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WELCOME TO YEAR 10 AT BBECA note from our students

Welcome to year 10!

We hope you had a great time in Year 9 and now feel ready to accomplish anything, as you need to be prepared for this year. Year 10 consists of thrills and excitement, with plenty of opportunities and rewards to work towards. The year offers a brand new view of education, meeting new friends in classes, participating in a variety of extra-curricular events, taking part in house activities and generally working to your full potential, whilst also presenting yourself as a good role model for the younger years. Most of your exams will be this year, and you'll have to complete two whole courses in the space of just one year but, if we can do it, so can you!

Exams may come as a concern to some of you, and Year 10 admittedly throws a new exam experience at you, but don't let this be a worry! More than capable teachers are there every step of the way to ensure you achieve those ‘all important’ targets and assist you in any topic you may struggle in. After school revision classes, and the occasional holiday revision session, is very valuable if you want to exceed your targets and, from personal experience, we can say these classes come of great use during the year!

Year 10 is great when it comes to lessons because you finally get to focus more on the lessons you enjoy and less on the ones you find particularly boring. You'll have to stick with English, Maths, Science, P.E and R.E, but you'll also get to add 2 out of the 4 lessons you chose in Year 9. In some of your chosen lessons, you'll have the chance to make new friends because they'll be people you might have barely met before.

In Year 10, students also change achievement groups, ranging from the Sports Academy group, the Performing Arts group or even the University Academy group. All these specific forms give students a particular expectation to live up to, whether it will be taking part in sporting competitions or visiting universities for later in life. Achievement groups give each student a sense of belonging, pushing their potential to the extreme and helping to keep students on track for their grades.

As you always have done, you'll have to set a good example for the rest of the school, especially towards the end of the year, because Year 11 will have left and you will be left as the oldest year (apart from the sixth formers of course).

Rewards are something to look forward to also, with the end of year trip to Flamingo Land.

The forthcoming year, I have no doubt, will come as a memorable experience, stepping into a whole new world of education. Remember, GCSEs begin in Year 10, so we advise you concentrate throughout the year as always - remember to ask your teacher if you are unsure of anything you've learnt, as a wide knowledge of your facts comes as a huge advantage in the exams later in the year. Aside from the hard work, there'll be plenty of chance to take part in an endless choice of after school activities and to simply relax after a hard day’s work. We wish you luck in the upcoming exams and hope you will all take note of our advice - let the year unfold into an amazing adventure and enjoy your time in Year 10.

WELCOME TO YEAR 10 AT BBECWorking Together For Success

We hope you will find the information in this Year Guide useful for helping you to understand the various aspects of your child’s school life and the curriculum s/he will access in this current year at Buttershaw. Please keep this booklet for reference throughout the year and feel free to bring it with you to Parents' Days and Parents' Evenings. Please contact us to discuss any concerns or issues you may have with regard to the information and guidance we have set out in the following pages.

Key Staff for you to contact: Your child's Achievement Tutor Mr Ridley– Achievement Leader for Year 10 Mr Whittingham- Pastoral Manager for Year 10 Mr Fox – Director of Pastoral Management Mrs Porter – Assistant Headteacher (Students) Mrs Kealy – Special Needs Coordinator Subject Teachers (see your child's timetable) Subject Achievement Leaders (see Curriculum pages) Ms Sweeney – Deputy Headteacher (Curriculum) Mr Humphreys – Associate Headteacher (Students)

Key Dates:

Staff Training Day Tuesday 1 September 2015School opens for Y7/12 students Wednesday 2 September 2015School opens for remainder of students Thursday 3 September 20153

School closes Friday 16 October 2015School opens Monday 2 November 2015

School closes Friday 18 December 2015School opens Monday 4 January 2016

School closes Friday 12 February 2016School opens Monday 22 February 2016

School closes Thursday 24 March 2016School opens Monday 11 April 2016

School closed – May Day Monday 2 May 2016

School closes Friday 27 May 2016School opens Monday 6 June 2016

Staff Training Day Monday 4 July 2016School closes for Summer Holidays Friday 22 July 2016

Parent Consultations: Parents’ Day – Tuesday 15 September 3-8pm Year 10 IAG Interviews – w/c 11 January & w/c 18 January Year 10 Parents’ Evening – Thursday 5 May 5-8pm

THE SCHOOL DAY

There are two different timings for the school day in the week. The timings will be the same from Monday to Thursday and will differ on Friday as below.

Monday to FridayYour child should arrive at school at the latest by 8.30 to allow for entrance mat checks on uniform, planners, reading books, pencil case and writing equipment. It is expected that all of these items will be brought every day to school by your child. Students can arrive at school from 8am to get breakfast in the atrium or the Green Room.

SCHOOL DAY

Monday - Thursday Period 1 8.40 - 9.40Period 2 9.40 - 10.40Period 3 10.40 - 11.15BreakYears 10 & 11 10.40 - 10.55Years 7, 8 & 9 11.15 - 11.30

Period 4 11.30 - 12.30Period 5/Lunch 12.30 - 2.00Period 6 2.00 - 3.00

Study Plus Time 3.00 onwards

FridayPeriod 1 8.40 - 9.40Period 2 9.40 - 10.40Break Year 10&11 9.40-9.55, period 2 9.55-10.55Break Year 7, 8, 9: 10.40-10.55Period 3 10.55 - 11.55Period 4/Lunch 11.55 - 1.25Period 5 1.25 - 2.25

Study Plus Time 2.25 onwards (to include a Year 7 club)

Lunches are as follows:Monday - ThursdayYr10/11 12.30pmYr7 1pmYr8/9 1.30pm

FridayYr10/11 11.55amYr7 12.25pmYr8/9 12.55pm

Period 7 3.00 until 4.00 Monday to Thursday.Your child can access our library or one of our many after school clubs for sports, performing arts, community activities, enterprise events, subject clubs or for homework and intervention to support learning. Many of these activities and more new ones will run again this year. If students wish to complete homework at school 3.00-4.00pm, homework rooms will be supervised with full access to ICT and other resources.

