RGS Third Form Curriculum Guide

School of the Year 2020-2021

THIRD 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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THIRD 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

DESIGN AND TECHNOLOGY Head of Department: Mr S McShane

Design Skills Students develop advanced CAD skills through 2D and 3D programs. Over a range of design projects, students learn research techniques employed by designers to bring products to market as well as modelling skills to ensure fitness for purpose Project 1 - Child’s Chair Research, ergonomics and anthropometrics are used to design a corrugated cardboard chair for a four year old. Testing and trialling ensures fitness for purpose through an iterative design approach.

Student learn how low and high fidelity modelling techniques can be used to refine the design at all stages as well as extensive use of the laser cutter to generate workable solutions to the problem.

This project makes extensive use of 2D CAD techniques.

Project 2 – USB Lamp A mostly practical task designed to introduce students to a range of materials with an emphasis on tools and machinery to develop making skills and the ability to both produce and interpret working drawings. This project is used as a vehicle to also learn about the proper ties of materials and how their proper ties can be used to determine suitability in a range of different design scenarios. 3D CAD is used to produce accurate vir tual products and technical drawings to describe the final ar tefact.

Theory • Both projects are used as vehicles to teach students about manufacturing techniques, project management, problem solving and the design process • M aterials science and sustainability • CAD/CAM 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 • eduqas.co.uk/qualifications/design-and-technology-gcse/#tab_ overview BBC Bitesize • bbc.co.uk/bitesize/examspecs/z4nfwty VISITS • • •

Design Museum designmuseum.org V&A Museum vam.ac.uk Science Museum sciencemuseum.org.uk

THIRD FORM CURRICULUM GUIDE

SUBJECT

ART AND DESIGN Head of Department: Mrs E Burns

Portfolio Project 1 Natural Forms • Students will be working on Natural Forms as their first coursework project. At the star t of the course they will be introduced to a variety of different materials, techniques and processes, to build their skill set. They will decide quite early on what their chosen focus will be for the theme and will star t to develop their own ideas based on their chosen topic.

• Students should aim to be producing a double page per week in their sketchbooks and in consultation with their teacher decide how to develop their ideas.

Assessment Criteria • AO1 Develop ideas through investigations, demonstrating critical understanding of sources • AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes • AO3 Record ideas, observations and insights relevant to intentions as work progresses • AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

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: • Fons Americanus, Tate Modern • Antony Gormley, Royal Academy • Tim Walker: Wonderful Things, V&A • William Blake, Tate Britain • Dora Maurer • Olafur Eliasson - In Real Life, Tate Modern • Mary Quant, V&A • Alice in Wonderland, V&A • The Credit Suisse Exhibition: Gauguin Por traits, National Gallery • Pre-Raphaelite Sisters: Models, Ar tists, Muses, National Por trait Gallery • Bridget Riley, Hayward Gallery • Lucian Freud: The Self Por traits, 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 Head of Department: Miss M Pope

From Big to Small • Biological molecules, cells, organisms and kingdoms

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

Energy for life • Respiration • Gas exchange in humans • Diet and digestion • Circulatory system • Photosynthesis • Immunity and Disease

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?

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

THIRD FORM CURRICULUM GUIDE

SUBJECT

CHEMISTRY Head of Department: Mr A Welch

Topic 3.1 • Introduction to Chemistry Topic 3.2 • Atomic Structure Topic 3.3 • Ionic Bonding Topic 3.4 • Acids, Bases and Neutralisation Topic 3.5 • Metals

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

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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.

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 Head of Department: Mrs G Brickley

Foundation • Introduction to the Greeks, Romans and mythology – Aeneas, Romulus and Remus Myth and Religion • 1.1 The gods • 1.2 Universal Hero • 1.3 Religion and City: Temples

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

Do • Revision flashcards on Quizlet • https://quizlet.com/RGSClassics/folders/classical-civilisationgcse/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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THIRD FORM CURRICULUM GUIDE

SUBJECT

COMPUTER SCIENCE Head of Department: Miss P Lewty

Paper 1 - Computer Systems • 1.1 Systems Architecture • 1.2 Memory • 1.3 Storage • 1.4 Wired & Wireless Networks Paper 2 - Computational Thinking, Algorithms and Programming • 2 .2 Programming Techniques • 2 .4 Computational Logic • 2 .6 Data Representation Programming Skills • Outputs and Text Strings • Inputs and Variables • String Manipulation • S election • Random Function • Count Controlled Loops • Condition Controlled Loops • Subroutines and Procedures • Lists and Arrays

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 Head of Department: S Branston

The course is available via eduqas.co.uk/qualifications/drama-and-theatre/gcse Component 1: Devising Theatre 40% • Workshops on different styles and genres of theatre performance and design.

