Key Stage 4 Year 10-11 Learning Guide 2016-2018€¦ · Year 10-11 Learning Guide 2016-2018. God is love, and he who lives in love lives in God, and God lives in him (1 John 4:16)

Key Stage 4 Year 10-11

Learning Guide2016-2018

God is love, and he who lives in love lives in God, and God lives in him (1 John 4:16)

Our Mission is to provide an excellent Catholic

education for all our students which enables them

to respond to the call of Christ throughout their lives.

Caritas – the love which is God – is the golden thread

running through everything we do. We welcome and

accept all our students and staff as unique individuals

created in the image of God. We treat one another

with kindness and respect. We are a community of

Caritas where everyone feels safe, supported and

inspired to make a difference in our local,

national and global communities.

We strive for the highest quality of learning and

teaching that inspires us all to discover and develop

our God-given gifts and talents, to excel in the

present and aim high for the future.

Mission Statement

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October 2016

Dear Parent/Carer

Welcome to the 2016-2018 Key Stage 4 Learning Guide for Years 10 and 11, which has been produced with the aim of helping you support your child’s education at Cardinal Newman throughout the next two academic years. Within the document you will find a brief outline of the course content for each curriculum area in Years 10 and 11, important homework, controlled assessment and revision tips that extend and complement the ongoing classwork. As well as this there is important contact information for each subject and the Pastoral Team. You will notice in some curriculum areas, as well as the Subject Leader, there may be a Key Stage 4 Curriculum Leader. They will be able to respond to any issues, queries or concerns that you may have, as well as your own child’s subject teacher.

We hope you will find the section ‘Helpful hints for Parents/Carers’ particularly useful. It should help you to understand what your son/daughter is learning at school and enable you to support them by supervising their studies, discussing topics and checking homework in order that they maximise their full potential. Please check the quality of their work and presentation skills and any support and praise that you offer will be of great value to their learning.

We would particularly like to draw your attention to the subject specific information - e.g. the precise examination specifications, Awarding Bodies and the variety of assessment guidelines and opportunities throughout the next two years. These will be supported by more detailed contact with each department throughout the course.

In addition to all the advice listed there are a variety of websites available to help your child to support their learning. Four are listed below, although there will be many others. Access to the Internet is available in the Library at both breaks and after school from 3.00 - 5.00pm.

1. www.byteachers.org.uk/sites.htm - Quality learning resources for National Curriculum and GCSE (Key Stage 4) subjects, through links to sites set up by teachers.

2. www.bbc.co.uk/schools - Good clear information from the BBC, including GCSE Revision Guides. Also includes links to other sites.

3. www.homeworkelephant.co.uk - Students can access help with their homework assignments including specific subject help and homework hints for subject research, revision, and projects.

4. www.brittanica.com - The complete on-line Encyclopaedia Britannica, along with news and current affairs.

With best wishes

Dr J. Kilmartin Headteacher

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Assessment in Key Stage 4Throughout Key Stage 4 students are assessed by a number of different methods:

Coursework/Non Exam Assessment (NEA)• This is an essential part of some of the practical subjects in Key Stage 4 and can in some subjects contribute up to 100% of the final grade.

• Some coursework tasks may be spread over a few weeks, whilst others may last for several months.

• Well managed coursework is a way students can maximise their achievement since it offers opportunities to seek advice and support and to improve the standard of the end product.

• Careful advanced planning, good time management and the ability to meet both short-term and long-term deadlines are essential if students are to achieve the best possible marks for coursework assignments.

Controlled Assessment/Non Exam Assessment (NEA)• This is the style of coursework currently under Government review and completed in school under different levels of control, which will be made very clear to students in advance by their teachers.

• Limited Control – this is where work is completed independently by the student but without being directly supervised by a teacher.

• High Control – this is where work is completed independently by the student in class; the work is formally supervised under examination conditions; it is kept securely in school at all times and cannot be taken home; candidates must not communicate with each other.

End of course examinations• Most courses at Key Stage 4 are divided up into a number of different modules or units, which are examined at the end of Key Stage 4.

Assessment for LearningThe term ‘Assessment for Learning’ means that we try to share knowledge of how we assess and what we assess with the students. This may take the form of written feedback, discussion in class, verbal feedback and peer assessment (when students use mark schemes to assess each other’s work in order to develop a better understanding about how to improve).

GCSE Target Grades Students are set challenging target grades that initially come from a database that looks at the attainment of students in the top 20% of schools in the UK.

Personalising Targets - Teachers use their direct knowledge of each student and their professional knowledge to personalise these targets, raising them to add challenge and motivation when needed; creating the Agreed Target Grade (ATG). This is done at each Progress Check each term. We also report a Predicted Grade each term. The Predicted Grade is the teacher’s assessment of the most likely outcome for the GCSE at the end of the course in the final exams. The Target Grade is meant to be motivational and inspire students to strive for even better outcomes than the average outcome. This means that Target Grades tend to be high and may appear to be just out of reach. Our research has shown that students identify strongly with the Target Grade and low target grades that are easily met or passed do not stimulate high self-esteem or ambition.

The key factor that has the greatest impact on exam results is attendance. Less than 95% attendance has a direct link with a significant drop in GCSE results. Other important factors include motivation, behaviour and improving reading writing and communication skills.

At regular intervals during Years 10 and 11 we will let you know how your son/daughter is progressing and support them with intervention strategies to improve their progress in key areas.

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Growth Mindset: How can you help your child?As a school, we embrace the principles of having a Growth Mindset rather than a fixed one. Research shows that those with Growth Mindsets are happier, achieve more and have more robust emotional and mental health than those with a Fixed Mindset. Those with a Fixed Mindset believe that intelligence is fixed, something you’re born with, but those with a Growth Mindset believe that with effort, by embracing challenge, learning from mistakes and being receptive to feedback, you can always improve!

FIXED MINDSET

(Think John McEnroe in the angry years!)

GROWTH MINDSET

(Michael Jordan and JK Rowling are great examples)

• Something you’re born with• Fixed

SKILLS• Come from hard work• Can always improve

• Something to avoid• Could reveal lack of skill• Tend to give up easily

CHALLENGES• Should be embraced• An opportunity to grow• More persistent

• Unnecessary• Something you do when you are not good enough

EFFORT• Essential• A path to mastery

• Get defensive• Take it personally FEEDBACK

• Useful• Something to learn from• Identify areas to improve

• Blame others• Get discouraged

SETBACKS• Use as a wake-up call to work harder next time

As the most important adult in your child’s life it really will help if you:

• Encourage your child to be curious, to experiment, to use their imagination and to be messy. (Work does not need to be perfect; resilience and rising to the challenge are the important things.)

• Praise hard work rather than the marks they get. (Effort is the true path to mastery.)

• Make it clear that being hard-working and intellectually curious is cool. (Avoid using words like swot, boffin,nerd,etc.)

• Praise them when they think for themselves, work hard and work well in teams and change their minds after thinking something through.

• Accept that failure is a really important part of learning. (Failure provides us with feedback about how to improve in future.)

• Encourage them to do activities such as writing, reading fiction, solving puzzles, exchanging cultural views and debating. (The brain is a muscle and improves with exercise.)

• Talk with teachers about support and opportunities rather than predictions.

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Art & Design Subject Leader: Miss K. JonesSpecification: GCSE (9-1) in Art and Design Fine Art (1FA0)Awarding Body: EDEXCELTopics Covered Year 10: 2016-2017Autumn Term Investigating and challenging the traditions of still life students will undertake an object based project on a given theme such as surfaces, fracture/fragment, close-up and distortion. The work will include drawing, painting and mixed media. Artists’ work and ideas will be used to develop and extend ideas as we work towards an individual outcome.

Spring Term Working with portraiture students will explore themes such as conceal/reveal/disguise. They will extend their work on drawing, mixed media and painting to develop their skills and understanding of materials. Work will be informed by a range of artists’ work and ideas which will support students own ideas.

Summer Term Using a variety of printmaking and mixed media techniques students will develop personal compositions using any of the practised methods covered so far in the course. They will revisit the themes they have studied so far and develop them in a more personal manner.

Topics Covered Year 11: 2017-2018Autumn Term The opportunity to develop work in an independent and individual manner now presents itself. Students will develop their work in response to a theme exploring ideas in their sketchbooks through drawings, mixed media studies, paintings and prints. They will be introduced to artists’ work and ideas specific to their own ideas. Gallery visit sketches and notes will feed into the ideas for the theme.The final compositional outcome is produced in a 5 hour mock examination in December.

Spring Term Until the middle of January students will be completing any unfinished coursework.

In January the exam topic is distributed by the Awarding Body.

Students will work on preparatory work for this in a new sketchbook. They will explore ideas relating to the theme through drawings, paintings, artist references and photography.

Summer Term During this term students will complete preparatory work for the final 10 hour exam.

Percentage: Assessment: Component 1 – Personal Portfolio 60%

The thematic coursework will be carried out in sketchbooks and on separate worksheets for their portfolio. Homework and classwork tasks all contribute towards their coursework grade.

Examination: Component 2 – Externally Set Assignment 40%

Students receive the exam topic in January of Year 11, working on ideas in class and for homework. They sit a 10 hour practical exam in May of Year 11. Students take all their planning/sketchbooks into the exam so there is no revision needed.

Marking scheme:All reformed GCSE qualifications will have a new grading scale, which means students will be graded from 9 to 1 (where 9 is the top grade) rather than from A* to G.

Homework Tasks: Independent homework tasks will include drawing studies, colour work such as oil pastel or painting, mixed media collage work, artist research and studies.

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Regularity of Homework: Homework will be set every two weeks.

Revision tips/useful website details for Parents/Carers:• BBC Bitesize GCSE Art: http://www.bbc.co.uk/education/subjects/z6hs34j

• The Tate Gallery collection of historic and contemporary art: http://www.tate.org.uk/visit/tate-britain and http://www.tate.org.uk/visit/tate-modern

• The Victoria and Albert Museum collection of fine and applied arts: http://www.vam.ac.uk

• The National Portrait Gallery collection of portraits connected to British life and history: http://www.npg.org.uk

• The National Gallery in London houses one of the greatest collections of paintings in the world: http://www.nationalgallery.org.uk

• The Royal Academy of Arts in London aims to promote not just the appreciation and understanding of art, but also its practice: http://www.royalacademy.org.uk

• The Wallace Collection in London showcases unsurpassed displays of French 18th century painting, furniture and porcelain with superb Old Master paintings and a world-class armoury: http://www.wallacecollection.org

• The National Museum of Wildlife Art features more than 550 artists and over 5,000 catalogued items. Dating from 2500 BCE to the present, the collection chronicles much of the history of wildlife in art: http://www.wildlifeart.org

• The Uffizi Gallery Museum in Florence is one of the most famous museums in the world. It showcases unique artworks and masterpieces, most of which are from the Renaissance period: http://www.uffizi.org

• The Louvre Gallery Museum in Paris showcases western artworks from the Middle Ages to 1848, as well as the art of the ancient civilisations that influenced them. Some 35,000 artworks are on display, the oldest of which date back over 7,000 years: http://www.louvre.fr

• The Centre Pompidou in Paris is the largest museum of modern art in Europe, and one of the most renowned in the world: http://www.centrepompidou.fr

• Musée d’Orsay in Paris houses the largest collection of impressionist and postimpressionist masterpieces in the world by painters including Monet, Manet, Degas, Renoir, Cézanne, Seurat, Sisley, Gauguin and Van Gogh: http://www.Musee-orsay.fr

• The National Galleries of Scotland’s permanent collection dates from the early Renaissance to the present day. It boasts works by some of the most important artists in history, as well as portraits of great Scots and the world’s most comprehensive collection of Scottish art: http://www.nationalgalleries.org

• The Brick Lane Gallery in London showcases eclectic displays of contemporary art by British and international emerging or established artists: http://www.thebricklanegallery.com

• Mall Galleries in London provides a national focal point for contemporary figurative art: http://www.mallgalleries.org.uk

• Useful book for research: Art: The Definitive Visual Guide (edited by Andrew Graham-Dixon, published by Dorling Kindersley)

• School Portal and Firefly

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Art & Design: PhotographySubject Leader (Art & Photography): Miss K. JonesCourse Contact: Mrs J. BraidenSpecification: GCSE (9-1) in Art and Design Photography (1PY0) Awarding Body: EDEXCELTopics Covered Year 10: 2016-2017Autumn Term Students follow an introduction to photographic techniques via a series of short projects designed to improve their looking and increase their knowledge of photographers work.

They begin with Still-life and investigate: Composition, Lighting, Pattern and Abstraction with the emphasis on still-life based subjects.

Spring Term Moving on to Portraiture; students work with figure and elements of ‘Disguise and Movement’. Learning about studio lighting forms part of a day long controlled assessment that helps them to develop as photographers.

Summer Term Allowing for a more personal response to ideas and themes the final Year 10 project encourages students to explore ideas around ‘performance’, a personal project looking at the use of a variety of techniques in order to express something about themselves or the people and places around them.

Topics Covered Year 11: 2017-2018Autumn Term Students are given a theme to respond to and encouraged to develop their skills with Photoshop further. A 5 hour mock examination, in December, allows them to experience examination conditions in advance of the summer exam.

Spring Term The first part of this term will address the presentation of the coursework and students will work to put together their final coursework portfolios.

In January the examination topic is released by the exam board and the theme of this is set by the Awarding Body.

Summer Term Students are working towards the final practical exam which will be produced in 10 hours supervised time.

Percentage: Assessment: Component 1 – Personal Portfolio 60%

The thematic coursework will be carried out in digital portfolios. Homework and classwork tasks all contribute towards the final grade.

