Music GCSE – 2010 onwards: AQA Syllabus
Plymstock School
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Year 10 Subject Information Booklet
Autumn 2015
Subject Pages
Art 1-2
Business Studies 3
Catering 4
Computer Science 5
Dance 6-8
Drama 9
English 10-11
Geography 11-13
Health & Social Care 13-14
History 15-16
ICT 16-17
Mathematics 17-19
Media Studies 19-20
Modern Foreign Languages 21-23
Music 24
Performance Skills 25
Physical Education 26-27
Product Design 28-29
Religious Studies 30-31
Ethics Philosophy in Culture (Non Examination) 32
Science 33-35
Travel & Tourism 35-36
Art
AQA GCSE Art and Design
Supporting Your Child to Succeed in GCSE Art
The GCSE Art course has two main components – coursework and exam. The coursework counts for 60% of the overall mark, and the exam the remaining 40%. The exam is generally timetabled for 6 weeks in January to March in Year 11. The rest of the time in Year 10 and Year 11 is spent on coursework. The mock exam usually runs from December to early January in Year 11. This serves a double function, as both a practice run for the actual exam, but also as a way to generate more work that can be put towards the coursework portfolio.
Coursework will typically consist of two or three fully developed and completed projects. The exam consists of one project. The only difference between the coursework and the exam are a limited time frame (the exam requires 6 weeks of preparation, then 10 hours to make a final piece) and theme (themes for the exam are set externally by the exam board). 75% of the marks in both coursework and exam are for the preparation and development work, and 25% for the final pieces.
Successful work for both coursework and exam requires a complex mixture of skills. To help support a student on the course we recommend asking the following questions:
• Does this project show a journey from the beginning to the end, explaining and showing the development of an idea?
• Are there good examples of first and second hand observational studies (e.g. drawings in a range of media, photographs, collected imagery) that are relevant to the theme being explored?
• Are there studies that show understanding of relevant work by other artists, including visual emulations or copies of their work, as well as written analysis?
• Do the sheets or sketchbooks show a record of experimenting with materials and different art media, as well as with composition, visual content and different possible meanings of the final piece?
• Does the final piece or pieces link clearly to the ideas and preparation work on the sheets?
• Is the final piece well made, accurate in shapes and proportion if “realistic”, showing good understanding of formal areas such as tone, texture, colour, perspective, as well as being both personal and original (i.e. not a straight copy of someone else’s work or ideas).
In addition to enquiring about and looking through your child’s art work and talking to them about what they are doing two other things are crucial to success in this subject.
• Having a space at home in which to make art and access to resources for drawing, painting etc.
• Supporting your child to make a regular commitment to working on their art at home (AT LEAST AN HOUR A WEEK – slower paced students will need longer). It is impossible to cram or catch up on art course/exam work at the last minute – SUCCESS REQUIRES A STEADY, ONGOING APPROACH OVER THE WHOLE OF Y10 AND Y11 (the coursework submitted at the end of the course is drawn from the whole of the two year period, so quality work is required from Year 10 as well as Year 11).
All students will clearly receive support from their teacher in lessons. In Art, especially in Y11, the expectation is that students develop their own ideas and work independently, so feedback is one-to-one and tailored to the individual student. We encourage students to research and find their own supporting artists and to use whatever visual making skills they feel most confident in (even if this is an area not explicitly taught on the course – examples might be making animations or creating items of clothing).
It is also possible to work in the Art Department after school throughout the week, and on Tuesday nights there is a session where a teacher will be explicitly available to give feedback and support.
If you need to contact your child’s teacher the best route is usually to use email. Our KS4 team are;
Oliver Hurd-Thomas (Head of Art): OHurd-Thomas@.uk
Samantha Graves: SGraves@.uk
Naomi Clarke: NCClarke@.uk
Your child will benefit enormously from your interest and support, even if you don’t consider yourself to be particularly “arty”. Thank you for your time and good luck – you may even end up with something inspiring to hang on the wall!
Business Studies
|WJEC : GCSE Business Studies (4080) |
| |
|Course outline: |
External Examination (75%):
Students will cover topics of
• Business Environment
• External Factors
• Business and their Customers
• Production
• Finance
• Human Resources (year 11)
| |
|Written Controlled Assessments ( 25%): (6 weeks research (from Oct Yr 11 & 33 hours write up in January) |
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|This will be in year 11 and will either be ‘Marketing a Product/Service’ |
|or ‘Developing a Business in the Local Area’ |
How can you help your child in Business Studies?
|Encourage them to read newspapers regarding topical business issues. Read these together and discuss the main points of the texts. |
|Consider the key aspects for main stakeholders involved in the issues. |
|Discuss your experiences in work and share good/bad practice. Discuss the real life problems that affect the workplace and how they |
|impact upon the customer and other stakeholders. |
|Use their exercise books to test your child on the meanings of business terminology. With the use of a newspaper, students could identify|
|the key words and consider their meaning in the context of the issue. |
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|What additional support is available for my child? |
| |
|All Business Studies teachers readily provide opportunities for additional help and guidance outside of the classroom, where it is |
|needed. This may be in the form of the following: |
|After school sessions from 15.00-16.00 (Wednesdays) |
|The department also sells study guides to students and recommends useful websites. |
Head of Department: Mr G Hughes : GHughes@.uk
Subject teacher/Assistant Head : RCPearsall@.uk
|Catering |
|WJEC GCSE Catering |
| |
|Controlled Assessment (Unit 1 60%) |
| |
|Catering skills related to food preparation and service. |
|Two practical tasks selected from a bank of six WJEC exam board set tasks. Internally assessed using WJEC set criteria and externally |
|moderated. |
|We currently focus on dairy products in year 10 and in year 11 we focus on international food. |
|Within the coursework structure 30% is practically assessed exams, 30% is supportive written research and evaluation. Students will be |
|expected to work independently with guidance to develop their own ideas to meet the brief. The coursework allows a great deal of |
|creativity and freedom to show your catering skill |
|External Examination (Unit 2 40%) |
|Catering, food and the customer. |
|One written paper which will be externally set and marked. All questions compulsory and targeted at the full range of GCSE grades. The |
|paper will contain short-answer, structured and free response questions drawn from the catering content. |
| |
|How can you help your child in Catering? |
| |
|Encourage them to take an interest in cooking & food. Cooking meals at home would be an advantage. In year 11 the opportunity to visit |
|international food restaurants or cook international food at home. |
|If possible follow @PlymstockDT on twitter which has regular links to design websites and advice for the controlled assessment. |
|Ensure that all homeworks are completed to a high standard as this is preparation for the exam. |
|Use the WJEC exam board’s website for past papers and mark schemes: |
|Purchase a study guide – WJEC GCSE Hospitality & Catering. |
|Key Websites: |
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|What additional support is available for my child? |
| |
|All D&T teachers readily provide opportunities for additional help and guidance outside of the classroom, where it is needed. Sessions |
|are likely to be on Thursdays from 3pm to 5pm. If a student cannot make the after school sessions, arrangements can be made to attend at |
|different times with prior consent from the teacher. |
| |
|Head of Department: Ms Pring Email: EJPring@.uk |
|Catering Teacher: Miss Goldsworthy Email: KGoldsworthy@.uk |
|Catering Teacher: Mrs Worley Email: LLWorley@.uk |
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|Computer Science |
| |
|AQA GCSE Computer Science |
|The website with information about the course is at: |
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|Controlled Assessment (Unit 1 Practical Programming 60%): |
|This unit consists of two practical programming tasks, each worth 30%, where students must design and create solutions to board-set |
|assignments. They must then test and evaluate their solutions and present their work in a written portfolio. |
|The two tasks will cover traditional text-based programming using Python and web programming using Javascript, PHP and MySQL. Students |
|will complete practice tasks as part of their learning and preparation for the assignments. |
| |
