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Getting on in Year 9

Learning and Assessment

Handbook

2019-20

1

A Learning Partnership

Students at Allerton High School are successful because of the strong partnership which exists between

students, their teachers, parents and carers. We believe that parents and carers can provide high

quality support for students at home and that this is a key factor in students’ success. In order to help

parents and carers fulfil this role, teachers need to use their professional expertise to provide parents

and carers with advice and information about the courses they teach and the assessment methods that

they use.

This Learning and Assessment Handbook has been written to help parents and carers to work with

students at home.

For all courses which lead to a certificate from an awarding body the handbook includes:

Details of the specification or syllabus

An outline of the methods of assessment

Examples of resources that will help students to study at home

Top tips for preparing for assessments

The first part of the handbook gives some more general pointers to effective study at home. These are

particularly important for our Year 9 students who will begin GCSE courses in English, Maths, Science,

MFL, History, Geography and RE. These courses are demanding and a larger proportion of marks are

awarded through written exams at the end of the course, usually in Year 11.

Our Assessment Policy This policy explains what students can expect in terms of marking and feedback and how information

is given to parents and carers.

Students should expect to have:

A challenging target grade given at the beginning of each course.

Learning Objectives given at the beginning of every lesson and reviewed at the end.

Exercise books or folders marked regularly with an explanation of what the marking means.

A written comment about the strengths of their work, together with a SMART target showing how to improve it, as well as time to show improvement through our ‘PINS’ system each half term.

A grade for a piece of work at least once a term.

Opportunities to assess their own and other students’ work. Parents and Carers should expect:

To receive a copy of your child’s target levels or grades in June and a reminder in September.

A letter including Target, Attainment and ‘Attitude to Learning’ (0123) grades and codes at least once a term.

An Annual Report on Monday 6 July 2020 including Target, Attainment & ‘Attitude to Learning’ grades and codes, and a detailed comment from the coach.

Guidance on how a student can get back on track if a ‘0’ or ‘1’ code is given.

A meeting with an Achievement Team Leader or Achievement Team Coach if a student receives 4 or more ‘0’s’

An Annual Subject Consultation Evening on Thursday 28 November 2019.

How targets are set

Targets are based on Key Stage 2 scaled scores or Teacher Assessments and are intended to be

challenging.

In Y9, 10 and 11 targets are for the end of the course.

2

Measuring Progress in Year 9 Students will be given an Expected grades (Ex 9-1) at each 0123 Progress Review. An Ex grade is ‘the grade the teacher expects you to get at the end of the GCSE course in Year 11 if you continue to show the same attitude to learning and so make the same progress’. Colour coding on the 0123 progress report will tell students and parents/carers how good progress is:

Purple

Dark Green

Light Green

Amber

Red

As a student moves through school the Ex grade might stay Green. As the work is getting more demanding the student will still be on track to get a good grade at GCSE. In this case a student will probably get an ATL grade ‘2’ at each Progress Review. If the Ex grade goes up and into the Purple the student’s final target might be put up because to reflect this rapid progress and to give further challenge. In this case a student will probably get an ATL grade ‘3’ at each Progress Review. If the Ex grade goes down and into the Red a student will get extra help but might also be challenged about homework or effort in class. In this case a student will probably get an ATL grade ‘1’ or even ‘0’ at each Progress Review. There are Ex Grade descriptors for each year group in every subject. Here are some of the descriptors for science: These descriptors are included in this booklet and will be found in notebooks and folders. During the academic year students will make progress with their knowledge, understanding and skills. Teachers will use their subject expertise and experience to decide how well students have met the descriptors during the year: In Progress Review 1 (October) – students are Beginning to show expected outcomes In Progress Review 2 (March) – students are Established in showing expected outcomes In Progress Review 3 (June) – students are Securely showing expected outcomes

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GCSEs in English Maths and Science are now graded 9 to 1 with grade 1 equivalent to G, grade 4 to C and the top of grade 8 and grade 9 equivalent to A*

BTEC/Cambridge National are graded as follows (GCSE equivalent in brackets): Level 2 – Distinction* (8), Distinction (8), Merit (5), Pass (4), U (Fail) Level 1 – Distinction* (4), Distinction (3), Merit (2), Pass (1), U (Fail) Attitude to Learning Grade: 3 – Excellent 2 – Engaged, 1 - Coasting, 0 - Disengaged Where a student has been graded ‘0’ the code indicates which aspect needs the most immediate attention; B – Behaviour, C – Classwork, O – Organisation, CW – Coursework, H – Homework 0 Frequently fails to meet expectations for good behaviour [B] Seldom has books, folders or equipment [E] Often fails to contribute in class [C] Often fails to complete class work [C] Often fails to meet deadlines for homework/coursework [H or CW]

1 Usually meets the expectations for good behaviour but sometimes distracted [B] Usually has folders, books and equipment [E] Usually makes good contributions in class [C[ Completes class work to a reasonable standard [C] Usually meets deadlines for homework/coursework but this may be rushed [H or CW]

2 Behaviour always meets expectations [B] Always has folders, books and equipment [E] Often makes excellent contributions in class i.e. leads discussion/summarises learning [C] Frequently completes class work to a good standard [C] Always meets deadlines for homework/coursework [H or CW]

3 Is a role model for excellent behaviour [B] Always has folders, books and equipment [E] Frequently makes excellent contributions in class i.e. leads discussion/summarises learning [C] Frequently completes class work to an excellent standard [C] Always meets deadlines for homework/coursework [H or CW]

Therefore, very unlikely to meet target with current

attitude

Therefore, unlikely to meet target with current attitude

Therefore, likely to exceed target with current attitude

Therefore, likely to meet/exceed target with current attitude

4

Year 9 Study Skills

In Year 9 all of our students will be sitting their first formal internal or ‘mock’ exams. The school will

provide activities to support and advise them about preparing appropriately for these during PSE

lessons and coaching sessions. Students are taught a range of important aspects of independent

learning, revision skills, and controlled assessment techniques as well as how to use feedback

effectively to further improve their work

The specific activities that PSE lessons will cover in the study skills scheme of work are:

Exam command words

Controlled assessment techniques

Using feedback effectively

Effective Revision Techniques

1. Exam command words The table below lists a number of typical exam command words that appear in exam questions for a

range of subjects. This is not a definitive list and each subject will have specific command words which

students will learn how to answer during revision sessions. Students will be taught how to identify the

command word in a question and chose the correct approach to answering the question. It is important

that students give the examiner the information they are looking for by answering the questions

appropriately. Parent and carers can help by asking students to identify the command words in each

question of a past paper and explain what it is looking for.

Command Word

Example question stems What is the examiner looking for in the answer/ keywords and/or phrases to include in answers

Define

What is geothermal energy? What is the property of microwaves that allows them to be used for satellite communications?

Give a meaning of . . . Simple sentences/ one word/phrase answers matching the number of marks.

Identify/ Outline/ State

State three ways an amateur sports performer could obtain funding. Outline the main features of the working memory model. List four things you learn about Tinie Tempah from the article.

Clear and concise information only. Key elements of a good answer – match the number of points to the number of marks. One word/phrase answers matching the number of marks available.

Describe Describe how living things are involved in the carbon cycle. Describe the location of ocean trenches. Describe a type of competition that would allow maximum participation if five teams were involved

Give a detailed account of something as you see it. Your own opinion is NOT needed. Tell the examiner what you know/can see/find. Keep it simple, short sentences matching the marks available.

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Summarise What are Tinie Tempah's feelings about food?

Using your own words, bring together the main points without including details or examples. Give the main points of an idea or argument. Leave our unnecessary details.

Analyse

Analyse the effect of smoking on the lungs. What is the relationship between physical activity and age? What conclusions can you make from the graph?

Explain the main ideas of the subject; show why they are important and how they are related. You should be thinking about answering the question using ‘5Ws and an H’; what, where, when, who, why and how.

Explain/ Give reasons for

Do you agree Hitler was a dictator? Explain your answer. Explain how the headline and picture are effective and how they link to the text.

Give clear reasons for an event or a description. Use the word “BECAUSE”, “This occurs because....” Tell the examiner why something is the way it is.

Compare and Contrast

What is the difference between the focus and the epicentre of an earthquake? Compare and/or contrast the characteristics of the L’Aquila and Haiti earthquakes.

Say how things are different and the same. Give advantages and disadvantages. Give positives and negatives. Clearly state a point then immediately state the contrasting point. Reach a conclusion.