Examination: Component 2 – Externally Set Assignment 40%

Students receive the exam topic in January of Year 11, working on ideas in class and for homework. They sit a 10 hour practical exam in May of Year 11. Students take all their planning/portfolios into the exam so there is no revision needed.

Marking scheme:All reformed GCSE qualifications will have a new grading scale, which means students will be graded from 9 to 1 (where 9 is the top grade) rather than from A* to G.

Homework Tasks: Homework tasks will include a mixture of research, written and photographic tasks in response to the themes set.

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Regularity of Homework:Homework will be set fortnightly.

Revision tips/useful website details for Parents/Carers:• http://www.masters-of-photography.com/

• http://www.vam.ac.uk/page/p/photography/

• http://www.npg.org.uk

• http://www.ephotozine.com

• http://www.practicalphotographytips.com

• http://www.photography-now.com: A website showcasing current photography exhibitions and contemporary photography.

• http://www.photography-now.net: A website dedicated to people interested in contemporary and classical photography. It showcases hundreds of contemporary and classical photographic works.

• http://www.nationalmediamuseum.org.uk: The National Media Museum is home to over 3.5 million items of historical significance. It looks after the National Photography, National Cinematography and National Television collections.

• http://www.phasesmag.com: Phases is an online magazine focusing on contemporary photography. It publishes three portfolios from talented emerging photographers each week.

• http://www.worldpressphoto.org: World Press Photography encourages the highest standards in photojournalism. It has an archive recording more than half a century of human history. It also showcases successive styles in visual storytelling.

• http://www.lumieregallery.net: Lumière Gallery showcases one of America’s largest collections of collectable photographic prints.

• http://www.alexiafoundation.org: The Alexia Foundation promotes the power of photojournalism to give a voice to social justice.

• http://www.nationalgeographic.com: The National Geographic website showcases photography covering many themes, for example nature, weather, travel, landscapes and animals.

In order for students to do well they will need to be producing independent work outside lessons. They can attend Photography Club weekly and teachers are available to help outside of lessons.

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ASDAN Award SchemeCourse Leader: Ms J. CunninghamAwarding Body: ASDANTopics Covered:In Year 10 students will work towards a Bronze Award. In Year 11 the students either continue with the Silver Award or work towards Wider Key Skills. The topics covered are of immediate relevance and interest.

Modules covered can include:• Sport and Leisure

• Information Handling

• Community

• Home Management

• Environment

• Number Handling

• Health and Survival

• World of Work

• The Wider World

Wider Key Skills• Communication

• Information and Communication Technology

• Application of Number

• Working with Others

• Improving own Learning and Performance

• Problem Solving

Percentage: Assessment 100%The work is assessed through completed units of work. There is no examination.

The students will be required to produce a portfolio.

Homework Tasks: There are no homework expectations.

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BTEC Level 1 - 2 First Award in Business Lead Internal Verifier: Mr S. MananSpecification: BTEC Level 1/Level 2 First Award in Business Awarding Body: EDEXCELTopics Covered Year 10: 2016-2017Autumn Term: Unit 2 - Finance for Business (External Assessment)This external assessment is a one hour on-screen test which will be taken in January 2017 EDEXCEL sets and marks the test. Students will study the following topics to prepare for the test:

• the costs involved in business and how businesses make a profit

• how businesses plan for success

• how businesses measure success and identify areas for improvement

Spring Term: Unit 3 Promoting a Brand (Internally Assessed)Students will learn how a business promotes itself to customers through its brand and image using the promotional mix. They will develop their own brand for a product or service and create a promotional campaign for the brand.

Summer Term: Unit 1 Part A - Enterprise in the Business World (Internally Assessed)This unit provides students with an exciting opportunity to explore businesses – what they do and how they are affected by trends and the current business environment.

Students will focus on local and national businesses and they are expected to follow current affairs, so that they develop an understanding of the business world.

Topics Covered Year 11: 2017-2018Autumn Term: Unit 1 – Part B/C - Enterprise in the Business World (Internally Assessed)Students will get an opportunity to plan an idea for a new business and present a business model for a business start-up.

Spring Term: Unit 8: Recruitment, Selection and Employment (Internally Assessed)In this unit students will be introduced to the variety of job roles that exist within businesses and the various functions that are performed by individual roles, as well as the types of organisational structures used in businesses. They will also be given the opportunity to create a CV, and learn the processes involved in recruitment, including how to prepare for job interviews.

Percentage: Controlled Assignments: 75%• Unit 1: Enterprise in the Business World (25%)• Unit 3: Branding and Promotion (25%)• Unit 8: Recruitment, Selection and Employment (25%)

Examination (1 hour on-screen test) 25% • Unit 2: Finance for BusinessHomework Tasks: Homework for the Unit 2 – Finance for Business exam will be based on past-paper exam questions. All coursework assignments will be completed in class; however students are expected to undertake detailed research for each assignment at home.

Regularity of Homework: During the Unit 2 – Finance for Business unit, students will be given homework tasks fortnightly to prepare for the exam in January 2017. Research for assignments is ongoing.

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Revision tips/useful website details for Parents/Carers: The following resources are invaluable for the Unit 2 – Finance for Business, and will help students to robustly prepare for the exam in January:

• Pearson BTEC First in Business Unit 2&9 Revision Guide (ISBN: 9781446906682). This book also covers Unit 9, which we do not cover on the course but it is written by the exam board and very useful.

• CGP BTEC First in Business - Study & Exam Practice with CD-ROM (ISBN: 978 1 84762 473 4). This book solely concentrates on Unit 2 and contains a number of practice exercises.

• Finally, it is worth subscribing to the following free YouTube channel, which has videos for each of the topics that we cover in the exam: https://www.youtube.com/watch?v=hc9UpmtpLUk&list=PLBuW3SAj0djl5BXt0sAC8wYWiRYi6C30y

There is a wealth of resources and the assignments themselves on shared folders – accessible through the Portal.

Additionally we recommend the following:

• http://www.beebusinessbee.co.uk/index.php/business-qualifications/btec-first-award-business- level-2

• http://www.tutor2u.net

• http://www.bized.co.uk

• http://www.bbc.co.uk/education/subjects/zpsvr82

• Take an interest in media - television, newspapers and radio programmes such as Dragons’ Den and The Apprentice on the BBC, and The Bottom Line with Evan Davis on BBC Radio 4.

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Computer ScienceSubject Leader: Ms H. BarnettSpecification: GCSE Computer Science (J276)Awarding Body: OCRAbout the courseOCR’s GCSE (9–1) in Computer Science will encourage students to:

• understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs• think creatively, innovatively, analytically, logically and critically • understand the components that make up digital systems, and how they communicate with one another and with other systems• understand the impacts of digital technology to the individual and to wider society• apply mathematical skills relevant to Computer Science.

The course provides excellent preparation for higher study and employment in the field of computer science. The increasing importance of information technologies means there will be a growing demand for professionals who are qualified in this area. Students will have to have taken GCSE in Computer Science if they wish to study Computer Science at A Level or university.

Course StructureThis three-unit course is assessed by two written examinations and one programming project. It will be delivered over the two years.

Unit 01 - Computer systems: Written exam paper containing a mixture of short and long questions. No calculator allowed. Duration: 1 hour 30 minutes, 40% of the qualification.

Unit 02 - Computational thinking, algorithms and programming: Written exam paper containing a mixture of short and long questions. No calculator allowed. Duration: 1 hour 30 minutes, 40% of the qualification.

Unit 03 - Programming project: Controlled assessment set by the Awarding Body. Duration: 20 hours, 20% of the qualification.

Outcome: GCSE Grades 9-1

Topics Covered Year 10: 2016-2017Autumn Term – Spring Term Unit 01: Computer systems and Unit 02: Computational thinking, algorithms and programming

Students will study 5 hours per fortnight in Computer Science. By the end of the year they will have developed their theoretical knowledge of computer systems, computational thinking and algorithms and programming, which are required for the examinations in Year 11 and for the programming project. In June the students will undertake a practice project so they are fully prepared for their assessed element at the start of Year 11 which is worth 20% of their final GCSE mark.

What students will learn: Fundamentals of computer systemsThis topic introduces computer systems and provides a foundation for the remaining topics in this unit. Students will learn that the term ‘Computer System’ does not just mean the desktop at home but can include any system controlled or including a processor.

Computing hardwareStudents will be able to define the term hardware and have an understanding of many different types and how they operate.

SoftwareStudents will be able to define the term software and have an understanding of the types and how they interact with the user and hardware.

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Representation of data in computer systemsStudents will understand how data is stored on a computer system and the different ways they can be represented.

Computer communications and networkingStudents will learn about the setup and structure of networks and the Internet.

System securityThis topic will make students aware of threats posed to networks and to learn to identify and prevent vulnerabilities.

Ethical, legal, cultural and environmental concernsThis framework will underpin all topics, considering Computer Science in a wider global context.

ProgrammingThis component incorporates and builds on the knowledge and understanding gained in Unit 01: Computer Systems, encouraging students to apply this knowledge and understanding using computational thinking. They will be introduced to algorithms and programming, learning about programming techniques, how to produce robust programs, computational logic, translators and facilities of computing languages and data representation. Students will become familiar with computing related mathematics. Spring Term - Unit 03: Practice Project Students will carry out a practice project to prepare them for their controlled assessment in Year 11 when the exam board will release their task. This term will focus developing skills in preparation for Year 11 which assesses the following: analysis and design of a problem, development showing technical understanding, use of technical writing skills, testing and recommendations/evaluation.

Topics Covered Year 11: 2017-2018Autumn Term - Unit 03: Programming project(Non-exam assessment 20 hours, 20% of the qualification)OCR will issue an assessment task at the start of Year 11. The task will provide opportunities for the students to demonstrate their practical ability in the skills they have developed in algorithms and programming.

The students will have to create suitable algorithms which will provide a solution to the problems identified in the task. They will then code their solutions in a suitable programming language. The solutions must be tested at each stage to ensure they solve the stated problem and students must use a suitable test plan with appropriate test data. The code must be suitably annotated to describe the process. Test results should be annotated to show how these relate to the code, the test plan and the original problem. Finally, students will need to provide an evaluation of their solution based on the test evidence.They are not allowed access to the internet within the non-exam assessment controlled environment and all work submitted by a student must have been done under observation by their teacher and the final report must be only their own work.

Autumn Term (2nd half) - Preparation for the Examination (Written examination 1 hour 30 minutes, 40% of the qualification)Towards the end of the Autumn Term (once students have completed their non-exam assessment) they will continue covering Unit 01: Computer systems and Unit 02: Computational thinking, algorithms and programming. This will be some topics they haven’t covered in Year 10 (Networks and System Security) and re-visiting the other areas covered.

Homework TasksHomework will be set on a fortnightly basis; however this may be weekly depending on pressure points.

Guidelines for success• Attend all lessons• Always catch up if a lesson is missed – all work/tasks are online and accessible through the Portal.• Extra work/catch up work and homework can be completed before and after school or at either break in SC3.• There will be one scheduled after-school session weekly – this will be announced upon release of staff timetables. For any student that is underachieving this will be a compulsory attendance. • Practise programming languages in own time

Useful websites for Parents/Carers• http://www.ocr.org.uk/qualifications/gcse-computer-science-j276-from-2016/• http://www.cambridgegcsecomputing.org/• www.gcsepod.com • www.mrfraser.org/ • http://www.codecademy.com/

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DanceSubject Leader: Mrs J. MachinSpecification: 8236Awarding Body: AQATopics Covered Year 10: 2016-2017Autumn Term: • Creation of motifs and motif development in relation to recognised choreographic devises• Introduction to set studies• An introduction to Choreography • Learning to dance in different genres• Theory – Dance vocabulary• The importance of physical setting/lighting/costume and accompaniment for a professional dance work

Spring Term: • Creating a group piece from given motifs• Technical classes• Theory - dance relationships and choreographic devises• Theory - learning two of the professional works in the dance anthologySummer Term: • Teaching of the set dance phrases• Set dance practice exam• Introduction to the Year 11 choreographic controlled assessment• Theory – learning two more professional dance works from the anthology• Mock examination

Topics Covered Year 11: 2017-2018Autumn Term: • Year 11 choreography• Mock examination and set dance• Theory - components of a dance, learning the final two set works• Theory - Motif and motif developments

Spring Term: • Recording the choreographies• Choreography of the group performance piece• Theory - the implementation of set works into exam questions• Theory - safe practice in danceSummer Term: Moderation - Group Performance filmed, Year 11 Choreography re-record if necessary and examination paper.

Percentage: Practical: 60% (set dances/choreography/group performance)

Written Examination: 40% Homework Tasks: Homework will be related to the practical dance being performed or the theory syllabus.

Regularity of Homework: Homework will be set weekly.

Revision tips/useful website details for Parents/Carers:• Watching live dance performances.

• Attending regular dance clubs outside of school.

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Design & Technology - Graphic ProductsSubject Leader: Mrs E. StoneSpecification: DT - Graphic Products 4550Awarding Body: AQATopics Covered Year 10: 2016-2017Autumn Term: Students will explore social, cultural, moral, environmental, sustainable and economic issues. They will undertake a two-three week project to design and make a ‘Pop-up Information Card’. Students will look at ‘Materials and Components’ focusing on paper and card, modelling materials, smart materials and adhesives and components. Their next project will be to design and make an MP3 player for a chosen market. This will involve research, developing and sketching preliminary ideas and the final design. The final product will be made using modelling materials and then an evaluation process will take place. Finally this term students will research famous graphic designers.

Spring Term: Students will begin the term by looking at ‘Technical Drawing’ (isometric, one point and two point perspective, shading and rendering, presentation drawings, orthographic drawings and nets). This will be followed by theory work (printing processes and print finishes, plastics manufacturing processes, smart and modern materials and packaging and mechanisms). In the second half of the term students will begin a ‘Packaging’ project (CAD/CAM project) - to design and make a package for a single cake. This will involve research, 2-D design, generation of design ideas and manufacture using printers and the laser cutter.

