Woodrush High School Year 9 Curriculum Booklet
Staff Contact List Senior Leadership Team
Ms N Rancins Headteacher
Mr S Baker Deputy Headteacher
Mrs E Lawson Mr D Monk Assistant Headteacher Assistant Headteacher
Ms S Taylor Mr M Sullivan Mrs C Sheppard Assistant Headteacher Assistant Headteacher Assistant Headteacher
Mrs J Jarvis Business Manager
Heads of Year
Ms N Robbins Head of Year 7
Mrs Holden Head of Year 8
Miss K Ford Head of Year 9
Mr J McDowell Head of Year 10
Mr B Taylor Head of Year 11
Miss R Price Lead Progress Leader Year 9 Progress Leader
Mr A Branton Year 10 Progress Leader
Mrs D Cassidy Year 11 Progress Leader
Progress Co-ordinators:
Ms J Francis Mrs C Bishop Year 7 Progress Leader Year 8 Progress Leader
Personal Welfare and Intervention Co-ordinator:
2
Mrs Peters
Year 9
Journey
Term Dates AUTUMN TERM 2016 INSET Thursday 1st Sep & Friday 2nd Sep TERM STARTS Monday 5th Sep 2016 HALF TERM Monday 24th Oct –Friday 28th Oct 2016 INSET DAY Monday 31st Oct 2016 TERM ENDS Friday 16th Dec 2016 SPRING TERM 2017 TERM STARTS Tuesday 3rd Jan 2017 HALF TERM Monday 20th Feb – Friday 24th Feb 2017 INSET Monday 27th Feb TERM ENDS Friday 7th Apr 2017 SUMMER TERM 2017 TERM STARTS Monday 24th Apr 2017 HALF TERM Monday 29th May –Friday 2nd Jun 2017 INSET Friday 30th June 2017 TERM ENDS Friday 21st Jul 2017 Other Dates: May Day Monday 1st May 2017
Times of School Day First Bell Registration* Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lunchtime First Bell Lesson 5 Afternoon Registration End of School Day * - Wednesday Start
8.35am 8.40am 8.55am 9.55am 10.55am 11.15am 12.15am 1.15pm 1.45pm 1.50pm 2.50pm 3.00pm 8.55am
21st October – Progress 1 available
3
Home School Agreement All schools are encouraged to have in place a Home School Agreement. Our Home School Agreement was originally formed in partnership with parents and, in recent years, it has been amended after parents have made some further useful and helpful suggestions. Please read the following information carefully and please keep this document in an accessible place during your son or daughter’s education at Woodrush High School.
Home School Agreement 1) Parent(s)/Guardian(s) will: • • • • • • • • • • • • • • • •
2) • • • • • 4
See that my child maintains good attendance (96% and above) and arrives before 8.35am each day (apart from Wednesday morning where a later start of 8.55am is required); Ensure that my child is wearing the correct uniform as outlined in the school’s uniform policy; See that my child is properly equipped for school; Let the school know about any concerns or problems that might affect my child’s work or behaviour; Support the school’s aims, ethos, policies and guidelines for behaviour and bullying and encourage my child to follow them; Support and reinforce sanctions given by the school in terms of misbehaviour; Attend parents’ evening and discussions about my child’s progress; Inform the school when my child is absent from school on the first day of their absence; Agree any planned school absence by my child in advance with the school (term time holidays will not be authorised); Work in partnership with the school and outside agencies to support my child’s progress and wellbeing; Take an interest in my child’s school work, looking at their exercise books and the school’s virtual learning environment (FROG) regularly; Encourage my child to participate in the extra-curricular opportunities offered by the school; Acknowledge that, as a school, we do not advise that students bring mobile phones to school and we accept no liability for loss, damage or theft of mobile phones; Acknowledge that any communication with your child during the school day should be made through the school reception; Communicate with all staff at Woodrush High School in a respectful manner; Communicate any concerns about my child and their education or well-being at school through the appropriate pastoral channels and not on social media or online forums.
Staff will: Provide the best possible teaching and learning opportunities; Ensure the safety of every child is given priority and that a caring, safe and supportive environment is provided that promotes learning and well-being; Guide students towards becoming inquisitive, independent and taking ownership of their own learning; Reward students for their success; Contact parents if there is a problem with attendance, punctuality, uniform or equipment;
• • • • • • • • • • 3) • • • • • • • • • • • • •
Let parents know about any concerns or problems that affect their child’s work or behaviour; Ensure that lessons are not interrupted by poor behaviour; Report to parents on your child’s progress; Set, mark and monitor independent study and provide facilities for children to do independent study in school; Arrange parents’ evenings during which progress will be discussed; Keep parents informed about school activities through regular letters home, news sheets and notices about special events; Ensure that the school behaviour and bullying policies are consistently applied; Monitor pupils’ behaviour, taking fair and consistent action if necessary and informing parents/carers of any concerns; Help students leave school well prepared and ready to make the most of future career/educational opportunities; Listen to parents/guardians and work in partnership with them. Students will: Attend regularly and punctually and with a positive attitude; Come to school prepared to work, with the correct equipment and the correct uniform at all times, including at the beginning and the end of the school day; Respect other members of the Woodrush community; Accept that bullying, intolerance and discrimination are unacceptable in our school; Ensure they do not disrupt the learning of others; Follow staff instructions immediately without questioning; Ensure their mobile phone is switched off during the school day and kept out of sight; Conduct themselves appropriately in lessons, between lessons, during break, lunch and on their way to and from school; Ensure proper and safe use of the school ICT systems as outlined in the acceptable usage policy for ICT; Remain within the permitted recreational areas of the school during break and lunch times; Be positive ambassadors for the school at all times; Respect the environment of the school and other people’s property; Complete all work to the highest possible standard
Parent Signature:_______________________
Student Signature:__________________________
Headteacher: _________________________
Chair of Governors: _________________________
We require all parents and students to sign the Home School Agreement. Please be aware that advice from the Government, via the Department for Education (DFE), states that refusal to sign a school’s Home School Agreement does not provide exemption for any students from the rules outlined by the school. If you would like to discuss any issues arising from the following Home School Agreement then please do not hesitate to contact us. We believe this document fairly and reasonably outlines the expectations we have as a school from our staff, our students and our parents. The aim of our Home School Agreement is to encourage consistency, equality and fairness in all matters pertaining to the school.
5
Uniform A school is frequently judged by the appearance of its students and its reputation is a powerful factor in their future success or failure. Please check that your child leaves the house properly dressed in the morning. We shall notify you first if there is any modification to the published uniform. We believe that a smart and distinctive school uniform helps discipline and makes students aware of being part of a community. Long term, it is both practical and economical. It is hoped that you will support this view and encourage your child to do so. Please be aware that he Headteacher’s decision on all matters regarding uniform and hairstyles is final and fully supported by the Governing Body. Key Uniform Rules: ALL CLOTHING AND PERSONAL BELONGINGS should be marked clearly with the owner’s name. •
BLAZERS – All students must wear a blazer at all times inside the school premises, unless they have been given permission by a member of staff to remove their blazer. The school jumper is another additional item of clothing students can wear. The school jumper must be black and must be a V-neck. Tracksuit tops, Hoodies and Sweatshirts are not allowed in school.
•
SCHOOL SKIRTS - Any girl wishing to wear a skirt must wear the Woodrush school skirt with a small green “W” above the hem. Girls may also wear black loose fitting trousers of suit material (ie not stretch/lycra/jean material). Any visible appendages (i.e. gold zips) or logos on trousers are not allowed.
•
MAKE-UP - In Key Stages 4 and 5 (Years 9, 10, 11, 12 and 13) this should be appropriate to a professional working environment. Make-up should not be worn in Key Stage 3 (Years 8 and 9).
•
JEWELLERY - One plain sleeper or stud in each ear lobe is permitted, no hoops/long earrings for health and safety reasons. No other visible body piercing is allowed. One ring per hand is allowed. Other jewellery is not allowed for safety and security reasons.
•
HAIRSTYLES – Should be appropriate to a professional working environment e.g. no extreme styles or colours and no brightly coloured braiding.
•
SHOES - Sensible flat shoes (not trainers, canvas/deck shoes or boots) are required for students, bearing in mind the staircases, carpeted areas and the need to negotiate outdoor pathways in inclement weather. Students wearing open-toed or high-heeled shoes will not be able to work in laboratories or technology rooms. Shoes will be plain, black and polishable. Trainers of any description are not permitted, even if they are black and close in style to that of a shoe.
•
SCHOOL BAGS - A suitable bag should be used for school books. The British Medical Association recommends bags with two shoulder straps e.g. rucksacks. All students should have a pencil case containing a blue or black pen, a pencil, a ruler, a rubber, a pencil sharpener and coloured crayons. All students must also be in possession of a calculator. Other specific items of equipment may be required for subjects such as Mathematics and Modern Languages. Students will be informed by the appropriate teachers.
School coats are available from Early Years starting at £15.00.
