Key Stage 4 Handbook

Key Stage 4 Handbook 2012‐2014 Highgate Wood School

KEY TERMS

� GCSE stands for the General Certificate of Secondary Education. Many of the courses followed in Key Stage 4 lead to a GCSE qualification. � There are eight GCSE Grades ranging from A* (highest grade) to G. � Many subjects have to decide what Tier to enter a student for. This is when examination papers are set at different levels of difficulty. Decisions on which tier to enter a student for are normally made towards the end of a course. � BTEC Course, this stands for Business and Technology Education Council Course. This is a practical, work related course. There are no external examinations. Students build a portfolio of work which is assessed by teachers and the examination board. The grades awarded are pass, merit, distinction and distinction*. � The English Baccalaureate is a term used to describe achievement of A* - C in five GCSE subjects: English, Mathematics, Science, a humanities subject (either Geography or History) and a language (either French of Spanish). � Controlled Assessment is work set and marked within school as opposed to an examination in the hall. For many subjects controlled assessments has replaced what used to be coursework.

“Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.” Barack Obama

Highgate Wood School arts college

Montenotte Road London N8 8RN

Tel: 0208 342 7970

Email: [email protected]

Web: www.hws.uk.com Twitter: @highgatewood


“If you care at all, you’ll get some results. If you care enough, you’ll get incredible results.” Jim Rohn

CONTENTS

Introduction: 4 Core Subject Guidelines: 14 English Language and Literature 16 Mathematics 18 Science - Core Science 20

Double Science 22 Triple Science 24 Citizenship 26 ECS 28

Option Subject Guidelines: 31 Art & Design 32 Business Studies 34 Business & Economics 36 Dance 38

Design & Technology - Food Technology 40

Design & Technology - Resistant Materials 42

Design & Technology - Textiles 44 Drama 46 Geography 48 History 50 IT Multimedia 52 Media Studies 54 Modern Foreign Languages 56 Music 60 Music Technology 62 Physical Education 64 Psychology 66 Sociology 68


INTRODUCTION Key Stage 4 is a very important phase in your school career. It is during these two years that you will be working towards the qualifications that may shape your destiny. You will also develop as a person - becoming more confident, more self-assured and more socially aware.

You will find that you will be treated more as an adult, with teachers expecting a level of maturity from you that you would have found hard to manage in younger years. You will be expected to be more organised than you might have been in the past, and to take more responsibility for your own successes and achievements.

But you are not going to be left entirely on your own. There will be lots of people available to help you if you find yourself getting into difficulties, and lots of other ways of providing you with the support you will sometimes need.

This guide is to provide you with some of information to help you make the most of the next two years. But always remember, if you don’t know or don’t understand—ASK!

“All our dreams can come true, if we have the courage to pursue them.” Walt Disney

TERM DATES* Term Starts Ends Autumn 2012 1st Tuesday 4 September Friday 26 October Holiday Monday 29 October Friday 2 November Autumn 2012 2nd Monday 5 November Friday 21 December Holiday Monday 24 December Friday 4 January Spring 2013 1st Monday 7 January Friday 15 February Holiday Monday 18 February Friday 22 February Spring 2013 2nd Monday 25 February Thursday 28 March Holiday Friday 29 March Friday 12 April Summer 2013 1st Monday 15 April Friday 24 May Holiday Monday 27 May Friday 31 May Summer 2013 2nd Monday 3 June Wednesday 24 July Holiday Thursday 25 July Friday 30 August Autumn 2013 1st Monday 2 September Friday 25 October Holiday Monday 28 October Friday 1 November Autumn 2013 2nd Monday 4 November Friday 20 December Holiday Monday 23 December Friday 3 January Spring 2014 1st Monday 6 January Friday 14 February Holiday Monday 17 February Friday 21 February Spring 2014 2nd Monday 24 February Friday 4 April Holiday Monday 7 April Monday 21 April Summer 2014 1st Tuesday 22 April Friday 23 May Holiday Tuesday 27 May Friday 30 May Summer 2014 2nd Monday 2 June Tuesday 22 July Holiday Wednesday 23 July Friday 29 August

*please note that these dates do not take account of INSET days or afternoons


MINIMUM AND CHALLENGING TARGET GRADES You will be told your minimum and challenging target grades for all your subjects at Key Stage 4. This information is based on your own past achievements and what should be expected of you based on national statistics.

Remember that your target grades will not be achieved unless you work hard and do your best. At the same time, they are not limits to your possible achievement. We expect most students to end up achieving much more than their minimum target grade, and many students finish Key Stage 4 with results that are even higher than their challenging target grade.

So, your MTG and CTG are targets. They are not limits!

“Only those who will risk going too far can possibly find out how far one can go.” T. S. Elliot

THE IMPORTANCE OF ATTENDANCE AND PUNCTUALITY We all know how important it is to be in school regularly and on time for all your lessons and this is even more important in Years 10 and 11. Although two years may feel like a long time, by the time we take out exam periods and work experience times we can only just fit in all the work that has to be covered in your subjects. You cannot afford to be absent from school or late. If you are so ill you have to take time off, you will need to make sure you find out what work took place and catch up. (Take note – there is clear evidence that students who attend 100% whatever their ability level will pass all their GCSEs. Nationally only 10% of students with poor attendance achieve 5 A* ‐ C grade GCSE’s compared to 58% of students with good attendance.)

“Eighty percent of success is showing up.” Woody Allen

Key Contacts: Head of Learning for Year 10: Mr Brokenshire email: [email protected]

Acting Head of Learning for Year 10: Ms A Ryan email: [email protected]

SLT with responsibility for Year 10: Ms Pinnick email: [email protected]

Pastoral Mentor for Year 10: Ms J Smith email: [email protected]

General Contact for Year 10 email: [email protected]

Exams Officer: Mr Demetriou email: [email protected]

“It always seems impossible until it's done.” Nelson Mandela


“Obstacles don’t have to stop you. If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.” Michael Jordan

WHAT KIND OF LEARNER ARE YOU?

“I hear and I forget. I see and I remember. I do and I understand.” Confucius

We all have different ways of learning. Some learn best by reading, others by hearing or saying or doing.

Most of us use a combination of different ways to build up our knowledge and understanding.

If you are to best succeed in your courses it is worthwhile working out what learning styles are best for you. You can then make use of this information for your work and for your revision.

Your form tutor will be able to help you understand your preferred learning style, but there are also many websites that you can use to do this.

Visit http://tinyurl.com/hwslearningstyle and answer the questions about yourself.

DIFFERENT WAYS TO LEARN AND REVISE It is a good idea to vary the way that you work, learn and revise - trying out different techniques and seeing which works best for you.

Verbal: write notes, revision cards, lists of concepts in order of importance, key word diagrams, mind maps, vocabulary sheets

Aural: put information to music, write songs, write poems, create rhymes, chants and mnemonics.

Visual: label diagrams and pictures, create mind maps, flowcharts and timelines, construct montages, prepare presentations using Powerpoint.

Social: work with a friend to test each other, explain to family or friends what something means or how something works, interview or be interviewed about the subject, translate what you are learning into a play or performance.

Physical: move labels or cards of information around to organise them, “act out” an idea or a concept, construct a pin board of important concepts and key vocabulary.


“For everyone of us that succeeds, it's because there's somebody there to show you the way out. The light doesn't always necessarily have to be in your family; for me it was teachers and school.” Oprah Winfrey

I'm focused on what I want to do. I know what I need to do to be a champion, so I'm working on it.” Usain Bolt

FOCUS IN LESSONS To do well in your GCSEs you need to stay focused in lessons, work steadily throughout the two years and not leave it all to the last minute.

Remember:

� Come prepared with necessary equipment.

� Arrive on time to lessons.

� Settle down quickly and follow instructions.

� Do the best you can, and then a bit more – really push yourself and aim for your CTG not your MTG!

Positive learning behaviour will ensure you get results and that everyone else has a fair chance to learn and achieve too

INFORMATION, ADVICE & GUIDANCE Life can sometimes get stressful and difficult, and working on your examination courses will bring extra pressures. But there are always people to help.

Sometimes family and friends can provide the best support, sometimes it will be a class teacher, your form tutor or another member of staff who is in the best position to help you.

Sometimes more specialist guidance is needed.

During year 10 and 11 students will have the opportunity to talk one-to-one with a Personal Advisor. This can include anything from deciding what to do after year 11 to discussing personal issues, from exploring future careers to writing a CV. Students can arrange appointments to talk to their Personal Advisor by talking to their tutor, or contacting Dawn Spence.

Pastoral support for students through this intensive time will continue to come through the Year team of tutors, Head of Learning and Pastoral Mentor. In addition this team can provide access to other forms of support when they are needed.

We will also be providing career guidance through both Citizenship and the tutor and assembly systems.

Remember you are never on your own. At Highgate Wood School there is always someone who will be able to work with you and help you to deal with any issues that may be troubling you


“A dream doesn't become reality through magic; it takes sweat, determination and hard work.” Colin Powell

INDEPENDENT STUDY You will be expected to work on your own at home or in a library on additional work to support the work you do in class (sometimes called homework!) Much of this work will be related to the controlled assessment part of your subjects and therefore contribute to your final mark; make sure you always complete the work set.

You will be told when controlled assessment deadlines are well in advance, so it is important that you plan and prepare in order to achieve or surpass your target grade in that part of your course.

We will provide you with some tips on independent study both in Citizenship sessions and in your subject areas. You can also use the Internet to develop your knowledge and revise what you have learnt in all the subjects you study at GCSE.

Your teachers will know some specific sites for you to visit and some of these are listed in the subject pages that follow. There are also several useful sites for general revision, including S-cool and BBC Bitesize that provide useful information, practice exercises, revision tips and practical help of all sorts.

But the majority of the web links and other information that you will use can now be found on the school’s MLE, which will continue to grow during your time at Key Stage 4. At the moment the MLE also provides you with access to other on-line learning resources, including SAM Learning and Doddle.

Remember the school’s Learning Resource Centre is open every school day at 8:00 am. It is open every break and every lunchtime. It is also open every day after school.

Exam Boards The exam boards often have very useful information about your course on their websites. But do remember that you are studying different subjects with different exam boards. You may also find that the exam board has two or three courses for different subjects. On the subject details later in this booklet we list the exam board and the specification code for each course at Highgate Wood School. Make sure you are looking at the right board and the right specification.

OCR: www.ocr.org.uk Edexcel: www.edexcel.org.uk

AQA: www.aqa.org.uk WJEC: www.wjec.co.uk

http://www.bbc.co.uk/schools/ http://www.s-cool.co.uk/

“Forget past mistakes. Forget failures. Forget everything except what you’re going to do now and do it.” William C Durant


“I am always doing that which I can not do, in order that I may learn how to do it.” Pablo Picasso

LEARNING RESOURCE CENTRE Open every school day at 8:00 am every break time every lunchtime

and Open: every school day after school until 5:00 pm Monday to Wednesday until 4:00 pm on Thursday and Friday

USE OF THE MLE The School’s MLE (Managed Learning Environment) is an online learning platform website that allows you to log on and share, manage and access a range of resources, including school documents, media files, web links and past exam papers. You will sometimes use the MLE to hand-in work that has been set, to access questionnaires and to enter into on-line discussions and forums. The MLE is also being used to provide access to other on-line resources, including SAM Learning and Doddle, that will help with revision and self-study.

The use of the school’s MLE became a part of the school’s overall development plan in January 2012 and all departments now have their own subject rooms which they continue to expand and develop. Currently some departments are further advanced with their use of the MLE than others, but we anticipate it to be much more embedded in Key Stage 4 learning and teaching in the coming months.

Whilst most of the useful resources are found in the Subjects area the school is also developing an area on the MLE called “Beyond the Classroom” to support independent learning (particularly with regard to ICT).

All students will have a username and password for the MLE, and it is only by logging in as yourself that you will to be able to access all of the areas. But if you have forgotten your username and password you can login with the guest details below.

Username: hws1 Password: hws1 You can access the MLE from the school’s website at www.hws.uk.com. Alternatively you can reach it directly at fronter.com/haringey

Should you have any queries about the MLE please contact Mr Ashman [email protected]


“You have to learn the rules of the game. And then you have to play better than anyone else.” Albert Einstein

“It is our choices... that show what we truly are, far more than our abilities.” J. K. Rowling

WHAT MAKES A SUCCESSFUL KEY STAGE 4 STUDENT? There are lots of ideas about how to succeed at Key Stage 4 and get the best exam grades you can. Everybody will tell you that it is important to work hard, to keep up-to-date, to be punctual to your lessons and to attend school regularly. It is also important to get enough sleep, to have a breakfast in the morning and to drink plenty of water.

