WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE BEST THAT I CAN BE Year Group: 12 Key stage 5 Subject: ART AND DESIGN Aims of the course Each of the following assessment objectives is

WEST HATCH HIGH SCHOOL

Key Stage 5

Course Outlines

Year 12

2015/16

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 2015/16

Autumn Term 1a Autumn Term 1b

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

Unit 1: 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

Unit 2: AS Exam Project. Preparatory work for the exam. The final exam is in May.


Assessment By outcome. Coursework 60%, Terminal Examination 40%.


Summer term 3a Summer term 3b


Start A2 course.



Unit 1: Art and Design Coursework, Unit 2: Art and Design Externally Set Exam. Each of the following assessment objectives is of equal importance. AO1 – Develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.AO2 - Experiment with and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as their work develops.AO3 – Record in visual and/or other forms ideas, observations and insights relevant to their intentions, demonstrating an ability to reflect on their work and progress. AO4 – Present a personal, informed and meaningful response demonstrating critical understanding, realising intentions and, where appropriate, making connections between visual, oral or other elements.

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 and Wednesday lunchtime and Monday 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.

Year Group: 12 Key stage 5 Subject: BIOLOGY Aims of the course Programme of study for 2015/16

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 2015/16

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.

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 Mrs S Tester (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 2016

June examinations covering Breath and Depth in Biology

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 2015/16

Autumn Term: 1 Autumn Term 2 Autumn Term 3 Autumn Term 2 Autumn Term 3

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 3 Summer term 3 Summer term 3

Complete units Complete units Complete units Complete units Complete units




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

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 N Cunningham

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 : EDEXCEL BUSINESS STUDIES Aims of the course Programme of study by half term for 2015/16

Autumn Term: Teacher A Autumn Term – Teacher B Theme 1 – Marketing and People Students will develop an understanding of:

meeting customer needs the market marketing mix and strategy

Theme 1 – Marketing and People

Students will develop an understanding of:

managing people entrepreneurs and leaders. marketing mix and strategy

Assessment Topic Tests Exam style questions as homework

Mock paper

Assessment Topic Test Exam style questions as homework

Mock paper

Spring term – Teacher A Spring term – Teacher B Theme 2 – managing Business Activities


raising finance financial planning managing finance

Theme 2 – managing Business Activities


resource management external influences. managing finance

Assessment Examination May 2016 End of topic tests Exam style questions as homework

Assessment Examination May 2016 End of topic tests Exam style questions as homework

Summer term Teacher A Summer term – Teacher B Introduction to the broad pre-released context (available from June) for A level Paper 3. Set summer research project for A level students.

Introduction to the broad pre-released context (available from June) for A level Paper 3. Set summer research project for A level students.

The Pearson Edexcel Level 3 GCE Advanced Subsidiary GCE in Business is structured into two themes and consists of two externally examined papers. Students are introduced to business through building knowledge of core business concepts and applying them to business contexts to develop a broad understanding of how businesses work. Students are encouraged to use an enquiring, critical and thoughtful approach to the study of business, to understand that business behaviour can be studied from a range of perspectives and to challenge assumptions.

Homework that will be set (general)

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

Reading lists and suitable websites can be found in the course handbook. A Business Studies Facebook account is available to students which contains a variety of up to date articles and other information which will aid student’s learning. This is also available to parents who perhaps want to keep in touch with what is happening within the Business department.

Students arrive in the groups based upon option choices

Follow the course outlines and direct students to go beyond tasks set. Extensive background materials which parents should encourage student interest in at www.tutor2U.net and to read daily national newspapers.

Students will be given homework which will form the basis of the work they will be formally assessed on and that will help monitor and assess student’s progress. The work will be focussed on key terms and exam style questions, thus enabling students to practice their exam technique and for teachers to be to identify areas where students need to improve. Both written and verbal feedback will be given and strategies on how to improve performance will be discussed. The homework will be available for both students and parents on the Learning Gateway and will include all deadlines that students must adhere to. Students will also be expected to keep up to date with what is happening in the business world by regularly reading business newspapers, websites etc. This independent learning will be key to a student’s success as they need to be able to bring real business examples into their exam answers .

http://www.tutor2u.net/

Year Group: 12 Key stage 5 Subject: CACHE Diploma in Childcare and Education Aims of the course Programme of study by half term for 2015/16

Autumn Term: 1a Autumn Term 1b Introduction to legislation, Diversity, Safeguarding and Theoretical perspectives. Unit 5 Play and Learning Unit 7 Observation, Assessment and Planning Planning Effective Practice Study (External assessment)

Introduction to legislation, Diversity, Safeguarding and Theoretical perspectives. Unit 5 Play and Learning Unit 7 Observation, Assessment and Planning Effective Practice Study

Assessment Preparation for placement –Early Years Setting Portfolio tasks and direct observation End of unit 5 assessment

