RGS Fifth Form Curriculum Guide

FIFTH FORM CURRICULUM GUIDE 2021-2022

R E I G AT E G R A M M A R S C H O O L

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FIFTH FORM CURRICULUM GUIDE

FROM THE HEADMASTER

This Curriculum Guide is designed to help parents and students extract the most value possible from each subject session this evening.

You will find a page for each subject where this year’s course is outlined. Along with this you will find some thoughts about suppor ting your son or daughter at home to enrich their GCSE experience with ideas and suggestions for resources, reading and potential trips for each specific subject.

We hope that this will allow you to focus the time with the teachers discussing your child’s strengths and progress, as well as next steps for continued improvement.

Lastly, there is also a reflection page designed to prompt fur ther conversation between you and your son or daughter around how to celebrate, suppor t and improve their independent work processes at home.

We believe parents’ evenings are incredibly valuable in building the precious relationships between teacher and parent, in affirming the many reasons to be pleased with progress so far but also in giving specific, focused and bespoke advice about how your son or daughter can maximise their learning and potential in each subject and we hope the Curriculum Guide booklet goes some way in achieving that aim.

If you have any queries during or after the evening then please do contact the Head of Year or any of the senior staff. Of course, you are also very welcome to contact teaching staff between parent evening events as we are always happy to help.

Shaun Fenton Headmaster

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SUBJECT

3D DESIGN (PRODUCT DESIGN) Exam Board: EDUQAS WJEC

Head of Department: Mr S McShane

Name of Teacher:

Electronic systems and programmable components • Systems • Inputs/Process/Output • Open/Closed Loop Control Systems • Analogue vs Digital • Micro-controllers Mechanical components and devices • Mechanical device to transform input motion and force • Input, process, output • Increase or decrease speed of movement/rotation • Change magnitude/direction of force, movement rotation • Simple calculations involving mechanical systems • Analyse functions of mechanical products In-depth knowledge & Understanding • Natural and manufactured timber Final Project • From September, students will continue to develop their Jewellery project, looking at final developments, experimentations, materials testing and modelling so they are in a position to start to build the artefact in their Mock Exam. In the New Year, build will be completed along with a final evaluation with a set of working drawings.

• They will revisit their first portfolio to refine both thinking and some of their previous work for completion and marking in March.

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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What can I do to support my child’s progress in this subject?

Eduqas Course Specification • https://www.eduqas.co.uk/qualifications/art-and-designgcse/#tab_overview BBC Bitesize • https://www.bbc.co.uk/bitesize/subjects/z6hs34j VISITS • • •

Design Museum https://designmuseum.org V&A Museum www.vam.ac.uk Science Museum www.sciencemuseum.org.uk

FIFTH FORM CURRICULUM GUIDE

SUBJECT

ART AND DESIGN Exam Board: EDUQAS WJEC

Head of Department: Mrs E Burns

Name of Teacher:

Finalising Portfolio Project 1 and 2 • From September students will revisit one of their coursework projects to finalise and extend further. They will work on developing their chosen theme leading up to mock exams which take place on the 9th and 10th December 2021-2 days in the art studios (10hrs) • Students must have decided and planned what outcome they will be producing by the 3rd December latest, to ensure all resources are available and ready for the mock exam.

• The work produced in the mock exam along with their sketchbooks goes into their coursework portfolios.

Note: There is no externally set assignment (exam) for 2022, 100% of their marks will be based on their coursework.

• When students return after their January mock exams, they will be continuing to develop either one of their projects. They can decide to extend Identity further or revisit their Natural forms projects for example. The deadline for coursework will be 25th March 2022. The work will be marked and internally moderated over the Easter holidays.

• 25th-5th May, they are to work on digital portfolios, to be ready in case the external moderator is unable to come to the centre.

What can I do to support my child’s progress in this subject?

Students benefit from seeing relevant exhibitions to their ideas and projects. On show at the moment: • Yayoi Kusama:Infinity Mirror Rooms-Tate Modern • Lubaina Himid-Tate Modern • Bags: Inside out and Alice: Curiouser and Curiouser-V & A • Poussin and the Dance-National Gallery • Late Constable-Royal Academy of Arts • Hogarth and Europe-Tate Britain • Art from Britain and the Caribbean-Tate Britain • Kehinde Wiley-National Gallery • Francis Bacon:Man and Beast-Royal Academy

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

BIOLOGY Exam Board: EDEXCEL

Head of Department: Miss M Pope

Name of Teacher:

Harnessing Biology • Food production, including selective breeding, fish farming and fermenters • Human impacts on the environment - deforestation, acid rain and eutrophication Story of Us • DNA and protein synthesis • Patterns of Inheritance • Variation and mutations • Natural Selection Genetic Revolution • Cloning • Genetic engineering

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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What can I do to support my child’s progress in this subject?

