WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE · PDF fileTHE BEST THAT I CAN BE. ... The projects are made accessible to all students and differentiation is mainly by ... from different

WEST HATCH HIGH SCHOOL

Key Stage 5

Course Outlines

Year 12

2016/17

THE BEST THAT I CAN BE

Year Group: 12 Key stage 5 Subject: ART AND DESIGN Aims of the course Programme of study by half term for 2016/17

Autumn Term 1a Autumn Term 1b

Component 1: Portraits and personal identity Drawing pencil, colour pencil, oil crayon, painting and written work.

Portraits and personal identity Drawing pencil, colour pencil, oil crayon, painting and written work.

Assessment By outcome: This is ongoing with a final grade given at the end of the project.


Spring term 2a Spring term 2b Component 2: AS Externally Set Assignment Preparatory work for the exam. The final exam is in May.

Preparatory work for the exam. The final exam is in May.

Assessment By outcome. Coursework 50%, Terminal Examination 50%.


Summer term 3a Summer term 3b Component 2: AS Externally set Assignment

Preparatory work for the exam. The final exam is in May.

Start A2 course.



Component : AS coursework. Component 2: AS Externally set assignment Each of the following assessment objectives is of equal importance. AO1 – Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.AO2 - Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as their work develops.AO3 – Record ideas, observations and insights relevant to their intentions, reflecting critically on their work and progress. AO4 – Present a personal, and meaningful response that realising intentions and, where appropriate, making connections between visual, and other elements.

Exam Board: Edexcel Syllabus No: Edexcel 8ado Web link: www.edexcel.com

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr G Hanley Head of Art and Design

Students are encouraged to use primary sources for their artwork such as Art Gallery and Museum visits. They need to look at the work of other artists to enrich their own.

The projects are made accessible to all students and differentiation is mainly by outcome, some pupils may need more help or extension activities. Students are welcome to attend the art club on Monday Tuesday and Wednesday after school to keep up to date with work and develop their skills.

All groups are mixed ability.

Parents can check that homework and coursework has been completed to the best of the students ability and deadlines are met. Every piece of work and each project contributes towards the final grade at AS Level. The written observations and analysis are as important as the practical work. If parents wish to they can check spelling and the work in students work journal.

A list of homework and coursework tasks for the year is printed in students course outlines. Homework and independent study is a continuous part of the course and should be done weekly to the best of their ability. Homework is also put on show my homework

Year Group: 12 Key stage 5 Subject: BIOLOGY

Aims of the course Programme of study for 2016/17

Content overview Assessment overview

Module 1: Development of practical skills in Biology

Breadth in biology (01) 70 Marks 1 hour 30 minutes written paper Section A: 20 marks multiple choice questions Section B: 50 marks worth of short answer question styles, problem solving, calculations etc. 50% of AS level

Depth in biology (02) 70 Marks 1 hour 30 minutes written paper Mixed question styles throughout paper 50% of AS level

Module 2: Foundations in biology

Module 3: Exchange and transport

Module 4: Biodiversity, evolution and disease

Modular content for 2016/17

Module 1: Development of practical skills in Biology

Planning, implementing, analysis, evaluation of practical skills

Module 2: Foundations in biology

Cell structure, biological molecules, nucleotides and nucleic acids, enzymes, biological membranes, cell division, cell diversity and cellular organisation

Module 3: Exchange and transport

Exchange surfaces, transport in animals, transport in plants

Module 4: Biodiversity, evolution and disease

Communicable diseases, disease prevention and the immune system, biodiversity, classification and evolution.

Develop essential knowledge and understanding of biological facts, concepts and principles’ together with an appreciation of their significance, and the skills needed for their use in new and changing situations.

Promote an appreciation of the importance of experimental and investigatory work in the study of biology and develop an understanding of the link between theory and experiment and of scientific methods.

Develop an understanding of the connections between facts, principles and concepts from different areas of biology.

Sustain and develop an enjoyment of, and interest in, the study of living organisms

Recognise the value and responsible use of biology in society.

Be a suitable preparation for biological studies in higher and other educational establishments and for professional courses which require candidates to have a knowledge of biology when admitted.

Exam Board: OCR Biology A Syllabus No: H020 Web link: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/

http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/

http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/

Work that will be set (general)

Mathematic skills required Assessment Support available What parents can do to help Members of staff to contact if you have any queries: Mr R Tester and Miss S McVittie (Head of Biology)

An OCR textbook

Numerous AS textbooks in S6 for wider reading

Factsheets

Biology websites

Shared area with all resources.

Revision guides

Key terms

Past papers

Course objectives

Green and yellow booklets

Intervention sessions for under achieving pupils

Ensure folders are up to date

Encourage reading of biological sciences and other relevant literature

Ensure good attendance in lessons

Ensure all homework is completed by checking show my homework

Ensure pupils attend intervention sessions

Ensure pupils compete revision every week

Ensure pupils complete one past paper at least every 2 weeks.

Essays or pieces of extended writing

Supplementation of notes

Independent learning

Past papers

The study of mark schemes

Green and yellow booklets as assessment and wider reading materials

Arithmetic and numerical computation

Handling data

Algebra

Graphs

Geometry and trigonometry

Regular fortnightly assessment

Examinations every 6 weeks in line with the schools assessment plan

Pre public exam in January 2017

Year Group 12 Key stage 5 Subject: BTEC Level 3 Extended Diploma in Business Aims of the course Programme of study by half term for 2016/17

Autumn Term: 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1

Unit - TBC Unit - TBC Unit - TBC Unit - TBC

Unit - TBC

Assessment Portfolio assessment





Spring term 1

Spring term 1

Spring term 1

Spring term 2 Spring term 3

Unit - TBC Unit - TBC Unit - TBC Unit - TBC Unit - TBC






Summer term 2

Unit - TBC Complete units Complete units Complete units Complete units

External Exams (January 2017)


Resit External Exams (June 2017)

The BTEC Level 3 Diplomas is broadly equivalent to three GCE A Levels.

The programme aims to provide students with an in depth understanding of the operations and structures of businesses

To equip students with the skills required to succeed in employment or at university.

The course will involve students familiarizing themselves with businesses in the public, private and voluntary sectors.

Students will cover a range of topics that include:

Business Resources

Business Environment

Marketing

Business Communication

Business Accounting

Human Resources

International Business

Business Retail

Internet marketing

Starting a Small Business

Business Economics

Market Research

Exam Board: Edexcel Syllabus No: NQF Web link: http://qualifications.pearson.com/en/qualifications/btec-nationals/business-2016.html

http://qualifications.pearson.com/en/qualifications/btec-nationals/business-2016.html

http://qualifications.pearson.com/en/qualifications/btec-nationals/business-2016.html

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mrs P Patel

Students will take part in a variety of business and enterprise activities which will enhance their learning. A business trip will be arrange for the students to attend which will have a focus on an area of their studies

Students will have one day per week for private study. On that day they are expected to work at home with time set aside for each unit. Staff will set regular tasks for this purpose.

There will be one group that students will be allocated to

Students are required to use and keep free a single day each week for their studies. This independent study is vital to complete the course to a high standard. Assisting them in using this time effectively is important to their success. Parents will be able to keep up to date with what is happening in the business department by logging onto the Learning Gateway or joining up with the WHHS Business Dept Facebook page

Coursework will be divided into sub tasks and internal deadlines set by staff which must be met. Students organise their time to complete all the work to the best of their ability. Students will have a deadline to complete a draft version of their work. Their teacher will mark this and give them feedback on areas to improve to enable them to achieve a better grade. Students will then be given an appropriate time to make these changes. Each lesson will require further study outside of the lessons.

