PROGRAMME OF STUDY

KEY STAGE 4

“How to help your child at

school”

Programmes of Study KS4 Aims

• Studley High School aims to provide all pupils with a broad, balanced curriculum within financial and staffing constraints.

• The curriculum offered is reviewed annually by the Local Authority via the school’s SIP (School Improvement Partner), Curriculum Area Leaders and Subject Leaders and Governors to ensure it meets the requirements of QCDA National Curriculum.

• SEAL (Social and Emotional Aspects of Learning) underpins all aspects of school life, including all areas of the curriculum.

Key Stage 4

• All pupils are expected and able (due to careful timetabling) to follow and take GCSEs in the Core Curriculum of : - English Language - English Literature - Mathematics - Core Science - Philosophy and Ethics (Religious Education)

• In addition all pupils are offered a wide choice of GCSEs in the subjects studied at Key Stage 3; Food, Catering, Resistant Materials in Technology, and Media Studies. “New” subjects of Business Studies, Classics and Edexcel Work Skills are also offered.

Alternative Provision

• A limited number of places are on offer at local further education institutions for Young Apprenticeships and BTEC.s in a range of vocational subjects at Level 2.

• A small number of Level 1 courses are also offered as well as extended work placements (1day and week).

• Where appropriate, some pupils are offered the opportunities of Extended Work Placements (1 day a week) or for specific courses e.g. Catering.

• When appropriate the school will access specific provision for disaffected KS4 pupils to avoid permanent exclusion e.g. Re@tiv8, New Start, Arthur Rank etc.

• Governors and the Leadership Group regret that the number of these alternative options is limited by withdrawal of European Social Funding in South Warwickshire and very tight budget constraints.

Extend Courses

• KS4 students are offered the opportunity to take additional minority GCSEs at various locations in South Warwickshire. These are usually offered as twilight sessions in Y10.

Physical Education and School Sports

• All pupils are offered curriculum-based PE lessons and participation rates are very high. • At Key Stage 4 all pupils participate in 1 hr 40 mins Core PE. In addition a large

number choose to take GCSE PE. • There are numerous opportunities for school sports offered by 4 specialist PE staff and

a part time Sports Partnership Co-ordinator ranging from School Teams, lunchtime and other school activities and opportunities to lead younger pupils in sports activities.

PHSEE • All pupils follow the school’s PHSEE (Personal Health, Social and Economic

Education) curriculum in both Key Stage 3 & 4 • The PHSEE Co-ordinator has carried out a curriculum audit to ascertain delivery of

aspects of the PHSEE with subjects and identify gaps. • The school runs a programme of 4 Personal Development Days during the year, to

cover major aspects of the PHSEE curriculum. • This provision allows for specific teams of staff to develop expertise and deliver PHSEE

topics. It also enables the school to engage professionals and other experts to enhance delivery of some topics.

• Remaining aspects are delivered by form tutors in Tutor Period. • Careers Information, Advice and Guidance is delivered in a variety of ways: through

the PD days, by form tutors, by subject teachers, in special assemblies, visits or visiting speakers and exhibitions. There is a dedicated zone on the school’s website for Careers and Work Experience. There is a Careers office on site.

• All Yr 10 pupils are expected to (and do) complete 2 weeks Work Experience. Monitoring and Evaluation

• When pupils at either Key Stage are identified through prior attainment and “in school” tracking for additional support this takes place through one or more of the following. - Engagement with the Early Intervention Service. - A variety of interventions within classroom lessons from subject teachers. - Specialised TA support in curriculum areas - Extra support from subject staff at lunchtimes and after school. - One to one and small group support in the Numeracy and Literacy Unit (Den) - One to one and small group support in the Student Support Centre. - Target Cards - Blue (subject), Green (Tutor), Amber (KSC) and Red (LG)

GCSE/KS3 results are analysed and reviewed formally by the HT, subject leaders and their line managers annually. • A rolling programme of Curriculum Area reviews are carried out by Leadership Group

members and CA Leaders. • CA Leaders report to the Governors’ Curriculum and Communication Committee

meeting in rotation. • Pupils, parents, staff and governors complete a commercial questionnaire each year

which assesses their opinions of the curriculum offer and pupil progress. • Year 11 pupils complete a leavers’ survey regarding the curriculum. A sample of Y9

pupils complete a teaching and learning survey during the year. The responses are analysed and a specific action plan added to the School Development Plan to address specific issues raised.

“How can I help my child?”

• Ask your child each day how school has gone • Ask them what was the best/most interesting thing they learnt • Ask them if there is anything they didn’t understand. Help – if you can, write in planner

notes space, if it is repeated in the same subject tell the teacher (phone/write). • Don’t accept vague, non-committal answers. Encourage your child to talk in detail

about school. • If you show interest in what your child is doing they WILL do better. • Read to, or with, your child. You will be surprised how much they enjoy it! • Ask about homework, check the planner – show an interest in homework, particularly in

bigger topic work, read it through with your child, check spellings etc. Suggest possible research.

• If you are concerned about your child’s homework – let us know. Homework is set by staff - we can work together so your child and you know about it, record it and get it done.

• Look for debits on page 23 of the planner for homework debits, OR a lack of credits on page 19 for doing homework.

• Get your child to watch the news or read a newspaper at least once a week – watch or read with them and talk about it.