There are also other ways in which you can improve your chances of success which some people don’t discover until it is too late. Speak to any sixth former and they will tell you how quickly their Key Stage 4

years went, and how they wish they had got into the habit of revising so much earlier.

Half the battle with revision is getting started.

Make revision a standard part of how you work, not just something you do before exams.

Revise little, but often. 20 minute sessions are usually best.

Treat all subjects equally when revising, but put more time into those subjects or topic areas that you find difficult.

Discuss your revision (and your work in general) with friends and family.

Use a variety of revision techniques.

Draw up a revision timetable, and stick to it.

Keep your revision notes, and keep things organised.

Don’t panic. Remember Key Stage 4 is a marathon, not a sprint.

DEADLINES, CONTROLLED ASSESSMENTS and EXAMINATIONS Whilst the majority of your examinations will take place during the summer of Year 11 there will be various deadlines, controlled assessments, tests and examinations scheduled throughout Key Stage 4 in all your subjects. Your teachers will let you know when these are and give you ample time to prepare.

Make sure you pay attention to when your assessment points happen, and take them seriously.

Controlled assessments take place in most subjects. You should be aware that different subjects and different exam boards demand different levels of control for these assessments. You will also see that controlled assessments contribute different amounts to your final grade for different subjects.

Your subject teachers will let you know exactly what is required for their subject and which rules will apply for each controlled assessment you sit.


NEXT STEPS The main purpose of KS4 qualifications is to provide the best range of opportunities for progression to the next phase of education for all students. Highgate Wood Sixth Form provides excellent quality ‘A’ level provision with a wide range of courses. There are also several other high quality providers of both level 2 and level 3 courses in and near to Haringey.

The school will provide extensive support and advice for all students in making their applications and choices. We are committed to interviewing all

Highgate Wood students who wish to apply to our Sixth Form but will only offer places to those for whom we can offer the right course and have demonstrated a positive and committed work ethos in KS4.

While this may seem a long way ahead, it can be really helpful in focusing and fully committing to your studies, to have some goals about where you are going next and what you need to do to achieve it.

NOT ALL WORK As well as lots of work there are many other activities

that you can involve yourself in and many opportunities and possibilities that will help you

develop over the coming years..

Remember to keep yourself healthy and well during Key Stage 4. Get lots of exercise, and enjoy times when you can rest and relax.

Here are some things that would be really good for you to do:

� Visits to Universities

� Theatre trips

� Take part in the Year and school council

� Take up opportunities for extra‐curricular activities, including PE

� Performance opportunities in Music and Drama

� Work Experience

� Celebration Evening

Remember that Key Stage 4 is not just a time for you to get your qualifications and learn what you need for your exams. It is also a time when you are growing as a person,

The beautiful thing about learning is that no one can take it away from you. B.B. King

“We know what we are, but not what we may be.” William Shakespeare


Ancora Imparo I am still learning Michelangelo

Suggested Literary Reading Material Below is a list of suggested reading material. There are many other books that are really worth reading but these should are a good starting point. The difficulty rating is in the left hand column: Easier Quite hard Difficult Very Difficult

20th Century Texts

Chinua Achebe: Things Fall Apart Chimamanda Ngozi Adichie: Purple Hibiscus Douglas Adams: Hitch–Hikers Guide to the Galaxy Rachel Anderson: The Scavenger’s Tale Martin Amis: London Fields Martin Amis: The Rebecca Papers Maya Angelou: Autobiographies Bernard Ashley: Tiger Without Teeth Margaret Atwood: Cat’s Eye Margaret Atwood: The Handmaid’s Tale Beryl Bainbridge: Sweet William J.G. Ballard: Empire of the Sun Iain Banks: The Crow Road / Whit H. E. Bates: The Darling Buds of May Samuel Beckett: Waiting for Godot* Louis de Bernieres: Captain Corelli’s Mandolin Maeve Binchy: Light a Penny Candle Maeve Binchy: Tara Road Malorie Blackman: Noughts and Crosses Lawrence Bramsby: Outside the Walls Anthony Burgess: A Clockwork Orange Melvin Burgess: Junk William S. Burroughs: Naked Lunch A. S. Byatt: Possession Peter Carey: The Tax Inspector William Carpenter: The Keeper of Sheep Angela Carter: The Magic Toyshop Aidan Chambers: Postcards from No Man’s Land Michael Coleman: Weirdo’s War Wilkie Collins: The Woman in White Bruce Chatwin: On the Black Hill Robert Cormier: Heroes Anita Desai: The Village by the Sea (An Indian Family Story) Berlie Doherty: Dear Nobody Roddy Doyle: Paddy Clarke Ha Ha Ha Daphne du Maurier: Rebecca Sebastian Faulks: Birdsong

Sebastian Faulks: Charlotte Gray F. Scott Fitzgerald: The Great Gatsby F. Scott Fitzgerald: Tender is the Night Helen Fielding: Bridget Jones’ Diary E. M. Forster: Passage to India E. M. Forster: A Room with a View John Fowles: The French Lieutenant’s Woman Charles Frazier: Cold Mountain Gabriel Garcia Marquez: Love in the Time of Cholera Gabriel Garcia Marquez: One Hundred Years of Solitude Jostein Garder: Sophie’s World William Golding: Lord of the Flies Graeme Green: The End of the Affair Graeme Green: Brighton Rock John Grisham: The Firm Joseph Heller: Catch 22 Susan Hill: The Woman in Black Ernest Hemingway: For Whom the Bell Tolls Ernest Hemingway: The Old Man and the Sea Barry Hines: A Kestrel for a Knave Nick Hornby: About a Boy Anthony Horowitz: Point Blanc Khaled Hosseini: The Kite Runner* Aldous Huxley: Brave New World John Irving: A Prayer for Owen Meany Kazuo Ishiguro: The Remains of the Day Catherine R. Johnson: In Black and White Lloyd Jones: Mister Pip Sheryl Jordan: The Raging Quiet James Joyce: The Dubliners James Joyce: A Portrait of the Artist as a Young Man Jack Kerouac: On The Road Ken Kesey: One Flew Over the Cuckoos Nest Milan Kundera: The Unbearable Lightness of Being Laurie Lee Cider: with Rosie D.H. Lawrence: The Rainbow D.H. Lawrence: Sons and Lovers John le Carre: The Spy Who Came in from the Cold Ursula le Guin: The Dispossessed Ursula le Guin: The Earthsea Quartet Harper Lee: To Kill a Mockingbird Doris Lessing: Martha Quest Novels Ian McEwan: A Child in Time Ian McEwan: The Comfort of Strangers


You may never know what results come of your action, but if you do nothing there will be no result.” Mahatma Gandhi

Ian McEwan: Enduring Love Cormac McCarthy: The Road Toni Morrison: Beloved Zora Neale: Hurston Their Eyes Were Watching God Edna O’ Brien: The Country Girls Ben Okri: The Famished Road Joe Orton: Loot George Orwell: 1984 George Orwell: Animal Farm Glyn Parry: Sad Boys Boris Pasternak: Doctor Zhivago Doris Pilkington: Rabbit‐Proof Fence Sylvia Plath: The Bell Jar Terry Pratchett: Nation Jean Rhys: Wide Sargasso Sea Arundhati Roy: The God of Small Things Salman Rushdie: Midnight’s Children J. D Salinger: The Catcher in the Rye George Bernard Shaw: Pygmalion Anita Shreeve: The Last Time They Met Anita Shreeve: Sea Glass Alexander Solzhenitzyn: Cancer Ward Zadie Smith: White Teeth Robert Swindells: Smash! Amy Tan: The Joy Luck Club Amy Tan: The Kitchen God’s Wife Mildred Taylor: Roll of Thunder Hear my Cry Emma Tennant: The Bad Sister Colin Thompson: Future Eden JRR Tolkien: The Hobbit JRR Tolkien: The Lord of the Rings Leo Tolstoy: Anna Karenina Rose Tremain: The Sacred Country Alice Walker: The Colour Purple Fay Weldon: The Life and Loves of a She Devil Rebecca Wells: Divine Secrets of the Ya Ya Sisterhood Robert Westall: Blitz Robert Westall: Demons and Shadows Robert Westall: Love Match Jeanette Winterson: Oranges are Not the Only Fruit Virginia Woolf: Mrs. Dalloway Virginia Woolf: To the Lighthouse John Wyndham: The Chrysalids John Wyndham: The Day of the Triffids

Pre 20th Century Texts

Jane Austen: Emma Jane Austen: Pride and Prejudice Jane Austen: Sense and Sensibility Emily Bronte: Wuthering Heights Charlotte Bronte: Jane Eyre Joseph Conrad: The Secret Agent J. Fenimore Cooper: The Last of the Mohicans Charles Dickens: Great Expectations Charles Dickens: Hard Times Charles Dickens: Little Dorrit Charles Dickens: Oliver Twist Alexandre Dumas: The Count of Monte Cristo George Eliot: Middlemarch George Eliot: Mill on the Floss Joseph Fielding: Tom Jones Elizabeth Gaskell: Mary Barton Thomas Hardy: Tess of the D’urbervilles William Shakespeare: The Taming of the Shrew William Shakespeare: Twelfth Night* Mary Shelley: Frankenstein Walter Scott: Waverly Novels Anthony Trollope: The Barchester Chronicles

Please note – Those texts marked with an asterisk (*) are currently studied as part of the AS English Literature course, and students considering taking this post‐16 qualification are advised to read these texts prior to course commencement.

Sylvia Plath Ted Hughes W.H. Auden Grace Nichols Ezra Pound Simon Armitage Carol Ann Duffy John Agard Seamus Heany Robert Frost Dylan Thomas Philip Larkin

Benjamin Zephaniah Wendy Cope Thom Gunn Christy Brown Elizabeth Jennings Gillian Clarke Craig Raine Maya Angelou T.S. Eliot Brian Patten WB Yeats James Berry

20th Poetry


Victory is for those who can say "Victory is mine". Success is for those who can begin saying "I will succeed" and say "I have succeeded" in the end.” Mustafa Kemal Atatürk


CORE SUBJECT OUTLINES

English Language and Literature 16

Mathematics 18

Science

Core Science 20

Double Science 22

Triple Science 24

Citizenship 26

ECS 28

Core PE Whilst only some students will be studying GCSE PE, all students at Key Stage 4 take part in PE lessons, building on the foundations established at KS3 and developing their fitness, stamina, physical skills and personal development.

It is true what they say about a healthy body making a healthy mind and all students are encouraged to take their opportunities in PE seriously. There are also

morning and afternoon sports clubs for Key Stage 4 students.

“To keep the body in good health is a duty… otherwise we shall not be able to keep our mind strong and clear.” Buddha


ENGLISH LANGUAGE AND ENGLISH LITERATURE

Exam Board: Syllabus Code(s)

AQA 4705 (Eng Language)

Course Tier Information (where appropriate): Higher tier: Grades A* — C Foundation tier: Grades C — G

Course Assessment: English Language: 20%: Controlled Assessment - Speaking & Listening. 40%: Controlled Assessment - Understanding Spoken and Written Texts and Writing Creatively 40%: External Examination - Section A Reading (20%) Section B Writing (20%) English Literature: 25%: Controlled Assessment - The Significance of Shakespeare and the English Literary Heritage. 75%: External Examinations - Exploring Modern Texts (40%) Poetry Across Time (35%)

General Course Information: Over Key Stage 4, the majority of students are studying for two GCSEs, one in English Language and one in English Literature. For much of Year 10, students will focus on the English Language course, with the majority of Year 11 devoted to the English Literature course. However, because of exam board changes to the structure of the course, exams for both English Language and English Literature will be sat in Year 11. The set text for Year 10 is Of Mice and Men by John Steinbeck, which students will study during the latter half of the summer term. From the autumn term onwards they will also study a wide range of non-fiction, media and spoken texts. Controlled assessments for creative writing will be set during the autumn term and again in the spring. Also during the autumn term, students will sit a spoken language controlled assessment. Following these units of work, students will be introduced to some of the poetry texts covered in the Literature course, before beginning focused preparation work for their external examination for English Language, which will take place in the autumn term of Year 11. The literature course will continue once students have completed their English Language examination, and students will study a range of poems, both from the literary heritage and contemporary poets. In the second half of the autumn term, a controlled assessment on Shakespeare and the English Literary Heritage will be completed, in which students are asked to compare Macbeth to several World War I poems. In the spring and summer terms, students will study a range of short stories from the AQA anthology and complete a further, contextual exploration of Of Mice and Men in preparation for their examinations. Some students will embark upon an GCSE English only pathway. This means that they will be given two years to focus on a single GCSE in English. This is to ensure that students have the the best possible chance of attaining the all important grade C in English, which is vital for many college courses and future career paths. Controlled Assessment requirements: In year 10, students will complete four written controlled assessment tasks: • Extended Reading - Of Mice and Men by John Steinbeck. • Spoken Language Study • Creative Writing (two tasks) They will also complete several controlled assessments for Speaking and Listening. In year 11, students will complete one controlled assessment task: • The significance of Shakespeare and the Literary Heritage

Contact: [email protected] 4710 (Eng Literature)

Useful resources/ways to improve: Set text: Of Mice and Men ISBN 0582827647 Please note GCSE English Language and GCSE English Literature specifications have undergone significant changes in recent years. Your child needs to use materials that refer to the 2010 onwards specifications NOT any specifications prior to this that are now out of date.