|External Examination (Unit 2 Computing Fundamentals 40%): |
|This unit covers a range of computing concepts from data representation of text, numbers, sounds and images to computer hardware |
|components such as CPUs, memory and storage devices. It also covers networked systems and techniques for developing and testing |
|programming solutions. |
|There is a one and a half hour exam taken at the end of the course. |
| |
|How can you help your child in Computer Science? |
| |
|Ask them how they are getting on with their Controlled Assessment work and whether they need to attend any of the catch up sessions that |
|run at lunchtime and after school. |
|Encourage them to keep up to date with latest developments in technology. A really good website for this is BBC Click. Alternatively a |
|magazine such as Computer Active would be useful. |
|Get them to read sections in the paper or digital text books that have been provided for every student. |
|Key Websites: |
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| (username plymstock, password table) |
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|What additional support is available for my child? |
|Support with Controlled Assessments and examination technique is available for students from their Computer Science teacher either at |
|lunchtimes or after school on Thursdays from 3pm to 4pm |
| |
|Head of Department: Mr Rogers Email: SRogers@.uk |
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|Mrs Swan: RSwan@.uk |
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|Dance |
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|AQA GCSE Dance (4230) |
| |
| |
|Unit 1: Critical appreciation of dance (42301) – 1 hour written examination (20%) |
|Students study two of the prescribed professional works, 'Ghost Dance' by Christopher Bruce and 'Overdrive' by Richard Alston. |
|Students will answer questions focusing on the critical analysis and perceptive understanding of the two professional works selected |
|above. |
|Questions will also refer to the candidate’s own performance and/or choreography and how to improve and develop their understanding of |
|their technical ability. |
| |
|Criteria for assessment |
|Students should: |
|Be able to give accurate descriptions, evaluations and analysis of the features of two professional dance works |
|Give accurate descriptions, evaluations and analysis of action, dynamic, spatial and relationship content of the two chosen works |
|Show an ability to use appropriate dance terminology |
|Show an ability to reflect on own performance and choreographic work |
| |
|Unit 2: Set dance (42302) – practical examination, externally assessed (20%) |
|Students will perform a solo dance that will be set by the exam board. The dance is choreographed by professional dancers in styles from |
|within the contemporary dance genre. |
| |
|Students will demonstrate their physical competence and effectiveness as performers and their knowledge of safe working practice. The |
|performance is videoed and sent to the examiner for marking externally. |
| |
|Criteria for assessment |
|Students will be assessed on their: |
|Technical ability: posture, alignment, co-ordination, balance, strength, flexibility, mobility and control |
|Accurate reproduction of action and spatial content, with reference to the choreography and the characteristic features of the particular|
|chosen dance |
|Interpretation of dynamic and expressive qualities |
|Demonstration of style: ability to emulate the style and mood of the original choreography |
|Safe practice as a performer: execution of movements, clothing, jewellery, hair, footwear, appropriateness of choice of same |
|Overall sense of performance: focus, projection, musicality, sensitivity, communication, energy, commitment |
| |
|Unit 3: Performance in a duo/group dance (42303) – Practical Performance Assessment (20%) |
|Students will perform in a group dance, between 3 and 4 minutes long, that relates to a professional dance work found in unit 1. Students|
|will be assessed during a performance which is assessed by an AQA examiner and the students’ dance teacher. |
| |
|Criteria for assessment: |
|Students will be assessed on their: |
|Technical ability: posture, alignment, co-ordination, balance, strength, flexibility, mobility and control |
|Accuracy of action, dynamic and spatial content within the context of the group |
|Communication of choreographic intent: empathy with the mood or meaning of the dance and ability to interpret and communicate this |
|Sensitivity to other dancers in a range of dance relationships: in time and space and in group formations and dance relationships |
|Safe practice as a performer within a group context: execution of movements, clothing, jewellery, hair, footwear, appropriateness of |
|choice of same |
|Overall sense of performance within a group context: focus, projection, musicality, sensitivity, communication, energy, commitment |
| |
|Unit 4: Choreography – Practical Performance Assessment (40%) |
|Students will be assessed during a performance which is assessed by an AQA examiner and the students’ dance teacher. |
| |
|4a Solo Composition Task (42304/a) (15%) |
|Students will create a solo that lasts between 1 minute 30 and 2 minutes long and is based on three motifs from one of the professional |
|works from unit 1. |
| |
|Criteria for assessment |
|Students will be assessed on their: |
|Imaginative development of selected or given material through action, space and dynamics |
|Successful integration and linking of the motifs into the composition |
|Structuring and use of choreographic devices and principles |
|Analysis and evaluation to bring about improvement during the progress of the piece |
| |
|4b Choreography for Solo or Group (42304/b) (25%) |
|Students will choreograph dance based on one of the following starting points: |
|words, a poem or piece of text (can include instructions, etc.) |
|a photograph or a piece of 2-D or 3-D art |
|a prop, accessory or object |
|a feature of the natural world |
|a piece of music composed before 1970 |
|an everyday activity, topical or historical event. |
| |
|Students can choose to choreograph a solo or a group dance for 2, 3, 4 or 5 dancers. A solo dance must be between 11⁄2 to 2 minutes; a |
|group dance must be between 21⁄2 to 3 minutes. |
| |
| |
|Criteria for assessment |
|Students will be assessed on their: |
|Creative and imaginative response to selected stimulus/starting point |
|Selection of action content and its application to relationships where appropriate |
|Selection of dynamic content and its application to relationships where appropriate |
|Selection of spatial content and relationships content where appropriate |
|Overall form and structure |
|Use of choreographic devices and principles |
|Choice of aural setting |
|Overall communication of dance idea |
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|How can you help your child in Dance? |
| |
|Encourage them to watch different and new dances on the internet. Watch these together and discuss what you think it’s about and how it |
|made you feel. Consider what the purpose and audience of the dances are. This is an essential skill for their written paper (unit 1). |
|If possible, watch the professional dances they are studying to encourage them to personally interpret the dances and have their own |
|opinions through discussion. |
|Watch their choreography projects and discuss whether you feel the movement is successful in communicating the dance idea – what next |
|steps can they take? |
|Encourage them to access the AQA exam board website. This contains resources and information about the Controlled Assessments and |
|revision for examinations as well as past papers: |
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|What additional support is available for my child? |
| |
|GCSE support with Controlled/Practical Assessments and examination technique is available for students from their dance teacher. |
|After school tutorial sessions from 15.00-17.00 |
|Lunchtime tutorial sessions |
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|Head of Department: Mr S Wookey - Email: SWookey@.uk |
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|Drama |
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|AQA GCSE Drama (4240) |
| |
|GCSE Drama course outline: |
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|Drama Written Paper 40% - 1h 30mins |
| |
|Comprises of 2 sections A – Practical work completed during the course |
|B – Study and performance of a scripted play |
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|Practical Work 60% - Externally moderated |
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|Two practical assessments focusing on scripted and devised work |
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|How can you help your child in Drama? |
| |
|Please encourage your child to rehearse with their groups in their own time in the |
|run up to a practical assessment. Rehearsal is very important to the overall quality of their work and can gain up to 15 extra marks in |
|controlled assessment. Students who make best use of the space after-school are more likely to gain a high grade in Unit 2. |
| |
|Students are asked to keep a log of rehearsals with detailed notes on the processes |
|they are exploring whilst developing their drama. 4 out of 6 questions in Unit 1 will focus on your child’s development during their |
|rehearsals. |
| |
|Please try to avoid booking appointments during the times of practical assessments. |