THE SCHOOL UNIFORM AND RESOURCES

School Uniform

We expect high standards from our students with regard to the school uniform code, and ask that you wear your uniform correctly at all times:

Black school blazer with the school badge embroidered on the breast pocket A school tie for the correct year group A plain white shirt buttoned at the collar Tailored black trousers only, no skinny trousers or leggings Dark plain socks Plain black leather or leather type shoes (low heel, no boots or trainers) with no logos or markings Black shalwar kameez or pyjama are acceptable as school uniform but a blazer, shirt and tie must be

worn Scarves or headbands, when worn, must be black or white Black school jumpers or cardigans bearing the school logo may be worn under the school blazer during

cold weather

Coats must not be carried or worn inside school &must be kept in lockers or bags.

PE UniformA black badged polo shirt, rugby shirt, and black jogging bottoms

Jewellery is limited to the following:

A watch and a discreet pair of ear studs may be worn (one stud per ear). No other jewellery is allowed and may be confiscated. For health & safety reasons any other type of body piercing is not allowed.

General appearance

We insist on blazers, ties and black shoes being worn and shirts tucked in to support our high standards within the community.

We are responsible for students on their journey to and from school so we also check that our uniform is worn correctly on leaving the school site.

We challenge extreme hair styles and hair colour – we expect a natural hair colour and smart appearance for school.

Making Good ChoicesValues, attitudes and consistency

Our Values What they mean at BBEC

Wisdom We make good decisions

Integrity We always do the right thing

Justice We understand that everyone is of equal value

Compassion We have empathy and respect for others

Ambition We have a determination to reach our goals

As well as determining what we expect of students, our values underpin all our decisions, what we expect of ourselves and how we hold each other to account.

All students should model our school values at all times; students must demonstrate good attitudes in the way they dress, speak and act. Students need to show responsibility and to act in the best interests of the whole school community.

To exemplify our values we have a series of basic expectations. These expectations have been devised by teachers and students and are displayed in every classroom.

Expectation

Be ready to learn

Always do as the teacher asks

Put your hand up to speak

Take pride, be productive all lesson

Homework is a crucial part of your child’s education and the role of parents in supporting and encouraging children to complete homework is very important. Students’ success is directly linked to how well they are able to learn and revise outside the classroom.

We ask that you try to provide a regular time slot and a quiet space at home to do work.

School also provides facilities for students to stay after school to complete homework 3pm-4pm.

In Years 7-10, homework is set according to a timetable which will be published on the website – students will also write this in their planner.

In Year 11, students should receive homework from every lesson in an examination subject.

HOMEWORK

REWARDS & SANCTIONS

REWARDSWe always aim to focus on the positive and have a range of rewards for students who ‘do the right thing’. Reward Points: staff will allocate points to your account in recognition of positive beha-

viour, effort and achievement in lessons and around school Rising Stars: as well as informing you about progress during the year, you will also receive

a ‘star rating’ which will relate to your attitudes in class (see next page) Rewards Activities: free termly activities for students who meet certain criteria for attend-

ance and behaviour, and an invitation to a theme park trip – free, partial or full payment depending on behaviour and attitudes around school

Awards and GraduationStudents who achieve the progress we expect and also prove their commitment in other areas of school life are eligible for school awards. These are awarded at gold, silver and bronze levels.

At the end of each year, we also assess students to judge whether they are able to graduate from the year group to the next. Graduation can also be awarded with merit or distinction.

SANCTIONSIn lessons, students are given two chances in the form of warnings for any behaviour that prevents the learning of others.

Student behaviour has an impact on others; students should always be polite and respectful to each other and to staff in the school.

Sanction 1 Student is formally reminded of appropriate behaviour.Teacher clearly states that this is a verbal warning

Sanction 2 Teacher clearly states this this is a written warning. Teacher is to write ‘B’ in the student planner. Move seats if appropriate.

Sanction 3 Teacher states that this is a Yellow Card. Removal to an exit room. Student issued with 10 points.

Sanction 4 If an exit room is failed a Red Card can be issued. An automatic Red Card can also be given if the behaviour merits it. Student goes straight to BSU, receives a 1 hour detention and is issued with 20 points.

Serious Incident This will be dealt with by the pastoral team and SLT. Issued with 30 points.

ATTENDANCE AND PUNCTUALITYAt Buttershaw we place great importance on good attendance and punctuality. Our attendance has greatly improved over the last few years and as a school we take attendance very seriously.To improve punctuality we ask that students are inside the school building before 8.30am; this ensures a prompt start to lessons at 8.40am.

Days off school soon add up – missing lessons makes it hard to catch up and students have to work harder when they come back. Good attendance is rewarded every half term and includes: celebration assemblies, attendance certificates and other rewards.

The impact absence has on your attendanceSchool Target = 97%

How many days off to stay Green ?

If your child’s attendance falls below 95% it is a cause for concern and triggers school intervention which may include attendance challenges, the use of our school's Police Officer and Bradford Education Child Welfare Services. If interventions do not improve attendance, then further action will be taken resulting in a fine or possible court action.

Please help your child to maintain good attendance by booking doctor, dentist, optician appointments and shopping trips either in the school holidays, in the afternoon after school or at weekends. Holidays during term time will not be authorised.

If your child is absent from school for whatever reason, please call the school attendance line on Bradford 805692. When your child returns to school, please give them a note and the appointment card/hospital letter if appropriate to bring to the attendance office – you can also write a note in their planner.