YEAR 10 JUNE 2012—JUNE 2013 Topics to be studied during the course of Year 10

COURSE OVERVIEW — ENGLISH LANGUAGE AND LITERATURE

Unit 3a: Extended Reading.

‐ Of Mice and Men

Unit 3b part 1: Creative Writing

‐ either Moving Image or Commissions

Unit 2: Speaking and listening

‐ role play

Unit 3c: Spoken Language Study

Speaking and Listening (Individual)

Unit 3b part 2: Creative Writing

‐ recreations

Unit 2: Speaking and listening

‐ presentation

Unit 3: Controlled assessment resits

Unit 2: Speaking and Listening

Literature Unit 2: Poetry Across Time

YEAR 11 JUNE 2013—JUNE 2014 Topics to be studied during the course of Year 11 Unit 1: Understanding and producing non‐fiction texts.

‐ Reading and writing preparation for the examination (40%)

Literature Unit 2: Unseen poetry (two weeks)

Unit 3: The Significance of Shakespeare and the English Literary Heritage

‐ Preparation for controlled assessment (Shakespeare)

Students will sit the external English Language GCSE examination in November of Year 11.

Unit 3: The Significance of Shakespeare and the English Literary Heritage

‐ controlled assessment (Shakespeare)

Unit 1: Exploring Modern Texts (short stories)

Unit 1: Exploring Modern Texts (short stories)

Unit 1: Exploring Modern Texts

Revision for June examination.

Unit 2: Poetry Across Time

Revision for June examination.

Unit 1: Understanding and producing non‐fiction texts—Reading and writing preparation for examination retake (40%)

Controlled Assessment conditions: Students will be required to complete the controlled assessments in the classroom with their teacher. The task will be set by the exam board and the exam board specifies the number of hours that can be spent on each task. Students will be required to complete the tasks independently and with only minimal input from the teacher. Students are allowed to complete “first drafts”, but the exam board has specified that these cannot be marked. In addition, students are not allowed to attempt the same task twice. So, if they need to redo a controlled assessment, it has to be a different task. Students will be allowed to have one page of notes with them whilst they are doing the tasks. These will be collected in and kept by the teacher at the end of each session. Students will be prepared thoroughly for each controlled assessment in their English lessons. It is therefore vital that students do not miss lessons in the run up to a controlled assessment. It is also vital that students are not absent when controlled assessments are being carried out. Students and parents should regard controlled assessments as “mini-examinations”. They are as important as the externally examined part of the course and they operate under similar regulations. It is important to clarify that there are no fixed dates for the controlled assessments. As students are in different sets, it means that different groups are ready for the assessment at slightly different times. Each class teacher will make the date of assessment clear for their class prior to the test.


MATHEMATICS Exam Board: Syllabus Code(s)

Edexcel 1MAO

Course Assessment: Maths GCSE is assessed only with a two paper examination at the end of the course. Students will follow a Maths route that will offer them the chance to attain a C or above on the Higher Paper. It is likely that students will make a first attempt at their GCSE in November 2013. However if a student is at risk of not grading on the Higher Tier paper they will be entered for the Foundation Tier. This decision is made in January 2014 only after the majority of the course has been delivered, and after Mock exams. It is likely that some students will start their GCSE course by securing Foundation topics, they will move onto Higher topics once their Maths teacher judges them to be ready. This decision is based on work produced in class and assessment data, it is not made using the rank order of the sets. As well as the final formal assessment at the end of the course, we also have an Autumn assessment and an end of year assessment in Year 10, and a school mock in Year 11. There are also four Module assessments over the course of the GCSE. It is very possible that students will be entered for GCSE in November 2013 and should prepare accordingly. These assessments are used to track progress, analyse and identify areas for further work and to re-evaluate the existing sets. Coursework is not required for this subject.

General Course Information: Maths Assessment Resources: Students can buy a MathsWatch CD to help with revision and homework, they should also consider STARTING the course with a revision guide book if they don’t have a copy of the textbook at home, this will give students reference material for home use. Making and keeping revision notes should be an integral part of their on-going preparation. Students are set one home work every week. For the majority of students this should be from a homework pack available on the MLE, or on a USB. Students can have a hard copy, but it will £8 if lost. Occasionally it will be a MyMaths homework or revision. Group 5 on each half year will be given weekly write-on sheets. Students should use the MathsWatch CD and past papers as a regular means of practice and revision. Many staff are available at lunch-time and after school, and we are happy for students to come in for

Useful resources/ways to improve: Course reading & set texts: Higher: Edexcel GCSE Mathematics. Publisher: Pearsons ISBN 1 903133947 Foundation: Edexcel GCSE Mathematics. Publisher: Pearsons ISBN 1 903133904 A disk of each textbook is available for use on a PC (not a Mac) Students should ask in the Maths Office for availability. This has examples, exercises and answers. A copy of the MathsWatch CD is useful from the start of the course. Specialist equipment required: Calculator or graphical calculator for top groups if possible, angle indicator, compass. Websites and on-line resources Students have access to a wide range of on-line resources that they can access through the MLE (where passwords and add links are published.

Contact: [email protected]


Paper 1 50% Higher Non-Calculator 1h 45m Foundation Non-Calculator 1h 45m

Paper 2 50% Higher Calculator 1h 45m Foundation Calculator 1h 45m



COURSE OVERVIEW — MATHEMATICS

All: Number fractions Decimals & Fractions

Ratio Accuracy (Higher: Expressions and Sequences)

Assessment: Number

Foundation:

Collecting Data, Reading and Drawing Stats Diagrams, Averages

Higher 1:

Collecting Data, Reading and Drawing Stats Diagrams, Averages

Higher 2:

Collecting Data, Reading and Drawing Stats Diagrams, Averages.

Assessment: Handling Data

Foundation: Pythagoras

nth term and sequences

Algebra

Higher 1: Pythagoras and Trigonometry Sequence

Expanding and factorising

Higher 2: Pythagoras and Trigonometry, sequences, expanding and factorising

Foundation: Angle Rules. Time Graphs

Higher 1: Angle Rules, Measure (DMV/DST)

Graphs Linear Equations (10.1 10.2)

Higher 2: Angle Rules, Measure (DMV/DST)

Graphs Linear Equations and Simultaneous Equations

Assessment: Angles and Trig

Foundation: Equations Percentages Shape Properties

Higher 1: Inequalities – solving only

Percentages

Simultaneous Equations

DMV/DST

Higher 2: Inequalities solving and drawing

Percentages DMV/DST

Further Graphs

Foundation: Area and Perimeter Transformations Volume Co‐ordinates

Higher 1: Shape and Harder Area

Transformations

Higher 2: Shape and Harder Area

Transformations

Foundation: Loci and Construction Making Expressions and working with algebra

Solving Equations

Negative Numbers

Higher 1: Volume, Loci and Construction, Formulae, Basic Trig Revision

Higher 2: Volume, Advanced Trig, Loci and Construction, Formulae.

School Exams & possible set changes

YEAR 11 JUNE 2013—JUNE 2014 Topics to be studied during the course of Year 11 Foundation:

Number operations, ordering, number types, Indices, Fractions, % and fractions, Ratio

Higher 1: Estimating and Accuracy, Indices and SIF, Circle Geometry

Higher 2: Estimating and accuracy

Indices, Surds and SIF

Circle Geometry

Possible Early Entry Preparation and Intervention

Foundation: Practical Geometry, Bearings, Loci and construction, Maps and Scales, Transformations, Tessellations and congruency

Higher 1: Probability, Similar Shapes, Handling Data Revision/Histograms/CF graphs/estimated Mean

Higher 2: Probability’, Similar Shapes, Direct and Inverse Proportion, Handling Data Revision/Histograms/CF graphs/estimated Mean

Mock Exams & last possible set changes

Foundation:

Similarity and Congruence, revision of angle rules, tessellations, Pythagoras Theorem, Co‐ordinates, Area, Surface Area and Volume of Cylinders, Equations

Higher 1:

Exam Analysis and target setting

Direct and Inverse Proportion

Further Graphs, Basic Vectors

Students aiming for an A should cover:

Vector proofs, Advanced Trigonometry

Quadratics and Harder Factorising

Higher 2:

Exam Analysis and target setting

Vectors, Simultaneous linear/quad

Transforming Graphs

Foundation :

Substitution, solving inequalities, Trial and Improvement, revision of graphs and graph plotting quadratic graphs

Higher 1: Students aiming for an A+ should cover:

Vector proofs, Advanced Trigonometry

Quadratics and Harder Factorising

Higher 2: Key Exam question programmes based on ‘Show that questions’, histograms, vectors, harder surds, harder indices. Completing the square and using the quadratic formulae

All groups should have individualised plans for revision based on the exam analysis.

Higher 1 and 2

Revision should include:

A/A* textbook

8 Past Papers

Selected exam questions based on Edexcel’s Exam Feedback for HWS

Student identified areas of weakness and concern

12 Higher Home works based on past exam questions

Students should be regularly attending either a lunch‐time or after school slot with their teacher or MPA – this time is for bringing in exam questions that are not understood/homework issues/completing class work


CORE SCIENCE—BTEC FIRST AWARDS Exam Board: Syllabus Code(s)

Edexcel L2 BTEC Certificate

Course Tier Information (where appropriate): National Qualifications Framework (NQF) Level 2: equivalent to 2 GCSEs grades A*-C

Course Assessment: The course is assessed through 4 units in Year 10 and a further 4 Units in Year 11. In each year 3 of the units are assessed internally, with one unit externally assessed. Each unit is individually graded as pass, merit or distinction level.

General Course Information: The course delivers the equivalent of two GCSEs, beginning with the Principles of Applied Science Award delivers the Key Stage 4 Programme of Study by covering the key scientific principles vital for both scientists and citizens of the future. It develops and exemplifies these principles in applied and vocational contexts, leading to an understanding of how the principles are applied in practise.

The Application of Science Award is suitable for students who have covered the Key Stage 4 Programme of Study. It develops students' understanding of key applications of science, and builds the skills required both for the scientific workplace and for further study.

Students participating in this course carry out practical activities in a school laboratory. They must conduct themselves in a safe manner or face not being allowed to carry out practical work.

Useful resources/ways to improve: Because of the nature of the course students will need to be prepared to complete the write ups of their practical work outside of lessons. Students will be expected to come to all science lessons fully equipped with the materials they require.

If a practical session is missed it is important that you catch up with the work.


Award: Principles of Applied Science Unit 1: Principles of Science Unit 2: Chemistry and our Earth Unit 3: Energy and our Universe Unit 4: Biology and our Environment

Award: Application of Science Unit 5: Application of Chemical Substances Unit 6: Application of Physical Science Unit 7: Health Applications of Life Science Unit 8: Scientific Skills

Useful weblinks are posted on the MLE rather than published in this booklet so

they can be kept current and up-to-date



COURSE OVERVIEW — BTEC FIRST AWARDS IN APPLIED SCIENCE

Unit 1: Principles of Science* (Externally assessed unit)

Unit 2: Chemistry and our Earth Unit 3: Energy and our Universe

Unit 4: Biology and our Environment


Unit 5: Application of Chemical Substances

Unit 6: Application of Physical Science Unit 7: Health Applications of Life Science

Unit 8: Scientific Skills (Externally assessed unit)


SCIENCE & ADDICTIONAL SCIENCE Exam Board: Syllabus Code(s)

OCR J241 (Science A )

Course Assessment: Each GCSE is assessed by three written examinations (75%) and controlled assessment coursework (25%). Examinations for Science A take place at the end of Year 10, examinations for Additional Science at the end of Year 11. Controlled assessment requirements: Year 10: Two pieces of coursework are required for Science A Controlled Assessment Data Analysis – Students carry out an experiment and collect data which they tabulate; the results are analysed by drawing a graph; the trend shown must be described and ex-plained; the accuracy and reliability of the results and methods are evaluated. No redrafting is allowed. Controlled Assessment Case Study – A broad, scientific question with two opposing viewpoints such as, ‘Is the radiation from mobile phones harmful?’ is researched and written as a report. The information must come from reliable sources; both sides of the argument must be presented and compared; a conclusion written and a list of references included. This worth 25% of the entire year’s GCSE! Year 11: One piece of coursework is required for Additional Science A The Controlled Assessment Practical Investigation is an experiment that they students must carry out un-der controlled conditions and write up in detail. Students are expected to: formulate the idea and de-cide a method to use; carry out the experiment to collect and record the results; draw a graph(s); de-scribe and explain the trend shown; explain the science behind their results; evaluate the reliability and accuracy of their results; evaluate their method and suggest improvements.