Summer Term:In the first half of the term students will continue with their ‘Packaging’ project, finishing by evaluating the design and production process . Students will then look at examination papers and sit an end of year exam.

In the second half of the term they will start their Year 11 project.

Criterion 1: Investigating the Design Context. Students will be required to produce the following:• Front Cover

• Mood/product board (this will include a copy of the brief, reasons for their choice, task analysis/ objectives/possible outcomes)

• A research plan

• Analysis of research (disassembly, looking at similar existing products and their strengths/ weaknesses, cultural/historical information, market research)

• Theme board (target market - who is the customer/user? The design criteria - bullet pointed list).

This is to be completed for marking in September.

Topics Covered Year 11: 2017-2018Autumn Term:During this term students will continue with the development of their Year 11 project by looking at Criterion 2: Development of Design Proposals (including modelling). This will involve:

• Specifications - students will look at the Product Design Specification (PDS) to inform the designer and the moral/cultural/social/environmental and sustainability specifications.

• Design ideas - 10-20 annotated ideas, four best ideas drawn by hand or using CAD and annotated, modelled, evaluated against the PDS, coloured and the best design declared for further development.

• Development - look at materials, construction, appearance and ergonomics. They will develop their best idea and show evidence of further modelling and testing.

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• Final Designs (must include sizes and materials) - 2-D orthographic/nets/pattern pieces etc, 3-D pictorial sketch/exploded drawing.

Criterion 3: MakingStudents will look at planning and producing a detailed plan of manufacture and look at flow charts/quality control. They will then begin the process of making their final product.

At the end of the Autumn Term students will prepare for and sit a mock examination.

Spring Term: During the first half of the term students will continue with Criterion 3, making their product. They will aim for a high level of skill, finishing and accuracy and selection and use of ‘CEMPT’ & ‘CAM’. Students will include at least one photograph of the finished product. Stage-by-stage photographs can be taken.

In the second half of the term students will continue with making their chosen product, ending Criterion 3 by looking at commercial viability - is the product commercially viable? Is the product suitable for the target market?

Students will then undertake Criterion 4: Testing and Evaluation. They will evaluate their product against the design criteria, Product Design Specification and against the moral, cultural, social, environmental and sustainability specifications. Finally students will test their product. They will be required to clearly state all the tests they are going to do, provide evidence of the results, list good/bad points and write about and sketch any improvements they would make to their finished product.

Summer Term:During the first half of the Summer Term students will be required to hand in their finished controlled assessment project. This will include their design folder, practical work and all modelling work. Students will also begin their examination preparation. Themes and probable questions will be discussed, examination techniques will be developed and students will practise past paper questions.

Controlled Assessment:The controlled assessment is the major part of the Design and Technology course. Students will be given a project topic by the Awarding Body. They will be expected to produce a 3D product in a chosen material area with an accompanying A3 design folder. It should be completed in 45 hours and be approximately twenty A3 sheets long.

Percentage: Controlled Assessment: 60% Examination: 40%

Homework Tasks: The design process is iterative. Many homework tasks are repeated to develop and refine basic skills: research, design, development, planning, analysis, evaluating and knowledge and understanding tests.

Specific homework task: Year 10, October Half Term - Common Task 1 - Product Analysis

Regularity of Homework:Homework will be set at least weekly, but varies with the nature of the work set.

Revision tips/useful website details for Parents/Carers: • Discuss ideas and help with research work and the collection of relevant materials.

• Visit museums and design exhibitions, for example the Design Museum, London.

• Visit useful Technology websites such as http://www.technologystudent.com, http://www.bbc.co.uk/education/subjects/zvg4d2p or download the DT app from the App store.

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Design & Technology - Resistant MaterialsSubject Leader: Mrs E. StoneSpecification: DT - Resistant Materials 4560Awarding Body: AQATopics Covered Year 10: 2016-2017Autumn Term: Students will explore social, cultural, moral, environmental, sustainable and economic issues. They will undertake a two week project to design a poster. In ‘Materials and Components’ students will look at wood, metal, plastics, composites/smart materials/nano

materials, finishes and adhesives. This will lead into a project where students will be asked to design and make a simple container for small objects. This will require students to consider research, designing and planning. In the second half of the term students will make their container and finish with an evaluation of the project. At the end of the term students will study famous designers and produce a short presentation.

Spring Term: In the first half of the term student will begin a CAD/CAM project. This will be a group project with the objective of designing and making a slot-together product. The group will be required to produce design ideas, modelling, making the final product and completing an evaluation process, including flow chart and control systems. Towards the end of the first half of the term students will start their theory work, including tests, focused practical tasks (FPT) and process write-ups.

During the second half of the term students will look at the following:

• Wood - tools, equipment and processes / FPT - wood joints, laminating.

• Metal - tools, equipment and processes / FPT - metal joining, rivets, screw threads.

• Plastics - tools, equipment and processes / FPT - line bending, vacuum forming, press-moulding, dip-coating.

Summer Term:During this term students will continue with their theory work. During the first half of the term they will look at Health and Safety issues, product maintenance, the client/designer/manufacturer/user, technology push - market pull and types of production. Students will look at examination papers and sit an end of year exam.




• A research plan





• Specifications - students will look at the Product Design Specification to inform the designer (PDS) and the moral/cultural/social/environmental and sustainability specifications.

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In the second half of the term students will continue with making their chosen product, ending Criterion 3 by looking at commercial viability - is the product commercially viable? Is the product suitable for the target market?

Students will then undertake Criterion 4: Testing and Evaluation. They will evaluate their product against the design criteria, Product Design Specification and against the moral, cultural, social, environmental and sustainability specifications. Finally students will test their product. They will be required to clearly state all the tests they are going to do, provide evidence of the results, list good/bad points and write about and sketch any improvements they would make to their finished product.








• Visit museums and design exhibitions, for example the Design Museum, London.


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Design & Technology - TextilesSubject Leader (DT): Mrs E. StoneSpecification: DT - Textiles 4570Awarding Body: AQATopics Covered Year 10: 2016-2017Autumn Term: Students will explore social, cultural, moral, environmental, sustainable and economic issues. They will undertake a project to design and make a leaflet, including an evaluation. During the first half of the term students will examine natural, synthetic and regenerated fibres (making notes and gathering samples) and the use of tailors tacks. They will complete a number of small tasks including cutting pattern pieces of a baby grow and pinning to fabric, look at pin and machine seam samples and sew an inside leg seam. In the second half of the term students will research fashion designers, examine woven, non-woven and knitted fabrics (making notes and gathering samples), CAM embroidery and be given talks on designers. They will look at inserting a zip into the baby grow, shoulder seams, join facings and neatening edges, sewing in place, setting sleeves in, hemming a garment, top stitch and making and attaching a pocket.

Spring Term: In the first half of the term students will look at a brief for a decorative cushion cover or wall hanging. They will study batik and quilting and undertake a disassembly activity. A written specification will be produced. Students will look at applique, angelina, transfer paper and buttons/holes. They will then produce their final design for their project. In the second half of the term students will select and cut their fabric and make their final product. They will look at flow charts, symbols, quality control and smart materials.

Summer Term:In the first half of the term students will photograph and evaluate their finished product. Students will look at examination papers and sit an end of year exam, they will study labelling of clothes and begin preparation for their controlled assessment.




• A research plan





• Specifications - students will look at the Product Design Specification to inform the designer (PDS) and the moral/cultural/social/environmental and sustainability specifications.


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In the second half of the term students will continue with making their chosen product, ending Criterion 3 by looking at commercial viability - is the product commercially viable? Is the product suitable for the target market?Students will then undertake Criterion 4: Testing and Evaluation. They will evaluate their product against the design criteria, Product Design Specification and against the moral, cultural, social, environmental and sustainability specifications. Finally students will test their product. They will be required to clearly state all the tests they are going to do, provide evidence of the results, list good/bad points and write about and sketch any improvements they would make to their finished product.








• Visit museums and design exhibitions, for example the V&A Museum and the Fashion and Textile Museum, London.


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DramaSubject Leader: Mr G. HammettSpecification: DRAMA Awarding Body: WJEC EDUQASTopics Covered Year 10: 2016-2017Autumn Term: The Elements of Drama Students will get to know one another and work as a group to extend their drama skills. They will be introduced to devising skills, improvisation, non-naturalism, mask work, different practitioners and scripts. Simple technical elements will be introduced into their work and the role of the Director will be explored. Students will study a whole script and consider how to develop a character. They will also be encouraged to attend theatre visits as they have to produce a LIVE THEATRE EVALUATION in Component 3.

Spring Term: In the first half-term students will complete a mock Component 1, in order to give them an idea of the type of activities and assessment they will undertake. They will be given a stimulus ( e.g. painting, song, poem ) and create, develop and perform a piece either in a particular style or using the techniques of an influential theatre practitioner. An accompanying portfolio of written evidence (total 900 words), plus an evaluation, forms the basis of the written element.

After half-term students will begin working on their set text. They will have practical sessions that will explore characterisation, staging, design and interpretation of the text which they will then have to write about in an exam in Year 11.Summer Term: Component 1 Devising Theatre (40%)Students will continue studying their set text and also begin considering the stimulus for their final Component 1 assessment on Devising Theatre.

Topics Covered Year 11: 2017-2018Autumn Term: Component 1Students will officially begin Component 1. They will be expected to create a piece of original drama inspired by a practitioner or in a certain style. They will produce a portfolio of supporting evidence and an evaluation of their final performance or design. Students will have the opportunity to share this work at an evening event that parents will be invited to.

Spring Term: Component 2 Performing from a Text (20%)This is an externally examined unit in March/April 2018. Students study two extracts from a performance text and participate in one performance using sections of text from both extracts. Students will be provided with opportunities to share their work in progress with their peers and to attend after school rehearsals to refine their work.

Summer Term: Component 3 Interpreting Theatre (40%)Students will revise their study of the set text prior to a written exam lasting 1 hour 30 minutes in May 2018.

The exam also includes a LIVE THEATRE REVIEW so students will be offered opportunities throughout the two years to go on theatre visits and compile notes that can be used in the exam.

Controlled Assessment:The evaluation element of the written portfolio for Component 1 will be completed under controlled conditions. (1hr 30minutes)

Notes in bullet point form may be used.

Homework Tasks: There will be a variety of homework tasks based on research, line learning, design, evaluations and note preparation.

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Regularity of Homework: There will be fortnightly homework in the form of two substantial pieces of writing per half-term and shorter tasks.

Revision tips/useful website details for Parents/Carers: • Students should capture drama work in note form. They should describe, analyse and evaluate every point.

• Go to the theatre and read plays; watch television and films in order to deconstruct how meaning is communicated.

• Visit Drama related websites such as www.nationaltheatre.org.uk, which has suitable resources and short films in its DISCOVER section.

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English Language/English LiteratureSubject Leader: Miss S. HoneKey Stage 4 Curriculum Leader: Mrs G. NealeSpecification: English Language 8700 / English Literature 8702Awarding Body: AQATopics Covered Year 10: 2016-17Autumn Term: Students will be studying a 19th century novel in preparation for English Literature Paper 1. This will be either Frankenstein or Great Expectations.

Alongside this, students will be developing their skills for English Language Paper 1 which includes creative writing and analysis of unseen fiction.

At the end of each half-term, students will complete an exam-style assessment.

Spring Term: This term will focus on preparations for English Literature Paper 1 which focuses on analysis of a Shakespearean play. This will either be The Tempest or Macbeth, culminating in an exam-style assessment using an unseen passage from the play.

Again, students will continue to develop their skills for the English Language papers alongside their work on Literature. They will complete a mock examination for English Language Paper 1 during this term.

Summer Term: In order to prepare for English Literature Paper 2, students will study a collection of poems under the heading ‘Power and Conflict’. The anthology is provided by the AQA exam board and CGP provide very useful study guides. Students will complete an in-class mock examination comparing two of these poems.

Alongside this, students will begin preparing for English Language Paper 2 by focusing on persuasive writing skills and comparing 19th and 20th century non-fiction extracts. These extracts will be unseen in the exam so students must prepare to face any extract.

Topics Covered Year 11: 2017-2018Autumn Term: Students will study the play An Inspector Calls which is a component of the Literature Paper 2 exam alongside the poetry.

This term will also focus on consolidating skills for English Language Paper 2 ‘Viewpoints and Perspectives’.

Students will also complete a mock examination (English Language Paper 2) at the end of this term.

Spring Term: Students will study the rest of the poems from the anthology and undertake more timed practice of comparing unseen poems for English Literature paper 2. Revision of both their 19th century novel and Shakespearean play will feature during this term; this will involve undertaking practice examination questions and revising key quotes and themes.

Summer Term: Revision and practice for the final English exams – JUNE 2018 entry:

LITERATURE PAPER 1 (1 hour 45 minutes) Shakespeare – 64 marks – 40% of the Literature grade.

LITERATURE PAPER 2 (2 hours 15 minutes)Modern text and Poetry including comparison of two unseen poems96 marks – 60% of the Literature grade

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LANGUAGE PAPER 1 (1 hour 45 minutes) Section A: Reading a Literature fiction textSection B: Writing (description or narrative writing) 80 marks – 50% of the Language grade

LANGUAGE PAPER 2 (1 hour 45 minutes) Section A: Reading - Writer’s viewpoints and perspectivesSection B: Writing to explain/describe 80 marks – 50% of the Language grade

Homework Tasks: This will include reading extracts and annotating in preparation for lessons. It will also involve short exam-style practice questions, research and reading a variety of texts linked to the main texts being studied.