Your child will bring home the school's 'Weekly Reporter' news sheet; this will also show your child's attendance to date. We encourage parents/carers to read this information and discuss the contents with your child.

Please support us, but more importantly your child's education, in maintaining good attendance. If you wish to know more about your child’s attendance figure or discuss anything related to attendance and punctuality, please ring the School Attendance Officer on Bradford 805692.

Attendance rate Total number of days off in a school year

80% 40

85% 30

90% 20

95% 10

97%

100%

6

0

PERSONAL DEVELOPMENT

STUDENT PLANNERS have been provided for students this year with a number of important sections: space to record the homework timetable The Big Picture: a page to allow students to keep a record of their progress Revision timetable: in preparation for exam weeks Message board: if you have a query, please use this section and ask your child to show it to the tutor Diary section: for details of all homework, please sign in the space provided each week Literacy & keywords section for each subject.

Please monitor your child’s planner carefully and sign to say that you have seen it every weekend in the space provided.

INFORMATION, ADVICE & GUIDANCE (IAG)All students follow a programme of IAG from Yr7 to Yr13. Students are encouraged to look forward to form a plan leading towards their aspirations. The more students understand what will be required of their exam results and employability skills in order to get to where they want to be, the more likely they are to succeed.

All activities form part of each student’s lifeplan, and you will be invited to an IAG interview during the year to discuss this and your child’s progress and aspirations.

We will provide you with detailed reports throughout the year to help you check your child's progress within school. This information should be read in conjunction with the sample report page and the Progress Tracking page in this guide.

Your child's reports will include the following: Attendance information Total achievement points Total behaviour points KS2 results – results of national key stage 2 tests in English, maths and science taken at the end of

primary school GCSE target grades in English, maths and science – we set ambitious targets which are above national

expectations Subject information Assessment – current national curriculum levels (Yr7 & Yr8) Stars – this is based on attitude, effort in lessons and homework (please see Rising Stars page)

You will have electronic access throughout the year to your child’s half termly reports – you should also expect a report in the second week after every holiday, with the exception of the May half-term holiday. These will be available online, through our new system, but, should you prefer to receive paper copies, please let us know.

We are also developing electronic profiles for our students so that we can give your child and his/her future employers an overview of the support accessed and a record of his / her level of whole school participation. You should see more and more entries in these tables as the year progresses.

PROGRESS TRACKINGQuestions you might ask

“How do I know how well my child is doing?”

When your child starts at BBEC, we are expected to set GCSE Key Stage 4 targets (end of Year 11) based on your child's results from the Key Stage 2 SAT tests in English and maths at Primary School (end of Year 6).

When doing this we have to use the following guidelines to ensure your child achieves as well at our school as they would at any other school in the country. It is important that you know the following:

KS2 English and Maths Test ResultsStudents ACHIEVING LEVEL 4 across English and maths at KS2 (end of Year 6 – last year of Primary School) achieved on average in line with students nationally.Our expectation is that these students should go on to achieve at least:

Level 5a by the end of KS3 (end of Year 8) B grades (or equivalent) and above at GCSE (by the end of Year 11)

Students ABOVE LEVEL 4 achieved above average and should be aiming for: At least level 6a by the end of KS3 (end of Year 8) A grades (or equivalent) and above at GCSE (by the end of Year 11)

Students BELOW LEVEL 4 achieved below average and will be set targets to show: up to level 5 by the end of KS3 (end of Year 8) up to C (or equivalent) grade at GCSE (by the end of Year 11)

We measure how much progress our students are making quite closely by breaking each level down at Key Stage 3 into sublevels e.g. level 5a, 5b, 5c. In general terms, students in Year 7 and Year 8 will be set targets that will go up by 6 sublevels over 2 years.

So if your child starts Year 7 at level 4c, then s/he will be expected to get to at least level 4a by the end of Year 7, level 5a by the end of Year 8 and to grade B (or equivalent) by the end of a GCSE course.

As SAT tests are only used for English and maths, we are expected to use the average score in these subjects to set similar targets for all other subjects.The exception is for subjects that are not taught as an individual subject in primary school, (modern foreign languages, music, drama, art, technology). We set different targets for these subjects at first but expect much quicker progress over time for them to catch up to progress in other subjects later on.

GCSEs are changing! – From 2017/2018 onwards, GCSE grades will be replaced by numbers 1-9 (9 being the highest). We will provide more information in due course.

The main message here is to look carefully at where your child is throughout the year to make sure s/he doesn't start to fall behind – look at the star rating to see if good performance is linked to good attitudes and take time to congratulate your child on progress made – even if s/he still has some ground to make up.

THE YEAR 10 CURRICULUMOVERVIEW

Your child will study a range of subjects, some of which are compulsory and others chosen in Years 8 and 9. The following pages will give you a guide to the topics and skills covered on each of the courses offered by different subjects and will help you to think about how you can support your child's learning.

MINIMUM 5Employers, colleges and other training providers are very strict about the need for at least 5 GCSE grade passes (A*-G) including GCSE grades in English and maths and we place extra emphasis on English and maths in particular to ensure your child has the same opportunities available to them as other students locally and nationally.

For access to university, students must have 5 GCSE grade passes (A*-C) including a GCSE grade C or above in BOTH English and maths, regardless of the course they would like to study. Students will not be accepted on to any university course without these, even if they go on to get 'A' grades in a number of other A Level courses.

INTERVENTIONDue to the importance of English and maths, key staff within school meet every fortnight to look at the progress made by students in these subjects. Mr Ridley, the Achievement Leader for Yr 10 is the main contact for parents regarding intervention.

We identify students who require support and work on developing programmes and activities to help them. This is known as our INTERVENTION PROGRAMME and includes a range of events such as weekly workshops, holiday workshops, residential study sessions, educational trips, specialist support staff, one to one tuition, parent events and additional resources. We link rewards to attendance at these sessions.