General Course Information: Teachers will set end of topic tests which will be carried out under examination conditions and used to judge the progress of students. Please enquire regularly from your child when these are and ask to see the marked test papers so you can be aware of how they are progressing.

Useful resources/ways to improve:

Science A (Year 10): We recommend Collins New GCSE Science - Science Student Book: OCR 21st Century Science (that covers Modules B1-3; C1-3; P1-3) (published by Collins and is found at www.collinseducation.com

Additional Science A (Year 11): We recommend Collins New GCSE Science - Additional Science Student Book: OCR 21st Century Science (that covers Modules B4-6; C4-6; P4-6) (published by Collins and is found at www.collinseducation.com)

Revision guides, workbooks (question books) and answer booklets from the publisher CGP (www.cgpbooks.co.uk) can be bought from the science department. It is £8 for the set (cheaper than the RRP) and they are sold as a set only. Attempting questions is the most effective way of revising and owning a workbook will allow you to set questions for revision at home.


Course Tier Information (where appropriate): Higher tier: Grades A* — C Foundation tier: Grades C — G These are two separate GCSE qualifications. Students take Science A in Year 10 and Additional Science A in Year 11.

J242 (Additional Science)


YEAR 10

COURSE OVERVIEW — DOUBLE SCIENCE

B1: You and your genes

C1: Air quality

P1: The Earth in the Universe

B2: Keeping healthy

C2: Material choices

P2: Radiation and life

Controlled Assessment Case Study and Data Analysis dependent on individual teachers

C2: Material choices

P2: Radiation and life

B3: Life on Earth

C3: Chemicals in our lives – risks and benefits

P3: Sustainable energy

Controlled Assessment Case Study and Data Analysis dependent on individual teachers

Exam preparation

Controlled Assessment Case Study and Data Analysis final deadline

Exam preparation


B4: The processes of life

C4: Chemical patterns

P4: Explaining motion

B5: Growth and development

Controlled Assessment Practical Investigation dependent on individual teachers

C5: Chemicals of the natural environment

P5: Electric circuits

B6: Brain and mind

C6: Chemical synthesis

P6: Radioactive materials

Controlled Assessment Practical Investigation final deadline

Exam preparation




TRIPLE SCIENCE Exam Board: Syllabus Code(s)

OCR J243 (Biology)

Course Tier Information (where appropriate): All triple science students will be entered for the Higher tier.

Course Assessment: Students follow each subject in discrete lessons with specialist teachers. Each GCSE is assessed by three written examinations (75%) and one controlled assessment (25%). All examinations will take place in the summer of Year 11.

General Course Information:

The triple science courses emphasise scientific literacy and the knowledge and understanding which you will need to engage, as informed citizens, with science-based issues. They cover contemporary, relevant contexts which we approach through a range of teaching and learning activities.

Biology includes: You and Your Genes, Keeping Healthy, Life on Earth, The Processes of Life, Growth and Development, Brain and mind and Further Biology.

Chemistry includes: Air Quality, Material Choices, Chemicals in our Lives – risks and benefits, Chemical Patterns, Chemicals of the Natural Environment, Chemical Synthesis and Further Chemistry.

Physics includes: The Earth in the Universe, Radiation and Life, Sustainable Energy, Explaining Motion, Electric Circuits, Radioactive Materials and Further Physics.

One Controlled Assessment piece is required for each science subject over the two years, the Controlled Assessment Practical Investigation (25%)

This Practical Investigation is an experiment that students must carry out under controlled conditions and write up in detail, again under controlled conditions. Redrafts are not allowed.

Individual teachers will set their own deadlines based around the timing of suitable topics and associated controlled assessment opportunities.

Teachers will set end of topic tests which will be carried out under examination conditions and used to judge the progress of students.


Course reading & set texts: The textbooks that we recommend are published by Collins and are found at http://www.collinseducation.com

Collins New GCSE Science - Additional Science Student Book: OCR 21st Century Science (that covers Modules B1-3; C1-3; P1-3)

Collins New GCSE Science - Additional Science Student Book: OCR 21st Century Science (that covers Modules B4-6; C4-6; P4-6)

Collins New GCSE Science - Separate Sciences Student Book: OCR 21st Century Science (that covers Modules B7; C7; P7)

Revision guides and workbooks (question books) from the publisher CGP can be bought from the science department. It is £22 for a set comprising: revision guide, workbook, answers to workbook questions. These will cover the entire 2 year GCSE course and are sold as a set


J244 (Chemistry) J245 (Physics)





COURSE OVERVIEW — TRIPLE SCIENCE

Biology B1: You and your genes

Biology B2: Keeping Healthy

Chemistry C1: Air quality

Chemistry C2: Material Choices

Physics P1: The Earth in the Universe

PhysicsP2: Radiation and Life

Controlled assessment Practical Investigation – dependent upon individual teachers

Biology B3: Life on Earth

Biology B4: The process of life

Chemistry C3: Chemicals in our lives – risks and benefits

PhysicsP3: Sustainable energy


Biology B5: Growth and Development

Chemistry C4: Chemical Patterns

Chemistry C5: Chemicals of the Natural Environment

Physics P4: Explaining Motion

Physics P5: Electric Circuits



Biology B6: Brain and Mind

Chemistry C6: Chemical Synthesis

Physics P6: Radioactive materials

Controlled Assessment Practical Investigation – dependent upon individual teachers

Biology B7: Further biology

Chemistry C7: Further chemistry

Physics P7: Further physics

Controlled Assessment Practical Investigation – dependent upon individual teachers

Revision for exams


CITIZENSHIP Exam Board: Syllabus Code(s)

Course Tier Information (where appropriate): Not applicable

Course Assessment: Internally assessed and awarded as Citizenship Diploma (at Pass, Merit or Distinction) according with QCA guidelines, based on Student Portfolios

General Course Information: Students will build up their Key Stage 4 Student Portfolio. The majority of work for this will take place in class, although some assessments will require additional work or research out of lessons. A key element of the course is ‘Active Citizenship’ and students will be expected to log their achievements, inside and outside of school, in their Portfolios. Students are expected to make progress in the following aspects: becoming informed citizens developing skills of enquiry and communication developing skills of participation and responsible action Students will build on their understandings for Key Stage 3 citizenship to learn about: The legal and human rights and responsibilities underpinning society and how they relate to citizens,

including the role and operation of the criminal and civil justice systems. The origins and implications of the diverse national, regional, religious and ethnic identities in the UK

and the need for mutual respect and understanding. The work of parliament, the government and the courts in making and shaping the law. The importance of playing an active part in democratic and electoral processes. How the economy functions, including the role of business and financial services. The opportunities for individuals and voluntary groups to bring about social change locally,

nationally, in Europe and internationally. The importance of a free press, and the media’s role in society, including the internet, in providing

information and affecting opinion. The rights and responsibilities of consumers, employers and employees. The UK’s relations with the Commonwealth and the United Nations. The wider issues and challenges of global interdependence and responsibility.

Useful resources/ways to improve: There are no set textbooks in Citizenship but students are encouraged to keep in touch with current affairs through all media forms. Students should also aim to make links between topics covered in their examination subjects and those addressed in Citizenship.

Useful Website Addresses: www.globalnews.org.uk/student_zone www.globaldimension.org/default.aspx www.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround www.cyberschoolbus.un.org www.amnesty.org www.unicef.org




COURSE OVERVIEW — CITIZENSHIP

Keeping safe

Model United Nations

Drug Awareness and Formal Debate

Forms of Government ‐ Democracy

Sex and Relationships

Conflict Resolution


Conflict Resolution

CV Personal statements – Interview techniques

Economic Literacy – the Big Bother Household

Climate change

Portfolio Work

Portfolio work

CV preparation

Preparation of record of achievement




ECS Exam Board: Syllabus Code(s)

WJEC RE Spec B

Course Assessment: 100% Examination Unit 1: Religion & Life Issues Written examination – 1 ¾ hours Unit 2: Religion & Human Experience Written examination – 1 ¾ hours Both examinations take place in the Summer of Year 11

General Course Information: ECS, which is examined through the Religious Education GCSE, is a subject which fosters respect and tol-erance for the beliefs and values of others. In the world of work employers look for someone with an en-quiring mind, an appreciation of different viewpoints, an ability to come to clear, balanced decisions. These skills all develop through Religious Studies. If you want to work with people, in caring work, teaching, journalism, publishing, policing, with children, health, catering, leisure and tourism or to work abroad in a cosmopolitan setting, Religious Studies will give you plenty to think about, and valuable expertise.

Useful resources/ways to improve: Specification B has two text books written for the course that are available to purchase through the ECS Dept. These are: Believing and Experiencing by G Craigen and J White ISBN 9780340975589 Religion and Life Issues by Ina Taylor ISBN 9781850084358 Both books are published by Hodder and Stoughton.


Course Tier Information (where appropriate): One tier of entry: A* - G

Unit 1 Topics are: Relationships Is it Fair? Looking for meaning Our World

Unit 2 Topics are: Religion & Conflict Religion & Medicine Religious Expression Authority – Religion & State



COURSE OVERVIEW — ECS

Issues about God, life and Death

Exploring creation and our place in the world

Issues of love, marriage and divorce

Issues of justice and equality


Issues of peace, forgiveness and conflict

Authority—Religion and State

Religious Expression

Issues of medical ethics and the sanctity of life

Exam preparation and study skills timetable

How friends and family can help support students at Key Stage 4 Showing an interest in what they are doing. Asking questions about texts, lessons, topics and themes etc. Encouraging students to read as widely and frequently as

possible. Discussing both their independent reading and their set texts. Engage students in conversations about current affairs and

events. Finding out if there is anything they particularly need help with –

e.g. spelling (you could test them too!) Ensuring that you and your child know the deadlines for


OPTION SUBJECT OUTLINES

Art & Design 32 Business Studies 34 Business & Economics 36 Dance 38 Design & Technology - Food Technology 40 Design & Technology - Resistant Materials 42 Design & Technology - Textiles Technology 44 Drama 46 Geography 48 History 50 IT Multimedia 52 Media Studies 54 Modern Foreign Languages 56 Music 60 Music Technology 62 Physical Education 64 Psychology 66 Sociology 68


ART & DESIGN Exam Board: Syllabus Code(s)

Edexcel 2AD01

Course Assessment: Assessment is initially by individual teacher (all our art teachers are officially teacher/examiners), work is internally moderated and then moderated to national standard by visiting external examiners.

Unit 1 Controlled Assessment (45 hours): One Portfolio project 60%

Unit 2 Exam project (10 hours): Externally set assignment 40%

General Course Information: Emphasis is on experiencing art in the twentieth century through a series of methods and processes. Each unit develops into personal work that leads up to a two day exam where the students produce a final piece of work.

Unit 1: Students are assessed on 45 hours of work produced in controlled classroom conditions. The portfo-lio produced in this unit is worth 60% of the final grade.

First project: Surfaces

Second project: Revolution

Unit 2: Term 5: Externally Set Assignment in Art and Design

Producing a personal outcome or outcomes under exam conditions within 10 hours.

Students demonstrate knowledge and skills they have learned during Unit 1, under controlled conditions.

Each unit is assessed using the following four assessment objectives, each worth 25% of the overall:

AO1: develop their ideas through investigations informed by contextual and other sources, demonstrat-ing analytical and cultural understanding.

AO2: refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

AO3: record ideas, observations and insights relevant to their intentions in visual and/or other forms.

AO4: present a personal, informed and meaningful response, demonstrating analytical and critical un-derstanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.

Useful resources/ways to improve: www.tate.org.uk is fantastic! Sign up for e-mail alerts on happenings, events, etc, many of which are free

And …..

Make sure at least 90 minutes a week of independent art work/homework is completed.

Build a good relationship with your teacher – you will do well when you are enjoying your artwork, as you will be inspired and will take pride in the outcomes.

Come to Art Club after school or at lunchtime.

Check out gallery/exhibition reviews and go to as many as you can. Make sure you record the trip with sketches and notes. Discuss what you have seen with friends and family – and let your teachers know too.





COURSE OVERVIEW — ART & DESIGN

First project theme: Surfaces

Introductory skills building sessions in the formal elements meeting the four assessment objectives

Developing an introductory personal project chosen by the student that relates to the theme and brings together all the skills learnt in this term.

