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Curriculum Guide 2019-20

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Literacy Literacy is one of the most important skills that students require and it is embedded into curricula across all subjects. This means that all teachers address literacy through their teaching and marking. To support students’ oral literacy all members of staff insist upon Standard English as the language of the classroom. You can support the development of your child’s literacy by:

• Supporting him or her with homework, checking that they are writing extensively. • Encouraging your child to read for 30 minutes every night. • Checking that your child is proof reading work for grammar and spelling errors before

considering it complete. • Encouraging your child to speak in Standard English whenever appropriate. • Promoting a love of reading at home and suggesting books from the reading list on the

school website: the school library is also happy to help with this. You can find useful advice for students on the BBC Bitesize website at http://www.bbc.co.uk/education/subjects/z3kw2hv

Numeracy Increasingly, students are required to have strong numerical skills across a range of subjects, as well as in mathematics. As with literacy, numeracy is embedded into the curricula across all subjects. As with English it is a requirement that students still in the sixth form must have a Grade 5+ or are studying Math’s to allow them to stay within the sixth form or college they would like to attend.

Library The library is open to students and staff from 8am until 4pm (except on Tuesdays where we open at 8.45am.) Students have access to a range of fiction and non-fiction books to support academic progress and to promote a lifelong love of reading. Students can use our new library system, Eclipse, to look at what books are in stock, to check their own loan history and to get recommendations for further reading. Computers are also available for those wishing to complete homework before and after school as well as at break and lunchtime. Students will also have the opportunity to visit the library during some lessons to help with their research and to encourage independent learning. Throughout the year, the library hosts a number of events, including author visits, book fairs, competitions and reading groups. Students are also given the opportunity to attend a variety of author events involving schools across the borough. Every Tuesday and Wednesday, students are invited to participate in our Learning Zone, where dedicated LSAs come to the library to help students with their school work.

KEYDATES • Autumn term assessment (Week Beginning 19th November) • Spring term diagnostic assessment (Week Beginning 4th Feb) to be marked by student • End of Year Exam (Week Beginning 17th June)


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English Exam Board: Edexcel Syllabus Code: 1EN0 and

1ET0 Website: https://qualifications.pearson.com

Staffing: In charge of KS4: Meera Shekar Email: [email protected] HOD: Joanne Smith Email: [email protected] Assessment: (External assessment info End Of Course) English Language: Paper 1: Fiction and Imaginative Writing - 40% - 1 Hour 45 Minutes - Exam Section A – Reading: questions on an unseen 19th-century fiction extract. Section B – Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extract Paper 2: Non-fiction and Transactional Writing 60% - 2 Hours – Exam Section A - Reading: questions on two thematically linked, unseen non-fiction Extracts. Section B - Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extracts. English Literature: Paper 1: Shakespeare and Post-1914 Literature – 50% - 1 Hour 45 Minutes – Exam Section A – Shakespeare (Romeo & Juliet): a two-part question, with the first task focused on an extract of approximately 30 lines. The second task is focused on how a theme reflected in the extract is explored elsewhere in the play. Section B - Post-1914 British play or novel (Animal Farm – George Orwell): ONE essay question. Paper 2: 19th-century Novel and Poetry since 1789 – 50% - 2 Hours 15 Minutes – Exam Section A - 19th-century novel (Great Expectations – Charles Dickens): a two part question, with the first part focussed on an extract of approximately 400 words. The second part is an essay question exploring the whole text. Section B - Part 1: ONE question comparing a named poem from the Pearson Poetry Anthology collection to another poem from that collection. The named poem will be shown in the question paper. Part 2: ONE question comparing two unseen contemporary poems. Assessment: (This term internal/external) Term 1a. A full Great Expectations Literature mock exam in the final week of half-term which will be marked using the GCSE criteria. Term 1b. A full Great Expectations Literature mock exam and a creative writing task from English Language Paper 1. Week Beginning 11th November Course description/overview: Studying English allows students to imagine, discover and experience worlds without boundaries. At Chestnut Grove the English curriculum strives to embed in students a love of literature, as well as the means to express themselves using excellent standard English, thoroughly preparing them for the future of employment and further study. Our results at key stage 4 are consistently outstanding.


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KS4 is a challenging time for students, encompassing as it does the range of texts and skills demanded by the new GCSE curriculum. During Year 10 students will study the majority of the course content for both their Language and Literature GCSE exams. The linear nature of these courses necessitates this so that there is a significant period of time available in Year 11 for exam preparation. The key skills of reading and writing are more important than ever in the new courses and will form the focus of each and every lesson and piece of homework. What can you do to support your child?

ü Supporting your children with their homework, by ensuring it is completed on time, and seeing whether it could be developed further.

ü Encouraging your children to read for 30 minutes every night ü To ensure your children are proof-reading work for grammar and spelling errors. ü Encourage your children to read quality non-fiction texts eg/ the Guardian ü Encourage your children to speak in Standard English when appropriate ü Promote a love of reading at home, suggesting books from the reading lists on the school website ü Read and discuss the core texts with them ü Purchase revision guides for the core texts. E.g. York Notes

Wider reading and useful web-sites or activities to support learning: http://www.bbc.co.uk/education/subjects/z3kw2hv www.sparknotes.com www.schmoop.com Reading lists on the school website www.edomdo.com Homework: Students will receive two extended and pieces of homework per week. This may include practice essay questions, reading and analysing or creative writing tasks. There will also be a whole year homework set weekly which will be uploaded onto ww.edmodo.com and read by students. Students will then discuss this in their lessons.


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Mathematics Exam Board: Edexcel Syllabus Code:

(1MA1) Website: see below

Staffing: Mr. Mark Green Head of Department [email protected] Ann Marie Jones Lead Teacher KS4 [email protected] Assessment: Term Year 10 Year 11

Autumn Unit 1 Post-‐learning Assessment Unit 2 Post-‐learning Assessment Unit 3 Post-‐learning Assessment Unit 4 Post-‐learning Assessment Unannounced pop-‐up assessment Shadow assessment (November)

Unannounced pop-‐up assessment PPE1 -‐ 3 papers taken from 1 exam season

Spring Unit 5 Post-‐learning Assessment Unit 6 Post-‐learning Assessment Unit 7 Post-‐learning Assessment Unit 8 Post-‐learning Assessment Unannounced pop-‐up assessment Shadow assessment (March)

Unannounced pop-‐up assessment PPE2 3 papers taken from 1 exam season

Summer End of Year Exam Paper 1 (w/c 4th May) End of Year Exam Paper 2 (w/c 29th June) Unannounced pop-‐up assessment End of Year Exam (Week Beginning 15th June)