|In the past we have had performers absent for doctor appointments, which meant the rest of the group were affected. Your child will |
|already have a clear idea on when performance dates will be. |
| |
|In the run up to the written exam please encourage your child to attend some |
|revision sessions in Drama. The more practice students get, the more chance of a higher grade. There is a particular way of answering the|
|questions in the GCSE Drama exam paper so repetitive revision is key to success. |
| |
|What additional support is available for my child? |
| |
|The Drama Studio is available most days after school for groups to rehearse. |
|Staff are often on hand to help with any practical ideas |
|The AQA website is full of exam questions and exemplar material for your child to explore |
|There are lots of examples of written exam papers on display in Studio 1 and |
|Studio 2 |
| |
|Head of Department: Mr Chick - Email: KChick@.uk |
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|Mrs Lowe – Email: SLowe@.uk |
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|English Language and Literature |
| |
|AQA GCSE English Language (8700) |
| |
|AQA GCSE English Literature (8702) |
| |
|(Two GCSEs) |
| |
|English Language |
|Paper One (50% of GCSE): Explorations in creative reading and writing (1 hour 45 mins) |
|Section A: Reading – one literature fiction text |
|Section B: Writing – description or narrative writing |
|Paper Two (50% of GCSE): Writers’ viewpoints and perspectives (1 hour 45 mins) |
| |
|Section A: Reading – one non-fiction and one literary non-fiction text. |
|Section B: Writing – writing to present a viewpoint |
|English Literature |
|Paper One (40%): Shakespeare and the 19th century novel (1 hour 45 mins) |
|One Shakespeare play |
|One 19th-century novel |
|Paper Two (60%): Modern texts and poetry (2 hour 15 mins) |
|One modern prose or drama text |
|A poetry anthology |
|Unseen poetry |
| |
|Course Outline for the two GCSEs |
|Year 10 |
|Autumn Term: Shakespeare play and English Language skills. |
|Spring Term: Modern Text and English Language examination skills. |
|Summer Term: English Language examination and 19th-century novel. |
| |
|Year 11 |
|Autumn Term: Poetry and English Language papers. |
|Spring Term: Mock English Language paper practice. |
|Summer Term: Revision and examination. |
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|How can you help your child in English? |
| |
|Encourage them to read newspapers and non-fiction texts. Read these together and discuss the main points of the texts. Consider what the |
|purpose and audience of the texts are. This is an essential skill for their English Language examination. |
|If possible, read the literature texts that they are studying to encourage them to personally interpret the text and have their own |
|opinions through discussion: |
|Encourage them to access the English Department website. This contains resources for Controlled Assessments and revision for examinations|
|such as powerpoints, example answers and past papers: |
|Using the English pages in their school planner, test your child on the meanings of the language and presentation terminology. With the |
|use of a newspaper, students could identify these language and presentational features and consider how and why they have been used. |
|Purchase practice exam papers, question papers and answer booklets from: cgpbooks.co.uk |
|Purchase study guides from the English department for their GCSE English |
|Language Unit 1 Exam and the GCSE English Literature ‘Poetry Across Time’ examination. |
|Key Websites: |
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|bbc.co.uk/schools/gcsebitesize/english/ |
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|Geography |
|AQA Geography A 9030 |
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|Assessment Structure |
|Unit 1: Physical Geography (1hr 30minutes written exam, worth 75 marks) |
|Unit 2: Human Geography (1hr 30minutes written exam, worth 84 marks) |
|Unit 3: Local Fieldwork investigation (20hr controlled assessment written piece, worth 60 marks) |
| |
|Summary of Content |
| |
|Unit One: Physical Geography – 37.5% |
|Unit one comprises of three key topics: Restless Earth, Living World and the Coastal Zone. |
|The aim of this unit is to develop an understanding of the processes and forms associated with tectonic, geomorphological and biological |
|processes in different environments, and the need for management strategies, governed by sustainability and consideration of the direct |
|and indirect effects of human interaction with the earth and the atmosphere. |
|Unit Two: Human Geography - 35% |
|Unit two comprise of three key topics: Globalisation, Tourism and Population change. |
| |
|The aim of this unit is to develop and understanding of factors that cause a variety of human environments to form and how the dynamic |
|nature of such environments results in changes. Students will explore why sustainable management is needed as a results of such change, |
|whilst recognising the environments that may provide future challenge and opportunities. |
| |
|Unit Three: Controlled Assessment – 25% |
|This unit is underpinned by local fieldwork investigation at Looe, supported by the collection of a variety of data, aimed at addressing |
|an overarching question or hypothesis. The Local Fieldwork Investigation is marked out of 60, with a maximum word guidance of 2000 words.|
|Following the fieldwork, there is a 6-hour high control write-up under the supervision of the teacher. Research involving primary and/or |
|secondary data collection forms part of a preliminary activity. Controlled assessment will begin in the summer term of year 10. |
| |
|Marking of controlled assessment: Teachers will mark the candidates’ work that will then be moderated by the exam board. |
| |
|Additional support available |
|GCSE support with examination technique is available for students from their Geography teachers. All Geography teachers readily provide |
|opportunities for additional help and guidance outside of the classroom, where it is needed. This may be in the form of the following: |
|After school sessions run on an invitation basis initially, with students grouped according to level, topic area, assessment score and |
|estimated GCSE grade. |
|Lunchtime sessions, the geography department has a student work area which is available and staffed |
|The G-Book, an online revision resource will be available via a link on the school website to enable students to access lesson |
|PowerPoints, past exam questions, key word glossaries and more. |
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|How can you help your child in Geography? |
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|Encourage, as we do, a strong work ethic and aspirational desire to reach and exceed their target |
|Purchase a Revision and Study Guide |
|Ensure your child catches up on any work missed due to absences |
|Use the AQA website to access key revision materials such as past papers and mark schemes |
|Ensure all Homework is completed, punctual and to the appropriate standard. Support and guidance will be made available to anyone who |
|asks. Homework tracker booklets are available for each topic. |
| |
| |
|Key websites and texts: |
|AQA website: |
|S-Cool Geography; |
|Revision world; |
|BBC Bitesize; |
|CGP GCSE Geography AQA A Revision Guide, ISBN 978 1 84762 378 2 |
|CGP GCSE Geography AQA A Exam Practice Workbook – Higher, ISBN 978 1 84762 379 9 |
|CGP GCSE Geography AQA A Exam Practice Workbook – Foundation, ISBN 978 1 84762 3812 |
|CGP GCSE Geography Complete Revision & Practice, ISBN 978 1 84146 374 2 |
|Understanding GCSE Geography for AQA A: Revision Toolkit Student Workbook, ISBN 9780435341404 |
| |
|Staff contacts: |
|Head of Department: Ms A. Bartlett - Email: ABartlett@.uk |
|Key Stage 4 Manager: Mrs K. Blundy - Email: KBlundy@.uk |
|Mr R.Diment - Email: RDiment@.uk |
|Mr J. Wright - Email: JWright@.uk |
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|Health & Social Care |
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|OCR J406 Single Award |
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|Year 10 - Health, Social Care and Early Years Provision: |
|This year we look at the different types of services available to individuals and how these are organised. |
|Assessment is by a series of Controlled Assessment tasks focussing on an Early Years Setting. |
|Example topics covered in the Controlled Assessment: Methods of Referral, Barriers to Access, Early Years Framework, Communication |
|Skills, Care Values, and Qualification Pathways. |
|The Controlled Assessment is worth 60% of the final mark. |
| |
|Year 11 - Understanding Personal Development & Relationships: |
|The focus of this unit is to develop an awareness of the development of individuals in the different life stages from infancy to old age.|
|We then move on to look at the factors that can affect human growth and development and contribute to the development of self-concept. |
|Finally we look at the major life changes and sources of support. This is an Exam Unit worth 40% of the final mark. |
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|Controlled Assessment Overview: |
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|Term 1 |
|Sep-Oct |
|Term 2 |
|Nov-Dec |
|Term 3 |
|Jan - Feb |
|Term 4 |
|Mar-Apr |
|Term 5 |
|May-Jun |
|Term 6 |
|Jun-Jul |
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|Task 1 |
