Class and revision materials are available online through the school VLE (Moodle). Pupils could also use BBC Bitesize and Teach-ICT.com

Additional voluntary contributions

An ICT revision guide and revision workbook is also available to purchase for a small fee.

Further information

Controlled assessment is worth 60% of the GCSE ICT qualification.

Latin

Exam Board

WJEC Eduqas GCSE Latin (C990PB)

Key Assessment Dates

Summer 2018

Content

  • Ablative case
  • Further uses of the subjunctive
  • Gerundives
  • Passive and deponent verbs
  • Future and future perfect tenses
  • Future participles
  • Perfect and future infinitives
  • Indirect statements

Main skills that will be developed

Translation of Latin into English. Translation of simple sentences into Latin.

Homework

Set twice a week. Includes translation, grammar exercises, vocabulary learning.

How are students grouped?

By option choice

Assessment

Written translation work assessed regularly. Formal assessment tests (comprising adapted or unadapted GCSE language papers) held at least three times in Year 10.

Resources provided

Textbook for use in class and at home. Worksheets provided as appropriate.

Revision guide websites

www.cambridgescp.com

Additional voluntary contributions

Further information

Maths

Exam board

Edexcel Maths Level 1/Level 2 (1MA1)

Key Assessment Dates

Mid-Year exam Jan/Feb End of Year exam May

Content

Foundation Tier

  • Laws of indices
  • Decimal places and significant figures
  • Pythagoras and trigonometry
  • Collecting like terms and simplification
  • Fractions, decimals and percentages
  • Collecting discrete and continuous data and two way tables
  • Displaying data – pictograms, pie charts, bar charts and histograms, frequency polygons, stem and leaf diagrams
  • Mean, median and mode for ungrouped and grouped data
  • Polygons and parallel lines
  • Factors, multiples and primes
  • Real life graphs
  • Expressions and substitution into formulae
  • Straight line graphs
  • Percentage calculations
  • Solving linear equations and inequalities
  • Arithmetic and geometric sequences
  • Perimeter, area and volume

Higher tier

  • Laws of indices
  • Decimal places, significant figures and rounding
  • Pythagoras’ theorem and trigonometry in 2D
  • Linear equations (re-cap)
  • Using fractions and percentages
  • Polygons, angles and parallel lines
  • Factors, multiples, primes, standard form and surds
  • Real life graphs including distance-time and velocity time graphs
  • Arithmetic and geometric sequences
  • Solving quadratic equations
  • Perimeter and area of shapes and compound shapes, including circles
  • Representing and interpreting data and scatter diagrams
  • Ratio and proportion
  • Surface area and volumes of cylinders, cones and spheres
  • Accuracy and bounds
  • Linear graphs and coordinate geometry
  • Transformations
  • Quadratic, cubic and other graphs
  • Simultaneous equations and inequalities (linear and linear/quadratic)

Main skills that will be developed

In Year 10 build on the skills practised in Year 9, following a course at either Foundation tier or Higher tier. Pupils develop fluent knowledge, skills and understanding of mathematical methods and concepts , acquire, select and apply mathematical techniques to solve problems, reason mathematically, make deductions and inferences and draw conclusions and comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

Homework

Homework is weekly.

Homework tasks include consolidation and extension of work covered in lessons through a written task or on-line activity, problem solving practice, revision and research. There is an expectation that pupils will do their own practise on topics they have identified that need improvement.

How are students grouped?

Pupils are taught in half-year groups for Mathematics and are placed in sets 1 to 6. Depending on the cohort these sets can be altered to give two or three parallel sets, if we feel that this is appropriate. There is flexibility between the sets and set changes are made after the mid-year and end of year exams.

Assessment

Daily formative assessment in lessons and through the monitoring of classwork and homework are the initial forms of assessing progress. Summative assessments are on-going throughout the year with topic tasks, completed at the end of specific topics, a mid-year exam and an end of year exam.

Resources provided

Text book for use in class, subscription to on-line resources and worksheets.

Revision guide websites

The main websites are Mathswatch and Mymaths. Any revision guide suitable for Edexcel and problem solving questions

Additional voluntary contributions

Further information

Media

Exam Board

WJEC Media Studies (4390)

Content

Students will be introduced to new terminology that will help them to analyse a variety of media texts. Students will explore the key concepts of Media Studies:

  • Audience and Institution
  • Genre and Narrative
  • Representation

Three pieces of Controlled assessment coursework will be completed.

Main skills that will be developed

  • Understanding of theory
  • Practical use of terminology
  • Close analysing skills
  • Practical production skills
  • Explorations of issues in the media

Homework

Set weekly. Homework will focus on developing the use of terminology and the ability to analyse media texts.

How are students grouped?

Assessment

Three pieces of Controlled assessment coursework will be completed:

  • Genre assessment – The Action movie
  • Representation assessment – Print advertising
  • Project: Creation of a CD album cover

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Music

Exam Board

AQA Music (8271)

Key Assessment Dates

  • Composition Controlled exam June
  • Performing mock exam June

Content

  • Traditional/World Music
  • Western Classical Music 1910 – Present
  • Western Classical Music 1650 – 1910
  • Popular Music
  • Solo and ensemble performance skills
  • Composition 1 – Theme and variations.

Main skills that will be developed

  • Identify instruments
  • Identify tonality
  • Identify tempo
  • Identify time signatures
  • Use pulse to count bars
  • Identify texture
  • Identify features of rhythm
  • Recognise chord changes
  • Recognise melodic features
  • Label degrees of the scale
  • Recognise cadences
  • Add phrase markings to a melody
  • Complete simple dictation
  • Be able to recognise intervals
  • Be able to recognise music technology
  • Performing skills
  • Compositional skills

Homework

Homework is set to consolidate learning in preparation for the listening and appraising exam.

This will be in written form or via the Focus on Sound website.

Performing homework is set by instrumental teachers in the form of weekly practice in preparation for the performing solo and ensemble exam.

Weekly composition sessions are provided outside of lesson time for pupils to spend further time outside of the classroom on composition coursework.

How are students grouped?

Pupils are placed into sets based on their prior musical and theoretical understanding.

Assessment

Performing, listening and composing will be assessed throughout the year.

Listening – written assessment

Composition – on going assessment of notated composition.

Performing – mock practical assessment.

Resources provided

Free music lessons Focus on Sound website Set work pupil work booklets Listening exam practice book

Revision guide websites

Focus on Sound Dropbox for audio resources

Additional voluntary contributions

Revision guides

Further information

Pupils must have a weekly instrumental lesson inside or outside of school and be part of a school ensemble in preparation for the performing exams.

P.E. Boys

Exam Board

OCR Physical Education (J587)

Key Assessment Dates

An Analysis of Performance written task will take place towards the end of Year 10.