Surfaces continues

Selecting and reviewing ideas for a final outcome. Producing a personal outcome or series of outcomes

Second project theme: Revolution

Recording and analysing reference material and integrating it with the developing work. Sourcing primary and contextual references for personal ideas.

Recording and analysing reference material and integrating it with the developing work.

Producing a personal outcome or outcomes.


Personal Portfolio controlled assessment. Continuing Revolution. Students demonstrate knowledge and skills they have learned during unit 1, under controlled conditions

Personal Portfolio controlled assessment. Returning to Revolution. Students demonstrate knowledge and skills they have learned during unit 1, under controlled conditions.

Major controlled assessment

Final controlled assessment outcomes for unit 1.


BUSINESS STUDIES Exam Board: Syllabus Code(s)

Edexcel BTec Business

Course Assessment: The course is assessed entirely by coursework.

General Course Information: The course covers the following units, delivered as assignment that are broken down into sub tasks.

Unit 1: Business Purposes

Understand the purpose and ownership of business

Understand the business context in which organisations operate.

Unit 2: Business Organisations

Be able to set business aims and objectives

Understand the main functional areas in business organisations.

Unit 3: Financial Forecasting for Business

Understand Profit, Revenue and Costs.

Understand Break-even

Understand Cash Flow Forecasts

Unit 12: Business Online

Understand different online business activities

Understand the issues relating to doing business online

Be able to create web pages or a website for a stated business need

Know the impact of an online business presence.

Unit 17: Starting a Small Business

Be able to present the initial business idea using relevant criteria

Understand the skills and personal development needed to run the business successfully

Know the legal and financial aspects that will affect the start up of the business

Be able to produce an outline business start-up proposal.

Useful resources/ways to improve: Carysforth C, et al – BTEC First Level 2 Business Student Book (2010), Pearson ISBN 9781846906206


Course Tier Information (where appropriate): One tier of entry: Distinction* - Pass



COURSE OVERVIEW — BUSINESS STUDIES

Unit 1

The purpose and ownership of various business organisations.

Business research / assignment writing.

Unit 2

Be able to set business aims and objectives


The business context in which business organisations operate.


Functional areas within business organisations.

Business research/ assignment writing.

Unit 3

Profit, Revenue, Costs and Break‐even

Financial Forecasting

Unit 17

Presenting an initial business idea using relevant criteria.

Research / assignment writing.

Unit 12

Different online business activities.

Issues relating to doing business online.



Unit 17

Skills and personal development needed to run a business successfully.

Legal and financial aspects that will affect the start up of the business.


Unit 12

Create web pages or a website for a stated business need.

Research / assignment writing

Unit 17

Produce a comprehensive business start‐up proposal.


Unit 12

Consider the impact of an online business presence.

Business research / assignment writing





homework and coursework


BUSINESS AND ECONOMICS Exam Board: Syllabus Code(s)

Edexcel 2BE01

Course Assessment: Two written examinations 75% towards overall GCSE (Unit 1 25%, Unit 5 50%)

One controlled assignment 25% towards overall GCSE

General Course Information: This course consists of studying three units of work relating to the world of business and economics.

Unit 1: Introduction to Small Business

This unit covers the key skills and issues involved in enterprise. The emphasis is on starting and running small businesses. This unit provides the framework for looking at the marketing, financial, human and operational issues of starting and running a small business.

Unit 2: Investigating Small Business

Controlled assessment based on the content of unit 1.

Unit 5: Introduction to Economic Understanding

This unit introduces the student to the ways in which economists think and practise and provides vital skills to help them understand some of the burning issues of the day.

Controlled Assessment conditions: Unit 2 is internally assessed under controlled conditions. Students complete one Edexcel-set task during year 10.

Preparation: To prepare for the assessment, students will need to carry out their own research / investigation. Students will have a maximum of six hours for research / investigation. This is completed by the student under limited supervision.

Results: These are carried out by students and when finished, they are to be collected together in a research folder to be handed in to their teacher before the write-up stage.

Write-Up: Students will be allowed to write up their work only in lesson-time, supervised by a teacher or invigilator at all times. This will take place over a maximum of three lessons. Students will be allowed to use their research folders when writing up their answers to the chosen task, but the folder must be collected in at the end of each lesson. The task is internally marked by the course teacher and externally moderated by Edexcel.

Useful resources/ways to improve: Edexcel Business for GCSE: Introduction to Small Business (2nd Edition) ISBN: 9780340983461







COURSE OVERVIEW — BUSINESS & ECONOMICS

Unit 1.1 Spotting a business opportunity

Understanding customer needs is central. How businesses analyse their market. Analysing competitors: refining or enlarging the opportunity. Meaning and importance of “adding value”

Franchising and other start‐up options

Unit 1.2 Showing enterprise

The skills and risks involved in enterprise. The role of lateral thinking and creativity. Obvious and less obvious questions. How new ideas come about and how they can be protected.

Weighing up risks versus rewards. Bringing it all together.

Unit 1.3 Putting a business idea into practice

Financial and non‐financial objectives

Determination, initiative, planning, leadership – and luck!

Forecasting, determining costs and price, the concept of profit.

The concept and importance of cash flow.

Short‐ and long‐term sources of finance

Unit 1.4 Making the start‐up effective

Anticipating customer needs. Marketing mix: 4Ps in relation to small businesses.

Aims and implications of limited/unlimited liability.

Unit 1.5 Understanding the economic context

Commodity markets and their effect on small firms.

Impact of interest rate changes

Exchange rates: imported and exported goods.

How changes in the level of economic activity can affect small firms. Business decisions affect stakeholders in different ways

Unit 2

Completion of the controlled assessment


Unit 5.1 How can I start to think like an economist?

Introduction to economics and key issues.

Unit 5.2 Risk or uncertainty?

How can success be measured? What causes business failure? What problems does the economy face?

How important are exchange rates? Can the Government intervention?

Unit 5.3 Big or small?

How do businesses grow? Why? Monopoly power – good or bad?

Can big business be controlled?

Unit 5.4 Is growth good?

Unit 5.5 Is the world fair?

What is growth? Growth increases the standard of living.

Can growth be bad?

Can growth be sustainable?

What can the government do?

Is everybody equal? Can international trade help?


Unit 1 Exam

Unit 5 Exam


DANCE Exam Board: Syllabus Code(s)

AQA 4232

Course Assessment: Coursework (40%) Solo composition – 25% Choreography – 15%

Controlled Assessment (20%)Performance in a duo/group

Practical Exam (20%)Performance of set study lasting 1 – 1½ minutes

Written Exam (20%) Short and essay answer questions

General Course Information: On this course you will have the opportunity to develop skills, knowledge and understanding

of dance as a choreographer, performer and critic. There are five main areas of study:

� Performance: Demonstrating an increasing physical competence and effectiveness as a

performer.

� Safe Practice: Developing knowledge and understanding of health, fitness and safe

working practice relevant to performing and choreographing dance.

� Choreography: Demonstrating an increasing effectiveness as a choreographer.

� Critical appreciation: Demonstrating an ability to appreciate and critique dance.

� Professional dance works: Studying two dance works, demonstrating an ability to

appreciate and critique each performance.

Please note that this GCSE is delivered through an extended day option. The sessions for this GCSE take place after school for 2½ hours once a week. There may be occasional holiday workshops as well. Students must be willing to fully commit to the sessions and full attendance is compulsory.

Appropriate kit is essential for all practical lessons

Students will be advised by their teacher of what is acceptable

Useful resources/ways to improve: AQA GCSE Dance Students Book Published Date: 12/06/2009 Nelson Thornes Ltd ISBN 13: 9781408504192





COURSE OVERVIEW — DANCE

Safe Practice as a performer

The skills required for dance composition (solo)

Unit 1 ‐ Critical Appreciation of Dance

Professional Dance Work “Swansong” (1987) By Christopher Bruce

Unit 4a ‐ Solo Composition

Improving Dance Performance Skills

Unit 2 ‐ Set Dance “Impulse”


The skills required for dance composition (group)

Unit 4b Dance Composition

Unit 3 Dance Performance in a Duet / Group

Unit 1‐ Critical Appreciation of Dance

Professional Dance Work “Perfect” (2005) Motionhouse Dance Company Choreography By Kevin Finnan

Unit 2 Set Dance “Find it”

Critical Appreciation of Dance revision

“Perfect” (2005) Motionhouse Dance Company, Choreography by Kevin Finnan

“Swansong” (1987) English National Ballet, Choreography by Christopher Bruce


D & T: FOOD TECHNOLOGY Exam Board: Syllabus Code(s)

AQA 4545

Course Assessment: Coursework 60% Design and Making Practice - Controlled Assessment, approx 45 hours work, with 90 marks available

Written Exam 40% One two hour paper, pre-release material available for exam preparation for section A, section B is based on Specification with 120 marks available overall

General Course Information: In Year 10 students undertake a variety of Design and Make assignments. The purpose of this is to equip students with a greater understanding of the Design Process and to expand on their subject knowledge as well as further developing essential Designing and Making skills.

Towards the end of Year 10 and throughout Year 11, students are expected to engage in a single design and make activity selected from a choice of set tasks, consisting of the development of a made outcome and a concise design folder. This is called The Controlled Assessment Task it is supposed to take approx 45 hours of lesson time. It will consist of a concise design folder (20 pages of A3 paper), which explains the food area they have decided to look into and design for as a final design solution. This work will need to be supported by a work plan detailed enough for someone else to follow the making of the product together with details of product testing, modifications and a final evaluation which includes details of how it could be commercially manufactured. Students are expected to use a variety of information and communication technology wherever it is possible to do so and address the moral, social, cultural and environmental issues arising from their work. As part of the evidence submitted, students should include photographs of the finished products as well as photographs at various stages of the process. This is used as evidence of skills used and processes undertaken.

Controlled Assessment conditions:

During summer term of Year10/Year11 and then continuing into the autumn term of Year 11 a Design and Make activity selected from the list of Controlled Assessment Tasks supplied by the exam board will be undertaken. This task, with the exception of research, will be completed under teacher supervision in the classroom.

Useful resources/ways to improve: The CGP GCSE Design and Technology, Food Technology revision ISBN: 1 841 4679 01 covers all areas of AQA specification This is a course where students design and make food products to a variety of design briefs. Students learn about ingredients, nutrition, equipment, processes and hygiene and safety. They put the knowledge and skills that they gain during the course into an independent design and make a piece of assessed coursework and a final examination.

Access to ICT facilities is very helpful to work on Portfolio coursework.





COURSE OVERVIEW — DESIGN TECHNOLOGY - Food Technology

Unit 1:

Health & Safety, Food Hygiene, nutrition, focus on sauces

Assignment 1 – healthy school meals for the under7s

Unit 2:

Bakery project – savoury and sweet baked products including exploring pastry making, bread making and cake making to design and make a commercially viable baked product.

Controlled Assessment

Define brief

Select research

Complete selected research


Year 11 Controlled Assessment

continues. Analysis, research, evaluation, generation of ideas, testing, development, making and final design outcome

Preparation for examination ongoing


continues.



continues.


Y11 major project completion


How friends and family can help support students at Key Stage 4 Showing an interest in what they are doing. Asking questions about texts, lessons, topics and themes

etc. Encouraging students to read as widely and frequently

as possible. Discussing both their independent reading and their set

texts. Engage students in conversations about current affairs

and events. Finding out if there is anything they particularly need help

with – e.g. spelling (you could test them too!) Ensuring that you and your child know the deadlines for



D & T: RESISTANT MATERIALS Exam Board: Syllabus Code(s)

AQA 4560



General Course Information: In Year 10 students undertake a variety of Design and Make assignments. The purpose of this is to equip students with a greater understanding of the Design Process and to expand on their subject knowledge as well as further developing essential Designing and Making skills.

Towards the end of Year 10 and throughout Year 11, students are expected to engage in a single design and make activity selected from a choice of set tasks, consisting of the development of a made outcome and a concise design folder.

This is called The Controlled Assessment Task it is supposed to take approx 45 hours of lesson time. It will consist of a concise design folder (20 pages of A3 paper), which explains the area they have decided to look into and design for as a final design solution. This work will need to be supported by a work plan detailed enough for someone else to follow the making of the product together with details of product testing, modifications and a final evaluation which includes details of how it could be commercially manufactured.

Students are expected to use a variety of information and communication technology wherever it is possible to do so and address the moral, social, cultural and environmental issues arising from their work.

As part of the evidence submitted, students should include photographs of the finished products as well as photographs at various stages of the process. This is used as evidence of skills used and processes undertaken.