Encourage spaced learning: • Check your child is making flashcards, mind maps or brief notes and testing themselves regularly • Ask them questions about what they’ve learnt in Biology – can they link this to other topics?

Explore beyond the curriculum: • Visit museums • Watch programmes on TV • Listen to podcasts • Encourage your child to choose science books from the library

FIFTH FORM CURRICULUM GUIDE

SUBJECT

CHEMISTRY Exam Board: EDEXCEL

Head of Department: Mr A Welch

Topic 5.1 • Moles 2 Topic 5.2 • Preparing and analysing salts Topic 5.3 • Organic chemistry 2 Topic 5.4 • Electrolysis

Name of Teacher:

What can I do to support my child’s progress in this subject?

• • • •

Watch out for documentaries, especially those presented by Jim Al-Khalili Ask what your son or daughter has been learning about recently.

Offer to help your son or daughter make or learn flashcards for factual content Ensure your son or daughter has readily available access to their year-group SharePoint site.

Topic 5.5 • Equilibria

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

CLASSICAL CIVILISATION Exam Board: OCR

Head of Department: Mrs G Brickley

Roman City Life • 3.3 Roman society • 3.4 Leisure and entertainment • 3.5 Horace satires • 3.6 Pliny’s letters • 3.7 Experiencing Roman city life • 3.8 Relationships and Roman society Revision

Name of Teacher:

What can I do to support my child’s progress in this subject?

Do • Revision flashcards on Quizlet • https://quizlet.com/RGSClassics/folders/classical-civilisation-gcse/ sets • Revision resources from Bloomsbury: • www.bloomsbury.com/cw/OCR-GCSE-Classical-Civilisation/ thematic-studies/myth-and-religion • www.bloomsbury.com/cw/OCR-GCSE-Classical-Civilisation/ literature-culture/roman-city-life Read • In Search of the Greeks, James Renshaw • The Greek and Roman Myths: A Guide to the Classical Stories, Philip Matyszak • The Ancient City: Life in Classical Athens & Rome, Peter Connolly & Hazel Dodge • Roman Society, David Taylor Watch • Mary Beard: Meet the Romans; Pompeii – Life and death in a Roman Town • Building the Ancient City – Athens and Rome Visit • Roman Baths, Bath • Bignor Roman Villa • Ashmolean Museum – Pompeiian Dining Exhibition

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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FIFTH FORM CURRICULUM GUIDE

SUBJECT

COMPUTER SCIENCE Exam Board: OCR

Head of Department: Miss P Lewty

Name of Teacher:

Paper 1 – Computer Systems • 1.1 Systems Architecture • 1.2 Memory and Storage • 1.3 Computer Networks, Connections and Protocols • 1.4 Network Security • 1.5 Systems Software • 1.6 Ethical, Legal, Cultural and Environmental Impacts of Digital Technology Paper 2 – Computational Thinking, Algorithms and Programming • 2.1 Algorithms • 2.2 Programming Fundamentals • 2.3 Producing Robust Programs • 2.4 Boolean Logic • 2.5 Programming Languages and Integrated Development Environments Practical Programming • Students will undertake programming tasks, either to a specification or to solve problems during the course of their study.

What can I do to support my child’s progress in this subject?

Read • Computational Fairytales • The Code Book by Simon Singh • The BBC Technology web pages www.bbc.co.uk/news/technology Watch • BBC Click Episodes - www.bbc.co.uk/programmes/n13xtmd5 • Subject specific videos on all elements of the specification https://student.craigndave.org/gcse-videos Do • Ask what your son or daughter has been learning about recently.

• Offer to help your son or daughter make or learn flashcards for factual content • Ensure your son or daughter has readily available access to their class OneNote notebook • Ensure that your son or daughter is practising their programming skills outside of school (around 1 hour per week)

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

DRAMA AND THEATRE ARTS Exam Board: EDUQAS

Head of Department: S Branston

Name of Teacher:

The course is available via eduqas.co.uk/qualifications/drama-and-theatre/gcse

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Component 1: Devising Theatre 40% • NEA completed by November 12 2021 • A realisation of their piece of devised theatre • An evaluation of their piece • Three logs and illustrative material

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Component 2: Performing from a Text, 20% • NEA externally assessed: Thursday 10 February 2022 • Learners perform or design using two extracts from a play

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Revision of Component 3: Interpreting Theatre

What can I do to support my child’s progress in this subject?