Content

Winter Activities:

  • Invasion Games – Football, Basketball and Rugby – Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making.
  • Net/Wall Games
  • Badminton- Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making.
  • Fitness – Health related exercise
  • Swimming – Stroke Development and the introduction of water polo.

Summer activities:

  • Striking/Fielding Games- Cricket – Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making.
  • Athletics – Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making over a variety of events
  • Tennis – Basic and advanced techniques, tactics and rules with an emphasis on tactics and decision making.

Main skills that will be developed

  • Responsibility and leadership
  • Mastering skills learnt in KS3
  • Deeper understanding of tactics and strategies in games

Homework

Homework will be set regularly in accordance with whole-school homework policy. This will normally be centred on research tasks and exam style questions.

How are students grouped?

Students are set according to ability; this is predominantly based on their games performance. Students can move between sets as they show improvements.

Assessment

Pupils will sit two external examinations in Year 11, the final year of the GCSE PE course. Each examination will last for 1 hour, each will be marked out of 60 marks and each will be worth 30% of the final GCSE PE mark. The total percentage weighting for the theoretical component is 60%.

At the end of each unit of work, usually lasting for approximately half a term, pupils will be assessed in the various topics contained within the unit. The assessment comprises exam questions and is marked in line with OCR marking methodology. The unit assessment will be graded, using the new numerical GCSE grading system and the grade then compared to the pupil target grade.

Practical assessment will be in three sports: one individual sport, one team sport and any one other from the prescribed list of options. Each sport will be marked out of 20 marks. On- going assessment will take place throughout the two year GCSE PE programme, following a block of work on a range of sports, culminating in the final assessment, which will be in March of Year 11. An Analysis of Performance written task, also marked out of 20 marks, will take place towards the end of Year 10.

Resources provided

  • Textbooks (class use)
  • Workbooks
  • Revision guides
  • Additional intervention sessions
  • All practical equipment

Revision guide websites

Additional voluntary contributions

Further information

Students should be competent in 3 practical activities. Students should be engaged in extra-curricular sporting activities at school and/or be involved in external sports clubs out of school, promoting a healthy, active lifestyle for life-long fitness.

Pupils run an active Sports Council.

P.E. Girls

Exam Board

The most able pupils will be introduced to components of the GCSE specification.

Key Assessment Dates

An Analysis of Performance written task will take place towards the end of Year 10.

Content

In year 10 pupils choose to specialise in 2 areas in the winter term and all pupils will rotate on each activity in the summer term.

Winter Activities :

  • Invasion Games-Netball and Rugby (See Sports Leadership)
  • Net/Wall Games- Badminton and Tennis
  • Swimming – Developing young leaders
  • Sports Leadership Awards – developing understanding of leadership and communication, working with peers and primary schools to promote a healthy active lifestyle.
  • Fitness – Fitness testing, improving fitness through different methods of training.
  • Outdoor Education – Camp craft, Orienteering, Mountain Biking and team building.

Summer Activities:

  • Striking/Fielding Games- Rounders
  • Athletics – Developing leadership, using advanced techniques and analysis of
  • performance
  • Tennis – Competitive sport, advanced techniques and officiating.

Main skills that will be developed

  • Responsibility and leadership
  • Mastering skills learnt in KS3
  • Deeper understanding of tactics and strategies in games

Homework

Homework will be set regularly in accordance with whole-school homework policy. This will normally be centred around research tasks and exam style questions.

How are students grouped?

Mixed ability groups based on option choices that the student selects each term.

Assessment

Leadership Accreditation for students who have opted for this.

Pupils will sit two external examinations in Year 11, the final year of the GCSE PE course.

Each examination will last for 1 hour, each will be marked out of 60 marks and each will be worth 30% of the final GCSE PE mark.

The total percentage weighting for the theoretical component is 60%.

At the end of each unit of work, usually lasting for approximately half a term, pupils will be assessed in the various topics contained within the unit. The assessment comprises exam questions and is marked in line with OCR marking methodology. The unit assessment will be graded, using the new numerical GCSE grading system and the grade then compared to the pupil target grade.

Practical assessment will be in three sports: one individual sport, one team sport and any one other from the prescribed list of options. Each sport will be marked out of 20 marks. On- going assessment will take place throughout the two year GCSE PE programme, following a block of work on a range of sports, culminating in the final assessment, which will be in March of Year 11. An Analysis of Performance written task, also marked out of 20 marks, will take place towards the end of Year 10.

Resources provided

  • Textbooks (class use)
  • Workbooks
  • Revision guides
  • Additional intervention sessions
  • All practical equipment

Revision guide websites

BBC Bitesize http://www.bbc.co.uk/education

http://www.revisionworld.com

http://www.s-cool.co.uk GCSE PE Revision Preparation – YouTube GCSE PE OCR Revision Workshop PE (Physical Education) – Revision World

Additional voluntary contributions

Further information

Students should be competent in 3 practical activities. Students should be engaged in extra-curricular sporting activities at school and/or be involved in external sports clubs out of school, promoting a healthy, active lifestyle for life-long fitness.

Religious Studies

Exam Board

Edexcel Religious Studies B (Christianity & Judaism)

Key Assessment Dates

End of Y10 Test in the summer term.

Content

  • GCSE study continues:
  • Christianity Religion and Life
  • Christianity Matters of Life and Death
  • Judaism Beliefs

Main skills that will be developed

Description, Explanation, Analysis and Evaluation

Homework

Homework is set in line with whole policies which pupils receive one homework per week from their Religious Studies teachers.

How are students grouped?

In Y10 pupils are set by ability for sets 1 and 2. The rest of the year group are mixed with a small group of pupils reserved for those with any SEN requirements.

Assessment

Each class is assessed after every unit. We have an end of year test that combines two units, one take from Y9 and one from Y10.

Resources provided

All Pupils are provided with a core textbook in lessons.

Revision guide websites

We also subscribe to Hodder’s Dynamic Learning package so that pupils can access textbooks and quizzes at any time. Edexcel’s website – past papers and mark schemes can be found there.

Additional voluntary contributions

Further information

Science

Exam Board

Double Science

AQA: Combined Science: Trilogy (8464) Science ELC (5960)

Triple Science

AQA: Biology (8461) Chemistry (8462) Physics (8463)

Key Assessment Dates

Internal exams – May

Content

Biology

  • Cells, Tissues and organs
  • Organ systems
  • Health and disease
  • Photosynthesis and respiration
  • Control of organisms

Chemistry

  • Atomic structure and periodic table
  • Structures and bonding
  • Enthalpy and reactivity
  • Crude oil, alkanes and alkenes

Physics

  • Forces, motion and energy
  • Electricity
  • Magnetism

Main skills that will be developed

Processing Data:

a) Calculate values and use correct number of sig fig in answer. b) Drawing graphs with scales that have decimals or standard form.