• Praise your child when they have made good progress

AS PARENTS YOU CAN • Attend parent evenings, target setting days, tutor review, SEN reviews – most of you

do! • Come and support school concerts/productions – especially when your child is involved • Watch sports fixtures • Joint or help the PTA • Come to Parents Forum meetings, suggest items for discussion, or just share problems

with other parents – you all have teenagers! • Access the website to find information on exam dates, parent evenings, homework

assignments etc. (and reports and attendance details from September 2010) CAREERS From Year 7 onwards

• When you watch programmes together lots of possible careers will be shown. E.g. the law, police work, hospital work, schools work, media jobs, journalists, presenters, builders, local council jobs - planners, emergency services. Talk to your child about these possibilities.

• Use the school’s website – follow the careers links. Look at the Connexions website together to see the range of Job Families and specific jobs available.

• Visit the Connexions office together and discuss future options. Remember GCSE exams start in Year 10. Many subjects have module exams/controlled assignments in Yr 10 which are part of the pupils’ final GCSE results. Revision for all tests and exams.

1. Be aware of how important these exams are. Encourage your child to revise and set aside a quiet area to help and support their study.

2 Help your child make a plan over a period of time – learning in small chunks ½ - 1 hour and then taking a break works best.

3 Use the exam timetable your child will get to devise the plan – see website for copy. 4 For many pupils the best way to learn is to: a) make bullet pointed lists b) draw diagrams (spider diagrams) etc c) practise skills like map reading

5 These lists or diagrams can be used by you to test your child’s memory. If it’s

something you are not confident about get your child to explain it to you – it will really help them to remember, and you might learn something new!

GCSE Exams All GCSE’s from 2012 are linear – all examined at the end. A controlled assignment is coursework done at school under exam conditions – research can often be done at home; help your child with this. Practical Work – to plan and make something (Resistant Materials, Food, Catering, PE, Drama, Art). Orals - a spoken test in French, German and English. All of these will count towards the final GCSE grade – up to 60% in some cases. The rest will come from Terminal Exam(s) usually in May/June Year 11. Staff will organise revision classes as well as timetabled lessons and “Top Tips” before the exam. Look on the website in January for a revision Programme for Year 11’s.

ART AND DESIGN PROGRAMME OF STUDY KEY STAGE 4 ENDORSED ART DRAWING AND PAINTING This course involves the use of a wide range of drawing and painting materials and techniques (inks, watercolours, pastels, oils, collage etc). Students are able to use the computer for research purposes, and as a design tool - often in conjunction with digital imagery. The project-based approach allows freedom for individual ideas and expression, and an imaginative use of materials is encouraged. Uses and applications include illustration and graphics, print making, mural painting and other forms of 2D imagery. This is a practical course but the use of notes to record ideas and opinions is encouraged. THREE DIMENSIONAL DESIGN This area of art gives students an opportunity to explore three-dimensional imagery using a wide variety of materials such as metals, paper and card, plaster, paper mache, wire and clay. Work can be on any scale and a finished piece might be an expressive response such as a relief panel or sculpture, decorative such as jewellery or functional outcome such as product design. TEXTILES This area of art involves the use of a range of specialist materials, tools and equipment. Emphasis is placed on research, and the development of ideas and topics is broad to cater for individual interests. There are opportunities to explore fashion design, and / or applied processes such as embroidery, fabric painting, dyeing, weaving and batik. Fashion design work is closely aligned to the work of professional designers. Applications may include garment making, surface decoration, body adornment, jewellery, shoe design, theatre costume etc. Assessment There are 2 components required for assessment, coursework and terminal examination. Coursework (60% of total marks) Students must present a unit of work by the end of the course. A unit of work is everything produced in response to a given starting point or theme and may include sketches, study sheets, experiments, photographs etc. together with the final piece(s). Terminal Examination (40% of total marks) Students are required to produce a unit of work over a fixed period of time. Candidates choose 1 question or starting point and interpret this in any way they wish. Examples of starting points include such themes as local landscape, fairground/carnival, portrait, myths and legends, transport, memories/ journey/holiday etc.

BUSINESS STUDIES PROGRAMME OF STUDY KEY STAGE 4

Unit 1

Introduction to Small Business

Weighting 25%

• Compulsory unit • Externally assessed • Availability: June series in Year 11 Overview of content

This unit contains five topics: • spotting a business opportunity • showing enterprise • putting a business idea into practice • making the start-up effective • understanding the economic context Overview of assessment

• External examination: 45 minutes • Compulsory multiple-choice and objective test questions with a total of 40 marks

Unit 2

Investigating Small Business

25%

• Compulsory unit • Internally assessed • Availability: June series in Year 11 Overview of content

• Same content as Unit 1 Overview of assessment

• This unit is internally assessed under controlled conditions • Students complete one Edexcel-set task with a total of 40 marks • Research / Investigation – approximately two weeks of curriculum time (a maximum of six hours) • Analysis / evaluation of task (final write-up) – approximately one week of curriculum time (a maximum of three hours) • The task is internally marked by teachers and moderated by Edexcel

Unit 3

Building a Business

50%

• Compulsory unit for GCSE business Studies pathway only • Externally assessed • Availability: June series in Year 11 Overview of content

This unit contains five topics: • marketing • meeting customer needs • effective financial management • effective people management • the wider world affecting business Overview of assessment

• Written examination: 1 hour 30 minutes • Student will be required to answer all questions from Sections A, B and C. • Questions will comprise of a combination of multiple-choice, short and extended answer, data response and scenario-based questions with a total of 90 marks.