Year Group: - 12 Key stage 5

Subject: - NCFE CACHE Level 3 Diploma in Childcare and Education

Aims of the course: -

Programme of study by half term for 2016/17: -

Autumn Term: 1a/ b Assessment:

Introduction to legislation, Diversity, Safeguarding

and Theoretical perspectives.

Preparation for placement – Early Years Setting

Unit 1: Child Development

Unit 2: Children’s Health and Well-being

Planning Effective Practice Study (External

assessment)

Effective Practice Study

(External assessment)

Portfolio tasks

Direct observation

Spring term: 2a/ b

Unit 3: Providing Safe Environments

Planning

Unit 5: Play and Learning

Begin Longitudinal Study

Evaluate observations

Effective Practice Study

Unit 8 Professional Practice

Portfolio 1

Unit 15: Professional

Practice Portfolio 2

Summer term: 3a/ b Assessment:

Unit 4: Child health

Unit 7: Observation, Assessment and

Direct observations,

activity plans and

evaluations

Completion of

Longitudinal study

Teacher/placement

appraisal meeting

This qualification enables learners to gain the knowledge and experience which

will allow them to work with children from birth to 5 years and gain knowledge

of children aged 5 to 7 years. Upon achievement of this qualification learners will

be able to enter the workforce or access higher education. This qualification

confers the licence to practise and the status of being an Early Years Educator.

Exam Board: CACHE - (Council for Awards in Care, Health and Education)

Syllabus No: 601/2147/6

Web link:

https://cachezone2013.cache.org.uk/Qualifications/EYE/Documents/L3%20EYE

%20Learner%20Handbook%20v11.0.pdf

https://cachezone2013.cache.org.uk/Qualifications/EYE/Documents/L3%20EYE%20Learner%20Handbook%20v11.0.pdf

https://cachezone2013.cache.org.uk/Qualifications/EYE/Documents/L3%20EYE%20Learner%20Handbook%20v11.0.pdf

Homework that will be set (general): -

Extra-curricular activities available: -

Groupings or setting: -

What parents can do to help:

Member of staff to contact if you have any queries:

Mrs T Onifade

We generally have up to 15 students based in one room. IT facilities available in

department alongside course materials and resources.

Check progress on CACHE Year Plan, encourage daily study periods, look in files,

and attend academic review days. Ensure good attendance at school and

placement.

Homework will relate directly to portfolio tasks, external assessments and

placement activities. All homework will encourage students to apply skills of

independent research and analysis and reflection.

Visits to: Children’s Information Service, Bethnal Green Museum of Childhood, The

Southbank Centre, Fundraising events .

Year Group: 12 Key stage 5 Subject: CHEMISTRY Aims of the course Programme of study for 2016/17


Module 1: Development of practical skills in Chemistry

Foundations in chemistry (01) 70 Marks 1 hour 30 minutes written paper This includes synoptic assessment 50% of AS level

Chemistry in depth (02) 70 Marks 1 hour 30 minutes written paper This includes synoptic assessment 50% of AS level

Module 2: Elements of life

Module 3: Developing fuels

Module 4: Elements from the sea

Module 5: The ozone story

Module 6: What’s in a medicine?


Mathematic skills required

Extended writing tasks



Past papers


Assessment booklets

Develop essential knowledge and understanding of different areas of the subject and how they relate to each other.

Develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods

Develop competence and confidence in a variety of practical, mathematical and problem solving skills.

Develop their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject

Understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.


Handling data

Algebra

Graphs


Exam Board: OCR Chemistry B (Salters) Syllabus No: H033 Web link: http://www.ocr.org.uk/qualifications/as-a-level-gce-chemistry-b-salters-h033-h433-from-2015/

http://www.ocr.org.uk/qualifications/as-a-level-gce-chemistry-b-salters-h033-h433-from-2015/

http://www.ocr.org.uk/qualifications/as-a-level-gce-chemistry-b-salters-h033-h433-from-2015/

Assessment Support available What parents can do to help Members of staff to contact if you have any queries: Mr G Hikel (Head of department) Miss J Horrigan (Second in department)

An OCR textbook

Numerous AS textbooks in S17 and S18 for wider reading

Factsheets

Chemistry websites

Shared area with all resources.

Revision guides

Key terms

Past papers

Course objectives

Assessment booklets


Look at the chemistry website for deadlines.

Take an interest in your child’s chemistry – get them to explain what they have learned in lessons.

Make sure they are studying chemistry for at least five hours a week outside of school hours.

Ensure that your child has a suitable place to study.

Take note of, and make sure your child adheres to the content of any chemistry contract letters. These should be kept safe.

Attend intervention meetings, if necessary, following internal assessments.

Encourage reading of chemistry and other relevant literature.

Ensure good attendance in lessons.

Ensure all homework is completed by checking show my homework.

Regular fortnightly assessment of the lesson content and intervention topics



June public examinations

Year Group: 12 Key Stage 5 Subject: AS Computer Science (OCR) 5 hours per week Aims of the course

Programme of study for 2016/17

Term

Autumn Term 1a

01 Computing principles This component will introduce learners to the internal workings of the Central Processing Unit (CPU), the exchange of data and will also look at software development, data types and legal and ethical issues. It is expected that learners will draw on this underpinning content when studying computational thinking and developing programming techniques. Learners will be expected to apply the criteria, in different contexts including current and future uses of the technologies.

02 Algorithms and problem solving This component will incorporate and build on the knowledge and understanding gained in the Computing principles component. In addition, learners should:

Understand what is meant by computational thinking

Understand the benefits of applying computational thinking to solving problems

Be able to use algorithms to describe problems.

Autumn Term 1b

Spring Term 2a

Spring Term 2b

Summer Term 3a

Revision for exam Revision for exam

Summer Term 3b

Begin A2 theory Begin A2 Coursework

For students to develop

the capacity to think creatively, innovatively, analytically, logically and critically;

an understanding of the organisation of computer systems, including software, hardware, data, communications and people;

the ability to apply skills, knowledge and understanding of computing, including programming, in a range of contexts to solve problems;

skills in project and time management;

the capacity to see relationships between different aspects of the subject, and perceive their field of study in a broader perspective;

an understanding of the consequences of using computers, including social, legal, ethical and other issues;

Exam Board:OCR Syllabus No: H046 Web link: http://www.ocr.org.uk/qualifications/as-a-level-gce-computer-science-h046-h446-from-2015/

http://www.ocr.org.uk/qualifications/as-a-level-gce-computer-science-h046-h446-from-2015/

http://www.ocr.org.uk/qualifications/as-a-level-gce-computer-science-h046-h446-from-2015/

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Miss P Parmar (KS5 Co-Ordinator) [email protected] Ms S Trickey (HOD) [email protected]

Revision classes Intervention if student is falling behind Coding Club (TBC)

Help from staff in none contact time Www.teach-ict.com Youtube has a variety of videos that aid learning of many different topics Text books issued to students OCR Website

Grouped according to options

Check homework deadlines Purchase recommended revision guides

Research / wider reading of topic areas Examination questions Develop presentations Preparation tasks for coursework projects

Unit 3

mailto:[email protected]

mailto:[email protected]

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

A Level Drama 2 Year Course Key stage 5 Subject: Drama and theatre (OCR) Aims of the course A Level in Drama and Theatre has been designed to be a practical, engaging and creative specification for learners to study. It will provide them with opportunities to interrogate drama and the work of others, to explore a range of drama as a practical art form, and to work independently to create their own drama performances making informed artistic choices. The main purpose of this qualification is to allow learners to study drama and theatre in an academic setting, interrogating this art form and applying their knowledge and understanding to the process of creating and developing drama and theatre and to their own performance work. It will also prepare learners for the further study of Drama or Performing Arts courses in Higher Education as well as developing transferable skills desired by all sectors of industry.