Interpreting Information:

a) Understand the physical significance of area between a curve and the x-axis b) Evaluate the validity of the evidence, including anomalies and relate  it to the original hypothesis

Application:

a) Describe and explain scientific processes in detail. b) Link information from multiple sources with scientific theory to provide solutions.

Scientific Investigation:

a) Include a predicted pattern where appropriate and reasons for the prediction. b) Identify the biggest source of error and describe how this error could be reduced.

Research: b) Explain why some sources may be biased. c) Write a detailed report based on the sources of information.

Homework

Once a week for each subject May include: written work, calculations, plotting graphs, research, presentations, revision.

How are students grouped?

Sets are determined at the end of the spring term in year 9 using practical and written assessment marks. Some individuals will move set on the advice of their class teachers.

Assessment

End of topic assessments – written assessments based on past paper questions. Required practical activities will be carried out in class and may be written up as homework. Knowledge of these will be assessed on the written exams.

End of year internal exams A 45 minute paper will be set for each subject.

Resources provided

http://kerboodle.oxfordsecondary.co.uk/users/login On-line textbooks (GCSE 9-1) (log-in passwords available from school).

Revision guide websites

AQA website (specification and past papers) http://www.aqa.org.uk/subjects/science http://www.bbc.co.uk/education http://www.s-cool.co.uk/ http://inteleducationresources.intel.co.uk CGP revision guides are offered for sale through school at a reduced price. They are also available on Amazon and in bookshops.

Additional voluntary contributions

Optional trips to museums, competitions, lectures and special events will be offered throughout the course.

Further information

Spanish

Exam Board

AQA Spanish (8698)

Key Assessment Dates

Summer 2018

Content

  • Me, family and friends – describing self and others, relationships and problems
  • Technology in Everyday Life – Internet, social networks, mobile technology
  • Free-time activities – hobbies, trends, sport, eating out
  • Customs and festivals – family traditions, local and national festivals, Hispanic World
  • Home and neighbourhood – house and town
  • Social Issues – volunteering, contributing to society, key social problems and resolutions

Main skills that will be developed

  • Present tense
  • Preterite tense
  • Immediate future tense
  • Proper future tense
  • Perfect tense
  • Imperfect tense
  • False friends
  • Object pronouns
  • Por and para
  • Present continuous tense
  • Radical changing verbs
  • Impersonal verbs
  • Reflexive verbs
  • Demonstratives
  • Prepositions
  • Comparisons
  • Infinitive phrases
  • Conditional tense

Homework

Pupils are set homework after each lesson (twice a week) and are expected to spend approximately 30 minutes per homework.

This could take the form of a learning homework, particularly topic-based vocabulary.  Short writing or research tasks are also common.  Pupils may also spend homework preparing or revising for assessments.

Pupils may also be set activities to complete online or via Kerboodle.

How are students grouped?

Pupils are organised into ability bands where the option group allows.  Some teaching groups are mixed ability.

Band 1 is suitable for those pupils who have shown evidence of high achievement in Spanish and benefit from a faster paced environment with slightly more complex content.

All pupils in both bands will have the opportunity to be challenged as appropriate and enabled to make very good progress.

The organisation of teaching groups is flexible and continuously reviewed as the year progresses and further assessments take place.

 

Assessment

GCSE style assessment in all four skills will take place at the end of each unit with a more substantial assessment during the May Assessment period.

This is a linear course which means that all final GCSE examinations will take place in Summer 2018.

There are four examinations each weighted equally at 25% and will test the four skills or Assessment Objectives of Listening (AO1), Speaking (AO2), Reading (AO3) and Writing (AO4).

Resources provided

OUP AQA GCSE textbooks Mira AQA GCSE textbooks Kerboodle Vocab Express

Revision guide websites

All pupils have access to Vocab Express to help them to regularly learn GCSE vocabulary independently or as set by the class teacher.

All pupils have access to Kerboodle where they can use the Digital Spanish GCSE 9-1 textbook to access reading, listening and grammar activities.  Additional resources may also be assigned via Kerboodle.

Pupils may also enjoy accessing a range of vocabulary and grammar games and activities online:

http://www.linguascope.com (username and password available from class teacher) http://www.languagesonline.org.uk http://www.languageguide.org http://www.languageskills.co.uk (Choose the Oye section) http://www.wordreference.com – Online Dictionary http://www.quizlet.com http://www.memrise.com

Free apps are also available: Duolingo Memrise Quizlet Linguascope Word Reference

Additional voluntary contributions

Further information

All pupils are encouraged to read for pleasure, and to broaden their vocabulary and knowledge of the language. Readers and magazines are available in the school library.

Pupils looking for a higher level of challenge may wish to access TV, online newspapers and radio programmes via the Internet.  Full details of various sources can be found on Moodle.

Technology

Exam Board

Currently under review AQA: D&T: Resistant Materials (4560) D&T: Graphic Products (4550) D&T: Textiles (4570) D&T: Systems & Control (4565) Food preparation & nutrition.

Key Assessment Dates

Controlled assessment deadlines are advised per each individual subject area.

Content

 

Graphics

  • Designing Skills
  • Making Skills
  • Materials and Components
  • Design and Market Influences
  • Paper and card Engineering
  • Processes and Manufacture

 

Textiles

  • Seam construction
  • Controlling fullness – darts, pleats and gathers
  • Product analysis
  • Pattern cutting & fabric laying
  • Construction of PJ’s
  • Designing ranges
  • Production planning/Flow charts
  • Quality Assurance
  • Constructing a Waistcoat
  • Decorative decorations

 

Food Technology

  • Bread making.
  • Cakes.
  • Pastries.
  • Savoury dishes.
  • Coursework skills.

 

Product Design (resistant materials)

 

  • Materials
  • Design and Market Influences
  • Sustainability of design
  • Designing
  • Selection of appropriate process and techniques for own product
  • Social, cultural, moral, environmental, sustainability, economic issues
  • Consumer choice
  • Consumer rights legislation, product maintenance and
  • codes of practice
  • Health and Safety Issues
  • Safety for the consumer
  • Processes and Manufacture
  • Joining techniques
  • Systems and Control
  • Information and Communication Technology
  • Industrial Practices

 

Systems and Control

 

  • Basic components & materials
  • Manufacturing processes
  • Input, process & output
  • Microcontrollers & programming
  • Robotics
  • Mechanisms
  • Environmental and sustainability issues
  • Logic

Controlled assessment task now begun in year 10 in the majority of Design and Technology courses

Main skills that will be developed

 

Homework

Controlled assessment task now begun in year 10 in the majority of Design Technology courses, therefore in most cases, homework set will reflect the sections of the coursework portfolio being undertaken at the time.

How are students grouped?

Option groups

Assessment

Regular assessment milestones against the exam board marking criteria will be carried out with regular constructive feedback being given to pupils.