You may be invited to Intervention events to work with us in supporting your child. We very much welcome your support and look forward to working with you.

English and English LiteratureACHIEVEMENT LEADER: Mrs M Parkinson

AQA English and AQA English literatureHalf term 1 Poetry Study: Power and Conflict cluster of AQA Literature.Half term 2 Pre-1900 Novel: ‘Dr Jekyll and Mr Hyde’ (R.L.Stevenson)

The study will cover language analysis, themes, structure and form and be assessed with a literature exam.

Half term 3 Study of C19th, C20th, C21st literary non-fiction, non-fiction and fiction on a similar theme or topic.- Analysis, synthesis and comparison.

Half term 4 Writing skills (based on fiction prompts – linked to prose text by theme)- Revisit KS3 features of writing to describe/narrate;- Teach use of sentence structure for impact; emphasise craft-ing writing.

Half term 5 Spoken Language Assessment- Teach skills of presentation with emphasis on planning, self

and peer evaluation.

Half term 6 Shakespeare study (text tbc)- Develop ‘extract to whole’ approach;- Build on work in Y9 on understanding main themes, ideas,

character(s);- Critical response;Analysis of language & structure

Mock exam before graduation.How can you help your child?

Read short stories and poetry from AQA Anthology to assist with questions Encourage use of web-based learning programs such as KS4 BBC Bitesize

How will your child's progress be assessed? Internal and external moderation Mock examinations

MATHSFoundation

ACHIEVEMENT LEADER: Miss V Haycock

What will your child be studying?Half term 1 Angles, scale diagrams, bearings, factors and multiples,

algebra, fractions, linear graphs, and applying these skills to problem solving tasks

Half term 2 Decimals, rounding, collecting and representing data, sequences, and applying these skills to problem solving tasks

Half term 3 Percentages, perimeter, circumference and area, real life graphs, and applying these skills to problem solving tasks

Half term 4 Ratio and proportion, polygons, equations, indices, standard form, and applying these skills to problem solving tasks

Half term 5 Probability, transformations, congruence and similarity, 2D representations, and applying these skills to problem solving tasks

Half term 6 Percentages, measures, statistics, volume, and applying these skills to problem solving tasks

How can you help your child? Provide your child with time in a quiet, organised place to work

Supportive resources – www.mymaths.co.uk (LOGIN:butter PASSWORD: percent) BBC bitesizeHow will your child's progress be assessed?

Marking of assessment books Ongoing formal assessments Formative assessment through every lesson Formative assessments every half term Consolidation and progression tasks Regular homework

http://www.mymaths.co.uk/

MATHSHigher

ACHIEVEMENT LEADER: Miss V Haycock

What will your child be studying?Half term 1 Angles, scale diagrams, bearings, number work, factors and

multiples, algebra, fractions and decimals, co-ordinates and linear graphs, and applying these skills to problem solving tasks

Half term 2 Rounding, collecting and representing data, sequences, percentages and applying these skills to problem solving tasks

Half term 3 Perimeter, circumference and area, real life graphs, ratio and proportion, polygons, and applying these skills to problem solving tasks

Half term 4 Equations, indices, surds, probability, standard form, measures and applying these skills to problem solving tasks

Half term 5 Transformations, congruence and similarity, 2D representations, percentages, and applying these skills to problem solving tasks

Half term 6 Statistic measures, volume, and applying these skills to problem solving tasks

How can you help your child?

Provide your child with time in a quiet, organised place to work

Supportive resources – www.mymaths.co.uk (LOGIN:butterPASSWORD: percent)

BBC bitesizeHow will your child's progress be assessed?

Marking of assessment books Ongoing formal assessments Formative assessment through every lesson Formative assessments every half term Consolidation and progression tasks Regular homework

http://www.mymaths.co.uk/

Core Science

ACHIEVEMENT LEADER: Mr D Rowe

What will your child be studying?Term 1 & 2 Biology

- Keeping healthy- Nerves and hormones- The use and abuse of drugs

Chemistry- Fundamental ideas- Limestone and building materials- Metals and their uses- Crude oil and fuels

Physics- Energy transfer- Energy efficiency- Usefulness of electrical appliances

Term 3 Exam preparation / exam revisionExam coursework

- Exam interdependence and adaptation- Energy and biomass in food chains- Waste materials from plants and animals- Genetic variation and its control

Chemistry- Other useful substances from crude oil- Plant oil and their uses- Changes in the Earth and atmosphere

Physics- Methods we use to generate electricity- Uses of waves


Your child will have homework set every week, this may range from a test to a detailed piece of project work. If they are finding it difficult, support them or give their science teacher a call. We will always be happy to offer extra help.

Encourage your child to use the revision guide provided by the Science Department.

Have a look at their science book when they bring it home each week to complete their homework. Ask your child about what they have been doing and talk through comments that their teacher has made in their book. Taking an interest in what they are doing will accelerate their progress.

How will your child's progress be assessed?

Work in class and at home will be monitored Assessment after each topic in the form of exam questions Regular mock examinations ISA coursework activities

Additional Science

ACHIEVEMENT LEADER: Mr D Rowe

What will your child be studying?

Term 1 & 2 Biology- Cells and simple cell transport- Tissues, organs and organ systems- Photosynthesis- Organisms and their environments

Chemistry- Structure and bonding- How structure influences properties and uses- Atomic structure, analysis and quantitative chemistry

Physics- Forces and their effects- Kinetic energy of objects- Currents in electrical circuits

Term 3 Biology- Proteins - their functions and uses- Aerobic and anaerobic respiration- Cell division and inheritance- Speciation

Chemistry- Rates of reaction- Exothermic and endothermic reactions- Acids, bases and salts- Electrolysis

Physics- Using mains electricity safely and the power of appliances- What happens when radioactive substances decay- Nuclear fission and nuclear fusion

Exam preparation / exam revisionExam courseworkExam


Your child will have homework set every week, this may range from a test to a detailed piece of project work. If they are finding it difficult, support them or give their science teacher a call. We will always be happy to offer extra help.