Practice exam papers

What can you do to support your child? Provide a quiet place for your child to do their homework. Check homework diary each night to see what homework is being recorded. To help instill a fruitful work ethic it is imperative that students develop a good sleep pattern. Therefore we advise a restricted use of mobile phones and electronic games at night time. Wider reading and useful web-sites or activities to support learning: The school subscribes to www.mymaths.co.uk. Students can also use the following sites, both of which offer revision videos and topic booklets, including solutions

• www.mathsgenie.co.uk • www.corbettmaths.com

Homework: Your child’s teacher will set homework either online, using www.mymaths.co.uk , or on paper each week. If your child has difficulty completing homework because they do not understand the topic please encourage them to see their maths teacher


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Combined Science Exam Board: AQA

Syllabus Code: Trilogy 8464 Website: http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

HOD: Ms Collister Email: [email protected] In charge of Y9 & 10 Science: Adam Gordon Email: [email protected] Assessment: (External assessment info End Of Course) Biology paper 1; 1 hr 15 min; 16.7% Biology paper 2; 1 hr 15 min; 16.7% Chemistry paper 1; 1 hr 15 min; 16.7% Chemistry paper 2; 1 hr 15 min; 16.7% Physics paper 1; 1 hr 15 min; 16.7% Physics paper 2; 1 hr 15 min; 16.7% Assessment: (This term internal/external)

1. Biology mid-module test 2. Autumn term assessment (Week Beginning 11th November) – Biology exam Course description/overview:

Combined Science is taught from year 9 to year 11. Students have 3 lessons a week in year 9, increasing to 4 hours a week in year 10 and 11. The qualification is graded based on a 17-point scale: 1-1 to 9-9 where 9-9 is the best grade.

What can you do to support your child?

Ensure that your child has bought the relevant revision guides. These are available from the Science department at a discounted rate of £3.50 and can be paid for through ParentPay.

Ensure that your child is completing the homework set each week. Homework will be set as per the whole school homework timetable every week, without fail!

Encourage your child to seek help from his or her teachers if needed. Ensure that they attend all intervention provided that is relevant for them

Wider reading and useful web-sites or activities to support learning: • http://www.chestnutgrove.wandsworth.sch.uk/Science • www.primrosekitten.com • www.s-cool.co.uk • www.bbc.co.uk/education/subjects • www.khanacademy.org • www.docbrown.info • www.mrsmillersblog.wordpress.com • www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes

Homework: Science sets one hour of homework a week, mostly exam paper questions. If is important that on top of this students are making revision notes on new content learnt each week to help prepare for examinations.


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GCSEs and Assessment

As you are aware the Government has introduced new GCSEs. The aim is to increase the academic rigour and challenge for young people nationally to better prepare them for the work place or further study. This new system is being phased in and Grades 9 to 1 will be awarded instead of letters A*-G. Grade 9 is considered the highest, Grade 1 is the lowest and a Grade 5 is considered as a ‘strong pass’, a Grade 4 is considered as a Standard Pass. The table below shows how the new number grades relate to the old GCSE grades

New GCSE grades

1 2 3 4 5 6 7 8 9

Old GCSE grades

G/F- F/E E+/D C C+/B- B/B+ A A+/A* A* +

Curriculum Map

Subject breakdown for the week. Option A Option B Option C Option D Triple Science French Computer Science French English/Maths Spanish Geography Spanish DT History Digital Art Visual Art Film Textiles History Music Geography Drama Italian BTEC Business Dance VOC Sport VOC-CiDA


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HOMEWORK TIMETABLE

Time spent on homework should be AT LEAST one hour per subject, per week. This should be doubled for English and Maths. Students should also be revising topics throughout year 10 to help them prepare for their end of term assessments. This could be making notes, spider diagrams, cue cards, BBC bitesize online, working through revision books. Where possible, please provide your child with a quiet space in which to complete homework, with access to a desk or table. Students are set work for every subject. If you are concerned that homework is not in the diary please contact your child’s subject teacher or his/her tutor.

YEAR 10 HOMEWORK TIMETABLE 2018-19

Monday Tuesday Wednesday Thursday Friday

Maths Science Triple Science: Chemistry

English

Maths Triple Science: Physics

Science PBE(X) Triple science: Biology

English PBE(Y)

HEALTH

OPTION C Film Geography History ICT Music PE

OPTION B Computing Drama Dance DT French History Spanish Visual Art

OPTION D Business Digital Art French Geography Spanish Textiles


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Biology

Exam Board: AQA Syllabus Code:8461 Website: http://www.aqa.org.uk/subjects/science/gcse/biology-8461

Staffing: Mrs Andrews HOD: Ms Collister Email: [email protected] In charge of Y9 & 10 Science: Adam Gordon Email: [email protected] Assessment: (External assessment info End Of Course)

Biology paper 1; 1 hr 45 min; 50% Biology paper 2; 1 hr 45 min; 50% Assessment: (This term internal/external)

1. Exam questions Bio, Chem & Phys 2. Autumn term assessment (Week Beginning 11th November) – Biology end of topic exam

Course description/overview:

Biology is part of Triple Science. It is taught from year 9 to year 11. Students have 3 lessons a week in year 9, increasing to 6 hours a week in year 10 and 11, two hours of each Science. In additional to this students have one lesson after school on a Tuesday each week of either extra English or Science on a rotation. This term it will be English. The qualification is graded based on a 9-point scale: 1 to 9 where 9 is the best grade. What can you do to support your child?

• Ensure that your child has bought the relevant revision guides. These are available from the Science department at a discounted rate of £4 and can be paid for through ParentPay.

• Ensure that your child is completing the homework set each week. Homework will be set as per the whole school homework timetable every week, without fail!

• Encourage your child to seek help from his or her teachers if needed. Ensure that they attend all intervention provided that is relevant for them

Wider reading and useful web-sites or activities to support learning:

• http://www.chestnutgrove.wandsworth.sch.uk/Science • www.primrosekitten.com • www.s-cool.co.uk • www.bbc.co.uk/education/subjects • www.khanacademy.org • www.docbrown.info • www.mrsmillersblog.wordpress.com • www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes

Homework:

Science sets one hour of homework a week, mostly exam paper questions. If is important that on top of this students are making revision notes on new content learnt each week to help prepare for examinations.


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Chemistry

Exam Board: AQA

Syllabus Code: 8462

Website: http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462

Staffing: Ms Collister HOD: Ms Collister Email: [email protected] In charge of Y9 & 10 Science: Adam Gordon Email: [email protected] Assessment: (External assessment info End Of Course) Chemistry paper 1; 1 hr 45 min; 50% Chemistry paper 2; 1 hr 45 min; 50% Assessment: (This term internal/external) 1. Exam questions Bio, Chem & Phys 2. Autumn term assessment (Week Beginning 11th November) – Chemistry end of topic exam

Course description/overview: Chemistry is part of Triple Science. It is taught from year 9 to year 11. Students have 3 lessons a week in year 9, increasing to 6 hours a week in year 10 and 11, two hours of each Science. In additional to this students have one lesson after school on a Tuesday each week of either extra English or Science on a rotation. This term it will be English. The qualification is graded based on a 9-point scale: 1 to 9 where 9 is the best grade. What can you do to support your child?