Assessment carried out will reflect the whole school assessment policy.

Resources provided

All materials, equipment and resources will be provided.  In food technology pupils are requested to bring in ingredients.

Revision guide websites

Additional voluntary contributions

Further information

The final examination is a 2 hour minute paper both set and marked by AQA. The total number of marks available in the examination paper is 120. The total number of marks available in the controlled assessment task is 90.

Year 11

Year 11

Art

Exam Board

AQA

Key Assessment Dates

Formal (internal )assessment of coursework at end of each project – Feb and July

Formative assessment of projects more frequently.

Homeworks marked on submission (usually fortnightly)

Content

  • Spirals
  • The supermarket as art gallery – mixed media
  • Islands and the Ocean – experimental illustration.
  • Examining the everyday in ceramic sculpture

Main skills that will be developed

Collage, drawing, painting, printing, stitching, paper cutting, paper sculpture, scale, photography, fabric printing, illustration, brush work, Illustrator, Photoshop, mixed-media, lino printing, observational drawing, designing, hand building, joining, sculpting, construction,. Jane Silk, Hannah Turner, Day od the Dead artefacts, memento mori painting, Teesha Moore, Maurizio Anzeri, Stefan Sagmeister, Ana Strumpf, Laura McKellar, Berni Valenta, Von Glitschka,.

Homework

Usually set fortnightly giving pupils opportunity to spend longer on the work. Tasks vary and extend class-work topics, aim to develop drawing and designing skills or are research based activities.

How are students grouped?

mixed ability

Assessment

Formal assessment of progress takes place twice during each half-term. Homework is assessed on completion. Yr 11 students mount a ‘mock’ exhibition of their coursework in December. Interim, formative assessments happen more frequently and can take the form of verbal assessment, peer assessment, self-assessment etc.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Computing

Exam Board

OCR Computing (J275)

Key Assessment Dates

Mock exams are conducted in December.

A451 (40%) Computer Systems and Programming (1 hour and 30 minutes) – written paper in May/June of Year 11

A452 (30%) Practical investigation (20 hour controlled assessment) – completed by January of Year 11.

A453 (30%) Programming Project (20 hour controlled assessment) – completed by January Year 11.

Content

  • Practical investigation
  • Software
  • Databases
  • Networks
  • Programming skills developed further
  • Exam techniques

Main skills that will be developed

Pupils will develop their understanding of current and emerging technologies, understanding how they work and apply this knowledge and understanding to a range of contexts.

They will acquire and apply knowledge, some technical skills and an understanding of the use of algorithms in computer programs to solve problems using programming.

Pupils will use their knowledge and understanding of computer technology to become independent and discerning users of IT, able to make informed decisions about the use and be aware of the implications of different technologies.

Pupils will acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts. They will learn to develop computer programs to solve problems and the skills to work collaboratively.

They will also evaluate the effectiveness of computer programs and the impact of, and issues related to, the use of computer technology in society.

Homework

Homework is set once per week. Pupils will complete a range of different homework activities throughout the year designed to consolidate learning done in lessons or to support learning in future lessons through flipped learning. This may include making notes or watching videos which relate to upcoming topics in order to prepare for class activities.

How are students grouped?

Pupils are placed in mixed ability groups for GCSE Computing lessons.

Assessment

Formative assessment takes place throughout year 11, and in lessons pupils’ achievement and progress is monitored in order to provide individual feedback. Regular end of topic tests are taken by pupils to ensure that pupils understand the material covered and support is provided where necessary.

Final assessment for the GCSE course is by a single final exam in the second year and 2 X 20 hour controlled assessment projects conducted over Year 10 and 11:

A451 (40%): Computer systems and Programming (1 hour and 30 minutes)

A452 (30%): Practical Investigation (controlled assessment 20 hours)

A453 (30%): Programming Project (controlled assessment 20 hours)

Resources provided

The department makes extensive use of the schools VLE (Moodle) and a wealth of information and resources is made available to the students to access both in school and at home. Links to useful videos are provided as well as a range of links to wider reading. All resources used in the classroom are made available through the VLE as well and can be reviewed by students at any time. All computer science labs are equipped with up to date windows computers running the latest software including Visual Studio Professional, Microsoft Office and a range of Adobe professional software such as Photoshop and Flash.

Revision guide websites

Class and revision notes are available online through the school VLE (Moodle).

All students are provided with a course text book and exercise books for note taking.

Additional voluntary contributions

 

Further information

Students will learn to write computer programs using VB.Net and are encouraged to develop their programming skills away from lessons. Visual Studio Community Edition can be downloaded for free from https://www.visualstudio.com/vs/community/

Dance

Exam Board

AQA Performing Arts: Dance (4230)

Key Assessment Dates

  • December Mock exams practical and written
  • March 2018 Practical exams – Unit 2, Unit 3 and Unit 4
  • June 2017 Written exam – Unit 1

Content

  • Solo Compositions
  • Solo Logbook
  • Group/solo Choreography
  • AQA Set study
  • Dance Performance
  • Quartet Performance Study
  • Detailed study of the 2 Set Works (to include ;- Stimuli, lighting, costume, music, choreography, dancers)
    • Swansong
    • Still Life at The Penguin Café
  • Peer Evaluations
  • Self Evaluations
  • Exam Skills

Main skills that will be developed

Performance, Choreography and Dance Appreciation including Physical, Technical, Expressive and Mental skills.

  • researching
  • improvising
  • selecting
  • developing
  • structuring
  • refining and synthesising.
  • posture
  • alignment
  • balance
  • coordination
  • control
  • flexibility
  • mobility
  • strength
  • stamina
  • extension
  • isolation.
  • projection
  • focus
  • spatial awareness
  • facial expression
  • phrasing musicality
  • sensitivity to other dancers
  • communication of choreographic intent,
  • systematic repetition
  • mental rehearsal
  • rehearsal discipline

Homework

Homework is set in theory lessons to consolidate learning in preparation for the written exam.

Students commit to at least one

lunchtime per week to carry our practical choreography homework in preparation for their practical exam.

How are students grouped?

Mixed ability

Assessment

Performance, choreography and Dance Appreciation will be assessed on a termly basis – 3 times per year.

Resources provided

  • Set work booklets.
  • A range of worksheets.
  • Online access to Still Life at The Penguin Café and a section of Swansong.

Revision guide websites

  • Dance revision guide
  • Birmingham Royal Ballet website
  • Rambert website

Additional voluntary contributions

Payment for occasional theatre trips

Further information

Students commit to at least one lunchtime per week to carry our practical choreography homework in preparation for their practical exam.