Discuss ‘All Christians should celebrate Holy Communion together.’ Discuss using more than one point of view. Discuss how far sociologists would agree that peer group pressure has a significant effect on a pupil’s educational achievement.

Give the important reasons for and against and conclude with your opinion based on these facts. Tend to be longer answer questions. Explain the main ideas of the subject; show why they are important and how they are related. The reasons for are.... The reasons against are.... My opinion is.....

Suggest / Consider

Would you recommend statins or aspirins for the treatment of heart disease? Suggest an advantage of using tissue and not culture to produce plant food.

Take into account different elements of a certain piece of information. Give your own opinion based on factual information.

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Justify “Government and the media have the right to tell us what to eat” Write a speech for classroom debate arguing for and against the opinion.

Give good reasons for offering an opinion or reaching a conclusion. “I believe that.... based on the evidence from.....”

Evaluate Give arguments for and against women and men competing head to head in equestrian competitions.

Give an opinion by exploring the good and bad points (pros and cons). Reach a conclusion with reasons. “On the positive side.... however...”

2. Controlled Assessments A few GCSEs and all BTEC and Cambridge National courses include School Based Assessments or

Coursework. These are internal assessments carried out by the teacher according to rules set down

by the awarding body. Some of the ‘Gateway’ course in Year 9 will include assessments of this kind.

These Assessments are generally organised in the following way:

• Planning the Task - The task is set by the examination awarding body and changes periodically. Students are given time in class to plan their response to the task.

• The Assessment - Students have a set time to complete the task using their planning notes. If students miss any time they can catch up in a later lesson or after school.

• Marking - The assessment is usually marked by the teacher.

More information about the procedures for each course can be found on the subject pages of this booklet. Booklets for Y10 and 11 have more details of examination courses.

PSE lessons place an emphasis on the importance of listening and effectively making notes during the Planning phase:

• Don't overdo it – too many notes can be a disadvantage. Students do not need to write down every word that is said in class, only a few keys points.

• Ask – students need to be encouraged to ask the teacher if they miss something. This may be after the lesson when students realize they need clarification.

• Encourage your child to go over their notes with you or a friend to reinforce learning. • Copy - Depending on how neat their handwriting is, you may want to suggest to your child that

they recopy their notes to make sure they are readable, as well as to reinforce learning. • Organise – get your child a ring binder to keep all their notes for a subject in one place.

7

3. Feedback Feedback is a very important element of the learning process helping students to improve their work.

Teachers in school have a marking and assessment policy and detailed feedback is given on at least

one key piece of work each half term.

Teachers in school will set the students SMART targets.

pecific

Should be clear to people with a basic knowledge of the issue, program or initiative and clearly articulated, well defined and focussed.

easureable

Should be able to determine the degree to which there is completion or attainment. Using the same (ideally quantifiable) methodology and information, findings should be replicated.

chieveable

Should be realistic, practical, and attainable within operational constraints dependent upon availability of resources, knowledge, and timeframe.

elevant

Should be tied to government priorities and mandate and help or contribute to the bringing about of the desired outcomes in the Canadian society, economy or environment.

ime–bound

Should have clear deadlines expressed. This gives students a goal to work towards and will help to achieve a better grade. In PSE lessons

students are encouraged to use feedback effectively. Strengths are also highlighted by teachers in

order to reinforce good performance. It would be useful for you as a parent to look at this feedback and

ask your child how they are going to improve a piece of work within the time frame given by the teacher.

S

M

A

R

T

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P

P = Positives Acknowledge success

• Brief phrase / word e.g. ‘Great research’ • Recognises success and promotes a ‘Growth Mindset’

I

I = Improvements General target

• Brief phrase / word to indicate general topic or skill to focus on • Could be skills based e.g. watch your use of capital letters;

include more scientific keywords • Could be a general topic area e.g. white blood cells

N

N = Next steps An action or activity usually defined by a SMART target and completed by the student using a red pen Examples:

• A re-draft, correction or edit • A further practice question

• A directed task, e.g. make a mind map

• An extension task e.g. open ended research

S

S = Student response Evidence of completing an activity Student signs and dates to show the target is met or Student could evaluate their evidence e.g. What have you done to meet your target? Have you generated any new ideas to help you achieve your target?

Effective feedback via PINS

PINS is our method for giving feedback for KEY pieces of work

• SMART targets are set by teachers • A logo and ‘PINS’ ensures that feedback from the teacher and the student’s response is obvious

in a student’s work • Students recognise the logo as a need to reflect on, and improve, their work

9

Marking for Literacy Marking for literacy is the responsibility of all colleagues who mark students’ work. Whilst the most

fundamental element of teaching writing takes place in English lessons, all colleagues must play their

part in supporting the development of this important skill. In other subject areas there should be a

focus on developing appropriate and accurate use of extensive specialist vocabulary.

At the same time good spelling, punctuation and grammar must be taught and reinforced through

demonstration and marking.

Marking for literacy will be carried out once a half term on the significant piece of work which is given

detailed written feedback. This piece of work must be marked according to the rules below.

All marking, not just marking focused on literacy, will be done in green pen. Colleagues may choose

to use green highlighters. The policy is displayed in classrooms. This is the minimum expectation for

all subjects. In some subjects and for some purposes colleagues will go beyond this policy eg marking

in English lessons, MFL marking of target language, marking exam questions to simulate the mark

scheme.

Code Meaning Minimum expectation of marking

HW Handwriting HW once in the margin.

Refer acute or persistent problems to HLTA in English

Sp Incorrect

spelling

Sp in the margin.

Students to write out spellings three times in the margin or at the back

of a notebook. This will be set as homework or in class as a follow up

activity to teach dictionary use.

Maximum of five spellings in a piece of work.

Focus on subject specialist vocabulary.

Link to displays and wordlists in teaching resources.

Do not correct repeat misspellings in the same piece of work.

P Punctuation

error

P in margin and teacher writes in the correct punctuation.

No limit to the number of corrections in a piece.

Capital letters Overwrite with capital or lower case letter in the piece of writing.


Word choice Overwrite with better or correct choice of word in the piece of writing.



Poor sense Wiggly line in the margin alongside the sentence or phrase which does

not make sense.

Focus on subject specialist meaning.


// Start new

paragraph

// In the margin.


^ Missing words

or phrase

In the piece of writing.



HW Hand writing HW in margin to indicate poor handwriting

Excellent Double tick to highlight excellent/impressive expression.

Good Tick to highlight good expression.

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Digital Work

A different approach is taken for work completed using electronic media. There are two approaches

that are used:

1. Print a draft for written correction using the same methods as handwritten work

2. Use digital tools to identify errors

There are a number of ways of acting on the second approach. In the first place students are shown

how to use spell and grammar checks and encouraged to apply them before they submit a piece of

work.

Once a piece has been submitted a number of tools are available within the software used to highlight

errors:

Highlighting tool

Review balloons, callouts and text boxes which can be inserted within text

Drawing tools

Code Meaning Minimum expectation of marking

Sp Incorrect

spelling

Sp in review balloon or green highlight the word.

Students to write out spellings three times in the margin or at the

back of a notebook. This will be set as homework or in class as a

follow up activity to teach dictionary use.

Maximum of five spellings in a piece of work.


Link to displays and wordlists in teaching resources.

Do not correct repeat misspellings in the same piece of work.

P Punctuation

error

P in review balloon or ‘track changes’ made by teacher in the

work.


Capital

letters

Overwrite with capital or lower case letter in the text using ‘track

changes’.


Word choice Overwrite with better or correct choice of word in the piece of writing

text using ‘track changes’.



Poor sense Green highlight the sentence or phrase which does not make

sense.

Focus on subject specialist meaning.


// Start new

paragraph

// In a review balloon.


^ Missing

words or

phrase

^ in a review balloon in the piece of writing.



Excellent Double tick to highlight excellent/impressive expression in a review

balloon possible use for emoticons.

Good Tick to highlight good expression in a review balloon possible use

for emoticons.

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4. Effective Revision Techniques Students will be taking part in formal examinations during Year 9. The PSE and coaching programmes

focus on a range of different revision techniques that are suitable for a range of learning styles. Students

are encouraged to try a lot of these techniques during lessons and coaching sessions for their different

subjects to see which ones work best for them. Below is a range of the different revision techniques

that we cover, along with websites and further information about each.

Mnemonics and Acronyms These work by making unfamiliar information familiar and by reducing the number of bits of information.