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Students should perform or work backstage Encourage them to read and debate with you Any play from this channel in Streams https://web. microsoftstream.com/channel/e866f063-ef38-4221-98a07dfa2efee6ee News, politics and society IS theatre-debate politics Theatre reviews in newspapers https://shop.nationaltheatre.org.uk Treat them to a book on theatre directing or design

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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• • •

Treat them to theatre tickets for birthdays - get cheap tickets on Today Tix App https://www.todaytix.com/london/category/bestlondon-plays-theatre-tickets Watch and listen with one another https://player.bfi.org.uk www.youtube.com/user/ntdiscovertheatre Download podcasts - any topic can inform cultural debate www.wired.co.uk/article/best-podcasts Any TV, streamed drama – to understand political, social and historical context of design All genres of music for sound design inspiration Strictly Come Dancing is the best way to talk about how lighting, costume, set, make-up and sound design affect atmosphere in an audience!

Go together to watch things as a family, watch local, amateur theatre companies The Globe Theatre or NT Live – a tour or a show Visit the V&A Museum for costume, architecture, historical artefacts and cultural inspiration www.vam.ac.uk/info/theatre-performance-archives www.rsc.org.uk/the-tempest - help with The Tempest

FIFTH FORM CURRICULUM GUIDE

SUBJECT

ENGLISH LANGUAGE AND LITERATURE Exam Board: EDUQAS

Head of Department: Ms C Harvey

Name of Teacher:

Macbeth • Understanding of the play’s plot, themes, characters and symbols • Learning key quotations • Sharpening essay responses • Analysing key quotations focusing on language, structure and form • Applying tragic terminology English Language C2 (Non-fiction reading and persuasive writing) • Revision of key skills and application to timed exam format • Reading skills: synthesis, analysis, comparison, and evaluation • Writing skills: understanding text type, audience, and purpose; paragraphing; spelling, punctuation and grammar; developing arguments in convincing detail

What can I do to support my child’s progress in this subject?

English Language • Read and discuss a range of non-fiction such as The Week, BBC News website, The Spectator, Private Eye and broadsheet newspapers.

• Listen to podcasts uch as A History of Ideas (Radio 4) or Ted Talks to broaden vocabulary • Time exam practice sessions to help sharpen exam technique English Literature • Form a family reading group for the set texts • Watch adaptations of the set texts together and critique them • Visit The Globe Theatre • Visit The British Library • Visit The National Poetry Library • Visit the V&A Museum (Dr Jekyll and Mr Hyde Context) • Listen to audiobooks of the set texts (especially on long car journeys) • Help to learn and test key quotations from the set texts • Put key quotations on post-it notes around the house

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

FOOD PREPARATION AND NUTRITION Exam Board: EDUQAS

Head of Department: Mrs E Bader

NEA 1: Food Investigation • Flightpath revision lessons NEA 2: Practical Exam Preparation • Mock written exam continue with NEA 2 preparation • Revision for written exam

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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Name of Teacher:

What can I do to support my child’s progress in this subject?

• •

Regular practise of GCSE practical skills at home Watch Master Chef The Professionals

FIFTH FORM CURRICULUM GUIDE

SUBJECT

FRENCH Exam Board: EDEXCEL

Head of Department: Mme F Chartrain

Name of Teacher:

Topics: • Local area: region/town/village/town vs countryside/weather/ France/the EU/nationalities • House/home/bedroom • The environment: ecological problems/pollution/resources/ tourism/solution to global and local issues • Food/drinks/(un)healthy lifestyles: foods/meals/fast food/ (un)healthy eating/vegetarianism/menus/food: packaging and programmes/smoking/alcohol/drugs/health • Problems/accidents/accommodation: complaining/accidents/theft/ incidents/news reports • Childhood/traditions • Work and money: jobs/benefits/finding jobs/youngsters’ jobs/volunteering/work experience/part-time/calling/making arrangements • Future projects, resolutions/plans/sabbaticals/expectation of careers/French for life/employment • Practice of all skills/topics/grammar in context including lots of speaking

What can I do to support my child’s progress in this subject?

Read • French magazines in the library • Ca va? (Mary Glasgow Magazines) Watch and Listen • French DVDs (Library/French department) • Favourite DVDs: select French subtitles and/or audio if available • Netflix – French series • Internet French podcasts for French learners: www.innerfrench.com Go • www.languagesonline.org.uk • www.zut.org.uk (2283/thomas)

Grammar: Recap all grammar covered

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

FURTHER MATHS Exam Board: AQA

Head of Department: Mr G Sillience

Unit 1. Matrices 2. Basic Number & Algebra 3. Quadratics, Completing the Square 4. Simultaneous Equations 5. Inequalities 6. Coordinate Geometry 7. Algebraic Fractions 8. Indices 9. Differentiation 10. Factor Theorem 11. Geometry 12. Functions 13. Sequences 14. Trigonometry 15. Proof

Name of Teacher:

What can I do to support my child’s progress in this subject?