Drama

Exam Board

AQA Drama (8261)

Key Assessment Dates

EDEXCEL Drama (2DR01)

Content

  • Unit 2 – Unit 2 practical sessions are completed and controlled coursework is completed
  • Play Review – This section includes a visit to a live performance, analysis of text in performance and evaluation of performance and production elements.
  • Unit 3 – Development of performance work or design work in response to a brief set by the Examination Board. This leads to a final live performance in front of a Visiting Examiner.

Main skills that will be developed

  • Staging & Proxemics
  • Stage Directions
  • Naturalistic Acting –
  • Pace, Rhythm & Climax
  • Genre and Style
  • Characterisation
  • Voice
  • Gesture
  • Gait
  • Posture
  • Facial Expression
  • Textual Analysis
  • Evaluation
  • Teamwork
  • Leadership
  • Creative Thinking
  • Production Design – Lighting, Costume, Set, Sound

Homework

Set weekly – Research, line-learning, Key Vocabulary tasks, Learning Consolidation, Revision

How are students grouped?

Mixed Ability – Option Group

Assessment

Throughout the year classroom practical assessments will take place using assessment for learning and formal assessments to help students develop their creative and practical performance skills.

There will be a formal performance exam in Summer term to a visiting examiner.

Resources provided

Booklets, work folders and paper, information sheets, GCSE record cards, scripts, props and costume, lighting, sound.

Revision guide websites

GCSE Bitesize Website

Additional voluntary contributions

Theatre trips to develop live theatre review skills required for Component 1 written exam. Occasional performance workshops. Materials for production design student’s coursework.

Further information

Pupils can take part in theatre visits to widen their knowledge or take part in school production to develop their performance skills.

English

Exam Board

English Language (Eduqas – C700QS/ QAN: 60145055)

English Literature (AQA – 8702))

Key Assessment Dates

Each half term plus Mock examinations December and Terminal examinations in summer.

Content

Autumn Term:

Literary comprehension Shakespeare Unseen poetry

Spring Term:

Full revision and relevant assessment/feedback, based on individual and class needs.

Summer Term:

Full revision and relevant assessment/feedback, based on individual and class needs.

Main skills that will be developed

Further reinforcing and strengthening of all skills developed in year ten.

Homework

At least weekly. Various tasks to consolidate learning.

How are students grouped?

Set one, two, and three and then three mixed ability groups.

Assessment

End of unit formal written summative assessments in English Language and English Literature.

Resources provided

Available on X drive and Moodle.

Revision guide websites

Additional voluntary contributions

Further information

Contact Head of English, Miss S. Musa

French

Exam Dates

AQA French (4655)

Key Assessment Dates

Listening and reading May Year 11 Writing or speaking once a term ( approx.)

Content

School Future careers Healthy living Environmental issues

Main skills that will be developed

Preparation of coursework Comprehension skills in listening and reading

Homework

2×30 minutes Preparation of passages for coursework Learning passages Drafting and re drafting Vocabulary learning Past papers

How are students grouped?

Mixed ability

Assessment

At the end of each topic in Speaking or writing Listening and reading on going. Summative tests in Listening and reading in May

Resources provided

Expo for AQA

Revision guide websites

Vocab Express Active teach expo

Additional voluntary contributions

Further information

Geography

Exam Board

AQA Geography A

Key Assessment Dates

  • End of Topic Tests
  • The Living World – Nov 2016
  • Population Change – Feb 2017
  • Changing Urban Environments – April 2017

Content

  • The Living World
  • Population Change
  • Changing Urban Environments

Main skills that will be developed

Recall, selecting and communicating knowledge and understanding of places, environments and concepts;

Applying their knowledge and understanding in familiar and unfamiliar contexts;

Selecting and using a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues.

Homework

A variety of homework activities are set once a week. Examples include consolidation of learning from the lesson, research, reading, written tasks and past exam questions. Students may also be required to complete exam questions at home in test conditions.

How are students grouped?

Mixed ability in option groups.

Assessment

Paper One – Physical Geography (37.5%);

Paper Two – Human Geography (37.5%);

Paper Three – Fieldwork (25%).

Resources provided

Students will be provided with an exercise book. They may consider buying revision guides from websites such as Amazon to supplement their learning.

Revision guide websites

http://www.geographyrocks.org

Additional voluntary contributions

Further information

Website for the legacy GCSE Exam Board – AQA A

http://www.aqa.org.uk/subjects/geography/gcse/geography-a-9030

Geology

Information will shortly be available

German

Exam Board

AQA German (4665)

Key Assessment Dates

Controlled Assessment ongoing Summer 2017

Content

  • Leisure and Free Time – sports, hobbies, spending money
  • Holidays – plans, preferences and experiences, travel, accommodation, countries and activities
  • Environment – local and global issues, pollution, homelessness, wider social issues
  • Lifestyle and Health – eating habits, smoking and drugs, adolescent problems
  • Current and Future Jobs – studies and education, university, jobs, future plans and ambitions

Main skills that will be developed

  • Revision of present, past and future tenses
  • Revision of word order
  • Opinions and justifications
  • Modal verbs in imperfect tense
  • Revision of conditional tenses
  • Introduction to subjunctive mood
  • Adjective endings
  • Conditional mood
  • Word order after dass, weil, and wenn
  • Exam practice
  • Extra vocab drilling
  • Technique and past paper practice

Homework

Pupils are set homework after each lesson (twice a week) and are expected to spend approximately 30 minutes per homework.

This could take the form of a learning homework, particularly topic-based vocabulary. Short writing or research tasks are also common. Pupils may also spend homework preparing or revising for assessments.

How are students grouped?

Pupils are organised into ability bands where the option group allows. Some teaching groups are mixed ability.

Band 1 is suitable for those pupils who have shown evidence of high achievement in Spanish and benefit from a faster paced environment with slightly more complex content.

All pupils in both bands will have the opportunity to be challenged as appropriate and enabled to make very good progress.

The organisation of teaching groups is flexible and continuously reviewed as the year progresses and further assessments take place.

Assessment

All pupils must complete 4 Controlled Assessments for submission in May 2017 (2 writing, 2 speaking) which makes up 60% of the overall GCSE. These Controlled Assessments are set by the class teacher and are individual to each class. Controlled Assessments are ongoing throughout Year 10 and Year 11.

The final 40% of the overall GCSE grade is made up of a listening exam and a reading exam (20% each) which pupils will sit during the Summer examination period. Pupils will be entered for Foundation or Higher level according to the professional judgement and guidance of their class teacher.

Resources provided

Echo GCSE textbook Online textbook via Moodle Vocab Express

Revision guide websites

All pupils have access to Vocab Express to help them to regularly learn GCSE vocabulary independently or as set by the class teacher.

All pupils are able to access the Foundation and Higher German GCSE textbook online via Moodle. The Moodle version also provides access to Audio material within the textbook.