Assessment Portfolio tasks Direct observation Observations begin

Spring term 2a Spring term 2b Unit 7 Observation, Assessment and Planning Begin Longitudinal Study An Introduction to Counselling Effective Practice Study Unit 8 Professional Practice Portfolio 1

Unit 7 Observation, Assessment and Planning Unit 2 Children’s Health and Well-being Longitudinal Study Effective Practice Study Unit 8 Professional Practice Portfolio 1

Assessment Portfolio tasks Teacher/placement appraisal meeting Evaluate observations End of unit 7 assessment

Assessment Portfolio tasks Teacher/placement appraisal meeting Submission of Effective Practice Study End of unit 2 assessment

Summer term 3a Summer term 3b Unit 1 Child Development Unit 3 Providing Safe Environments

Unit 1 Child Development Unit 3 Providing Safe Environments

Assessment Direct Observation, activity plans and evaluations End of unit 1 assessment

Assessment Direct observations, activity plans and evaluations Completion of Longitudinal study End of unit 3 assessment

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. #

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 A Sharma

Via whole teaching team.

We generally have up to 14 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, London Buddhist Centre, The Southbank Centre, Fundraising events, Attending recruitment days.

Year Group: 12 Key stage 5 Subject: CHEMISTRY Aims of the course Programme of study for 2015/16

Content overview Assessment overview

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

Supplementation of notes

Independent learning

Past papers

The study of mark schemes

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


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


Pre public exam in January 2016

June public examinations

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

Programme of study for 2015/16

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;

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 Chamberlain (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]


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

Year Group 12 Key stage 5 Subject AS Drama and Theatre Studies Edexcel 8DR01

Programme of study by half term for 2015/16

Autumn Term 1a Autumn Term 1b Unit 1: Exploration of Drama and Theatre This unit introduces students to the content of plays written for the theatre. They will learn how to analyse plays in a variety of ways so that they become familiar with the way written plays can be interpreted for realisation in performance. Study of Play 1 A Doll’s House – Ibsen Study of Stanislavski as a practitioner.

Unit 1: Exploration of Drama and Theatre (cont.) Study of Play 2 The Trial – Stephen Berkoff Study of Artaud as a practitioner Theatre Visit 1, analysis and evaluation of production Completion of Exploration Notes and Theatre Review Theatre Visit 2 ,analysis and evaluation of production

Assessment –

Students are assessed through their

practical interpretation and understanding of

the text and a set of Exploration

Notes.(3000 words)

In addition students will submit a detailed

review of a piece of live theatre (1000

words)

.

Assessment -

Internally assessed and externally

moderated(40% of AS )

Exploration Notes, Theatre Review and

Practical Work are marked by the teacher

and externally moderated

Spring term 2a Spring term 2b Unit 2: Theatre Text in performance In this unit students will demonstrate skills and knowledge acquired in Unit 1 in a performance environment. Students rehearse and present a scripted play learning the effective use of performing or design skills as applied to the text and the way in which they communicate their interpretation of a play to an audience.

Unit 2: Theatre Text in performance (cont.) Student will also select and prepare a 2 minute monologue or 4 minute duologue of their own choice and prepare a written rationale for their choice and interpretation.

Assessment – Assessment –

Aims of the course

Since the emphasis in most GCSE Drama courses is on improvisation, devised work and/or performing, the AS GCE in Drama and Theatre Studies deliberately focuses on working with plays. In this way the AS GCE in Drama and Theatre Studies aims to bridge the gap between GCSE and the full Advanced GCE by providing students with an opportunity develop interest and enjoyment in drama and theatre both as participants and as informed

members of an audience, fostering an enthusiasm for and critical appreciation of the subject

develop understanding and appreciation of the significance of social, cultural and historical influences on the development of drama and theatre

experience a range of opportunities to develop a variety of dramatic and theatrical skills, enabling them to grow creatively and imaginatively in both devised and scripted work

integrate theory and practice through their understanding of critical concepts and the discriminating use of specialist terminology.

.

Students progress is monitored through the rehearsal process

Examination of Section A Students present either a monologue or duologue to external examiner and submit written rationale of 500 words.

Summer term 3a Summer term 3b Students now enter an intensive rehearsal period prior to the performance

After study leave students continuing onto A2 will begin preparatory workshops and research in readiness for Unit 4

Assessment Externally assessed practical exam (60% of AS) Section B students contribute to a performance of a professionally published play by a known writer either as performer or designer

Assessment -


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 Pavelkova Head of Performing Arts

All students are expected to do at least 4 hours private study every week. This may be undertaking background research; reading texts: line learning; completing lesson notes; writing up coursework…

Rehearsals take place after school. Regular trips are arranged to live theatre. Leading a Lower School Drama Group Trinity Drama, Grade 6 and above will give students additional UCAS points

Coursework support sessions are available after school on Tuesdays One to One rehearsals by arrangement with staff

All Drama classes are taught in mixed ability groups

Talk to your son or daughter about their studies in Drama

Try to encourage you son/daughter to go to local theatres. The more live theatre they see the better!