CLASSICAL CIVILISATION PROGRAMME OF STUDY STAGE 4

City life in the Classical World : Athens

• Religion  e.g.  the  gods,  temples,  sacrifice,  festivals  • Tragedy  and  Comedy  • The  Oikos  • Education  

Community life in the Classical World: Pompeii

• Eruption  of  Vesuvius  • Excavation  • Houses  • Forum  • Government  • Theatre  • Baths  • Amphitheatre  

Culture and Society in the Classical World

• For  the  controlled  assessment  unit,  pupils  will  study  Sophocles’  Antigone.    They  will  explore  themes  and  characterisation  in  the  play  as  well  as  the  mythological  and  historical  context.  

Epic and Myth

• Pupils  will  study  Homer’s  Odyssey.  

DRAMA DEPARTMENT PROGRAMME OF STUDY – KEY STAGE 4 Pupils follow the Edexcel syllabus. This builds upon the work done in Key Stage 3 using and adding to, the strategies already learnt. In addition pupils develop their understanding of how drama is structured and staged. Homework will focus initially upon practical rehearsal of work in progress. As the course progresses pupils will be given written tasks in order to prepare for the written Documentary Response required for coursework.

Examination Requirements Assessed Work Weighting Unit

1 DRAMA EXPLORATION

Exploration of a theme, topic or issue 6 hour practical workshop

Documentary Evidence (2000 words)

30%

Unit 2

EXPLORING PLAY TEXTS Exploration of the action, characters,

ideas, themes and issues of a published play text. Watching a professional, live

performance

6 hour practical workshop Documentary Response

(1000 words) Written response to live

theatre (1000 words)

30%

Unit 3

DRAMA PERFORMANCE Working in small groups to create an

original piece of drama

Performance of finished piece in front of an audience and a

visiting examiner

40%

Year 10 Autumn Term

Introduction to the course. Explorative strategies, drama medium and elements. Introduction to Key theatre Practitioners (Stanislavski, Brecht and Artaud). Man Down (A project covering the skills required for the practical workshops and the final practical examination).

Year 10 Spring Term

Mock Unit 1 – Exploration of theme (e.g. ‘Conflict’, ‘Between the Wars’, ‘Outsiders’). Mock Unit 2 – Exploration of extracts from a playtext – e.g. ‘Metamorphosis’ by Steven Berkoff.

Year 10 Summer Term

Coursework – Unit 2. ‘Exploration of a full length published play’. Performance Project in preparation for Unit 3.

Year 11 Autumn Term

Short Performance Project to develop devising and performance skills. Coursework – Unit 1. Exploration of a theme, using a variety of stimuli (e.g. the theme of Freedom using information on press freedom, material from Amnesty International’s website and the short story ‘The Pedestrian’ by Ray Bradbury)

Year 11 Spring Term

Preparation for the final practical examination – devising, rehearsing and staging an original piece of drama

Year 11 Summer Term

Final technical and dress rehearsals for practical examination.

ENGLISH DEPARTMENT PROGRAMME OF STUDY KEY STAGE 4 Key Stage 4 The WJEC specification builds upon the Programmes of Study for English Language and English Literature in KS3. This is a unitised specification: candidates may be entered for separate units at Stages during the course. Please Note: For subject awards from summer 2014 The English Department will be required to follow the linear version of the specification where candidates sit all their examinations at the end of the course. English Language Following a course in GCSE English Language should encourage learners to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. It should prepare learners to make informed decisions about further learning opportunities and career choices; and to use language to participate effectively in society and employment. It should encourage learners to: • demonstrate skills in speaking, listening, reading and writing necessary to communicate with others confidently, effectively, precisely and appropriately • express themselves creatively and imaginatively • become critical readers of a range of texts, including multimodal texts • use reading to develop their own skills as writers • understand the patterns, structures and conventions of written and spoken English • understand the impact of variations in spoken and written language and how they relate to identity and cultural diversity • select and adapt speech and writing to different situations and audiences Content The content of course is sufficiently varied to elicit the skills required for the assessment objectives for Speaking and Listening, Reading and Writing and to reflect the learning outcomes. Studying Language The specification requires learners to: • engage with and make fresh connections between ideas, texts, words and images

• analyse spoken and written language, exploring impact and how it is achieved

• understand how spoken language and written language evolve in response to changes in society and technology and how this process relates to identity and cultural diversity. In studying written language learners are required to: • understand how meaning is constructed through words, sentences and whole texts, including multimodal texts and at least one extended text, recognising the effects of language choices and patterns

• evaluate the ways in which texts may be interpreted differently according to the perspective of the reader

• explore language variation and how it varies according to audience and reader. In studying spoken language learners are required to: • reflect and comment critically on their own and others’ uses of language in different contexts and how they adapt language to different listeners and tasks, exploring these experiences in the contexts of wider language use and variation

• understand attitudes towards standard and non-standard forms of language and how they vary over time and place