6
Uniform List Key Stage 3 boys and girls: • Black trousers or skirt with the Woodrush logo • Plain black or natural coloured tights and black ankle socks, not knee high socks (for girls) • White shirt, long or short sleeved • Key stage 3 clip on tie with house colour • Black V neck sweater • Black blazer with school badge • Black fleece with school badge and (optional item as outdoor coat • or PE item) • Plain, black polishable shoes • Optional Woodrush black outdoor coat—available from ‘Early Years’ • @£15-99 Key Stage 4 boys and girls: • Black V neck sweater • Black blazer with school badge • Black fleece with school badge (optional item as outdoor coat or PE item) • Plain black, polishable shoes • Optional Woodrush black outdoor coat—available from ‘Early Years’ • @£15-99 PE Kit for Boys: • One pair of sports trainers • Football boots • Two pairs of Black shorts • PE Polo shirt • School Rugby Shirt • School PE hoodie or Plain black sweatshirt/ fleece • Black tracksuit bottoms • Black football socks • Shin pads • Gum shield (optional)
Girls PE Kit: • One pair of Sports trainers • Black school PE skort or shorts • School PE Polo Shirt • Plain black tracksuit bottoms • School PE hoodie or Plain black sweatshirt/ fleece • Black football socks • Black sports socks • Shin pads • Gum shield (optional)
School Uniform suppliers Clive Mark Schoolwear Early Years 38 Poplar Road 407-411 Stratford Rd Kings Heath Shirley Birmingham Solihull 0121 733 1456 0121 444 0606
7
Attendance Our aim as a school is for every child to have an attendance of 96% and above. Research has shown that students with poor attendance: • Get behind with work • Lose the thread of the topics being taught • Become demotivated when they return to school • Lose friendships • Miss out on important careers and guidance inputs • Miss out on extra-curricular opportunities • Are less likely to feel part of the school Parents/carers and students often become confused about what excellent attendance is. Woodrush has set out the following guide for parents/carers: 100% Outstanding 98 - 99% Excellent 95 - 97% Good 93 - 94% Requires Improvement 90 - 92% Cause for concern Below 90% Serious cause for concern Your child’s attendance is very important to us. We therefore politely request the following: Wherever possible, please do not make routine medical appointments during the school day. Holidays during term-time will not be authorised except in exceptional circumstances. If it is exceptional circumstances please put this in writing to the Head Teacher. Please remember a two week holiday in term-time means 50 hours of teaching missed and several homework’s too. Students often find it difficult to catch up with work missed. If your child cannot attend school, please take the following steps: Please contact the school’s attendance officer, Mrs Davies, on 01564 823777 Ext 7107 or email: jdavies@woodrushhigh.worcs.sch.uk . Please explain the reason for absence and give an estimate of how long your child is likely to be away from school. Send a note in on the first day your child returns to explain the reason for absence. In regards to punctuality to school, please be advised: That the first bell for school rings at 8.35am. Students are expected to be in their form rooms for morning registration or assembly by 8.40am. The student entrance to school closes at 8.40am. Any students arriving at school after this time will have to ring the buzzer for the main entrance and sign in late at Student Services. Any students that are late to school in the morning without a legitimate reason for their lateness will be issued with a thirty minute detention for that same evening after school. We will inform you of this detention via a text or a telephone call. If your child does have a legitimate reason then please ensure they are able to provide a note or a medical appointment card.
8
The Woodrush Way We continually work, at Woodrush, to reinforce the following: • • • • • • • • •
Learning is lifelong and must be of the highest quality it can be This takes place in a calm, supportive and disciplined environment We can all improve in what we do & must always strive to do so We embrace our own community and our role in the local area We respect individuals, their talents, qualities and needs We work to ensure equality of opportunity for all Everything we do is aimed to improve our students’ life chances We are all part of a big team, as students, staff, parents and value this Turn Up, Work Hard, Be Nice
In addition we work to: • • • • • • • • • •
Create an open environment where the aspiration is always towards excellence Help establish self-confidence, selfmotivation and self-discipline Provide a rich and simulating learning environment and a curriculum that meets the needs of all our learners Promote a capacity for independent learning and the motivation to use that capacity Offer a wide range of experiences beyond the formal curriculum Celebrate all excellence and achievements Prepare students for the opportunities and responsibilities of adult life and local and global citizenship Promote an active involvement in caring for the environment of the school, the local community and the wider world Encourage the interest and involvement of parents, governors, industry, commerce and the community in the life of the school and furthering the success of our students Promote a culture of innovation and development
9
Attitude to Learning Expectations Level
Behaviour
Consequence / Action
C1
a) Uniform infringement b) Lateness to registration/lesson without valid documented reason c) Disrupting learning d) Lack of equipment/kit e) Incomplete work f ) Mobile phone seen or heard without teacher’s permission g) Littering h) Out of lesson without documented permission from teacher
a) Removal from form/learning until rectified b) Verbal warning c) Verbal warning d) Verbal warning/supply e) Verbal warning f ) Confiscated until the end of the school day g) Verbal warning/rectify h) Verbal warning/return to class (Log on SIMS)
C2
a) Repetition of any C1 behaviour b) Refusal to follow a request from a member of staff c) Inappropriate language including swearing in conversation
C3
10
a) Repetition of any C2 behaviour b) Failure to attend 30 min detention for C2 behaviour c) Rudeness/inappropriate behaviour towards a member of staff, including walking away from, or lying to, a member of staff d) Rudeness/inappropriate behaviour towards a fellow student e) Abuse of open access areas, which includes accessing prohibited areas of the school at break or lunch f ) Three or more late marks in a week to lessons or registration
C4
a) Repetition of any C3 behaviour in lessons b) Failure to attend 1 hour detention for C3 behaviour
C5
a) Failure to attend 1 hour detention with Head of Faculty, Head of Year or Progress Leader
C6
a) Failure to attend 2 hour detention with Head of Year/SLT or failure to behave appropriately during 2 hour detention b) Fighting/assault/dangerous behaviour c) Smoking or suspicion of smoking d) Graffiti e) Bullying f ) Possession/bringing inappropriate items into school
30 minute after school detention (Contact parents by text)
1 hour after school detention (Contact parents by text and phone call home at discretion of teacher)
1 hour after school detention
(Contact parents by text and phone call home by Head of Faculty or Head of Year/Progress Leader)
2 hour Friday after school detention
(Contact parents by text and phone call home by Head of Faculty or Head of Year/Progress Leader)
One day in time out isolation and a minimum of one day in intervention (Phone call home and/or parental meeting with Head of Year/Progress Leader)
Staff responsible
a-h) All Staff
a-c) All Staff
a-e) All Staff f ) Form Tutor
Head of Faculty/Head of Year/ Progress Leader
a) Head of Year / SLT
SLT/ Progress Leader/ Personal Welfare Intervention Co-ordinator
Rewards Rewards Woodrush High School has a proud culture of celebrating student success. Immediately in Year 7, students will have the opportunity to collect merits. These merits have electronic codes that can be inputted on-line and then transferred into various prizes. These include anything from stationary items to free prom tickets in Year 11. These merits are also totalled and contribute towards House competitions. Your child will also have the opportunity to collect badges that can be sewn onto their blazers. These badges are to acknowledge any specific achievements linked to certain subject areas, which may include anything linked to attainment, participation, effort or progress. Any successes or achievements in school are also celebrated during weekly Year group assemblies and termly House assemblies. We also hold awards events that parents are invited to attend. Merits Gold Award merit given by form tutors for exemplary behaviour and punctuality to lessons/registration over a half-term. This is also awarded to students for other noteworthy and significant achievements. The Gold Award merit has the value of 5 merits. Subject merits are awarded to students by subject teachers for things like excellent effort, progress or attitude to learning in lessons. This merit has the value of 1 merit.
11
New Grading System for Progress
• At Woodrush all students are now assessed using the New GCSE grades that have been introduced; 9-1 • The table above shows how the old GCSE grades of A*-G equate to the new grades. • New GCSEs will be graded 9–1, rather than A*–G, with grade 5 considered a good pass (The old ‘high C’ grade / ‘low B’ grade) and grade 9 being the highest and set above the current A*. The new system is intended to help provide more differentiation, especially among higher achieving students. • The grades will be given for the first time in 2017 exam results, for specifications that first started teaching in 2014 (English and Maths). By 2019, all GCSE results will be using the new system. • This is why we have moved to this system throughout the school from years 7 to 11; so we can track and monitor performance throughout the school for each child in each subject. • From KS2 we already have an idea of what students Estimated Attainment should be by the end of year 11, so we can see if their current attainment matches their ‘projected’ attainment through time. We use KS2 SATs information therefore, to work out what each child’s expected grades will be year on year. • At each progress point during the year, each student will be given a current attainment grade and an estimated end of year grade (both 9-1) in each of their subjects. This can be compared to the expected grade a child should attain by the end of that year. (Year 11 will still be graded using A*-G for all subjects except English and Maths) • We will also indicate whether a child’s grade is:
+
Meaning Secure; the grade is secure and very close to the next grade and with intervention will have a very good chance of achieving it
=
Meaning Secure with Support
-
Meaning Vulnerable; the student is not secure at this grade and without intervention may drop to the grade below
• Each child and parents will therefore be able to ‘map’ the progress being made through each year and over all 5 years of a subject or course. • Parents will be informed of their child’s attainment 5 times each year and whether they are meeting the expected grade in that subject.