Homework:



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Physics

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Exam Board: AQA

Syllabus Code: 8463

Website: http://www.aqa.org.uk/subjects/science/gcse/physics-8463

Staffing: Mr O’Keeffe HOD: Ms Collister Email: [email protected] In charge of Y9 & 10 Science: Adam Gordon Email: [email protected] Assessment: (External assessment info End Of Course) Physics paper 1; 1 hr 45 min; 50% Physics paper 2; 1 hr 45 min; 50% Assessment: (This term internal/external) 1. Exam questions Bio, Chem & Phys 2. Autumn term assessment (Week Beginning 11th November) – Physics end of topic exam 3. One additional piece of work specific to each class.

Course description/overview: Physics is part of Triple Science. It is taught from year 9 to year 11. Students have 3 lessons a week in year 9, increasing to 6 hours a week in year 10 and 11, two hours of each Science. In additional to this students have one lesson after school on a Tuesday each week of either extra English or Science on a rotation. This term it will be English. The qualification is graded based on a 9-point scale: 1 to 9 where 9 is the best grade. What can you do to support your child?







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Geography Exam Board: AQA

Syllabus Code: 8035

Website: http://www.aqa.org.uk/subjects/geography/gcse/geography-8035

HOD: Mr Reeves Email:[email protected] Assessment: (External assessment info End Of Course) Paper 1: Living with the physical environment. 1 hr 30 mins. 88 marks. 35% of GCSE. Paper 2: Challenges in the human environment. 1hr 30mins. 88 marks. 35% of GCSE. paper 3: Geographical applications. 1hr 15mins. 76 marks. 30% of GCSE. ALL exams sat in May/June 2018. There are no tiers, all students sit the same exam papers. Assessment: (This term internal/external) 1. UK Physical Landscape Exam Question Booklet 2. Rivers Exam Question Booklet 3. Coasts Exam Question Booklet 4. Urban Issues Exam Question Booklet Autumn term assessment Week Beginning 14th November Course description/overview: This exciting course is based on a balanced framework of physical and human geography. It allows students to investigate the link between the two themes, and approach and examine the battles between the man-made and natural worlds. The subject content is split into four units: 3.1 Living with the physical environment, 3.2 Challenges in the human environment, 3.3 Geographical applications and 3.4 Geographical skills. 3.1: Section A: Challenge of Natural Hazards – Tectonic Hazards/Weather Hazards/Climate Change Section B: The Living World – Ecosystems/Tropical Rainforests/ Cold Environments. Section C: Physical Landscapes in the UK – Coastal Landscapes/ River Landscapes 3.2: Section A: Urban issues and challenges. Section B: The changing economic world. Section C: Resource management 3.3: Section A: Issue evaluation (decision making paper based on a geographical issue) Section B: Fieldwork – in a physical and human environment. There will be no coursework, assessment is exam based. 3.4 The following skills will be assessed: Cartographic (maps), Graphical (graphs/charts), Numerical (statistical testing), Use of data, Enquiry and argument. What can you do to support your child? Support in homework Sign up to The Guardian Environment and other similar websites which examine the themes throughout the GCSE and in particular this term. Wider reading and useful web-sites or activities to support learning: As above. BBC Bitesize is always useful for processes and landforms. Homework: 1 homework will be set weekly and will build upon learning in class. The tasks will be varied in their nature.


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History Exam board: Edexcel

Syllabus Code: 1HI0

Website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html

HOD: Ms L Adams Email: [email protected] Assessment: Paper 1: 10 Crime and punishment in Britain, c1000-present and Whitechapel, c1870-1900: crime, policing and inner city. Written examination: 1 hour and 15 minutes / 30% of the qualification / 52 marks Paper 2: B1 Anglo-Saxon and Norman England, c1060-88 26/27 Superpower relations and the Cold War, 1941-91 Written examination: 1 hour and 45 minutes / 40% of the qualification / 64 marks Paper 3: 31 Weimar and Nazi Germany, 1918–39 Written examination: 1 hour and 20 minutes / 30% of the qualification / 52 marks Course description/overview: This new GCSE course means that students now have the opportunity to explore medieval history as well as modern history at GCSE level. Students should be able to make links with their learning from KS3, particularly year 7 when they studied the Norman invasion. At GCSE the exploration of the history is more rigorous and students are expected to understand multi stranded causation, be critical about interpretation, make judgments about usefulness, consider change and continuity alongside similarity and difference and of course come to clear reasoned judgments about key historical debates. The subject content is divided into three papers as seen above in the assessment section. What can you do to support your child in History?

§ Discussions based on what students have learnt. § Engaging with political, spiritual, social, cultural and moral issues. § Visiting places of historical interest in the local area. § Reading and watching the news and having an awareness of current issues around the world.

Wider reading and useful websites or activities to support learning:

§ www.bbc.co.uk/education § www.history.com § Hodder education – Making sense of History / SHP series § Pearson education resources

Homework: § Set once a week § Refer to Academy expectations for homework


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French

Exam Board: Edexcel

Syllabus Code:1FR0

Website:https://uk.pearson.com/secondary-educators/subjects/secondary-languages.html

HOD: Mrs H. Holding Email:[email protected] Assessment: (External assessment info End Of Course) Listening exam at the end of Year 11 25% Speaking exam at the end of Year 11 25% Reading exam at the end of Year 11 25% Writing exam at the end of Year 11 25%

Assessment:

• Family & relationships Speaking booklet • Free time activities & when I was younger Writing assessment • Daily routine & food and drink customs Speaking booklet • Shopping, social media & technology writing assessment • Autumn term reading and listening exams during the Autumn term assessment week.

Course description/overview: The aims of the course are to enable students to:

• Develop their confidence in communicating in French in speech and writing • Express and develop thoughts and ideas spontaneously and fluently • Deepen their knowledge of how language works • Develop awareness and understanding of the culture and the identity of the countries and

communities where the language is spoken What can you do to support your child?

• Test them frequently on new vocabulary covered in class • Make sure that they complete their homework every week

Wider reading and useful web-sites or activities to support learning: CGP revision guides http://www.bbc.co.uk/education/subjects/zgdqxnb BBC Bitesize www.linguascope.com Please ask your child’s class teacher for the username and login Homework:

Homework will be set once a week and there will be a learning homework (vocabulary) in addition to a reading or writing task.