Help them to learn lines

Please make sure they are keeping their lesson notes up to date

Year Group 12 Key stage 5

Subject: GCE ECONOMICS B (Edexcel) AS

Aims of the course


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 1 – Markets, consumers and firms

Students will develop an understanding of: ● the role of credit in the economy ● market failure and government intervention ● revenue, costs, profits and cash.


Mock paper


Mock paper

Spring term – Teacher A Spring term – Teacher B Students will develop an understanding of: ● business growth and competitive advantage ● firms, consumers and elasticities of demand ● productive efficiency


● life in a global economy ● the economic cycle ● introduction to macroeconomic policy.


Exam paper – May 2016


Exam paper – May 2016

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.

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. E Korboe

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

Single 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: AS ENGLISH LANGUAGE AND LITERATURE (EDEXCEL) Aims of the course Programme of study by half term for 2015/16

Autumn Term: 1a Autumn Term 1b

Teacher 1: Comparing Voices: analysis of non-fiction texts from the Edexcel Anthology.

Teacher 2: Selected Poems of Sylvia Plath

Teacher 1: Comparing Voices: analysis of non-fiction texts from the Edexcel Anthology.

Teacher 2: Selected Poems of Sylvia Plath

Assessment: - Practice essays for both units. - Online skills tests



Teacher 1: Creation of Voice: creative transformation of texts from the Edexcel anthology Teacher 2: A Single Man by Christopher Isherwood

Teacher 1: Creation of Voice: creative transformation of texts from the Edexcel anthology Teacher 2: A Single Man by Christopher Isherwood

Assessment: - Practice essays for both units. - Online skills tests - Mock examination



Revision of all four unit components.

Begin Year 13 work: choosing texts for personal coursework and beginning relevant research.

Assessment - AS Examination

Assessment: - Research-based assessment - Online skills tests

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.


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, 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/

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

Ensure that pupils are completing their homework

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

http://westhatchenglish.tumblr.com/

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


Autumn term: 1a Autumn term: 1b

Teacher 1: Language and Context: comparative analysis of unseen linguistic data. Teacher 2: Child Language: extended response to unseen texts and transcripts.

Teacher 1: Language and Context: comparative analysis of unseen linguistic data. Teacher 2: Child Language: extended response to unseen texts and transcripts.

Assessment - analytical essays, research, online skills tests

Assessment - analytical essays, research, online skills tests

Spring term: 2a Spring term: 2b

Teacher 1: Language and Identity: analysis of unseen 21st-century language. Teacher 2: Child Language: creative response to a short piece of child language data.

Teacher 1: Language and Identity: analysis of unseen 21st-century language. Teacher 2: Child Language: creative response to a short piece of child language data.

Assessment - essays, research, mock examination.

Assessment - essays, research.

Summer term: 3a Summer term: 3b

Both teachers: revision for examination.

Both teachers: Begin Year 13 course, planning and researching two pieces of original writing.

Assessment - AS Examination

Assessment – essays, research.

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.


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 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


Limit the amount of paid work

Encourage wider reading around the subject

Supervise pupils’ completion of Online Language 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 for 2015/16

Autumn term: 1a Autumn term: 1b

Teacher 1: Poems of the Decade: An Anthology of the Forward books of poetry 2002-2011. Teacher 2: A Streetcar Named Desire by Tennessee Williams.

Teacher 1: Poems of the Decade: An Anthology of the Forward books of poetry 2002-2011. Teacher 2: A Streetcar Named Desire by Tennessee Williams.

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: Frankenstein by Mary Shelley

Teacher 2: The Handmaid’s Tale by

Margaret Atwood

Teacher 1: Frankenstein by Mary Shelley

Teacher 2: The Handmaid’s Tale by

Margaret Atwood

Assessment Practice essays / presentations Mock examination Online literary skills tests

Assessment Practice essays / presentations Online literary skills tests

Summer term: 3a Summer term: 3b

Both teachers: Revision of all set texts. Begin Year 13 course, planning personal coursework essay and researching chosen texts.

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.


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: EXTENDED PROJECT QUALIFICATION (LEVEL 3) Aims of the course Programme of study by half term 2015/2016


Initial teaching addressing thinking skills, research skills, argument structure, case-studies of stimulus material, outline of the structure of the project and requirements of the specific units.

Refining project proposals.

Produce a first draft of the project proposal form.

Production of a first-draft of the research section of the project, for review and feedback by tutor-assessor.

Teaching of research methods (referencing, source evaluation etc.) continues in tandem with project work)

Introduction of the activity log.

Assessment You will be assessed on your ability to

plan, manage, complete and review your project.


Work on the first-draft of the development and realization section of the project.

Teaching of developmental techniques (argument / counter-argument, data analysis, performance or creative techniques) continues.

Entry of candidates for the award prior to the March deadline

Topping and tailing of project.

Production of abstract, introduction, conclusions and a full evaluation of the project process.