12
Subjects
13
Faculty
Mathematics
Subject
Mathematics
Year
Year 9
Course Overview
Exam Board: Edexcel Linear There will be module tests throughout the course and dates for these will be provided by the class teacher. The examination is in Year 11 and is 100% exam based. Students will sit three 1hour 30 minute papers. The first paper is non-calculator and the other two papers are calculator assessed. Progress assessments will take place towards the end of each term to determine where students are in comparison with their target grade.
This year in Maths
Units of Study: • Number: types of numbers including primes, cubes, factors and multiples; adding, subtracting, multiply and dividing, negative numbers, upper and lower bounds, standard form, rounding and approximation. • Algebra: collecting like terms, simplifying expressions with multiplication and division, expanding brackets, factorising expressions, double brackets, quadratics, solving equations, simultaneous equations, graphs, index laws and sequences. • Fractions, decimals, percentages and ratio: converting between them, (+, -, x, ÷) fractions, fractions of amounts, percentages of amounts, increase and decreasing percentages, percentage change, interest, reverse percentages, (+, -, x, ÷) decimals, recurring decimals and ratio. • Data: averages (mean, median and mode), range, interquartile range, bar charts, pie charts, cumulative frequency, histograms, averages from frequency tables, stratified sampling, probability. • Transformations and symmetry: reflections, rotations, translations, enlargements, congruent shapes and similar shapes. • Shape and Space: perimeter, area, surface area, volume, conversions, constructions, loci, scale drawings, plans and elevations, angles, properties of polygons and tessellations. Over the course students with develop their mathematical reasoning and develop the ability to work through more functional based problems. Students should use mymaths and mathswatch to do general revision in year 9. The progress assessments will contain most of the topics above, as they will be general examination papers.
Homework / Independent Study expectation
• • • •
Other Information
Regular individual homework tasks (set once per week for a minimum of 30 minutes) Regular revision at home, especially prior to module tests and progress tests, students should be working on mathematics little and often Extra work packs may be provided as part of intervention if students are weak on a particular area of mathematics. All students must ensure they know their times tables inside out! It is the most important fundamental part of mathematics which many students struggle with. If students can practise these as much as possible at home that would really benefit them within the class room.
Edexcel revision guides will support students in this course: All students need a Casio Scientific calculator All students need a maths set which includes: pencil, ruler, compass and protractor: Useful websites we use at Woodrush:
14
Faculty
Science
Subject
Science (combined science or triple science)
Year
Year 9
Course Overview
Exam Board : OCR Combined science/ OCR Triple Science Students will study a series of bridging units from September – February and will start the GCSE combined course or triple science after February half term. The bridging units will cover biology, chemistry, physics/maths and science skills. Students will cover the B1, B2, C1, C2, P1 and P2 units of the combined science/triple science courses in year 9. B1 – Cell Level systems B2 – Scaling up C1 – Particles C2 – Elements, Compounds and Mixtures P1 – Matter P2 – Forces All assessments will take place in Summer 2019 in the form of exams. Students will sit a total of 6 examinations, each worth 60 marks (16.7%) each. Exam 1 – B1,2,3 and CS7 (Practical skills) Exam 2 – B4,5,6 and CS7 (Practical skills) Exam 3 – C1,2,3 and CS7 (Practical skills) Exam 4 – C4,5,6 and CS7 (Practical skills) Exam 5 – P1,2,3 and CS7 (Practical skills) Exam 6 – P4,5,6 and CS7 (Practical skills)
Course Overview
In year 9 all students will study bridging units in science. These will include units on biology, chemistry, physics and maths and science skills. These units will recap main themes from KS3 and introduce main concepts that will be covered in the first GCSE units. They will also cover practical elements and mathematical skills to prepare them for the GCSE course. They will complete these units from September until February. After this students will start their GCSE science course; either triple or combined science depending on their options choice. They will complete units B1 and B2 in biology, which will cover DNA structure and cell structure, photosynthesis, respiration, enzymes, transport in animals and plants and the cell cycle. In Chemistry, they will cover the C1 and C2 units including states of matter, atomic structure, bonding and separation techniques. In Physics, they will cover units P1 and P2 which will include specific heat capacity and latent heat, density, pressure, speed and velocity, forces, momentum, weight, work done and Hookes Law. Students will complete end of unit assessments in all bridging units and in all GCSE units and they will complete an end of year exam in July 2017.
Homework / Independent Study expectation
Pupils are expected to purchase a revision guide and workbook that they will use for homeworks for the duration of years 9, 10 and 11. There may be additional occasions where the class teacher feels additional homework will be beneficial to the pupils. This may be in the form of exam questions, research or worksheets.
Other Information
Students are expected to buy revision guides and workbooks for the course. We will do a group order for revision guides and workbooks in year 9. Revision guides are available from CGP. • GCSE Combined science. For OCR Gateway (Grade 9-1) ISBN: 978 1 78294 569 7. • GCSE Biology. For OCR Gateway (Grade 9-1) ISBN: 978 1 78294 566 6 • GCSE Chemistry. For OCR Gateway (Grade 9-1) ISBN: 978 1 78294 567 3 • GCSE Physics. For OCR Gateway (Grade 9-1) ISBN: 978 1 78294 568 0 Useful websites • http://www.bbc.co.uk/education/subjects/zrkw2hv • https://www.educake.co.uk Trips Pupils are offered a variety of trips across the year, which changes from year to year.
15
16
Faculty
English
Subject
English
Year
Year 9
Course Overview
Exam board: AQA Units of study: Autumn Term: Literature: Of Mice and Men Spring Term: Literature: Romeo and Juliet Summer 1: Literature Poetry - Thematically linked on the topic of relationships Summer 2: Language preparation for GCSE Paper 1: Explorations in Creative Reading and Writing ‘Openings to novels’ 1 hour Literacy lessons once a week.
This year in English
The aim of this year is to transition students smoothly from KS3 into KS4. Past and current GCSE texts such as Of Mice and Men and Romeo and Juliet are taught in depth across a term to provide students with challenging subject matter and an insight into what they will study during their Literature courses in years 10 and 11. Students are therefore given the opportunity to build transferrable skills which will provide them with a sound basis for their KS4 studies. Initially students will work on critical reading: identifying the themes and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text. Students will then move on to study a range of poems which are thematically linked. The study of unseen poems prepares students for their GCSE Literature exam at the end of Year 11. Embedding these skills early in year 9 provides a foundation upon which students will build during the course of the next 3 years. With time, students will hone their analytical skills and produce more sophisticated interpretations of poetry as they continue through the transition between KS3 and KS4. Later in the year, students will go on to study Language. This unit is based on the AQA GCSE Language Paper 2 which students will sit in June 2018. The source for the reading questions is a literature fiction text drawn from either the 20th or 21st century. It will include extracts from novels and short stories and focus on openings, endings, narrative perspectives and points of view, narrative or descriptive passages, character, atmospheric descriptions and other appropriate narrative and descriptive approaches. Students will spend the remainder of the year writing creatively. As a stimulus for students’ own writing, there will be a choice of scenario, written prompt or visual image that is related to the topic of the reading text in section A. The scenario sets out a context for writing with a designated audience, purpose and form. Students will be assessed on a half-termly basis for both reading and writing skills. Year 9 will sit a Language exam at the end of the year.
Homework / Independent Study expectation
Students will be expected to continue reading on a daily basis as they did in Key Stage 3. Relevant tasks will be set by class teachers which will enable students to build on what they are learning in lessons and revision will be crucial during exam periods.
Other Information
To further consolidate their knowledge, students should look to use academic websites alongside guides such as BBC Bitesize. A number of useful revision guides are available in all major book shops or online. We recommend the CGP guides which are designed to cover the topics studied in preparation for the 2018 AQA exams.
Faculty
English
Subject
Film Studies
Year
Year 9
Course Overview
Exam board: WJEC Units of study: Autumn Term: Introduction to Film Studies Spring Term: Controlled Assessment Drafts Summer 1: Controlled Assessment Drafts Summer 2: Controlled Assessment Drafts
This year in Film Studies
The aim of this year is to introduce students to the skills and content required for Film Studies. This will be done through an in-depth introductory unit of work that covers all the key concepts and vocabulary that students will require for both of their GCSE examinations and for their various controlled assessments. The unit will culminate in students preparing for and undertaking their first controlled assessment – an analysis of the opening scene from a film of their choosing. Following this, students will be introduced to the film industry in more depth, and they will be required to research the production, distribution and exhibition of their chosen films. Once these two controlled assessments are completed, students will complete four further assessments centred around their own original film idea. These pieces of coursework will be creative and require imagination, as well as knowledge of various film genres and of the film industry. Students will be picking up numerous notable skills throughout this unit as they engage with their film ideas: “pitching” their ideas will require a sound knowledge of the film industry; writing a screenplay makes use of knowledge of genre conventions; constructing film posters requires students to take their own photographs to use to help sell their film. Students then have to evaluate their posters, explaining the creative choices they made and the effect that they hoped to have on an audience. Students will be assessed on a half-termly basis through the various controlled assessments that they complete.