• • • • • • • • • • • • • • • • •

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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Ask them what topic they have covered in lessons recently Ask them if they have organised their Maths folder recently Encourage them to start homework on the night it is set, so that they can seek help if they get stuck, before the homework is due Encourage them to be proactive in asking their teachers for help outside of lessons and to attend lunchtime Maths Clinics Ask them to identify five topics they need to focus revision on Encourage them to take part in the National Cipher Challenge which starts in October: www.cipherchallenge.org Encourage them to take part in the Alan Turing Cryptography Competition which starts in January www.maths.manchester. ac.uk/cryptography_competition Encourage them to take part in the Intermediate Maths Challenge www.ukmt.org.uk/competitions/solo/intermediatemathematical-challenge Read STEM related articles regularly: plus.maths.org/content/ Article Encourage students to apply for and take part in Outreach programs, such as: www.maths.ox.ac.uk/study-here/undergraduate-study/outreach/ years-12-13 debatechamber.com/project/mathematics-summer-school www.etrust.org.uk/headstart-courses bletchleypark.org.uk www.bankofengland.co.uk/museum www.rmg.co.uk www.sciencemuseum.org.uk/see-and-do/mathematics-wintongallery

FIFTH FORM CURRICULUM GUIDE

SUBJECT

GEOGRAPHY Exam Board: AQA

Head of Department: Miss N Innes

Name of Teacher:

Living World – hot deserts • Characteristics • Opportunities • Challenges • Desertification Revision for mock exams The changing economin world • An overview of key concepts Pre-release of Issue Evaluation for Paper 3: Geographical Applications • Pre release issue evaluation • Unfamiliar fieldwork • Cartographical and numerical skills

What can I do to support my child’s progress in this subject?

• • • •

Encourage students to watch the news and read newspapers TV series such as BBC’s Earthshot prize Keep a scrap book of topical geographical stories Regular testing of key words

Possible visits: • London’s Olympic Park • Museum of London Docklands • Natural History Museum Earth Science Galleries • The Walkie Talkie Sky Garden • Reigate Heath • Kew Gardens • A walk along the River Mole

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

GERMAN Exam Board: EDEXCEL

Head of Department: Ms M Sowa

Name of Teacher:

Social activities, fitness and health • Sports and leisure activities • Shopping and pocket money • Birthday plans & special occasions • Traditions • Services (bank/post office etc.)

• Healthy & unhealthy lifestyles • Revision of illnesses & injuries • Environmental factors & health Personal relationships and house, home and the environment around us (2) • Household chores & daily routines • Revision of house descriptions and descriptions of the local area • Environmental problems around us • Relationships with family & friends • Childhood now & then

What can I do to support my child’s progress in this subject?

Use German websites: • www.languagesonline.org.uk • www.gut.org.uk (login: 3529; p/w: Cologne) • www.linguascope.com • www.languagesonline.org • BBC/GCSE/Languages/German • Dynamic Learning • Quizlet Reading • Mary Glasgow Magazines: Schuss or online magazines • Purple Revision Guides Listening • Purple Revision Guides: use listening tasks to listen and practise taking notes • German radio • Watch video clips in German with German subtitles Speaking & Grammar • Grey Grammar workbook; oral practice sessions at lunchtime clinic

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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FIFTH FORM CURRICULUM GUIDE

SUBJECT

GREEK Exam Board: OCR

Head of Department: Mrs G Brickley

Language • Variations/Irregular endings • Indirect statement • Direct and indirect questions • Subjunctive and opative • Revision of noun and verb endings • Exam practice Literature • Selections from Homer’s Iliad

Name of Teacher:

What can I do to support my child’s progress in this subject?

Do • GCSE vocabulary flashcards can be found on the following websites • https://quizlet.com/gb/340549076/gcse-greek-vocab-ocr-flashcards • www.memrise.com/course/74135/gcse-classical-greek-ocrcomplete/ Read • The Ancient City: Life in Classical Athens & Rome, Peter Connolly & Hazel Dodge • The Greeks: an introduction to their culture, Robin Sowerby • In Search of the Greeks, James Renshaw Watch • Michael Scott: Who Were the Greeks?; Ancient Greece – the greatest show on earth • Building the Ancient City – Athens and Rome • Literature and Culture – the Olympic Games

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

HISTORY Exam Board: AQA

Head of Department: Mrs F Gunning

Name of Teacher:

Topic 4 – Elizabeth 1: 1586 – 1603 • Court life, the Privy Council and Parliament • Marriage and Succession • Essex’s Revolt • Elizabethan Settlement and the threat from Catholics and Puritans • The role of Mary Queen of Scots • The rise of the gentry • Foreign policy, exploration and war with Spain • Historic Environment Investigation

What can I do to support my child’s progress in this subject?

