gordon’s school key stage 4 options and … files/study skills... · 3 n o ti c u d o r t n i ......

GORDON’S SCHOOLKEY STAGE 4 OPTIONS AND

ACADEMIC GUIDE 2018

a world class education

FOR ISSUE SEPTEMBER 2017

INTRODUCTION

Introduction 3

TheoptionsprocessatGordon’s 4

Wheretostart 5

Nowit’suptoyou 6

ChangestoGCSEs 7

English,MathsandScience 8

SetChangeProtocols 9

MathematicsSettingInformation 10

ScienceSettingInformation 10

KeyStage4Curriculum 11

Gordon’sSixthFormALevelSubjectEntranceCriteria 12

PUBLICLYEXAMINEDCOMPULSORYSUBJECTS

EnglishLanguage 14

EnglishLiterature 15

Mathematics 16

Biology(StudentswillfollowSeparateSciencesorCombinedScience) 17

Chemistry 18

Physics 19

CombinedScience 20

EntryLevelCertificateinScience 21

French 22

German 23

Spanish 24

ReligiousEducation(ShortCourse) 25

PUBLICLYEXAMINEDOPTIONALSUBJECTS

ArtandDesign 26

BusinessGCSE 27

Enterprise-BTEC(Business) 28

ComputerScience 29

FoodPreparationandNutrition 30

DesignandTechnology 31

Drama 32

Geography 33

History 34

Music 35

Photography 36

PhysicalEducationGCSE 37

ReligiousEducation–FullCourse 38

TravelandTourism-BTEC 39

PART A: KEY STAGE 4 OPTIONS BOOKLET CONTENTS

PART B: KEY STAGE 4 ACADEMIC GUIDE CONTENTS

Contact Us 41

HeadofDepartmentContactDetails 41

BoardingAimsofGordon’sSchool 42

PromotingtheRightAttitudetoLearning 43

TimingoftheSchoolDay 44

AcademicEnrichment 45

Advice,InformationandGuidancetoStudents,MinimumRequirements 46

AGradeHigher:TargetSetting,TrackingandIntervention 46

Assessment 46

Recording 48

Reporting 48

Attendance 50

CareersandWorkRelatedLearning 51

ClassroomProtocolsforStudents 51

Clinics 52

ContactingParents 52

HonoursProgramme 52

Prep 53

RemoteAccessandBYOD 53

RewardsandSanctions 53

CelebratingSuccess 53

StudentDiaries 54

StudyLeaveforExaminations 54

StudySkills 54

WiderReading 54

KeyDatesforAcademicYear2017-18 55

3

INTRODUCTION

AtGordon’swebelieveinabroadandbalancedcurriculumwithafocusonthetraditionalacademicsubjects.Thecompositionandproportionofteachingtimegiventorespectivesubjectsisgivenlaterinthisbooklet.

In the core subjects of English,Mathematics, Science andModern Foreign Languages (wherenumbers require it), studentscontinuetobeplacedinsetsastheywereinKeyStage3.ThisarrangementalsoaffordstheHeadofDepartmenttheopportunitytotargetdifferenttiersofpublicexaminationentryfordifferentsets.

BythestartofYear10studentswillhavechosentheiroptionsubjects.Thesenon-coresubjectsarestudiedthroughYears10and11andareterminallyexaminedattheendofYear11,alongwiththecorecurriculum.

Innon-coresubjects,studentsarepredominantlytaughtinmixedabilityclasses.Differentiationplaysanimportantroleintheselessonstoenableallstudentstobeappropriatelychallengedandtolearnatapacethatsuitsthem.

Formativeassessmentisattheheartofourcurriculum,withstudentsatKeyStage4receivingregularfeedbackinlessonsaswellas‘Tri-Weekly’and‘KeyAssessments’everyhalftermineachsubjectthroughouttheacademicyear.Theseeventshaveseveralfunctions,notleasttoprovidestudentswithfeedbackontheirlearningandtoinformtheir‘nextsteps’.Thishelpsstudents,atanytime,toanswerthreefundamentalquestionsforeachsubject:

• Whatgradeareyoucurrentlyworkingat?• Howdoyouknow?• Whatareyournextsteps?

AllstudentsatKeyStage4receivetargetgradesforeachsubject.Thesearedesignedtobechallengingbutachievable.