Homework / Independent Study expectation
Students will be expected to conduct research and plan for some of their controlled assessments at home. They are expected to take their own images in their own time for their film posters – it is imperative that these are done as without them, marks for posters will be limited. Further relevant tasks will be set by class teachers which will enable students to build on what they are learning in lessons and revision will be crucial during exam periods.
Other Information
To further consolidate their knowledge, students should look to use various and blogs, such as: www.bfi.org.uk http://www.bbc.co.uk/blogs/markkermode www.empireonline.com
17
Faculty
Humanities
Subject
History
Year
Year 9
Course Overview
Exam Board : OCR Units of Study : • The People’s Health (1250-Present), a thematic study of public health in Britain from the Black Death to the Smoking Ban. • Living Under Nazi Rule 1933-1945, a source based study which looks at a number of aspects in Nazi Germany including youth, the Holocaust and opposition, as well as life in Nazi occupied Europe. • The Elizabethans 1580-1603, a source based depth study which looks at the political, religious, economic, social and cultural aspects of Elizabeth’s rule. • History around us module, looking at the development and evolution of Kenilworth Castle throughout its history. • Viking Expansions from C.750 to C.1050, a period study which stretches from the first Viking Expansion in Russia to the end of the Viking era. Over the course, students develop skills in the analysis and evaluation of sources, interpretations and historical events and periods; this will lead to the development of their knowledge and understanding as historians. Assessment : • One 1 hour 45 minute exam on the thematic People’s Health module AND the Elizabethan depth study (40%) • One 1 hour exam on the History Around Us module (20%) • One 1 hour 45 minute exam on the Viking Expansion period study AND the Living under Nazi Rule depth study (40%)
This year in History
The People’s Health study should enable students to understand changes and continuities in public health in Britain from c.1250 to the present. The study should reveal wider changes in aspects of society over the centuries, allowing students to understand the most significant characteristics of different ages and to make comparisons between different periods of history. By the end of the topic and year, students should be able to identify and describe events, situations and developments in the history of public health in Britain. As well as this, they should understand the diverse views and experiences of different groups of people in Britain. The next topic, Life Under Nazi Rule 1933-45 should enable students to understand the impact of the Nazi dictatorship on people’s lives both within Germany and across occupied Europe. It explores the interplay of political, economic, social, racial and cultural forces at work in these societies. Usually courses focusing on the Nazis have a specific focus on life in Germany, this course is different as it also includes countries occupied by the Nazis and therefore allows the students to see the differing treatments of people of different nationalities.
18
Homework / Independent Study expectation
Pupils will receive regular independent study which will usually be in the guise of a practice exam question, a source to analyse or a research task to inform their work in the classroom.
Other Information
There will be a trip running to Berlin to support the pupils learning in the Living under Nazi Rule module. When researching their topics, the pupils should look to use academic websites as well as educational ones including BBC Bitesize and Spartacus Educational (though these are to be updated, there is some relevant crossovers with previous topics). Pupils will be informed when revision guides are released for this new GCSE.
Faculty
Humanities
Subject
Sociology
Year
Year 9
Course Overview
Exam Board : AQA Units of Study: • Studying Society • The Family • Education • Mass Media • Crime and Deviance Assessment: Both units are examined through a written exam which will be sat at the end of Year 11 (June 2019). Each unit exam is worth 50 % of the total marks available and lasts for 1 hour & 30 minutes. • Unit 1 exam will focus on the compulsory components of the Study of Society (research methods), Education and the Family. • Unit 2 exam will focus on the optional components of Social Inequality, the Mass Media and Crime & Deviance.
This year in Sociology
Students will begin the year by starting the Studying Society unit. Initially this will provide an introduction to the course, giving an understanding of key concepts and terminology, alongside some focus on culture, socialisation and forms of social change & control. We will then move on to look at sociological research methods including sampling, primary & secondary designs, ethical considerations and data analysis. The second unit of The Family will follow and will involve key definitions and sociological approaches to the family (such as the Functionalist, Marxist and Feminist perspectives). The Family unit will also examine demographic patterns and different family structures, including the influence of culture and religion, changes to the family over the last century and changes to the role of parents and position of children. To finish the year, students will engage in a Personal Sociological Research Project investigating educational experience. This will explore an aspect of achievement in school and look at potential factors that can explain any differences that exist. This is to be run simultaneously with Year 12 students who will act as mentors.
Homework / Independent Study expectation
Pupils will receive regular independent study which will usually present itself in the form of practise exam questions, research tasks or activities designed to consolidate and expand on classroom learning.
Other Information
It is our intention to run at least one enrichment trip for students during the course of the year but the details of this have not yet been finalised. Pupils will be informed when suitable revision guides are released for this GCSE.
19
Faculty
Humanities
Subject
Geography
Year
Year 9
Course Overview
Exam Board : AQA Units of Study : • Geographical skills • Topic 5: Changing economic world • Topic 3: The living world
This year in Geography
To start the course, students will complete a unit on the geographical skills needed at GCSE. This will include map skills, graphical skills, interpreting photos and drawing sketches, numerical skills and statistical skills. Topic 5 – Changing economic world - in this unit, students will learn about the variations in economic development and quality of life around the world and what is being done to reduce the development gap. They will also study the economy of the UK and in contrast study the economy of a less developed country and examine its characteristics and the measures being taken to help its development. Topic 3 – The living world – in this second unit, students will learn what an ecosystem is and gain an overview of their different distributions and characteristics. They will study two ecosystems in detail, that of the tropical rainforest and hot deserts.
20
Homework / Independent Study expectation
Pupils will receive regular independent study which will usually consist of consolidation questions, exam practise, revision tasks or a research task to inform their work in the classroom.
Other Information
When researching their topics, the pupils should look to use academic websites as well as educational ones such as BBC Bitesize. Pupils will be informed when revision guides are released for this new GCSE.
Faculty
Modern Foreign Languages
Subject
French and Spanish
Year
Year 9
Course Overview
Exam board : AQA French 8658/ Spanish 8698 Paper 1: Listening – 25% (Foundation - 35 minute paper/ Higher – 45 minute paper) Paper 2: Speaking – 25% (Role Play card, picture card and questions and answers. Approx 10 mins) Paper 3: Reading – 25% (Foundation - 45 minute paper/ Higher – 1 hour paper) Paper 4 Writing – 25% (Writing tasks and Translation. Foundation – 1 hour/ Higher – 1 hour 15mins) All assessed at the end of year 11 (Summer 2019) Over 3 years, pupils study all of the following themes on which the assessments are based. Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment
This year in French and Spanish
Topics studied will be : Family • Physical descriptions, Personality, Relationships, Family problems Home and Town • Rooms, Furniture, Describing houses, Things to do in town, Town and country, Shops and directions, Weather Health • Body Parts, Illnesses, Remedies, Present tense, Food and Drink, Healthy living, Past tense, Future tense
Homework / Independent Study expectation
Pupils will have regular vocabulary learning from their vocab books we supply in lessons at the beginning of each topic. These books are to be brought into each lesson and cost 50p to replace if lost. There are Personal Learning Checklists at the beginning of each topic to support pupils’ vocab learning in preparation for end of unit tests. The dates for these are the same as the progress tests Teachers will set additional homework tasks where necessary. These will be a simple reading or writing task and where possible, we will put this information onto Frog
Other Information
We have found the following websites to be of use to GCSE MFL students http://www.bbc.co.uk/schools/gcsebitesize (French and Spanish) http://revisionworld.com http://www.s-cool.co.uk/gcse It is also really helpful to follow the news in French and Spanish, these websites are ideal as they are aimed at young people http://www.1jour1actu.com Lastly, www.youtube.com is an excellent resource as there are lots of programmes, stories and songs in languages such as peppa pig, friends!