Updating of the references and bibliography.

Submission of full draft of project to tutor-assessor for review and feedback.

Assessment

Assessing projects using assessment criteria marking grids.

The Extended Project is a Level 3 qualification It is an opportunity for students to produce an extended piece of researched work in an area of particular interest, in the form of a dissertation, performance, artefact or investigation. The EP qualification offers opportunities for students to:

support with the transition to higher education or into the world of work

plan, research and carry out a research based project

deliver a presentation to a specified audience

develop critical, reflective, problem-solving and independent learning skills

develop time management skills and work with minimal supervision.

Summer term 3a

Editing and re-drafting following feedback from tutor-assessor

Preparation and rehearsal for presentation

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 A Sharma – Head of Sixth Form

Visits to local universities, places of interest, libraries and departments within school that can assist with research. Using the Edexcel website to look at examples of projects.

Help/guidance available from school librarian to enhance research skills Lunchtime, study periods & after school; the onus is on the pupils to approach their tutor-assessor or EP co-ordinator.

Small groups of 10-15 students

Ensure deadlines are met. Support/guide students with research.

Deadlines are set throughout the year.

Year Group 12 Key stage 5 Subject: Btec Level 3 Subsidiary Diploma in Fashion and Clothing Aims of the course



Unit 1 - Ideas and Concepts in Art and design 'Historical Personality' a. Research, design and present Fashion ideas based on a historical Personality Presentation of folder and sketchbook

Unit 2 - Visual Recording in Art and Design 'Beach Life' a. Research, design and make a t-shirt For a casual day on the beach Presentation of folder and sketchbook

Assessment Verbal and written teacher assessment on a regular basis, together with peer assessment

Assessment Formal assessment at the end of the unit. Students given feedback and encouraged to keep a record of their marks.


Unit 3 - Materials, Techniques and Processes in Art and Design 'Source Book' a. Research and experiment with a variety of fibres, then present in a sketchbook Presentation of folder and sketchbook

Unit 4 - Communication throughout Art and Design 'Designing & Brand Image' a. Research, design and present a Fashion website Presentation of folder and sketchbook

Assessment Verbal and written teacher assessment on a regular basis, together with peer assessment

Assessment Formal assessment at the end of the unit. Students given feedback and encouraged to keep a record of their marks.

• Draw on and apply knowledge of materials and components in relation to the context of application, market demands and through processes and manufacture.

• Allow students to acquire and apply knowledge, skills and understanding, as well as developing critical skill sets; therefore appealing to kinaesthetic learners who may be able to achieve more through contextualised projects rather than studying

• To enable learners to start building the technical skills, knowledge and understanding relevant to a sector/sectors of the creative industries.

• To give learners the opportunity to gain an understanding of employment opportunities, job requirements and working practices in the creative industries

• To engage in strategies for developing ideas, planning and producing products considering how past and present design and technology, relevant to a designing and making context, affects society.

• To provide a progression route from Btec and other qualifications at levels 1. 2 and 3. • To enable learners to make informed choices with regard to a career in the creative

industries • To develop skills that may be applicable in other work situations


Unit 5 - Garment Production for Fashion and Clothing a. Develop, plan and make a garment through experimenting with construction techniques Presentation of folder and sketchbook

Unit 6 - Pattern Construction for Fashion and Clothing a. Research and Create a pattern using measurements Presentation of folder and sketchbook

Assessment Verbal and written teacher assessment on a regular basis, together with peer assessment on Unit. Formal assessment at the end of Year 12

Assessment Formal assessment at the end of the unit. Students given feedback and encouraged to keep a record of their marks. Formal assessment at the end of Year 12


Extra-Curricular activities available

Support Available


Member of staff to contact if you have any queries: Mrs H Barnard

School Fashion Magazine

In some cases following consultation with the school in class support is provided and in all cases work is differentiated to meet the needs of the individual. For their resource tasks students will be supported as necessary.

All groups are mixed ability and team working activities within the lessons are also designed to reflect this way of working

Homework is set continuously throughout the year and is an extension of class work. Please refer to the homework tasks sheet for more information

Year Group 12 Key stage 5 Subject FRENCH Programme of study by half term for 2015/16


Transition topics and grammar

Relationships

Peer pressure

Media

music

Sports & extreme sports

hobbies

health issues

drugs

Assessment Exam-style listening and reading

Assessment Speaking test

Spring Term : 1a Spring Term 1b

education systems

higher education

career choices

the world of work

Francophile countries

Tourism

The environment

Assessment Mock exam

Assessment

Summer Term : 1a Summer Term 1b

Reading and listening revision

Start of A2 course

Assessment Speaking exam

Assessment

Aims of the course: Pupils will study: youth culture, media, lifestyle and drugs, further education and work, world issues


Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mrs A Rodway / Miss Green

Research, learning vocabulary, reading exercises and presentations (written and spoken) will be set. Homework should be weekly and last between thirty minutes and an hour. Pupils will have their own textbook to use at home.