|Task 2 |
|Task 1 |
|Task 3 |
|Task 1 |
|Task 4 |
|Task 1 |
|Task 5 |
|Exam Unit |
|Exam Unit |
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|Task 1 – Action Planning, Research and Preparation for the Controlled Tasks |
|Task 2 – How the service can be obtained and possible barriers to accessing the service |
|Task 3 – The needs of a client group and the types of service that exist to meet their needs |
|Task 4 – The role of a care practitioner who works in the service |
|Task 5 - Conclusion |
| |
|Homework tasks: |
|A911 (Controlled Assessment unit) Health, Social Care & Early Years Provision |
|Controlled Assessment preparation including action planning and research activities. |
|Example Research Topics: |
|The range of care needs of major client groups – Infancy & Childhood |
|Referral Procedures |
|.uk/documents-eystrucutre.pdf |
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|Barriers preventing access to services |
|.uk/education/earlyyearsandchildcare/information forparents/me2funding.htm |
|Legislation for Early Years Providers |
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|Principles of care |
|.uk/...library/...care/Commoncoreprinciples.pdf |
|Qualifications, skills & qualities of people who provide health, social care and early years services |
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|Supportive Resources: |
|Fisher. A et al, GCSE Health & Social Care for OCR 2009 Oxford University Press Oxford |
|Walsh. M GCSE Health & Social Care for OCR 2009 Harper Collins London |
|Thomson. H et al, OCR Health & Social Care for GCSE 2009 Hodder Education London |
|.uk/.../gcse-health-and-social-care-single-double-award-j406- j412-from-2012 |
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|Staff Contact: |
|Mrs L Dover – LDover@.uk |
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|History |
|Edexcel GCSE History SHP 2HB01 |
|All GCSE students will study the three examined units that make up this GCSE and the Controlled Assessment element each worth 25% of |
|their final mark |
|GCSE History course outline: |
| |
|External Examination (Unit 1) |
| |
|Germany 1919-1945 1 hour 15 minutes (25%) studied in year 10 |
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|External Examination (Unit 2) |
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|Medicine Through Time 1 hour 15 minutes (25%) studied in year 11 |
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|External Examination (Unit 3) |
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|Surgery 1 hour 15 minutes (25%) studied in year 11 |
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|Controlled assessment (25%) taken in Year 10 |
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|The topic studied for the Controlled Assessment is the Vietnam war. Students will be required to do independent research and essay |
|planning. |
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| How can you help your child in History? |
| |
|Instil in students a work ethic and aspirational desire to reach and exceed their target |
|Know that only study and learning in the classroom matched with hard work at home will make the difference |
|Purchase a Revision and Study Guide |
|Access the school Teaching & Learning Drive through the school website: .uk - where all the lessons and extension |
|materials can be accessed |
|Use the relevant support pages for each of the four GCSE History units accessed through our own website: historynetwork.co.uk |
|Use the above to ensure that any absence does not result in learning being missed |
|Use the GCSE Revision section on the Teaching & Learning Drive to access a wide range of support materials for both revision and lesson |
|by lesson consolidation of learning. Teachers have introduced students to a wide range of learning and revision styles and we expect |
|students to know what works for them. Time and money has gone into ensuring access to a wide range of material to make learning |
|accessible to all students of all abilities. Please ensure you are aware of the provision. |
|Ensure all Homework is completed, punctual and to the appropriate standard. |
| |
|What additional support is available for my child? |
| |
|GCSE support with Controlled Assessments and examination technique is available for students from their History teachers. After school |
|sessions run from 15.00-16.00 and students are able to attend lunchtime sessions. |
| |
|Head of Department: Mr A Withey Email: AWithey@.uk |
| |
|Key Stage Manager: Miss H Barr Email: HBarr@.uk |
| |
|Mr D Willcocks: DWillcocks@.uk |
| |
|Mrs N Withey: NWithey@.uk |
| |
| |
| |
|ICT |
|Edexcel GCSE ICT |
| |
|The website with information about the course is at: |
| |
| |
| |
| |
|GCSE ICT course outline: |
| |
|External Examination (Unit 1 Living in a Digital World 40%): |
|In this unit, students explore how digital technology impacts on the lives of individuals, organisations and society. Students learn |
|about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure,|
|shopping and money management, health and well-being, on the move). They develop awareness of the risks that are inherent in using ICT |
|and the features of safe, secure and responsible practice. |
| |
|There is a one and a half hour exam taken at the end of the course. |
| |
|Controlled Assessment (Unit 2 Using Digital Tools 60%): |
|This is a practical unit. Students broaden and enhance their ICT skills and capability. They work with a range of digital tools and |
|techniques to produce effective ICT solutions in a range of contexts. Students learn to reflect critically on their own and others’ use |
|of ICT and to adopt safe, secure and responsible practice. They put into practice what they learned about digital technology in Unit 1. |
| |
|The students work through a Controlled Assessment Brief (CAB) provided by the exam board. This takes at least 40 hours to complete, as |
|there are both practical and written tasks that must be completed. It is broken up into four activities, with each activity having a |
|number of tasks within it. These range from creating a logo or animated web banner to a spreadsheet model or mini website. |
| |
| |
| |
|How can you help your child in ICT? |
|Ask them how they are getting on with their Controlled Assessment work and whether they need to attend any of the catch up sessions that |
|run at lunchtime and after school. |
|Encourage them to keep up to date with latest developments in technology. A really good website for this is BBC Click. |
|Use the Revision Guides and Revision Workbooks that have been provided by the ICT department for every student. |
|Key Websites: |
|bbc.co.uk/education/subjects |
| (username plymstock, password table) |
| |
| |
|What additional support is available for my child? |
|GCSE support with Controlled Assessments and examination technique is available for students from their ICT teachers in lunchtime |
|sessions and after school sessions from 3pm to 4pm |
|Head of Department: Mr Rogers Email: SRogers@.uk |
|Ms Reeve: SReeve@.uk |
| |
| |
|Mathematics |
| |
|Edexcel GCSE Mathematics (9-1) |
| |
|GCSE Mathematics course outline: |
| |
|External examination 100% exam based. |
|No coursework/controlled assessment. |
|Students will be assessed through three final examinations taken at the end of year 11. Each exam will be 1 hour 30 minutes. There will |
|be one calculator and two non-calculator papers, each worth one third towards the final grade. |
|Grades will range from 1 to 9 (9 being the highest). The new GCSE includes more content than the current GCSE. |
| |
|How can you help your son/daughter in Mathematics? |
| |
|Discuss how to revise effectively – what works for them? |
|Mind maps, posters, flashcards, spider diagrams etc. |
|Ultimately, the best way to revise Maths is to do lots of questions and past papers after doing the notes, posters etc. |
|Encourage your son/daughter to revise regularly at home – not just for tests – so that ideas/formulae etc. stay fresh in their minds. |
|Ensure that he/she has the correct and necessary equipment for Maths lessons (there is a full list in the Student planner). |
|Ensure that homework is completed for the due date. |
|Please do not hesitate to contact your son/daughter’s Maths teacher for any help or advice, either by phone on 402679 or email. They are |
|only too happy to help with/discuss any worries or queries you may have. |
|What students can do to help themselves: |
|Complete all homework for the due date. |
|Know how to revise. Different methods work for different people – use what works for them, not their friends! All revision MUST include |
|practice – doing questions and past papers (as many as possible). |
|Set aside time to revise at home as well as taking up opportunities on offer at school |
|Websites to help: |
|We subscribe to the following websites and students each have their own login and password that is on a sticker in their student planner.|
|My maths: mymaths.co.uk |
|Interactive lessons and online homework/revision that is marked for them. |
| |
|This has interactive tutorials with questions (that students can do as they go along) and worked solutions, worksheets and revision |
|tips/timetables. Students log in using the mymaths logins mentioned above. |
| |
|The following sites are commercial revision websites that are also very good: |
|emaths.co.uk has past papers and mark schemes. |
| has lots of hints and tips as well as resources/exam practice. |
|bbc.co.uk/schools/gcsebitesize |