ROY G BIV (acronym) or Richard of York Gave Battle in Vain (mnemonic) for the colours of the

spectrum both work by making an unfamiliar sequence familiar and educing seven bits of information

to one.

Memory tricks Memory experts take this approach to the extreme by imagining objects placed in a familiar environment

or inventing a story that involves all the objects in a list. This is time consuming and requires practice

but ultimately it allows the expert to memorise the random sequence of several packs of cards.

Note cards Perhaps the best known and oldest way of revising is to make numbered lists of points. There are some important principles to follow:

Keep the lists short – seven points at most

Organise topics logically and hierarchically – split big topics into smaller logical subunits and so on until there are seven points or less in each list

Put the lists onto index cards (WHSmiths, Staples and other stationers sell these in various sizes)

Use colours and symbols to make the cards visually attractive

Use mnemonics and acronyms to make lists more memorable Mindmaps Tony Buzan has written numerous books on learning techniques but his best known work is the Mind

Map Book. Buzan explains how to create detailed visual maps of information which aid memory.

You can do this on a sheet of A4 paper but there is now a piece of software which allows students to

create a sophisticated presentation. Register at www.tonybuzan.com/ then download ‘iMindMap Basic’

for free. There’s even a version for an iPhone or iPad!

Prezi is an online presentation software package which has a free ‘EDU Standard’ version available at

http://prezi.com/

Timelines For some topics, particularly History, time is an important element. A Mindmap or Prezi can be

designed so that it follows a time line but includes key personalities, events and influences running

along the timeline. Plain patterned wall paper or newsprint is great for this, it gives you lots of space

and can go on the wall!

Charts and Diagrams Many subjects include visual or spatial information e.g. Biology, PE and Geography. The best way to

learn this type of information is to draw and label large diagrams. Newsprint rolls or wall paper are great

for this. Making labels that can be removed, or cards that can be put in order to make a flow diagram,

makes practice easier.

http://www.tonybuzan.com/

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Matching and Sequencing Many subjects require students to know the links between key terms and definitions or to know the

order in a sequence. Making sets of small cards allows repeated practice and checking.

Writing a song or a poem This helps students to create a memorable method of remembering key pieces of information for a

particular topic.

5. Getting the most out of working from home Although a lot of what follows is good common sense, it is a useful exercise for parents and carers to

ask themselves whether or not they could improve the quality of opportunity for young people studying

at home. Procrastination is a big problem with teenagers especially as we are now living in the social

media age; distractions from study are plentiful! Try to ensure the following strategies are happening at

home to give you the best possible chance of studying well.

The Study Environment – have a personal space or a desk where you can work quietly without

distractions. It needs to be big enough to fit laptop or PC, textbooks and paper to work on. Try to have

some space on your wall where you can stick important information such as post it notes and diagrams

for revision purposes; this is a great tool for going over a topic to make sure it ‘sticks’. Also stuck up

needs to be your exam timetable but have a few copies of this around your house so you cannot forget!

Try to get outside for some fresh air at least one every hour.

Computers, iPads and Smart Phones Parents and carers may not be quite as comfortable as their children with the use of ICT devices for

learning and revision, but the range of devices, applications and resources is ever growing. When used

appropriately these devices can give access to an astonishing range of resources and can have a

substantial impact on learning. At Allerton High students can have access to ICT before school and for

at least an hour after school, with some special activities finishing later in the day.

Parents and carers may quite rightly be concerned about the amount of ‘screen time’ that young people

spend working with ICT and supervision is important. Hard and fast rules are difficult to set but regular

breaks are essential when working with screens and students are expected to use paper resources as

well, both to avoid eye and muscle strain and to enhance learning.

For parents and carers concerned about accessing inappropriate content via the internet, many

antivirus packages offer parental controls and our Personal Organiser gives guidance on safe use.

Further guidance can be found on the school website

http://www.allertonhigh.org.uk/YourChildsWelfare.

Information websites such as BBC Bitesize and MyMaths are an excellent revision tool.

Presentation software offers an increasingly sophisticated tool (see www.prezi.com below) for

summarising revision notes and these can now be viewed on Smart Phones and iPads.

Digital video taken on Smart Phones or with a cheap webcam allows students to make their own revision

videos and share them with the world. This is a great motivator and can be highly entertaining for

parents, carers and teachers as well. Youtube and other websites have thousands of videos made by

students for revision.

http://www.prezi.com/

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TV, music and other distractions One issue which is certainly a bone of contention is the impact of music or even TV on learning. Some

young people will insist that their favourite music and TV programmes help to relax them and aid

learning. Music should be quiet and in the background. This is not easy to assess when a student is

wearing headphones. Research on learning tells us that the most effective learning takes place in an

environment similar to that where the assessment takes place – that means in silence.

The only TV programmes which are an aid to revision are those directly relevant to the subject.

Watching a favourite programme can be a good motivation for two hours of hard study.

Healthy Study There are a small number of common sense guidelines for healthy study but the key principles are:

Get plenty of sleep

Eat a balanced diet

Stay hydrated by drinking water

Avoid excessive use of stimulants – coffee and caffeinated soft drinks

Take regular exercise

Reduce stress by making a study plan and learning in frequent short episodes and

Talk through your successes and concerns with family, friends and teachers Resources Each subject page has its own recommended resources. Our own Library Resource Centre has laptops,

iPads, kindles and an extensive stock of books. Mrs Walker will help students find the best resources.

The awarding bodies publish a range of resources on their websites: www.aqa.org.uk www.edexcel.com http://www.eduqas.co.uk/ www.ocr.org.uk www.edexcel.com/btec The key documents to look for are:

The specification or syllabus which includes everything that students should learn through the course and details of assessments

Examination papers set in previous years, sometimes the mark schemes are also published

Examiners reports summarise the types of question that students did well on and those they found difficult

The best website to start with is: www.bbc.co.uk/schools/gcsebitesize/

Allerton High has a subscription for the MyMaths website with a password for each student given to

them by their maths teacher.

GCSE Assessment New GCSEs for English and Maths were examined in 2017 and most other subjects had their first exams in 2018. Option courses taken in Year 10 and Year 11 will follow the new specifications. The new courses are more demanding and are graded from 9-1 with 9 being the highest. A good grade will be defined as 9-5 but grade 5 will be substantially more demanding than the current grade C. Because the exams are more demanding some students will find grade 1 too demanding and alternative qualifications will be put in place. The DfE has issued this guidance:

Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above.

http://www.aqa.org.uk/

http://www.edexcel.com/

http://www.ocr.org.uk/

http://www.edexcel.com/btec

http://www.bbc.co.uk/schools/gcsebitesize/

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Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above.

For each exam, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the very highest performers.

The bottom of grade 1 will be aligned with the bottom of grade G.

Grade 5 will be positioned in the top third of the marks for a current grade C and bottom third of the marks for a current grade B. This will mean it will be of greater demand than the present grade C, and broadly in line with what the best available evidence tells us is the average PISA performance in countries such as Finland, Canada, the Netherlands and Switzerland.

The new Maths, Science and MFL GCSEs will be tiered, with grades 4 and 5 available through both tiers.

This diagram links the old and new grades:

More information in the form of ‘postcards’ is available at www.pinterest.com/ofqual/postcards. New GCSEs have little school based assessment. The examinations are more demanding because

they require more extended writing and include the assessment of correct English.

Linear Assessment All new GCSE courses have written examinations at the end of the course in May or June. The first

time a subject is taken the grade will count towards the school’s performance data although resits will

still be credited to the students, but not the school. A resit would involve taking all of the examinations

again.

Components In all specifications the separate assessments are given a component grade shown on the results slip

in lower case – ‘b’. These components are added together, taking account on the proportion of the

specification assessed by each component, to give an overall grade for the qualification shown on the

results slip in upper case – ‘B’

Foundation and Higher Tier Most of the new GCSEs have one tier of entry. In Maths, Science and MFL, where there are Higher

and Foundation tiers, the Curriculum Team Leader for each subject must have the final say over the

tier of entry. This judgment is not straightforward and it is possible for students to fail to achieve a

grade at all by insisting on a Higher tier entry when they cannot cope with the demands of this paper.

Late changes in tier of entry can cost £30 and parents or carers will be asked to pay if they insist on a

change against the advice of the Team Leader.

http://www.pinterest.com/ofqual/postcards

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Applied Courses - Cambridge National Certificate (CNC), BTEC, and Level 1/2 Certificates All of these courses are closely linked to the world of work and particular industries. They all involve

the completion of practical or written coursework units throughout the course. There is one short

externally set exam which may be a written paper, an onscreen test or a practical examination.