Work is differentiated for pupils for different abilities. Study plus sessions after school and during Easter holidays. Own textbook with extensive vocabulary section and exam tips. Exam papers on Leaning Gateway. Drop-in sessions with the French assistant

Mixed ability

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

Year Group: 12 Key stage 5 Subject: GEOGRAPHY Aims of the course Programme of study by half term for 2015/16


Units are studied - Managing Physical Environments which examines rivers and coasts and the contrasts between hot and cold environments. The work will involve individual research on a variety of case studies.

Assessment Research on case studies using the internet.


The second key unit on Managing Change in Human Environments will focus on issues to do with change in rural and urban areas and how the energy issue and the growth of tourism with the emphasis being on sustainable management.

Assessment


Revision for both papers

Starting the A2 course by writing up the individual fieldwork investigation

Assessment F761 Physical Environments 1 ½ hours worth 50% of AS F762 Human Environments 1 ½ hours worth 50% of AS

To complete the two modules which make up the OCR AS Geography Specification. The course examines the main forces influencing the natural environment as well as the issues affecting people and the places where they live. The emphasis is on developing individual study skills and using both primary and secondary data.

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 N Lowry & Miss Z Barrett Heads of Department

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.

No setting

Encourage students to read a quality daily newspaper. Provide access to the internet and a suitable place for individual study.

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 2015/16

Autumn Term 1a Autumn Term 1b

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

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: BTEC ICT Level 3 5 hours per week Aims of the course


Term 3 lessons per week 2 lessons per week

Autumn Term 1a

Unit 2 Computer Systems: The aim of this unit is to enable learners to understand the components of computer systems and develop the skills needed to recommend appropriate systems for business purposes and set up and maintain computer systems

Unit 22: Developing Computer Games The aim of this unit is to ensure learners know about different types of computer game, understand the impact gaming has on society and are able to design, develop, test and document computer games.

Autumn Term 1b

Spring Term 2a

Spring Term 2b

Summer Term 3a

Unit 1: Communication and Employability Skills for IT The aim of this unit is to ensure that you understand both the personal attributes valued by employers and the principles of communicating effectively whist developing effective communication skills and addressing your own personal development needs.

Summer Term 3b

By the end of this course, learners should:

Understand the personal attributes valued by employers

Understand the principles of effective communication

Be able to use IT to communicate effectively

Be able to address personal development needs.

Understand the components of computer systems

Be able to recommend computer systems for a business purpose

Be able to set up and maintain computer systems.

Know types of network systems and protocols

Understand the key components used in networking

Know the services provided by network systems

Be able to make networked systems secure.

Homework that will be set (general) Weekly homework of approximately 2 hours per teacher will be set 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 P Parmar (KS5 Co-Ordinator) [email protected] Mrs S Trickey (HOD) [email protected]

Individual teachers will arrange individual study sessions

Help from staff in none contact time Text books issued to students BTEC Website Lunchtime & After School study sessions


Check coursework deadlines Contact teachers at the earliest opportunity



Year Group: 12 Key Stage 5 Subject: ICT 5 hours per week Aims of the course


Term

Autumn Term 1a

INFO 1 - Health and Safety: Investigation / self-timed presentation Systems life cycle Start: ICT for Problem Solving: Analysis and investigation, Input, Process Output , Client Requirements User Skills .

INFO 2 - Systems and Components of systems Data and Information People within Organisations Interaction with ICT Transfer of Data in ICT systems Safety and Security of data Networks

Autumn Term 1b

Spring Term 2a

INFO 1 - Complete coursework Design, Implementation and Testing of Software Solution: Excel Coursework Evaluation Software / Hardware selection: one piece of software covered per week Uses of software/hardware Selection for appropriate use

INFO 2 - Standards and Procedures Safety and Security On - line Crime and Legislation Backup procedures What ICT can provide, ICT and Society

Spring Term 2b

Summer Term 3a

Revision & Mock Exam Revision & Mock Exam

Summer Term 3b

Exams & Start INFO 4 coursework

Start INFO 4 coursework

To develop problem solving skills through practical application of information and communication technology

To develop ability to analyse, appraise, and make critical judgements

To be able to design, make, test and evaluate systems.

about the use of information and communication technology systems

To develop interpersonal skills necessary for communication with others.

To work towards being a more independent learner

To develop an understanding of the nature of information, its structure, application and implications of its use

To develop an awareness of the role of information technology in the management, manipulation and dissemination of information


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 Chamberlain (HOD) [email protected]

Revision classes

Help from staff in none contact time Www.teach-ict.com Test books issued to students AQA website


Check coursework deadlines

Unit 1 and 2 Research / wider reading of topic areas Examination questions Reading records Develop presentations Case studies Preparation tasks for coursework projects Coursework projects

Unit 3



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

Year Group 12 Key stage 5 Subject: LAW Aims of the course Programme of study by half term 2015/16


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

Non-Fatal Offences

Criminal Courts

Unit 2B – Tort Negligence Civil Courts

Assessment Unit 2A Test

Assessment Unit 2B Test

Summer term 3a

Revision & Exam Practice

To offer students an insight into the varied law careers available To investigate how laws are made in parliament, and used in the courts system. To investigate criminal and civil cases, and to understand how they are decided

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 – Law Teacher

Visits to Barkingside Magistrates’ Court and Snaresbrook Crown Court

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: MATHEMATICS Aims of the course Programme of study by half term 2015/16


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.