Encourage your child to use the revision guide provided by the Science Department. Have a look at their science book when they bring it home each week to complete their homework.

Ask your child about what they have been doing and talk through comments that their teacher has made in their book. Taking an interest in what they are doing will accelerate their progress.


Work in class and at home will be monitored Assessment after each topic in the form of exam questions Regular mock exams ISA coursework activities

GCSE Level 2 in ICT ACHIEVEMENT LEADER: Sharon Sears


Half term 1

Half term 2

Students will be working on the controlled assessment brief unit two activity one – They will learn:

How to gather and research for information Create a logo and strapline Update a database and use it to make a track list Create an audio clip for local radio

Half term 3Half term 4

Students will be working on the controlled assessment brief unit two activity 2 - They will learn:

Create a spread sheet to investigate possible costs for a community event

Produce recommendations to email to organisers Create a digital advert to be emailed to local charities

Half term 5Half term 6

Students will be working on the controlled assessment brief unit two activity 3 and 4 - They will learn to:

Create an animated banner Create an e newsletter Complete an evaluation of all the activities Create an index page to allow access to all evidence


The best way to support your child is to ask them what they have been learning in ICT that week. You could get them to demonstrate the skills they have gained as well.

You could also look through their work with them and suggest improvements – the more people that feedback, the better the work will be.


All of the units are first marked internally. Your child will receive written feedback from their teacher at exam board identified check points during the course. They will also receive verbal feedback from their teacher on a weekly basis as required. The marks are then moderated externally in May of year 11. The results are available in August 2016.

Business StudiesCeFE Certificate in

Financial EducationACHIEVEMENT LEADER: Andrew Mason


Half term 1

We will be beginning Unit 1: Finance, the Individual and Society, students will understand the role of the citizen in the UK, the values held by citizens, and the impact they have on personal finance. The unit will also provide students with an understanding of the contribution of an individual to the economy of a country and the impact of external factors on personal financial plans.

Half term 2

Continuation of unit 1 some of the topics covered will be foreign exchange. Currency of other countries, Conversion of one country’s currency to another Describe the impact of exchange rates on countries, society and individuals. Countries: foreign trade (more expensive or cheaper) Society: fluctuation of costs of imported goods, economic hardship in countries unable to sell their goods Individuals: impact on holiday costs; costs of goods; impact on trade and thus businesses and employment and income

Half term 3

We will be completing Unit 1 and taking an external exam 20 stand-alone multiple-choice questions and 5 sets of stimulus material each with 3 associated questions (total marks 35). This component of the examination is to be completed in forty five minutes.

Half term 4

We will be beginning Unit 2: Practices of Managing Money, students will understand the concept of financial planning and personal financial budgets. The unit will also provide students with an understanding of the impact on both the individual and society of spending and borrowing.

Half term 5

Continuation of unit 2 some of the topics covered will be : Value for money, Identify and explain hidden charges, Calculate the true cost of spending, Describe the consequences of over spending on a personal financial budget, Describe the consequences of over spending on the economy.

Half term 6

We will be completing Unit 2 and taking an external exam 15 stand-alone multiple-choice questions and 5 sets of stimulus material each with 4 associated questions (total marks 35). This component of the examination is to be completed in forty five minutes.


The best way to support your child is to ask them what they have been learning in Business that week. Talk to the about anything that has happened in the economy during the week. There is support available on the IFS webpage your child has a login.


Unit 1 consists of a 45 minute examination taken around January 2016 Unit 2 consists of a 45 minute examination taken around July 2016 Unit 3 consists of a 1 hour examination taken around May 2017

PSHE / Preparation for Working Life

ACHIEVEMENT LEADER: Mrs E. Norfolk

What will your child be studying?Half term 1 Coursework – produce a C.V., letter of application and notes on

how to prepare for an interview.

Half term 2 Work/life balance, Drugs Education, Business & Enterprise

Half term 3 Employers / employees rights and responsibilitiesUnemployment, Health & Safety

Half term 4 Personal Finance

Half term 5 Exam Revision

Half term 6 Relationships Education - Students in Year 10 follow the ‘Ur Choice’ sex and relationships education (SRE) programme that has been developed locally by health professionals, in consultation with young people. Topics include: legal rights and responsibilities, abuse and gender stereotyping and the inclusion of two areas of growing concern for young people: the impact of pornography and teenage relationship abuse.

How can you help your child? Ensure your child completes all homework set, including any research and

course work. Encourage your child to watch the news and topical affairs programmes. Contact key staff with any concerns.

How will your child's progress be assessed? Marking of exercise books and oral work in class Half term assessments Self and peer assessment – marking own and other students' work.

Students’ completed tasks are assembled in a portfolio. These are continually marked through each unit.

Religious EducationFull course

ACHIEVEMENT LEADER: Mrs E Norfolk


Half term 1 Religion and human rights – This topic looks at attitudes towards the law and human rights, and the impact of religion on the rights and responsibilities of the individual as a citizen.

Half term 2 Religion and attitudes towards the elderly and death – Students apply religious principles about the sanctity and value of life to matters affecting the elderly. They will also consider medical technology related to death and dying, and consider what may happen after death.

Half term 3 Religion and attitudes to world poverty – This topic deals with religious beliefs and teachings about poverty in less economically developed countries. Students will consider different types of projects aimed at reducing poverty and evaluate the need for them together with their effectiveness.