Programme of study

Practitioners in practice – performing

Assessment

This component is designed to allow learners to explore practically the work of theatre practitioners and to use the skills gained to explore text and create devised theatre. Learners are required to practically explore two practitioners and an extract from a performance text. This component is practically based allowing learners to explore and experience the key ideas and methodologies in theatre.

Learners to create a research report related to two different theatre practitioners in reference to one theatre text. Learners will the devise a piece of theatre which draws on their new knowledge. A portfolio to support the devising process is essential Learners will then perform the final polished devised piece of drama or theatre for an audience.

Exploring and performing texts Assessment The aim of this component is to use acting skills to communicate the meaning in a performance text to an audience. Learners are required to study one performance text in its entirety and work collaboratively to perform part of the text.

The creation and realisation of the performance will involve realising their artistic intention through using acting skills in a live theatre context. Learners will explain their artistic intention for their performance in the concept pro forma

Analysing performance Assessment –

This component consists of two sections. The aim of Section A is to enable learners to demonstrate knowledge and understanding of how extracts from the chosen texts (2 texts) can be rehearsed and interpreted in performance, showing an awareness of characterisation, performance style, genre and context.

The aim of Section B is to allow learners to analyse and evaluate live theatre.

This assessed during the written examination at the end of the two year program of study.

Deconstructing texts for performance

Assessment-

Learners will explore the creative possibilities of staging the chosen performance text. Learners are required to explore the performance text practically through the role of the director. Learners will deconstruct the text and explore how any of its scenes can be staged and performed for an audience. Learners will analyse and interpret the performance text in depth.

This component is assessed through a written exam but preparation must consist of practical study.

Homework that will be set (general)

Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr Bell Head of Drama

Students are expected to complete their portfolios and other written elements of the course in order to support their practical work. Students are also expected to complete revision in preparation for their final written examination.

Trips are organised to local theatrical events. London Theatre Trip Residential Theatre workshop and show trip Rehearsals for Performances School Production

Staff are available, by arrangement, to assist with written notes and exam preparation after school.

All Drama classes are taught in mixed ability groups. Assessment work will have preassigned groupings (Students will not be able to choose their own groups)

Talk to your son or daughter about their work in Drama. Come and see their performance work. Check their Drama portfolio note are being maintained each week. Try to expose them to a variety of different dramas. Whether this is on

television, at the cinema or if possible at the theatre and encourage them to discuss and evaluate what they’ve seen.

Year Group: 12 Key stage 5 Subject: D & T

AS Product design Aims of the course Programme of study by half term for 2016/17

Autumn Term: 1a Autumn Term 1b

Materials and manufacture Materials, environment and sustainability

Assessment Controlled assessment section 1


Spring term 2a Spring term 2b

Smart materials uses and applications

CAD / CAM, industrial manufacture


Assessment Controlled assessment completion

Summer term 3a Summer term 3b

Exam preparation

Exam preparation

Assessment Assessment

Exam Board: AQA Syllabus No: Web link: www.aqa.org.uk

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr J Limon Mr L Taylor

An after schools club specifically for AS level

The department will give individual support for every pupil that needs it.

none

Please support your son or daughter with every task they are completing and also do not hesitate to contact either members of staff for help and assistance

Controlled assessment and materials investigation homework will be continually set on a task by task basis.

Year Group 12 Key stage 5

Subject: GCE ECONOMICS B (Edexcel) AS

Aims of the course

Programme of study by half term for 2016/17

Autumn Term: Teacher A Autumn Term : Teacher B Theme 1 – Markets, consumers and firms

Students will develop an understanding of: ● scarcity, choice and potential conflicts ● enterprise, business and the economy ● introducing the market

Theme 2 – The Wider Economic Environment

Students will develop an understanding of:

business growth and competitive

advantage

firms, consumers and elasticities of

demand

productive efficiency

Assessment Topic Tests Exam style questions as homework

Mock paper


Mock paper

Spring term – Teacher A Spring term – Teacher B Students will develop an understanding of: ● the role of credit in the economy ● market failure and government intervention ● Revenue, costs, profits and cash.

Students will develop an understanding of: ● life in a global economy ● the economic cycle ● Introduction to macroeconomic policy.


Exam paper – May 2017


Exam paper – May 2017

Summer term – Teacher A Summer term – Teacher B Introduction to Theme 3 Introduction to Theme 4

The Pearson Edexcel Advanced Subsidiary GCE in Economics B is structured into two themes and consists of two externally examined papers. Students are introduced to economics through building knowledge of core microeconomic and macroeconomic concepts, and by investigating economic theory through real-world businesses and the environments in which they operate. Students will need to apply their knowledge and understanding to both familiar and unfamiliar contexts in the assessment and demonstrate an awareness of current economic events and policies.

Exam Board: Edexcel Syllabus No: 9EBO Web link: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/economics-b-2015.html

http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/economics-b-2015.html

http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/economics-b-2015.html

Homework that will be set

Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr. S Langton

Students have ready access to staff, individual textbook, reading lists, past papers and a great deal of material on the internet at www.tutor2u.net or at www.bized.ac.uk

Mixed Ability Group

Encourage tracking of economic events through news media, following key industries and firms, to share and discuss from their own experience the world of work, financial and tax matters, interest rates, unemployment and inflation as well as issues concerning the world economy, China , EU, shares , etc

Students will be given four exam-style questions during every half term. Every question is divided into three sections similar to what students will see in their final exam. They will be formally assessed according to Edexcel marking scheme. This will help students monitor and assess their progress and allow teachers to put in any intervention where applicable

http://www.tutor2u.net/

http://www.bized.ac.uk/

Year Group: 12 Key stage 5 Subject: A LEVEL ENGLISH LANGUAGE (Edexcel 2015 Specification) Aims of the course


Autumn term: 1a Autumn term: 1b

Teacher 1: Introduction to the study of Language- phonology/graphology, lexis/semantics, grammar/morphology/syntax) and Language and Context: comparative analysis of unseen linguistic data Teacher 2: : Introduction to the study of Language- (discourse/pragmatics, phonetics/phonology/prosody) and Language and context: comparative analysis of unseen linguistic data

Teacher 1: : Introduction to the study of Language- phonology/graphology, lexis/semantics, grammar/morphology/syntax, discourse/pragmatics, phonetics/phonology/prosody) Teacher 2: A Level Coursework: Crafting Language – Assignment 1:Original Writing and Assignment 2: Commentary

Assessment – Analysis of unseen texts

Assessment – Analysis of unseen texts Draft Coursework

Spring term: 2a Spring term: 2b

Teacher 1: Component 1: Language Variation, Section A: Individual Variation Teacher 2: A Level Coursework: Crafting Language – Assignment 1:Original Writing and Assignment 2: Commentary

Teacher 1: Component 1: Language Variation, Section B: Variation Over Time and Coursework - Crafting Language Teacher 2: A Level Coursework: Crafting Language – Assignment 1:Original Writing and Assignment 2: Commentary

The course involves the study of both spoken and written language as it is used in society today, drawing from a diverse range of sources and contexts. Students learn how to analyse texts linguistically, using new theoretical and methodological frameworks. The study of spoken language involves looking at how speech varies in both formal and informal situations, and in both planned and unplanned exchanges. Students explore different uses of speech across a range of contexts, considering the effects of technology, gender and power on language use.