Students complete tasks in class and are given guidance about how to achieve Pass, Merit and

Distinction grades at Level 1 or 2. Homework will be set and must be completed for these courses.

Every task must be completed for a successful award of these qualifications. A missing piece of work

will result in no grade being awarded.

Many subjects provide on line resources which can be used at home.

BTEC Extended certificate at Level 1/2 (equivalent to GCSE grades A*-G or 8-1)

Music

Business

Sport

Cambridge National Certificate (CNC) (equivalent to GCSE grades A*-G or 8-1)

IT

Health and Social Care

Creative iMedia

Level 1/2 Certificate

Hospitality and Catering Points and Equivalence The DfE uses a points system to combine GCSEs and other qualifications into one measure of success

at the end of Key Stage 4.

GCSE: Graded 9-1 where the grade is the same as the points score.

BTEC Level 2: D* = 8.5, D = 7, M = 5.5, P = 4, Level 1 Pass = 1.75

CNC Level 2: D* = 8.5, D = 7, M = 5.5, P = 4 Level 1: D = 3, M = 2, P = 1.25

Level 1/2 Certificate. Level 2: D* = 8.5, D = 7, M = 5.5, P = 4 Level 1 P = 1.75

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Contents

Page

English

GCSE English 1

Maths

GCSE Maths 3

Science

GCSE Combined Science 5

GCSE Biology 7

GCSE Chemistry 9

GCSE Physics 11

Religious Education

GCSE Religion and Ethics 13

ICT

ICT 14

Computing and Computer Science 15

Physical Education

Sports 16

Art and Design

Art and Design - Fine Art 18

Art and Design – Photography 19

Business Studies

Business and Enterprise 20

Design and Technology

Textiles 21

Product Design 21

Food and Nutrition 21

Drama 22

Humanities

Geography 23

History 24

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Health and Social Care 25

Media 26

Modern Foreign Languages

GCSE French 27

GCSE Spanish 28

GCSE Modern Hebrew 29

GCSE Panjabi 30

Music 31

PSE 32

1

English

In Year 9, students are set by ability and taught English following a challenging curriculum. The course is designed to introduce the students to the texts, skills and the style of assessments that are integral to the GCSE English Language and GCSE Literature courses.

Course Title English

Overview A transitional year developing students’ skills in preparation for GCSE

Qualification GCSE qualifications in English Language and English Literature (awarded in Y11)

Grading 9-1

Main areas of knowledge understanding and skills

Topic Including:

Modern texts Students will be introduced to the GCSE set text: An Inspector Calls. Students will read and analyse the playwright’s techniques with a focus on plot, character, themes and choice of dramatic style. The skills for descriptive writing will be embedded in the lessons during this unit. Students will be given one assessment. The focus will be on the presentation of a character or theme in the text that they have studied during the course of this unit.

Poetry Students will learn analytical skills through the study of a range of ‘unseen’ poetic works. This unit introduces them to the techniques required to analyse poetry and the skills necessary for writing about a poet’s choices. This unit will lead to an assessment in which the students will analyse and write about an unseen poem.

19th century novel.

Students will be introduced to the text that they will study for the GCSE Literature examination. The text for study is A Christmas Carol. This unit will focus on understanding the plot; the context in which it is written and the presentation of character and themes. There will be one assessment. Students will be given an extract from the novel and will be assessed on their reading skills.

Macbeth Students will be introduced to the social, cultural and historical context of the play. Its plot, characters and themes will also be studied in this unit.

Non-fiction reading and writing

Students will read and analyse a variety of non-fiction texts, including pre-1900 literary non-fiction. Students will be given the skills to further develop their understanding of how non-fiction writers use language to influence their readers. Opportunities will be given to develop their writing skills.

Prose reading and narrative writing

Students will be given extracts from creative texts. These will be used to explore writers’ methods and the effects achieved in the writing. Students will be introduced to the skills of narrative writing and will be given opportunities to practise using these skills. The prose reading skills that have been taught in this unit will be assessed in the Year 9 examination in the summer term.

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Assessment Overview All students are assessed and levelled at the end of each unit. Opportunities are also given to self- assess learning and engage in peer assessment throughout the units. All students will sit an examination in English in the summer of 2020.

Top tips for revision or task completion

Encouraging private reading (20 minutes each day). Always have a book ‘on the go’. ‘Read over’ and revise lesson notes on a weekly basis to ensure understanding. Create your own glossary of key words that you learn during the study of a particular unit. Learn the words and try to use them in your work. Speak to your teacher immediately if you need help, advice or support. Create revision cards: subject terminology; Assessment Objectives for the units; context of the texts, etc

Revision resources, wider reading and websites

Several resources are available on the Allerton High intranet. www.what2learn.com (spelling and grammar games) BBC Bitesize Revision Resources are targeted at the GCSE English skills set. CGP revision guides are available to purchase from the school. York Notes revision guides on the set texts. These are useful and informative for details about the context, plot, characters and themes. Kerboodle - online revision materials for Language and Literature. School log in available. Ask your teacher about using Edmodo.

http://www.what2learn.com/

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GCSE Mathematics Students follow a linear course over 3 years with 3 written papers; one non calculator and two calculator. All three papers must be taken at the end of Year 11. High achieving students are introduced to a range of challenging concepts beyond the confines of the syllabus to develop their critical thinking and problem solving skills and to give them an insight in to Maths at a broader level. Functional skills, which put mathematics in the context of daily life and work, are now an integral component of the GCSE specification. Study Plus Maths is offered in Year 11 to support students in securing good or outstanding progress and a variety of small group interventions are offered to students of all abilities on a rota. GCSE grading has changed from Grade A*-G to Grades 9-1, where a grade 5 is the equivalent of a low grade B. In order to progress to Post-16 courses and for most occupational training programmes students now need either a grade 4 or grade 5 (depending on the provider). To progress to A-Level Mathematics at Allerton High students need to achieve a Grade 7 or above. Some degree courses and higher educational institutions stipulate Grade 4 or 5 or higher in GCSE Mathematics, even for degree courses which are not ‘obviously’ Maths related. Students should be aware of this at the start of the GCSE course, particularly if they already have a specific ambition or future career plan. We do provide some examples to students and they can seek further advice if they need to.

Course Title Mathematics

Overview A GCSE qualification covering all aspects of Number, Algebra, Geometry, Measures, Probability and Statistics

Qualification GCSE

Grading Higher Tier grade 9-3 Foundation Tier grade 5-1 Students in sets 1 to 3 will initially follow the higher level course and students in set 4 will initially follow the foundation course. There is considerable overlap between the two courses with flexibility for transferring from one tier to another throughout the course. Final decisions about tier of entry are not made until a few months before the final examinations and we will always make the decision with the best interests of the student in mind.

Assessment Overview

Internal assessment: half-termly tests comprising exam questions on recent topics Mock exams at the end of each academic year and each term through Year 11

External exams

External assessment: Linear course consisting of three terminal examination papers sat at the end of Year 11

Assessment - School Based Assessment (ISA or Controlled Assessment)

Students are examined at the end of each half-term with a test containing questions from past exam papers. The questions are a combination of exam questions on the topics covered that half-term, along with questions which feature heavily at the start of exams and assess students’ key skills such as currency conversion, percentage changes, and estimations. Students will receive an expected grade (Ex Grade) and formative feedback after each test in order to help them make progress. A student’s ‘Ex Grade’ is the grade that they should achieve if they continue working in exactly the same way until they sit their exams.

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Students can track their own progress by comparing the grades they achieve in each test to their target grade and to previous grades. There are no controlled assessments for Mathematics.