Half term 4 Religious attitudes to rich and poor in British society – Students will be made aware of religious beliefs and teachings about poverty and wealth. They will consider why both rich and poor exist in Britain, as well as ways in which poverty can be overcome and who is responsible for helping the poor.

Half term 5 Exam revision – End of year assessment

Half term 6 PSHE relationships and sex education - Students in Year 10 follow the ‘Ur Choice’ sex and relationships education (SRE) programme that has been developed locally by health professionals, in consultation with young people. Topics include: legal rights and responsibilities, abuse and gender stereotyping and the inclusion of two areas of growing concern for young people: the impact of pornography and teenage relationship abuse.


Ensure your child completes all homework set, including any research and exam preparation.

Encourage your child to watch the news and topical affairs programmes. Encourage your child to attend after school revision classes.

How will your child's progress be assessed? Each unit is assessed with a test which includes past exam paper questions. Assessment is based on continued work completed in class and end of unit test results.

SOCIOLOGY ACHIEVEMENT LEADER: Mrs E Norfolk

What will your child be studying?Autumn Crime & Deviance

Spring Mass Media

Summer Power

How can you help your child? Ensure your child completes all homework set, including any research and

exam preparation. Encourage your child to watch the news and topical affairs programmes. Encourage your child to attend after school revision classes.

How will your child's progress be assessed? Each unit is assessed with a test which includes past exam paper questions. Assessment is based on continued work completed in class and end of unit

test results. End of year exam.

Art & Design ACHIEVEMENT LEADER Mrs S Hirst


Half Term 1: Unit 1: Portfolio: SculptureCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.

Half Term 2: Unit 1: Portfolio: SculptureCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points to produce a final outcome.

Half Term 3: Unit 1: Portfolio: Still Life Drawing and PaintingCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.

Half Term 4: Unit 1: Portfolio: Still Life Drawing and PaintingCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.

Half Term 5: Unit 1: Portfolio: Still Life Drawing and PaintingCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points to produce a final outcome.

Half Term 6: Unit 1: Portfolio: 3D Design – CeramicsCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.


Provide guidance and encouragement for research based homework tasks Support with developing drawing or design skills Visit local / national art galleries, parks and areas of interest Help with research into different artists' work – art books, internet etc Encourage your child to follow up any art & design interests they already have Encourage your child to look at a wide range of artistic styles Useful websites:

BBC BITESIZE: www.bbc.co.uk/schools/gcsebitesize/art PINTEREST: www.pinterest.com STUDENT ART GUIDE: www.studentartguide.com


Using the AQA GCSE assessment criteria. Unit 1: worth 60% of overall marks Unit 2: external examination is worth 40%. Your child will have access to the assessment criteria which are used to improve performance. Half-term grades reported in line with whole school policy.

Photography ACHIEVEMENT LEADER:

http://www.studentartguide.com/

http://www.pinterest.com/

http://www.bbc.co.uk/schools/gcsebitesize/art


Half term 1 Unit 1 Coursework Portfolio: People and Places (Portraiture)Candidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.

Half term 2 Unit 1 Coursework Portfolio: MovementCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.

Half term 3 Unit 1 Coursework Portfolio: MovementCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.

Half Term 4: Unit 1 Coursework Portfolio: MovementCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.

Half Term 5: Unit 1: Coursework Portfolio: ShadowsCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.

Half Term 6: Unit 1: Coursework Portfolio: ShadowsCandidates will produce more than one extended collection of work or project which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical / contextual sources.


Provide guidance and encouragement for research based homework tasks Support with developing photographic and composition skills Visit local / national art galleries, parks and areas of interest Help with research into different photographers’ work – art/photography books, internet etc Encourage your child to follow up any art & design interests they already have Encourage your child to look at a wide range of photographic styles Useful websites:

BBC BITESIZE: www.bbc.co.uk/schools/gcsebitesize/art PINTEREST: www.pinterest.com STUDENT ART GUIDE: www.studentartguide.com


Using the AQA GCSE assessment criteria. Unit 1: worth 60% of overall marks Unit 2: external examination is worth 40%. Your child will have access to the assessment criteria which are used to improve performance. Half-term grades reported in line with whole school policy.

http://www.studentartguide.com/

http://www.pinterest.com/

http://www.bbc.co.uk/schools/gcsebitesize/art

Music ACHIEVEMENT LEADER: Mr R Horsfall

What will your child be studying?Half term 1 Music Sequencing – You will learn how computers and

software are capable of producing high-quality music. You will learn how to use a variety of effects, loops and processes to produce your music. Your finished piece of work will be an MP3.

Managing a Music Product – You will work as part of a team producing an album or live concert. You may be a performer on the project or be involved in the organisation of it, either way you will have an important role.

Half term 2 Music sequencing, managing a music product.





Performing Arts ACHIEVEMENT LEADER: Mr R Horsfall

What will your child be studying?Half term 1 UNIT 2 – Preparation / Performance / Production

Half term 2 UNIT 2 – Preparation / Performance / Production



Half term 5 Unit 3 – Acting Skills

Half term 6 Unit 3 – Acting Skills

How can you help your child? Encourage independent research online and at the library to enhance

written coursework.

How will your child's progress be assessed? Coursework and performance work will be assessed internally against BTEC

criteria, and externally moderated

Geography ACHIEVEMENT LEADER: Mr R Dowd

What will your child be studying?Half term 1 Natural Hazards –

- What are the causes and effects of earthquakes and volcanic eruptions and how do people prepare for and respond to them?

Half term 2 Natural Hazards –- What are the causes and effects of tropical storms and how do people

prepare for and respond to them?- What are the causes and effects of wildfires and how do people prepare

for and respond to them?