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Spanish

Exam Board: Edexcel Syllabus Code:2SP01 Website: https://uk.pearson.com/secondary-educators/subjects/secondary-languages.html

HOD: Mrs H. Holding Email:[email protected]

Assessment: (External assessment info End Of Course) Listening exam at the end of Year 11 25% Speaking exam at the end of Year 11 25% Reading exam at the end of Year 11 25% Writing exam at the end of Year 11 25% Assessment:

• Family & relationships Speaking booklet • Free time activities & when I was younger Writing assessment • Daily routine & food and drink customs Speaking booklet • Shopping, social media & technology writing assessment • Autumn term reading and listening exams Week Beginning 14th November •

Course description/overview: The aims of the course are to enable students to: Develop their confidence in communicating in Spanish in speech and writing Express and develop thoughts and ideas spontaneously and fluently Deepen their knowledge of how language works Develop awareness and understanding of the culture and the identity of the countries and communities where the language is spoken What can you do to support your child? Test them frequently on new vocabulary covered in class Make sure that they complete their homework every week Wider reading and useful web-sites or activities to support learning: CGP revision guides http://www.bbc.co.uk/education/subjects/zgdqxnb BBC Bitesize www.linguascope.com Please ask your child’s class teacher for the username and login Homework: Homework will be set once a week and there will be a learning homework (vocabulary) in addition to a reading or writing task


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COMPUTER SCIENCE Exam Board: OCR Syllabus Code: GCSE

Computer Science

Website: https://ocr.org.uk/qualifications/gcse/computer-science-j276-from-2016/

HOD: Mr. Emmanuel Solate Email: [email protected] Assessment: Exams 100% of final grade Coursework to demonstrate practical programming skills Course description/overview: Computer Science is engaging and practical, encouraging creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs. Curriculum breakdown: Component 01: Computer systems (50% - Exam)

Introduces students to the central processing unit (CPU), computer memory and storage, wired and wireless networks, network topologies, system security and system software. It also looks at ethical, legal, cultural and environmental concerns associated with computer science. Component 02: Computational thinking, algorithms and programming (50% - Exam)

Students apply knowledge and understanding gained in component 01. They develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic, translators and data representation. The skills and knowledge developed within this component will support the learner when completing the Programming Project. Programming Project

Students use OCR Programming Project tasks to develop their practical ability in the skills developed in components 01 and 02. They will have the opportunity to define success criteria from a given problem, and then create suitable algorithms to achieve the success criteria. Students then code their solutions in a suitable programming language, and check its functionality using a suitable and documented test plan. Finally they will evaluate the success of their solution and reflect on potential developments for the future. Students should be offered 20 hours timetabled time to complete their Programming Project. The Programming Project does not count towards a candidate’s final grade, but is a requirement of the course. What can you do to support your child? Where possible, provide them with a computer, which has Python IDLE (software development environment) on it for them to practice programming. Ask questions about the programs they are developing both at school and independently. Ask about the components required for computers to work effectively and how they are inter-related.


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Wider reading and useful web-sites or activities to support learning: Theory: http://teach-ict.com/2016/GCSE_Computing/OCR_J276/OCR_J276_home.html YouTube Videos: https://www.youtube.com/playlist?list=PLCiOXwirraUAvkTPDWeeSqAKty3LAG37- Programming: www.codecademy.com www.khanacademy.com Homework: Homework will be comprised of written research assignments or past paper questions, which reinforce the teaching being done in class. It will be set weekly and should be handed in by the agreed deadline, which can be up to a week.


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Digital Arts Exam Board: Edexcel

Syllabus Code: 1GC0

Website: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

HOD: Ms C Keeble Email: [email protected] Assessment:

Coursework unit 1 – 60% of final grade

Externally set exam (8 week project which includes a 10 hour exam to complete a final piece for the exam project) – 40% of final grade.

Assessment:

Coursework Unit 1 – Natural Forms

Coursework Unit 2 - Identity


Graphic Communication introduces students to a visual way of recording using Adobe Photo Shop and a range of I pad drawing apps. Students will begin each unit of work by taking their own images relating to the theme of the project. Students will then experiment with ways in which they can respond to their primary images. The responses may be in the form of traditional drawing, print or collage. Students explore artists in relation to the theme and are encouraged to source their own inspirational artists through visiting relevant galleries. Artist response are developed, adapted and refined digitally and then students plan a final outcome which pulls together threads from the artists, techniques and ideas explored throughout the unit.

Students will complete two coursework units from the September of Year 10 to the February of Year 11.

Curriculum breakdown:

This term student will commence their first coursework unit entitled ‘Natural Forms’. Students will be introduced to a variety of artists and photographers who explore the theme of Natural forms and then vanitas art within Natural Forms. Students will complete creative tasks in order to develop their Photo shop skills whilst learning to combine traditional drawing skills with more contemporary digital art techniques and processes.


Ensure that Digital Art students are spending a minimum of 2 hours of independent study each week on their Digital Arts GCSE. Students would also benefit from visiting as many art galleries and exhibitions in order to collect as much independent research as possible. Visiting exhibitions, it an excellent way to inspire, motivate and increase the cultural capital of GCSE students.


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Wider reading and useful web-‐sites or activities to support learning: New British Artists www.newbritishartists.co.uk Photographers’ Gallery www.photonet.org.uk Royal Academy www.royalacademy.org.uk San Francisco Museum of Modern Art www.sfmoma.org Science Museum www.sciencemuseum.org The Artchive www.artchive.com The British Museum www.britishmuseum.org Centre Pompidou www.cnac-‐gp.fr Crafts Council www.craftscouncil.org.uk Design Museum www.designmuseum.org Guggenheim www.guggenheim.org Imperial War Museum www.iwm.org.uk The Lowry www.thelowry.com Metropolitan Museum of Art www.metmuseum.org Minneapolis Institute of Art www.artsmia.org Museum of Modern Art www.moma.org National Galleries of Scotland www.nationalgalleries.org National Gallery www.nationalgallery.org.uk National Media Museum www.nationalmediamuseum.org.uk National Portrait Gallery www.npg.org.uk Natural History Museum www.nhm.ac.uk New Art Gallery Walsall www.artatwalsall.org.uk Tate online www.tate.org.uk Victoria and Albert Museum www.vam.ac.uk Yorkshire Sculpture Park www.ysp.co.uk

Homework:

Students will be expected to complete one hour of homework each week. Each student will be provided with extension tasks to develop coursework. The extension tasks help to add individuality and evidence deeper understanding of the artists explored.