The very best way to revise and learn Maths is to practise questions. GCSE exam papers will be issued throughout Year 11 as homework. There are topic specific papers available on Moodle or the school shared network drive. We also have additional packs of papers which are available to purchase at parents evening or directly from accounts. Students will be set homework regularly (one large task or two smaller tasks per week) and this will allow them to practise skills they have learnt in lessons independently. Students should ask their teacher (in advance of the deadline) for help if they are unsure what to do with homework OR make use of the internet resources provided OR text books in the Maths area. They should know how to use their calculator efficiently as this will save numerous marks. Students need calculators with them at EVERY Maths lesson. CASIO FX83GT is recommended available from accounts for £6.25. If students need any additional help with maths they are encouraged to attend KS4 drop in sessions every Tuesday and Thursday in MA6.


www.mymaths.co.uk Students will be told the username and password by their class teacher www.studymaths.co.uk www.corbettmaths.co.uk www.ahmaths.info BBC Bitesize Relevant revision guides will be on sale from accounts.

http://www.mymaths.co.uk/

http://www.studymaths.co.uk/

http://www.corbettmaths.co.uk/

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Science

In Year 9 all students commence study towards the new GCSE courses covering a term of Biology, Chemistry and Physics topics with a subject specialist. In-school assessments take place each term in Year 9 in order to assess progress and aptitude for courses in the future. In Year 10 students are assigned to final courses based on their performance in Year 9 and a mock exam completed in April of Year 10. The courses are separate GCSEs in Biology, Chemistry and Physics, or Combined Science GCSE which is worth 2 GCSEs. Both of the routes allow access to Post-16 science study. A small number of students may also complete the Entry Level Certificate alongside the Combined Science GCSE.

GCSE Combined Science

Overview A GCSE science qualification aimed at students of all abilities and levels of interest in science.

Qualification gained GCSE

Awarding Body and specification

AQA GCSE Combined Science (Trilogy)

Grading 9-1

Assessment Overview

6 exam papers lasting 1 hour 15 mins each, 2 biology, 2 chemistry, 2 physics

Assessment – Exams

To be confirmed by AQA

There will be higher (grade 4-9) and foundation (grade 1-5) papers. These exams are offered in June only.

Assessment - School Based Assessment

There are no controlled assessments (ISAs) in the new GCSE, but students must complete 21 required practical experiments, on which 15% of the exam questions will be based. They will be assessed on their practical skills throughout the course. Progress exams will take place on a termly basis to check understanding, and target intervention.

Key words and concepts are covered in preparation lessons. Practise papers and mark schemes can be found at http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes, in the drop down boxes select Science, GCSE Combined Science: Trilogy (8464) to get relevant papers.


Make mind-map summaries of each topic. Use index cards to learn key facts. Use past papers with the mark schemes. Attempt quizzes to test knowledge on Educake and identify weak areas of knowledge. Revision guide from Collins is good for essential facts; use the text book for wider reading.


Collins Combined Science: Trilogy Revision guide are available to purchase from the Accounts team or via Parent pay for £9.00. A worthwhile investment as this is suitable for the entirety of study of GCSE Science (Y9-Y11) and does include practice exam style questions.www.educake.co.uk/my-educake Here you can access a number of quizzes about lots of the GCSE science

topics. They require answers to be typed in, so are good for checking your

spelling of key terms.

https://www.bbc.com/education/examspecs/z8r997h

http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes


http://www.educake.co.uk/my-educake

https://www.bbc.com/education/examspecs/z8r997h

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Still very useful at providing the content of the courses, with some good

animations, bitesize is always worth looking at.

www.my-gcsescience.com This site contains a wealth of videos covering a

variety of topics. These can be viewed to revisit learning from a lesson or

as part of ongoing revision. They are made by teachers and highly

recommended.

https://www.primrosekitten.com/

Offers video revision on a number of key topics, videos for the new

specification are being added all the time.

To keep up with current affairs in science try www.newscientist.co.uk and

http://www.sciencedaily.com/

The school library also contains a wealth of relevant books, revision

guides and articles to help with homework, revision and independent

study.

http://www.my-gcsescience.com/


http://www.newscientist.co.uk/


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GCSE Biology Chemistry and Physics From April of Year 10, two higher ability classes with an interest in science will be selected to take three separate GCSEs. Each course has two examinations (50% each). These will be completed in Year 11.

GCSE Biology

Overview A separate GCSE science qualification in biology aimed at students with a strong interest in the sciences and a desire to study them at a higher level. Due to the requirement to complete 2 longer exams at the end of year 11 and a further 4 in the other two sciences, absolute commitment to the course is essential.



AQA GCSE Biology

Grading 9-1

Assessment Overview

Two written papers 50% each


Biology Paper 1, Biology Paper 2, 1hr45 each.

Higher (4-9) & Foundation (1-5) available. A combination of multiple choice, structured short answer and open response questions will be included. Progress exams will take place on a termly basis to determine whether students are on track and target intervention. The grades for these will be given through the 012 report system.

Practise papers and mark schemes can be found at http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes, in the drop down boxes select Science, GCSE, Biology (8461) to get appropriate papers.


There are no controlled assessments (ISAs) in the new GCSE, but students must complete 10 required practical experiments, on which 15% of the exam questions will be based. They will be assessed on their practical skills throughout the course.


Make thinking map summaries of each topic. Use index cards to learn key facts. Use past papers with the mark schemes to check application of knowledge. Complete quizzes on www.educake.co.uk to check knowledge of the content required for the course.


Collins Combined Science: Triple Biology Revision guides are available to purchase from the Accounts team or via Parent pay for £4.00. To further prepare the students for studying this course in Y11 a further study book is also available, including Grade 8/9 exam style questions for each subject. These again can be purchased from the Accounts team or via Parent pay for £2.50 each.



http://www.educake.co.uk/

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BBC Bitesize has the following specific AQA Biology sections: https://www.bbc.com/education/examspecs/zpgcbk7 www.educake.co.uk/my-educake Here you can access a number of quizzes about lots of the GCSE science



www.my-gcsescience.com This site contains a wealth of videos on a variety

of relevant topics. These can be viewed to revisit learning from a lesson or


recommended.






The school library also contains a wealth of relevant books, revision guides

and articles to help with homework, revision and independent study.

https://www.bbc.com/education/examspecs/zpgcbk7






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GCSE Biology Chemistry and Physics

From April of Year 10, two higher ability classes with an interest in science will be selected to take three separate GCSEs. Each course has two examinations (50% each). These will be completed in Year 11.

GCSE Chemistry

Overview A separate GCSE science qualification in chemistry aimed at students with a strong interest in the sciences and a desire to study them at a higher level. Due to the requirement to complete 2 longer exams at the end of year 11 and a further 4 in the other two sciences, absolute commitment to the course is essential.



AQA GCSE Chemistry

Grading 9-1

Assessment Overview



Chemistry Paper 1, Chemistry Paper 2, 1hr45 each.


Practise papers and mark schemes can be found at http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes, in the drop down boxes select Science, GCSE, Chemistry (8462) to get appropriate papers.










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BBC Bitesize has the following specific AQA Chemistry sections: https://www.bbc.com/education/examspecs/z8xtmnb www.educake.co.uk/my-educake Here you can access a number of quizzes about lots of the GCSE science









recommended.





https://www.bbc.com/education/examspecs/z8xtmnb






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GCSE Biology Chemistry and Physics From April of Year 10, two higher ability classes with an interest in science will be selected to take three separate GCSEs. Each course has two examinations (50% each). These will be completed in Year 11.

GCSE Physics

Overview A separate GCSE science qualification in physics aimed at students with a strong interest in the sciences and a desire to study them at a higher level. Due to the requirement to complete 2 longer exams at the end of year 11 and a further 4 in the other two sciences, absolute commitment to the course is essential.



AQA GCSE Physics

Grading 9-1

Assessment Overview



Physics Paper 1, Physics Paper 2, 1hr45 each.


Practise papers and mark schemes can be found at http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes, in the drop down boxes select Science, GCSE, Physics (8463) to get appropriate papers.










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BBC Bitesize has the following specific AQA Physics sections: https://www.bbc.com/education/examspecs/zsc9rdm www.educake.co.uk/my-educake Here you can access a number of quizzes about lots of the GCSE science









recommended.





https://www.bbc.com/education/examspecs/zsc9rdm






13

GCSE Religious Education Students study various topics including rights and responsibilities, belief about deities, matters of death, relationships.

Students will complete this course at the end of Year 10. There are two written papers (50% each).

Course Title Religion and Ethics Christianity, Religion, Peace and Conflict Islam

Overview Exploring moral dilemmas and how ethics and religion seek to teach what they believe is right or wrong. How participants in religions show their beliefs through practice.

Qualification GCSE Full course – completed over 2 years.