Conflict and Tension • The Imperial War Museum Germany • The Imperial War Museum, Holocaust Exhibition • Hitler: The Rise of Evil • All Quiet on the Western Front • BBC Days that Shook the World - Kristallnacht Elizabeth • National Portrait Gallery – Elizabeth I and her people exhibition • Royal Maritime Museum, Greenwich • Elizabeth I and Mary Queen of Scots exhibition at the British Library External Links • www.historyextra.com • www.WW2History.com (Laurence Rees’s site) • http://www.bbc.co.uk/timelines/zsmm6sg (BBC iWonder - Hitler: Man and Monster) • http://spartacus-educational.com/GERhitler.htm (Spartacus Educational)

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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FIFTH FORM CURRICULUM GUIDE

SUBJECT

ICT

Exam Board: CAMBRIDGE INTERNATIONAL EDUCATION Head of Department: Miss P Lewty

Name of Teacher:

Content overview 1 Types and components of computer systems 2 Input and output devices 3 Storage devices and media 4 Networks and the effects of using them 5 The effects of using IT 6 ICT applications 7 The systems life cycle 8 Safety and security 9 Audience 10 Communication 11 File management 12 Images 13 Layout 14 Styles 15 Proofing 16 Graphs and char ts 17 Document production 18 Databases 19 Presentations 20 Spreadsheets 21 Website authoring All candidates take all 3 papers Paper 1 (1 hour 30 minutes) • Theory 40% (80 marks). Questions will be based on sections 1–21 of the subject content. All questions are compulsory.

Externally assessed

Paper 2 (2 hours 15 minutes) • Document Production, Databases 30% and Presentations (70 marks). This test assesses the practical skills needed to use the applications covered in sections 17, 18 and 19 of the subject content. Candidates must demonstrate the practical skills relevant to sections 11–16. All tasks are compulsory. Externally assessed Paper 3 (2 hours 15 minutes) • Spreadsheets and Website Authoring 30% (70 marks). This test assesses the practical skills needed to use the applications covered in sections 20 and 21 of the subject content. Candidates must demonstrate the practical skills relevant to sections 11–16.

All tasks are compulsory. Externally assessed.

What can I do to support my child’s progress in this subject?

Read • The BBC Technology webpages - bbc.co.uk/news/technology Watch • BBC Click Episodes - bbc.co.uk/programmes/n13xtmd5 Do • Ask what your son or daughter has been learning about recently • Offer to help your son or daughter make or learn flashcards for factual content • Ensure your son or daughter has readily available access to their class OneNote notebook

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

LATIN Exam Board: OCR

Head of Department: Mrs G Brickley

Language • Revision • Translating complex sentences • Exam preparation Literature • Selections from Virgil’s Aeneid

Name of Teacher:

Language GCSE vocabulary flashcards available on the following websites • • •

www.brainscape.com/flashcards/vocab-7424871/packs/12154855 www.memrise.com/course/2060566/latin-gcse-9-1-ocr-j282defined-vocabulary-list https://quizlet.com/_2u1fyi

Read • The Ancient City: Life in Classical Athens & Rome, Peter Connolly & Hazel Dodge • Roman Society, David Taylor • The Greek and Roman Myths: A Guide to the Classical Stories, Philip Matyszak Watch • Mary Beard: Meet the Romans; Ultimate Rome • Bettany Hughes: Eight days that made Rome • Roman Britain: A timewatch guide • Gladiators: Back from the Dead Visit • Roman Baths, Bath • Chesters Roman Fort • The British Museum • The Museum of London and Roman Amphitheatre

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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FIFTH FORM CURRICULUM GUIDE

SUBJECT

MATHS Exam Board: Edexcel

Head of Department: Mr G Sillience

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Sets 34.

Number Calculations 35.

Basic Algebra 36.

Solving Linear equations 37.

Substitution 38.

Sequences 39.

Straight line graphs 40.

Basic Indices 41.

Factors, Muliples 42.

Percentage change 43.

Constructions 44.

Percentages 45.

Rounding 46.

Standard Form 1 47.

Angle properties 48.

Area 49.

Linear inequalities 50.

MMMR, frequency diagrams 51.

Ratio and Proportion 52.

Basic Probability 53.

Transformations 54.

Averages -Frequency tables 55.

Algebra Review 56.

Similarity 57.

Pythagoras 58.

Trigonometry 59.

Graphs of inequalities 60.

Linear Simultaneous Equations 61.

Rearranging formulae 62.

Circle theorems 1 63.

Direct Proportion 64.

Cumulative frequency 65.