Half term 3 Global Tourism –How has the global tourist industry grown?What opportunities does the growth of the tourism industry create?

Half term 4 Global Tourism –How does tourism create challenges and conflicts?How can the tourist industry promote sustainable development?

Half term 5 Geographical integrated exam skills

Half term 6 Fieldwork Investigation – coastal environment – Controlled Assessment 15% of GCSE


The topics we cover are always news worthy and up-to-date knowledge of events is invaluable – please discuss news related topics that cover our syllabus with your child. Useful topic website for Unit 1 (90351) and Unit 2 (90352) written exam: http://worldlywise.pbworks.com

Geography AQA B Website – Specification + past papers online http://www.aqa.org.uk/subjects/geography/gcse/geography-b-9035


AQA B has 4 distinct topic areas –2 Human Geography – Urban Environments and Global Tourism and 2 Physical Geography – Living with Natural Hazards and Coastal Environments. As well as external examination your child will receive homework and practice exam questions, AQA mark scheme and examiners report will be used to improve performance. Half-term grades reported in line with whole school policy.

History ACHIEVEMENT LEADER: Miss L Evans

What will your child be studying?Half term 1 Ancient medicine:

Prehistoric Egyptian Greek Roman

Half term 2 Middle age medicine: Collapse of the Roman Empire Black death

Half term 3 Renaissance medicine: Vesalius Harvey Pare

Half term 4 19th century fighting disease Jenner Pasteur Koch

Half term 5 19th century public health: Chadwick Snow Liberal reforms

Half term 6 19th/ 20th surgery Lister Simpson

How can you help your child? GCSE bitesize has relevant quizzes and revision. Past papers are available on the OCR website. Revision guides can be bought from most websites that sell books.

How will your child's progress be assessed? Teacher assessment Formal mock examination in December GCSE examination

PEBTEC Level 2 Award in Sport

ACHIEVEMENT LEADER: Miss J Helliwell

What will your child be studying?Miss Warrington Unit 2 – Practical Sports Performance

How can you help your child? Check that deadlines are met and coursework is completed. Check that practice assignments are handed in on time and re-drafted. Encourage research regarding the topics on the internet. Encourage them to attend catch up sessions when appropriate. Ensure PE kit is correct and brought into school.

How will your child's progress be assessed? Assessment for Unit 2 relates to the quality of the coursework. Pass, Merit and Distinction awards can be achieved.

MFLGerman/French/Spanish

ACHIEVEMENT LEADER: Ms Lahcene


Term 1 Personal and Social Life: Self, family, friends Home life, shopping, meals, Healthy living, illness and accident Free time, fashion Relationships Future plans

Term 2 Local Community: Home town School, education Local environment, pollution, recycling Local facilities Comparisons with other towns Weather and seasons

Term 3 World of Work: Work experience Part-time jobs Future careers Social issues Life in French/German/Spanish speaking countries


Your child will be completing a GCSE this year so please find out when exams are and ensure your child will be in school on those days.

Please encourage your child to attend any revision classes on Mondays 3-4pm, and to prepare well for exams in listening and reading.

Access the following websites: www.languagesonline.org.uk , www.francais-extra.co.uk and www.bbc.co.uk


Writing, reading, speaking and listening examinations and assessments Marking of exercise books Regular learning conversation between students and teacher Regular mock exam using the WJEC mark scheme.

http://www.francais-extra.co.uk/

http://www.languagesonline.org.uk/

Design TechnologyProduct Design (2 Year Course)

ACHIEVEMENT LEADER: Mrs E Gray


Half term 1 Furniture project - refresh and develop knowledge of tools, equipment and materials and apply to a design task. Planning the project, make stage one of project. Theory work about timber classification and material properties.

Half term 2 Complete making task developing hand skills and CAD/CAM (computer aided design and computer aided manufacture). Focus on testing and improving final finish of product.

Half term 3 Students commence their Controlled Assessment Task – using one of the following briefs - to design a professional wall light for a local lighting company or an educational toy. Selective research, writing a realistic, technical and measurable specification and initial product ideas will be completed.

Half term 4 Students carry out a range of research tasks to enable them to begin designing products that will successfully satisfy the brief.

Half term 5 A detailed specification will be produced that will allow several design ideas to be created. Students will develop sketching and presentation skills to be able to accurately communicate their ideas.

Half term 6 Development using 2D/3D modelling to create a feasible solution which answers the brief and evaluation of their concepts against design criteria as they progress. A final design with communicates design intentions produced.


Buy a revision guide from the technology department to support examination success. Download the D&T app by J Pimmer or use www.bbc.co.uk/bitsize or www.techno-

logystudent.com to prepare for examination success. Encourage your child to complete and hand homework in on time.


All work will be regularly marked using the Examination Board’s assessment criteria with targets for improvement suggested.

Assessment criteria will be integral to lessons and progress tracked in individual assess-ment for learning booklets.

Self and peer assessment throughout the course will support achievement.

http://www.technologystudent.com/

http://www.technologystudent.com/

http://www.bbc.co.uk/bitsize

Design TechnologyFood



Half term 1 Students will complete a mini GCSE project with a focus on their knowledge and understanding of nutrition. Practical making skills will also be developed throughout this project.

Half term 2 Students will continue complete a mini GCSE project with a focus on their knowledge and understanding of nutrition. Practical making skills will also be developed throughout this project.

Half term 3 Students commence their Controlled Assessment Task chosen from a choice of briefs to include celebration or special diets. The writing of evaluations considering realistic, technical and measurable specification points. Making of high quality products for the making element of the specification.

Half term 4 Students will continue to commence their Controlled Assessment Task chosen from a choice of briefs to include celebration or special diets. The writing of evaluations considering realistic, technical and measurable specification points. Making of high quality products for the making element of the specification, attempting challenging dishes using a range of materials, equipment, techniques and processes.