|Revision guides: |
|CGP revision guides and workbooks: cgpbooks.co.uk |
|Collins: collins.co.uk/category/Revision |
|What additional support is available for my child? |
| |
|Support with work and examination technique is available for students from their mathematics teachers. All mathematics teachers provide |
|opportunities for additional help and guidance outside of the classroom. This may be in the form of the following: |
|After school sessions from 15.00 – 16.00 |
|Lunchtime sessions |
| |
| |
|Head of Department: Miss Monelle: email: EMonelle@.uk |
|Key Stage 4 Manager: Mrs Ward: DCWard@.uk |
|Miss Marshall KMarshall@.uk |
|Mrs Maxwell: AMaxwell@.uk |
|Mr Leal: JLeal@.uk |
|Miss Graham: LGraham@.uk |
|Miss Pelley: SMPelley@.uk |
|Mrs Wright: RWright@.uk |
|Mr Pearsall: RCPearsall@.uk |
|Mr Pringle: JWPringle@.uk |
|Mr Wallace; MWallace@.uk |
|Miss Dodson: SDodson@.uk |
|Mrs Daw: LDaw@.uk |
| |
|Media Studies |
| |
|AQA GCSE Media Studies (4812) |
| |
| |
|External Examination (Unit 40%): |
|Investigating the Media 1 hour 30 minutes |
|Four compulsory questions / tasks which are based on a pre-released topic with stimulus materials. There will be three writing tasks and|
|one design task in this exam. Previous exam topics have been Action Adventure Films, The Music Press, TV Crime Drama, and Television |
|News. |
| |
|Written Controlled Assessments (60%): |
|Understanding the Media |
|Three controlled assessment tasks with both an analytical and a design element. The tasks are taken from a bank of assignments set by |
|the exam board and students will do most of the work in lessons but may finish work at home and homework will often require them to do |
|so. The majority of CA work takes place in Yr10 and ideally will be completed by the start of the Spring Term in Yr11. The CA folder is |
|out of 90 marks, broken down below: |
| |
|Assignment 1 – Introduction to the Media (15 marks): |
|Students complete two written analyses (totalling approx.750 words) of Media texts and then design one media product. A typical example |
|would be analysing two adverts and then designing an advert for a product of their choice. The key Media concepts of focus for this |
|assignment are Media Language and Media Audiences. |
| |
| |
| |
|Assignment 2 – Cross Media Study (30 marks): |
|Students study two media products / texts from two media platforms and produce a written analysis of approx.1200 words. They also |
|produce two creative pieces based on the work studied in this unit. The key Media concepts of focus for this assignment are Media |
|Representations and Media Institutions. Currently students study film promotional techniques for this unit. |
| |
|Assignment 3 – Practical Production and Evaluation (45 marks): |
|Students are required to undertake a practical production which addresses all four key concepts (Audiences, Representations, Institutions|
|and Media Language) from conception to realisation, together with a written evaluation of approx. 1000 words. Currently students study |
|magazine production for this unit. |
| |
|How can you help your child in Media Studies? |
| |
|Encourage them to read newspapers, magazines and watch / listen to the news, watch films etc. to have a wider understanding of the media |
|in action. Discuss current issues in the news media to encourage debating and critical thinking skills. |
|Encourage them to access the resources on the school’s Media Studies Learning and Teaching area. These are designed to help them with |
|controlled assessments or exam preparation. |
|Ensure deadlines are met. A huge part of the course requires students to work independently and completing assignments can sometimes |
|take longer if they do not meet initial work deadlines. |
|Use the AQA exam board’s website for past papers and mark schemes: |
|Remind them that they may stay behind to use the computer room after school if they wish to get work done – liaise with their Media |
|teacher to arrange this. |
|Key Websites: |
| |
| |
| |
| |
|What additional support is available for my child? |
| |
|GCSE support with Controlled Assessments and examination technique is available for students from their Media teachers. |
|Early bird sessions before school (e.g. from 07.45-8.30) |
|After school sessions from 15.00-16.00 |
|Lunchtime sessions |
|Students should liaise with their teacher to discuss the best times for supported study. |
| |
| |
|Head of Department: R Cohen Email: RCohen@.uk |
| |
|Miss Grainger MGrainger@.uk |
| |
| |
| |
| |
| |
| |
|Modern Foreign Languages |
| |
|AQA GCSE French (4658); German (4668); Spanish (4698) |
| |
| |
|During the course, students will cover topic areas of: |
|Free Time and the Media; Holidays; Home and Local Area; Environment; Health; Relationships and Choices; Work and Education |
| |
|External Examination (Unit 1 Listening 20%; Unit 2 Reading 20%): |
|Listening exam – Foundation level grades G-C 35 minutes |
|Higher level grades E-A* 45 minutes |
|Reading exam 30 minutes – Foundation level grades G-C |
|Higher level grades E-A* 45 minutes |
|Student tier entry depends on individual ability and not class. Entry may be to a different tier for each unit. |
|In both exams students respond to a range of texts (either written or recorded). Answers are written in English and details must be |
|recorded accurately. |
| |
|Controlled Assessments: Unit 3 Speaking 30%; Unit 4 Writing 30%): |
|Students must submit two pieces of speaking work and two pieces of writing. This is prepared during normal teaching but once the |
|students know the task no further input from the teacher is allowed (including marking). Therefore it is vital that students keep their |
|books up to date and hand them in for marking when asked. For each piece students may bring 40 words (no verbs) with them as a memory |
|jogger. These must have been checked by a teacher prior to the assessment taking place. |
| |
|The speaking takes place as formal one to one oral exams, which are recorded and marked internally before being sent to the exam board |
|for moderation. Writing takes place in classrooms, under exam conditions, and is marked by AQA exam board. |
| |
| |
|Controlled Assessments in Year 10 |
| |
|Speaking 1: November 2015 |
|Speaking 2: March 2016 |
|Writing 1: June 2016 |
| |
|How can you help your child in Languages |
| |
|The controlled assessments rely a lot on students learning at home. Your involvement in this makes a real difference. Short, frequent |
|chunks of ACTIVE revision are the best way forward. Revision for Languages should involve doing something, never just sitting and |
|reading something over. |
| |
|Speaking |
|Test your child. You don’t have to understand what they are saying. Simply having your child’s work in front of you and listening to them|
|speak from memory, you can advise them on words / sentences they missed out and really make a difference. |
|Get your child to record themselves reading out their work – then allocate ten minutes a day where they listen to it over and over again.|
| |
|Remind your child that he/she can type written work into the websitetext-to-speech.. They can then listen to what their |
|work should sound like in the target language, which will help to improve pronunciation and intonation. |
|Writing |
|Your child will need to write about one and a half sides of A4 paper. This will be the most difficult thing they will do, but practice |
|makes perfect. Encourage your child to work ‘little and often’. Four lots of fifteen minutes are better than an hour in one go. |
|Please help your child to plan a timetable for when they are going to revise for their assessment and try to get them to stick to it. |
|Buy a pack of post it notes and get your child to pick out key words that they will need to use in their assessment. Stick them anywhere |
|and everywhere as a reminder of how important these words are. |
| |
|Listening and Reading |
| |
|Regularly practising listening and reading skills will play a vital role in the success of your child in this exam. |
|Encourage your child to visit language websites such as BBC GCSE Bitesize, where students can revise and be tested on the various topics |
|studied in the GCSE course. |
|Encourage your child to make a list of words which they don’t know, perhaps by topic, and keep these in a revision folder at home. Test |
|your child on these tricky words once a week and soon they will be able to stick in their memory. |
|Access vocabulary lists from the Learning and Teaching drive of the school website – L&T-MFL-KS4-GCSE REVISION PACK |
| |
|General support |
|Purchase practice exam papers, question papers and answer booklets from: cgpbooks.co.uk |
|Purchase study guides from the MFL department. |
|Key Websites: |
| |
| |
|.uk |
| |
|What additional support is available for my child? |
| |
|GCSE support with Controlled Assessments and examination technique is available for students from their Languages teachers and can be |
|arranged on an individual basis for example: |
|Early bird sessions before school (e.g. from 07.45-8.30) |
|After school sessions from 15.00-16.00 |
|Lunchtime sessions |
| |
|The department also runs a variety of more structured group sessions, such as pronunciation workshops prior to speaking exams, how to |
|revise sessions and bookable sessions with our Foreign Language Assistants (Lucas and Lea). |
| |
| |
|Head of Department: Ms Baker Email: NBaker@.uk |
|Key Stage 4 French Manager: Mrs Kent Email: RMKent@.uk |
|Key Stage 4 German Manager: : JBindon@.uk |