Component 3: Interpreting Theatre 40% • Directing and Designing Texts • Analysis and Evaluation of Live Theatre Covering • Staging, ground plans • Use of space and proxemics • Lighting • Costume, hair and make-up • Set and props • Sound • Direction • Acting – physical and vocal styles to prepare for Component 1 and 2

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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Students should perform or work backstage Encourage them to read and debate with you Any play from the vast array in the Drama depar tment 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 Treat them to theatre tickets for bir thdays - get cheap tickets on Today Tix App Watch and listen with one another https://player.bfi.org.uk www.youtube.com/user/ntdiscover theatre Download podcasts - any topic can inform cultural debate www.wired.co.uk/ar ticle/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 The Globe Theatre – a tour or a show Watch local, amateur theatre companies Watch NT Live at cinemas - ballet, opera, theatre, ar t Visit the V&A Museum for costume, architecture, historical ar tefacts and cultural inspiration www.vam.ac.uk/info/theatre-performance-archives www.rsc.org.uk/the-tempest - help with The Tempest

THIRD FORM CURRICULUM GUIDE

SUBJECT

ENGLISH LANGUAGE AND LITERATURE Head of Department: Ms C Harvey

The Outsider Topic • A 20th Century novel based on The Outsider. Focus: C1 English Language fiction reading and writing skills • The Merchant of Venice and key soliloquys from Shakespeare.

Focus: understanding Shakespeare’s language and being able to write about it Poetry • Poems on love and war from the GCSE anthology. Focus: understanding of the key ideas and language in the poems • Unseen poetry. Focus: being able to respond to unseen poetry confidently Prose • Shor t stories and non-fiction from 1950-2000. Focus: English Language reading and writing skills Non-fiction • C2 English Language 19th and 21st Century non-fiction texts.

Focus: being able to see bias and persuasion in a text and replicating it in writing

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 such 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 Head of Department: Mrs E Bader

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Revision of Eatwell Plate and guidelines for healthy eating Definition of macro/micro nutrients, nutrition: protein, carbohydrates, complementary nutrients Food commodities: meat, eggs, pastry, fish, gels, cereals, raising agents, pasta, bread, fruit and vegetables Vegetarianism

Practical Activities • Lasagne, French dressing, Moroccan meatballs and flatbreads, chicken curry, Victoria sandwich cake, quiche, fish pie, fish cakes, mince pies and custard, panna cotta, sweet fruit tar t, sausage plait, galettes with chantilly cream, gougères, profiteroles, ravioli, focaccia, pizza and soda bread, potato salad Food Investigations • Protein, cake experiments, meat alternatives, fats in pastry, blended sweet sauces using different starches

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?

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

THIRD FORM CURRICULUM GUIDE

SUBJECT

FRENCH Head of Department: Mme F Chartrain

School • Back to school and differences in French/English systems and school descriptions • T imetable/subjects/teachers • Routine/uniform • Opinions about school • Rules/problems/pressure/school life • Future plans/trips/exchanges Leisure/sport/technologies • General/reading/TV/radio • Spor t/last weekend/past event • Leisure in region • Invitations • Music/cinema • Social networks/new technologies • Bank holidays/festivals/special occasions • Paired/group oral practice

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 depar tment) • 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 • Present tense recap and reflexives • Comparisons/contrasts/opinions • Adjectives • Conditional/future tenses • Recap perfect tense • En and present par ticiple • Faire du… /jouer au…, etc.

• Modals/negatives/superlatives • Imperfect tense/DOPs/(IOPs)

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

GEOGRAPHY Head of Department: Miss N Innes

Tectonic hazards • Plate boundaries, ear thquakes and volcanoes • Causes, consequences, management Urban issues and challenges • London – growth and patterns • Multicultural nature of London • Urban issues – problems of inner cities • Urban regeneration: the Olympic Park • Urban sustainability Glaciation • Process and land-form • Human impact in glaciated regions • Focus on UK examples Resource Management • Global distribution • Food • Energy • Water – UK case study • Water – large and small scale water supply schemes Fieldwork (a compulsory requirement) • Environmental quality survey • Application of skills

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?