Thetriangleofstudent,schoolandparentisattheheartofstrongstudentachievementandthisiswhyourreportingsystemtakestheformitdoes.Webelieveintwocentralprinciples:

• ‘Littleandoften’isbetterthan‘alotandinfrequently’• Dialogueisbetterthanlargeamountsofwrittennarrative.

Theseprinciplesmeanthatwereporthome,broadly,everyhalftermatKeyStage4,witheachreporttypicallycontainingatargetgrade,effortgradeandworkinggradeforeachsubject.AttheendofYear10thereisalsoafullnarrativereportfromeachsubject,FormTutorandHeadofHouseasthissignalsthehalfwaypointthroughKeyStage4.

ParentsareactivelyencouragedtomakecontactwiththeSchoolwhenevertheywishandregularreportinghelpsfacilitatethisprocess.

4

Year9studentshavesomeimportantchoicestomakeaboutthesubjectstheywillstudyoverthenexttwoyears.Oncethesedecisionsaremade,theywillneedtoselectfoursubjectsincludinga‘reserve’fromthe‘options’subjectslistedbelow.WhilstthereareseveralsubjectsthatmustbestudieduntiltheendofYear11,therearealsomanysubjectsthatwillbestudiedforthelasttimeinYear9.Thepurposeofthisbookletistohelpstudentsdecidewhichsubjectstoselectas‘option’subjectsandwhichsubjectsto‘drop’.

Compulsory subjects

ThesubjectsthatmustbestudiedatGordon’suntiltheendofYear11are:

• EnglishLanguage• EnglishLiterature• Mathematics• AModernForeignLanguage;FrenchorGermanorSpanish• SeparateSciencesorCombinedScience• ReligiousEducation(ShortCourse)• PhysicalEducation*• PSHE*

*PublicExaminationsarenottakeninthesesubjects

Optional subjects: Three subjects and a reserve to be selected

• Art&Design• BusinessGCSE• Enterprise-BTEC(Business)• ComputerScience• FoodPreparationandNutrition• Design&Technology• Drama• French(asasecondmodernforeignlanguage)• Geography• German(asasecondmodernforeignlanguage)• History• Music• Photography• PhysicalEducation(GCSE)• ReligiousEducation(FullCourse)• Spanish(asasecondmodernforeignlanguage)• TravelandTourism(BTEC)

Itisimportantthatstudentsreadthecontentsofthisbookletcarefullyaspartoftheselectionprocess.

Pleasenotethattheoptionsubjectslistedaboveareallpotentiallyavailabletopupils,however,thereisnoguaranteethatallsubjectswillrun.Thisiswhyitisimportantthatstudentsselecta ‘reserve’subject.

Optionsubjectswillrunbasedonthefollowingprerequisites:

• Studentdemand• Staffing

Please note: Students will not be able to make changes to their chosen courses after 30th September 2018, and it is strongly recommended that students do not change option subjects once the new academic year has begun.

THE OPTIONS PROCESS AT GORDON’S

5

Enjoyment

TheoptionsubjectsstudentschoosewillbestudiedatGCSElevelfortwoyearsanditisimportantthattheyenjoythem.Withoutagenuineinterestinthesubjectitisunlikelythatstudentswill‘pushthemselves’tosucceedwhenthecoursechallengesthem,whichitundoubtedlywill,atvariousstagesthroughtheKeyStage.

Abilities & Skills

Everyonehassomethings thatwearegoodatandsomethingswearenot.Moreoftenthannotwehave littlecontroloverthis.Forexampleonepersonmayfindthattheyarenaturallygoodatonesubjectbutfindsanothersubjectquitedifficult.Thisisperfectlynormalandstudentsneed toconsiderwhere their strengths lie.The fact thata student likesa subjectdoesnotnecessarilymeanthatitplaystotheirstrengths!

The Future

Thesubjectsstudentschoosetostudyaremorelikelytoplayapartintheirfuturecomparedtothosethattheydon’t.However,thisshouldnotbeoftoomuchconcernasalmostoneintwostudentswhosuccessfullygraduatefromUniversitydon’tgointoajobthatisdirectlyrelatedtothesubjectthattheystudiedatUniversity.

ENJOYMENT ABILITIES & SKILLS

THE FUTURE

WHERE TO START?