Useful resources/ways to improve: Set text: The AQA Design and Technology: Product Design Lonsdale School Revision Guide ISBN 1903068819 The course gives students the opportunity to design and make commercial products from a variety of resistant materials. Students will develop a vocabulary of materials, processes and technologies including CAD/CAM that will enable them to create well designed and made products. This course offers a progression route to Product Design at A Level

Access to ICT facilities is very helpful using Internet research, Word and Publisher for enhanced presentation. Google ‘sketch up’ is an invaluable drawing and design package that students can download for free at home.





COURSE OVERVIEW — DESIGN TECHNOLOGY - Resistant Materials

Unit 1

Focussed Design and Make Task: Exploring a range of materials and processes, tools and equipment based around the use of plastics

Unit 2

Focussed Design and Make Task: Exploring a range of materials and processes, tools and equipment based around the use of wood

Unit 2 continued

Focussed Design and Make Task: Exploring a range of materials and processes, tools and equipment based around the use of metal


Controlled Assessment Initial Ideas Development Planning Modelling

Production of Final Prototype

Controlled Assessment Task Continued

Produce Final Prototype

Testing

Modifications/ Final evaluation

Controlled Assessment Completion

Pre – release exam preparation

Theme: Chosen by AQA


How friends and family can help support students at Key Stage 4 Showing an interest in what they are doing. Asking questions about texts, lessons, topics and themes etc. Encouraging students to read as widely and frequently as possible. Discussing both their independent reading and their set texts. Engage students in conversations about current affairs and events. Finding out if there is anything they particularly need help with – e.g. spelling (you could test

them too!) Ensuring that you and your child know the deadlines for homework and coursework


D & T: TEXTILES TECHNOLOGY Exam Board: Syllabus Code(s)

AQA 4570



General Course Information: This textiles course is a design and make journey that develops skills and confidence in the planning and construction of a textiles product and garment.

The course provides students with a very good grounding and general knowledge in working with fabrics and associated materials.

Students work through a series of tasks in year 10 developing practised skills to become able and proficient in a wide range of skills and are able to feel confident to take on their coursework, controlled assessment in year 11.

A planned series of activities, outlined on the next page, takes students through the required techniques and understandings to allow them to be fully prepared for the major controlled assessment activities which count for 60% of the final mark.

During the course students also develop their academic grasp of the subject to prepare them for the 2 hour exam where students will be required to show their knowledge and understanding of design and general aspects of textiles.




The CGP GCSE Design and Technology, Textiles Technology covers all areas of the AQA specification:

In year 10 students will complete a range of design and make tasks that develop skills for their final controlled assessment in Year 11. Students will improve skills and confidence to use a range of sewing machines and will learn about different fabric applications, embellishments CAD/CAM and surface decorations. Students will gain a good understanding of fashion and design, product construction and manufacturing processes in the work place.





COURSE OVERVIEW — DESIGN TECHNOLOGY - Textiles Technology

Introduction: Skill up on the sewing machine and take the sewing machine driving test.

Project one: design and make a Patchwork draw string bag, with recorded stages of making and evaluation. Skills required are accurate sewing of one centimetre seams and an understanding of fabric construction.

Project two: design and make a Nursery Toy. Working from a design brief. Research and teacher led discussion about educational, emotional and developmental processes of product design for babies.

Developing a design, manipulating pattern (paper templates) Cutting accurate fabric shapes ready for construction.

Fully record the stages of making and take part in a peer evaluation of final product.

Project three: a skills project where different types of hand and embroidery stitches are learnt. Students are also taught a range of seams and learn how to sew a patch pocket.

Project four: introduction to Fashion and Design. Students are taught about disposal of fullness i.e. darts, tucks, gathers and pleats which is the fundamental method used to put shape into a garment. Students produce samples and examples and save in their folders for referencing.

Project five Fashion and design – measuring the body, use of a tape measure and a basic understanding of measuring shape and form. Introduction to using the tailors dummy for design and pattern construction. Introduction to other methods of pattern construction/making e.g. block, commercial and deconstruction.

Project six: Designing and making a period skirt or shorts. This is a design and make project with some analyses, a design brief, research, sketch sheet and mood board, design ideas and final design. Students source their own fabric and work out a competitive costing and projected retail sales figure. The garment will be fully evaluated and photographs included.

Project seven: an introduction to fabrics and fibre. Students will learn about four natural fibres i.e. cotton, wool, silk and linen. Students will learn about four synthetic fibres i.e. polyester, nylon, acrylic and lycra. Students will also learn about fibre blends e.g. poly cotton and cotton poly and be introduced to smart and nano fabrics.

Project eight: learning about fabric construction and to complete four basic weaves, what knitted fabric is and bonded/felted fabric construction.

Project nine is an introduction to dye work to include tie and dye, batik and transfer printing. Students will experiment with 2 ‐3 methods of printing and produce swatch samples for their folder.

.


Project ten: introduction to the controlled assessment GCSE course work proper.

Students work through the different elements of the course work with constant reference to subject areas that might come up in the examination.

Students start their design work by including a mood board, sketch sheet, design ideas and a final working drawing. Students will then need to source their fabric and any components and complete their preparation and planning for their practical applications.

Students are encouraged to plan and record what they are doing throughout the process and are given a spread sheet to record the length of time each activity takes.

Year 11 students are supported by the textiles technician and textiles teacher to develop paper patterns and cut accurate fabric shapes in preparation to construction by making a toile or modelling their product in a basic cotton calico

Students are fully engaged in the construction of their garments or accessory keeping regular notes as a working record of working practical processes. Students will have to make links to industrial processes and batch production throughout the making.

Students to complete final making and fully evaluation their work in the design folder. Photographs of the process and the final making to be included ready for marking.

Start revision and focus on the preparation sheet for the AQA design and textiles examination sheet with inspirational theme and the research context.

Full revision lessons with focus and covering main syllabus areas. Students to practice and anticipate the design theme. General going over specific topics that might form part of the 2 hour written examination.


DRAMA Exam Board: Syllabus Code(s)

AQA 4242

Course Assessment: Unit 1 - Written Paper Critical Appreciation of Dance: 1hr paper 20% Unit 2 – Set Dance A Solo Composition : 1 minute-1.30min 20% Unit 3 – Performance A Performance in a Duet / Group 20% Unit 4 - Choreography Solo Composition : 1 minute-1.30min 15% Solo/ Duet/ Group Composition 1.30mins- 3mins 25%

General Course Information: The sessions for this GCSE take place after school for 2½ hours once a week. There may be occasional holiday workshops as well. Students must be willing to fully commit to the sessions and full attendance is compulsory

In Year 10 students develop practical skills relating to assessments they do throughout the two years. They will use drama to explore ideas and issues in response to stimulus material selected from different times and cultures; study a published play to gain an understanding of the ways in which playwrights, performers, directors and designers; use the medium of drama to communicate ideas to an audience; prepare a devised performance or learn a script in the winter term of Year 10 and Spring term of Year 11.

The controlled assessments and the written examination take place in the summer of Year 11

Useful resources/ways to improve: Course reading & set texts:

AQA GCSE Dance Students Book ISBN: 9781408504192 2009 Nelson Thornes Ltd Essential Guide to Dance ISBN: 97803409683383 2010 Hodder Education Professional Dance works And Who Shall Go To The Ball? Rafael Bonachela, CandoCo. Bird Song Siobhan Davies Dance Tek Warriors Union Dance Dance Company Faultline Shobana Jeyasingh Ghost Dances or Swansong Christopher Bruce Nutcracker! Matthew Bourne Overdrive Richard Alston Perfect Motionhouse Romeo and Juliet Kenneth MacMillan Rosas Danst Rosas Anne Teresa de Keersmaeker “Still Life” at the Penguin Café David Bintley Appropriate kit is essential for lessons e.g. tracksuit / leggings and t-shirt, leotard and bare feet







COURSE OVERVIEW — DRAMA

Introduction to skills and writing monologues

Street Accident

Choice from:

Madness

Craig and Bentley

Young Offenders

Physical Theatre

London Riots

Unit 2 Part A Devised Drama (Mock) ‘London Riots/Madness”’

Preparation for devised performance (in groups)

Individual Preparation 15 marks

Group Performance 45 marks

Mock Exam in Nov 2012

Prepare scripted performance in groups

Unit 2 Part B Scripted Play (Mock)

“A Taste of Honey” and other selected plays.



Exam Date March 2013

Y10 exam preparation and study skills

YEAR 11 JUNE 2013—JUNE 2014 Topics to be studied during the course of Year 11 Unit 2

Scripted play

Metamorphosis

Play Review

Unit 2 Part A Devised Drama

“The World is a Beautiful Place” War

Preparation for devised performance (in groups)



Exam in Nov 2013

Unit 1

Unit 2 Part B

Scripted Play

“Metamorphosis”



Exam Date March 2014

Exam preparation

Play Review (800‐1000 words)


GEOGRAPHY Exam Board: Syllabus Code(s)

WJEC Geography B

Course Assessment: Examination 75% Paper 1 (1 hr) assesses Themes 1 & 2 (30%)

Paper 2 (2 hr) assesses Theme 3 & a cross-unit problem-solving exercise (45%)

Controlled Assessment 25% Fieldwork Enquiry (25%) - based on field work

General Course Information: The GCSE course is based around 3 themes:

1. Challenges of Living in a Built Environment

2. Physical Processes and Relationships between People and Environments

3. Uneven Development and Sustainable Environments

Controlled Assessment requirements:

Fieldwork Enquiry (25%)

This is a written piece and is completed in the Summer term of 2013 with two phases:

a) Research/data collection during a field trip taking place around Easter

b) Analysis, Data interpretation, evaluation and write up taking place over a day (dates to be confirmed)

Useful resources/ways to improve: GCSE Geography for Avery Hill WJEC/CBAC ISBN 9780340906125

Once revision guide published students will be advised to purchase.

HWS Revision Guide available on the MLE







COURSE OVERVIEW — GEOGRAPHY

Generic Map skills

Challenge of Living in a Built Environment

Physical Process and Relationships between people and environments.

Geographical Investigation


Research/Data Collation – 5 hours (limited control)

Analysis & Evaluation – 8 hours (high level control)

Deadline determined by end of 8 hours of Analysis and Evaluation

Continuation of Physical Process and Relationships between people and environments.

Uneven Development and Sustainable Environments.

Completion of Uneven Development and Sustainable Environments


HISTORY Exam Board: Syllabus Code(s)

OCR J417 Full (Modern World History B)

Course Assessment: 45% 2 hour exam Aspects of International Relations, The Cold War 1945 – 1975 (Origins of the Cold War; Cuban Missile Crisis; Vietnam War)

The USA, 1945 – 1975: Land of Freedom? (Civil Rights of African Americans and other groups)

30% 1½hour exam How far did British society change 1939 -1975? (Britain and WW2, Immigration to Britain, Social changes in the 1960s, women and teenagers)

25% Controlled Assessment: Historical Enquiry on the significance of Gandhi in Indian independence

General Course Information: The course focuses on the turbulent history of the twentieth century, its key events, people, changes and issues. Viewing history from both a national and global perspective, students will learn about international relations, global conflict and the political development of key countries, and take a detailed look at changes in British society, including the changing roles of women, changing patterns of ethnicity and how young people’s lives have changed.

Controlled Assessment conditions: The 7 weeks teaching time will develop candidates’ knowledge and understanding and develop the historical skills needed to complete the controlled assessment success-fully. The question, set by the exam board, will be given to students at the start of the 8 hours.

All work on the Controlled assessment must be completed in class over the 8 lessons, so it is vital that stu-dents attend all lessons.

Year 11 students will spend 7 weeks studying an overview of the topic, Gandhi and his role in Indian Inde-pendence

Students will then have 8 hours to complete their controlled assessments in class, under teacher supervi-sion (this will take place in class for the first 8 History lessons after October half term 2011)

4 hours preparation , research, note taking

4 hours – writing up final piece of work – word limit 2000 words

Useful resources/ways to improve: Students should all buy the revision book. Ben Walsh, OCR GCSE Modern World History Revision Guide. (ISBN 9780340992203). This covers all the topics studied. Students need to revise chapters 4,5,6,11 and 13

The Core textbooks used OCR GCSE History B, Modern World (Heinemann 2009).

We will cover everything in class but if students miss any lessons or want extra help this is a good book to use.

Students will be given a reading list at the start of each topic – this will include works of fiction based on the period studied and some relevant DVDs.





COURSE OVERVIEW — HISTORY

Depth Study

USA, 1945‐1975: Land of Freedom?

How successful was the struggle for Civil Rights in the 1950s?

Depth Study

USA, 1945‐1975: Land of Freedom?

Who improved Civil Rights the most in the 1960s and 1970s?

How far did other groups achieve Civil Rights in America? (Hispanic Americans, Native Americans and women)

Aspects of International Relations

The Cold War, 1945‐1975

Who was to blame for the Cold War?