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Encourage students to watch the news and read newspapers Series such as The Earth from Space and Blue Planet etc are rich sources of information 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 Ear th Science Galleries • The Walkie Talkie Sky Garden • Reigate Heath • Kew Gardens • A walk along the River Mole

THIRD FORM CURRICULUM GUIDE

SUBJECT

GERMAN Head of Department: Ms M Sowa

1. The Media: • Music • ICT • Social media & the internet • Films 2. School: • Opinions about subjects, timetable and school • School buildings • School rules • School routine • Comparison of British and German schools 3. The Future: • Future plans • Jobs and dream jobs • Daily routine 4. The Environment: • Environment problems • Climate and climate changes • Improving the environment

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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SUBJECT

GREEK Head of Department: Mrs G Brickley

Language • Greek to GCSE Book 1 • The definite ar ticle • Nouns – 1st-3rd declensions • Adjectives • Pronouns • Numeral declensions • Prepositions • Verbs – present, aorist and imperfect tenses • The verb To Be • Par ticiples Literature and Culture • Sources block 1 - The Olympic Games (2020-2023 examination) • Preparation and Organisation Competing in the Olympics • Events • Religious Aspects

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?

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 ear th • Building the Ancient City – Athens and Rome • Literature and Culture – the Olympic Games

THIRD FORM CURRICULUM GUIDE

SUBJECT

HISTORY Head of Department: Mrs F Gunning

Topic 1 – Conflict and Tension: 1919 – 1939 • The Armistice and its consequences • The terms of the Treaty of Versailles • The impact of the Treaty and other settlements • The establishment of the League of Nations • International Diplomacy outside the League • Manchuria, Abyssinia and the decline of the League • Hitler’s foreign policy • The policy of appeasement • The causes of the Second World War

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

Conflict and Tension • The Imperial War Museum • LSE – Giving Peace a Chance exhibition 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 Power and the People • Story of Parliament Film and Tour • British Library – Magna Car ta exhibition Elizabeth • National Por trait Gallery – Elizabeth I and her people exhibition • Royal Maritime Museum, Greenwich

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

ICT Head of Department: Miss P Lewty

Paper 1 Theory Systems • Types and components of computer systems • Input and Output devices • Storage devices and media • Networks and the effects of using them Paper 2 Document production, Data Manipulation and Presentations • Introduction to databases and data manipulation • Presentations Paper 3 Data Analysis and Website Authoring • Spreadsheets – formulae, functions and data modelling • Using char ts • Introduction to HTML

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?

Read • T he 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

THIRD FORM CURRICULUM GUIDE

SUBJECT

LATIN Head of Department: Mrs G Brickley

Language: • Cambridge Latin Course Book 3 • Par ticiples – present active, perfect active, perfect passive • The subjunctive – imperfect and pluperfect tenses • Cum clauses • Indirect questions • Indirect command • Result clauses • Ablative case • Expressions of time • Prepositions Literature and Culture • Sources block 1 - Roman Britain (2020-2023 examination) • Roman Army • Camp layout • Roman Roads • Roman Villas • Roman Bath

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 For t • 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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SUBJECT

MATHS Head of Department: Mr G Sillience

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Sets Number Calculations Basic Algebra Solving Linear equations Substitution Sequences Straight line graphs Basic Indices Factors, Muliples Percentage change Constructions Percentages - compound, reverse Rounding Standard Form 1 Angle proper ties Area Linear inequalities MMMR, frequency diagrams

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Ratio and Propor tion Basic Probability Transformations Averages - Frequency tables Algebra Review Similarity Pythagoras Trigonometry Graphs of inequalities Linear simultaneous equations Rearranging formulae Circle theorems 1 Direct Propor tion Cumulative frequency Algebraic Fractions 1 Inverse Propor tion

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

• • • • • • • • • •

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

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 star t 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 par t in the National Cipher Challenge which star ts in October: www.cipherchallenge.org Encourage them to take par t in the Alan Turing Cryptography Competition which star ts in January Encourage them to take par t in Intermediate Maths Challenge www.ukmt.org.uk/competitions/solo/intermediatemathematical-challenge Read STEM related ar ticles regularly: https://plus.maths.org/content/Ar ticle

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

THIRD FORM CURRICULUM GUIDE

SUBJECT

MUSIC Head of Department: Miss J Korzinek

Performance • Group and solo performance projects developing ensemble skill, individual musicianship and the ar t of improvisation Composition • Developing composition skills (specifically an understanding of melody and harmony) leading to the composition of a song or instrumental piece using music software, live instruments and traditional notation Appraising • Appraising music through practical and academic analysis with reference to set works and wider listening, in par ticular Bach’s Brandenburg Concer to no. 5, mvt 3 • Developing score and aural analysis skills • Communicating understanding verbally and in writing using musical terminology

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. Specific practice listening/essay questions will be given to students Grade 5 Theory • Not a prerequisite but it would cer tainly help. Weekly after-school sessions are on offer in the Music depar tment.