Pupils may also enjoy accessing a range of vocabulary and grammar games and activities online: www.linguascope.com (username and password available from class teacher) www.languagesonline.org.uk www.languageguide.org www.languageskills.co.uk (Choose the GUT! section) www.wordreference.com – Online Dictionary www.quizlet.com www.memrise.com Free apps are also available: – Duolingo – Memrise – Quizlet – Linguascope – Word Reference

AQA Pearson Revision Guides and Workbooks are offered at reduced cost within the department to aid exam preparation

Additional voluntary contributions

AQA Pearson Revision Guides and Workbooks are available to purchase (see class teacher)

Further information

All pupils are encouraged to read for pleasure, and to broaden their vocabulary and knowledge of the language. Readers and magazines are available in the school library.

Pupils looking for a higher level of challenge may wish to access TV, online newspapers and radio programmes via the Internet. Full details of various sources can be found on Moodle.

History

Exam Board

AQA History GSCE (9-1) 8145

Content

2 lessons per week

Paper 2 (Section A): Power and People

  • Challenging authority and feudalism: including King John and the Magna Carta, the origins of Parliament and the Peasants Revolt
  • Challenging royal authority: including the Pilgrimage of Grace, the English Civil War and the causes of the American Revolution and its impact
  • Reform and reformers: extending the franchise, protest and change, workers movements and the development of trade unionism
  • Equality and rights: the campaign for female suffrages, progress towards equality in the twentieth century, workers’ rights, minority rights

Paper 2 (Section B): Elizabethan England, c.1568-1603

  • Elizabeth’s Court and Parliament: difficulties of a female ruler, the problem of succession, court life and the background of Elizabeth I
  • Life in Elizabethan Times: a ‘golden age’, growing prosperity, the poor and the increase in poverty, English sailors including Francis Drake
  • Troubles at home and abroad: including religious matters, Catholic plots, Mary Queen of Scots, conflict with Spain and the Spanish Armada
  • The historic environment of Elizabethan England: examination of a historical site related to the topic

Main skills that will be developed

  • Knowledge and understanding
  • Explanation and analysis
  • Source analysis
  • Interpretation analysis

Homework

A homework task will be set each lesson and can range from independent research, extended written work, project work, examination practice and preparatory reading for the next lesson.

How are students grouped?

Pupils are taught in mixed ability groups.

Assessment

At the end of Year 11, students will be assessed through the following:

Paper 1: Understanding the Modern World (America and Conflict and tension):

  • 1hr 45mins exam with 6 compulsory questions for Section A, and 4 compulsory questions for Section B.

Paper 2: Shaping the Nation (Power and People and Elizabethan England)

  • 1hr 45mins exam with 4 compulsory questions for Section A, and 4 compulsory questions for Section B.

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

ICT

Exam Board

Edexcel ICT (2IT01) ) – Living in a Digital World

Key Assessment Dates

Theory for the exam will be completed throughout Year 11.

Content

  • Personal digital devices
  • Connectivity
  • Operating online
  • Online goods and services
  • Online communities
  • Issues
  • Exam skills

Main skills that will be developed

Pupils will explore how digital technology impacts on the lives of individuals, organisations and society.

They will 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.

Homework

Homework will be set once a week. Pupils will complete a range of different homework activities throughout the year designed to consolidate learning done in lessons or to support learning in future lessons through flipped learning.

How are students grouped?

Pupils are placed in mixed ability groups for GCSE ICT lessons.

Assessment

Regular end of topic tests are taken by pupils to ensure that pupils understand the material covered and support is provided where necessary.

Resources provided

The department makes extensive use of the schools VLE (Moodle) and a wealth of information and resources is made available to the students to access both in school and at home. All resources used in the classroom are made available through the VLE as well and can be reviewed by students at any time.

All computer rooms are equipped with up to date windows computers running the latest software including Visual Studio Professional, Microsoft Office and a range of Adobe professional software such as Photoshop and Flash.

Revision guide websites

Class and revision materials are available online through the school VLE (Moodle).

Pupils could also use BBC Bitesize and Teach-ICT.com

Additional voluntary contributions

An ICT revision guide and revision workbook is also available to purchase for a small fee.

Further information

The exam is worth 40% of the GCSE ICT qualification.

Pupils will complete a 1 hour 30 minute examination paper set and marked by Edexcel.

Latin

Exam Board

WJEC Certificates in Latin Language (9520) & Latin Literature (9540)

Key Assessment Dates

Summer 2017

Content

  • Prescribed literature: Narrative : Ovid Metamorphoses
  • Prescribed literature: Themes : Growing up in Rome
  • The prescribed literature is set by the exam board and is changed every two or three years.

Main skills that will be developed

Translation and comprehension of Latin. Analysis of prescribed Latin literature.

Homework

Set twice a week. Includes preparation of prescribed texts, exam style questions, consolidation of work done in class.

How are students grouped?

By option choice

Assessment

Written tasks assessed regularly. Formal examinations held during mocks and at end of Year 11, using adapted or unadaped GCSE papers.

Resources provided

Textbook for use in class and at home. Copies of prescribed literature, translation and vocabulary.

Revision guide websites

www.cambridgescp.com

Additional voluntary contributions

Further information

Maths

Exam Board

Edexcel Maths Level 1/Level 2 (1MA1)

Key Assessment Dates

Mock exam December GCSE exam May/June

Content

Foundation tier

  • Statistics sampling and averages
  • Transformations
  • Ratio and proportion
  • Probability
  • Quadratic equations: Expanding, factorising and graphs
  • Plans and elevations, loci and bearings
  • Multiplicative reasoning: percentages, rates of change and compound units
  • Areas and volumes of circles, cylinders, cones and spheres
  • Fractions and reciprocals, indices and standard form
  • Similarity and congruence in 2D Vectors
  • Rearranging equations and solving linear simultaneous equations
  • Graphs of cubic and reciprocal functions

Higher tier

  • Probability
  • Constructions, loci and bearings
  • Graphs of trigonometric functions
  • Multiplicative reasoning
  • Similarity and congruence
  • Cumulative Frequency, Boxplots and Histograms
  • Further trigonometry
  • Equations and graphs
  • Circle theorems
  • Algebraic fractions and functions
  • Vectors and geometric proof
  • Reciprocal and exponential graphs
  • Direct and inverse proportion
  • Circle geometry

Main skills that will be developed

In Year 11 pupils build on the skills outlined in previous years and develop exam technique as the year progresses. There is an expectation that at this stage pupils have developed a more independent approach to their learning, taking responsibility to use the available resources to practise those areas that they have identified as needing further improvement.

Homework

Homework is weekly.

As the year progresses homework tasks move towards completing past exam papers or any other activities that practises exam style questions. There is an expectation that pupils will do their own practise on topics they have identified that need improvement.

How are students grouped?