Tobeginwith,studentsneedtothinkaboutthreemainthings:

6

Thereareseveralthingsstudentsmustnowdo:

1. Readthisbookletfromstarttofinish,evenifyouthinkyouhavealreadymadeyourmindup!

2. Discusstheoptionsprocesswithyourparents,orwhoeverlooksafteryou.Theyknowyouaswellasanyoneandtheyalsoknow‘therealworld’andcanhelpyoua lotmorethanyoumaythink.Ask for theiradviceand listentowhat theysay.

3. Discussdifferentsubjectswithyourteachers,includingyourformteacherandHouseparents.Somequestionsyoumightliketoaskcouldbe:

• WhatdoyouthinkIwouldbebestatinthesubject?• WhatdoyouthinkIwouldfindthemostchallengingpartofthecourse?• DoyouthinkIcouldcopewiththeprepforthissubject?• WhatthingshavewedonethisyearthataresimilartoGCSEwork?• RoughlywhatgradewouldyouexpectmetogetattheendofY11?• WhatAlevelsorothercoursescouldthissubjectleadto?• Whatcareerswouldthesubjecthelppreparemefor?

4. DiscussdifferentsubjectswithYear10and11studentsinyourHousewhoaretakingthesubjectorconsideredtakingthesubject.

5. Ifyouhaveafuturecareerinmindthengoonlineandfindoutwhatsubjectsyouneedtostudytobesuccessfulinthatcareer.

6. CompletethetablebelowgivingyourselfaX, ,or?ineachbox.

7. Anythingelseyoufeelwillhelpyoumaketherightdecision.

8. Whenyouareready,completetheoptionschoiceformmakingsurebothyouandyourparentssignit,andmakesureitishandedintotheSchoolOfficebyFriday 23rd February 2018.

Subject Enjoyment Abilities & Skills The FutureArtandDesign

BusinessGCSE

Enterprise-BTEC(Business)

ComputerScience

FoodPreparationandNutrition

DesignandTechnology

Drama

French-asa2ndMFL

Geography

German-asa2ndMFL

History

Music

PhysicalEducationGCSE

Photography

ReligiousEducation(FullCourse)

Spanish-asa2ndMFL

Travel&TourismBTEC

NOW IT’S UP TO YOU

7

Asyoumaybeaware,theDepartmentforEducation(DfE)andOfqualhavemadesignificantchangestothecontentandstructureofGCSEstakenbystudentsinEnglandinrecentyears.

New ‘reformed’GCSEsinEnglishandMathswerestartedinSeptember2015andfirstexaminedinthesummerof2017.ThemajorityofremainingsubjectswerereformdfromSeptember2016,readytobeexaminedinthesummerof2018.BySeptember2017,allGCSEsubjectshadintroducednew‘reformed’curriculums,withallexaminationsfromthesummerof2019onwardsbasedonthesenewspecifications.

What will be the key differences in these subjects?

Thenewexamswillbelinearinnature–thismeansstudentswillfollowa2yearcoursewithoutanyinterimexamsorassessments.StudentswillbeexpectedtostudymorecontentthaninprecviousGCSEs;theywillundertakeanincreasednumberofextendedwritingtasksand,forthemajorityofsubjects,assessmentwillbeentirelybyexternalexaminationattheendofthe2yearcourse.Assuch,therewillnolongerbeanyControlledAssessmenttasksorcoursework,withtheexceptionofsomepracticalcourses.

Specificinformationaboutthecontentofindividualsubjectscanbefoundinthefollowingpages.

How will students be assessed

ThefollowingimportantchangestotheassessmentofnewGCSEshavenowbeenfullyintroducedacrossallsubjects:

• Introductionofanewgradingscale,usingthenumbers 1-9,with9beingthetoplevel.Whereperformanceisbelow theminimumrequiredtobeawardedaGCSElevel,studentswillbegivenaU.

• Theuseoftwotiersofentrywillonlyapplyinsubject‘whereuntieredpaperswillnotallowstudentsatthelowerend oftheabilityrangetodemonstratetheirknowledgeandskills,orwillnotstretchthemostable’.Mathswill continuetobetiered,withthefoundationtiercoveringgrades1-5andthehighertiercoveringgrades4-9.

• AllexaminationswillnormallybetakeninMayandJuneofthesameyear.

• ThefirstexaminationforthenewGCSEsinEnglishandMathswillbetakeninSummer2017,theremainingnewsubject specificationswillbeforfirstexaminationintheSummerof2018,withthefinal3subjectsexaminedinthesummerof 2019.Allnewspecificationswillusethe1-9gradingsystem.