Also: musictheory.net, teoria.com (English version) and philharmonia.org Practising and performing regularly • It is impor tant take advantage of oppor tunities Composing • Will require independent study time beyond lessons if it is to be completed to a high standard: Logic and Sibelius are available at school

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

PHYSICAL EDUCATION Head of Department: Mr G Browning

Paper 1 • Health and Fitness relationship • Components of fitness • Reasons and limitations of fitness tests • Data collection and evaluation • Principles of training and overload • Methods of training • Calculating intensity • Warm up cool down injury prevention • Pathway of air • Breathing Mechanics • Spirometry • Gaseous exchange • Blood vessels • Cardiac cycle • Aerobic and anaerobic • EPOC • Recovery process • Effects of exercise immediate, shor t and long term.

Paper 2 • Arousal inver ted-U theory • Stress management techniques • Definition of type of goals • Use of SMART targets • Basic information processing model • Types of guidance and feedback

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?

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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 spor t, through newspaper, watching the news Look regularly at folders and books in terms of organisation Go to watch some live spor t to see the atmosphere etc.

THIRD FORM CURRICULUM GUIDE

SUBJECT

PHYSICS Head of Department: Miss G Cooper

Working as a physicist • Standard form and Prefixes • Vectors and Scalars Electricity • Static Electricity • Current Forces and Motion • Motion of objects • Force Types • Weight and falling Waves • The Wave equation • Electromagnetic Spectrum • Doppler Effect

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 Physics– 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

Energy • Energy Stores and Transfers • Efficiency Solids Liquids Gasses • Density • Pressure • Pressure at Depth Magnetism • Field Shapes

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

SPANISH Head of Department: Ms A-M Vaughan

Holidays • General descriptions of past holidays • Hotels (descriptions, complaints and bookings) Activities in Seville • Weather • Directions • At the tourist office • Buying souvenirs • S ites in Seville At • • • • • •

school Subjects & routine Facilities School rules Teachers Bullying issues Future schools

World of Work • Jobs • Weekend work for young people • Work experience • Future plans • Design a CV • Interview work Festivals

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?

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 • U se 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 depar tment collection Speaking • Come to Spanish Chat at lunch time

THIRD FORM CURRICULUM GUIDE

SUBJECT

STATISTICS Head of Department: Mr G Sillience

Populations and Sampling • Types of, planning and collecting data • Population, sampling and sampling methods Discrete and Continuous Data • Qualitative, discrete and continuous data • Tabulation Measures of Central Tendency and Dispersion • Measures of central tendency – mode, median and mean • Measures of dispersion – range, quar tiles, interquar tile range, interpercentile range, interdecile range and standard deviation • Box plots, skewness, calculating and representing outliers Correlation • Describing correlation by inspection, lines of best fit and Spearman’s rank correlation coefficient, Pearson’s product moment correlation coefficient

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

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Ask them what topic they have covered in lessons recently.

Ask them if they have organised their Statistics folder recently.

Encourage them to star t their 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 watch the news or read a newspaper, focusing on how statistics have been used in the ar ticles.

Ask them to identify the top five topics they need to focus their revision on.

Read STEM related ar ticles regularly: https://plus.maths.org/content/Ar ticle Encourage them to take par t in the National Cipher Challenge which star ts in October: www.cipherchallenge.org

Time Series • Calculating moving averages, seasonal and cyclic trends Probability • Simple probability and theoretical probability • Two-way tables, sample space, tree and Venn diagrams Index Numbers • Interpreting index numbers in context and simple calculations Statistical Distributions • Binomial distribution • Normal distribution and standardised scores • Quality assurance NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

THEOLOGY & PHILOSOPHY Head of Department: Mr E Hogarth

Introduction to Philosophy and Ethics • An introduction to basic philosophical and ethical skills

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

Topic 1: Belief in God • God as omnipotent, loving and just, the problem of evil and suffering • The oneness of God and the Trinity • Different Christian beliefs about creation • Different Christian beliefs about the afterlife • The incarnation and Jesus as the Son of God • The crucifixion, resurrection and ascension • Sin, including original sin • The role of Christ in salvation

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

Topic 2: Belief in Allah • The six ar ticles of faith in Sunni Islam and five roots of Usul ad-Din in Shi’a Islam • The Oneness of God • The nature of God: omnipotence, beneficence, mercy, fairness and justice • Angels • Predestination and the Day of Judgement.

• Life after death (Akhirah) • Resurrection, heaven and hell

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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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

THIRD FORM CURRICULUM GUIDE

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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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 par t of the bigger picture? hook new ideas onto prior knowledge? find connections to help me learn?

• • •

find evidence and reasoning to suppor t 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?

•

• • •

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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?

LINKING

ANALYSING

EMPATHISING

AGILITY

HARD WORKING

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

•

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

•

• •

provide oppor tunities for students to work together? build nur turing 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? p ositively engage with students so they feel safe to make mistakes?

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NOTES

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THIRD FORM CURRICULUM GUIDE

NOTES

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