Algebraic Fractions 1

Name of Teacher:

Bounds Interior and Exterior Angles Compound measures, real life graphs Quadratic graphs Cubic Graphs Double brackets Triple brackets Arcs, Sectors Fractional Indices Inverse Proportion Recurring Decimals Standard Form 2 Graphical solutions Solving quadratics Sine and cosine rule Tree Diagrams Volume Similar shapes Area Volume Circle Theorems 2 Functions Trigonometry Algebraic fractions 2 Quadratic Simultaneous equations Surface Area Quadratic inequalities Histograms Vectors Sets Problem Solving Differentiation Surds Graph Transformations Algebraic Proof

What can I do to support my child’s progress in this subject?

• • • • • • • • • •

Ask them what topic they have covered in lessons recently Ask them if they have organised their Maths folder recently Encourage them to start their homework on the night it is set, so they may seek help if stuck before the homework is due Encourage them to asking teachers for help outside of lessons and to attend Maths Clinic on a Thursday/Friday lunchtime A sk them to identify five topics they need to focus on Encourage them to take part in the National Cipher Challenge which starts in October: www.cipherchallenge.org Encourage them to take part in the Alan Turing Cryptography Competition which starts in January Encourage them to take part in Intermediate Maths Challenge www.ukmt.org.uk/competitions/solo/intermediate-mathematicalchallenge Read STEM related articles regularly: https://plus.maths.org/content/Article

Encourage students to apply for and take par t in Outreach programs, such as: • • • • • • •

www.maths.ox.ac.uk/study-here/undergraduate-study/outreach/ years-12-13 debatechamber.com/project/mathematics-summer-school www.etrust.org.uk/headstart-courses https://bletchleypark.org.uk www.bankofengland.co.uk/museum www.rmg.co.uk www.sciencemuseum.org.uk/see-and-do/mathematics-wintongallery

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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R E I G AT E G R A M M A R S C H O O L

SUBJECT

MUSIC

Exam Board: EDEXCEL Head of Department: Miss J Korzinek

Name of Teacher:

Performance 30% • Final preparations for solo performance submissions (please note there is no ensemble performance requirement for the 2021/22 cohort). Students may perform music of any genre on any instrument, ideally at the equivalent standard of Grade 5 (pieces of greater difficulty may be performed but no further credit will be awarded). Marks are awarded for accuracy and fluency, technical control and expressive playing – in other words, students should choose a piece they can play without hesitation, whilst observing all the notations and performance directions given by the composer. Minimum time is one and a half minutes; there is no maximum.

Composition 30% • Students are to compose and submit one composition, written to a brief of their choice (please note there is no ‘Set Brief’ composition requirement for the 2021/22 cohort). The piece may be in any style and for any combination of voices and/or instruments. The class teacher will guide the students in making decisions in this regard, according to the students’ individual strengths. Minimum time is two minutes; there is no maximum.

Appraisal 40% • Appraisal of the eight set works studied during the course will be assessed in a listening exam. Students will respond to eight shortanswer listening questions, including a short dictation exercise based on a set work and questions on a piece of music they have not studied but is related to one of the four Areas of Study. The final question asks students to produce a written comparison of a particular set work with an unfamiliar, but related, piece.

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

21

What can I do to support my child’s progress in this subject?

Listening •

Listen to as much music as possible. Ask questions such as “What instruments can I hear?”, ‘What role does each instrument provide?”, “What is the tempo/metre/tonality/ structure/genre?”, “What makes this piece typical of its genre?”, to encourage active listening. Practice listening and essay questions will be given to students. Focus on Sound is recommended for interactive analysis lessons and listening test practice for the set works. Students may also access recommended sources for wider listening via the class Team and the RGS Music YouTube channel.

Grade 5 Theory • Not a prerequisite but it will certainly help. Theory support is available by arrangement. Online resources such as musictheory. net, teoria.com and Focus on Sound are highly recommended.

Performing • Regular practice is integral to performance success. Students are encouraged also to take advantage of performance opportunities in order to broaden their experience (and lessen the nerves!).

Composing • Independent study time beyond lessons will be necessary if compositions are to be completed to a sufficiently high standard.

Logic and Sibelius are available at school; MuseScore is a free web-based notation software for access both at school and at home.

FIFTH FORM CURRICULUM GUIDE

SUBJECT

PHYSICAL EDUCATION Exam Board: AQA

Head of Department: Mrs K Bell

Name of Teacher:

Paper 2 • Engagement patterns • Commercialisation sponsorship and the media • Spectator behaviour and hooliganism • Impacts of technology • Conduct of performers • Performance enhancing drugs NEA • Submission of video footage for chosen sports • Submission of written element of NEA

What can I do to support my child’s progress in this subject?

• • • • • •

NEA – Video practical subjects early Whole matches performance need to be recorded Download Brainscape/quizlet – ensure they have the App Keep up to date with current affairs on sport, through newspaper, watching the news Look regularly at folders and books in terms of organisation Go to watch some live sport to see the atmosphere etc.