21
Faculty
Business and Computing
Subject
ICT
Year
Year 9
Course Overview
The faculty offers three alternative courses. Your child will begin one of these at the end of Y9! Exam Board : Edexcel GCSE ICT Units of Study: You will learn about current and emerging digital technology and its impact on our lives, working with a range of tools and techniques and exploring interactive digital products such as websites, computer games and databases. Assessment : Unit 1 – Living in a digital world (40% 1.5 hrs external exam) Unit 2 – Using digital tools (60% controlled assessment) Exam Board : OCR Cambridge Nationals in Creative iMedia Units of Study: You will learn the tricks of the media sector and be able to design and create promotional materials and resources. Assessment : Unit 1 – Pre-production skills (25% 1.25 hrs external exam) Unit 2 – Creating digital graphics (25% controlled assessment) Unit 3 – Storytelling with a comic strip (25% controlled assessment) Unit 4 – Multimedia products (25% controlled assessment) Exam Board : Eduqas GCSE Computer Science Units of Study: You will learn how computers work and how to code programs to solve problems. You will learn about hardware, software, networking and computer programming languages. Assessment : Unit 1 - Understanding Computer Science (50%, 1.75hrs external exam) Unit 2 - Computational Thinking and Programming (30%, on screen exam) Unit 3 - Software Development (20%, controlled assessment)
This year in ICT
Students will take a deeper step into the world of Computing! The subject is broken down into three strands; Digital Literacy, Computer Science and ICT. Students will undertake four units this year which will encompass elements from each of these strands. In the Summer term, students will decide which GCSE route to follow; GCSE Computer Science, Creative iMedia or ECDL in IT Application Skills. Using computers safely, effectively and responsibly Students will begin the year with learning how to use the internet responsibly. Sexting, cyber bullying, radicalisation and internet trolling are all important and current topics that will be discussed in this unit. They will also be shown the new version of FROG, our school VLE, which will be used for students to send work to teachers and access the school drives. Understanding computers and networks Students will learn about how computers work. What is the science behind a computer functioning correctly? Students will discover what hardware is inside a computer and what the roles are of each component. Students will also gain an understanding of protocols and how computers communicate with each other! Web Development Students will undertake a website project in the Spring term. They will have to be creative to design and create their digital graphics for their website and plan out how it will look. Students will then learn how to use web authoring software and HTML coding to enhance their website. Python Coding In the final unit of the year, students will learn in depth a programming language called Python! They will be able to plan and write their own code to produce a solution for a given problem. Students will have to be resilient, determined, logical, analytical and work well under pressure if they are to crack the codes!
22
Homework / Independent Study expectation
Students will be given Personal Learning Checklists (PLC’s) at the beginning of each unit to support their understanding.
Other Information
Students are encouraged to discuss and show what they are learning in lessons with parents/guardians to reinforce their skills. A good website to visit is http://www.teachict.com/ which has many fun and engaging activities to try at home!
Faculty
Business and Computing Faculty
Subject
Retail Business
Year
Year 9
Course Overview
Exam Board : WJEC Level 1/2 Award in Retail Business
Teachers will set homework tasks via FROG which students will be expected to complete. Resources for any lessons which students are absent from can be found on the ICT page on FROG.
Units of Study: Retail businesses operate in different retail channels, from outlets in local shopping arcades to catalogues and online shopping. There are different types and sizes of retailers, from large multinational department stores to small specialist retailers. WJEC Level 1/2 Award in Retail Business is designed to mainly support students who want to learn about the retail businesses and the potential it can offer them for careers or further study. It provides students with a broad introduction to the retail sector and the types of career opportunities available. Assessment : Unit 1 - Customer experience (25% controlled assessment) Unit 2 - Retail business (25% external exam) Unit 3 – Retail operations (50% controlled assessment)
This year in Retail Business
Students will begin to study the basics of business in order to gain the knowledge and understanding of Unit 2. Students will gain an understanding of spotting a business opportunity, showing enterprise, putting a business idea into practice, making the startup effective and understanding the economic context. Topics will be taught through projects to make theory work more practical so students can see the relevance. They include: • Forms of retail business • Forms of ownership • Objectives of retail businesses • How the UK business environment affects retail business • Effects of location characteristics
Homework / Independent Study expectation
Students are expected to undertake a minimum of 1 hour independent study per week.
Other Information
There are revision guides and workbooks that can be purchased to support your child through their GCSE course. Teachers will inform parents when revision guides are available.
Teachers will set homework tasks via FROG which students will be expected to complete. Resources for all courses can be found on shared area on the Business page on FROG.
Students should regularly be reading around the subject to ensure they are best kept up to date with the latest current business affairs.
23
Faculty
Business and Computing
Subject
Business Studies
Year
Year 9
Course Overview
Exam Board : Edexcel GCSE Business Studies Units of Study : You will start by investigating different ways a business can be owned. You will study marketing, finance, roles within a business, production and the effect the external environment can have on a business. Assessment : Unit 1 - Investigating small business (50% external exam) Unit 2 - Building a business (50% external exam)
This year in Business Studies
Students will begin to study the basics of Unit 1 in order to gain the knowledge and understanding of Business. Students will gain an understanding of spotting a business opportunity, showing enterprise, putting a business idea into practice, making the startup effective and understanding the economic context. Topics will be taught through projects to make theory work more practical so students can see the relevance. There will also be enterprise opportunities for students to get involved in throughout the year including Make a Tenner Challenge and Peter Jones’ Tycoon project.
Homework / Independent Study expectation
Students are expected to undertake a minimum of 1hr independent study per week.
Other Information
There are revision guides and workbooks that can be purchased to support your child through their GCSE course. Teachers will inform parents when revision guides are available for the new GCSE spec.
Teachers will set homework tasks via FROG which students will be expected to complete. Resources for all courses can be found on shared area on the Business page on FROG.
Students should regularly be reading around the subject to ensure they are best kept up to date with the latest current business affairs.
24
Faculty
Technology
Subject
Craft
Year
Year 9
Course Overview
The vcert craft sits along side GCSE and level 1 is equivalent to grade D to G GCSE. Level two is equivalent to grades A to C This qualification is designed for learners with an interest in craft and can be delivered in a variety of contexts. Examples could include wood crafts, floristry, textiles, paper craft, garment making, stained glass, cake decoration and countless other craft skills to try. Year 9 - The core units comprise of the following. Each unit has an assessment to go with it. • Unit 01 Exploring craft skills • Unit 02 Develop design ideas for craft • Unit 03 Create ideas in response to a brief • Unit 04 Produce and review final craft work
This year in Craft
Year 9 will mainly practice a variety of craft skills, while year 10 respond to design briefs and begin their assessments. Vocational opportunity The Woodrush VCERT craft has an emphasis on relating crafts to work and business. A section of the course will focus on developing a business idea; for example designing and creating a product for a business to use. We hope to also visit a business establishment specialising in a craft eg. Florists, Jewlery makers, photographers, printers, potters etc.
Homework / Independent Study expectation
• •
•
Other Information
There will be a set range of homework and extension activities which the students will be expected to completed outside of the lesson. These based on different themes such as food science and nutrition. We encourage cooking at home and feel it’s vital for students to begin learning how to cook more complex dishes. In year 10 we feel it important that students are encouraged to plan, shop, prep and cook dishes at home and would like this to be happening outside of lessons. Cooking Club will be back on so students should aim to attend this to improve their skills.
The course will require ( but may not be limited to ) the following equipment and commitment; • Apron, A3 Portfolio, Sketch pad A3 or A4 • A good stock box of pens, pencils and basic art materials – ‘The Works’ offer a good selection of inexpensive kit and other craft materials • Independent study and homework will focus on researching using the internet; Pinterest, etsy, magazines and books relating to craft, programs on TV with craft and design emphasis . • Please find out if your child is entitled to free school meals /pupil premium as this will help pay toward the cost of some materials. Ask at reception for an application form. Useful websites : ETSY, PINTEREST, NIFTY, CRAFTY Helpful books : Craft books in local charity shops, Home sense, TKMAX or WHSmith. Art resources can be found at HOBBY CRAFT, DUNELEM, WILKINSONS or online. Ebay and Amazon are suitable places to purchase. After school clubs are a good opportunity to encourage the craft work or summer courses to get students into the mind set.
25
Faculty
Technology
Subject
Product Design
Year
Year 9
Course Overview
This is a 3 year course with a new specification currently being developed for Product Design. Students will complete their controlled assessment in year 10 where they will design and make a product/s from a selection of design briefs. This is worth 50% of their GCSE and should be completed in school. Students will also have a written exam that is worth 50 % of their GCSE. It is a 2 hour exam based on theoretical understanding of Product Design. Practice for the exam will take place regularly in year 11 to allow them to feel confident when sitting the paper.
This year in Product Design
Year 9 is a foundation year within this subject where students will have a varied range of projects that tap into the fundamental skills to be successful in Product Design. Students will be introduced early on to the use of the advanced tools and equipment that we have in the Department. They will have projects where by they have to research and understand about a range of designers who have influenced the development of products throughout history. Being able to design creatively and fluently is a key aspect to the course. Students will be expected to design by both hand and by using CAD. The purpose of this year is to build on knowledge and skills within all the different areas of the course to enable students to confidently take on the controlled assessment task in year 10.