Exam Board: Edexcel Syllabus No: 9ENO Web link: http://qualifications.pearson.com/content/dam/pdf/A%20Level/English%20

Language/2015/Specification%20and%20sample%20assessment/Alevel-

EnglishLanguage-Spec.pdf

Assessment - Exam Paper Component 1: Language Variation

Assessment - Exam Paper Component 1: Language Variation

Summer term: 3a Summer term: 3b

Teacher 1: A Level Component 2: Child Language Teacher 2: A level Component 3: Investigating Language

Teacher 1: A Level Component 2: Child Language Teacher 2: A level Component 3: Investigating Language

Assessment - Exam Paper Component 2: Child Language Draft Coursework

Assessment – Exam Paper Component 3: Investigating Language Completed Coursework portfolio


Groupings or setting What parents can do to help More detailed course information is available at: http://westhatchenglish.tumblr.com/ Member of staff to contact if you have any queries: Mrs Gill (Head of English)

A range of tasks including consolidating notes made in class, essays, preparing texts for classwork, making presentations for class, researching models for creative writing, drafting and redrafting creative pieces. Online Language Skills Tests

Ensure that pupils are completing their homework

Limit the amount of paid work

Encourage wider reading around the subject

Supervise pupils’ completion of Online Language Skills Tests

Minimum requirement of ‘B’ grade at GCSE in both Language and Literature.

http://westhatchenglish.tumblr.com/

Year Group: 12 Key stage 5 Subject: AS ENGLISH LANGUAGE AND LITERATURE (EDEXCEL)

Aims of the course Programme of study by half term for 2016/17


Teacher 1: Comparing Voices: analysis of non-fiction texts from the Edexcel Anthology and begin prep for Coursework

Teacher 2: Comparing Voices: analysis of non-fiction texts from the Edexcel Anthology and begin prep for Coursework

Teacher 1: Creation of Voice : use of non-fiction texts from the Edexcel Anthology as style models to enable students to write their Coursework

Teacher 2: Creation of Voice: use of non-fiction texts from the Edexcel Anthology as style models to enable students to write their Coursework

Assessment: - Paper 1 Section A mock exam. - Draft coursework



Teacher 1 and Teacher 2: The Great Gatsby by F Scott Fitzgerald And Othello by William Shakespeare

Teacher 1 and Teacher 2: The Great Gatsby by F Scott Fitzgerald And Othello by William Shakespeare


Assessment: - Paper 1 Section A mock exam. - Completed coursework


Teacher 1 and Teacher 2: Preparation for end of year exam

Teacher 1 and Teacher 2: Preparation for end of year exam

Assessment: - Paper 2 Section B mock exam

Assessment: - Paper 2 Section B mock exam

The study of English Language and Literature encourages students to develop their interests in both language and literature as interconnecting and mutually supportive disciplines. This course allows students to develop as independent, confident and reflective readers and writers, giving a variety of opportunities to explore the relationship between written and spoken language and literature through a wide range of reading opportunities, critical reading of and response to both literary and non-literary texts, as well as writing for a variety of audiences and purposes.

Exam Board: edexcel Syllabus No: 8ELO Web link: http://qualifications.pearson.com/content/dam/pdf/A%20Level/English%20Language%20and%20Literature/2015/Specification%20and%20sample%20assessments/A-level-EnglishLangLit-Spec.pdf


Extra Curricular activities available Support available Groupings or setting What parents can do to help More detailed course information is available at: http://westhatchenglish.tumblr.com/ Member of staff to contact if you have any queries: Mrs Gill (Head of English)

A range of tasks from consolidating notes made in class, to writing an essay on the topic studied, researching the social context of the text/ extracts studied or reading the extract/ chapter in preparation for the lesson. Two pieces of homework will be set a week.

Visiting authors

Theatre trips

Study conferences

From the class teacher as required and through Study Guide available in the Study Centre. Copies of films and texts are available in the Library. http://westhatchenglish.tumblr.com/



Encourage visits to the library or theatre to watch relevant performances / DVDs

Help students proof read work, by providing them with a real critical audience for their work

Supervise students’ completion of online skills tests


Year Group: 12 Key stage 5

Subject: AS ENGLISH LITERATURE (EDEXCEL, 2015 SPECIFICATION) Aims of the course Programme of study by half term

Autumn term: 1a Autumn term: 1b

Teacher 1: Poetry: Poems of the Decade: An Anthology of the Forward books of poetry 2002-2011. Teacher 2: Prose: Wuthering Heights by Emily Bronte.

Teacher 1: Poems of the Decade: An Anthology of the Forward books of poetry 2002-2011. Teacher 2: Prose: Wuthering Heights by Emily Bronte.

Assessment Practice essays / presentation Contextual extract essay Online literary skills tests

Assessment Practice essays / presentation Contextual extract essay Online literary skills tests

Spring term: 2a Spring term: 2b

Teacher 1: Drama and Literary Criticism: Othello by William Shakespeare Teacher 2: Prose: Mrs Dalloway by Virginia Woolfe

Teacher 1: Drama and Literary Criticism: Othello by William Shakespeare Teacher 2: Prose: Mrs Dalloway by Virginia Woolfe

Assessment Practice essays / presentations Mock examination Online literary skills tests

Assessment Practice essays / presentations Online literary skills tests

Summer term: 3a Summer term: 3b

Teacher 1 and Teacher 2: Preparation for end of Year exam

Teacher 1 and Teacher 2: Preparation for second half of the course going into Year 13

Assessment AS examination

Assessment Practice essays

The course involves the study of a number of writers of prose, poetry and drama.

The aims of the course are to develop interest in and enjoyment of English literature, through reading widely, critically and independently; discussing a variety of exciting and challenging concepts; and encountering an extensive range of views about texts and how to read them.

English Literature A level involves insight into the psychology of the human heart and mind. You will learn about society, culture and ultimately yourself. This is a highly enjoyable AS Level that explores the best of ‘English writing,’ while also providing a comprehensive skills course parallel to your textual studies. We attend theatre productions and conferences at many points throughout the course.

Exam Board: Edexcel Syllabus No: 8ETO Web link: http://qualifications.pearson.com/content/dam/pdf/A%20Level/English%20Literature/2015/Specification%20and%20sample%20assessments/A-level-Literature-spec.pdf


Extra-curricular activities available

Support available

Groupings or setting

What parents can do to help

More detailed course information is available at http://westhatchenglish.tumblr.com/ Member of staff to contact if you have any queries: Dr Johnston (KS5 English Co-Ordinator) and Mrs Gill (Head of English)

A range of tasks from consolidating notes made in class, to writing an essay on the topic studied, research the social context of the text/ extracts studied or reading the extract/ chapter in preparation for the lesson.

Two pieces of homework will be set a week.

Extra personal reading and research is expected beyond standard homework

Online Skills Tests

From the class teacher as required.