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

PHYSICS Exam Board: EDEXCEL

Head of Department: Miss G Cooper

Name of Teacher:

Forces and Motion • Momentum

What can I do to support my child’s progress in this subject?

Solids Liquids Gasses • Ideal gasses • Boyles Law • Kelvin scale

Encourage spaced learning: • Check your child is making flashcards, mind maps or brief notes and testing themselves regularly • Ask them questions about what they’ve learnt in Physics– can they link this to other topics?

Magnetism • The Motor Effect • Induction Nuclear and Particle Physics • Nuclear reactors • Half life • Decay equations Astrophysics • Stellar evolution • Cosmology

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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Explore beyond the curriculum: • Visit museums • Watch programmes on TV • Listen to podcasts • Encourage your child to choose science books from the library

FIFTH FORM CURRICULUM GUIDE

SUBJECT

SPANISH Exam Board: EDEXCEL

Head of Department: Ms A-M Vaughan

Name of Teacher:

Local Area • House and home • My town • Advantages and disadvantages of living in the city/country/abroad etc • How my town has changed • Cities of the future • Public services The environment • Environmental issues • Looking after the planet • Volunteering Extension of topics • The world around us • The media • Role models • Childhood • Revision and consolidation

What can I do to support my child’s progress in this subject?

Use Spanish websites: • www.languagesonline.org.uk • www.zut.org.uk (oye- 1105-lengua) • www.linguascope.com (reigategs-goldfish) • BBC/Languages • Kerboodle • Dynamic learning • Use My Day – The Day – Translations Vocab • Use the quizlet vocab list • Regular revision Reading • Mary Glasgow Magazines • Language magazines and literature from the library Listening • Watch your favourite TV in Spanish with Spanish subtitles • Take out a Spanish DVD from the Spanish department collection Speaking • Come to Spanish Chat at lunch time

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

STATISTICS Exam Board: Edexcel

Head of Department: Mr G Sillience

Name of Teacher:

Unit • 1a Types of Data • 1b. Population and sampling • 1c. Sampling methods • 1d. Planning and collecting data • 2a. Qualitative and discrete data • 2b. Continuous data • 2c. Tabulation • 3a. Measures of central tendency – mode, median and mean • 3b. Measures of dispersion – range, quartiles, interquartile range, inter-percentile range, inter-decile range and standard deviation • 3c. Box plots, skewness calculating and representing outliers • 4a. Describing correlation by inspection, lines of best fit and Spearman’s rank correlation coefficient, Pearson’s product moment correlation coefficient • 5a. Calculating moving averages, seasonal and cyclic trends • 7a. Interpreting index numbers in context and simple calculations • 6a. Simple probability and theoretical probability • 6b. Probability from two-way tables, sample space diagrams, tree diagrams and Venn diagrams • 8a. Binomial distribution • 8b. Normal distribution and standardised scores • 8c. Quality assurance

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

25

What can I do to support my child’s progress in this subject?

• • • • • • • • • • • • • • • • • •

Ask them what topic they have covered in lessons recently Ask them if they have organised their Maths folder recently Encourage them to start their homework on the night it is set, so they may seek help if they get stuck before the homework is due Encourage them to be proactive in asking their teachers for help outside of lessons and to attend Maths Clinic on a Thursday/ Friday lunchtime Ask them to identify five topics they need to focus revision on.

Encourage them to take part in the National Cipher Challenge which starts in October: www.cipherchallenge.org Encourage them to take part in the Alan Turing Cryptography Competition which starts in January www.maths.manchester. ac.uk/cryptography_competition Encourage them to take part in Intermediate Maths Challenge www.ukmt.org.uk/competitions/solo/intermediate-mathematicalchallenge Read STEM articles regularly: plus.maths.org/content/Article Encourage students to apply for and take part in Outreach programs, such as: www.maths.ox.ac.uk/study-here undergraduate-study/outreach/ years-12-13 debatechamber.com/project/mathematics-summer-school www.etrust.org.uk/headstart-courses bletchleypark.org.uk www.bankofengland.co.uk/museum www.rmg.co.uk www.sciencemuseum.org.uk/see-and-do/mathematics-wintongallery

FIFTH FORM CURRICULUM GUIDE

SUBJECT

THEOLOGY & PHILOSOPHY Exam Board: AQA (SPECIFICATION A)

Head of Department: Mr E Hogarth

Name of Teacher:

Topic 6: Christian Practices • The importance of the worldwide church • Christian pilgrimage • Christmas and Easter • The role and meaning of the sacraments • The meaning of sacraments, specifically baptism and the Eucharist (Holy Communion) • Prayer, liturgical, non-liturgical and informal worship • The role of the church in the local and worldwide community, the place of church growth Topic 7: The Existence of God and Revelation • Arguments for the Existence of God- First Cause • Arguments for the Existence of God- Design Argument • Arguments for the Existence of God- Miracles • Arguments Against the Existence of God- Evil and Suffering • Arguments Against the Existence of God- Scientific Perspectives • Revelation- General, Special and Enlightenment • Other Non-Religious Causes of Revelation Topic 8: Religion and Life • Religious teachings about the origins of human life • The relationship between scientific views such as evolution, and religious views • The concepts of sanctity of life and the quality of life, abortion, euthanasia • Beliefs about death and an afterlife • The value of the world and the duty of human beings to protect it

What can I do to support my child’s progress in this subject?

Books • Stephen Law The Philosophy Gym • Stephen Law The Philosophy Files • Julian Baggini The Pig that wants to be eaten • Pirie, How to win every argument: the use and abuse of logic • Vardy, The Puzzle of God/Ethics/Sex/Evil • Davies, Introduction to the Philosophy of Religion • Books from the T&P Library in BL10 Anthropos, The Social Sciences Club • A current affair’s debating club that attracts pupils from across a wide range of disciplines. (Fifth and Sixth Form only). Fridays 1:30pm in BL13 TED talks • www.ted.com • TED talks are a great way to find out about global and political issues, as well as philosophical or ethical debates.

Podcasts • Available from BBC Radio 4: In our time More or Less Moral Maze Infinite Monkey Cage

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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STUDENTS: TO WHAT EXTENT DO I… META THINKING

• • • •

use a range of learning techniques? understand how I can make better progress in my learning? correct and improve my own work? use what I already know to approach new work?

• • •

grasp learning objectives as part of the bigger picture? hook new ideas onto prior knowledge? find connections to help me learn?

• • •

find evidence and reasoning to support my point of view? break down a task and work precisely to complete it? understand success criteria and know how to achieve success?

• • •

think ‘outside the box’ to experiment with new ideas? find more than one solution to a problem? unpick why something works and explain this to others?

CREATING

• •

work to make some skills automatic so they no longer require active thinking, including use of key words? build up speed of working without sacrificing accuracy?

REALISING

• •

collaborate with other students, keeping an open mind to their ideas? contribute to a hardworking environment which helps all succeed?

•

respond positively to advice on how to improve and complete any advised corrections or re-drafts? take risks in developing my own solutions and ideas?

AGILITY

arrive on time, motivated and willing to learn, completing all tasks by the deadlines set and practising as much at home as at school? show resilience, being unafraid to get my first attempt wrong? keep my files and notes organised?

HARD WORKING

•

• • •

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LINKING

ANALYSING

EMPATHISING

FIFTH FORM CURRICULUM GUIDE

TEACHERS: TO WHAT EXTENT DO I… • • •

use a wide range of tasks and techniques to meet individual needs? use a range of strategies to determine what students know? feedback through activities, such as DIRT and Learning Cycles, to progress learning?

• • •

link learning objectives with past and future ideas? provide opportunities for interleaving and spaced learning? scaffold activities to enable clear progression of thinking?

• • •

help students to select the best ideas? enable pupils to break down problems or tasks? provide students with clear success criteria, models or WAGOLLs (What A Good One Looks Like)?

• • •

give opportunities for a creative approach to Problem Solving? consider tasks where there is not just one ‘right answer’? give students thinking time and opportunities to experiment with their own ideas?

•

provide regular and frequent opportunities to develop automaticity for key skills and content? support students to organise their notes and work within the planned Flight Path to cement learning?

•

• •

provide opportunities for students to work together? build nurturing relationships and believe in ‘success for all’?

•

use a variety of activities and rich questioning to challenge students and make them the centre of their own learning? collaborate with others, sharing practice and trying new methods?

•

• •

fully prepare my lessons, arriving on time and teaching in an environment that stimulates learning? positively engage with students so they feel safe to make mistakes?

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REFLECTIONS Suggestions for conversation starters that will help conclude the conversations you have had this evening and set tangible targets for future growth and improvement. These conversations will be further reinforced at school between the student and tutor.

What are the specific targets and goals for the current academic year?

Are there any common themes regarding the improvement of specific skills that have emerged this evening?

Is the home working environment as effective as it could be?

Is there a positive and structured plan for when independent work at home takes place?

What co-curricular activities does the student do to enrich their academic life and help support their future academic aspirations?

What does the student do to ensure they promote their own wellbeing and positive mental health?

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For admissions enquiries, please contact us at: Reigate Grammar School, Reigate Road, Reigate, Surrey RH2 0QS 01737 222231 admissions@reigategrammar.org

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