• analyse the characteristics and influences on spoken language. The Specification requires learners to: • demonstrate an understanding of the conventions of written language, including grammar, spelling and punctuation • experiment with language to create effects to engage the audience • express ideas and information clearly, precisely, accurately and appropriately in spoken and written communication • form independent views and challenge what is heard or read on the grounds of reason, evidence or argument. In writing, learners are required to: • write accurately and fluently, choosing content and adapting style and language to a wide range of forms, media, contexts, audiences and purposes. In speaking and listening learners are required to: • present and listen to information and ideas • respond appropriately to the questions and views of others • make a range of effective contributions, using creative approaches to exploring questions, solving problems and developing ideas • reflect and comment critically on their own and others’ uses of language • participate in a range of real life contexts in and beyond the classroom, adapting talk appropriately to situation and audience • Select and use a range of dramatic techniques and creative approaches to explore ideas, texts and issues in scripted and improvised work. These requirements are met by the WJEC Specification. GCSE English Language SUMMARY OF ASSESSMENT WRITTEN PAPER 20% (1 hour)1 Unit 1: Studying written language (40 Raw Marks; 40 UMS) Reading: non-fiction texts WRITTEN PAPER 20% (1 hour)2 Unit 2: Using written language (40 Raw Marks; 40 UMS) Writing: information and ideas CONTROLLED ASSESSMENT 30% Unit 3: Literary reading and creative writing (80 Raw Marks; 60 UMS) Studying written language: extended literary text (15%) Using language: creative writing (two assignments: 7.5% each: descriptive; narrative) CONTROLLED ASSESSMENT 30% Unit 4: Spoken language (60 Raw Marks; 60 UMS) Using language: Speaking and Listening (Communicating and adapting language; interacting and responding; creating and sustaining roles) (20%)3 Studying spoken language: Variations, choices, change in spoken language (10%) English Literature Following a course in GCSE English Literature should encourage learners to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. It should extend learners' interest and enthusiasm for literature as they develop an understanding of the ways in which literature is rich and influential. It should prepare learners to make informed decisions about further learning opportunities and career choices.

What is the Literature exam all about? The Literature exam is 2 ½ hours long and worth 70% of the final marks. Your child has studied two texts for their exam. One will be a novel and one a play. Novels: Plays: Harper Lee - To Kill a Mockingbird Arthur Miller - A View From the Bridge Meera Syal - Anita and Me William Shakespeare - Romeo and Juliet John Steinbeck - Of Mice and Men J. B. Priestley - An Inspector Calls Robert Swindells - Stone Cold Willy Russell - Blood Brothers (not Stanley Thorne edition) The paper consists of a shorter 10 mark task that requires close analysis of an extract, and a longer 20 mark task that looks at showing an understanding of the text as a whole for both the novel and the play. (These tasks are worth 60% of the final mark). On the Foundation Paper, the 10 mark task may be split into two 5 mark questions. You child will know which tier they are entered for in the exams. The final 10% is a how well the candidate writes about a poem and the language used. Pupils cannot take the texts into the exam, so unless they know some relevant quotations from their two set texts, they are not going to succeed – look for A3 pieces of paper dotted around their bedrooms with ‘Mind-maps’ of their texts. If they’re not there – quiz them and ask why not? Some key things that might help them are: Mind Maps:

• Use colour – this will really help them to remember the different sections in the exam; • A different mind map for themes and characters; • SHORT quotations from the text – if they’re too long, they’ll never remember them; • Using images (not works of art, just simple sketches) can help some pupils, especially visual learners,

to remember things. Make sure that your child has read the novel and the play for at least the second time before the exam. Buy a study guide from your local book shop and ask your child the questions for each section to check their understanding of the main plot and characters. You could even read the books yourself and really engage in the learning process! For the 20 mark task, to achieve at least grade C, candidates need to know key quotations and some of the social context (what was going on at the time) for both Literature texts. Help your child learn these quotations and key facts; also encourage them to complete timed essays at home. Your child’s English teacher will be happy to look at these and offer advice. The poetry question is always the same: Write about the poem and its effect on you. This basically means writing about the ideas and imagery in the poem and looking at the language and techniques that the writer uses. What’s the difference between English Language Paper 1 and 2? Each one is worth 30% (therefore 60% is assessed through the exam); the first 15% tests reading skills on each paper and the second 15% examines writing skills. Paper 1 uses a story as its stimulus and the questions are set on this material. The first writing task is a description and the second is a story. Paper 2 uses non-fiction and media as a stimulus - the writing will usually be of a persuasive nature. The first writing task will ask the candidate to argue and persuade a point of view and the second will be to write a comment or review on an issue.

How can I help? You could purchase the Revise WJEC English or English Literature Revision Guide that has practice papers and sample answers; this costs around £5.00. This is the only commercially available revision guide available for our exam board which is WJEC and is available from amazon.co.uk Paper 1: Reading The reading material on paper one is a story. Questions check pupils’ understanding of the text and their ability to ‘read-between-the-lines’. Pupils need to be able to write a sufficient amount to answer these adequately; in practice essays at home, as a general rule, 10 mark answers should be half a side of A4, while 5 mark questions should be slightly less. Paper 1: Writing Your child should have prepared several character sketches to use in the descriptive task. They can practise writing for 25 minutes, which is how long they are advised to spend on this task in the exam; they can then insert these characters into a general scene. Past questions have been, ‘Describe the scene in... a doctor’s surgery, outside the school gates, on sports’ day, in a fast food restaurant. You can help by encouraging your child to perfect this writing task and remembering that spelling, punctuation and grammar count for 7/20 marks for each writing task! The second task is to write a story; there is a choice of stimulus question: a range of titles, an opening line or a concluding line. Again, candidates can prepare by writing several short stories and using the range of techniques learnt in class (i.e. opening sentences in various ways, using nouns with adjectives and verbs with adverbs) to help prepare for the exam. The stories that are prepared can usually be ‘tweaked’ to fit the fairly general range of titles provided in the exam; in the past, titles have included: The Accident, The Surprise… you get the idea! Paper 2: Reading The reading material on paper two comes from non-fiction and media texts. Questions begin relatively easily; pupils have to find a number of facts. As they progress, pupils have to be able to identify the features of a text that make it persuasive. It is worth encouraging them to read persuasive texts at home and discussing with them why they are persuasive – for example, charity leaflets that drop through the door, adverts on television and in newspapers/magazines. It’s also a good idea to let them see a range of different print media texts – e.g. both tabloid and broadsheet newspapers, a range of magazines for different target readerships. The same advice about the length of their answers applies here as in Paper 1. Paper 2: Writing Pupils will be asked to write in a non-fiction style; they might be asked to write a speech, a letter, a leaflet, article or a formal report. They need to know the difference between these in terms of layout and the ‘rules’ for each one. The first task will be persuasive and will be loosely connected with the reading material. The second task is not linked but will ask pupils to offer their opinion and make judgments. Pupils are advised to spend roughly 35 minutes on each task in Paper 2 Writing – they should practice this skill too. Useful Websites: http://www.bbc.co.uk/schools/gcsebitesize/english/ http://www.wjec.co.uk/ http://www.bbc.co.uk/schools/gcsebitesize/english_literature/ http://www.shakespeare-online.com/ http://www.sparknotes.com/ http://www.telegraph.co.uk/ DCSF Standards Site link for further information: http://nationalstrategies.standards.dcsf.gov.uk/secondary/english