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Visual Art

Exam Board: Edexcel

Syllabus Code: 1FA0

Website: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.htmm

Staffing: Ms C Keeble (HOD) [email protected] Assessment: Coursework unit 1 – 60% of final grade Externally set exam (8 week project which includes a 10 hour exam to complete a final piece for the exam project) – 40% of final grade. Assessment: Coursework unit 1 – Distort, Distress, Destroy Coursework unit 2 – identity Course description/overview: Fine Art may be defined as work developed primarily to communicate aesthetic, intellectual or purely conceptual ideas and meaning, rather than to serve a practical or commercial function. For example, work could be the outcome of personal experiences, thoughts and feelings, or simply to observe and record people, places and things in new and unique ways. Fine-art work will demonstrate an understanding and application of formal elements and creative skills, including mark making. Students will use visual communication sensitively and thoughtfully to document their artistic journey and fully support their intentions. What can you do to support your child? Ensure that Digital Art students are spending a minimum of 2 hours of independent study each week on their Digital Arts GCSE. Students would also benefit from visiting as many art galleries and exhibitions in order to collect as much independent research as possible. Visiting exhibitions, it an excellent way to inspire, motivate and increase the cultural capital of GCSE students. Wider reading and useful web-sites or activities to support learning: New British Artists www.newbritishartists.co.uk Photographers’ Gallery www.photonet.org.uk Royal Academy www.royalacademy.org.uk San Francisco Museum of Modern Art www.sfmoma.org Science Museum www.sciencemuseum.org The Artchive www.artchive.com The British Museum www.britishmuseum.org Centre Pompidou www.cnac-gp.fr Crafts Council www.craftscouncil.org.uk Design Museum www.designmuseum.or g Guggenheim www.guggenheim.org Imperial War Museum www.iwm.org.uk The Lowry www.thelowry.com Metropolitan Museum of Art www.metmuseum.org Minneapolis Institute of Art www.artsmia.org Museum of Modern Art www.moma.org National Galleries of Scotland www.nationalgalleries.org National Gallery www.nationalgallery.org.uk National Media Museum www.nationalmediamuseum.org.uk National Portrait Gallery www.npg.org.uk


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Natural History Museum www.nhm.ac.uk New Art Gallery Walsall www.artatwalsall.org.uk Tate online www.tate.org.uk Victoria and Albert Museum www.vam.ac.uk Yorkshire Sculpture Park www.ysp.co.uk


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Music Exam Board: Eduqas Syllabus Code: Website:

http://www.eduqas.co.uk/qualifications/music/gcse/

HOD: Ms E Dydymskya Email: [email protected]

Assessment: (External assessment info End Of Course) Performance, Coursework, 30% Total duration of performances: 4-6 minutes Non-exam assessment: internally assessed, externally moderated 30% of qualification. Minimum 2 pieces – one of which must be ensemble. Composition, Coursework, 30% Total duration of compositions: 3-6 minutes; Non-exam assessment: internally assessed, externally moderated; 30% of qualification; Two compositions, one to a brief set by Eduqas in year 11 Listening Exam, Summer 2018, 40% Written examination: 1 hour 15 minutes, short answers and essays, 40% of qualification; 4 Areas of Study - Musical Forms and Devices - Music for Ensemble - Film Music - Popular Music. 2 set works; ‘Since You’ve Been Gone’ by Rainbow, ‘Eine Kleine Nachtmusik’ by Mozart.

Course description/overview: The GCSE Music course comprises of performance, composition and analysis. The students must be able to accuractely identify key words in context as well as write about what they hear. They must also be able to perform to an audience in both a solo and ensemble context. The course comprises of 60% internally marked coursework and 40% externally marked work. All students must study, in depth, 2 set works as set by the exam board in preparation for their listening examination in summer 2018. This is a highly rigorous course and demands students are able to read music.

What can you do to support your child? • Listening to a variety of music stations and asking your child; what do you hear? How does it

make you feel? • Investigating different styles of music from a variety of countries, if you are investigating family

heritage or going on holiday, discuss the Musical features of that country. • If in receipt of peri lessons, ensuring that students practice and attend all peri lessons. • Listen to the set works with your child • Ensure they are using text book provided by CGA


• ABRSM theory app, free • Ultimate guitar tab for song sheets • Free concerts at south bank and various locations (TimeOut website) • Horniman museum music lab, Forest Hill • Youtube.com/missdurbanmusic • Peri lessons


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Homework:

-‐ Keywords dictionary -‐ Set works research -‐ Solo performance practice -‐ Logbooks


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Drama Exam Board: WJEC Eduqas

Syllabus Code: DRAMA

Website: www.eduqas.co.uk/qualifications/drama-and-theatre/gcse/

Staffing: HOD: Ms E Dydymskya Email: [email protected] Assessment: Component 1: Devising Theatre - 40% of qualification Internally assessed, externally moderated. Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by the exam board. Learners must produce:

• a realisation of their piece of devised theatre • a portfolio of supporting evidence • an evaluation of the final performance or design.

Component 2: Performing from a Text - 20% of qualification Externally assessed by a visiting examiner. Learners study two extracts from the same performance text. Learners participate in one performance using sections of text from both extracts. Component 3: Interpreting Theatre - 40% of qualification Written examination: 1 hour 30 minutes Section A: Set Text: A series of questions on one set text that students will have studied in lessons. Section B: Live Theatre Review: One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course. Assessment: (This term) In the first term students will work practically to introduce them to the skills and knowledge they will need throughout the course. Students will be internally assessed on their homework tasks which will include research and written work on drama practitioners and written evaluations of their practical work (which will prepare them for creating their component one portfolio). Course description/overview: GCSE Drama is an exciting, inspiring and practical course. It provides opportunities for involvement and enjoyment in drama performance or design and to attend live theatre performances and to develop skills as informed and thoughtful audience members. Students will be given opportunities to participate in and interpret their own and others' drama. They have the option to work practically as performers and/or designers in Components 1 and 2 and will investigate a practitioner or genre of drama, work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques to produce and realise a piece of original theatre. They will also have the opportunity to participate in the performance of an extract from a play text. Learners will demonstrate their knowledge and understanding of drama, including their ability to interpret texts for performance, in a written examination. However, in preparation for this written assessment, students will study their chosen text practically as a performer, designer and director. Curriculum breakdown: (This Term)


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Introduction period – Students given a range of opportunities in practical sessions to develop their knowledge, understanding and skills for the course. (This will be an ongoing development process throughout the two years). This will include students participating in workshops to develop the drama skills and techniques required for devising and text based work as well as skills such as analyzing and evaluating. Students go and see a live performance and develop their evaluation skills - this will prepare them for the live theatre section of the final exam in Year 11. What can you do to support your child? Due to the practical nature of the course it is absolutely essential that attendance to drama lessons is 100%. Please ensure your child attends all lessons and is completing all homework tasks. Wider reading and useful web-sites or activities to support learning: BBC Bitesize – Drama terminology and definitions of techniques To help students gain a wider experience in drama, it is great if students have the opportunity to see live drama at the theatre. This will help them when they write their own response to a liver theatre performance. The National Theatre is an excellent venue for live theatre and provides a range of different performances throughout the year. Tickets can be purchased for as little as £15. The Victoria and Albert Museum has performance related exhibitions and is an excellent place to visit to extend students’ knowledge of theatre. For more information go to http://www.vam.ac.uk/page/t/theatre-and-performance/. In addition, the National Theatre has an excellent website where students can discover online the backstage workings of the theatre. Go to http://www.nationaltheatre.org.uk/ and click on “Discover” tab. Homework: Homework tasks which will include research and written work on drama practitioners and written evaluations of their practical work (which will prepare them for creating their component one portfolio).