Regularity of Homework: There will be regular fortnightly homework set throughout the course.

Helpful Hints for Parents/Carers: • Encourage your son/daughter to read a variety of fiction and non-fiction texts.

• Encourage your child to practise speaking aloud their written work. This is called ‘Talk for Writing’ which helps to maximise their goals.

• Ensure your child has a full understanding of the studied texts.

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Food Preparation & NutritionSubject Specialist: Mr M. Jacks Specification: J309Awarding Body: OCRTopics Covered Year 10: 2016-2017Autumn Term In the Autumn Term, students will cover theoretical work studying food science and nutrition. Practical work will provide students with the opportunity to improve and learn new skills and apply food science principles to their cooking.

Spring Term In the Spring Term, students will cover theoretical work studying food provenance and choice. Practical work will provide students with the opportunity to improve their skills and learn new recipes.

Summer Term In the Summer Term, students will focus more on cooking and food preparation for their NEA (non-examined assessment) Task 2 in Year 11.

Topics Covered Year 11: 2017-2018Autumn Term In the Autumn Term, students will complete the NEA Food Investigation (Task 1) focusing on scientific principles through practical experimentation that will form a 1500-2000 word report. They will then begin the planning for NEA Task 2- Food Preparation.

Spring Term In the Spring Term, students will complete their final NEA - Task 2 Food Preparation including the assessed practical session.

Summer Term In the last Summer Term, students will recap the theoretical work studied prior to the NEA tasks in preparation for the GCSE exam.

NEA – Non Examined Assessments: Task 1 – Food Investigation

Students will be given a task to investigate the scientific principles underlying the preparation and cooking of food in relation to changes in temperature and combining/processing ingredients. A 1500-2000 word report will be based on the research and planning of the science investigation followed by the analysis and evaluation of the findings. This will be used as evidence for the task.

Task 2 – Food Preparation

Students will be set the task to plan, prepare, cook and present three complete dishes demonstrating a range of skills and presentation within a single 3 hour session. A report detailing the planning and evaluation of the task will provide the written evidence for the task.

Percentage: Assessment 50% Task 1 - Assessment (15%) Task 2 - Assessment (35%) Examination 50%

Homework Tasks: Homework will involve bringing in key ingredients for practical lessons, recipe research and other course related tasks in addition to completing any missed pieces of work due to lesson absence and the typing up of any drafted NEA work.

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Regularity of Homework:Homework will be set as required, with a focused project/task set each half-term.

Revision tips/useful website details for Parents/Carers:• Summary of course: http://www.ocr.org.uk/Images/231791-gcse-9-1-food-preparation-and- nutrition-summary-brochure.pdf

• My Revision Notes: OCR GCSE Food Preparation and Nutrition, Hodder Education

• Encourage your child to cook as often as possible to practise their skills and recipes at home to hone their techniques.

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GeographySubject Leader: Ms M. LarkinSpecification: GCSE (9-1) in Geography / Geography BAwarding Body: WJEC EDUQASTopics Covered Year 10: 2016-2017Autumn Term: Changing Environments: Shaping the Landscape – Rivers, Coasts and their managementStudents will begin a unit of work based on the physical processes and relationships between people and environments. This will centre on the processes that shape our river and coastal landscapes, creating distinctive features. Students will investigate the physical processes and human activities that contribute to coastal erosion and river flooding. They will investigate the social and economic consequences of erosion and flooding and explore the contemporary management options that can be used to mitigate the impacts of these events. They will develop an understanding of the role of government and local authorities in managing these events and they will identify and explore the values, attitudes and viewpoints of different stakeholders. Specific case studies will underpin the students investigation into these topics.

Spring Term: Changing Environments: Weather, Climate and Climate Change Students will study weather and climate, identifying the factors which affect weather and climate as well as comparing places from contrasting climatic zones. Weather hazards, their causes, effects, consequences and management will be investigated with a focus on particular case studies. Students will also investigate the causes and consequences of climate change and explore reasons why attitudes to climate change vary. They will explore the roles individuals and government can play in reducing the risk of climate change.

Summer Term: Changing Environments: Ecosystems and Water Resources – issues, threats and managementStudents will study ecosystems, focusing on natural processes and human interactions. There will be emphasis on the sustainable management of fragile environments under threat from issues such as deforestation in Amazonia to desertification in the Sahel. Students will then investigate global trends in water supply and demand. They will look at what happens when demand for water exceeds supply and explore the challenges of managing water supplies.

Topics Covered Year 11: 2017-2018Autumn Term: Changing Places: Urban processes and urban contrastsThrough this unit of work students will explore key urban differences between HICs and LICs. Students will begin a unit of work that enables them to investigate the ways of life and challenges created by urbanisation in global cities, including poverty and deprivation, housing provision and quality and infrastructure challenges of transport and waste disposal. They will also investigate urban and rural processes and change in the UK. This will involve identifying the specific characteristics and contrasting zones of towns and cities including zones undergoing rapid regeneration. The social and economic consequences of external migration on urban and rural environments will be explored along with the challenges and opportunities for creating sustainable living environments and sustainable communities in both urban and rural locations.

Spring Term: Changing Economies: Globalisation, Development and Trade Students will begin this unit of work by analysing development data and images to help them identify contrasts in levels of development in different countries including the UK. They will go on to explore the concept of globalisation, the factors that drive it and its social, cultural, political and economic consequences, both positive and negative, on societies including its impact on levels of development in different countries.

Students will then go on to investigate the concept of Newly Industrialised Countries and the reasons for their emergence as economic power houses in the global economy. They will explore the factors affecting industrial locations and the development and growth of Hi-Tech industries and multi-national organisations, including their economic, social and environmental consequences on the host country. Finally, issues around trade, aid and interdependence between countries will conclude this unit.

Summer Term: Revision and Examination TechniqueThe focus for this term will be largely based on revising key elements of the specification, practising and refining examination technique and preparing for the data response style questions which will form the basis of the decision making questions within the GCSE examination. Elements of all three units will be revisited and specific strategies for writing extended and justified explanations cemented.

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Applied Fieldwork Enquiry (30% of qualification)In order to prepare for the written exam paper for the Applied Fieldwork Enquiry, students will be given the opportunity to participate in two compulsory fieldwork enquiries outside the classroom. Each one will be in a contrasting environment. This will give students the opportunity to develop the enquiry skills they will need to demonstrate in the written exam. They will be guided through their understanding and application of the fieldwork experience by their teacher in guided learning time. There will be two opportunities for this across the course, one in the Summer Term in Year 10 and one early in the Autumn Term in Year 11.

Percentage: Examination: 100% Component 1: Investigating Geographical Issues: A written exam paper consisting of three structured data response questions that assess each of the themes above (40% of qualification) - 1 hour 45 minutes

Component 2: Problem-Solving Geography: A written exam consisting of a structured three part data response paper assessing content from all three themes. Part A will introduce an issue and set a geographical context, part B will outline a number of possible solutions to the issues. Part C will provide students with an opportunity to choose a solution and justify their choice in an extended response. (30% of qualification) - 1 hour 30 minutes

Applied Fieldwork Enquiry: A written exam paper in three parts using a variety of data response style questions relating to fieldwork methodology, representation and analysis and broader geographical concepts in a UK setting. Part A will assess approaches to fieldwork methodology, representation and analysis. Part B will assess how fieldwork enquiry may be used to investigate geography’s conceptual frameworks. Part C will assess the application of broad geographical concepts to a wider UK context and assess the students ability to make and justify a decision. (30%) - 1 hour 30 minutes

Homework Tasks: Students will be expected to complete a variety of homework tasks which will include a range of structured assignments, independent investigations, research activities, reading newspapers and watching news bulletins and documentaries. Some homework tasks will revolve around revision in preparation for the completion of practice exam questions in order to test knowledge, improve time management and develop examination technique.

Regularity of Homework: Homework will usually be set weekly throughout the course.

Revision tips/useful website details for Parents/Carers:• Encourage your child to read a good quality newspaper and watch the news regularly. They should try to identify examples of news stories that illustrate the issues covered by the GCSE Geography specification.

• Read your child’s written work aloud to them – this is an effective way of helping your child identify the strengths and weaknesses of explanatory answers. Listen out for connective phrases like ‘because…’, ‘this means that….’, ‘consequently….’ and the factual details which add depth to descriptions.

• Visit the many useful Geography revision websites such as: http://www.bbc.co.uk/education/subjects/zkw76sg

• Encourage your child to take an interest in global events and issues.

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BTEC Health & Social Care Course Leader: Ms H. ReedSpecification: BTEC Level 1/Level 2 First Award in Health & Social CareAwarding Body: EDEXCELTopics Covered Year 10: 2016-2017Students will cover the following two units throughout Year 10

Unit 1: Human Lifespan Development During this unit students will explore how we grow and develop throughout our lifetime, investigate the factors that affect this growth and development, and consider how these factors are interrelated. Students will explore the impact of life events and look at the types of support available to help manage these events. Understanding and recognising the impact of these events is important when working in the health and social care sector. Students will also gain an understanding of lifespan development, appreciating the care needs of people at different life stages. This understanding is required for a wide range of health and social care roles including nursing, social work, physiotherapy and occupational therapy.

Learning AimsA Explore human growth and development across life stages

• The different life stages people pass through during the life course

• Key aspects of human growth and development at each life stage

B Investigate factors that affect human growth and development and how they are interrelated

• Physical factors that affect human growth and development

• Social, cultural and emotional factors that affect human growth and development

• Economic factors that affect human growth and development

• Physical environment factors that affect human growth and development

• Psychological factors that affect human growth and development

• The expected life events that can affect human growth and development and the positive and negative effects of the events on growth and development

• The unexpected life events that can affect human growth and development and the effects of the events on personal growth and development and that of others

• Understanding how to manage the changes caused by life events

Unit 6: The Impact of Nutrition on Health and WellbeingDuring this unit students will examine how important a balanced diet is to people’s health. They will explore what is meant by a balanced diet and an unbalanced diet and the effects that these have on the body. Students will look at the nutritional needs of people at different stages of their lives, such as those with allergies or other special dietary needs. Students will use their knowledge and understanding from this unit to create nutritional plans for people with special dietary requirements, developing their nutritional planning skills.

Learning AimsA Explore the effects of balanced and unbalanced diets on the health and well-being of individuals

• Dietary intake and food groups

• Long-term effects of balanced and unbalanced diets

B Understand the specific nutritional needs and preferences of individuals

• Factors influencing the diet of individuals and their associated dietary needs

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• Nutritional variation during life stage development

• Considerations for nutritional planning

Topics Covered Year 11: 2017-2018Students will cover the following two units throughout Year 11

Unit 2: Health and Social Care ValuesDuring this unit students will look at the care values within the health and social care sector, their importance and how they are applied in health and social care settings. Students will apply these values in practice, developing skills that will be of use in all careers within the health and social care sector. They will also investigate methods used to empower individual users of health and social care services, and the importance of taking individual circumstances into account when planning care.

Learning AimsA Explore the care values that underpin current practice in health and social care

• Defining and demonstrating care values

B Investigate ways of empowering individuals who use health and social care services

• Empowering individuals

Unit 3: Effective Communication in Health and Social CareCommunication is a vital skill for those who work within the health and social care sector. During this unit students will investigate different forms of communication and how they are used effectively in health and social care, for example using clear speech, body language and listening skills. They will also examine how barriers of communication can affect some people’s experience in accessing health and social care, and how these can be overcome. Through practice in real-life or simulated situations students will put into practice the communication skills needed to interact with people who use health and social care services.

Learning AimsA Investigate different forms of communication

• Effective communication

• Alternative forms of communication

B Investigate barriers to communication in health and social care

• Barriers to communication and how to overcome them

C Communicate effectively in health and social care

• Communicating with groups and individuals

Percentage: External Assessment: 75%

Unit 2 - Health and Social Care Values: two assignments (25%) - 10hrs

Unit 3 - Effective Communication in Health and Social Care: three assignments (25%) - 10 hours

Unit 6 - The Impact of Nutrition on Health and Wellbeing: three assignments (25%) - 10 hours

Examination: 25%

Unit 1 - Human Lifespan Development - written examination (25%) - 1 hour

Homework Tasks:Students will undertake research, revision and practice exam questions.

Regularity of Homework: Homework will be set weekly throughout the course.

Revision tips/useful website details for Parents/Carers: • http://qualifications.pearson.com/en/qualifications/btec-firsts/health-and-social-care-2012-nqf.html

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HistorySubject Leader: Mrs M. RozierSpecification: GCSE (9-1) IN HISTORY (1HI0)Awarding Body: EDEXCELTopics Covered Year 10: 2016-2017Autumn Term: Unit 2 - The American West, c1835-c1895During this term students will be studying Unit 2 - The American West, c1835-c1895. This unit focuses on the different groups that travelled westwards across North America and the key reasons for this migration, the consequences of the settlement of the West, and the impact on the Native Americans. The

conflict over the Plains region forms a major focus for studying cause and consequence and developing the skills to explain and communicate clearly. Spring Term: Unit 2 - The American West (continued) and Unit 1 - Medicine Through Time, c1250-presentStudents will continue their study of The American West topic before starting Unit 1 - Medicine Through Time, c1250-present. In Unit 1, students will study the development of medical knowledge and understanding from the Medieval era through to the present day. The course focuses on causes of and significance of change. Students will look at ideas about the causes and cures for disease and will complete case studies of the Black Death and the Great Plague. They will look at turning points in the history of medicine such as the development of the Germs Theory, the discovery of Penicillin and the structure of DNA. The Medicine unit includes and environment study which centres on the Western Front in WW1 and how this impacted medical understanding and surgical techniques. Students will develop essay skills and source analysis skills.