GEOGRAPHY DEPARTMENT PROGRAMME OF STUDY KEY STAGE 4

1 Contemporary  Themes  in  Geography  

Theme 1: Extreme Environments

A study of Hot Desert Environments (The Sahara Desert)

A study of one named non-UK mountain environment (The Andes). The physical

processes and features found in each area. The study of one recent earthquake event.

The challenges posed by these environments.

Theme 2: The Global Citizen

The study of one named product and one named service.

The study of one recent energy supply issue.

Theme 3: Similarities and differences in settlements and population

A study of Birmingham and Mumbai.

A recent issue relating to population change.

2 Geographical  Skill    

Ordnance survey map interpretation

3 Local Geographical Investigation Issues linked to retail areas and issues linked to settlements and land use.

One task of 2000 words which must include the collection of primary data.

HISTORY DEPARTMENT PROGRAMME OF STUDY KEY STAGE 4 OCR MODERN WORLD Year 10 Germany Depth Study: Germany 1919 – 1945

♦ The Weimar Republic ♦ The Rise of the Nazi Party ♦ Hitler’s Germany

British Depth Study: How was British society Changed 1880 – 1918?

♦ The Liberal Reforms ♦ Women’s Fight for the Vote ♦ The Home Front during WWI

Year 11 Controlled Assessment

♦ From Rationing to Rock: Post War USA. How did American society change during the 1950s and 1960s?

♦ Women ♦ African Americans ♦ Teenagers

International Relations: The Inter-War year 1919 – 1939

♦ The Peace Treaties of 1919 ♦ The League of Nations ♦ The outbreak of WWII

ICT PROGRAMME OF STUDY KEY STAGE 4 The AIDA, CIDA and DIDA courses The AIDA, CIDA and DIDA courses are combinations of four separate digital applications units. These units are given below:

The AIDA course (Award in Digital Applications) consists of the Using ICT unit only, and is the equivalent of 1 GCSE. The CIDA course (Certificate in Digital Applications) consists of the Using ICT unit plus any other unit and is the equivalent of 2 GCSEs. The DIDA course (Diploma in Digital Applications) consists of all four units and is the equivalent of 4 GCSE. These courses can be taken at level 1, covering GCSE grades G to C, or level 2, covering GCSE grades C to A*. It is the intention that all students will complete the AIDA course, most students will complete the CIDA course and a small number of students may complete the DIDA course (although this will require a great deal of self-supported study on their part). These courses will have a significant impact upon the way that ICT is taught and assessed at Key Stage 4. The main features of the courses are:

1. There will be no requirement for an end of course examination. 2. There will be no need for paper evidence of students work. 3. Students’ assessments will be based entirely on evidence provided in a number of e-portfolios.

These changes will facilitate the move away from the reliance upon paper-based records within the ICT department towards a paper-less department in line with national trends.

ASSESSMENT OF CIDA Assessment of each of the units will be based on walk-through document where students answer a series of questions about their work. Their responses will be converted into potential marks, which will be confirmed and recorded by the teacher onto group assessment sheets. Years 10 & 11

Week Title

1 Searching through a database 2 Setting up an e-portfolio (using Front-page 2003) 3 Setting up an e-portfolio 4 Begin Unit 1 – Using ICT (Coursework planning)

5 & 6 How to plan and manage a project 7,8,9 & 10 Selecting and capturing information from a variety of sources

11,12,13 & 14 Collating and analysing data to produce information 15,16,17 & 18 Presenting and communicating information 19,20,21 & 22 Presenting evidence in an e-portfolio 23,24,25, & 26 Reviewing a project

27 & 28 The project above will be completed by March 2013 and the next project will follow after a short skills evaluation session.

29 Identifying pupils skills relating to Graphics 30,31,32 & 33 Addressing weaknesses in areas of pupils knowledge

34 Begin Unit 2 – Graphics (Coursework planning) 35 & 36 How to plan and manage a project

37,38,39 & 40 Selecting and capturing information from a variety of sources 41,42,43 & 44 Collating and analysing data to produce information 45,46,47 & 48 Presenting and communicating information 49,50,51 & 52 Presenting evidence in an e-portfolio 53,54,55 & 56 Reviewing a project.

57 & 58 The project above will be completed by March 2014 and the next project will follow after a short skills evaluation session.