Edexcel

Grading 9-1

Assessment Overview

Examination only


Two papers 1 hour each Four compulsory section per paper Each question [a-d] worth 25% of the marks for that paper. Four out of four topics one per question One paper on Christianity and one paper on Islam Topics include: belief in a deity, Living a religious life, Marriage and the Family, Crime and Punishment, Peace and Conflict and matters of life and death


None


Include religious quotes Always consider another point of view use FARM (for, against, religious, my own) and apply PEE (point, evidence, explain) to each. Use mark scheme as a guide to the length of your answers


BBC Bitesize religious Studies. Shared area ethics and philosophy files New course resources will be shared with the students as they become available

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Core ICT and Computing

All students further develop their skills in ICT and Computing by using a wide range of software for set tasks and problem solving scenarios. They will also have the opportunity to learn more about e-safety and refine and apply their programming skills to new contexts. Students can also choose to follow one of two ‘Gateway’ courses in Year 9:

Course Title ICT

Overview Provides a secure foundation and gateway for those students who may wish to follow an ICT qualification in Y10 and Y11. Students do not achieve a discrete qualification at the end of this course but instead receive a taste of what a GCSE ICT qualification looks and feels like.

Qualification ICT CNC


N/A.

Grading 9-1

Assessment Overview

Regular assessments, some of which will be based on the types of

assessments used in CNC ICT qualifications.

Assessment - Exams

Students will be tested on the theory aspects of the course through written examinations involving a range of questioning styles that reflect CNC ICT examinations.


Individual activities will be undertaken that will reflect the style of activities for the CNC ICT qualifications.

Top Tips for revision or task completion

Use websites below for assistance with theory and practical work. Be prepared to make improvements to your work based on both teacher and peer feedback. Your teacher will explain through verbal and written feedback how you can help to move yourself forward. Make sure you are familiar with all the relevant assessment criteria for your units of work. Be prepared to work both independently and collaboratively throughout the course.


www.teach-ict.com (Excellent resource for general ICT theory) http://www.bbc.co.uk/schools/gcsebitesize/ict/ (Excellent resource for general ICT theory) www.howstuffworks.com (Excellent resource for all things ICT)

http://www.teach-ict.com/

http://www.bbc.co.uk/schools/gcsebitesize/ict/

http://www.howstuffworks.com/

15

Course Title Computing and Computer Science

Overview Provides a secure foundation and gateway for those students who may wish to follow a Computing/Computer Science qualification in Y10 and Y11. Students do not achieve a discrete qualification at the end of this course but instead receive a taste of what a GCSE/BTEC Computing and Computer Science qualification looks and feels like.

Qualification Computing and Computer Science.


N/A.

Grading Levels 9-1

Assessment Overview

Regular assessments, some of which will be based on the types of

assessments used in GCSE/BTEC Computing/Computer Science

qualifications.

Assessment - Exams

Students will be tested on the theory aspects of the course through written examinations involving a range of questioning styles that reflect GCSE/BTEC examinations.


Individual activities will be undertaken that will reflect the style of activities for the GCSE/BTEC Computing/Computer Science qualifications.


Use websites below for assistance with theory and practical work. Be prepared to make improvements to your work based on both teacher and peer feedback. Your teacher will explain through verbal and written feedback how you can help to move yourself forward. Make sure you are familiar with all the relevant assessment criteria for your units of work. Be prepared to work both independently and collaboratively throughout the course.


www.teach-ict.com (Excellent resource for general ICT theory) http://www.bbc.co.uk/schools/gcsebitesize/ict/ (Excellent resource for general ICT theory) www.howstuffworks.com (Excellent resource for all things ICT)

http://www.teach-ict.com/

http://www.bbc.co.uk/schools/gcsebitesize/ict/

http://www.howstuffworks.com/

16

Physical Education

In addition to core PE lessons, students may choose Sport as an option course in Year 9.

Course Title Sports

Overview Course for all students which blends skill development through practical physical activity and participation in sports with knowledge and understanding

Qualification N/A


N/A

Grading 9-1

Assessment Overview

Continuous assessment through assignments completed in PE lessons and for homework.


N/A


Assessment through assignment tasks

Applying Principles of Training

Sports Psychology

Sports Nutrition

Sports in the community

Top tips for task completion

Use of classroom work, schools shared area and websites. Complete all assignments in the allocated time. Meet all Deadlines.


www.teachpe.com/badminton/index.php www.roundersonline.net www.sportplan.net/drills/rounders www.roundersengland.co.uk www.roundersforfun.com www.1sr4sport.co.uk www.sportsleadersuk.com www.Uksport.gov.uk www.sportplan.net/drills/badminton www.badmintonengland.co.uk/ www.1sr4sport.co.uk www.sportsleadersuk.com news.bbc.co.uk/sportacademy/default.stm

http://www.teachpe.com/badminton/index.php

http://www.roundersonline.net/

http://www.sportplan.net/drills/rounders

http://www.roundersengland.co.uk/

http://www.roundersforfun.com/

http://www.1sr4sport.co.uk/

http://www.sportsleadersuk.com/

http://www.uksport.gov.uk/

http://www.sportplan.net/drills/badminton

http://www.badmintonengland.co.uk/

http://www.1sr4sport.co.uk/

http://www.sportsleadersuk.com/

17

Art and Design

Fine Art This course provides students with creative and exciting opportunities to continue their exploration of Art and Design. Students will be encouraged to explore a wide range of techniques and processes which will aim to identify their strengths. The course is designed to provide a secure foundation for students may wish to study Fine Art at GCSE and will aim to:

• broaden and deepen students’ knowledge and understanding of Art and Design; • develop their independence; • practise the skills required for GCSE and beyond; and • develop their understanding of assessment at GCSE.

Photography Students will be introduced to a wide range of photography genres and will be encouraged to explore them all to identify their interests and strengths. Some of the areas of photography covered are:

portraiture

landscape; and

fine art photography. Photography is an excellent bridge for those planning to study the course further at GCSE and beyond, and will allow students to:

• broaden and deepen their knowledge and understanding of photography processes including digital editing;

• develop their understanding of different camera settings; • experiment using a range of materials; and • develop their understanding of assessment at GCSE.

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Course Title Art and Design Fine Art

Overview Students will work on a range of projects in these areas:

Fine Art This includes drawing and painting, mixed media, sculpture and printmaking. Students will create a body of work which will be concluded with a final outcome. In both Fine Art and Photography, students must evidence their skills in drawing and annotation.

Limitations None

Most suitable for Students who are competent and have a keen interest in Art.

Qualification gained None


None

Grading 9-1


This course is designed to offer students the necessary breadth and depth

of study, with the freedom of choice required to accommodate a wide

range of abilities.

Assessment Students’ work will be marked regularly throughout the year and they will be

given an expected grade.

Allows progression to GCSE Art & Design - Fine Art

Useful websites www.tate.org.uk www.ysp.co.uk www.npg.org.uk www.hepworthwakefield.org www.aqa.org.uk www.pinterest.com

http://www.tate.org.uk/

http://www.ysp.co.uk/

http://www.npg.org.uk/

http://www.hepworthwakefield.org/


19

Course Title Art and Design Photography

Overview Students will work on a range of projects in these areas:

Photography Photography will involve students developing their understanding of the camera/settings and can include portrait, landscape, still-life, documentary photography, photo-journalism, narrative photography and experimental imagery. Students will learn how to enhance/develop their photographs by using Adobe Photoshop. Students will create a body of work which will be concluded with a final outcome. In both Fine Art and Photography, students must evidence their skills in drawing and annotation.

Limitations None

Most suitable for Students who are competent and have a keen interest in Art or Photography.

Qualification gained None


None

Grading 9-1


This course is designed to offer students the necessary breadth and depth

of study, with the freedom of choice required to accommodate a wide

range of abilities.

Assessment Students’ work will be marked regularly throughout the year and they will be

given an expected grade.

Allows progression to GCSE Art & Design - Photography

Useful websites www.tate.org.uk www.ysp.co.uk www.npg.org.uk www.hepworthwakefield.org www.aqa.org.uk www.pinterest.com www.dpreview.com www.thephotographersgallery.org.uk

http://www.tate.org.uk/

http://www.ysp.co.uk/

http://www.npg.org.uk/

http://www.hepworthwakefield.org/


http://www.thephotographersgallery.org.uk/

20

Business Studies

Course Title Business and Enterprise

Overview A course for students interested in learning about how successful businesses operate. You will develop an insight into how businesses convince us to buy their products, how they make sure they have the right staff, and how they make sure they are profitable. You should look to take one of either Business or Enterprise.

Qualification N/A


N/A

Grading 9-1

Assessment Overview

You will be assessed on each unit of work you produce.

Assessment - Exams

There are no exams for this course.


Assessment is internal, through the work you produce.