|Mr Downes: JDownes@.uk |
|Mrs Duff: LDuff@.uk |
|Mrs Oaten: TVOaten@.uk |
|Mrs Richards: MRichards@.uk |
|Mrs Sainsbury: EMSainsbury@.uk |
|Miss Ziegler: JZiegler@.uk |
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|Music |
|AQA GCSE Music (4270) |
| |
|Unit 1: Listening / Appraising (listening / written paper – 20% of final mark) |
|Students will study the following Areas of Study and answer questions about them in a listening exam, taken in June of year 11. |
|Rhythm and Metre |
|Harmony and Tonality |
|Texture and Melody |
|Timbre and Dynamics |
|Structure and Form |
| |
|Unit 2: Composing / Appraising (externally assessed – 20% of final mark) |
|Students will compose a piece of music in response to a brief set by the exam board. They will also appraise the composition in a 2 hour |
|controlled assessment. |
| |
|Unit 3: Performing Music (controlled assessment – 40% of final mark) |
|Students will complete two performances on any instrument or voice. One must be a solo performance and the other must be an ensemble |
|performance. Marks are awarded for how well they perform and for the difficulty of the piece they play. |
| |
|Unit 4 |
|Composing Music (controlled assessment – 20% of final mark) |
|Students complete a further composition in a style of their choice. They must present a recording and a score of the piece. |
| |
|How you can help your child at home |
|It is expected that music students will be regularly practising their instrument/singing in order to complete the performance section of |
|the course. Please encourage them to keep this up and to let us know when they have a piece at performance standard so we can record it. |
|Students should be encouraged to listen to as wide a variety of music as possible. |
|Further to this, students can supplement and consolidate their learning by visiting any of the following websites to support their music |
|theory and contextual learning. ‘’ will take students through many aspects of reading music. Another good website for |
|this is . Also the BBCBitesize – Music website is a useful resource for revision and self-testing |
| |
|What additional support is available for my child? |
|Mrs Lowe and Miss Attwood will be available at lunchtimes and after school for one-to-one sessions to help with performance and |
|composition coursework. This time must be booked in advance. Also, participation in the extra-curricular music groups will greatly |
|enhance ensemble performance opportunities. |
|Mrs S Lowe SLowe@.uk |
|Miss K Attwood KAttwood@.uk |
| |
| |
| |
| |
Performance Skills
|NCFE V-CERT Performance Skills with Acting |
| |
| |
|Unit One |
| |
|Developing Skills for Performance - Internally assessed portfolio of evidence |
| |
|Unit Two |
| |
|Prepare and Perform - Externally assessed assignment |
| |
|Optional Units |
| |
|Performance Production in Practice - Internally assessed portfolio of evidence |
| |
|Performance design and Technology in Context - Internally assessed portfolio of evidence |
| |
| |
|How can you help your child in Performance Skills? |
| |
|Please encourage your child to rehearse with their groups in their own time in the |
|run up to a practical assessment. Rehearsal is very important to the overall quality of their |
|work and this exploration will need to be evidenced within the portfolio. |
| |
|Students are asked to keep a log of rehearsals with detailed notes on the processes |
|they are exploring whilst developing their drama. A portfolio of evidence will need to be detailed and kept up to date with all the research and |
|work covered in class or at home. |
| |
|Performances/Assessments - Please try to avoid booking appointments during the times of practical assessments. In the past we have had performers |
|absent for doctor appointments, which meant the rest of the group were affected. |
| |
|Students will be expected to follow a format of PLAN; DO; REFLECT; DECIDE throughout all written and practical work. It is important that a |
|rehearsal diary is kept to evidence this process |
| |
|What additional support is available for my child? |
| |
|The Drama Studio is available most days after school for groups to rehearse. |
|Staff are often on hand to help with any practical ideas. |
| |
|Students are encouraged to watch a variety of Live Theatre to help with their optional units. Details of theatre trips will be given to students |
|at various times during the year. |
| |
|Head of Department: Mr Chick - Email: KChick@.uk |
| |
|Mrs Lowe – Email: SLowe@.uk |
| |
|Physical Education |
| |
| |
|OCR GCSE Physical Education J586 Full Course |
| |
| |
|Course outline: |
| |
|Over the two year period the following topic areas will be covered: |
| |
|1. Key Concepts in Physical Education |
|2. Key Processes in Physical Education |
|3. Opportunities, pathways and participation in Physical Education |
|4. Developing knowledge in Physical Education |
| |
| |
| |
|Externally assessed exam 40% (end of year 11) |
| |
|This written paper is divided into two parts. |
| |
|Section A will contain multiple choice questions. |
|Section B will consist of longer structured questions. |
| |
|The aim of the question paper is to enable students to show their knowledge and understanding, apply theoretical knowledge to practical situations|
|and to recall facts. Both sections cover the four units of study: |
|a) Key Concepts in Physical Education |
|b) Key Processes in Physical Education |
|c) Opportunities, pathways, and participation in Physical Education |
|d) Developing knowledge in Physical Education |
| |
|Controlled Assessment (practical component) 60% (internally marked and externally moderated) |
| |
|Part A accounts for 50% of the practical component. The activities covered may be from traditional game activities or from the physical education |
|curriculum over the two year period. The best four activities are used. Areas could include Games, Outdoor and Adventurous, Swimming and |
|Exercise activities, Athletics and Dance. Students will also be tested on their ability to coach, officiate and observe and analyse performance |
|in a practical environment. |
| |
|Part B accounts 10% of the practical component. There are two written controlled assessments, each worth 5%. One focuses on analysing lifestyle |
|and the other on performance. Students prepare for the assessments which are then sat under exam conditions in class. |
| |
| |
| |
| |
| |
|How can you help your child in Physical Education? |
| |
|Encourage them to read over their hand-outs on a regular basis. If possible, regular testing of previous material to encourage consolidation of |
|the subject material. |
|Encourage them to access the Physical Education Department (teaching and learning) on the school network. This contains resources for Controlled |
|Assessments and revision for examinations such as power-points and podcasts. |
|Using the Physical Education pages in their school planner, test your child on the meanings of the language and terminology |
|Key Websites: |
| |
| |
| |
| |
| |
| |
|What additional support is available for my child? |
| |
|GCSE support with Controlled Assessments and examination technique is available for students from their Physical Education teachers. All Physical |
|Education teachers readily provide opportunities for additional help and guidance outside of the classroom, where it is needed. This may be in the|
|form of the following: |
|Break time sessions |
|Lunchtime sessions |
|After school sessions from 15.00-16.00 |
| |
|The department also issues each student with an ‘Unlocking the question’ booklet which allows for students to appreciate the language used in the |
|exam with many examples of past questions. This also doubles up as an ideal revision tool. Flash cards and a revision programme also support your |
|child’s progress. |
| |
| |
| |
| |
| |
| |
| |
|Head of Department: Mr MA Taylor Email: mataylor@.uk |
| |
|Department members: |
| |
|Mr N Bellamy Email: NBellamy@.uk |
|Mrs M Kirk Email: MKirk@.uk |
|Mrs S Steward Email: SSteward@.uk |
|Mr M K Taylor Email: MKTaylor@.uk |
|Mrs K Tyrrell Email: KTyrrell@.uk |
| |
| |
|Product Design |
|AQA GCSE Product Design |
| |
|GCSE Product Design course outline: |
| |
|External Examination (Unit 1 40%): |
| |
|2hr exam paper to assess students’ knowledge of design & technology such as the design process, sustainability, manufacturing processes etc… |
| |
|Controlled Assessment (Unit 2 60%): |
|A design and make project in which students will choose a theme from the exam board. The controlled assessment is made up of five criteria; these |
|are, investigating the design context, development of the design proposal (including modelling), making, testing & evaluation, communication. |
| |
|How can you help your child in Product Design? |
|Encourage them to take an interest in the design world, look at new products that they like and use new interesting technology. |
|If possible follow @PlymstockDT on twitter which has regular links to design websites and advice for the controlled assessment. |
|Ensure that all homeworks are completed to a high standard as this is preparation for the exam. |
|Purchase study guides from the Design & Technology department for their exam preparation. |
|Key Websites: |
| |
| |
| |
Apps for Product Design
|Flos 50 - An interactive immersive journey into the 50 years anniversary celebration of the famous lighting company FLOS. Pupils can tap |
|on binders and objects in the room. Swipe, pinch, pull and tap their way through 50 years of history. This app is fantastic for inspiring|