• Ensure that pupils are completing their homework • Encourage visits to the library or theatre galleries to work with Victorian theme

performances • Encourage watching/listening to TV, Radio documentaries on period authors,

televised versions of literary works • Help students proof-read work, by providing them with a real critical audience • Supervise pupils’ attempts at our online revision quizzes


Visiting authors

Theatre trips

Study conferences



Year Group: 12 Key stage 5 Subject: GEOGRAPHY Aims of the course Programme of study by half term for 2016/17


Landscape Systems – Coastal Landscapes Students will enhance their foundation of knowledge from GCSE. They will study how coastal landscapes can be viewed as system, how landforms are developed and the impact of climate change and human activity on coastal environments. Changing Spaces, Making Places Students will explore what factors make a place unique, how economic change influences patterns of social inequality in places, who influences economic change, how places can be rebranded or altered through careful planning

Assessment Exam questions marked to exam board standards PPE Paper 1 (1 hour 30 mins)


Earth’s Life Support Systems Students will explore the importance of water and carbon to life on Earth, how the water and carbon cycles function in contrasting ecosystems, how the water and carbon cycles change over time. Global Connections – Trade in the Contemporary World Students will understand the patterns of global trade, the increasing complexity of trade, and the issues associated with unequal flows of international trade. Global Connections – Power and Borders Students will discover what is meant by sovereignty and territorial integrity, the role of global governance and its effectiveness.

Assessment Exam questions marked to exam board standards PPE Paper 2 (1 hour 30 mins)


Revision for both papers

Starting the A Level course by planning the individual fieldwork investigation and completing fieldwork

The course aims to encourage learners to develop a range of skills for Higher Education and the world of work. The content is relevant to a citizen of the 21st century. Students will understand the nature of physical and human environments whilst unpicking the debates that surround contemporary challenges that the world faces today.

Exam Board: OCR Syllabus No: Web link: http://www.ocr.org.uk/qualifications/as-a-level-gce-geography-h081-h481-from-2016/

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Miss Z Barrett Head of Department

1 day field trip to London Residential field trip to collect data for Individual Investigation.

Supplementary material and links available on the OCR website. In addition to this, the department contains a variety of extra reading material which would be useful to students. Revision guides and student unit guides are available to purchase.

No setting

Encourage students to read a quality daily newspaper and the economist. Provide access to the internet and a suitable place for individual study. Support the department in carrying out fieldwork.

Research tasks, completion of practical exercises, coursework and practice examination questions.

Year Group: 12 Key stage 5 Subject: HISTORY Aims of the course Programme of study by half term for 2016/17


1. British study and enquiry-Churchill 1930-1951/Britain 1951-1997

2. The American Revolution 1740-1796



Assessment Exam practice – Essays/documents

Assessment Exam practice – Mock exams Essays/documents

Spring Term 2a Spring Term 2b

1. British study and enquiry-Churchill 1930-1951/Britain 1951-1997 2.The American Revolution 1740-1796

1. British study and enquiry-Churchill 1930-1951/Britain 1951-1997 2.The American Revolution 1740-1796



Summer Term 3a Summer Term 3b



1. Begin A2 Course Content - America 1918 - 1941 - Civil Rights 1865-1990

Assessment Mock exams / external exams

Assessment External exams


To promote the understanding and interpretation of History and use of skills commensurate with history studies. To be able to analyse and Interpret industrial actions and events. The focus is the origins of the American Civil War 1820 – 1861 and Britain 1951 – 1994.

Variety - note making / documents / essay plans / document plans / research / group presentations/ Revision

Exam Board:OCR Syllabus No: H105 Web link: http://www.ocr.org.uk/qualifications/as-a-level-gce-history-a-h105-h505-from-2015/

Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Ms D Sterlini Head of Humanities

Support classes to aid revision Possible use of revision conferences

Departmental support to help revision work

Extra support classes are made available

Mixed ability groups

Ensure homework set is completed - check diaries / ring if any concerns Ensure students attend their timetabled lessons Help with access to resources - books / internet / libraries Ensure there is somewhere quiet to work / revise

Year Group 12 Key stage 5 Subject: LAW Aims of the course Programme of study by half term 2016/17


Unit 1A – Law-Making

Parliamentary Law-making

Delegated Legislation

Statutory Interpretation

Judicial Precedent

Unit 1B – The Legal System

Civil Courts and Resolution

Criminal Courts and Lay People

The Legal Profession

The Judiciary

Assessment Unit 1A Test

Assessment Unit 1B Test


Unit 2A – Criminal Liability

Actus Reus & Mens Rea

Strict Liability

Non-Fatal Offences

Criminal Courts

Sentencing Unit 2B – Contract

Offer & Acceptance

Consideration

Assessment Unit 2A Test

Assessment Unit 2A & 2B Test

Summer term 3a Summer Term 3b

Unit 2B – Contract

Breaches & Damages

Civil Courts

Revision

Exams and study Leave

Unit 4c Concepts of Law

Law & Justice

Law & Morality

Unit 2B Test Unit 4c test

The aim of the course is to equip students with the knowledge on how the law interacts with their daily lives; to give them an insight into the varied law careers available while enabling them to form, present and structure an argument to a high calibre. The syllabus encourages students to review and reflect upon the political and legal structure of society, and how those decisions has altered their current environment and how it will affect their future. Hence, students will be encouraged to assess and evaluate current political and legal issues and their consequences, before forming their own solutions and opinions based on and supported by evidence. This course is designed to make students think, to gain problem-solving skills and make them as independent as possible. The AS (First year of A level) course comprises of two units. Unit 1 – Law-making & the Legal System Students investigate how laws are created, the powers that form them and what authorities they abide by, which includes the government and Parliament. They learn how these laws are applied to real-life situations by interpreting and challenging them. They learn of the criminal and civil court process, how cases are managed and the members of the court. Unit 2 – Criminal & Contract Law Students investigate criminal and civil cases, and understand how they are decided. They develop their knowledge and understanding of criminal concepts, and learn how to differentiate between different crimes and their consequences in terms of sentencing. They will learn how contracts are form, how to negotiate, and how that negotiation becomes legally binding, and what damages are available to them when those contracts are breached.

Exam Board: AQA Syllabus No: 2160 Web link: http://www.aqa.org.uk/subjects/law/a-

level/law-2160

http://www.aqa.org.uk/subjects/law/a-level/law-2160

http://www.aqa.org.uk/subjects/law/a-level/law-2160

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Ms J Williams – Head of Social Sciences

Trip: The Royal Courts of Justice & The Supreme Court

Guest speakers

Study conferences

Drop in centre- Further support

1:1 tutorials

Supervised private study periods

LNATs

Law Honour Rolls program

The onus is on the pupils to approach their teachers but the following are provided:

1:1 tutorials

Drop in centre


Revision sessions

Must have A* - B in English, and an A*- B in Maths and Science

Ensure homework is completed on time.

Ensure notes are copied up from lessons missed.

Ensure classwork/homework are completed from lessons missed.

Ensure students recaps the lessons at home.

Students complete a range of independent learning tasks. These will include research of topics, exam questions, mind mapping, presentations, mnemonics, note taking and summaries of each lesson including reading around the topics before and after lessons.