Take an interest in what you see businesses doing.


www.tutor2u.net – great resource for business theory notes.

http://www.tutor2u.net/

21

Design and Technology

Course Titles Design and Technology Textiles Design and Technology Product Design Design and Technology Food and Nutrition

Overview These are non-examination practical courses focusing on the design and making skills used in each subject area. Students will focus in one of the following areas of study: Food and Nutrition, Product Design using resistant materials and Textiles

Qualification None


None

Grading 9-1

Assessment Overview

Each project will be assessed on completion and the main focus will be on practical work. The PINS system will be incorporated into assessment, giving feedback on how students can improve their work.

Project Work Design and practical work will be focused on a number of real life making

projects, covering different aspects of the chosen Technology subject area.

Some research and design work will have to be completed by each student to

individualise their chosen projects but the main focus will be on developing

practical making skills.


Staff want all students to complete their projects and take practical work home. It will be up to students to make the deadline so that work will be finished and assessed.


None required but BBC bite size website is useful preparation for GCSE options next year.

Allows progression to

All GCSE technology course including Design and Technology, Hospitality and Catering, Food and Nutrition and Art Textiles.

22

Course Title

Drama

‘It is only in an atmosphere of mutual respect that talents can thrive’

Overview

A non exam course which will prepare the student for further study in Drama. Students will

experience many aspects of Drama and be able to gain the Arts Council accredited Silver Arts

Award.

Qualification Silver Arts Award (equivalent to GCSE Grade 5)

Grading 9-1

Assessment

School Based

Term Assessment School Based

Summer 3b (June / July)

Autumn 1a and 1b (Sep-Dec)

Spring 1a (Jan – Feb)

Ongoing

Spring 1b and Summer 1a

Top tips for

revision

Revision

resources,

wider reading

and websites

The best way to develop your understanding (and the most fun!) is to see as many performances and live arts events as you can.

Consider joining an after school Drama, Dance or Music club – look on the ‘What’s on’ notice board for current opportunities or see your teacher.

Get involved in extracurricular work in school.

GCSE Bitesize Drama Complete Revision and Practice (Bitesize GCSE) by Andy Kempe, Chloe Newman and Bev Roblin (15 Jan 2010)

Student Handbook for Drama Brian McGuire

Technical Companion to Drama by Brian McGuire

BBC Bitesize Drama

http://getrevising.co.uk/resources/subjects/drama/levels/gcse

Drama Propbox is an App for Android only http://www.digitaltheatre.com/browse/all (also

an app)

Strongly recommend that A Level and GCSE students subscribe to the National Theatre

You Tube Channel and also National Theatre on iTunes U

http://shakespeare.mit.edu/ complete works of Shakespeare and searchable (there is

also a similar app)

http://quizlet.com/23485528/drama-terms-flash-cards/

http://www.studystack.com/flashcard-33703

http://www.stagework.org.uk/stageworks/index.html

http://www.rsc.org.uk/explore/

http://www.amazon.co.uk/Bitesize-Drama-Complete-Revision-Practice/dp/1406654388/ref=sr_1_11?s=books&ie=UTF8&qid=1372018123&sr=1-11&keywords=drama+textbook

http://www.amazon.co.uk/Andy-Kempe/e/B001JSD9EG/ref=sr_ntt_srch_lnk_11?qid=1372018123&sr=1-11

http://www.amazon.co.uk/Andy-Kempe/e/B001JSD9EG/ref=sr_ntt_srch_lnk_11?qid=1372018123&sr=1-11

http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Brian%20McGuire&search-alias=books-uk&sort=relevancerank

http://www.amazon.co.uk/Technical-Companion-Drama-Brian-McGuire/dp/1857496272/ref=sr_1_4?s=books&ie=UTF8&qid=1372068088&sr=1-4

http://getrevising.co.uk/resources/subjects/drama/levels/gcse

http://www.digitaltheatre.com/browse/all

http://shakespeare.mit.edu/

http://quizlet.com/23485528/drama-terms-flash-cards/

http://www.studystack.com/flashcard-33703

http://www.stagework.org.uk/stageworks/index.html

http://www.rsc.org.uk/explore/

23

Course Title Humanities: Geography

Overview Humanities is a transitional course to GCSE. Students will continue to develop their geographical skills and knowledge and start the GCSE course in Year 9. We cover some topics that are integral to the GCSE course so that students develop their knowledge, while also working on skills such as enquiry, mapping and data presentation and analysis which will help students with the Unit 2 skills paper of the new GCSE. Many of the units that we deliver are country/region-based, investigating geographical issues and topics within these. e.g. In the Iceland scheme of work we study tectonics, coastal erosion, geothermal energy etc

Grading 9-1

Topics covered Africa: land-grabbing Iceland The Geography of My Stuff (consumerism and the impacts of globalisation) GCSE Unit 1: Challenge of Natural Hazards

School Based Assessments

Assessment 1: Africa: should land be “grabbed”? Assessment 2: Iceland/tectonics Assessment 3: Geography of My Stuff Assessment 4: Challenge of natural hazards


Students need to

ensure that books are kept up-to-date with notes as these will be the basis for assessment tasks.

take heed of advice on how to improve their work.

Watch/read the news and keep up to date with current affairs


A variety of excellent websites e.g. BBC, georesources, nationalgeographic Several textbooks are available to students (in the school library) Any news sites

24

Course Title Humanities: History

Overview Humanities is a transitional course to GCSE. Students will continue to develop their historical skills and knowledge in the first part of the course by studying the Holocaust, the Russian Revolution and the Kennedy assassination (student with 3 hours of History lessons will also compare policing in different time periods and look at different theories about the moon landings). Students then start their GCSE after Christmas by beginning a study of Medieval Medicine, which is part of the Britain and Health unit on paper 2 of the AQA GCSE (the 3-hour class will start after the 2-hour class so that both finish at the same place by June).

Grading Grades 9-1 on exam style questions

School Based Assessment

Autumn: the Holocaust, Russian Revolution, Kennedy assassination Spring: Policing (for the 3-hour class only); Medieval medicine –fact test; significance and utility. Summer: Medieval Medicine –fact test; factor question.


Students need to ensure that books are kept up-to-date with notes as these will be the basis for assessment tasks and contain information they need for GCSE. Key instructions and information on how to improve levels or grades will always be given to students in advance of the assessment. On Wednesday a History study support session runs for students who are behind in work or who need extra help. Please contact Ms Sweeney for any extra advice or help on this. ([email protected]).

Revision resources, wider reading d websites

A variety of excellent websites e.g. BBC, Spartacus.schoolnet, Historymad.com, historyonthenet.com; www.johndclare.net; and keep your eye out for documentaries on the TV. Several textbooks will be available to students. Students can also read fictional books such as ‘Animal Farm’ by George Orwell, ‘The House of Special Purpose’ by John Boyne which link to the Russian revolution. ‘The Book Thief’ by Markus Zusak and ‘The Boy in the Striped Pyjamas’ by John Boyne gives students an idea of living in Nazi Germany and the Holocaust.

mailto:[email protected]

http://www.johndclare.net/

25

Course Title Health and Social Care

Overview An introductory programme of study for students interested in working within health, social care and early years’ sectors.

Qualification gained N/A


N/A

Grading 9-1

Assessment School Based

To progress and develop their Health & Social Care knowledge base, students will complete topics of study including: An introduction to Health & Social Care Services Individual needs and life-stages Using basic first Aid procedures Dementia awareness Additional needs Development of children 0-5 years Communication Career pathways Students will be assessed via project work, practical activities and knowledge based mini tests in preparation for the demands of the year 10/11 course


Use the marking guidance/PINS assessment sheet to help you fulfil all of the criteria. Keep your portfolio organised. If you miss a lesson, see your teacher as soon as you can to catch-up on tasks and notes missed. Read through information within your note file when revising for end of topic tests


Students will be given an up to date list for each assignment objective A lot of resources are on the school shared area: - Shared area/OCR HEALTH AND SOCIAL CARE

26

Course Title Media

Overview This course aims to provide education and training for those who want to work in a creative media industry such as:

Film

Television

Radio

Journalism

The computer games industry

It provides excellent preparation for individuals who may consider completing the Creative iMedia course. With further study or work experience it could help you get a job in the creative media industries

The advantages of this course are:

Media gives a broad and balanced curriculum in Year 9

Provides an excellent bridge for those planning on going into the Media industry or further developing their knowledge of the industry

There is no external examination in Year 9 reducing any pressure felt by younger students. Students will have the opportunity to experience how the Media industry works first hand. All students have the opportunity to attend The Warner Bros. Studio Tour - The Making of Harry Potter.