|ideas, learn about Form Vs Function and to learn about the role of a Product Designer. |
|Fancy - is the place to discover, collect and buy from a crowd-curated catalogue of amazing goods, wonderful places and great stores. It |
|is a perfect researching tool to look for product inspiration and for gaps in the market. |
|Open Buildings - Find, discover, learn about and share the buildings around you. Whether the pupil is an aspiring architect or is just |
|interested in the cultural significance of buildings around us locally, nationally and internationally. |
|Wallpaper Case Studies - Wallpaper magazine is the world's number one global design publication, championing the best in art, |
|architecture, interiors, fashion and contemporary lifestyle. This is an awesome tool that enables you to quickly pick a topic and flick |
|through many a creative design with instant access to information about the design and the designer. |
|The Design Museum Collection - App for iPad presents 59 remarkable objects from London’s Design Museum; these key pieces from the |
|collection are explored through film, audio, text and photographs. Search options include: time, material, colour, location, manufacturer|
|and designer. Classic pieces include: the Anglepoise lamp, the Dyson vacuum. |
|Cool Hunting - is synonymous with seeking inspiration - their stories and videos highlight creativity and innovation in design, |
|technology, style, culture, food and travel. With a global team of editors and contributors they create an award-winning publication, |
|consisting of daily updates and weekly mini-documentaries. |
|SightSpace - View designs created in Trimble SketchUp, the Trimble 3D Warehouse, and Google Earth with intuitive touch controls. Interact|
|with your model in the real world and virtually walk through it by aiming your device with the Augmented Reality feature. Accurately |
|display your designs on-site, annotate models on-the-go, bookmark views, take screenshots, and share notes and photos. |
|PTC Creo View - Instantly visualize 3D Creo View models on your iPad or iPhone. This includes models developed in other CAD tools and |
|then published in the Creo View format. Wherever you are, Creo View Mobile gives you up-to-date product visibility. |
|DO - is the leading site at the intersection of design, photography, illustration, architecture, urbanism, |
|sustainability, social innovation and visual culture. Students can you this site as a quick reference for design blogging. The design |
|blogs here cover a range of media and are easily filtered. Students can also ‘favourite’ stories that interest them and save them into a |
|Mondrian style wall. |
|Dezeen - The world's most influential architecture, interiors and design magazine, packed full of video’s and interviews with designers |
|who deal with current issues. This helps with listening, reading and evaluating relevant and current product design. |
|Pinterest - is a tool to find your inspiration and share it with others. Use it to collect things you love, organise and plan important |
|projects and more. |
|MoCoLoco - is a web magazine dedicated to everything related to modern contemporary design and architecture. |
Revision and lesson theory:
J. Plimmer - The successful DT App has now been split into individual subjects so you can learn and revise the subject of your choice at a fantastic price. The application includes information and revision quizzes for Resistant Materials as well as general guidance for coursework and controlled assessment tasks.
Kerboodle – Kerboodle is an online resource that links directly to the Nelson Thornes textbook for KS3, GCSE and A Level. Pupils can access the Textbook and activities for every chapter.
|What additional support is available for my child? |
|GCSE support with Controlled Assessments and examination technique is available for students from their D&T teachers. Tuesday and |
|Thursday PM 3.00pm-5.00pm |
|If a student cannot make the after school sessions arrangements can be made to attend at different times with prior consent from the |
|teacher. |
| |
|Head of Department: Ms Pring Email: EJPring@.uk |
|Mr Frappart: TFrappart@.uk |
| |
| |
| |
Religious Studies
|OCR GCSE Philosophy and Ethics (Religious Studies) Full Course |
|All sections of the exam paper have questions of increasing value, including asking for students’ point of view. Students must only |
|answer two sections in each paper |
|[The quality of written communication will be assessed in Part E of all Questions] |
| |
|External Examination (Unit 601 - 25%): |
| |
|Philosophy 1: Deity, End of Life and Religious and Spiritual Experience 1 hour exam |
| |
|Section A Belief about Deity. |
|Section B The End of Life. |
|Section C Religious and Spiritual Experience |
|[Optional for some targeted students] |
| |
|External Examination (Unit 602 - 25%): |
| |
|Philosophy 2: Good and Evil, Religion and Science and Religion, Reason and Revelation 1 hour exam |
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|Section A Good and Evil. |
|Section B Religion and Science. |
|Section C Religion, Reason and Revelation |
|[Optional for some targeted students] |
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|External Examination (Unit 603 - 25%): |
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|Ethics 1: Relationships, Medical Ethics and Poverty and Wealth 1 hour exam |
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|Section A Relationships. |
|Section B Medical Ethics. |
|Section C Religion, Poverty and Wealth |
|[Optional for some targeted students] |
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|External Examination (Unit 604 - 25%): |
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|Ethics 2: Peace & Justice, Equality and Media 1 hour |
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|Section A Peace and Justice. |
|Section B Equality. |
|Section C Religion and the Media |
|[Optional for some targeted students] |
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|How can you help your child in Philosophy and Ethics and what revision materials are there? |
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|Encourage them to read newspapers and non-fiction texts. Read these together and discuss the concepts and social reactions that occur. |
|Consider how different religions may approach issues and what their values are. |
|If possible, read the texts that they are studying and discuss newly-learnt concepts and religions in order to encourage them to |
|personally interpret the text and have their own opinions through discussion. |
|Use the OCR exam board’s website for past papers and mark schemes: |
|Purchase practice exam papers, question papers and answer booklets from: cgpbooks.co.uk |
|‘Uncomplicated’ in-house revision guides. |
|Key words and syllabus check lists. |
|A vast array of resources available on the Learning and Teaching Drive on the school network. |
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|Key Websites: |
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|bbc.co.uk/ethics |
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|bbc.co.uk/schools/gcsebitesize/rs/ |
|gcse-revision/rs-religious-studies |
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|What additional support is available for my child? |
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|GCSE support with revision and homework is available for students from their Religious Studies teachers. All Religious Studies teachers |
|readily provide opportunities for additional help and guidance outside of the classroom, where it is needed. This may be in the form of |
|the following: |
|After school revision and homework support sessions from 15.00-16.00 every week on Thursday |
|Lunchtime revision and homework support sessions every week on Tuesday |
|The department also provides revision work to students and recommends useful websites. |
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|Head of Department: Mrs Slade Email: DSlade@.uk |
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|Mrs Skingle: LSkingle@.uk |
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|Mr Sprenkel: WSprenkel@.uk |
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|Mrs Wilkins: TWilkins@.uk |
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Ethics Philosophy in Culture
Non examination
The journey for our students continues in years 10 and 11 and follows the themes of Religion, Relationships and Spirituality all of which will be built upon the discipline of Philosophy and Ethics. The scheme of work has been developed specifically for the needs of our students helping them to develop both their knowledge and understanding in these areas of study. The course also aims to provide opportunities within and beyond the school for learning that involves first hand experiences and activities involving people, places and events. There will be a key focus upon contemporary issues through the use of different media including that of film. Throughout this journey, students analyse and interpret a wide range of religious philosophical and ethical concepts in increasing depth. They will investigate issues of diversity within and between religions and the ways in which religion and spirituality are expressed in philosophy, ethics and the arts. They will expand and balance their evaluations of the impact of religions on the individual, communities and societies, locally, nationally and globally.