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


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


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.


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 2015/16


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

Unit 3 Study of Set Works

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 Teacher assessment of mocks

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.

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 2015/16

The modules that are studied throughout the year are: Unit 1 - Participation in Sport and Recreation This Unit is examined through a 1½ hour written paper Unit 2 - The critical sports performer in two chosen sports This Unit is examined through 4 pieces of coursework and practical assessment These 2 modules represent 50% of the overall A2 grade if the course is completed.

This course seeks to develop the students knowledge, understanding, skills and application for PE and Sport.

Students will have the chance to take on the roles of performer, leader or official and consider: - Their current participation in activity - Opportunities locally and nationally for them to participate in sport - Create a development plan for participation in sport.

Students will also learn about grass roots sport, elite sport and the development of competitive sport.

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. Pupils studying AS Level PE are expected to attend at least 2 clubs.

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 in Units 1 & 3 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 AS Performing Arts Edexcel 8781


Autumn Term 1a Autumn Term 1b Unit 1: Developing Skills for Performance

In this unit students will aim to discover and explore the skills in one or more of the following: dance, drama, music music technology, technical and production aspects of performance. The choice will depend on the career path students wish to follow wish to follow. will learn: • how to assess and monitor your own skill level accurately…..

Unit 1: Developing Skills for Performance (cont)

….. • the importance of regular and meaningful practice • how you can evaluate your skill development • how the skills you learn would be used in the working practices of professionals Students continue to explore and develop their skills through performances and presentations.

Assessment –

Students are assessed through their

practical skills development as evidenced in

their Portfolios.

Assessment -

Portfolio containing Skills Audits, Witness

statements, recorded evidence and written

evaluation. Internally assessed and

externally moderated(33% of AS )

Spring term 2a Spring term 2b Unit 2: Planning for a Creative Event This unit will allow students to communicate a creative idea and to understand how to plan to make the event happen. Students will apply planning to an actual event in order to understand the importance of the planning process and how it relates to the success of the event. Students will develop skills in: research, planning, developing, and evaluation.

Unit 2: Planning for a Creative Event (cont.)

….students learn how to identify the key factors that will inform the planning process: production, performance and administration and the importance of considering them when planning for an event.

Assessment – Students progress is monitored through the planning process

Assessment – A written report including an action plan and an outline of initial ideas and research and an overall evaluation of the project Internally assessed and externally moderated(33% of AS )

Aims of the course The GCE in Performing Arts has been designed to provide a broad educational basis for further education or for moving into employment within the performing arts sector. The AS qualification encourages learners to develop knowledge, skills and understanding of: • techniques and approaches required in one or more performing arts areas of study • working methods linked to industry practice • how their own skills and aptitudes could be best employed in further study and/or work within related sectors • breadth of sector through exploring its products and processes • outcomes of industry practice in terms of people, products, services and contexts • social, historical and cultural influences. In addition, the qualification develops ways of working that encourages learners to: • develop their skills, technique and work attitudes to a standard that allows progression to further training or work • apply working methods used by professionals as individuals and in teams, as well as with audiences and commissioner independently explore, through creative and reflective experimentation, how meaning is communicated • emphasise practical independence, self-management and improving performance over time.

Summer term 3a Summer term 3b Unit 3. Performing to a Commission In this unit students will have the opportunity to contribute to the creation of a performance in response to a commission that will be set by Edexcel. The knowledge and experience that students gain from taking part in this performance will come from the development and application of skills in your chosen art form. Students will apply their knowledge by working as a performer, designer or member of a production team.

Unit 3. Performing to a Commission

After study leave students will return for a short intensive rehearsal period prior to final performance. (Please note this externally moderated unit takes place mid June)

Assessment

Assessment – Internally assessed and externally moderated performance plus supporting portfolio documenting the rehearsal process. (33% AS)


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 Pavelkova Head of Performing Arts

All students are expected to do at least 4 hours private study every week. Portfolio notes MUST be completes every week, plus background research; reading texts: line learning; rehearsing

Rehearsals take place after school. Regular trips are arranged to live productions. Leading a Lower School Drama/Dance/Music Group Trinity Drama, Grade 6 and above will give students additional UCAS points

Coursework support sessions are available after school. One to One rehearsals by arrangement with staff

All Drama classes are taught in mixed ability groups

Talk to your son or daughter about their studies in Drama

Try to encourage you son/daughter to go to local theatres/music venues/dance shows. The more live events they see the better!