Homework / Independent Study expectation
Attending after school workshops can improve progression and enjoyment of the subject. Homework competitions will run throughout the year. These are independent research projects where students learn about famous designers and design era’s. Pupils should develop an interest in the theoretical aspect of the subject and continue their reading outside of the classroom and teaching times. A subscription to How Stuff Works is advised. Pupils should visit as many exhibitions and museum’s as possible to help develop their subject knowledge and appreciation of Product Design in society. Suggest the Design Museum, Science Museum, The Brunel Museum, London Transport Museum, British Motor Museum Pupils should practise the skills and techniques demonstrated in lessons, outside of the classroom and produce their own prototype artefacts. Programs such as GOOGLE SKETCHUP, 123DDESIGN, Photoshop, Autodesk, Auto CAD are suggested programs to use. Projects from Maplin are always fun rewards that encourage STEM based activities.
Other Information
Useful websites : Pinterest, BBC ClipBank-Design and Technology, TechnologyStudent. com, How Stuff Works.com Helpful books : AQA Design and Technology Product Design (By Nelson Thornes), CGP GCSE Design and Technology Product Design (Revision guide), Lonsdale School Revision Guides AQA Product Design • • • •
26
Students will need their own sketch books for this course and should invest in drawing materials such as graphic pencils, coloured pencils, fine liner pens and tools, protractors and rulers to be able to illustrate effectively. Students should also invest in an A3 carry portfolio to carry their resources to and from home. These will be on Parent Pay. Attending the Product Design school club on Wednesdays is encouraged as students will have the opportunity to make products in a relaxed environment. Investing in a digital camera is important and students can then have their own resources which will help them at home such as model making equipment.
Faculty
Technology
Subject
Fashion and Textiles
Year
Year 9
Course Overview
This is a 3 year course. Students will complete their controlled assessment in year 10 where they will design and make a product/s from a selection of design briefs. This is worth 50% of their GCSE and should be completed in school. Students will also have a written exam that is worth 40 % of their GCSE. It is a 2 hour exam based on theoretical understanding of the Fashion and Textiles industry. Practice for the exam will take place regularly in year 11 to allow them to feel confident when sitting the paper.
This year in Fashion and Textiles
Year 9 is a foundation year within this subject where students will have a varied range of projects that tap into the fundamental skills to be successful in Fashion & Textiles. Students will be introduced early on to garment construction and how to use the sewing machine with skill. They will have projects where by they have to research and understand about a range of fashion designers who have influenced style and clothing throughout history. They will also be doing a focused project on fashion illustration. Being able to design creatively and fluently is a key aspect to the course. Students will be expected to design by both hand and by using CAD. A Photoshop project is assessed half way through the year. The purpose of this year is to build on knowledge and skills within all the different areas of the course to enable students to confidently take on the controlled assessment task in year 10.
Homework / Independent Study expectation
• •
Attending Fashion Club can improve progression. Homework competitions will run throughout the year. These are independent research projects where students learn about famous fashion designers and time periods.
Other Information
•
Students will need their own sketch books for this course and should invest in drawing materials such as graphic pencils, coloured pencils, fine liner pens and tools to be able to illustrate effectively. Students should also invest in an A3 carry portfolio to carry their resources to and from home. A subscription to magazines such as VOGUE, LOOK, GRAZIA, DAZED, ELLE, HARPERS BAZAR is all beneficial as students are encouraged to read these and gain knowledge on fashion. Attending Fashion Club on Wednesdays is encouraged as students will have the opportunity to make garments in a relaxed environment. Investing in a sewing kit with essential tools is important and students can then have their own resources. If you have a sewing machine please feel free to teach your son/daughter this at home as every little helps.
• • • • •
Useful websites : Pinterest, Etsy, Style.com, Trendhunter, BBC Bitesize- design and technology,Fashion Era, Textiles4U Helpful books : 9 HEADS- Fashion Illustration guide book, Metric Pattern Cutting, Figure Drawing for Fashion Design, Fibres to Fashion
27
Faculty
Technology
Subject
Food Preparation and Nutrition
Year
Year 9
Course Overview
Food Preparation & Nutrition is a course which will last for three years. The course is new to the national curriculum. Food Preparation & Nutrition will teach pupils how to demonstrate effective and safe cooking skills, develop knowledge and understanding of the functional properties and chemical characteristics of food, the relationship between diet, nutrition and health, the economic, environmental, ethical and socio-cultural influences, demonstrate knowledge and understanding of functional and nutritional properties. GCSE Food Preparation & Nutrition will consist of a written exam and two pieces of coursework. The written exam is 1 hour and 45 minutes long and is worth 50% of the final GCSE grade. The coursework consists of a food investigation assessment and a food preparation assessment. The food investigation assessment involves investigating the scientific principles underlying the preparation and cooking of food. Worth 15% of the final GCSE grade. The food preparation assessment involves preparing, cooking and presenting a menu which assesses planning, preparation, cooking and presentation of food. This includes a practical exam which is 3 hours long and you must cook a range of dishes within that time. Worth 35% of the final GCSE grade.
This year in Food Preparation and Nutrition
Year 9 is a foundation year within this subject where students would be taught the basic principles of cooking a range of different dishes, learning how to apply more complicated culinary skills, learning the basic principles of nutrition and healthy eating and the basic principles of food science. They will be introduced to how the food investigation and food preparation assessments need be to be successfully carried out towards the end of the year. The aim in year 9 is to build a good foundation of understanding on the subject to enable students to be competent and confident as they progress into years 10 and 11.
Homework / Independent Study expectation
There will be a set range of homework and extension activities which the students will be expected to completed outside of the lesson. These based on different themes such as food science and nutrition. They will be on Frog for students to access. We encourage cooking at home and feel it’s vital for students to begin learning how to cook more complex dishes. In year 9 we feel it important that students are encouraged to plan, shop, prep and cook dishes at home and would like this to be happening outside of lessons.
Other Information
Students will be expected to bring in ingredients for every practical lesson. The students are responsible to speak with their teacher if they think they cannot get ingredients. Students who are absent are also responsible to see their teacher to check if they are cooking in the next lesson. All recipes and ingredients will be uploaded to FROG. Students are asked to invest in a suitable plastic container to take their food home in. The department will not always have spare containers and these are often limited. We ask students to bring their own apron/chef whites to practical lessons. These will be on Parent Pay. Cooking is essential in this course so please understand that students are expected to cook and it causes a great deal of issues when students do not cook. This is an oversubscribed course and we want students to understand that cooking is essential. We also expect students and parents to try their food regularly. They need to be willing to expand their taste buds and try something new. Useful websites : The British Nutrition Foundation , The Institute of Food Science & Technology, BBC Good Food Helpful books : The Science & Technology of Food, Cooking Explained , Department of Health Report 41 Dietary Reference Values for Food Energy and Nutrients for the United Kingdom, Essentials of Food Microbiology
28
Faculty
Creative Arts
Subject
Photography
Year
Year 9
Course Overview
Exam Board – AQA Coursework : You will study three units of coursework (60%): In Year 9 you will focus on : Units of Study : Unit 1 (year 9)–Life in Colour - this unit introduces students to the visual elements in photography, develops understanding of composition and recording skills and introduces use of Photoshop to digitally edit photographs. This Unit forms part of the Coursework requirement for GCSE Photography and is assessed against the four Assessment Objectives. The students work for Life in Colour is regularly marked throughout the year in line with the school assessment policy. Students receive verbal and written feedback with reference to the Assessment Objectives and the Personal Learning Checklist as to which aspects of their work are successful and which aspects need improvement. Students will be assessed on the following criteria: Assessment Objective 1: Developing ideas Assessment Objective 2: Using resources, media and materials Assessment Objective 3: Recording ideas and observations Assessment Objective 4: Making a personal, informed, and meaningful response
This year in Photography
In Year 9 GCSE Photography, students investigate the theme of ‘Life in Colour’. In the first term students are complete a range of tasks related to the visual elements within photography, as part of this students have the opportunity to visit Kew Gardens in London and develop a colour wheel of natural forms based on their own photographs, Within this unit, students gain an understanding of the rules of composition as well as becoming familiar with key techniques and processes within Photography such as viewpoints, lighting and use of editing software to enhance and develop their work. Students study a range of photographers that relate to the theme of Life in Colour including Andy Small, Karl Blossfeldt, Irving Penn, Martin Parr and Emily Blincoe. Students will then go on to develop responses to these photographers, analysing and evaluating their outcomes before focusing around a particular area of interest to develop a set of final prints for this project.
Homework / Independent Study expectation
Homework will be given in order to improve and refine recording skills – this maybe preparing material for a photo shoot within school, or shooting images independently to develop and ideas. Researching artist/photographer tasks will be set in order to free up time in lessons for more practical skills. Students are expected to complete improvements to their coursework independently through the use of Powerpoint. Students have the opportunity to attend Catch-Up sessions after school Monday’s 3pm-4pm to complete work and make use of computer facilities.
Other Information
Students will be expected to extend their learning and inform their ideas, by visiting locations for photo shoots, exhibitions and galleries both locally and nationally if possible. Websites: Pixlr Photo Editor, Pinterest, Deviant Art, Flikr, Studentartguide, Saatchi Online, Tate.org Equipment: A USB stick (8GB minimum), a Point and Shoot Camera (10 mega pixel minimum), access to Microsoft Powerpoint to produce coursework, and access to a computer to back up work regularly.