CHANGES TO GCSEs TAUGHT SINCE SEPTEMBER 2016

8

ENGLISH, MATHEMATICS AND SCIENCE

Forreference,pleaseseebelowforpreviouschangestotheMathematicsandEnglishcurricula:

Mathematics

TheMathsGCSEisnowmoresubstantialandchallengingwithgreateremphasisonsolvingproblemsthatrequiremulti-stepsolutions.New topics introduced in2015 include ratioandproportions. Studentswill beexpected to learnkeyMathematical

formulaebyheart.

Key content features:• GreaterteachingtimethanthecurrentGCSE.• Broaderanddeepermathematicalcontent,deliveredthroughasingleextendedGCSE.• Enhancedcontentincluding,number(withexplicitreferencetoformalwrittenmethodsofcalculation)ratio,proportionand

ratesofchange(withreferencetosimpleinterestinfinancialmathematics)• Additionalrequirementstoprovideclearmathematicalarguments.• Agreaterfocusonproblem-solving

Structure and assessment:• GreaterexaminationtimethanthecurrentGCSE• Assessedbyexternalexamonly.• Tieredexampapers;foundationtiercoveringgrades1-5;highertiercoveringgrades4-9.• Morequestionsinvolvingsolvingproblems,whichmayrequiremulti-stepsolutions.

English

ForGCSEEnglishLanguage,studentswillbeexpectedtoread‘awiderangeoftexts’,however,theywillnotberequiredtostudysettextsforthisqualification.Thereisalsoanincreasedfocusontheaccurateuseofspelling,punctuationandgrammar.EnglishLiteraturewillfocusonfourareasof‘classicliterature’andthereisarequirementtorespondtounseentextsintheexamination.

English Language

Key content features:• Greaterfocusonensuringthatstudentsareabletowriteclearlyandaccurately,ingoodstandardEnglish.• Newrequirementstousemorediverseandchallengingwritingskills,suchasnarratingandarguingandtoemphasisepoints

ofparticularimportantfordifferentpurposesandaudiences.• Requirementsforstudentstoreadawiderrangeofhighquality,challengingliteratureandnon-fictiontexts,drawnfroma

rangeofgenresandtypes(fromthe19th,20thand21stcenturies)

Structure and assessment:• Assessedbyexternalexamonly.• Untieredexampapersonly.• 20%ofthemarksforthewrittenexamswillbeallocatedforaccuratespelling,punctuationandgrammar.• Speakingskillswillcontinuetobeassessedbutwillnotcontributetotheoverallgrade.Theassessmentwillbeintheformof

aformalpresentationmarkedbyteachersandreportedseparately,alongsidethequalificationgradeonthecertificate.

English Literature

Key content features:

Studentswillberequiredtostudyarangeofhigh-quality,intellectuallychallenging,andsubstantialtextsincluding;atleastoneShakespeareplay,onenineteenth-centurynovel,aselectionofpoetrysince1789includingrepresentativeRomanticpoetry,andfictionordramafromtheBritishIslesfrom1914onwards.

Structure and assessment:• Assessedbyexternalexamonly.• Untieredexampapersonly.• 5%ofthemarkswillbeallocatedforaccuratespellingpunctuationandgrammar.

9

Science

ThenewScienceGCSEqualificationsaremoresubstantialandchallengingincludinganincreasedfocusonworkingscientifically.Studentswillbeexpectedtolearnkeyformulaebyheart.

The Qualifications:• Therearestillthreeseparatesciencequalifications:GCSEBiology,ChemistryandPhysics• GCSECombinedSciencewillbedouble-award(worthtwoGCSEqualifications)• Asingle-awardGCSEsciencewillnolongerbeoffered• Therearenewadditionalqualification:EntryLevelCertificates

Key content features:• EnhancedcontentinallGCSEqualifications• Broaderanddeepermathematicalcontent• Therewillbeasetofrequiredpracticalswhichstudentswillconductthroughoutthecourse• Therewillbenocontrolledassessmentsorcoursework

Structure and assessment:• GreaterexaminationtimethanthecurrentGCSE• Assessedbyexternalexamonly• Tieredexampapers;foundationtiercoveringgrades1-5;highertiercoveringgrades4-9• 15%ofexaminationsmarkswillbeforpracticalskills• Onaverage,20%ofthemarksintheexaminationswillrequiremathsskills