Summer Term: Unit 1 - Medicine Through Time, c1250-present and revisionStudents will continue their study of the Medicine Through Time topic. They will then revise the American West topic.

Topics Covered Year 11: 2017-2018Autumn Term: Unit 2 – Henry VIII and his ministers, 1509-40Students will explore foreign and domestic policy under Henry VIII and explore the rise of key ministers like Wolsey and Thomas Cromwell. Students will also examine the Reformation and its impacts, including opposition. The Unit focuses on cause and consequence and supports students to build reasoned extended arguments.

Spring Term: Unit 2 and 3 –Henry VIII (continued) and Weimar and Nazi Germany, 1918-1939Students will continue their study of Henry VIII and then begin studying Unit 3 - Weimar and Nazi Germany, 1918-1939. Here they will study the emergence of the democratic system in Germany after WW1 and the ups and downs of the Weimar Republic through the 1920s. Students will then examine reasons for the rise of the Nazis and Hitler’s consolidation of power before exploring life in the Nazi state. This unit focuses on building source interpretation and essay skills.

Summer Term: Revision and ExaminationsDuring their final term students will undertake revision in preparation for their examinations.

Percentage: Examination: 100% The course will be examined across three un-tiered written papers, which are taken at the end of Year 11.

Paper 1: Medicine through time, c1250-present AND The British sector of the Western Front, 1914-18: Injuries, treatment and the trenches (30%) - 1 hour 15 minutes

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Paper 2: Henry VIII and his ministers, 1509-40 AND The American West, c1835-c1895 (40%) - 1 hour 45 minutes

Paper 3: Weimar and Nazi Germany, 1918-39 (30%) - 1 hour 20 minutes

Homework Tasks: All homework is related to developing knowledge and understanding or developing historical key skills. This will include practice examination questions, research on key individuals or events. Posters or news reports and leaflets are also common homework tasks.

Regularity of Homework: Up to one hour of homework will be set every week.

Revision tips/useful website details for Parents/Carers: • Read your child’s written work aloud to them – this is an effective way of helping your child identify the strengths and weaknesses of explanatory answers. Listen out for connective phrases like ‘because…’, ‘this means that….’, ‘consequently….’ and the factual details which add depth to descriptions.

• Visit the many useful History revision websites such as: http://www.bbc.co.uk/education/subjects/zj26n39

• Encourage your child to use the History resources on Firefly.

• Take students on visits to places of interest related to the topics under study e.g. museums.

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ICTSubject Leader: Ms H. BarnettSpecification: Level 1/2 Cambridge Nationals in ICTAwarding Body: OCRTopics Covered Year 10: 2016-2017Autumn Term - Unit R004 Handling data using databases(Assessed through coursework)

This unit will enable students to gain the necessary additional skills and knowledge to be able to modify an existing database by adding fields and then to further enhance a database by creating new table structures to produce a relational database structure. They will also learn how to test and interrogate a database. They will understand that a database has to be developed to meet the needs of an individual user or organisation.

On completion of this unit students will be able to modify an existing database and produce a relational database. They will also be able to create queries to interrogate a database and find specific records and produce reports based on the results of these queries and create a user interface for the database.

This unit also complements the unit they start in Spring (R002), by giving them skills and knowledge in both applications software and the etiquette of presenting documents to the Awarding Body.

Spring Term - Unit R002: Using ICT to create business solutions(Assessed through coursework)

This unit will enable students to develop ICT skills that would equip them to operate effectively in a business environment. This unit complements the examination Unit R001 which they take in Year 11. In Unit R001 students will study the computer system on which applications software sits and consider the implications of working with data to create content, while in this unit they will work with ‘office’ applications software to edit and format/create content to meet specified business purposes.

Students will use a wide range of applications that are commonly used in the workplace, schools, and in further and higher education. They will learn how to select the most appropriate software to complete tasks to meet specified business requirements in a variety of contexts.

They will learn how to use software tools to handle data and communicate information for a range of business purposes, and how to apply formatting to enhance those documents to suit their purpose and intended audience. This type of skill is very valuable as it can be transferred from one software application to another. So if students are able to secure these skills through this unit they will be prepared to use a range of software applications effectively. They will learn to work with a variety of file types and to integrate/import files of different types into other documents.

They will develop techniques to search for, select and store information in a variety of contexts.

They will learn how to select the tools and techniques to communicate information and solve problems.

On completion of this unit students will have extended their capability in the use of applications software.

Topics Covered Year 11: 2017-2018Autumn Term - Unit R005 Creating an interactive product using multimedia components(Assessed through coursework)

This unit builds on Unit R002 and students will be able to apply the skills, knowledge and understanding developed in that unit and vice versa.

This unit will enable students to demonstrate their creative flair by combining multimedia components to create a vibrant, energetic or stimulating www, webpage, or interactive product.

Interactive products are used widely in everyday life; from visiting a website, ordering online products, using mobile phone applications, viewing a presentation, e-learning products or playing computer games.

On completion of this unit students will be able to show how the interactive product meets both the user needs and extends their capability within the use of applications software such as website development.

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Spring Term - Unit R001 Understanding computer systems(Assessed through examination)

This unit will provide students with the underpinning knowledge and understanding required to use computer systems effectively. They will develop their knowledge and understanding of the systems they use both at home and at school and will explore how these same technologies are used by business organisations.

On completion of this unit, students will have gained the knowledge and understanding to:• use computers more effectively in a variety of different contexts including home, school and the workplace• have regard for their own personal data security and for the security of the data of others • be more informed users of computers making them more effective participators in business and social lifeDuring the examination students will be expected to demonstrate their understanding of the unit content through questions that require the skills of analysis and evaluation in the context of a particular organisation. The context is released by the Awarding Body prior to the examination so that students have time to prepare.

Percentage: Coursework assignments: 75%

1. Unit R002: Using ICT to create business solutions (25%)

2. Unit R004: Handling data using databases (25%)

3. Unit R005: Creating an interactive product using multimedia components (25%)

Examination: 25%

1. Unit R001: Understanding computer systems (25%) – 1 hour written paper

Outcome: GCSE Equivalent 9-1

Homework Tasks: Homework tasks during Years 10 and 11 will consist of a variety of tasks that support the preparation for coursework assignments together with more traditional research, practice or revision activities to prepare for the examined unit.

Regularity of Homework: Homework will be set fortnightly during the preparation for the examined unit and as appropriate during the coursework units.

Useful resources for Parents/Carers• Dynamic Learning online textbook This resource contains comprehensive revision materials that will cover all that is needed for all coursework and examination units. Students will be introduced to it and issued with login details during the second half of Year 10 and it will be accessible in school and from home through the internet.

• Revision materials can be found on http://www.ict-interactive.co.uk/freecam.htm

• There are also revision books available for the compulsory units, Unit R001 (examination) and R002 (coursework) if required such as: o OCR Cambridge Nationals in ICT Student Book Publisher: Hodder Education ISBN-10: 1444176536 ISBN-13: 978-1444176537 o My Revision Notes OCR Cambridge Nationals in ICT Levels 1 / 2 Unit 1 Understanding Computer Systems Publisher: Hodder Education ISBN-10: 1444193856 ISBN-13: 978-1444193855

Cambridge Nationals qualification CodeLevel 2 Distinction * D*2Level 2 Distinction D2Level 2 Merit M2Level 2 Pass P2

Cambridge Nationals qualification CodeLevel 1 Distinction D1Level 1 Merit M1Level 1 Pass P1

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MathematicsSubject Leader: Mr M. WrightKey Stage 4 Curriculum Leader: Miss J. LoganSpecification: Mathematics GCSE Linear 1MA1Awarding Body: EDEXCELGCSE Mathematics • The volume of subject content has increased, and the demand of this content is also increasing. There are now more challenging topics being introduced both in the Foundation and Higher Tiers.

• Rather than two Examination papers (Total time 3 ½ hours), students will sit 3 papers; one without a calculator and two with a calculator. The total time will now be 4 ½ hours.

• A new grading structure has been introduced, from grade 9 to 1, to replace the familiar A* to G grading scale. 9 is the very highest grade and 1 the lowest. A current GCSE grade C is equivalent to a 4

• There is a greater emphasis on problem solving and mathematical reasoning, with more marks now being allocated to these higher-order skills.

• Students will be required to memorise formulae as fewer formulae will be provided to students in examinations.

These changes have been designed to help students emerge from GCSE Mathematics with a level of confidence and fluency that will provide a genuine foundation for the rest of their learning and working lives.

Topics Covered Year 10: 2016-2017Autumn Term During the Autumn Term students will study the following topics: Indices, Powers, Roots, Number operations, Expressions, Angle & Shape, Ordering decimals and Data Handling.

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Spring Term During the Spring Term students will study the following topics: Co-ordinates, Sequences, Functions, Graphs, Measures, Pythagoras & Trigonometry, Fractions, Decimals percentage, Equations, Constructions and Loci.

Summer Term During the Summer Term students will study the following topics: Probability, Perimeter, Area & volume, Ratio, Further Data Handling and Transformations.

Topics Covered Year 11: 2017-2018Autumn Term During this term many of the topics from Year 10 will be revisited and extended appropriately. The emphasis will be on a detailed revision programme and the application of knowledge to a wider variety of questions and problems. This culminates in the mock examination at the end of the term.

Spring Term Following the mock examination teachers will concentrate on the topic areas in which students showed weaknesses – this will be focusing on the whole class as well as individual needs. Students will be given past papers to work on both in class and at home.

Summer Term The work of these final few weeks is focused specifically on examination question practice.

Controlled Assessment: There are no controlled assessments – GCSE Mathematics consists entirely of three final examination papers.

Percentage: Examination: 100% Homework Tasks: Students will be given a variety of homework tasks, these include: revision exercises, worksheets testing class topics, ‘MyMaths’ exercises, sample examination questions and problem solving.

Regularity of Homework: This will be set fortnightly as a minimum, with the expectation that students will spend at least one hour per week on Mathematics at home. Students should also spend time doing extra practice from one of the many suitable websites or simply spend time polishing up their numerical skills, including times tables, quick fire addition and subtraction.

Revision tips/useful website details for Parents/Carers: • Encourage your child to be numerate – ask them to do sums in their heads at odd times, talk to them about quantity calculations that you are doing when you are cooking, doing DIY or out shopping.

• Visit useful websites such as:

• http://www.mathswatchvle.com

• http://www.mymaths.co.uk

• http://www.supermathsworld.com

• http://www.justmaths.co.uk

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Mathematics: StatisticsKey Stage 4 Curriculum Leader: Miss J. LoganSpecification: 2ST01Awarding Body: EDEXCELTopics Covered Year 10: 2016-2017Autumn Term:Students will start the Autumn Term looking at how data is collected and different types of data. This will include looking at various sampling methods and different data sources.

Spring Term:Students will look at measures of central tendency and dispersion during the Spring Term as well as different ways of presenting data.

Summer Term:During the Summer Term students will carry out a practice piece of controlled assessment. This will involve working in groups on an investigation.

Topics Covered Year 11: 2017-2018Autumn Term: This term students will carry out their controlled assessments.

Spring Term:During the Spring Term students will focus on Probability. This will involve looking at mutually exclusive and independent events as well as looking at the binomial distribution.

Summer Term:Prior to their final exam, students will spend the Summer Term revising and working on past exam papers.

Percentage: Controlled Assessment: 25%

Students will complete one piece of controlled assessment. This will involve them choosing, with the help of their teacher, a task to investigate. They will make a plan, collect data, analyse it and then write up a report on their work. Some of this will be done during lesson time.

Examination: 75%

Students will sit one examination paper. The paper will have some short and some long questions. Many of them will involve the use of real-world data. They could be asked for example to design questionnaires, draw box plots and scatter diagrams, interpret diagrams, carry out calculations and interpret statements - 2 hours.

Homework Tasks:Students will be given a homework booklet that they will complete over the course. They are required to complete pages of this homework at the end of a topic; guided by the teacher. Other homework tasks may include MyMaths, YouTube clips or worksheets.

Regularity of Homework:Homework will be set fortnightly.

Revision tips/useful website details for Parents/Carers: • We will be building a bank of resources on the Statistics Firefly page. Students should check this regularly.

• We recommend the revision guide published by Pearson, this is available on Amazon.

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Modern Foreign Languages: FrenchSubject Leader: Ms C. MarshKey Stage 4 Curriculum Leader: Ms T. MazzoleniSpecification: GCSE French 8658 Awarding Body: AQATopics Covered Year 10: 2016-2017Autumn Term During this term students will study the following topics: Relationships with family and friends, Home, town, neighbourhood and region, My studies and Free time activities (music, cinema and TV, food and eating out, sport).

Spring Term During this term students will study the following topics: Healthy and unhealthy living, Life at school/college and Customs and festivals in French speaking countries/communities.

Summer Term During this term students will study the following topics: Travel and tourism, Education post 16 and Marriage/Partnership.

Topics Covered Year 11: 2017-2018Autumn Term During this term students will study the following topics: The environment, Charity/voluntary work and Career choice and ambitions.

Spring Term During this term students will study the following topics: Social media and Mobile technology and Poverty and homelessness.

Summer Term: During the final term students will look at revision and preparation for assessment.

Percentage: Four examinations are taken at the end of Year 11.Listening: (25%) - written examination: 35 minutes (Foundation Tier), 45 minutes (Higher Tier) Speaking: (25%) - 7–9 minutes (Foundation Tier) + preparation time / 10–12 minutes (Higher Tier) + preparation time Reading: (25%) - written examination: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Writing: (25%) - written examination: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier) Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9)Homework Tasks: Throughout Years 10 and 11, all students will be given weekly written and learning homework. Written homework could be in the form of questions on a reading text, writing a paragraph or a short piece of translation. Learning homework will be either vocabulary or set questions.