29
Faculty
Creative Arts
Subject
Music
Year
Year 9
Course Overview
Exam board – Edexcel The Course Students study three units over the course: • Unit 1 – Performing Music • Unit 2 – Composing Music • Unit 3 – Listening and Appraising Controlled Assessment This is a very practical course, with 60% of the grade allocated to Controlled Assessment. Students will be required to submit 2 performance pieces (one solo and one ensemble) on an instrument of their choice and write 2 compositions, one free composition and one composition based on a brief set by the exam board. Examinations A further 40% of their grade is based on a listening exam. They will study 8 set works taken from the 4 areas of study - Instrumental Music 1700–1820, Vocal Music, Music for Stage and Screen and Fusions. A listening exam will then be sat in Year 11 based on these set works along with ques¬tions on unfamiliar pieces of music.
This year in Music
In Year 9, students will learn about music theory, enabling them to read and write notation, pick out key features of music throughout history along with understanding key signatures and cadences. Students in Year 9 will also gain skills in composing by using the music technology suite and have practical sessions where students are given time to practice as an ensemble.
Homework / Independent Study expectation
Students will be given written tasks based on notation and the writing and reading of music, allowing them to make progress away from the classroom. Students will also be asked to practice for at least 1 hour a week on their chosen instrument to improve their skills.
Other Information
30% of the course is composing and students will have their lessons for composition using Music Technology. Students have access to the Mac suite where they use midi keyboards and Garageband in order to create their own compositions. As 30% of the course is performing we ask that all students taking up Music as a GCSE have instrumental lessons on their chosen instrument. As this is a requirement of the course lessons in school are subsidised with school paying 50% of the cost, students who are Pupil Premium have the whole cost of lessons paid for. Students can choose from the following instruments: Singing, piano, keyboard, flute, clarinet, saxophone, violin, viola, cello, trumpet, horn, electric guitar, classical guitar, bass guitar, and drums.
30
Faculty
Creative Arts
Subject
Art & Design
Year
Year 9
Course Overview
Exam Board : AQA Coursework-Units of Study : You will study three units of coursework (60%): Unit 1 (year 9)–Nature’s Close-Up –this unit develops students recording skills across a range of different media and subject matter Assessment : Examinations Mock Exam You will select a theme from 4 options. You will then develop your own project based upon your chosen starting point. The exam will be the opportunity to create a final outcome. (20% of your final mark, 5 hours) Controlled Assessment This has an 8 week preparation period, where students select a theme from a choice of 7 which are released by the exam board on January 1st and then developed by the student in to a personal project. This culminates in a 10 hour examination over 2 days, where students create a final outcome. (40% of your final mark, Summer Term Year 11)
This year in Art & Design
Students will focus on the theme of ‘Nature’s Close Up’. They start the year by visiting Kew Gardens in London to collect primary source material in the form of photographs, which they can then observe from back in the classroom. Year 9 is primarily a skills building year, where students are introduced to a range of different media, including Pencil, Biro, Watercolour, Mixed Media, Brusho, Clay and Monoprinting. The year is about refining their drawing/observational skills using different media, which is a key requirement going forward with the new exam board specifications. The students will refine these skills further in year 10, looking at the work of different Artists, Designers and Craftspeople. All of the work completed in year 9 will go towards their coursework, which is worth 60% of their overall grade.
Homework / Independent Study expectation
Homework will be given in order to improve and refine observational drawing skills. Researching artist tasks will be set in order to free up time in lessons for more practical skills.
Other Information
Students will be expected to extend their learning and inform their ideas, by visiting exhibitions and galleries both locally and nationally if possible. Websites: Pinterest, Deviant Art, Flikr, Studentartguide, Saatchi Online, Tate.org Equipment: An A2 portfolio will be on sale to students at the beginning of year 9 which includes a set of materials that will be needed to complete their art course. The portfolio includes A2 card, watercolour paints and brushes, oil pastels, range of pencils, scissors and other essentials.
31
Faculty
Creative Arts
Subject
Drama
Year
Year 9
Course Overview
Exam Board : AQA GCSE Drama is a linear course which focuses of developing key performance skills and the ability to evaluate theatre and demonstrate knowledge of how theatre is developed. It is assessed through both practical and written work, culminating in a final exam at the end of year 11. The course offers students the opportunity to explore drama as a practical art form in which ideas and meaning are communicated to an audience through choices of form, style and convention. Students will be introduced to key practitioners, theoretical influences and influential playwrights whilst developing and building their core practical performance skills. The subject content for GCSE Drama is divided into three components: 1. Understanding drama (written exam) 2. Devising drama (practical and coursework portfolio) 3. Texts in practice (practical) In the practical components students may specialise in performing, lighting, sound, set, costume and/or puppets. Whilst there is a fundamental emphasis on the practical element in this course, the building up of a lively portfolio full of inspiration ideas, collaboration and experimentation and finally evaluation, is also a central part of the course. Thus GCSE Drama allows all students to pursue the course in a way consistent with their preferred creative style. Students are assessed through the following criteria: • AO1: Create and develop ideas to communicate meaning for theatrical performance. • AO2: Apply theatrical skills to realise artistic intentions in live performance. • AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed. • AO4: Analyse and evaluate their own work and the work of others.
This year in Drama
32
During year 9, students will learn a variety of key performance techniques and skills. We begin the year focussing on ‘An introduction to Devising’, wherein pupils develop a core knowledge of how to create a performance from stimuli, managing their time and working in groups to achieve an end goal. Throughout the Spring term, the class will study a range of performance styles in ‘Exploring Practitioners’, where they will have the opportunity to learn about various leading theatre practitioners, whose work have influenced the way we experience modern entertainment today. During the summer term, pupils begin studying their set text, ‘The 39 Steps’ by John Buchan and Patrick Barlow, an exaggerated comedy script. Pupils will learn the context of the play, explore the acting style and then perform excerpts of the script for assessment. This practical exploration will allow them to form a solid understanding of the play which will form part of their answers for the written paper at the end of year 11. In the second half of the Summer Term, pupils work collaboratively as a company to create and produce a piece of ‘Theatre-in-Education’ for pupils in a local primary school on a topic of their choosing. They will then perform this to their target audience and lead a drama workshop with the younger pupils to support their work.
Homework / Independent Study expectation
Homework will be set to support work done in lessons and to further, deeper pupils understanding of course content. For example: - Live theatre reviews - Written peer and self-assessments and evaluations - Research Students are also expected complete ‘practical homework’ by arranging out-oflesson rehearsals with their groups to further stretch their performance skills ahead of assessment dates. These are often set after school and supported by the class teacher where necessary.
Other information
Students will need an A4 ring binder folder and polly-pockets, where they will keep all written work, assessment materials and build a collection of stimulus and script extracts. Students are encouraged to complete research both online and also through visiting the library of Birmingham to access particular theatre books. (http://libraryofbirmingham. com/) Pupils are encouraged to see as much live theatre as possible! The Drama department arrange various trips over the three year course, providing students with the invaluable experience of seeing skills learnt in lessons used within a professional environment. Students are also required to review live theatre as part of their written exam and so the more access to live performance work that they get, the better. There is also opportunity for practitioners and theatre companies to run workshops at school. These days are arranged as ‘trips’ but rather than taking the pupils offsite, the companies come to us. Such days are invaluable in cementing core skills and in deepening pupils learning in Drama, as well as providing pupils with experience of working with leading drama makers.
33
34
Faculty
Creative Arts
Subject
Dance
Year
Year 9
Course Overview
Exam board: EDEXCEL BTEC First Performing Arts – Dance Pathway Units of study • Students will look at variety of dance styles within 2 compulsory units and 1 optional unit. Compulsory units • Unit 1 – Individual Showcase – understand the skills required for the selected progression opportunity and to present a self-promotional response to the selected progression opportunity. The unit will give students knowledge and experience of the audition and presentation process. Recognising strengths and your skills is a crucial step. • Unit 2 - Preparation, Performance and Production – take part in the preparations for a live performance and to demonstrate a performance or production skills and techniques in a performance. The unit focuses on the work of a company not just the individual and give students the experience of the highs and lows of working as a member of a performance company. Optional unit • Unit 4 – Dance Skills - explore and develop own dance skills and review your own practice and to use dance skills within rehearsal and performance. The unit is about understanding own strengths and reviewing progress with a variety of different dance styles. How the course is assessed • Unit 1 is externally assessed using a task set and marked by EDEXCEL. • Unit 2 and 4 are internally assessed by the centre and externally verified by EDEXCEL. • The certification is graded Pass, Merit, Distinction or Distinction
This year in Dance
Year 9 will begin the year learning about good studio practise and ensuring that they are safe by understanding the importance or warming up and cooling down as well as stamina, strength and flexibility. They will also look at the correct temperature, injury and nutrition. During this year they will also have the opportunity to look at a variety of dance styles and disciplines, choreographers and choreography techniques to help them to prepare an audition piece. They will gain a wider knowledge and understanding of performance skills and will be encouraged to demonstrate as many of these as possible when presenting their work back. Throughout the year there will be mid-term assessments to pin point the levels students are currently working.