Qualification

gained

There is no external qualification or externally assessed coursework, but the course is a gateway to Media qualifications.

Awarding Body

and specification

N/A

Grading 9-1

Assessment

School Based

Individual activities will be undertaken that will reflect the style of activities for the Creative iMedia qualification.

Top tips for

revision or task

completion

Use websites below for assistance with theory and practical work. Be prepared to make improvements to your work based on both teacher and peer feedback. Your teacher will explain through verbal and written feedback how you can help to move yourself forward. Be prepared to work both independently and collaboratively throughout the course.

Revision

resources, wider

reading and

websites

OCR resources http://www.ocr.org.uk/qualifications/creative-imedia-level-1-2-award-certificate-j807-j817/ Digital graphics: http://www.bbc.co.uk/schools/gcsebitesize/dida/graphics/bitmapvectorrev1.shtml Fireworks tutorial: http://www.entheosweb.com/fireworks/default.asp DVD covers: http://www.imdb.com/list/ls006402034/#14 Digital file types http://www.scantips.com/basics09.html Worth 1000 (digital artwork) http://www.worth1000.com/ What is journalism http://www.robertniles.com/journalism/ Types of journalism http://learn.org/articles/What_are_the_Different_Types_of_Journalism.html

http://www.ocr.org.uk/qualifications/creative-imedia-level-1-2-award-certificate-j807-j817/

http://www.bbc.co.uk/schools/gcsebitesize/dida/graphics/bitmapvectorrev1.shtml

http://www.entheosweb.com/fireworks/default.asp

http://www.imdb.com/list/ls006402034/#14

http://www.scantips.com/basics09.html

http://www.worth1000.com/

http://www.robertniles.com/journalism/

http://learn.org/articles/What_are_the_Different_Types_of_Journalism.html

27

Modern Foreign Languages (3 Year option)

Most students who take a GCSE language will follow a three-year course. It will be possible to complete a

second language in one year in Year 10.

Course Title French

Overview A full GCSE qualification in reading, writing, speaking and listening

Qualification GCSE


AQA

Grading 9-1

Assessment Overview

4 examinations done at the end of Yr11


Unit 1 – Listening examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 2 – Reading examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Translation into English Examination in May/June of Yr11 Mock examination in Dec Yr11 Unit 3 – Speaking 25% of the total mark Foundation & Higher Tier options A role play, response to a photocard & a general conversation Examination in April/May of Yr11 Mock examination in Dec Yr11

Unit 4 – Writing 25% of the total mark Foundation & Higher Tier options Translation into French & short & long written pieces to produce Examination in May/June of Yr11 Mock examination in Dec Yr11

Resources Allerton High School Moodle accessible via school website www.quizlet.com www.senecalearning.com Duolingo (free language learning app) www.bbc.co.uk/education/languages www.languagesonline.org.uk

Top tips for revision & task completion

Learn vocabulary little and often and make sure you have automised the use of your ‘golden phrases’

http://www.quizlet.com/

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

http://www.languagesonline.org.uk/

28

Course Title Spanish


Qualification GCSE


AQA

Grading 9-1

Assessment Overview

4 examinations done at the end of Y11


Unit 1 – Listening examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Examination in May/June of Yr11 Mock examination in Dec Yr11 Unit 2 – Reading examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Translation into English Examination in May/June of Yr11 Mock examination in Dec Yr11 Unit 3 – Speaking 25% of the total mark Foundation & Higher Tier options A role play, response to a photocard & a general conversation Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 4 – Writing 25% of the total mark Foundation & Higher Tier options Translation into Spanish & short & long written pieces to produce Examination in May/June of Yr11 Mock examination in Dec Yr11

Resources Allerton High School Moodle accessible via school website www.quizlet.com www.senecalearning.com Duolingo (free language learning app) www.bbc.co.uk/education/languages www.languagesonline.org.uk


Learn vocabulary little and often and make sure you have automised the use of your ‘golden phrases’

http://www.quizlet.com/

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

http://www.languagesonline.org.uk/

29

Course Title Modern Hebrew


Qualification GCSE


AQA

Grading 9-1

Assessment Overview

4 examinations done at the end of Y11


Unit 1 – Listening examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Examination in May/June of Yr11 Mock examination in Dec Yr11 Unit 2 – Reading examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Translation into English Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 3 – Speaking 25% of the total mark Foundation & Higher Tier options A role play, response to a photocard & a general conversation Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 4 – Writing 25% of the total mark Foundation & Higher Tier options Translation into Spanish & short & long written pieces to produce Examination in May/June of Yr11 Mock examination in Dec Yr11

Resources To succeed in Basic Hebrew (Vol 1- 2 and 3) – Grammar textbooks

Material received in class on various subject contents covered


Use all learning material received Learn new vocabulary regularly, some of which is on memrise.com.


http://olim.cet.ac.il/olim/index.aspx http://overseas.huji.ac.il/ http://www.quia.com/shared/search?category=11775&adv_search=true

http://olim.cet.ac.il/olim/index.aspx

http://overseas.huji.ac.il/

http://www.quia.com/shared/search?category=11775&adv_search=true

30

Course Title Panjabi


Qualification GCSE


AQA Specification

Grading

9-1

Assessment Overview

4 external examinations in May and June Yr11


Unit 1 – Listening examination 25% of the total mark Foundation & Higher Tier options Detail on content yet to be finalised Examination in May/June of Yr11 Mock examination in Yr11

Unit 2 – Reading examination 25% of the total mark Foundation & Higher Tier options Detail on content yet to be finalised Examination in May/June of Yr11 Mock examination in Yr11

Unit 3 – Speaking 25% of the total mark Foundation & Higher Tier options Detail on content yet to be finalised Examination in May/June of Yr11 Mock examination in Yr11

Unit 4 – Writing 25% of the total mark Foundation & Higher Tier options Detail on content yet to be finalised Examination in May/June of Yr11 Mock examination in Yr11

Resources GCSE Panjabi textbooks – higher & foundation editions at school. Rest to be advised. Panjabi Newspapers and TV channels –Des Prades, Awaz e Kaum etc, Sikh channel and Akaal Channel for current issues. Panjabi on line – Grammar and vocabulary


Use all guide sheets handed out and vocabulary sheets. Attend all lessons arranged for revision. Speak to your subject teacher if you need any help.

31

Music

This is a course designed to provide the necessary skills for those who may wish to follow BTEC Music in Year 10 or 11.

Course Title Music

Overview A non exam course where students will gain experience and develop skills through practical and technical Musical activities.

Qualification None

Grading Assessment will be made at regular intervals against the National Curriculum targets for Music.


Assessment will be made at regular intervals against the National Curriculum targets for Music.

A practical course combining the elements of performance, composition and professional musicianship

Performing– selecting and arranging material, rehearsing and preparing for performances

Composition – you will learn how to compose in various musical styles

Professional Musicianship– you will gain an insight into the mind of a performer/composer and how to make money in the Music Industry

You will also explore Music technology through the use of the recording studio and live music applications

Resources Use lesson time effectively for rehearsal and completion of written work in order to meet assignment deadlines. Make full use of the department during lunch and after school to rehearse and complete recordings. Ask for help if you need it!

Top tips for revision Various videos of past performances are available in the Music department

32

Personal and Social Education (PSE)

PSE is a compulsory course for every student in Years 9, 10 and 11. It is a course designed to develop students’ knowledge, understanding, attitudes and abilities and help them to relate their own lives and experiences to the wider world. It is an essential part of the curriculum which aims to help students successfully navigate some of the key changes they will go through during their time at school and better prepare them for life beyond the school gates.

It should provide students with increased self-awareness, a positive self-image and a basis on which to build personal values and judgements. Assessment in PSE is focused around encouraging independence and the ongoing development of Skills for Learning.

PSE in Year 9 will help students prepare for a variety of future roles, e.g. employee, parent, friend, team worker, voter and consumer.

Health is a key focus in Year 9 with an examination of how students might best achieve a long life of maximum quality. An ever-popular "Health Fair" will feature in Term 3.

Students also study units on Human Rights and Identity & Diversity, as well as covering important issues such as Relationships and Sex Education (RSE) and Drugs Education giving them the opportunity to explore some difficult topics which are not covered elsewhere in the curriculum.

Documents

Getting on in Year 9fluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/... · 2019-09-16 · about Tinie Tempah from the article. Clear and concise information only. Key elements