Half term 5 A detailed plan which considers the stages of manufacture of the product produced to complete the making section of the controlled assessment.

Half term 6 Students to look at depth into the brief of choice e.g. special diets, considering task analysis, current product research and sustainability.


Send in ingredients as requested and oven proof dishes to aid presentation Where possible support students to attend educational trips/enrichment e.g. Good

Food Show. Encourage wider reading/interest in food e.g. watch cookery programmes such as Mas-

terchef, Hairy Bikers, Food Uncovered. Read Good Food magazine, supermarket magazines, recipe books.


All Design and Make assignments will be assessed using GCSE assessment criteria. Self and peer assessment – marking of own and other students work.

Design TechnologyTextiles


What will your child be studying?Half term 1 Students will commence a mini GCSE style controlled assessment to design

and make a high quality product. Students will research, design and develop their product using a wide range of skills and techniques such as modelling.

Half term 2 The focus this half term will be developing students extended writing skills for their controlled assessment through product analysis, product specification and developing evaluative and analytic skills. This aims to support students to develop confidence in using technical language in readiness for Year 11.

Half term 3 Make a high quality, accurately assembled and finished product, as per own plans.

Half term 4 Devise and carry out a range of suitable tests to check the performance and or quality of the final product.

Half term 5 Revision and exam preparation – students will develop knowledge and understanding of a wide range of materials and processes used in design technology.

Half term 6 Revision and exam preparation – students will develop knowledge and understanding of a wide range of materials and processes used in design technology.


Where possible support students to attend educational trips/enrichment e.g. Clothes Show.Encourage wider reading/interest in fashion and textiles. e.g. watch GOK, Sewing Bee, read Vogue Magazine, Elle Decoration etc


All Design and Make assignments will be assessed using GCSE Assessment Criteria.Self and Peer Assessment – marking of own and other students work.

Vocational Curriculum

Uniformed ServicesCOURSE CONTACT: Mrs Helliwell


Half term 1 Unit 9 - Participate in adventurous outdoor activities, residential experiencePractical aspects of:Unit 2 – Exploring aspects of physical fitnessUnit 6 - Following service routineUnit 3 - Developing team working and problem solvingUnit 10 – Organising a competitive sports competition - ongoing

Half term 2 Unit 5 – Carry out map reading and navigationPractical aspects of:Unit 2, Unit 6, Unit 10 – ongoing

Half term 3 Unit 1 – Investigate employment within the uniformed services

Half term 4 Unit 4 – Understand health, safety, hygiene within the uniformed services

Half term 5 Unit 3 – Develop team working and problem solving

Half term 6 Unit 2 – Explore aspects of physical fitnessUnit 10 – Organise a competitive sports competition

How can you help your child? Ensure correct uniform, correct stationery and sports clothes (change of

footwear essential). Help advice and support with any homework given Assignments will be completed for all areas studied The learners need to ensure that they have a full PE kit with them for every

session

How will your child's progress be assessed? By completing course work, confirmation of learning assessments, internal

moderation and external moderation.

Vocational Curriculum

ChildcareCOURSE CONTACT: Ms Helliwell


Half term 1 Essential values of care for use with individuals in care settings Understand how to support individuals to maintain their rights Understand the importance of the values of care and how they are applied

Half term 2 Essential values of care for use with individuals in care settings Understand how legislation impacts on care settings Understand how personal hygiene, safety and security measures protect

individuals

Half term 3 Communicating and working with individuals in health, social care and early years settings

Understand how to communicate effectively


Understand the personal qualities that contribute to effective care


Be able to communicate effectively within a health, social care and early years setting

Half term 6 Essential values of care for use with individuals in care settings Understand how to support individuals to maintain their rights Understand the importance of the values of care and how they are applied Understand how legislation impacts on care settings Understand how personal hygiene, safety and security measures protect

individuals

How can you help your child ?

Encourage your child to: attend every session promptly bring correct equipment ( pencil, pen, ruler, eraser, file, paper) wear correct uniform complete any homework, learn spellings arrive ready to work and learn


Unit RO21 is assessed by exam and will be studied during term 1 and again re-visited in preparation for the exam in Term 3

Unit RO22 is undertaken during term 2 and 3 and is assessed by coursework

Vocational CurriculumPrince's Trust – XL Qualification EL3 Level 1 Level 2

ACHIEVEMENT LEADER: Ms M Clarke


Term 1 Personal, Team and Interpersonal Skills: personal and social skills - to understand self and the way individuals deal with

people and situations communication skills – how to get on well with others and to work effectively in

groups and teams.Activities to include:

Group boundaries - rules and expectations Ice breaker activities Personal shields Collage on self Team building - spaghetti and marshmallow towers, egg transporter. Group planned

trip e.g. 10-pin bowling. Inter-generational projects with groups within the community Let’s Get Cooking programme Plan and organise Christmas community annual dinner, and assist in the

proceedings.

Term 2 Citizenship and Community Awareness: The local community - how ideas and opinions can be used to contribute positively Influences on a community - decisions and how they can affect individuals or groups

Activities to include: What does community mean to you? Research what is on offer for people or families within the community Contact and organise an event for a local elderly residential home

Term 3 Community Based Project: Research local groups within the community - identify a group in need Teamwork to manage a community project Past activities have included; gardening projects, escorting elderly group to Eden

Camp and holding coffee mornings and car washes.

How can you help your child ?

Encourage consistent and prompt attendance to ensure achievement Attend community events and support fund raising events as they arise Attend an annual 'Celebrate Success' event for the presentation of accreditations


A portfolio of evidence through completing modules which now accumulate credits. The completed modules are assessed continually through regularly held internal and external verification events.

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