Homework / Independent Study expectation
Regular individual dance practice ( minimum of 20 minutes 3 times a week ) Completion of short composition tasks Performance tasks Set choreography and performance tasks Theory work to support work done in class.
Other Information
Students need to have an interest and knowledge in dance. Students should ideally receiving additional lessons or have had dance experience at a dance. Visits to watch live dance performances, musicals, ballets will help students’ understanding.
Faculty
Physical Education
Subject
Physical Education
Year
Year 9
Course Overview
The PE curriculum will enable all students to enjoy and succeed and excel in competitive sport and other physically demanding activities. It provides opportunities for students to become physically confident in a way that supports their health and fitness. The aim of our PE curriculum is to ensure all students: Develop competence to excel in a broad range of physical activities Are physically active for sustained periods of time Engage in competitive sport sand activities Lead healthy and active lifestyles.
This year in Physical Education
In Year 9, students will be taught and assessed through the following key processes: Tactics and strategies: develop a variety of different tactics and strategies to overcome opponents in team and individual games Skill and technique: develop their skill and technique and improve their performance in other competitive sports Analyse of performance: analyse performances compared to previous ones and demonstrate improvement to achieve their personal Leadership: learn rules and regulations, develop coaching leadership skills and be encouraged to work as part of a team, building on trust and developing problem solving. Fitness for all: develop understanding on different components of fitness, methods of training and fitness testing. Knowledge: understand why we warm up and cool down, short term and long-term health benefits of physical activity and how our body systems help with movement in physical activity, nutrition The key processes will be the main focus throughout Year 9 and will be delivered through a variety of different sports and activities including handball, football, netball, basketball, badminton, gymnastics, parkour, dance, exercise to music, OAA, athletics, rounders, cricket, fitness, softball and volleyball.
Homework / Independent Study expectation
•
Other Information
Students should bring PE KIT to every lesson. If students are injured or cannot participate as a performer they should still bring their PE kit to change into as they will be involved in the lesson as a coach, officiator or leader.
•
Students will be given a half termly project linked to the key processes above. These projects will be handed in and used for student’s assessment. Students should attend at least one extracurricular club throughout the academic in PE. This will also contribute towards their overall progress in PE ( The PE after school programme will be available at the beginning of each term)
35
Faculty
Physical Education
Subject
PE GCSE
Year
Year 9
Course Overview
Exam board: AQA Units of Study: You will study two units over the course: Unit 3.1: The human body and movement in physical activity and sport Unit 3.2: Socio-cultural influences and well-being in physical activity and sport Unit 4: Practical performance in physical activity and sport. Assessment Paper 1: 1 hour 15 minutes 78 marks (30% of GCSE) What’s assessed: Applied anatomy and physiology Movement analysis Physical training Use of data Paper 2: 1 hour 15 minutes 78 marks (30% of GCSE) What’s assessed: Sports psychology Socio- cultural influences Health, fitness and well-being Use of data Unit 4: Practical assessment (40% GCSE including 10% for analysis of evaluation of performance) What’s assessed: Practical performance in 3 different physical activities (one in team activity, one in individual activity, and a third in either team or individual) Analysis of evaluation of performance to bring improvement in one activity (10%).
This year in GCSE Physical Education
During year 9 GCSE PE students will start to develop their theoretical knowledge and understanding and their application of knowledge -to exam questions. Unit 3.1; The human body and movement in physical activity and sport; Specifically students will study the following topics: Components of fitness: learn the definitions of components of fitness, the benefits for different sports and how fitness is measured and improved. Methods of training: develop knowledge and understanding of the principles of training (SPORT) and overload (FITT) and different types of training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes. This will also include the identification of the advantages and disadvantages (the effects on the body) of training types linked to specific aims. The cardiovascular and respiratory systems: The structure and functions of the cardiorespiratory system including anaerobic and aerobic exercise and the short and long term effects of exercise. Unit 3.2: Socio-cultural influences and well-being in physical activity and sport: Specifically students will study the following topics: Sponsorship and media: commercialisation of physical activity and sport including types of sponsorship and the media. Behaviour in sport: : Ethical and socio-cultural issues in physical activity and sport including spectator behaviour (the positive and negative effects of spectators at events), reasons why hooliganism occurs and strategies employed to combat hooliganism. Technology and ICT in sport: positive and negative impact of technology Performance enhancing drugs: Ethical and socio-cultural issues in physical activity and sport including prohibited substances, prohibited methods, drugs in certain restrictions including which type of performers may use different types of performance enhancing drugs with sporting examples and the advantages and disadvantages of taking PED Unit 4: Practical performance in physical activity and sport. Practically students will learn to perform effectively in different physical activities by developing skills and techniques and selecting using tactics, strategies and compositional ideas. They will also learn to develop their ability to analyse and evaluate to improve performance in physical activity and sport. In both Core PE and GCSE PE lessons students will develop their practical skills to aid performance, leadership styles, their ability to work as part of a team and an understanding and application of tactics within a variety of team. Students will also be assessed in individual activities. Students should learn to apply their theoretical knowledge in practical lessons
36
This year in GCSE Physical Education
How will students be assessed? Unit 3: Theoretical knowledge: Students will be assessed often and frequently throughout Year 9 on their theoretical knowledge and understanding for topics covered in unit 3.1 and 3.2. Students will be assessed by end of topic tests as well as half termly tests and will sit a mock exam at the end of each academic year throughout the course. Unit 4: Practical performance in physical activity and sport. Students will need to be assessed in three activities by the end of year 11; one team activity, one individual activity and another activity from either category. Students will also complete an analysis of evaluation of performance to bring improvement in one activity. Throughout Year 9 and 10 students will build a portfolio of evidence to support their practical grades.
Homework / Independent Study expectation
Half termly projects will be set based on the relevant topics that students will be studying in theory lessons. Regular attendance to after school intervention and sports clubs is essential ( practical moderation may take place during these sessions).
Other information
All students will benefit from having a: GCSE PE AQA revision guide Following websites are very useful for both revision and classwork: http://mypeexam.org/ http://www.bbc.co.uk/education/subjects/znyb4wx http://www.teachpe.com http://revisionworld.com/gcse-revision/pe-physical-education Following APPs for ipads and tablets: Human kinetics now Nearpod Achieve Physical Education curriculum Ubersense
37
Faculty
Physical Education
Subject
BTEC Level 1/Level 2 First Award in Sport
Year
Year 9
Course Overview
Exam board: Edexcel You will study four units throughout this course. All students will study the following: Unit 1: Fitness for Sport and Exercise (externally assessed) , Unit 2: Practical sports performance Students will then study a further 2 units from options below (Optional depending on cohort of students): Unit 3 The Mind and Sports Performance , Unit 4 The Sports Performer in Action Unit 5 Training for Personal Fitness , Unit 6 Leading Sports Activities Unit 1 (25% ) will be externally assessed in examination conditions The other 3 units (75%) will be internally assessed using a specific assessment criteria NB: If students do not achieve a pass in external examination then they must achieve a distinction in all other units to achieve level 2.
This year in BTEC Sport
During Year 9 BTEC Sport students will study Unit 2. This unit focuses on developing and improving students own practical sports performance. This is achieved through student’s active participation in practical activities and reflection on their own performance and that of other sports performers. This unit introduces students to a variety of different sports and, through participating in different sports, it is expected that students will develop knowledge of the associated rules, regulations, scoring systems, skills, techniques and tactics. In learning aim A, students will investigate the rules and regulations of a sport and apply the knowledge gained through observing officials in action. Students might also decide to take part in National Governing Body coaching and leadership awards to reinforce and extend their knowledge and qualifications in this area. For learning aim B, students will take part in a variety of sports. These may be sports in which students excel or have a particular interest. Students are required to demonstrate the skills, techniques and tactics within each of the sports selected for assessment. For learning aim C, you will review your performance in the sports in which students participated. This review will look at the strengths and areas for development within students own performance. They will also be encouraged to consider plans to develop their performance within the selected sports. How will students be assessed? In this unit students will study the following and complete assignment on: Unit 2A understand the rules, regulations and scoring systems for selected sports Unit 2B practically demonstrate skills, techniques and tactics in selected sports Unit 2C be able to review sports performance. This unit is assessed internally by the centre and externally verified by Edexcel. For this unit, appropriate sports will be chosen that will allow all criteria to be satisfied. The sports should have rules, a clear method of victory and a range of skills, techniques and tactics. Students do not have to fulfil all the criteria using the same two selected sports throughout.
38
Homework / Independent Study expectation
Assignment tasks must be completed and handed before or on the deadlines given.
Other Information
BTEC Sport students will need to have a regular access through the schools FROG system.
39
40