Pupils are taught in half-year groups for Mathematics and continue from Y10 in sets 1 to 6. Depending on the cohort these sets can be altered to give two or three parallel sets, if we feel that this is appropriate. There is flexibility between the sets and set changes are made after the mid-year and end of year exams.

Assessment

Daily formative assessment in lessons and through the monitoring of classwork and homework are the initial forms of assessing progress. Summative assessments are on-going throughout the year but are mainly through he completion of past exam papers.

Resources provided

Text book for use in class, subscription to on-line resources and worksheets.

Revision guide websites

The main websites are Mathswatch and Mymaths. Any revision guide suitable for Edexcel and problem solving questions

Additional voluntary contributions

Revision pack consisting of past exam papers and a revision workbook produced by Edexcel.

Further information

Pupils doing general studies have the option to study some Further Maths in preparation for A-level Maths, or Booster Maths to enhance their learning of the GCSE Maths course.

Media

Exam board

WJEC Media Studies (4390)

Content

Students will begin to study the topic of their examinations. This will include looking at case studies and engaging with further subject specific terminology.

Main skills that will be developed

  • Understanding of theory
  • Practical use of terminology
  • Close analysing skills
  • Explorations of issues in the media

Homework

Set weekly. Homework will be in preparation for the examinations. Students will be encouraged to revise topics and terminology covered in the previous year.

How are students grouped?

Assessment

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Music

Exam Board

Edexcel Music (2MU01)

Key Assessment Dates

  • Composition Controlled exam March
  • Performing exam November(solo)/January (ensemble)

Content

  • World music
  • West Side Story
  • Schoenberg
  • Solo and ensemble performance skills
  • Composition 2 –Song writing.

Main skills that will be developed

  • Identify instruments
  • Identify tonality
  • Identify tempo
  • Identify time signatures
  • Identify texture
  • Identify features of rhythm
  • Recognise chord changes
  • Recognise melodic features
  • Label degrees of the scale
  • Recognise cadences
  • Complete simple dictation
  • Be able to recognise music technology

Homework

Homework is set to consolidate learning in preparation for the listening and appraising exam.

This will be in written form or via the Focus on Sound website.

Performing homework is set by instrumental teachers in the form of weekly practice in preparation for the performing solo and ensemble exam.

Weekly composition sessions are provided outside of lesson time for pupils to spend further time outside of the classroom on composition coursework.

How are students grouped?

Pupils are placed into sets based on their prior musical and theoretical understanding.

Assessment

Performing, listening and composing will be assessed throughout the year.

Listening – written assessment

Composition – on going assessment of notated composition.

Performing – mock practical assessment.

Resources provided

Free music lessons Focus on Sound website Set work pupil work booklets Listening exam practice book

Revision guide websites

Focus on Sound Dropbox for audio resources

Additional voluntary contributions

Revision guides

Further information

Pupils must have a weekly instrumental lesson inside or outside of school and be part of a school ensemble in preparation for the performing exams.

P.E. Boys

Exam Board

Edexcel Physical Education (2PE01)

Key Assessment Dates

  • PEP complete 16 Dec
  • AOP completed by end Jan
  • Video evidence for externally assessed practical performance 17 Feb (except live ones arranged with staff for over half term)
  • Practical Moderation (Mar/Apr)
  • Theory Exam – 23 May 2017

Content

In year 11 students choose to specialise in one sport predominantly but will take part in other sports and activities as well throughout the year. Options:

Fitness Basketball Football Futsal Swimming/Water Polo Badminton

Main skills that will be developed

  • Analysis of performance: recognising strengths and improving upon them, and identifying and developing weaker skills

Homework

Homework will be set regularly in accordance with whole-school homework policy. This will normally be centred on research tasks and exam style questions.

How are students grouped?

Mixed ability groups based on option choices that the student selects each term.

Assessment

End of unit tests (40 mins) carried out for each unit (c. one per end of each half term)

Formal assessments:

  • PEP complete 16 Dec
  • AOP completed by end Jan
  • Video evidence for externally assessed practical performance 17 Feb (except live ones arranged with staff for over half term)
  • Practical Moderation (Mar/Apr)
  • Theory Exam – 23 May 2017

Resources provided

  • Textbooks (class use)
  • Workbooks
  • Revision guides
  • Additional intervention sessions
  • All practical equipment

Revision guide websites

http://qualifications.pearson.com/en/support/support-topics/exams/past-papers

http://www.mypeexam.org

http://www.bbc.co.uk/education/subjects/znyb4wx

http://www.s-cool.co.uk/gcse/pe

http://www.revisionworld.com/gcse-revision/pe-physical-education

Additional voluntary contributions

Revise Edexcel : GCSE PE revision guide

Revise Edexcel : GCSE PE revision work book

Further information

Students should be competent in 3 practical activities. Students should be engaged in extra-curricular sporting activities at school and/or be involved in external sports clubs out of school, promoting a healthy, active lifestyle for life-long fitness.

Pupils run an active Sports Council where there will be an overall Sports Captain and Vice Captains.

P.E. Girls

Exam Board

Edexcel Physical Education (2PE01)

Key Assessment Dates

  • PEP complete 16 Dec
  • AOP completed by end Jan
  • Video evidence for externally assessed practical performance 17 Feb (except live ones arranged with staff for over half term)
  • Practical Moderation (Mar/Apr)
  • Theory Exam – 23 May 2017

Content

Main skills that will be developed

Homework

How are students grouped?

Assessment

Resources provided

Revision guide websites

Additional voluntary contributions

Further information

Religious Studies

Exam Board

Edexcel Religious Studies B (Christianity & Judaism)

Key Assessment Dates

Nov/Dec Mock

Two 2 hour exams in the Summer Term

Content

  • GCSE study continues:
  • Judaism Crime and Punishment
  • Judaism Religion and Life
  • Judaism Peace and Conflict

Main skills that will be developed

Description, Explanation, Analysis and Evaluation

Homework

Homework is set in line with whole policies which pupils receive one homework per week from their Religious Studies teachers.

How are students grouped?

In Y10 pupils are set by ability for sets 1 and 2. The rest of the year group are mixed with a small group of pupils reserved for those with any SEN requirements.

Assessment

Each class is assessed after every unit. Y11 pupils do a mock exam before Christmas that comprises of four of the units that we have studied so far.

Resources provided

All Pupils are provided with a core textbook in lessons.

Revision guide websites

We also subscribe to Hodder’s Dynamic Learning package so that pupils can access textbooks and quizzes at any time. Edexcel’s website – past papers and mark schemes can be found there.

Additional voluntary contributions

Tutoring from teachers after school or 6th Form mentors for subject help.