Year Group 12 Key stage 5 Subject: MATHEMATICS Aims of the course Programme of study by half term


C1 Algebra & Function Quadratic Functions Equations & Inequalities Co-ordinate Geometry Sequences & Series Differentiation

C1 Sketching Curves Integration S1 Representation of Sample Data Summarising Data (location) C2 Algebra & Functions Sine & Cosine Rule

Assessment C1 Test 1

Assessment C1 Past Papers


S1 Summarising Data (dispersion) Probability Correlation C2 Exponentials & Logarithms Co-ordinate Geometry Binomial Expansion Radians

C2 Sequences & Series Graphs of Trigonometric Functions Differentiation S1 Regression Discrete Random Variables

Assessment C1 Mock Exam C2 Test 2 S1 Test 2

Assessment C2 & S1 Past Papers


C2 Trigonometric Identities Integration S1 Normal Distribution

C3 Algebraic Fractions Functions Exponential & Log Functions Numerical Methods

Assessment C2 & S1 Past Papers

Assessment C2 & S1 Module Exams

To offer students a varied & exciting range of mathematical activities. To ensure students have established a good knowledge & understanding of mathematical concepts. To practise & encourage non-calculator skills for C1. To ensure the competent use of calculators for C2 & S1.

Exam Board: EdExcel Syllabus No: 8371 Web link: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/mathematics-2008.html

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr A Russell - Head of Department

Senior Maths Challenge for most able

Lunchtime, study periods & after school; the onus is on the pupils to approach their teachers.

Ensure homework is completed on time. Ensure notes are copied up from lessons missed. Ensure classwork/homework are completed from lessons missed.

Applicable for current topic being studied

Year Group : 12 Key Stage 5 Subject : MEDIA STUDIES Aims of the Course

This course enables candidates to develop a critical awareness and understanding of the media and its role in building and moulding society and its attitudes through the exploration of the products of media production processes (media texts), the institutions which produce them and the audiences which respond to them. Study is approached through a conceptual framework comprising Media Forms and Conventions, Media Institutions, and Media Audiences and Representations. A distinctive feature of the course is the practical production element at both AS and Advanced GCE. This enables candidates to put theory into practice by creating their own media products, thus affording opportunities for engagement in creative, imaginative and aesthetic activity.



Unit G321 Foundation Portfolio in Media – practical coursework The opening two minute sequence for a thriller film

Foundation Portfolio – construction and evaluation. Audience & Institution analysis

Assessment Research and planning blogs, powerpoints,

Assessment Completed Foundation Production work and evaluation


Unit G322 Key Media Concepts- section A, Television Drama Analysis of television dramas and representation areas

Unit G322 Continued Practice exam questions, presentations, analysis of key scenes


Unit G322 Section B, Institutions and Audiences

G322 continued

Assessment Student case studies, presentations, research

Assessment Presentations, times essay questioned

Exam Board: OCR Syllabus No: H140 Web link: http://www.ocr.org.uk/Images/81037-

specification.pdf

http://www.ocr.org.uk/Images/81037-specification.pdf

http://www.ocr.org.uk/Images/81037-specification.pdf


Oral presentations; short essays; visual presentations; analysis of chosen film/TV extracts; research and wider reading; practical work (filming, construction etc.).

Extra-Curricular activities available

Film Club (viewing) After school coursework

Support available

Technical support for practical work - after school and during private study time, if required. Media staff are available on a one to one basis if required.

Groupings or setting

Foundation Portfolio should be completed in small groups (maximum 4). Advanced Production can be completed individually or in groups.


* Encourage wider reading of a variety of materials. * Keep a check on deadlines (which are non-negotiable) * All homework is important even if not written – ensure it is done * Encourage them to experience new texts, not being completely fed on a diet of reality TV shows, OK magazine and The Sun!

Member of staff to contact if you have any queries: Miss A Georgiou

Year Group: 12 Key stage 5 Subject: MUSIC AS Aims of the course Programme of study by half term for 2016/17


Unit 1

Preparation of pieces (together with

instrumental teacher)

Unit 2

Introduction to Composition / Harmony

Unit 3

Study of Set Works

Unit 1

Presentation of performance pieces

Unit 2

Harmony continuation

Draft composition due

Unit 3

Study of Set Works

Assessment – Aural tests Series of tests to check understanding Interim composition assessment Interim performing assessment Exam questions Composition exercises

Assessment Series of tests to check understanding interim composition assessment interim performing assessment Continuous assessment (internal)


Unit 1

Mock performance exam

Unit 2

Harmony mock exam

Unit 3 Study of Set Works

Unit 1

Individual preparation sessions

Unit 2

Harmony mock exam 2


Assessment Series of tests to check understanding interim composition assessment Teacher assessment of mocks

Assessment Series of tests to check understanding Interim composition assessment Teacher assessment of mocks


Unit 1

Final performance exam: April 2015

Unit 2

Harmony exam (3 hours)

Composition due March 2015 Unit 3 Mock exam

Unit 4

Unit 5

Unit 6 REVSION FOR UNIT 6 EXAMINATION Final exam

Assessment Past papers

Assessment Past papers, revision exercises

For students to develop skills in both performance and composition as well as gain skills in analysis by making critical judgements about the use of musical elements, structure and resources by analysing, evaluating and reflecting on other’s work. Providing an opportunity for AS music candidates to complete the first year of a full A-level qualification.

Exam Board: Edexcel Web link: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/music-2016.html

Teacher assessment of mocks

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr Martin Fourie Head of Music

Musical School Choir Rock Bands

Music Staff most lunchtimes and after school Visiting instrumental teachers

One mixed-ability AS group

Support students in homework and research tasks. Support students by enrolling them for individual instrumental tuition. Encourage practice on their instrument- 15 min per day minimum recommended Continue the tradition of supporting students performing in concerts and productions Monitor instrumental lessons and preparation for recital Support students to meeting expectations in course deadlines.

Prepare pieces for performing exam- minimum 30 minutes practice per day strongly recommended Questions and study of The New Anthology of Music Continue to work on composition and compositional techniques in/out of school.

Year Group: 12 Key stage 5 Subject: MUSIC AS Aims of the course Programme of study by half term for 2016/17


Unit 1

Preparation of pieces (together with

instrumental teacher)

Unit 2

Introduction to Composition / Harmony

Unit 3

Study of Set Works

Unit 1

Presentation of performance pieces

Unit 2

Harmony continuation

Draft composition due

Unit 3

Study of Set Works

Assessment – Aural tests Series of tests to check understanding Interim composition assessment Interim performing assessment Exam questions Composition exercises

Assessment Series of tests to check understanding interim composition assessment interim performing assessment Continuous assessment (internal)


Unit 1

Mock performance exam

Unit 2

Harmony mock exam


Unit 1

Individual preparation sessions

Unit 2

Harmony mock exam 2


Assessment Series of tests to check understanding interim composition assessment Teacher assessment of mocks

Assessment Series of tests to check understanding Interim composition assessment Teacher assessment of mocks


Unit 1

Final performance exam: April 2015

Unit 2

Harmony exam (3 hours)

Composition due March 2015 Unit 3 Mock exam

Unit 4

Unit 5

Unit 6 REVSION FOR UNIT 6 EXAMINATION Final exam

Assessment Past papers

Assessment Past papers, revision exercises

For students to develop skills in both performance and composition as well as gain skills in analysis by making critical judgements about the use of musical elements, structure and resources by analysing, evaluating and reflecting on other’s work. Providing an opportunity for AS music candidates to complete the first year of a full A-level qualification.

Exam Board: Edexcel Web link: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/music-2016.html

Teacher assessment of mocks

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr Martin Fourie Head of Music

Musical School Choir Rock Bands

Music Staff most lunchtimes and after school Visiting instrumental teachers

One mixed-ability AS group

Support students in homework and research tasks. Support students by enrolling them for individual instrumental tuition. Encourage practice on their instrument- 15 min per day minimum recommended Continue the tradition of supporting students performing in concerts and productions Monitor instrumental lessons and preparation for recital Support students to meeting expectations in course deadlines.