Special note needs to be made that the department will adapt the scheme of work at any time to reflect what is happening in the world. This could be looking at changes in the law with regards to medical research or issues raised by the right to die or issues of human rights or the advent of War for instance. This department is dynamic it reflects the interests of our students and has the ability to be part of a dialogue with often controversial issues as they arise.
There will be end of module Assessments that are based upon examination style questions. This will help develop literacy skills and gives the opportunity for extended writing which will in turn help our students across all of their chosen curriculum areas.
The areas we will be looking at throughout years 10 and 11 are Relationships, Medical Ethics, Peace and Justice and Equality, Money and Wealth
Head of Department: Mrs Slade Email: DSlade@.uk
Mrs Skingle: LSkingle@.uk
Mr Sprenkel: WSprenkel@.uk
Mrs Wilkins: TWilkins@.uk
Science
|AQA GCSE Core Science (4405) /Additional Science (4408) |
|Further Additional Science (4410) |
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|The majority of students will complete two GCSEs in Science (Core Science examined in Year 10 and Additional Science in Year 11) |
|Some students have chosen (as one of their options) to study Further Additional Science. They will have lessons towards this in Year 10 and Year 11and will|
|be examined at the end of Year 11. |
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|GCSE Core Science course outline (Examined in Year 10) |
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|External Examinations (75%): |
|Physics (25%) |
|Chemistry (25%) |
|Biology (25%) |
Practical ISA Controlled Assessments (25%):
|Students carry out research and write a method to a given hypothesis |
|Section 1 exam tests students’ research and asks them to write a plan to test the hypothesis |
|Practical and Graphical Analysis |
|Section 2 exam tests students’ analysis of data and application of data in different contexts |
GCSE Additional Science course outline (Examined in Year 11)
External Examinations (75%):
Physics (25%)
Chemistry (25%)
Biology (25%)
Practical ISA Controlled Assessments (25%)
- Students carry out research and write a method to a hypothesis that students write
- Section 1 exam tests students’ research and asks them to write a plan to test the hypothesis
- Practical and Graphical Analysis
- Section 2 exam tests students’ analysis of data and application of data in different contexts
GCSE Further Additional Science course outline
External Examinations (75%):
Physics (25%)
Chemistry (25%)
Biology (25%)
Practical ISA Controlled Assessments (25%):
- Students carry out research and write a method to a hypothesis that students write
- Section 1 exam tests students’ research and asks them to write a plan to test the hypothesis
- Practical and Graphical Analysis
- Section 2 exam tests students’ analysis of data and application of data in different contexts
|How can you help your child in Science? |
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|All students have been given a revision guide that they can use to review lessons. |
|Students have been given log in details for online resources: and |
|Use the AQA exam board’s website for past papers and mark schemes: |
|Purchase practice exam papers, question papers and answer booklets from: cgpbooks.co.uk |
|Purchase workbooks from the Science department to support the work students are doing in lessons. |
|Key Websites: |
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|bbc.co.uk/schools/gcsebitesize/science/ |
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|What additional support is available for my child? |
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|GCSE support and examination technique is available for students from their Science teachers. All teachers readily provide opportunities |
|for additional help and guidance outside of the classroom, where it is needed. This may be in the form of the following: |
| |
|After school sessions from 15.00-16.00: |
|-Tuesday Chemistry |
|- Wednesday Physics |
|- Thursday Biology |
|Lunchtime sessions in Sc13 |
Head of Department: Mr Baker Email: RBaker@.uk
Deputy Head of Science: Ms Birchnall Email: JBirchnall@.uk
Ms Strohmaier: VBStrohmaier@.uk
Dr Burdett: ABurdett@.uk
Mr Luscombe: ALuscombe@.uk
Miss Merritt: KBMerritt@.uk
Mrs Parsons: EParsons@.uk
Miss Evans: BEvans@.uk
Mr Harrison: MAHarrison@.uk
Miss Windeatt: KWindeatt@.uk
Mr Osborne: AOsborne@.uk
Mr Armstrong: SArmstrong@.uk
Mrs Johns: CJohns@.uk
Travel & Tourism
Edexcel BTEC Level1/Level2 First Award in Travel and Tourism
Course Outline
Students complete four units over the course of two years, two in Year10 and two in Year 11.The qualification is equivalent to one GCSE. The course is a level 2 qualification and grades achievable are Level 2 Pass, Level 2 Merit, Level 2 Distinction and Level 2 Distinction*. Learners who do not achieve at Level 2 may be awarded a Level 1 grade. The course presents knowledge in a work-related context.
75% of the qualification is internally assessed through the production of portfolio based assessments and the remainder (25%) is assessed by external assessment.
There are two compulsory units and two optional specialist units.
Year 10
Unit 2: UK Travel & Tourism Destinations (Internally Assessed 25%)
This unit focuses on the industry in this country and where people visit and why.
Unit 6 : The Travel & Tourism Customer Experience(Internally Assessed 25%)
This unit focuses on developing and identifying customer service skills within the industry.
Year 11
Unit 4 : International Travel & Tourism Destinations ( Internally assessed 25%)
This unit looks at destinations around the world and students focus on selecting and identifying appropriate destinations for different types of customers.
Unit 1: The UK Travel & Tourism Sector (externally assessed 25%)
This takes the form of a one hour exam to be completed in June of Year 11, questions range from multiple-choice to more extended responses.
How can you help your child in Travel & Tourism?
Ask them what they are doing in the subject and actively discuss some of the key issues. If you are booking a holiday get them involved in the process or ask them to do some research for you on the different destinations. There are a number of resources and information available on the Learning and Teaching area which can be accessed from home under Leisure & Tourism, BTEC First Award. Students have been taught how to access this. Encourage them to use key websites and improve their use of numeracy, literacy and ICT skills, as well as supporting them with understanding Customer Service skills, especially if you work with customers yourself.
Edexcel online has some very helpful information about the course and past papers and other resources from here are available in the Learning and Teaching section of the school site.
Key Text: BTEC First Travel & Tourism by Appleyard,Aston,Dale,Jeffries et al. published by Pearson
ISBN: 978-1-4469-0627-9
Copies available in class.
What additional support is available for my child?
As the majority of work is by portfolio based work completed in class there are no Controlled Assessments similar to those in many other subjects. However, support is available for students completing portfolio work to deadlines, students are given these as part of their assignment briefs and a portfolio clinic is available after school on Thursdays from 3-4. Other times may be available in consultation with Mr Butler.
Email Contact: DButler@.uk
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