Regularity of Homework: Homework/study tasks will be set weekly.

Revision tips/useful website details for Parents/Carers:• Students should recycle expressions and phrases learnt in class in their homework. They should avoid using online translators.

• Students should learn new vocabulary every week. They will be tested in class. www.language-gym.com is a good website for vocabulary learning.

• Students should practise listening skills regularly using websites such as www.kerboodle.com. Access to the textbook is also available on this website. Students are all provided with a log-in and password.

• Students should revise and practise GCSE questions orally on a regular basis.

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Modern Foreign Languages: GermanSubject Leader: Ms C. MarshSpecification: GCSE (9-1) in German (1GN0) Awarding Body: EDEXCELTopics Covered Year 10: 2016-2017Autumn Term: During this term students will look at grammar through the topics of free time activities, film, literature and music.

Spring Term: This term students will examine school/college and future plans, including current and future jobs. They will be consolidating the grammatical structures started in Year 9. Role plays and describing photos during spontaneous speaking will be a focus.

Summer Term: The focus this term will be on the home and local area.

Please look in the Year 10 folder for relevant vocabulary and independent work.

Topics Covered Year 11: 2017-2018Autumn Term: During this term students will look at describing cities such as Berlin, and environmental issues.

Spring Term: Topics covered this term will include healthy living and social activities.

Summer Term: Revision and examination practice.

Percentage: Four examinations are taken at the end of Year 11Listening: (25%) - written examination: 35 minutes (Foundation Tier), 45 minutes (Higher Tier) Speaking: (25%) - 7–9 minutes (Foundation Tier) + preparation time / 10–12 minutes (Higher Tier) + preparation time Reading: (25%) - written examination: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Writing: (25%) - written examination: 1 hour 10 minutes (Foundation Tier), 1 hour 20 minutes (Higher Tier) Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9)Homework Tasks: These will include learning vocabulary, preparation for class discussions and presentations, reading, listening and grammar activities from a course textbook and online resources; preparation for speaking and written assessments and re-drafting of various tasks. GCSE Bitesize is excellent for revision of topics and for listening activities.

Regularity of Homework: Homework/study tasks will be set weekly.

Revision tips/useful website details for Parents/Carers: • Students have an individual log-in into resources on line (access to the course textbook and all listening, reading and grammar exercises).

• Students have a copy of EDEXCEL vocabulary lists and should learn vocabulary on a regular basis.

• Students should make full use of all handouts, grammar explanations and hints from German folders on the school Portal.

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Modern Foreign Languages: SpanishSubject Leader: Ms C. MarshKey Stage 4 Curriculum Leader: Ms K. KellySpecification: GCSE Spanish (8698) Awarding Body: AQATopics Covered Year 10: 2016-2017Autumn Term: Topics covered: Grammatical Introduction and KS3 Revision; Relationships with family and friends, Free Time, Healthy/unhealthy living, Customs and Festivals.

Spring Term: Topics covered: Home Town and Region, Travel and Tourism, School.

Summer Term: Topics covered: Life at School, Further Education. During this term there will be End of Year Assessments.

Topics Covered Year 11: 2017-2018Autumn Term: Topics covered: Marriage and Partnerships, Technology in everyday life, Charity and voluntary work. There are mock examinations in December of this term.

Spring Term: Topics covered: Environment, Poverty and homelessness, Career choices. During this term students will sit their Speaking examination.

Summer Term: During this term students will undertake revision and assessments in preparation for their examinations.

Percentage: Four examinations are taken at the end of Year 11

Listening: (25%) - written examination: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)

Speaking: (25%) - 7–9 minutes (Foundation Tier) + preparation time / 10–12 minutes (Higher Tier) + preparation time

Reading: (25%) - written examination: 45 minutes (Foundation Tier), 1 hour (Higher Tier)

Writing: (25%) - written examination: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9)

Students will be entered either for all Foundation or all Higher examinations (there will not be any possibility of mixing tiers of entry).

Homework Tasks: These will include learning vocabulary, preparation for class discussions and presentations, reading, listening and grammar activities from a course textbook and online resources; preparation for speaking and written assessments and re-drafting of various tasks according to feedback.

Regularity of Homework:Homework/study/learning tasks will be set weekly.

Revision tips/useful website details for Parents/Carers:• Students have an individual log-in into resources on line (access to the course textbook and all listening, reading and grammar exercises – kerboodle.com) and should practise on a regular basis.

• Students have a copy of AQA vocabulary lists and should learn vocabulary on a regular basis.

• Students should make full use of all handouts, grammar explanations and hints from Spanish folders on the school Portal.

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MusicDirector of Music: Mrs C. LaneSpecification: GCSE Music (9-1) - J536Awarding Body: OCR

Content/Assessment Overview

Integrated portfolio

Solo performance on the student’s chosen instrument. Composition to a brief set by the student.

Practical component

Ensemble performance. Composition to an OCR set brief.

Listening & appraising

A written paper, with CD. Aural recognition and context unheard/unfamiliar music from within the Areas of Study 2, 3, 4 and 5.

Topics Covered Year 10: 2016-2017Autumn Term (1st half) - AoS1: My MusicStudents will explore key words through practical music and composition. They will be focusing on the three areas of: -

Musical Elements

Organisation of pitch, sonority, tonality, structure, texture, rhythm/metre/rhythm and dynamics.

Musical Contexts

How music is created, developed and performed in different historical, social and cultural contexts.

Musical Language

Reading and writing of staff notation, tab and graphic scores. Major and minor chords, including traditional and contemporary notation. The understanding and application of musical vocabulary.

There will be a focus on students exploring their own instrument, preparing them for the Performing and Composing elements of the GCSE Music course.

Autumn Term (2nd half) - AoS3: Rhythms of the WorldStudents will study the traditional rhythmic roots from four geographical regions of the world:

• India and Punjab

• Eastern Mediterranean and Middle East

• Africa

• Central and South America

Spring Term (1st half) - AoS4: Film MusicStudents will study a range of music that has been composed specifically for a film and explore:

• Mood/emotion being conveyed on the screen

• Significant character(s) or place

• Specific actions or dramatic effects

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Spring Term (2nd half) - AoS2: Concerto Through TimeStudents will study The Concerto and its development from 1650 to 1910 through:

• Baroque Solo Concerto and Concerto Grosso

• Classical Concerto

• Romantic Concerto

Summer Term (1st half) - AoS5: Conventions of PopStudents will study a range of popular music features from the 1950s to the present day, focusing on:

• Rock ‘n’ Roll of the 1950s and 1960s

• Rock Anthems of the 1970s and 1980s

• Pop Ballads of the 1970s, 1980s and 1990s

• Solo Artists from 1990 to the present day

When we revisit each AoS students will explore the topics in more depth, focusing on influences and development.

Summer Term (2nd half) - AoS3: Film Music - Revisited• Use of Western Classical Music within film

• Music that has been composed as a soundtrack for a video game

Topics Covered Year 11: 2017-2018Autumn Term (1st half) - AoS5: Conventions of Pop - RevisitedStudents will explore the social, cultural and historical influences of ‘Pop’.

Autumn Term (2nd half) - AoS2: Concerto Through Time - RevisitedStudents will explore the social, cultural and historical influences of Western Classical Music and the relationship between a soloist and the orchestra.

Spring Term (1st half) - AoS3: Rhythms of the World - RevisitedFusion – Students will revise the set styles and investigate who they have developed over time and taken influence from other styles, such as ‘Pop’.

Spring Term (2nd half) - Revision

Summer Term: Revision/Examinations

Assessment:

Performing: Solo & Ensemble Performance (students perform one or more pieces of music on their instrument/voice/technology under supervised conditions). Recorded in Year 11. 30%

Composing: Two compositions need to be submitted. Free Composition – a piece in any style for any combination of instruments (completed in Year 10). Composing to a set brief – Students choose a brief set by OCR (completed in Year 11).

30%

Listening & Appraising: Students will be expected to answer questions based on extracts of music from AoS 2, 3, 4 and 5 played during the end of course examination (examined at the end of Year 11).

40%

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Homework Tasks: Students are expected to work independently to practise their instrument or voice and to prepare solo and ensemble performances. Students will also be expected to listen regularly to the set works and revise each topic.

Regularity of Homework: Homework will be set regularly. Students need to practise for approximately 30 minutes per day and to listen to and revise two set works each half-term.

Revision tips/useful website details for Parents/Carers: • Encourage your son/daughter to use the revision guides available on Firefly, as well as those produced by OCR.

• The BBC GCSE Bitesize website is also a useful resource, as well as http://www.musictheory.net/

• To keep up-to-date with what is going on and revision, follow us on Twitter, @CNCS_Music

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Performing Arts Director of Music: Mrs C. Lane Specification: EDEXCEL BTEC FIRSTAwarding Body: EDEXCELTopics Covered Year 10: 2016-2017At the start of Year 10, students explore the three separate disciplines of Drama, Dance and Music. Students then choose a specialism, which they will be assessed on.

Autumn Term: During the start of the Autumn Term students develop skills in Drama, Dance and Music. The term ends with a mock performance, showcasing the student’s development in all three disciplines and highlighting their chosen specialism. The theme is African folk tales.

Drama - Students will learn about naturalism - A form of theatre designed to create the illusion of reality for an audience, ‘a play within a play’ and Brecht’s distancing.

Dance – Students will study African dance styles and movement together with Physical Theatre and cartography.

Music – Through traditional African songs students will work on ensemble skills, intonation, balance and improvisation.

Spring Term/Summer Term: Students will develop their chosen discipline and plan a showcase which will be timetabled for the Summer Term. Students will be assessed on their development within their chosen discipline.

Topics Covered Year 11: 2017-2018Students cover the two compulsory units, ‘Individual Showcase and Preparation’ and ‘Performance and Production.’

Unit 1: Individual ShowcaseStudents will complete a letter of application and a presentation/audition in response to a selected progression opportunity. There will be a selection of four pre-released progression opportunities for each academic year.

Unit 2: Preparation, Performance and ProductionStudents will take part in the preparations for a live performance. They will demonstrate performance skills and techniques in a showcase. Theme – Urban Fairytales

Controlled Assessment/Percentage: Unit 3, 4 or 6 - Optional specialist unit – Internally assessed (Year 10) 50%ofqualification

Unit 1 - Individual Showcase – Externally assessed (Year 11) 25%ofqualification

Unit 2 - Preparation, Performance and Production – Internally assessed (Year 11) 25%ofqualification

Homework Tasks/Regularity of Homework: Students are expected to constantly work on developing their chosen discipline.

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Physical Education Subject Leader: Mr L. MurphySpecification: GCSE (9-1) in Physical Education (J587)Awarding Body: OCRThroughout the course students will undertake a mixture of both practical and theoretical based lessons. The course is divided into three components:

Component 01: Physical factors affecting performance• Applied Anatomy and physiology

• Physical training

Component 02: Socio-cultural issues and sports psychology• Socio-cultural influences

• Sports psychology

• Health, fitness and well-being

Component 03: Performance in physical education (NEA)• Performance of three activities taken from two approved lists

• Analysing and Evaluating Performance (AEP)

Topics Covered Year 10: 2016-2017Autumn Term: Applied Anatomy and PhysiologyTopics covered include the following:

• The structure and function of the skeletal system

• The structure and function of the muscular system

• Movement analysis

• The cardiovascular and respiratory systems

• Effects of exercise on body systems

Physical TrainingTopics covered include the following:

• Components of fitness

• Applying the principles of training

• Preventing injury in physical activity and training

Spring Term: Health, Fitness and Well-beingTopics covered include the following:

• Definition of health and fitness

• The physical, emotional and social benefits of participating in physical activities and sport to health, fitness and well-being, and the consequences of little or no physical activity

• Diet and nutrition

• The main components of a balanced diet, including the effects of these components and hydration on performers using a range of examples from physical activities and sports

Summer Term: Evaluating and Analysing Performance (AEP)Students will begin to look at their Evaluating and Analysing Performance task which is part of their non-exam assessment (NEA). They are required to demonstrate their ability to analyse and evaluate their own practical performance or that of a peer in order to:

• analyse aspects of personal performance in a practical activity

• evaluate the strengths and weaknesses of the performance

• produce an action plan which aims to improve the quality and effectiveness of the performance

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Topics Covered Year 11: 2017-2018Autumn Term: Evaluating and Analysing Performance (AEP)Students will continue to work on their Evaluating and Analysing Performance task.

Socio-Cultural InfluencesTopics covered include the following:

• Engagement patterns of different social groups in physical activities and sports

• Commercialisation of physical activity and sport

• Ethical and socio-cultural issues in physical activity and sport

Spring Term: Sports PsychologyTopics covered include the following:

• The psychological factors that can affect performers

• How movement skills are learned and performed in physical activities and sports

• The characteristics and classification of skilful movement, along with the role of goal setting and mental preparation to improve performance in physical activities and sports

• Guidance and feedback that affects the learning and performance of movement skills

• Psychological concepts - using practical examples from their own performances students will show that they can explain and evaluate sports psychology theories and principles and be able to apply theory to practice.

Summer Term: RevisionDuring this term students will undertake revision in preparation for their examinations.

Non-exam Assessment (NEA) – Performance in Physical Education: Students will be internally assessed, externally moderated through the NEA in three practical activities and one Analysing and Evaluating Performance task (AEP).

Within the GCSE (9–1) in PE students are assessed in three activities:

• one from the ‘individual’ list

• one from the ‘team’ list

• one other from either list

These lists can be obtained from the PE Department.

For practical performances students can be assessed in the role of performer only.

Students may not be assessed in the same activity twice. They may not be assessed in both ‘team’ and ‘individual’ of the same activity (e.g. singles and doubles tennis) and they may not be assessed in variations of the same activity (e.g. two forms of dance or Rugby Union and Rugby League).