MATHS DEPARTMENT PROGRAMME OF STUDY KEY STAGE 4

Year 10 Overview - Foundation Number (4 rules for fractions, standard form, percentage, ratio, rounding, direct proportion) Algebra (indices, equations, factorising, sequences to term-to-term rule) Shapes and Space (co-ordinates, straight-line graphs, construction of triangles, Pythagoras’ Theorem, scales, bearings, area, surface area and volume including circles, transformations, similar and congruent figures, conversion graphs, time-distance graphs) Data Handling (pie charts, bar charts, stem and leaf diagrams, scatter diagrams, time series graphs, probability and use of AND rule, mean, median, mode, range including from tables, sampling, data collection) Year 10 Overview - Higher (foundation content plus the following) Number (fractional and negative indices, surds, rational / irrational numbers, standard form problems, inverse percentages, compound interest, density, bounds, finding nth term in sequences) Algebra (equations including those involving algebraic fractions, factorising quadratics, re-arranging formulae) Shape and Space (angles in polygons, bearings, properties of polygons, tangents to circles, finding equations of graphs, trigonometry, angle proofs, constructions, area, surface area, volume including pyramids frustums and sectors) Data Handling (lines of best fit, cumulative frequency graphs, histograms, probability of combined events including OR rule, moving averages, quartiles, interquartile range, compare distributions, compare merits of different types of sampling methods including stratified sampling) Year 11 Overview – Foundation Stage 2 module is sat in November and the post 16 practise exams take place in December. Algebra (trial and improvement, finding nth term) Shape and Space (properties of shapes, angles in polygons) General GCSE revision Year 11 Overview – Higher (as Foundation plus the following) Algebra (trial and improvement, solving quadratics by completing the square) Shape and Space (Sine and Cosine rule, area using Sine, angles in circle problems, loci, construct perpendiculars, transformation of graphs including trigonometric graphs) General GCSE revision.

MEDIA STUDIES PROGRAMME OF STUDY KEY STAGE 4 Media is any form of mass communication of information: film, television, radio, the internet, newspapers, magazines, the music industry…The list goes on. The Media course at Key Stage 4 involves studying how the Media works, how it affects and influences the public, and how to produce Media independently. Covering a wide range of Media, the course enables pupils to study film, television, radio, advertising and the internet. It is not just about watching films and the TV; there is a large amount of written work and analysis involved, focusing on how the Media is produced and how it is received by the audience. The workload is very similar to English. The current WJEC course is assessed by examination (40%) and by work internally assessed and externally moderated (60%). The WJEC Media course is organised in terms of three study areas – media texts, their audiences and the organisations which produce and distribute them. This means that all topics studied are approached in the same way and students develop their knowledge and understanding as the course progresses. The course allows for students to develop their research skills, their planning skills and production skills through creative work at all stages in the course. This means that their learning is reinforced through exploring texts (textual analysis), research and planning work (preproduction) and production work (all internally assessed). There is some flexibility in regards to the creative tasks and the project work which can be completed. The syllabus content changes annually, although the skills taught remain the same. The Course in Summary: Examination: Section A – Thinking about the media - Investigating Television Drama (2013) Section B – Thinking about the media - Planning Web-based Drama (2013) Coursework: 3 pieces of work: Production Textual Analysis x 2 Websites for subject information: http://www.wjec.co.uk http://www.mediaknowall.com

MODERN FOREIGN LANGUAGE DEPARTMENT PROGRAMME OF STUDY KS4

Students revise the past, present and future tenses as well as grammatical forms to improve their style. Over the two year courses, the themes below are studied and candidates produce written and speaking Controlled Assessments based on these themes. At the end of Year 11, a reading and listening examination is undertaken. Hobbies and Free time School Holidays Work experience and the world of work Shopping and clothes Media, culture and travel Where I live

MUSIC DEPARTMENT PROGRAMME OF STUDY KEY STAGE 4

Overview of Content Overview of Assessment

UNIT 1 Performing Music – 30%

One solo performance, one ensemble performance.

Recordings of both solos and ensembles, scores needed for both performances.

UNIT 2 Composing Music – 30%

Two compositions, from different Areas of Study. Can be arrangements.

Recordings of both compositions, notated scores of written commentaries for both compositions.

UNIT 3 Listening & Appraising – 40%

Knowledge and study of the set works in the Areas of Study. See below.

A listening written paper lasting 1 hour 30 minutes. All questions will relate to the set works.

Areas Of Study

AOS Set Work

1 – Western Classical Music 1600-1899

Handel – And the glory of the Lord from Messiah (http://www.youtube.com/watch?v=LUi0c-wsITg&feature=relmfu) Mozart – 1st Movement, Symphony No. 40 in G minor (http://www.youtube.com/watch?v=mr9cT2Jlct8&feature=fvwrel) Chopin – Prelude No. 15 in D flat Major (Raindrop Prelude) (http://www.youtube.com/watch?v=y1_9vEnARNg)

2 – Music in the 20th Century

Schoenberg – Peripetie from Five Orchestral Pieces (http://www.youtube.com/watch?v=RQ1HFjJxkbY) Bernstein – Something’s Coming from West Side Story (http://www.youtube.com/watch?v=65kOpDykjFQ) S. Reich – 3rd Mvmt (fast) from Electric Counterpoint (http://www.youtube.com/watch?v=AFbmElM7Jz0&feature=fvwrel)