Prepare pieces for performing exam- minimum 30 minutes practice per day strongly recommended Questions and study of The New Anthology of Music Continue to work on composition and compositional techniques in/out of school.

Year Group: 12 Key stage 5 Subject: PHYSICAL EDUCATION

AS LEVEL Aims of the course Programme of study for 2016/17

The modules that are studied throughout the year are: Theoretical Component ( 70% of total course- Externally Assessed- 2 x 1hr 15 min exams) Component 01: Physiological factors affecting performance 1.1 Applied anatomy and physiology 1.2 Exercise physiology 1.3 Biomechanics. Component 02: Psychological factors affecting performance 2.1 Skill acquisition 2.2 Sports psychology. Component 03: Socio-cultural issues in physical activity and sport 3.1 Sport and Society 3.2 Contemporary issues in physical activity and sport.

Coursework Component (30% of total course-

Component 04: Performance in physical education (NEA) 4.1 Performance or coaching of an activity taken from the approved lists*. These modules represent 50% of the overall A2 grade if the course is completed.

OCR’s A Level in Physical Education will equip learners with both a depth and breadth of knowledge,

understanding and skills relating to scientific, socio-cultural and practical aspects of physical education.

This requires them to: understand how physiological and psychological states affect performance

understand the key socio-cultural factors that influence people’s involvement in physical activity and sport

understand the role of technology in physical activity and sport develop their ability to analyse and evaluate to improve performance

understand the contribution which physical activity makes to health and fitness

improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds.

Exam Board:OCR Syllabus No: H155 Web link: http://www.ocr.org.uk

Homework that will be set (general) Extra-Curricular activities available Support available Groupings or setting

What parents can do to help Member of staff to contact if you have any queries: Mrs Reid Head of PE

Pupils in the sixth form have a range of extra-curricular sports clubs to choose from throughout the week to help them improve their performance.

Support is available for students following consultation with learning managers and SEN Department.

Provide your son/daughter a quiet place to do homework

Show interest in what work they are doing

Contact the department without hesitation if you have concerns.

Groups are mixed ability.

Homework is set on a weekly basis and will take the form of research tasks, past exam questions or questions based on the theme of the lesson.

Attendance at at least one extra-curricular sports club per week is recommended.

Year Group: 12 Key stage 5 Subject: PHYSICS

Aims of the course Programme of study for 2016/17


Module 1: Development of practical skills in Physics

Breadth in physics (01) 70 Marks 1 hour 30 minutes written paper Section A: 20 marks multiple choice questions Section B: 50 marks worth of short answer question styles, problem solving, calculations etc. 50% of AS level

Depth in physics (02) 70 Marks 1 hour 30 minutes written paper Mixed question styles throughout paper 50% of AS level

Module 2: Foundations of physics

Module 3: Forces and motion

Module 4: Electrons, waves and photons.

Both components assess content from across all teaching modules 1-4.

Modular content for 2016/17

Module 1: Development of practical skills in physics.

Planning, implementing, analysis, evaluation of practical skills

Module 2: Foundations of physics

Physical quantities, physical measurements, treatment of errors and uncertainties, SI units, scalars and vectors

Module 3: Forces and motion

Motion, kinematics, linear motion, projectile motion, dynamics, motion with non –uniform acceleration, equilibrium, density and pressure, work energy and power, springs, mechanical properties of matter, Newton’s laws of motion, collisions.

Module 4: Electrons, waves and photons. Charge and current, energy, power and resistance, electrical circuits, waves, quantum physics,

Develop essential knowledge and understanding of different areas of physics and how they relate to each other

Develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods.

Develop competence and confidence in a variety of practical, mathematical and problem solving skills.

Develop their interest in and enthusiasm for physics, including developing an interest in further study and careers associated with physics.

Understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.

Exam Board: OCR Physics A Syllabus No: H156 Web link: http://www.ocr.org.uk/qualifications/as-a-level-gce-physics-a-h156-h556-from-2015/

http://www.ocr.org.uk/qualifications/as-a-level-gce-physics-a-h156-h556-from-2015/

http://www.ocr.org.uk/qualifications/as-a-level-gce-physics-a-h156-h556-from-2015/


Mathematic skills required Assessment Support available What parents can do to help Members of staff to contact if you have any queries: Mr P Peters. Miss A Bhatia (Head of Physics)

An OCR textbook

Numerous AS textbooks in S3 for wider reading

Factsheets

Physics websites

Revision guides

Key terms

Past papers

Course objectives


Ensure books are up to date

Encourage reading of relevant literature

Ensure good attendance in lessons

Ensure all homework is completed by checking show my homework

Ensure pupils attend intervention sessions

Ensure pupils compete revision every week

Ensure pupils complete one past paper at least every 2 weeks.

Essays or pieces of extended writing



Past papers



Handling data

Algebra

Graphs


Regular fortnightly assessment



Year Group: 12 Key Stage 5 Subject: PSYCHOLOGY Aims of the course


Autumn Term: 1a Autumn Term 1b Research Methods

Students will be able to describe the four main research methods used in Psychology. Identify the advantages and disadvantages of each method. Conduct and report on basic psychological investigations and demonstrate an awareness of the psychological ethical code of conduct. Present, analyse and interpret data that may arise from such methods.

Psychology approaches Students will be able to outline the basic assumptions of the following approaches: - Learning approaches: the behaviourist approach and social learning theory. - The cognitive approach. - The biological approach.

Cognitive Psychology

Students will be able to: - Outline and evaluate the multi-store model and the working memory model of memory. - Explain types of long term memory and explanations of forgetting. - Apply their knowledge to discuss the accuracy of eyewitness testimony and improve its accuracy.

Psychology approaches

Students will be able to outline the basic assumptions of the following approaches: - Biopsychology including the divisions of the nervous system, the structure and function of neurons, the function of the endocrine system and the fight or flight response.

Assessment 1) Fortnightly assessments 2) Formal mock examination

Assessment 1) Fortnightly assessments 2) Formal mock examination

Spring term 2a Spring term 2b Social Psychology

Students will be able to:

Psychopathology

Students will be able to outline: - Definitions of abnormality.

The aim of the course is to equip students with a current psychological knowledge that is applicable to everyday life. The syllabus encourages students to generate an enthusiasm for the subject and offers opportunities for students to develop an independent and inquisitive style of enquiry that will give them the autonomy to shape their view of the world and their experiences within it. The AS (first year of A level) course comprises of two units. Unit 1 – Introductory topics in Psychology Students develop their knowledge and understanding of concepts, theories and studies in relation to social influence, memory and attachment. Topics include: Social Influence – obedience, conformity and resisting social influence, Cognitive Psychology- Memory & Eye Witness Testimony, Developmental- Attachments & adult relationships. Unit 2 – Psychology in Context Students develop their knowledge and understanding of concepts and theories that relate to Psychological Approaches and Research Methods. Students develop their skills of evaluation and analysis and apply of these approaches to everyday life. Students develop knowledge and understanding of research methods associated with these areas and conduct practical research to demonstrate their understanding. Topics include: Approaches in psychology – Learning approaches, the cognitive approach, the biological approach and Biopsychology, Psychopathology - Abnormality & Treating Disorders and Research methods.