Help them to learn lines

Please make sure they are keeping their portfolios notes up to date

Year Group: 12 Key Stage 5 Subject: PHYSICS Aims of the course Programme of study for 2015/16

Content overview Assessment overview (both components assess content from all four modules)

Module 1: Development of practical skills in Physics

Breadth in Physics (01) 70 Marks 1 hour 30 minutes written paper

50% of total

AS-level

Module 2: Foundations in Physics

Module 3: Forces and Motion

Depth in Physics (02) 70 Marks 1 hour 30 minutes written paper

50% of total

AS-level Module 4: Electrons, Waves and Photons

Both components include synoptic assessment Modular content for 2015/16

Module 1: Development of Practical Skills in Physics

Practical skills assessed in a written examination

Module 2: Foundations in Physics

Physical quantities and units, Making measurements and analysing data, Nature of quantities

Module 3: Forces and Motion

Motion, Forces in action, Work, energy and power, Materials, Momentum

Module 4: Electrons, Waves and Photons

Charge and current, Energy, power and resistance, Electrical circuits, Waves, Quantum physics

To develop fundamental ideas of Physics and make links between different topics within the subject

To embed the skills needed for an investigative approach to Physics

To support subject knowledge in Physics with strong mathematical and problem solving skills

To develop greater awareness of the opportunities that Physics provides in Higher Education and as a career

To develop and demonstrate a deeper appreciation of the application of Physics in day to day situations

To offer an insight into how society makes decisions about scientific issues and how Physics contributes to the success of the economy and society;


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

An OCR textbook

Numerous AS textbooks in S3 for wider reading

Physics websites

Revision guides

Candidate Handbook


Ensure folders are up to date

Encourage reading around theoretical and applications of Physics

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 regular past papers

Pre-reading and note making

Project style tasks and group presentations

Past paper questions including analysis of mark schemes and exam technique

Intervention booklets by topic

Independent research and revision tasks


Algebraic manipulation of equations

Drawing and Analysis of Line Graphs


Vector

Regular assessed tasks


Mock exam in January 2016

June examinations from each Physics component

Subject: PSHEE & Citizenship Aims of the course Programme of study for each term 2015-2016:

Course Structure The PSHEe & Citizenship programme runs on a five year cycle. The programme runs throughout the academic year with learning focussed upon a number of key topics throughout this time. Students will participate in a combination of group, pair and independent tasks to engage, enthuse and develop their understanding of the topic covered. Students will work with peers of varied age and ability levels and the planned assessments will allow students the opportunity to develop their understanding of peer and self-assessment as well as enable opportunities for self-reflection and communication, skills that are essential to the process of learning. PSHEe & Citizenship is a dynamic subject that is required to adapt to the ever-changing needs of its learners and the society in which it exists.

Autumn Term: Students will work on project based activities aimed at developing their understanding of the following topics: Prejudice and discrimination, Law and order, Justice, Terrorism and Religious law, Capital punishment, Euthanasia, Abortion, Human Rights and Racism.

Spring Term: Students engage in age specific tasks that are specifically designed to target the needs of the age group and the ability of the students. Our carefully designed Careers programme focuses upon engaging all of our students in forward and assertive thinking regarding their futures. Our programme enables students to gain a practical insight into the world of further education and employment while encouraging them to aspire to achieve their potential.

Students will also work on project based activities aimed at raising their awareness of the following topics: Internet safety, First aid, Financial awareness and Relationships.

Summer Term: Students will work on project based activities that will allow them opportunities to compare and contrast varying societies to those that they have experienced. They will also complete units of work based on our British Society including British values. They will also complete work aimed at improving their understanding of and awareness of help and support services for the following health concerns: Mental Health, Eating disorders, Addiction- Smoking and alcoholism, Addiction- gambling and Addiction- drugs.

The aim of the PSHEE & Citizenship programme is to support the personal, social and economic development of students, ensuring that they acquire the knowledge, understanding, skills and attitudes that will enable them to make informed decisions regarding their health, emotions, relationships, personal finance, academic study and future careers. PSHEE & Citizenship also aims to develop their knowledge and understanding of society and how it works, together with their rights, responsibilities and duties as a citizen of both the community in which they live and the wider society. The programme is delivered through focussed project based tasks delivered as part of their tutor programme, a series of drop down days hosted by supporting agencies and guest speakers and extracurricular activities.


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 L Hiscott Head of PSHEE &Citizenship

Students will be required to conduct independent research in order to enable them to contribute to class based activities.

Work Shadowing

Work experience

Careers Interviews

Guest speakers Drop Down Days

LSA support for individual pupils where necessary

Pupils are taught in Form Groups by their form tutors.

Encourage an awareness of the news and current events Allow and encourage discussion of the topics being covered Encourage students to seek support from staff when required

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.

Developmental & 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. - 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.

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: - Outline types of conformity, explanations for conformity and factors affecting conformity. - Explain conformity to social roles.