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Dance Exam Board: AQA Syllabus Code: 8236 Website:

http://filestore.aqa.org.uk/resources/dance/specifications/AQA-8236-SP-2016-V1-0.PDF


Assessment:


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Course description/overview: This specification focuses on the aesthetic and artistic qualities of dance and the symbolic use of movement to express and communicate ideas and concepts through the interrelated processes of performance, choreography and appreciation. Dance is a powerful and empowering form of nonverbal communication and it is both physical and expressive, which makes it similar to and different from other art forms and physical activities. Dance develops creative, imaginative, physical, emotional and intellectual capacities. This specification acknowledges the important role that dance plays in young people’s lives. Whilst many students will bring some previous experience of dance, others will have very little. This specification aims to value and build on whatever experience they have. GCSE students will study a range of dance styles which acknowledge aspects of the repertoire of dance that can be seen in the United Kingdom today


• Ensure your child completes the weekly written homework’s as these are an essential part of the course to prepare students for the written exam.

• Ensure your child brings their dance kit. • Encourage your child to attend dance club and classes outside of school to develop their dance

technique. • South Bank Centre often periodically runs free dance workshops in a variety of different dance

styles – see website for details http://www.southbankcentre.co.uk/


• Watching dance companies such as Rambert, Netherlands Dance Company, Phoenix Dance Company and Ballet Boyz on YouTube for choreography inspiration.

• Going to see dance performances with the school and with family

Homework:

-‐ Set works analysis -‐ Solo performance prep -‐ Analysis of technique in practice


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BTEC Business Exam Board: Edexcel Syllabus Code: 600/4786/0 Website: edexcel.org.uk HOD: Mr E Solate [email protected] Assessment: 1 hour computer based exam = 25% 3 assignment based coursework = 75%

Assessment:

1. Unit 1 Enterprise in the Business World: What is a Business and what does it do? What types of ownership are there? In this unit students will know how trends and current business environment may impact on a business, plan an idea for a business and present a model for a business start-up company.

2. Unit 2 Finance for Business: Businesses spend money to make a profit. In this unit students will understand the costs involved in business and how profit is created. Learning about how businesses plan for success, measure success and identify areas for improvement is also important for this unit. This is an exam based unit.

3. Unit 3 Promoting a Brand: A successful business promotes itself to customers through its brand and image. In this unit students will find out what it takes to build a brand and what a business has to consider when planning brand development.

4. Unit 4 Principles of Customer Service: This unit develops and broadens student’s understanding of customer service in different businesses. Included as learning aims are understanding how businesses provide customer service and demonstrating appropriate customer service skills in different situations.

Course description/overview: Business studies provides students with a unique insight into the world of work. Through its study, students discover how businesses operate and learn about their key elements and essential business functions.

This knowledge, and the holistic understanding that develops, is invaluable to those students who are approaching or currently in the workplace. It offers an excellent foundation for those wishing to pursue careers in management, marketing, project management, business accounting, management consultancy, human resources, and business journalism as well as those interested in continuing on to further study.

Curriculum breakdown: Controlled Assessment: Students spend 120 hours throughout the academic year completing coursework and preparing for their exam. The coursework and exam breakdown is;

• Unit 1: Enterprise in the Business World (25%) • Unit 2: Finance for a Business – exam based which is to be sat in March of the first year of study.

(25%) • Unit 3: Promoting a Brand (25%) • Unit 4: Principles of Customer Service (25%)

All units must be passed in order to achieve their GCSE in Business Studies. What can you do to support your child?

1. Encourage your child to take an interest in Business matters; in the news and online. Reading


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Business related publications such as the Economist, New Statesman and daily publications such as the Financial Times. Daily columns in mainstream daily papers will also help broaden student’s appreciation of the impact of their subject on not only society but directly on their own lives and circumstances.

2. Encourage your child to complete work outside of the lesson at home. The nature of the BTEC

course strongly lends itself to completing coursework assignments from anywhere there is internet access. Using online resources provided, students should be able to download helpful resources to support work outside of the lesson.

Wider reading and useful web-sites or activities to support learning: Encourage your child to complete additional research. Websites such as www.forbes.com and www.times100.co.uk are beneficial for building independent learning skills. Homework: Students will be provided with homework deadlines every other week whilst performing their coursework tasks. During preparation for their exam homework will be provided each week to ensure retention of knowledge.


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Design and Technology Exam Board: AQA Syllabus Code: 8552 Website: aqa.org.uk HOD: Mr J. Wildman Email: [email protected] Assessment: 2 hour written exam = 50% Controlled assessment = 50% Assessment: Year 10 1. Section 1 of practice controlled assessment (investigating the design context). 2. Section 2 of practice controlled assessment (development of design ideas). 3. Section 3 of practice controlled assessment (making final proposal – this includes flow diagrams,

plans of making and cutting lists for materials). 4. Practice exam papers based on theory covered within the first term of GCSE D&T. Assessment Year 11

1. Section 3 of controlled assessment (making final proposal – this includes flow diagrams, plans of making and cutting lists for materials).

2. Section 4: testing and evaluating final products (looking at commercial manufacturing, modifications and highlighting successes of the product by interviewing the target market).

Course description/overview: Design & Technology at GCSE is a fluid progression from what is taught at Key Stage 3. Students work independently and are guided by their teacher through a practice coursework assignment ending in a final Controlled Assessment in Year 11. All Key Stage 4 students currently follow the AQA GCSE Design and Technology course. Curriculum breakdown: Theory: students spend 2 hours a week studying core and specialist topics for their exam in 2021. Units covered are: Unit 1: new and emerging technologies Unit 2: energy, materials, systems and devices Unit 3: Materials Unit 4: common specialist technical principles Unit 5b: timber based materials Unit 5c: Metals Unit 5d: polymers Unit 6: designing principles Unit 7: making principles Practice Controlled Assessment: Students spend 40 hours of work designing and making a product(s) from a chosen AQA Product Design brief. This coursework has four elements to it: 1. Investigating the design context (8 marks) 2. Development of design proposals (32 marks) 3. Making (32 marks) 4. Testing and evaluating (32 marks) What can you do to support your child? • Visit exhibitions and galleries which would keep your child informed of current and past design

movements, designers, architects and illustrators. • Encourage your child to do his/her D&T homework. In Key Stage 3 students will receive

homework once every two weeks and once a week in Key Stage 4. These homeworks are often theory based and backup the practical elements of D&T completed in lesson times.