3 – Popular Music in Context

Miles Davies – All Blues from the album ‘Kind of Blue (http://www.youtube.com/watch?v=bDI8i_PFhDU&feature=relmfu) Jeff Buckley – Grace from the album ‘Grace’ (http://www.youtube.com/watch?v=wkMdPLhDnbM&feature=fvwrel) Moby – Why Does My Heart Feel So Bad? From ‘Play’ (http://www.youtube.com/watch?v=MJQcCkcPEg4&feature=relmfu)

4 – World Music

Capercaillie – Skye Waulking Song from ‘Nadurra’ (http://www.youtube.com/watch?v=85Yyfs7AjNE&feature=relmfu) Various – Indian music: Rag Desh (http://www.youtube.com/watch?v=1JVueGvWB-s&feature=relmfu) Koko – African music: Yiri (http://www.youtube.com/watch?v=21cRPQqvcuw&feature=relmfu)

P.E. DEPARTMENT PROGRAMME OF STUDY KEY STAGE 4 This is a typical curriculum model for pupils taking part in P.E. at Key Stage 4. Variations will occur according to the rotation of groups.

AUTUMN TERM

Badminton

Netball, Rugby, Football

Gymnastics

SPRING TERM

Sport Education – focus on leadership

Handball

Fitness, Badminton, Basketball, Dance

SUMMER TERM Rounders, Cricket, Softball

Tennis, Short Tennis

Athletics – boys only

Aussie rules football

Parents / Guardians can help their child by ensuring that they have their correct P.E. kit on the day of their lessons. If a pupil is unable to participate due to injury a note must be sent in with the pupils in their planner or in a letter addressed to the teacher. The students must attend the lesson with their kit.. Pupils will still play an active part in the lesson through coaching / refereeing / leadership roles. Encourage your child to take part in extra curricular clubs where possible, and come along to support them in matches. Useful websites

• NGB (National Governing Body Sports) direct website providing pupils / parents / guardians with information on local and national levels of sports performance / progress.

• Warwickshire – www.warwickshire.gov.uk

• GCSE Students can access revision website relevant to GCSE PE:- 1 GCSE PE BITESIZE 2 BRIAN MAC 3 TEACHPE.COM 4 STAFF SHARE GCSE POWERPOINTS AND REVISION RESOURCES WITH STUDENTS 5 EDEXCEL WEBSITE

RELIGIOUS EDUCATION PROGRAMME OF STUDY KEY STAGE 4

Year 10: Units of Work Topics / Themes End of Life

(Philosophy B601) • Hindu beliefs about life after death; Hindu funeral rites; Muslim beliefs about life after death; Muslim funeral rites.

Deity (Philosophy B601)

• Beliefs about the nature of God: Christian beliefs about the Trinity; Arguments for and against God’s existence; concept of miracles; biblical and modern miracles; responses to miracles; pilgrimage to Lourdes; God intervening in the world.

Good and Evil (Philosophy B602)

• Concepts of good and evil; the Devil (Satan); the fall; original sin; redemption; the problem of evil; natural and moral evil; responses to evil existing in the world today; coping with suffering; sources and reasons for moral behaviour.

Religion and Human Relationships (Ethics B603)

• Responses to civil partnerships; divorce; beliefs about the ethics of divorce; beliefs about the ethics of re-marriage; sexual relationships and contraception; beliefs about sexual relationships; beliefs about contraception.

Religion and Medical Ethics

(Ethics B603)

• Different attitudes towards abortion. Christian responses to abortion; attitudes to fertility treatment; responses to issues raised by fertility treatment and cloning; attitudes to euthanasia and suicide; different attitudes towards euthanasia; different attitudes towards suicide; using animals in medical research; beliefs about the use of animals in medical research.

Peace and Justice (Ethics B604)

• Attitudes towards war; Just War theory; violence and pacifism; attitudes towards the use of violence; crime and punishment; concept of justice; attitudes towards capital punishment; beliefs and responses about the treatment of criminals; social justice and injustice.

Year 11: Units of Work Topics / Themes Religion and Science

(Philosophy B602) • The relationship between religion and science; theories about the origins of the work and humanity; the relationship between people and animals; the place of humanity in relation to animals; attitudes to animals and their treatment; environmental issues; responses to environmental issues; concept of stewardship.

Revision (Philosophy B601 and

B602)

• To revise all the topics covered in Philosophy units B601 and B602.

Religion and the Media (Ethics B602)

• The different forms of media; the influence of the media; portrayal of Christianity in the media; portrayal of important religious figures; responses and attitudes towards films comics and books which focus on religious / philosophical message; use of the media; using the media to represent Christianity; attitudes and responses towards censorship / freedom of speech; beliefs and attitudes towards the portrayal of violence and sex.

Revision (Ethics B603 and B604)

• To revise all the topics covered in Ethics units B603 and B604.