Further information

Science

Exam Board

Double Science

AQA: Science ‘A’ (4405) Science Additional (4408)

Science ELC (5948)

Triple Science

AQA: Biology (4401) Chemistry (4402) Physics (4403)

Key Assessment Dates

Mocks – December GCSEs – May-June

Content

Biology

  • Cells & tissues
  • Organisms
  • Respiration

Chemistry

  • Chemical structure and
  • bonding
  • Rates of reaction
  • Electrolysis

Physics

  • Forces & Motion
  • Work, Energy, Momentum
  • Electricity
  • Radioactivity

Main skills that will be developed

Processing Data:

a) Recording practical results to the correct resolution b) Use more complex formulae and record answer to the correct sig fig. c) Graphs with unconventional scales i.e. broken axes.

Interpreting Information:

a) Draw and use the slope of a tangent to a curve as a measure of rate of change

Application:

a) Identify and explain scientific concepts and how they apply in unfamiliar contexts. b) Extend explanations to include the impact of scientific ideas on the wider environment of community.

Scientific Investigation:

a) Include an explanation of the scientific theory behind the hypothesis. b) Assess the level of harm and the probability of it occurring. c) Explain how the preliminary investigation justified the range and interval chosen. d) Identify the sources of error and describe in detail how these errors could be reduced.

Research:

a) Form an opinion based on relevant scientific information. b) Extend the task to include applications in a wider context where appropriate

Homework

Once a week for each subject May include: written work, calculations, plotting graphs, research, presentations, revision.

How are students grouped?

Sets continue from year 10. Some individuals will move set on the advice of their class teachers.

Assessment

 

End of topic and unit assessments – written assessments based on past paper questions. Practical Assessment  – ISAs carried out in class. Research and preparation may be set as homework.

Mocks – 1 ½ hour paper for each subject.

Resources provided

http://kerboodle.oxfordsecondary.co.uk/users/login On-line textbooks (GCSE 2014) (log-in passwords available from school).

Revision guide websites

AQA website (specification and past papers) http://www.aqa.org.uk/subjects/science http://www.bbc.co.uk/education http://www.s-cool.co.uk/ http://inteleducationresources.intel.co.uk CGP revision guides are offered for sale through school at a reduced price. They are also available on Amazon and in bookshops.

Additional voluntary contributions

Optional trips to museums, competitions, lectures and special events will be offered throughout the course.

Further information

Spanish

Exam Board

AQA Spanish (4698)

Key Assessment Dates

Controlled Assessment ongoing Summer 2017

Content

  • Leisure and Free Time – sports, hobbies, spending money
  • Environment – local and global issues, pollution, homelessness, wider social issues
  • Lifestyle and Health – eating habits, smoking and drugs, adolescent problems
  • Current and Future Jobs – studies and education, university, jobs, future plans and ambitions

Main skills that will be developed

  • Present continuous tense
  • Stem changing verbs
  • Personal a
  • Acabar de + infinitive
  • Comparatives/superlatives
  • Debería
  • Present subjunctive
  • Negative commands
  • Plu-perfect tense
  • Tener que + infinitive
  • Proper future tense
  • Conditional tense
  • Development of reading and listening skills in preparation for examinations

Homework

Pupils are set homework after each lesson (twice a week) and are expected to spend approximately 30 minutes per homework.

This could take the form of a learning homework, particularly topic-based vocabulary.  Short writing or research tasks are also common.  Pupils may also spend homework preparing or revising for assessments.

How are students grouped?

Pupils are organised into ability bands where the option group allows.  Some teaching groups are mixed ability.

Band 1 is suitable for those pupils who have shown evidence of high achievement in Spanish and benefit from a faster paced environment with slightly more complex content.

All pupils in both bands will have the opportunity to be challenged as appropriate and enabled to make very good progress.

The organisation of teaching groups is flexible and continuously reviewed as the year progresses and further assessments take place.

 

Assessment

All pupils must complete 4 Controlled Assessments for submission in May 2017 (2 writing, 2 speaking) which makes up 60% of the overall GCSE.  These Controlled Assessments are set by the class teacher and are individual to each class.  Controlled Assessments are ongoing throughout Year 10 and Year 11.

The final 40% of the overall GCSE grade is made up of a listening exam and a reading exam (20% each) which pupils will sit during the Summer examination period.  Pupils will be entered for Foundation or Higher level according to the professional judgement and guidance of their class teacher.

Resources provided

Mira AQA GCSE textbooks Vocab Express Pearson Revision Guides CGP Vocab Builder

Revision guide websites

All pupils have access to Vocab Express to help them to regularly learn GCSE vocabulary independently or as set by the class teacher.

All pupils are able to access the Foundation and Higher Mira textbook online via Moodle. The Moodle version also provides access to Audio material within the textbook.

Pupils may also enjoy accessing a range of vocabulary and grammar games and activities online:

http://www.linguascope.com (username and password available from class teacher) http://www.languagesonline.org.uk http://www.languageguide.org http://www.languageskills.co.uk (Choose the Oye section) http://www.wordreference.com – Online Dictionary http://www.quizlet.com http://www.memrise.com

Free apps are also available: Duolingo Memrise Quizlet Linguascope Word Reference

Additional voluntary contributions

AQA Pearson Revision Guides and Workbooks are available to purchase (see class teacher)

All pupils are encouraged to read for pleasure, and to broaden their vocabulary and knowledge of the language. Readers and magazines are available in the school library.

Pupils looking for a higher level of challenge may wish to access TV, online newspapers and radio programmes via the Internet.  Full details of various sources can be found on Moodle.

Further information

Technology

Exam Board

Currently under review AQA D&T: Resistant Materials (4560) D&T: Graphic Products (4550) D&T: Textiles (4570) D&T: Systems & Control (4565) D&T: Food Technology (4545)

Key Assessment Dates

Controlled assessment deadlines are advised per each individual subject area. Examination elements for 2017 are as follows………… Food – 05/06/17 Graphic products – 20/06/17 Resistant materials – 16/06/17 Systems – 23/06/17 Textiles – 23/06/17

Content

Graphics

Controlled assessment Exam preparation

Textiles

  • Controlled Assessment
  • Exam preparation

Food Technology

  • Coursework and syllabus
  • Theory work.

Product Design (resistant materials)

  • Controlled Assessment
  • Exam preparation

Systems and Control

  • Controlled assessment task (2016)
  • Exam preparation (only exam preparation for 2017 cohort)

Main skills that will be developed

Homework

How are students grouped?

Option Groups

Assessment

Regular assessment milestones against the exam board marking criteria will be carried out with regular constructive feedback being given to pupils.

Assessment carried out will reflect the whole school assessment policy.

Resources provided

All materials, equipment and resources will be provided.  In food technology pupils are requested to bring in ingredients.

Revision guide websites

Additional voluntary contributions

Further information

The final examination is a 2 hour minute paper both set and marked by AQA. The total number of marks available in the examination paper is 120. The total number of marks available in the controlled assessment task is 90.

Pin It on Pinterest

Share This