• Encourage your child to attend intervention sessions (Ks4). D&T interventions enrich what is taught in lessons and runs every Friday 3.05pm-4pm. Intervention sessions run at the same time for year 10 and 11 students in order for them to achieve the highest possible grade for their GCSE in Design and Technology.


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Wider reading and useful web-sites or activities to support learning: Encourage your child to complete additional research. Websites such as www.technologystudent.com and www.bbc.co.uk/schools/gcsebitesize/design/ are great for building independent learning skills. Homework: For homework this term there will be a focus on theory which prepares students for their exams in 2021.


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OCR Cambridge Nationals Sport Studies Level 2 2019-20

Exam Board: Edxcel

Syllabus Code: J813

Website: http://www.ocr.org.uk/qualifications/cambridge-‐nationals/cambridge-‐nationals-‐sport-‐studies-‐level-‐1-‐2-‐j803-‐j813/

Staffing: Mr J. Tobin - HOD - [email protected] Mr J. Hallsworth (2ic) Assessment:

R051: Contemporary issues in sport. Written paper OCR set and marked 1 hour – 60 marks (60 UMS) Learners answer all questions

R052: Developing sports skills. Centre assessed tasks OCR moderated 60 marks (60 UMS) Learners should spend approximately 10 hours on the assessment tasks.

Assessment:

R051: Contemporary issues in sport.

R052: Developing sports skills.


The course has been designed to:

● Encourage personal development through practical participation and performance

in a range of sports and exercise activities

● Give learners a wider understanding and appreciation of contemporary issues in sport such as funding, participation, ethics and role models, and sport and the media. Learners will develop an appreciation of the importance of sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry

In addition to this, the qualification provides opportunities for learners to develop the communication skills needed for working in the sport sector, as they progress through the course. This can be achieved through presentations and in discussions where they have the opportunity to express their opinions.



Learning Outcome 1: Understand the issues which affect participation in sport

How different user groups who may participate in sport, the possible barriers which affect participation in sport. The solutions to barriers which affect participation in sport, the factors which can impact upon the popularity of sport in the UK. How the factors which can impact upon the popularity of sport in the UK relate to specific sporting


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Learning Outcome 1: Be able to use skills, techniques and tactics/strategies/compositional ideas as an individual performer in a sporting activity

Learning Outcome 2: Be able to use skills, techniques and tactics/strategies/compositional ideas as a team performer in sporting activity

Learning Outcome 3: Be able to officiate in a sporting activity

Learning Outcome 4: Be able to apply practice methods to support improvement in a sporting activity


Parents can help and support learning by:

• Ensuring that PE kit is brought to every lesson and should be clearly marked with the student’s name,

• Encouraging physical activity as part of a healthy lifestyle. • Encourage to play competitive team sport outside of school • Ensure that your child is completing the homework set each week. • Encourage your child to seek help from his or her teachers if needed. • Ensure that they attend all intervention provided that is relevant for them Wider reading and useful web-sites or activities to support learning:

OCR National level 2 Sport Student Book ISBN-13: 978-0435459406 ISBN-10: 0435459406

Clegg, C. Exercise Physiology And Functional Anatomy (1995) Feltham Press Walder, P. Mechanics And Sport Performance (1998) Feltham Press (1998) Burrows, S. Byrne, M. Young, S. AQA AS Physical Education Student Revision Guide (2008) Philip Allan Updates Wiggins-James, N. James, R. Thompson, G. AS PE for AQA (2005) Heinemann Also Sports rule books and coaching guides Sports Biographies/Autobiographies Journals Journal of Sports Sciences • Journal of Sport & Social Issues All sports magazines will offer a view on performing, coaching, science, current issues or history of sport(s). They are therefore valuable wider reading material National newspapers. The sports pages report global events and the biggest issues TV Sky sports news Live sport – watch local, national and global events. Sports biographies and ‘day in the life of’ programs give an excellent insight into the world of the elite athlete Websites https://www.olympic.org/ioc https://www.sportanddev.org/


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https://www.sportengland.org/

http://www.ocr.org.uk/Images/68551-resources-links.pdf

Homework:

1 hour of homework is expected to be completed each week. This may take the form of research tasks, preparing notes for assessments, and completing presentations and exam questions.


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Film

Exam Board: WJEC/ Eduqas

Syllabus Code: 603/0889/8

Website: https://www.wjec.co.uk/qualifications/film-‐studies/eduqas-‐film-‐studies-‐gcse-‐from-‐2017/

HOD: Ms J Smith Email: [email protected] Assessment:

Component 1: Key Developments in US Film

Exam 35% (1 hour and 30 minutes)

In Section A students analyse, evaluate and compare A Rebel Without A Cause and Ferris Bueller’s Day Off across three questions. In Section B, candidates answer short questions based on key developments in film and film technology. In Section C, candidates analyse and evaluate the film Juno in light of a piece of critical writing.

Component 2: Global Film: Narrative, Representation and Film Style


In Section A students answer one stepped question on narrative in Slumdog Millionaire. In Section B students answer one stepped question on representation in Tsotsi. In Section C students answer one stepped question on film style in Attack The Block.

Coursework 30%

Candidates produce either an independent film extract of 2 minutes length on a specified genre, or a screenplay with accompanying shooting script of 1000 words in length (20%). Then, they must write an evaluation exploring with reference to other films in the named genre.

Assessment: (This term internal/external)

Internal assessment:

1. Stepped Question on Slumdog Millionaire 2. Assessment Week – 11th November Stepped Question on Slumdog Millionaire and Tsotsi 3. Stepped Question on Tsotsi


The WJEC Eduqas specification in GCSE Film Studies is designed to draw on learners' enthusiasm for film and introduce them to a wide variety of cinematic experiences through films which have been important in the development of film and film technology. Learners will develop their knowledge of US mainstream film by studying one film from the 1950s and one film from the later 70s and 80s, thus looking at two stages in Hollywood's development. In addition, they will be studying more recent films – a US independent film as well as films from Europe, including the UK, South Africa and Australia.