SCIENCE DEPARTMENT PROGRAMME OF STUDY KS4

At Key Stage 4 Science can be studied in 3 ways depending on how deeply students wish to pursue the subject at 16+. All pupils will follow AQA specifications. OPTION 1 Pupils take triple award which will lead to a Biology GCSE, a Chemistry GCSE and a Physics GCSE. Pupils will study 3 lessons of Biology, 3 lessons of Chemistry and 3 lessons of Physics each week. Each separate GCSE will be assessed by terminal examinations at the end of Year 11 and an Investigative Skills Assessment involving practical work in each subject. Pupils will then be awarded a Biology, Chemistry and Physics GCSE by AQA. OPTION 2 Pupils study Core science in Year 10 and Additional Science in Year 11. In Core Science pupils will be taught Biology 1, Chemistry 1 and Physics 1 and will be assessed by 3 examinations at the end of year 10. They will also complete an Investigative Skills Assessment and at the end of Year 10 will be certificated in Core Science by AQA. In Additional Science pupils will be taught Biology 2, Chemistry 2 and Physics 2 and will be assessed by 3 examinations at the end of Year 11. They will also complete an Investigative Skills Assessment and at the end of Year 11 will be certificated in Additional Science by AQA. Pupils taking Option 2 will have 2 lessons of Biology, 2 lessons of Chemistry and 2 lessons of Physics each week. OPTION 3 A limited number of pupils will study only Core Science over 2 years. At the end of Year 11 pupils will be assessed by 3 examinations in Biology 1, Chemistry 1 and Physics 1 and complete an Investigative Skills Assessment. At the end of Year 11 they will be certificated in Core Science by AQA. Pupils taking Option 3 will have 3 lessons of Science covering all 3 subjects each week. Pupils are supported in their studies by a dedicated team of Teachers and a variety of Resources available in School. Regular Homework tasks enable students to consolidate their knowledge. Homework will be set using Oxford University Press software and full instructions for use will be given to pupils when they start their studies. Should you require more details regarding course content this can be found on the AQA website at www.aqa.org.uk.

TECHNOLOGY DEPARTMENT PROGRAMME OF STUDY KEY STAGE 4

At Key Stage 4, Students are taught a range of designing and making skills in a range of materials. Teaching takes place 3 periods per week over two years. Students are entered for GCSE Resistant Materials with EDEXCEL. Studies will require additional working at home to support teaching and learning. Students have a copy of the official EDEXCEL student guide to help independent study and have internet access in school to support investigative work. Students are encouraged to develop their work and design folder on A3 paper and electronically. Resistant Materials is taught so that students can develop skills, knowledge and understanding and are able to apply that practically to design and make products and artefacts in a range of materials. During year 10, students work through a selection of shorter assignments. These include:

• focused practical tasks to develop skills using hand and machine tools, equipment, materials and associated processes

• design based tasks where there is no practical outcome but allows the development of research, ideas, presentation and drawing skills

• design and make tasks which are used to extend skills, knowledge and application. • understanding the underlying theory and knowledge about tools, materials and processes.

At the end of the 2nd term (Easter) students select and start to research and investigate a topic (controlled assessments) from a number of choices set by the exam board.

• Tools and Processes – Students will learn how to use tools safely to shape and join materials using a wide range of hand and machine tools and equipment

• Materials – these will broadly include understanding of, working with and applying wood metals and plastics to the design and construction of products and artefacts:

o Working and shaping materials- fabricating, forming and wasting o Wood - natural and manmade boards, joints and fasteners o Metal - ferrous, non-ferrous and alloys, forms, joining, shaping, heat treatment o Plastics - shaping, moulding and joining a range of thermoplastics o Other materials - including modelling materials, card and foam and smart materials

Design based studies requires students to develop design drawing and intellectual skills in: Research, investigation, creating a brief, design analysis, design proposals, design drawing, modelling, use of computer aided design, computer aided manufacture, evaluation, testing and presentation. The GCSE in Resistant Materials is awarded at the end of year 11 and the grade is based on:

• A 60% award of total marks available for the design folder (30%) and practical coursework (30%) submitted by Easter 2013

• A 40% award for the Resistant Materials theory paper sat at the end of year 11 FOOD TECHNOLOGY: AQA This interesting and lively course gives students the opportunity to complete a wide range of practical work in the making of different food products.

In Year 10 this will include pastry making (e.g. chocolate éclairs) bread, cakes, chilled desserts (e.g. cheesecakes) stir fry dishes and meat/vegetarian meals. In addition to the refining of students’ practical skills they will complete two short “Design and Make” tasks. These will provide an insight into the stages new products go through before being made available to consumers. A key advantage of this course is the heavy weighting (60%) given to the major coursework project in year 11. The title of the project is suited to the student’s individual interest(s) and is based around designing and making innovative food products. CATERING: WJEC The Catering course is an introduction to the food preparation and service aspects of Catering. The practical activities build on skills students have acquired during Key Stage 3. They need to bring ingredients regularly to prepare and cook a wide variety of dishes and develop the cooking skills needed for coursework. There is usually a choice of recipes for each practical, so that students can choose dishes that are within their capabilities and to their family’s tastes. Students need to become quick and efficient to enable them to present good quality food in a limited time. Practical work can include: ♦ Starters, crudities and dips ♦ Savoury and sweet sauces ♦ Shortcrust pastry ♦ Ready made pastry ♦ Simple two course meals ♦ Finger and fork buffet foods ♦ Bread making ♦ Bar snacks ♦ Meat dishes ♦ Chicken dishes ♦ Desserts They will also study the following aspects of catering: ♦ The Catering Industry - food and drink, Specialist catering equipment, record keeping, catering jobs and career development ♦ Food Preparation, cooking and presentation ♦ Nutrition, menu planning, costing and portion control ♦ Health, safety and hygiene and environmental considerations There are two units to be assessed Unit 1: Practical assessment – 60% of the final grade This consists of 2 tasks set by the examination board. Both tasks will require some research work, written planning and evaluation. The first of these tasks showing the use of basic commodities will be carried out in the summer term of Year 10. Students will research, plan and evaluate the task as well as prepare, cook and present the food they have chosen. The second task is carried out during the spring term of Year 11. Students will be plan meals for different occasions. They will carry out research, plan the task and write a time plan. The evaluation will include customer acceptability, nutritional analysis, costing and profit margins. Unit 2: Written examination paper – 40% of the final grade