Why was there a “Red Scare” in the USA? McCarthyism

YEAR 11 JUNE 2013—JUNE 2014 Topics to be studied during the course of Year 11 Aspects of International Relations

The Cold War, 1945‐1975

The Cuban Revolution

Who won the Cuban Missile Crisis?

Why did the USA get involved in the Vietnam War?

Why did the USA fail in Vietnam?

Historical Enquiry

Controlled Assessment

The Significance of an Individual

Gandhi’s role in Indian Independence

Depth Study – source based paper

Britain 1939 to the mid 1970s

How far did British society change between 1939 and the mid 1970s?

Impact of Second World War

Experiences of immigrants

Impact of immigration

Changing role of women and teenagers


ICT MULTIMEDIA Exam Board: Syllabus Code(s)

OCR 04676

Course Assessment: 100% Coursework Evidenced in a folder containing printouts and annotations of work completed and demonstrating understanding of the purpose of the activities that have been carried out

General Course Information: The course is offered as a single award full GCSE and has been structured as such. A core unit must be completed first, ICT Skills for Business, which covers most business applications of ICT.

Once this work is completed students will move on to a second major unit, involving the investigation of different multimedia products, the planning, design and production of their own multimedia product, most preferably a computer game.

Finally, students will need to complete a further minor unit, which can be application of sound, web graphics, animation, or video creation to be awarded the OCR Nationals First Award in ICT.

ICT Skills For Business (core unit): Students work as IT professionals, based on a scenario. They will create a new identity for a company, producing professional stationery for it, record and make use of information in a database, analyse the company’s figures using a spreadsheet, produce a presentation to promotes understanding of copyright law and finally produce a professional looking Health and safety in ICT. Students will need to communicate using e-mail, sending and receiving emails and learning advanced features of emails systems. Students will be provided with a model assignment from the OCR examination board that contains details of the project to be completed.

Creating sound using ICT, and Animation: Students carry out reviews, and explore the fitness for purpose of the products under review. They will then need to produce their own product, bearing in mind what their conclusions were in the reviews they carried out.

Building Computer Games Unit: Students will design and build an interactive multimedia Game for a specific purpose and an identified target audience. They will create interactive components and make use of a range of multimedia software including Flash, Fireworks and Mediator. Students will test and evaluate their Game, making improvements where necessary. The created sound will be incorporated in the game to enhance user experience.

Useful resources/ways to improve: Students will find it necessary to make use of the opening times of the ICT facilities at school in order to make use of some of the specialist programs required for the course.


Course Tier Information (where appropriate): One tier of entry: Distinction* - Pass





COURSE OVERVIEW — ICT MULTIMEDIA

ICT Skills For Business –

major unit

Including:

Developing skills in ICT Business

Applications:

Spreadsheets

Databases

Presentation Programmes

Desk Top Publishing

ICT Skills For Business –

major unit

Including:

ICT the legal framework

Copyright and piracy

Data Misuse

Information Overload

Email settings

Web Navigation

Creating and editing sound

Including:

Sampling

Sound effects

Editing

Mood and purpose


Design and produce multimedia products – major unit

Including:

System design

Market research

Audience and purpose

How to?

Project implementation and testing.

Portfolio completion

It is vital that all evidence is correctly gathered and assembled in good time for final submission.

Extension of ICT Capability and Skills Programme


MEDIA STUDIES Exam Board: Syllabus Code(s)

AQA 4812

Course Assessment: Controlled Assessment 60% Unit 2: Understanding the Media 3 assignments - 90 marks Introductory assignment: magazine analysis and planning Cross-media assignment: film promotion Practical Production: TV, Radio and Print Advertisement for Children’s Toys

Examination: 40% Unit 1: Investigation the Media – PROMOTION AND MARKETING OF VIDEO GAMES Written Paper – 1 hour 30mins - 60 marks Examination based on pre-released topic and guidance materials

General Course Information: You will develop your knowledge and understanding of print, broadcast and e-media products as well as the areas of marketing, advertising and promotion including the institutions that create, produce and monitor media texts.

The course will build on some of the media work you will have already done in English at Key Stage 3. You will produce drafts, plans and fully realised pieces in print, moving image and e‐media, analysing and evaluating your work. Media Studies students use Apple Mac computers to create and edit products using Adobe Photoshop, Adobe InDesign, IMovie and Publisher.

All students can borrow film and still image cameras to complete their coursework.

Controlled Assessments Unit 2: Understanding the Media

Assignments 1 and 2 involve research and planning. Students complete tasks under classroom supervision. Students will have more than one lesson to complete the tasks. Students may bring notes into Controlled Assessment.

Assignment 3 (Practical Production) may necessitate students filming without direct supervision. However, all editing must take place in the classroom. The final evaluations written under classroom supervision. Students may bring notes into the Controlled Assessment.

Useful resources/ways to improve: Set text: Nelson Thornes AQA GCSE Media Studies: Student's Book ISBN 978-1-4085-0411-6

It is recommended that students keep up to date with developments in the media by reading the Guardian media section on-line.





COURSE OVERVIEW — MEDIA STUDIES

Introduction to key skills and concepts

Unit 2: Understanding the Media

Assignment 1

Introduction to the Media: Print

500 word analysis of the covers of two magazines

Design the cover for one edition of a new magazine

National Schools Films Week


Assignment 2

Cross‐Media Study: Film Promotion

Research into promotional methods

Production of a film poster and storyboard to promote a new film

1000 word analysis of a film’s promotional campaign

Model UN Press Team


Special Projects:

Green Screen

Animation

Short Films

Music Videos

Reward Visits:

BBC

BFI

Advertising Agency

Production Company

YEAR 11 JUNE 2013—JUNE 2014 Topics to be studied during the course of Year 11 Unit 2: Understanding the Media

Assignment 3

Toy Advertising

Linked campaign

TV, Radio and Print Adverts

12 pages planning and research

800 word Evaluation

BFI Education Trip

Unit 1: External Assessment Topic 2014

Promotion and Marketing of Video Games

Model UN Press Team

Exam preparation and study skills programme

The Controlled Test for Unit 1 will take place during June 2014.

It takes the form of a 1hr 30 minute exam in formal conditions.

Students receive the brief in advance in May 2014.


MODERN FOREIGN LANGUAGES Exam Board: Syllabus Code(s)

AQA 4655 (French)

Course Assessment: Exam 40% Two exams: Listening 20% (tiered) Reading 20% (tiered)

General Course Information: Controlled Assessment conditions:

Speaking:

Each tasks should last between 4 and 6 minutes

The task, the kind of language they need and how to use their preparatory work is discussed in class

Research can be carried out outside the classroom

The final stage will be a speaking exam (see date below)

Writing:

Student aiming at grades G - D will produce 200-350 words across the two tasks

Students aiming at grades C - A* will produce 400-600 words across the two tasks

Students will be in direct sight of the supervisor at all times when writing up the final version. No interaction with other students or help from teacher will be allowed at this stage

The final version is done in exam conditions and will last for one hour. A dictionary is allowed in the exam room.

Overview of the course

AQA GCSE Languages is all about making Languages work for you, and making it fun and

relevant at the same time. You will be given all the tools you need to develop your French or

Spanish (grammar, skills and vocabulary) and plenty of interesting topics so that you can talk

about the things that really matter to you.

What will I learn?

You will be developing your skills of communicating in another language through four skill

areas: listening, speaking, reading and writing. Topics covered are: Leisure, Lifestyle, Work

and Education, Home and Environment.

Useful resources/ways to improve: French (Expo AQA GCSE Higher) ISBN 978-0435720605

Spanish (Mira AQA GCSE Higher) ISBN 978-0435395933

We also advise that students purchase a quality revision guide for AQA. (GCSE AQA Complete revision & Practice CGP, includes audio CD)



4695 (Spanish)



COURSE OVERVIEW — FRENCH

Module 1

Lifestyle

Talking about yourself and other people

Relationships, family, problems and giving advice

The perfect tense and imperfect tense

Talking about your main hobby.

CA: Speaking

Module 2

Leisure

Discuss: TV and cinema, arranging to go out.

Describing what you did.

Describing new technology.

The perfect tense with être.

Using the perfect tense and the imperfect.

CA: Writing

Module 3

Home and environment

Discuss: where you live, your own room, life in the language speaking country

Means of transport, giving directions

Module 5

Work and education

Discuss: School, your school day, school rules and pressures, teachers.

Your school day and daily routine.

Compare schools’ system.

Perfect tense

Module 5

Work and education

Talking about your plans for the future.

Future tense

Preparation exams/ Grammar consolidation

CA: Speaking and writing

Mid KS4 exams Listening and reading

Module 4

Leisure / home and environment

Shopping for food and clothes

Making travel arrangements

Describing the location of a place.

Talking about fashion.

Using the present, perfect and imperfect.

YEAR 11 JUNE 2013—JUNE 2014 Topics to be studied during the course of Year 11 Module 6

Work and education

Talking about free time activities.

Talking a part‐time job.

Talking about plans for the future.

Using que and qui

Discussing jobs and money, different jobs, places of work.

Discussing problem a work.

Talking about work experience.

Module 7

Leisure (Tourism)

Discuss: Holidays, destinations, other holidays.

Talking about the weather.

Past, present and future tenses

Eating out

Mock 1: CA speaking and writing

Module 8

Lifestyle

Discuss: food and drink, a healthy lifestyle, addiction, other problems

Parts of the body and saying where it hurts.

Expressions using avoir

Module 9


Discuss: Global issues/ problems in your area/ environmental projects

Discussing the environment.

Using direct object pronouns in the perfect tense.

Revision, exam preparation and study skills timetable



COURSE OVERVIEW — SPANISH

Module 1

Leisure:

Talking about holidays, weather, accommodation and activities

Use of irregular verbs in the preterite tense.

Module 2

Leisure/ Home and environment:

Talking about means of transport.

Giving directions.

Describing a day out.

Ordering food.

Use of the present tense, near future and imperatives.

Writing C/A 1

Module 3

Work and education:

Giving your opinion on school subjects.

Describing your routine.

Producing descriptions of school life.

Writing C/A 2

Module 4

Lifestyle

Talking about your family using possessive adjectives.

Talking about relationship using ser and estar

Talking about daily routine using reflexive verbs.

Module 5

Work and education

Describing work experience using the preterite and the imperfect.

Describing future plans, using different verbs to talk about the future.

Module 6

Leisure

Revising TV programmes and films.

Talking about hobbies and pocket money.

Speaking C/A 1

YEAR 11 JUNE 2013—JUNE 2014 Topics to be studied during the course of Year 11 Module 6

Leisure

Making arrangements to go out, using the present continuous.

Talking about extreme sports using a range of adjectives and opinion phrases.

Module 7

Leisure/ Home and environment

Talking about your home using prepositions

Talking about different types of houses using a variety of phrases to express opinions.

Talking about how you would change the city using the conditional.

Speaking C/A 2

Module 8

Lifestyle

Talking about the illness and body using reflexive verbs in the perfect tense.

Talking about how to stay in good shape.

Writing C/A 3

Module 9


Talking about the environment using the conditional with deber.

Talking about global issues using the present subjunctive.

Considering problems facing the planet using the imperfect and present tense.

Talking about global citizenship.

Revision, exam preparation and study skills timetable




Students must be fluent ( in speaking, writing and reading) in their chosen language and make arrangements with the MFL Department well in advance

There are no lessons taught in these languages, though general advice will be given if requested. and Students will not have to pay entry fees for language exams that they are entered for by Highgate Wood School.

Without controlled assessment

Japanese

Russian

Arabic

Modern Greek

Classical Greek

Dutch

Guajarati

Persian

Portuguese

Turkish

Bengali

Modern Hebrew

Panjabi

Polish

With controlled assessment

Italian

Chinese ( Mandarin)

French

Spanish

German

MODERN FOREIGN LANGUAGES SUPPORTING STUDENTS WITH COMMUNITY LANGUAGES


As well as providing courses in French and Spanish the MFL department also supports students with proficiency in other languages to gain relevant GCSE qualifications.

Examinations in a wide variety of languages have been taken by students at the school. Currently we offer:


MUSIC Exam Board: Syllabus Code(s)

OCR J535

Course Assessment: Coursework 75% Examination 25%

General Course Information: Students who take GCSE Music are provided with a challenging and firm grounding in a wide range of music. This enables those who wish to progress to music courses in KS5 with a good foundation.

OCR GCSE Music consists of four Areas of Study:

My Music focuses on the candidate’s main instrument (or voice). This will be reflected in Performance 1, the Commentary essay, and Composition 1, all of which focus on using a variety of performing techniques.

Shared Music focuses on the way that vocal and instrumental ensembles work together. The topics are Concerto, Jazz, Pop Ballad, Choral Classics, Lieder, African A Capella, Gamelan, Indian Classical Music, and Baroque and Classical Chamber Music.