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Philosophy, Beliefs and Ethics (PBE) Exam Board: AQA Syllabus Code: 8062 Website:

http://www.aqa.org.uk/subjects/religious-studies/gcse

HOD: Ms J Taylor-Campbell Email: [email protected] Assessment:

Paper 1 (8062/1A): Christianity and Islam, 1 hour 45 minutes, 50% of final grade

Paper 2 (8062/2A): Philosophy and Ethics, 1 hour 45 minutes, 50% of final grade

Assessment:

1. Euthanasia exam questions 2. Exam on religion and life 3. Autumn term assessment Week Beginning 14th November Course description/overview:

England is a multi-cultural and multi-faith society, a fact that brings great benefits, but can also lead to misunderstandings and conflict. Prejudices are easily formed; if students are not to misunderstand different beliefs and attitudes, they must be well-informed. Philosophy, Beliefs and Ethics (PBE) allows students time to reflect on themselves and the world around them. Students learn about politics, philosophy, religions and other beliefs systems, the media, ethical issues and, most importantly, about themselves. Students in Year 10 continue with the GCSE so that they all have the opportunity to take the exam at the end of Year 11. Since so many students do well at the GCSE, which is regarded favorably by colleges and universities alike, students benefit from taking the final exam. Curriculum breakdown: Term 1a: Science and religion, including the study of evolution Term 1b: The value of the world, including the study of environmental ethics Term 2a: The value of human life, including the study of abortion and euthanasia Term 2b: Peace and conflict, including the study of nuclear warfare Term 3a: Peace and conflict, including the study of jihad Term 3b: Preparing for the end-of-year assessment / PPE Exams What can you do to support your child in PBE?

o Encourage your child to read a newspaper at least once a week; this develops their literacy skills and keeps them informed of current ethical issues that they can discuss in their work.

o Encourage your child to complete additional research, either through using books and the internet (under your supervision) or through discussing the issues with members of your community.

o Help your child master the ability to reason and evaluate by debating issues with them. Make sure they learn to use evidence and clear examples to support their points, whatever the argument is about!


Harris, Gemma E. Big Questions from Little People... Answered By Some Very Big People Law, S. The Philosophy Gym Vardy, P. & Arliss, J. Thinker’s guide to God Dawkins, R. The God Delusion Armstrong, K. The Case for God


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Cave, P. Humanism: A Beginner's Guide (Beginner's Guides) Dawkins, R. The Greatest Show on Earth: The Evidence for Evolution Ruthven, M. Islam: A Very Short Introduction (Very Short Introductions) Davies, B. An Introduction to the Philosophy of Religion (3rd edition) Parry et al. AQA Religious Studies Specification A Vardy, P. The Puzzle of God Homework:

Students will either be set a piece of homework every fortnight or a project that will span between 3 and 6 weeks.


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Bi-Lingual Subject Curriculum:

Bilingual students receive in-class support and team teaching, so that language is learned in the context of curriculum subjects. As well, there are additional language and reading withdrawal lessons for students who are new to English, and will be identified upon entry to the school.

All bilingual learners in Key Stage 3, 4 or 5 are welcome to come to Homework Club, where you can use the computers and get help with your homework. Homework Club is after school on Thursdays in the Room 28, which is the Art computer room (CAD room).

We also have links with community groups in the area that can provide 1 to 1 mentoring in a specific subject (e.g. Maths, Chemistry, History, etc.) and aiming at any target grade, from 1 to 9. This is usually for students who are studying at GCSE and A-Level.

Bilingual students might also be able to take a GCSE or A-Level language exam in their home language. Currently, the exam boards offer the following languages: Arabic, Bengali, Chinese, Dutch, French, Hindi, Modern Hebrew, German, Gujarati, Greek, Italian, Japanese, Persian/Farsi, Polish, Portuguese, Punjabi, Russian, Sinhala, Spanish, Swahili, Tamil, Turkish, and Urdu. These exams can be taken in Year 9, 10 or 11, but they are not supported by in-school or after-school lessons at Chestnut Grove. Please see Mrs Holding in the MFL department at the beginning of September if you are interested in being entered for a home language exam, and you have strong speaking, listening, reading and writing skills in your home language. Please also note that all of the studying for these qualifications will be done at home, with support from private lessons organised by the student and the student’s family, which requires a significant level of commitment to independent study from the student.

In addition, all bilingual students at all levels of English should read regularly in English and in their home languages. Read anything that you are interested in – comics, news, novels, science information, websites about your favourite music, etc. This improves vocabulary, spelling, grammar and general knowledge, and is very important for making progress and maintaining your skills in your home language.

The department has a range of English language books that are for students who are new to learning English. These can be borrowed through staff in the office.

What can you do to support your child in learning?

• Ensure that your child reads for at least 30 minutes every day in English and/or in home languages. You can read a novel, a science textbook, the newspaper, a comic book, a website, or anything else you can find to read. Discuss what you are reading – in any language! – in order to develop critical thinking skills.

• Encourage your child to explore topics they study in all subjects as much as possible, through visits to the library, museums, galleries, parks etc. Watch the news – from any country, in any language! – and discuss what is happening in the world.

• Practise spellings of key words from your subjects, or commonly misspelt words in general English. Write the words down five times, and then challenge your child to spell them out loud.


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Useful websites:

For students: www.youngminds.org.uk www.samaritans.org www.mind.org.uk www.nhs.uk www.teenlineonline.org/ For families: www.bbc.co.uk/schools/parents www.bbc.co.uk/education/dynamo/parents www.multilingualfamily.org.uk www.omniglot.com/links/bilingual.htm


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Health

Staffing:

Ms J Taylor-Campbell – HOD – [email protected] All tutors

Subject Description: Studies show that students who engage in good PSHE lessons are more likely to achieve good results and go on to be safer and happier in later life. At Chestnut Grove, we take Health seriously for this reason. It is a subject that allows students to reflect on their own lives and the world around them. It gives them the opportunity to investigate current affairs, issues that might affect their safety and wellbeing as well as local, national and global concerns. The subject is focused on Human Rights and the values of law, democracy, freedom and tolerance for others. Lessons also promote Social, Moral, Spiritual and Cultural (SMSC) development of students and citizenship education. Assessment this term:

Term 1a: Project on addiction

Term 1b: Project on the ‘ideal’ body

What can you do to support your child in Health?

o Encourage your child to read a newspaper at least once a week; this develops their literacy skills and keeps them informed of current affairs

o Encourage your child to complete additional research, either through using books and the internet (under your supervision) to find out more about relevant issues

o Practise debating with your child and encourage them to think critically o Report any concerns you might have to your child’s tutor or the safeguarding officers, Ms Jackson or

Ms Jolley


www.youngminds.org.uk www.samaritans.org www.mind.org.uk www.nhs.uk www.teenlineonline.org/

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Ms Jolley



Homework:


year 10 curriculum guides 2019-2021fluencycontent2-schoolwebsite.netdna-ssl.com/file... · the...

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