Exam Board: AQA Syllabus No: 7181/2 Web link: http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182

http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182

http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182

- Outline types of conformity, explanations for conformity and factors affecting conformity. - Explain conformity to social roles. - Outline explanations for obedience and situational variables affecting obedience. - Give explanations for resistance to social influence. - Explain minority influence and the role of social influences processes in social change.

Developmental Psychology

- Explain caregiver-infant interactions in humans and animals. - Outline theories of attachments and evaluate them for their validity. - Describe the different types of attachment infant’s form and the influence of early attachment on adult relationships.

- The behavioural, emotional and cognitive characteristics of phobias, depression and OCD. - The behavioural approach to explaining and treating phobia. - The cognitive approach to explaining and treating depression. The biological approach to explaining and treating OCD.

Assessment 1) Practical investigation tasks 2) Practice exam paper

3) Formal mock examination

Assessment 1) Practical investigation tasks 2) Practice exam paper 3) Formal mock examination

Summer term 3a Summer term 3b Revision Revision


Assessment 1) Fortnightly formal assessments 2) Formal mock exam

Assessment 1) Examinations

May 2017


Extra-Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Ms J Williams – Head of Social Sciences

Guest speakers, study conferences, drop in centre- Further support, 1:1 tutorials & supervised private study periods.

1:1 tutorials, drop in centre, supervised private study periods, revision sessions & online support.


Ensure that pupils are completing their homework, encourage an active role in lunch time clubs, after-school activities and excursions, encourage a wider interest in Psychology such as reading of novels and watching films related to the core topics.


Year Group: 12 Key Stage 5 Subject: SOCIOLOGY Aims of the course Programme of study by half term for 2016/17

Autumn Term: 1a / Autumn Term 1b Spring term 1a / Spring term 2b

Research Methods Students will study: • Quantitative and qualitative methods of research; their strengths and limitations; research design. • Sources of data, including questionnaires, interviews,

participant and non‑participant observation,

experiments, documents, and official statistics; the strengths and limitations of these sources. • The distinction between primary and secondary data, and between quantitative and qualitative data. • The relationship between positivism, interpretivism and sociological methods; the nature of ‘social facts’. • The theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research.

Families and Households Students will be able to: • Changing patterns of marriage, cohabitation,

separation, divorce, child‑bearing and the life

course, including the sociology of personal life, and the diversity of contemporary family and household structures. • The relationship of the family to the social structure and social change, with particular reference to the economy and to state policies. • Gender roles, domestic labour and power relationships within the family in contemporary society. • The nature of childhood, and changes in the status of children in the family and society. • Demographic trends in the UK since 1900; birth rates, death rates, family size, life expectancy, ageing population, and migration and globalisation.



The aim of the course is to equip students with a current sociological knowledge that is applicable to everyday life. The syllabus encourages students to review and reflect upon the structure and meaning of the society in which we grow up in. Students will be encouraged to assess current social issues and design social policies to combat these issues. The role of social change is reviewed and the impacts changes have had upon our lives.

The AS (First year of A level) course comprises of two units. Unit 1 – Education with Methods in Context

Students develop their knowledge and understanding of concepts, theories and studies in relation to Education. Students will look at the role and purpose of education, differences in achievement of social groups, class groups and gender, the effects of teacher and pupil’s relationships and the significance of educational policies.

Unit 2 – Research Methods and Topics in Sociology

Students develop their knowledge and understanding of concepts, theories and studies in relation to families and households and Research Methods. Students will look at the changing patterns of marriage, relationships between family and social structure and social change, review gender roles and power relationships, the nature of childhood and changes in the family and society over time.

Exam Board: AQA Syllabus No: 7191/2 Web link: http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-7191-7192

http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-7191-7192

http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-7191-7192


Education Students will study: • The role and functions of education, including its relationship to the economy and to class structure. • Differential educational achievement of social groups by social class, gender and ethnicity in contemporary society. • Relationships and processes within schools, with particular reference to teacher/pupil relationships, pupil identities and subcultures, the hidden curriculum, and the organisation of teaching and learning. • The significance of educational policies, including policies of selection, marketization and privatisation, and policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role, impact and experience of and access to education; the impact of globalisation on educational policy.

Revision


Assessment 1) Fortnightly formal assessments 2) Formal mock exam

Assessment 1) Examinations

May 2017


Extra-Curricular activities available

Support available Groupings or setting


Member of staff to contact if you have any queries:

Ms J Williams - Head of Social Sciences

Guest speakers

Study conferences

Drop in centre- Further support

1:1 tutorials


1:1 tutorials

Drop in centre


Revision sessions



Encourage an active role in lunch time clubs, after-school activities and excursions.

Encourage a wider interest in Sociology such as reading of novels and watching films related to the core topics


Year Group 12 Key stage 5 Subject Spanish Programme of study 2016-17


Traditional and modern values

Cyberspace

Equal rights

Cultural icons/idols

Assessment Exam-style listening and reading

Assessment Speaking test

Spring Term : 1a Spring Term 1b

Regional identity in Spain

Cultural heritage in the Hispanic World

Literature and film study

Assessment Mock Exam

Assessment Literature and Film Exam

Summer Term : 1a Summer Term 1b

Literature and film study

Multiculturalism in Hispanic Society

Assessment Literature and Film Exam

Assessment Mock exam

Aims of the course: Pupils will study: aspects of Hispanic society, artistic culture in the Hispanic world, Hispanic literature and film

Exam Board: AQA Syllabus No: 7692 Web link: www.aqa.org.uk

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


Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mrs P Adams / Ms Gambino

Research, learning vocabulary, reading exercises and presentations (written and spoken) will be set totalling 5 hours per week.

Work is differentiated for pupils for different abilities. Study plus sessions after school and during Easter holidays. Textbook with extensive vocabulary section and exam tips.

Mixed ability

Contact Head of Department or subject teacher with any queries. Help student practice vocabulary at home. Use websites eg. AQA, Hodder education, Linguascope and atantot. Provide access to target language resources (tv/film/books/papers)

\212Year Group: 1 Key stage 5 Subject: Travel and Tourism Aims of the course Programme of study by half term for 2016/17


T&T 1 – Introducing Travel and Tourism

The nature of Travel and Tourism T&T 2 – Investigating Tourism Destinations

The characteristics of tourist destinations

Destination appeal

Assessment T&T 1 – Past paper exams T&T 2 - Portfolio assessment

Spring Term 2a Spring Term 2b


The development of Travel and Tourism T&T 2 – Investigating Tourism Destinations

Trends in popularity

Assessment

Controlled assessment Past paper exam

Summer Term 3a Summer Term 3b


Sectors of the Travel and Tourism industry and interdependence T&T 2 – Investigating Tourism Destinations

Tourist area life cycle

Assessment

T&T 1 – 1 ½ hour written paper T&T 2 – Submission of portfolio assessment

To provide a broad educational basis for further education or training in travel and tourism-related occupations.

Exam Board: WJEC Syllabus No: 500/5084/9 Web link: http://www.wjec.co.uk/qualifications/travel-and-tourism/index.html

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mrs R Turtle Leader of Leisure and Tourism

Year 12 intervention sessions to give pupils the opportunity to work on exam technique.

Portfolio assessment is completed in the lesson under assessment conditions but pupils are able to use as many sources of information as they wish, and teacher/LSA support too.

All groups are mixed ability.

Access to a computer/internet is essential. Please check Show MY Homework deadlines and ensure they are met.

Homework tasks are usually based on doing research to enhance class discussions and controlled assessment tasks. Students will need to carry out revision at home.