Percentage: Examination: 60%

• Paper 1: Physical factors affecting performance (30%) - 1 hour• Paper 2: Socio-cultural issues and sports psychology (30%) - 1 hour

Non-exam Assessment: 40% Performance in physical education (NEA)

Homework Tasks: Students will be given a variety of homework tasks, including research based tasks, short answer questions and revision exercises.

Regularity of Homework: Homework will be set fortnightly.

Revision tips/useful website details for Parents/Carers:• For a more detailed description of the topics covered please refer to the OCR website, http://www.ocr.org.uk

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PSHEEPSHEE Co-ordinator: Mr M. ConneelyTopics Covered Year 10: 2016-2017Theme for Year: ‘Looking In - Looking Out - Looking Forward’ Autumn Term During this term students will look at why it is important to vote and to get involved in the electoral process. They will study the ways that political processes and the law affects many aspects of personal and social life and will examine the work of Parliament, the Government and the courts in making and shaping the law with particular reference to human rights. Students will look at the importance of developing respect for different ways of life, beliefs and opinions of others. They will then go on to look at ‘Study Skills and Strategies for Success’, careers and job hunting, and finally they will look at ‘Healthy Lifestyles’ with particular reference to body image, alcohol awareness and the problems of stress.

Spring Term: Students will look at the role of parents/carers and examine the idea of what makes a good parent/carer. They continue to look at ‘Healthy Lifestyles’ with particular emphasis on the problems of smoking and drug abuse.

Students learn how to manage money and personal finances and explain financial terms and products. They will understand the functions and uses of money, manage their money and understand financial risk and reward. They are encouraged to become critical consumers of goods and services and identify how finance will play an important part in their lives and in achieving their aspirations.

Summer Term Students continue to examine the problems of legal and illegal drugs as well as the problems of crime and how ‘Youth Courts’ work and the role of the police.

Students will be developing skills for work - Communication and Presentation as well as looking at different types of work that people undertake. They will look at the statutory rights workers are entitled to in the UK, how the workplace has changed over time and the effect this has had on workers and the support and guidance that is available to employees who have a dispute at work.

Revision and exam techniques are also looked at during this term.

Topics Covered Year 11: 2017-2018Theme for Year: ‘The Final Countdown’ Autumn Term Students examine Law-making with particular reference to the laws around cannabis. They will also identify future plans by looking at ‘Aiming Higher’ and applying for Further and Higher educations. They will also examine issues and problems surrounding disfigurement and disability, euthanasia and depression.

Students will be focusing on how to recognise some of their own strengths and weaknesses and how these attributes might impact on their own career aspirations. They will develop personal career-based targets and will develop some understanding of the importance of action planning and self review. They will learn about categories of work available in the local area and the jobs and skills associated with at least one of those categories. They look at opportunities beyond the local area, investigate current vacancies within the area and research local learning and training opportunities.

Spring Term Students will examine the problems of domestic violence, pornography, mental health and anxiety. Other areas of study will be about prejudice and discrimination and global issues with particular reference to homophobia.

They will continue to reflect on the problems caused by drug addiction, with particular reference to ‘Drugs and Driving’.

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Religious EducationSubject Leader: Mr R. GalvinSpecification: Religious Studies BAwarding Body: AQAGCSE Religious Education has been changed and a new syllabus is now in place for teaching in 2016-2018. The new GCSE builds on the skills that have been taught throughout Key Stage 3 and a thorough grounding in these skills will help students to do well in this exam.

There are three component parts to the GCSE course which will be examined in two papers in the summer of 2018.

Paper 1: Component 1 - Catholic Christianity. There are 4 sets of questions that will need to be answered. There is no free choice of questions. There are 5 questions in each set of questions (1 hour 45 minutes - 50% of qualification).

Paper 2: Component 2 - Study of Islam (25% of qualification) and Component 3 - Religious and ethical study of ‘Crime and Punishment’, ‘War and Peace’ and ‘Marriage and Family Life’ (25% of qualification). There are 4 sets of questions that will need to be answered. There is no free choice of questions. There are 5 questions in each set of questions (1 hour 45 minutes).

There will be marks given for spelling, punctuation and grammar in some of the questions.

Topics Covered in Year 10: 2016-2017Component 1: Catholic Christianity: The topics to be covered are:

• Creation• Incarnation• The Triune God• Redemption• Church and the Kingdom of God• Eschatology: Christian life, death and eternity

Topics Covered in Year 11: 2017-2018Component 2: Perspectives on FaithSection A: Islam:• Beliefs and teachings• Practices of IslamSection B: Religious and ethical issues:• Religious and ethical exploration of the topics surrounding ‘War and Peace’ and ‘Crime and Punishment’.

Percentage: Examination 100%

Paper 1: Catholic Christianity - written exam: 1hr 45 minutes (50% of qualification)Paper 2: Perspectives on Faith - written exam: 1hr 45 minutes (50% of qualification)

Homework Tasks: Homework tasks will be either research, preparation or using materials and activities that have been explored in lessons. There may be examination practice homework. Occasionally revision tasks will be set for assessments to be carried out in lessons.

Regularity of Homework: Homework is set weekly.

Revision tips/useful website details for Parents/Carers: As this is the first time that this course has been run there is not a bank of past papers but questions will be structured and created from the AQA guidelines and marking criteria.

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ScienceSubject Leaders: Miss K. Le Marquand/Mr R. PalmerBiology Key Stage 4 Curriculum Leader: Ms R. DickinsonChemistry Key Stage 4 Curriculum Leader: Mr D. AshworthPhysics Key Stage 4 Curriculum Leader: Mr T. HackettSpecification: Most students will follow Combined Science: Trilogy (8464)Triple Science students will follow: Biology (8461), Chemistry (8462) and Physics (8463)Awarding Body: AQATopics Covered Year 10: 2016-2017Autumn Term: In Biology students will look at different ways of organisation in plants and animals, and then move onto communicable diseases.

In Chemistry students will start with structure and bonding before starting a maths based topic of chemical calculations.

In Physics students will start the year looking at Energy calculation (work done, gravitational potential energy and kinetic energy) before moving onto a waves topic after half-term.

Spring Term: In Biology students will study non-communicable diseases and also how to prevent these. After February half-term they will move onto photosynthesis and respiration.

In Chemistry students will start by looking at chemical changes and the looking at crude oils and distillation before starting a topic on chemical analysis.

In Physics students will finish off the waves topic before starting a large topic on electricity, how it’s generated and how to set up circuits.

Summer Term: In Biology students will study the nervous system and the hormonal system, before finishing the year with the Biodiversity and ecosystems.

In Chemistry students will finish their topic on chemical analysis before looking at the Earth’s atmosphere and resources (including areas such as global warming, atmospheric pollution, treating pollution in water and recycling).

In Physics the students will finish the electricity topic before covering a magnetism and electromagnets topic (including areas such as headphones, transformers and motors).

Topics Covered Year 11: 2017-2018Autumn Term: In Biology the students will start the year looking at reproduction before moving onto organising an ecosystem and then revision for the mock examinations in December.

In Chemistry students will recap the structure and bonding topic before moving onto electrolysis and then energy changes before their mock examination.

In Physics students will start the year looking at the particle model (pressures, physical changes, specific heat capacity and motions of gas) before starting a topic on atomic structure.

Spring Term: In Biology students will look at variation and evolution before moving onto genetics and evolution. They will finish the course with adaptations, interdependence and competition.

In Chemistry students will finish energy changes before starting their final topic of rates of reaction.

In Physics students will start by finishing their atomic structure topic before finishing the year on space.

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Summer Term: Our aim in Science is to have all the double students finishing the course by Easter. This will allow them time to recap key topics across the two and half year course, as well as allowing time for another full mock examination.

Triple Science students will follow all topics listed but there will be a few harder ‘triple’ lessons for each topic. There are a couple of ‘triple’ only topics that will also be added in throughout the year, such as ‘Homeostasis’ in Biology, ‘Polymers’ in Chemistry and ‘Light’ in Physics.

Percentage: Examination 100%Double Science students – TrilogyBiology: Biology Paper 1: 1BF/1BH - 16.67% - 1 hour 15 minutes (70 marks) Biology Paper 2: 2BF/2BH - 16.67% - 1 hour 15 minutes (70 marks) Chemistry: Chemistry Paper 1: 1CF/1CH - 16.67% - 1 hour 15 minutes (70 marks) Chemistry Paper 2: 2CF/2CH - 16.67% - 1 hour 15 minutes (70 marks)Physics: Physics Paper 1: 1PF/1PH - 16.67% - 1 hour 15 minutes (70 marks) Physics Paper 2: 2PF/2PH - 16.67% - 1 hour 15 minutes (70 marks)

Triple Science students – TrilogyBiology: Biology Paper 1: 1BF/1BH - 50% - 1 hour 45 minutes (100 marks) Biology Paper 2: 2BF/2BH - 50% - 1 hour 45 minutes (100 marks) Chemistry: Chemistry Paper 1: 1CF/1CH - 50% - 1 hour 45 minutes (100 marks) Chemistry Paper 2: 2CF/2CH - 50% - 1 hour 45 minutes (100 marks)Physics: Physics Paper 1: 1PF/1PH - 50% - 1 hour 45 minutes (100 marks) Physics Paper 2: 2PF/2PH - 50% - 1 hour 45 minutes (100 marks)

Compulsory Practicals Whilst there is no internal coursework component to the GCSE course, there are essential practical skills and techniques which students will be assessed on during the final examinations. These skills are a vital component of Science education and will be covered throughout the GCSE course across 16 compulsory practicals for Double Science students and 25 compulsory practicals for Triple Science students. These practicals will make up a log book for students to then revise from before their exams.

Homework Tasks:Homework tasks will include past exam question practice on topics covered in class, alternating between written exam questions and online questions. These include questions on the application of science as well as questions on basic scientific knowledge.

Regularity of Homework: Regular homework will be set every 5 hours of teaching. This will be a mix of learning, research or written homework. Once every half-term formative feedback will be given by the teacher, with all students then expected to spend time in class improving their first attempt.

Revision tips/useful website details for Parents/Carers:• http://www.bbc.co.uk/education/subjects/zrkw2hv

• http://segfl.skoool.co.uk/index.aspx (the students need to know what they are looking for but this site does have good animation and demonstrations)

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BTEC SportSubject Leader - Physical Education: Mr L. MurphyCourse Leader: Miss C. CaponSpecification: EDEXCEL BTEC Level 2 First Award in SportAwarding Body: EDEXCEL

Topics Covered Year 10: 2016-2017Autumn Term: Unit 2 - Practical Sports Performance Students will take part in a range of athletic activities and write a log book for six main athletic events, detailing their strengths and weaknesses. They will also research the Olympic rules, regulations and scoring systems of each event. Finally they will complete an observation and analysis task which allows them to analyse their own strengths and weaknesses in an individual event, and those of another participant.

Spring Term: Unit 2 - Practical Sports Performance (continued)Students will take part in a team sport and write a log book for six sessions, detailing the skills they have learnt as well as their strengths and weaknesses. They will also research the Olympic rules, regulations and scoring systems of the team game. Finally they will complete an observation and analysis task which allows them to analyse their own strengths and weaknesses in the team sport, and those of another participant.

Unit 7 - Leading Sports ActivitiesStudents will look at the skills and qualities of a range of sports leaders and evaluate two contrasting leaders in their first assignment. They will then plan, prepare and lead a sports session in pairs, taking into consideration the potential risks and hazards through a detailed risk assessment. Using feedback from their activity session, students will then plan and prepare a sports event of their choice.

Summer Term: Unit 2 - Practical Sports Performance (continued) and Unit 7 - Leading Sports Activities (continued)

Topics Covered Year 11: 2017-2018Autumn Term: Unit 1 - Fitness for Sport and Exercise During this unit, students will learn about the fitness components needed in sport and look at the levels required to achieve excellence. They will complete a range of fitness tests and analyse their results and the impact of their results on their performances. Students will also study the lifestyle factors that affect performance. This unit is externally examined via online testing and is worth 25% of the student’s overall grade.

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Unit 5 - Training for Personal Fitness This unit is taught through a mixture of practical and theory lessons. Students will learn how to design a personal fitness training programme, which they will then implement to achieve their own goals and objectives. They will learn about exercise adherence factors and strategies for continued training success. Following the implementation of their training programme, they will then review it and set themselves targets for future programmes.

Spring Term: Unit 1 – Fitness for Sport and Exercise (continued) and Unit 5 - Training for Personal Fitness (continued)Percentage: Coursework: 75% Online examination: 25%

Homework Tasks: Students will complete assignments they have started in class based on worksheets, research and revision.

Regularity of Homework: There will be regular homework. Students will have to meet set deadlines for the submission of coursework assignments. All units except Unit 1 are internally assessed via coursework set in class. Students will need to spend homework time as well as class time refining their coursework before the first interim review hand-in. Upon receiving feedback from the interim review, students then have a set period of time to complete the coursework for the final hand-in.

Revision tips/useful website details for Parents/Carers: • Encourage your son/daughter to keep up with classwork.

• Encourage your son/daughter to practise sport.

• Visit sport related websites such as, http://www.bbc.co.uk/education/subjects/znyb4wx, http://www.brianmac.co.uk/index.htm or http://www.bbc.co.uk/sport/0/

Study SupportSENDCo: Mrs L. FairbairnDeputy SENDCo: Mrs S. Holland

Students taking Study Support will have been invited to do so.

Study Support will give students the time to study in school with extra help from a teacher and, generally, with additional Teaching Assistant input.

Students will need to be very organised about deciding what work to do in the lessons and about bringing the right books and equipment.

In Year 10 and 11 Support groups, we aim to maintain small groups, so there is plenty of personal attention and intervention time from the teacher/TA.