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 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. 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

- 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.

- The biological approach. - 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) 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 Psychopathology

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

Revision

Exams and study Leave

Assessment 1) Fortnightly formal assessments 2) Formal mock exam

Assessment 1) Examinations

May 2016


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.

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

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.

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: PHILOSOPHY OF RELIGION AND ETHICS Aims of the course Programme of study by half term for 2012/13 Programme of study 2015/16

Autumn Term: 1a Philosophy Autumn Term: 1a Ethics

Ancient Greek influences on philosophy of religion:

Plato: the Analogy of the Cave

the concept of the Forms; the Form of the Good

Aristotle: ideas about cause and purpose in relation to God

Ethical Theories:

The concepts of absolute & relative morality

Natural Law – Aristotle & Aquinas

Assessment Sample examination question - essay


Autumn term 1b Philosophy Autumn term 1b Ethics

Judaeo-Christian influences on philosophy of religion:

The concept of God as Creator

The goodness of God

Natural Law –ctd

Kantian Ethics – Immanuel Kant



Spring term 2a Spring term 2a

Traditional arguments for the existence of God:

The Ontological argument

The Cosmological argument

Utilitarianism – Bentham, Mill, Singer

Christian ethics – OT, NT, Divine Command theory, N Law, Situation ethics.



Spring term 2b Spring term 2b

The Teleological argument

The Moral argument

Christian ethics – ctd Applied Ethics

Abortion: right to a child, sanctity of life, embryo status

The aims of these specifications are to encourage candidates to: Develop their interest in and enthusiasm for a rigorous study of the Philosophy of Religion & Ethics and relate it to the wider world; Treat the subject as an academic discipline by developing knowledge, understanding and skills appropriate to the specialist study of philosophy of religion; Adopt an enquiring, critical and reflective approach to study; Reflect on and develop their own values, opinions and attitudes in the light of their learning. Recall, select and deploy specified knowledge; Identify, investigate and analyse questions and issues arising from the course of study; Use appropriate language and terminology in context; Interpret and evaluate religious & philosophical concepts, issues and ideas, the relevance of arguments and the views of scholars; Communicate, using reasoned arguments substantiated by evidence; Develop the skill of making connections between the area(s) of study chosen and other specified aspects of human experience.

Euthanasia: assisted suicide, quality of life, agape, palliative care.

Assessment Assessment

Sample examination question - essay Sample examination question - essay

Summer Term 3a Summer term 3a

Challenges to religious belief:

The problem of evil

Religion and science

Genetic engineering: embryo research, therapeutic & reproductive cloning, animal, plant, human.

Assessment Assessment

Sample examination question – essay – past papers, timed exam questions.

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 D Sterlini

Religious studies A – level conferences are an option and will be available.

Support from teachers. Resources in from RS Dept, Sixth Form library and on-line. Revision pack available in Summer term. Past papers & Study Plus Sessions.

Setting is purely by A-level option choices and the classes are mixed ability groups.

Support students in acquiring resources and encourage students to give a good amount of time to independent study.

Contact the school if any concerns arise.

Preparatory reading & questions from set texts; essay planning; essay writing; peer & self assessment using exam board mark schemes. Subject research.

Year Group: 12 Key Stage 5 Subject: SOCIOLOGY Aims of the course Programme of study by half term for 2015/16

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.

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 4)

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, difference 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.


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

Exams and study Leave

Assessment 1) Fortnightly formal assessments 2) Formal mock exam

Assessment 1) Examinations

May 2016



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

Supervised private study periods

1:1 tutorials

Drop in centre

Supervised private study periods

Revision sessions

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


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

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 Spanish Programme of study by half term for 2015/16


Television

Advertising

Technology and communications

Film reviews

Music

Fashion

Celebrity status

Assessment Exam-style listening and reading

Assessment Speaking test

Spring Term : 1a Spring Term 1b

Sport and extreme sport

Healthy eating and diet

Drugs and addiction

tourism

families and parenting

friendships and relationships

partnerships, marriage and separation

Assessment Mock exam

Assessment Mock speaking

Summer Term : 1a Summer Term 1b

Reading and listening revision

Start of A2 course

Assessment Speaking exam

Assessment

Aims of the course: Pupils will study: media and advertising, technology, music, fashion, healthy lifestyles and addiction, tourism, relationships


Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mrs A Rodway / Miss Green

Research, learning vocabulary, reading exercises and presentations (written and spoken) will be set. Homework should be weekly and last between thirty minutes and an hour. Pupils will have their own textbook to use at home.

Work is differentiated for pupils for different abilities. Study plus sessions after school and during Easter holidays. Own textbook with extensive vocabulary section and exam tips. Exam papers on Leaning Gateway. Drop-in sessions with the French assistant

Mixed ability

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

Documents

WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE BEST THAT I CAN BE Year Group: 12 Key stage 5 Subject: ART AND DESIGN Aims of the course Each of the following assessment objectives is