Dance Music focuses on many different styles of music designed for dancing. The topics are Waltz, Salsa, Tango, Line Dance, Jig and Reel, Bhangra, Disco and Club Dance. The last few topics will involve some exploration of music technology techniques.

Descriptive Music is an Area of Study that should be familiar to students from their Key Stage 3 studies. There are two topics: Nineteenth-Century Programme Music for orchestra, and Film Music.

Coursework – Teacher Assessed, and Moderated by OCR

30% of the course is Performing (playing an instrument or singing). There are two assessment pieces, usually one solo and one in a group.

20% of the course is Composing individually. There are two assessment pieces, one for the candidate’s main instrument/voice and one based on another Area of Study.

10% of the course is assessed through two 400-word essays. Candidates have to describe and evaluate their coursework.

Exams – Externally Assessed by OCR

20% Creative Task – this is an individual controlled assessment in Year 11. It lasts for 45 minutes. Candidates choose one of 6 set musical stimuli and compose a piece of music.

20% Listening Exam – based on Shared Music, Dance Music and Descriptive Music. Students respond to a CD of musical extracts with questions for each piece drawing on their subject knowledge.

Useful resources/ways to improve: The following are useful to GCSE students who need help with music theory:

Handbooks: "First Steps in Music Theory, Grades 1 to 5" by Eric Taylor, OUP, ISBN 978-1860960901

and/or "The AB Guide to Music Theory, Vol 1" by Eric Taylor, OUP, ISBN 978-1854724465

Plus practice exercises from: "Music Theory In Practice" series by Eric Taylor, ABRSM, ISBN 978-1860969423 and/or http://www.mymusictheory.co.uk

Be receptive to all sorts of music and performance.

Play an active part in the many extra-curricular music activities run by the school.







COURSE OVERVIEW — MUSIC

General introduction to the course including planning coursework stages.

My Music

Dance Music

My Music

Dance Music

My Music

Dance Music

My Music

Shared Music

My Music

Shared Music

My Music

Shared Music


My Music

Dance Music

Shared Music

My Music

Descriptive Music

My Music

Descriptive Music

My Music

Descriptive Music



etc. Encouraging students to read as widely and frequently as

possible. Discussing both their independent reading and their set

texts. Engage students in conversations about current affairs and

events. Finding out if there is anything they particularly need help




MUSIC TECHNOLOGY Exam Board: Syllabus Code(s)

EdExcel

Course Assessment: 100% coursework

General Course Information: This course is a practically focused option that will give you a basic grounding in Music Technology and in how the music business works. You will learn to compose and create music using Logic Pro and other stu-dio recording techniques.

The main unit of work is to create a music product, a CD of your music, ready to be put out to the market. You will also research your audience and look at promotion and publicity.

Core Modules

Understanding the Music Industry – researching organisations and job roles.

Professional Development in the Music Industry – creating a personal development plan to achieve the skills you might need for further study or work by the end of Year 11.

Planning and Creating a Music Product – production of an individual or group CD complete with music, sleeve, budget, marketing campaign and audience profile.

Optional Modules

Exploring Musical Composition – producing a variety of work-in-progress and finished tracks.

Computer Technology – understanding the equipment and software used in studios.

DJ Technology and Skills – learning and performing DJ techniques.

Exploring an Area of Music – project on a chosen artist or genre that the student enjoys.

Assessment

Each unit is graded Pass, Merit or Distinction. Students must pass all units to achieve the qualification. Grades are then decided by a points system, e.g. mostly Merits with one Pass would be a Merit overall. Work is teacher assessed, and the examination body send a moderator to examine students’ folders once per year.

Useful resources/ways to improve: The course handbook is available through the MLE.


Course Tier Information (where appropriate): One tier of entry: Distinction* - Pass First Diploma: 2 core modules with 4 option modules (expected) Graded Distinction, Merit, Pass equivalent to 4 GCSEs at A/A*, B, C First Certificate: 2 core modules with 2 option modules (if necessary) Graded Distinction, Merit, Pass equivalent to 2 GCSEs at A/A*, B, C





COURSE OVERVIEW — MUSIC TECHNOLOGY

Introduction to Logic Pro

Research on Job Roles

Exploring an area of music project Computer Systems

Computer Systems

Planning of CD Project


Work on CD Project

DJ Skills

Completion of CD Project

DJ Skills

Completion and improvement of coursework portfolio







PHYSICAL EDUCATION Exam Board: Syllabus Code(s)

Edexcel 2PE01

Course Assessment: Coursework: 60%

Examination: 40%

General Course Information: There are five pieces of coursework worth 60% in total:

2 x Practical performance activities – (minimum 9 hours per activity)

1 x Coaching Performance Module – (minimum 9 hours of coaching)

1 x Officiating Performance module – (minimum of 9 hours of officiating organised competition)

1 x Analysis of Performance examined in one particular area chosen by the student

Unit 1: Exam Content:- Healthy, Active Lifestyles; Healthy, active lifestyles and how they benefit you; Influences on your healthy, active lifestyle; Exercise and fitness as part of your healthy, active lifestyle; Physical activity as part of your healthy active lifestyle; Your personal health and wellbeing; Your Healthy, Active Body; A healthy, active lifestyle and your cardio-vascular system; A healthy, active lifestyle and your respiratory system; A healthy, active lifestyle and your muscular system; A healthy, active lifestyle and your skeletal system; Physical activity and your healthy mind and body

GCSE PE Students have committed to an intensive GCSE course which also involves:

Compulsory attendance to a minimum of one extra-curricular activity per week

Enrolment and successful completion of Leadership level one award

Enrolment and successful completion of Young Officials course as set out by the Youth Sport trust

Useful resources/ways to improve: Edexcel GCSE Physical Education Student Book: Tony Scott - Pearsons - ISBN 978-1-8469-0372-4

Revise Edexcel GCSE Physical Education - Unit 1 Theory of PE (5PE01) Revision Workbook : Pearsons - ISBN 978-1-4469-0362-9

Revise Edexcel GCSE Physical Education - Unit 1 Theory of PE (5PE01) Revision Guide : Pearsons - ISBN 978-1-4469-0363-9







COURSE OVERVIEW — PHYSICAL EDUCATION

Theory Content

1.1.1 Healthy, active lifestyles and benefits

1.1.2 Influences on your healthy, active lifestyle

1.1.5 Your personal health and well being

1.1.3 Exercise and fitness as part of your healthy, active lifestyle

1.1.4 Physical activity as part of your healthy active lifestyle

1.1.3 Assessing readiness for exercise

fitness testing:

Cooper run

Illinois agility run Sergeant jump

Standing broad jump, Hand grip test

Sit and reach test

Alternate handball toss

Bleep test

50m sprint

Sit up test

1.1.3 Exercise and fitness as part of your healthy, active lifestyle

Aerobic and anaerobic training

Target zones and thresholds of training

Personal Exercise Plan

Diet and Nutrition for performance and exercise

Evaluate and complete The Personal Exercise Plan


Practical

Badminton, Rugby, Swimming

Theory

Circulatory System

Respiratory System

Bones

Joints, Tendons and Ligaments

Practical

Badminton, Rugby, Netball

Theory

Bones

Joints, Tendons and Ligaments

Muscles and muscle action

Practical

HRF, Football, Netball

Theory

Muscles and muscle action

Prevention of Injury

First Aid

Practical

HRF, Netball

Theory

Sports injuries

Preparation for Practical exam



etc. Encouraging students to read as widely and frequently

as possible. Discussing both their independent reading and their set

texts. Engage students in conversations about current affairs

and events. Finding out if there is anything they particularly need help




PSYCHOLOGY Exam Board: Syllabus Code(s)

OCR J611

Course Assessment: 100% Written Examination

There are three written examinations. Students Units 1 and 2 are each worth 40% of the total marks avail-able. Unit 3 is worth 20% of the total marks available. All examinations take place in the Summer of Year 11

General Course Information: As a psychology student, you will be investigating and learning about:

� the reasons why people develop phobias.

� how our memory works.

� why we are prepared to follow orders from authority figures.

� the reasons for criminal behaviour.

Through the study of a range of topics, you will learn about the different psychological

approaches, including social, cognitive and behavioural psychology. You will also learn about

and analyse the methods used by psychologists to study the human mind and human

behaviour.

Useful resources/ways to improve: OCR GCSE Psychology Student Book, Mark Billingham, Heinemann Publishers, ISBN 978-0-435807-70-2. This is the textbook that we will be using in class.

Psychology for GCSE Level (2nd Ed.), Diana Dywer & Craig Roberts, Psychology Press, ISBN 978-1-84872-018-3. This textbook is suitable for both the OCR and AQA GCSE specifications.

Revise Psychology for GCSE Level (OCR Syllabus), Diana Dywer & Craig Roberts, Psychology Press, ISBN 978-1-84872-048-0. This revision guide contains a summary of the course content and examples of exam-style questions.



Unit 1: Studies & Applications in Psychology 1

Sex & Gender

Memory

Attachment

Unit 2: Studies & Applications in Psychology 2

Criminal Behaviour

Perception

Cognitive Development

Non-verbal Communication

The Self

Obedience

Atypical Behaviour

Unit 3: Research in Psychology

Planning Research

Doing Research

Analysing Research

Planning an Investigation



COURSE OVERVIEW — PSYCHOLOGY

Introduction to psychology

Sex & Gender

Memory

Attachment

Attachment

Obedience

Criminal Behaviour

Perception

Unit 1

Mock Examination Preparation and Revision

Cognitive Development


Non‐verbal communication

The Self

Planning Research

Doing Research

Analysing Research

Planning an Investigation

Unit 2 & 3

Examination Preparation and Revision

Exam preparation and study skills time‐table

How friends and family can help support students at Key Stage 4 Showing an interest in what they are doing. Asking questions about texts, lessons, topics and

themes etc. Encouraging students to read as widely and

frequently as possible. Discussing both their independent reading and

their set texts. Engage students in conversations about current

affairs and events. Finding out if there is anything they particularly

need help with – e.g. spelling (you could test them too!)

Ensuring that you and your child know the deadlines for homework and coursework


SOCIOLOGY Exam Board: Syllabus Code(s)

AQA 4192 Full

Course Assessment: 100% examination

Two written examination papers of 1 hour 30 minutes. Both papers are sat in the summer of Year 11.

General Course Information: Unit 1:

Studying Society - Looking into the research process and evaluating methods including observations, questionnaires and interviews.

Families & Households – explaining family diversity i.e. couple/lone-parent, heterosexual/gay, extended/nuclear and reconstituted. Sociological approaches to the family – functionalist v feminist. Changes in relationships and roles within the family and explanations of the growth in the divorce rate and its consequences.

Education – explaining variations in achievement according to social class, ethnicity and gender. Influences on achievement including parental values, peer groups, streaming, labelling, teacher expectations, economic circumstances and cultural background. The functions of the educational system and other educational debates.

Unit 2:

Crime and Deviance – The social distribution of crime in terms of class, age, gender, ethnicity and locality. Explanations for criminal and deviant behaviour such as sub-cultural theories, labelling theory and relative deprivation. The usefulness of official crime figures, and self-report and victim studies. The significance of criminal and deviant behaviour on victims and society.

Mass Media - The media as an agency of socialisation in the development of political views and social identities. The media as a source of power through agenda setting and the creation of positive/negative images of particular groups and organisations. Stereotyping, deviancy amplification and the relationship between media exposure and violence.

Social Inequality- Explaining the nature of stratification e.g. the unequal distribution of wealth, income, status and power. Stratification systems based on class, gender, ethnicity and religion. Sociological explanations of poverty e.g. the cycle of poverty, the culture of poverty, the culture of dependency and structural explanations. The major debates about inequality including the extent to which modern Britain can be considered a meritocracy and the continued significance of class.

Useful resources/ways to improve: Sociology GCSE for AQA By Pauline Wilson and Allan Kidd ISBN: 0007310706 This textbook provides an excellent understanding of Sociology and provides a full coverage of the AQA specification at GCSE. Collins Revision – GCSE Sociology By Pauline Wilson ISBN: 0007350597 An all-in-one revision guide and exam practice workbook for Key Stage 4. It offers complete coverage for the AQA GCSE Sociology specification. Students should be encouraged to keep up with current affairs by watching relevant TV documentaries and dramas, reading quality newspapers or their websites and talking at home about issues of a sociological nature.





COURSE OVERVIEW — SOCIOLOGY

Families & Households

Education

Education

Studying Society

Studying Society

Crime & Deviance


Crime & Deviance

Mass Media

Social Inequality

Revision and exam preparation



Key Stage 4 Handbook

Documents

Transcript of Key Stage 4 Handbook