If you feel that your young person may benefit from attending Study Support, please contact the Learning Support department for further information and advice.

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BTEC Travel and Tourism Course Leader: Mr G. ToonSpecification: NQF BTEC First AwardsAwarding Body: EDEXCELTopics Covered Year 10: 2016-2017Autumn Term - Unit 2: UK Travel and Tourism DestinationsThis unit will give students an understanding of what the UK travel and tourism industry has to offer. It will enable them to identify and locate tourist destinations, major UK airports and seaports, as well as to discover sea routes and three-letter airport codes. Students should know UK travel and tourism destinations and gateways, investigate the appeal of UK tourism destinations for different types of visitors and plan UK holidays to meet the needs of different visitors.

Spring Term and Summer Term - Unit 1: The UK Travel and Tourism Sector (Externally assessed 1 hour exam in June 2017)In this unit students will gain an understanding of the range and roles of organisations involved with different types of tourism in the UK. They will explore how they work together and use technology to meet changing customer needs. This understanding is useful for a wide range of travel and tourism jobs, including travel services, tourism services, conferences and events, visitor attractions and passenger transport. Students should understand the UK travel and tourism sector and its importance to the UK economy, know about the industries and key organisations within the travel and tourism sector, their roles and interrelationships and understand the role of consumer technology in the travel and tourism sector.

Topics Covered Year 11: 2017-2018Autumn Term - Unit 3: The Development of Travel and Tourism in the UKIn the first term of Year 11, students will be given the opportunity to explore how the UK travel and tourism industry has changed as lifestyles; interests and technology have changed, giving an insight into why it is such a dynamic sector. They will explore key developments that have shaped the sector, such as the rise of package holidays, the regeneration of coastal resorts and developments in transport and technology.

Spring Term - Unit 4: International Travel and Tourism DestinationsThroughout this unit students will be asked to locate numerous international holiday destinations and their gateways. They will also be asked to investigate natural features, local attractions, accommodation and transport options to suit a variety of customers in various holiday destinations.

Percentage: 25% of the qualification is externally assessed. EDEXCEL sets and marks these assessments. 75% is coursework which is internally assessed (samples are sent to an external verifier).

Some Key Features:The EDEXCEL BTEC Level 1/Level 2 First Award:

• is a level 2 qualification; the grades are Level 2 Pass, Level 2 Merit, Level 2 Distinction and Level 2 Distinction*. Students who do not achieve at Level 2 may be awarded a Level 1 grade. • is a 120 guided-learning-hour qualification (equivalent in teaching time to one GCSE)• has core units and optional specialist units• presents knowledge in a work-related context• gives students the opportunity to develop and apply skills in English and Mathematics in naturally occurring, work-related contexts.

Homework Tasks:All coursework assignments will be completed in class. However, students are expected to undertake detailed research for each assignment at home.

Regularity of Homework: One hour per week.

Revision tips/useful website details for Parents/Carers:• Read newspapers, travel magazines and watch travel documentaries to keep abreast of developments in the travel and tourism industry.

• Visit travel and tourism websites such as www.visitbritain.co.uk, www.worldtravelguide.net and www.earth.google.com

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School Uniform• Cardinal Newman Catholic School sweater/sweatshirt*• Cardinal Newman Catholic School polo shirt*• Cardinal Newman regulation school skirt* (skirts must not be rolled up), and/or black classic/tailored trousers• Plain tights or black or white socks• Black shoes• For safety reasons backless or open-toed shoes or high heels must not be worn to school• Boots may only be worn from half-term in autumn to half-term in summer

P.E.

• Cardinal Newman white P.E. T-shirt (Years 7, 8 & 9)*• Plain, white T-shirt (Years 10 & 11)• Cardinal Newman red sweatshirt• Red hoodie (Years 10 & 11) (optional)*• Black pleated skirt or black shorts• Black tracksuit bottoms (optional)• Plain black sports leggings• Long, plain red sports socks• White ankle socks (for indoor P.E.)• Training shoes (for indoor & outdoor use)• Football boots• Black rain jacket (optional)*• Shin pads for hockey and football• Protective mouth guard (recommended) in hockey lessons, compulsory in hockeyfixtures

• Cardinal Newman Catholic School sweater/sweatshirt*• Cardinal Newman Catholic School polo shirt*• Plain black classic/tailored trousers• Black shoes

P.E. • Cardinal Newman white P.E. T-shirt (Years 7, 8 & 9)*• Plain, white T-shirt (Years 10 & 11)• Red & black rugby top• 1 black and 1 white pair of shorts• Black tracksuit bottoms (optional)• Long, plain red sports socks• White ankle socks (for indoor P.E.)• Training shoes (for indoor & outdoor use)• Football boots• Black rain jacket (optional)*• Shin pads for hockey, rugby and football• Protective mouth guard (recommended) in rugby and hockey lessons, compulsory in rugbyandhockeyfixtures

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Base layers/skins are optional for students to wear under their Cardinal Newman kit in the winter months (ideally black).

Please note: students are not permitted to wear their normal school shoes or socks in P.E. lessons.

The Newman polo shirt and sweater/sweatshirt are compulsory. The colours for the different years are:

Maroon (Year 7) Green (Year 8) Light Blue (Year 9) Grey (Year 10) Navy Blue (Year 11)

*AvailablefromSussexUniforms,40BlatchingtonRoad,Hove,EastSussex,BN33YH

Tel:01273739676

Email:[email protected]

Website:www.sussexuniforms.co.uk/collections/cardinal-newman

• No badges of any description will be permitted. Additions to the uniform, e.g. scarves, hats/caps, are not accepted in the classroom.

• Outdoor coats/non-uniform sweatshirts and tops should not be worn in the classrooms.

• Non-uniform tops are not allowed to be worn around school as an alternative to the school sweater/ sweatshirt.

• T-shirts should not be worn under polo shirts.

• Cords-style, jeans-style, combat-style, skinny-style or cropped trousers are not permitted. Cotton or canvas material is not acceptable. All trousers should be tailored and ankle length.

• Sensible footwear is required. Black trainers should be completely black with no logo.

• Noexcessivehairstylesareacceptable,e.g.hairthatisshaved,dyedinunnaturalcoloursorcutin patterns.

• Students are not allowed to wear heavy make-up or false eyelashes although discreet make-up is permitted. Only clear and discreet nail varnish is acceptable.

• Expensiveandinappropriateitemsofjewellerymustnotbeworntoschool.Onesafe,inexpensive item of jewellery will be acceptable; with one pair of earrings (studs or sleepers). Nose studs/rings are unacceptable, as is all facial and body piercing.

• Students will need a suitably sized bag to carry all books and equipment.

• Trendschangefromyeartoyear.Inthewearingofourschooluniformweexpectstudentstowear standard clothing and jewellery and not high fashion items.

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Student Code of Conduct: 3Ps Plus• We wear our correct uniform with pride.

• We only use mobile phones etc outside and at breaks, unless directed by a teacheraspartofourlearning.Misusemayresultinconfiscationofupto 48hrs.

• Wehavethecorrectequipmentatalltimes;blackpen,ruler,exercise book, pencil, planner.

• We participate fully in lessons, giving answers in full sentences, not just single words or phrases.

• Wesetoutourworkwithpride(date,title,underlined,H/WorC/W).

PR

EPA

RED

• We arrive in school on time. If late, we accept the consequences.

• We arrive to lessons on time, with the minimum of fuss and in correct uniform.

• We hand in well-presented work on time, which is completed with pride.

• We keep left on our way to and from lessons, following directions and with the minimum of noise.P

UN

CTU

AL

• We listen in absolute silence when the teacher is talking, including in assembly.

• Weareabletolookanadultintheeyeandconfidentlyexplainourlearning.

• We show respect to staff and each other, behaving maturely and using positive and courteous language.

• We look after our own, others’ and school equipment.

• We respect our school environment, not littering, spitting or chewing gum.

• We keep hands, feet and objects to ourselves.

• We queue in an orderly manner in the dining area, and clear away our plates, cutlery and litter after our meal.

PO

LITE

• We will not tolerate bullying in any form.

• We never bring alcohol, tobacco, drugs or weapons into school. We are a no smoking site.

• Weareexpectedtoknowthefullschooluniformrulesandkeeptothem.

• The3PsPlusalsoapplyonthejourneytoandfromschool.

PLU

S

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Home School Agreement

I have chosen to send my child to be educated at Cardinal Newman Catholic School, therefore I agree that;

• I will support the spiritual aspect of life at CNCS.

• I will help my child to study at home by providing a quiet time and support with work. I understandweneedtoaccesstheFireflyinformationportal.

• Iwilltelltheschoolaboutanydifficultiesorproblemsthatmightimpedegoodprogressbeing made.

• I will contact the school by 9.00am if my child is absent from school.

• Iwillensurethatmychildarrivesby8.40amincorrectschooluniformeverydayandattends school regularly.

• Iwillarrangefamilyholidaysonlyduringofficialschoolbreaks.

• I will attend all parental and information evenings so that I may be informed and talk to staff about the progress of my child.

• I will join in celebrating the success of my child at CNCS.

• Iwillsupporttheschool’sbehaviourpolicy(the3PsPlus)andaccepttherulesandsanctions that are designed to promote good behaviour. I understand that I will be given notice of an after-school detention and that the detention will be in line with government guidelines. I will support the use of detentions.

• I will work with the school to achieve the very best possible education for my child during the years he or she is at CNCS.

Signed .........................................................................................

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Pastoral Leader Mrs C. Lawden [email protected]

Assistant Pastoral Leader Miss K. Walters [email protected]

Form Tutors

11ABS Mrs A. Boldison-Smith [email protected]

11AH MrA.Harmer [email protected]

11AS Mr D. Ashworth [email protected]

11CS Miss C. Stares [email protected]

11DB Mr D. Boreham [email protected]

11EGR Mr E. Greest [email protected]

11FY Mr F. Yip [email protected]

11GDA Mr G. Davis [email protected]

11GR Mr K. Grant [email protected]

11MZ Ms T. Mazzoleni [email protected]

11PBR Mr P. Brown [email protected]

11RJ Mr R. Jones [email protected]

Contact Information

Page No. Subject Board Specification Subject Leader (unless otherwise stated)

6 Art & Design EDEXCEL 1FAO Miss K. Jones ([email protected])

8 Art & Design: Photography EDEXCEL 1PY0 Course Leader:

Mrs J. Braiden ([email protected])

10 ASDAN Award Scheme Ms J. Cunningham ([email protected])

11 Business (BTEC) EDEXCEL First Award LeadInternalVerifier:Mr S. Manan ([email protected])

13 Computer Science OCR J276 MsH.Barnett([email protected])

15 Dance AQA 8236 Mrs J. Machin ([email protected])

16 DT (Graphic Products)

AQA

4550

Mrs E. Stone ([email protected])18 DT (Resistant Materials) 4560

20 DT(Textiles) 4570

22 Drama EDUQAS DRAMA MrG.Hammett([email protected])

24 English (Language/Literature) AQA 8700 / 8702 KeyStage4CurriculumLeader:

Mrs G. Neale ([email protected])

26 Food Preparation and Nutrition OCR J309 Subject Specialist:

Mr M. Jacks ([email protected])

28 Geography EDUQAS GEOG B Ms M. Larkin ([email protected])

30 Health&SocialCare(BTEC) EDEXCEL First Award Course Leader:

MsH.Reed([email protected])

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Awarding Body Websites

The website for AQA subjects: http://www.aqa.org.uk

The website for EDEXCEL subjects: https://qualifications.pearson.com

The website for OCR subjects: http://www.ocr.org.uk

The website for EDUQAS subjects: http://www.eduqas.co.uk

32 History EDEXCEL 1HI0 Mrs M. Rozier ([email protected])

34 ICT OCR Cambridge Nationals MsH.Barnett([email protected])

36 Mathematics EDEXCEL 1MA1 KS4CurriculumLeader:Miss J. Logan ([email protected])

38 Mathematics: Statistics EDEXCEL 2ST01 KS4CurriculumLeader:Miss J. Logan ([email protected])

39 MFL: French AQA 8658 KS4CurriculumLeader:Ms T. Mazzonleni ([email protected])

40 MFL: German EDEXCEL 1GN0 Ms C. Marsh ([email protected])

41 MFL: Spanish AQA 8698 KS4CurriculumLeader:Ms K. Kelly ([email protected])

42 Music OCR J536 Director of MusicMrs C. Lane ([email protected])

45 Performing Arts EDEXCEL First Award Director of MusicMrs C. Lane ([email protected])

46 Physical Education OCR J587 Mr L. Murphy ([email protected])

48 PSHEE PSHEECo-ordinatorMr M. Conneely ([email protected])

49 Religious Education AQA Religious Studies B Mr R. Galvin ([email protected])

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Combined Science (Trilogy) AQA 8464

BiologyKS4CurriculumLeader:Ms R. Dickinson ([email protected])

ChemistryKS4CurriculumLeader:Mr D. Ashworth ([email protected])

PhysicsKS4CurriculumLeader:MrT.Hackett([email protected])

Triple Science AQA

Biology:8461

Chemistry:8462

Physics:8463

52 Sport (BTEC) EDEXCEL First Award Course Leader: Miss C. Capon ([email protected])

54 Study Support

SENDCo:Ms L. Fairbairn ([email protected])

Deputy SENDCo:MrsS.Holland([email protected])

55 Travel & Tourism (BTEC) EDEXCEL First Award Course Leader:Mr G. Toon ([email protected])

Documents

Key Stage 4 Year 10-11 Learning Guide 2016-2018€¦ · Year 10-11 Learning Guide 2016-2018. God is love, and he who lives in love lives in God, and God lives in him (1 John 4:16)