SET CHANGE PROTOCOLS

Introduction

AtGordon’swebelieveinsettingofthecoresubjects;English,MathsandScience.Thereareseveralreasonsforthis:

• Itgivesstudentstheincentiveto‘moveup’asetcoupledwiththeknowledgethattheywillhavetoworkhardtokeep ‘theirplace’inaset.• Itallowsstudentstobetaughtinanenvironmentwheretheirpeersarebroadlyofsimilarabilitymeaningaless intimidatingenvironmentwhichwefeelisultimatelyconducivetolearning.• Itallowsteacherstobroadly‘pitchalesson’atanabilitylevelthatwillresonatewiththevastmajorityofstudents.• AtKeyStage4,whenconsideringpublicexaminationentry,itaffordstheHeadofDepartmenttheopportunityto targetdifferenttiersofentryfordifferentgroupsofstudents.

Studentswill,onoccasions,movesetsandtheprotocolsforthisinthethreemaincoresubjectsaredetailedbelow.Astheprofessionalsteachingstudentseverydayweareinthebestpositiontomakejudgementsontheappropriatenessofthesetthatapupilshouldbein.

TheSchool’sreportingprocessprovidesindicationsofprogressthroughouttheyearandparentsareencouragedtocontacttheSchooliftheyhaveconcerns.However,setmovesarepredominantlybasedonendofyearassessmentsandsomestudentsmaymovedownasetasaresultofsuchassessmentswithoutnecessarilyperformingpoorlyordemonstratingsignificantconcernduringtheyear.

Setmovementsshouldnotbeviewednegativelyandoftenapupilisbetterserved,certainlyintheshorttermbutperhapslonger,frommovingdownaset.

ENGLISH SETTING INFORMATIONAtKeyStage4,setchangesinEnglisharelesslikelytooccurbutarestillmadeattimesbothduringandattheendoftheyear.However,allYear10studentswillsittheYear10ExaminationtowardstheendoftheSpringTerm.Theoutcomeofthis,coupledwithotherpupilinformationandteacherjudgement,mayinformsomesetchangestowardstheendoftheyear.

Forallsetchangesparentswillbeinformedviaaletterhome.

10

SCIENCE SETTING INFORMATION

SciencesettingwillbeatopicdiscussedattheYear9Parents’&OptionsEvening.

StudentsinKS4have2majorinternalassessmentswhicharetheMockExamsinYears10and11.Resettingwilltakeplacebasedontheresultsofthesetests.Pleasenote,however,thatforYear11studentstherewillbenomovementbetweenset1and2orbetweensets5and6duetothestudentsfollowingdifferentcurriculumpathways.


Set 1: SeparateScience(Biology,ChemistryandPhysicsGCSEs)

Sets 2-5: CombinedScience–Trilogy(thisisequivalenttotwoGCSEqualifications)

Set 6: EntryLevelCertificateinScienceandcoteachingandCombinedScienceFoundation(equivalenttooneGCSE)

ShouldparentswishtoclarifythesettingsituationinSciencetheyshouldcontactMissAliatrali@gordons.surrey.sch.ukinthefirstinstance.

MATHEMATICS SETTING INFORMATION

StudentsinYear9areformallyassessedattwopointsduringtheyearinJanuaryandApril.TheresultsofthesetestswellbeusedtodeterminetheMathematicssetastudentswillbeplacedintofortheirGCSEcourse.

Please ensure, therefore, that your son or daughter takes these exams seriously and prepares for them appropriately.

TherewillbeanopportunitytodiscusstheMathematicssettingattheYear9Parents’andOptionsEvening.AtKeyStage4,setchangesinMathematicsarelesslikelytooccur.However,allYear10studentswillsittheYear10ExaminationtowardstheendoftheSpringTerm,afterwhichsomesetchangesmayoccur.


ItisimportanttonotethattheendofYear9ScienceexamwillbeusedtodeterminetheSetapupilwillbeplacedinfortheirGCSEcourse.Pleaseensure,therefore,thatyoursonordaughtertakesthese

examsseriouslyandpreparesforthemappropriately.

11

KEY STAGE 4 CURRICULUM

(6 x 55 minute lessons each day)

Year 10 Lessons %

English 4 13.3

Maths 4 13.3

Science 7 23.3

Languages 3 10.0

Games 1 3.3

RE 1 3.3

PSHE 1 3.3

Option 1 3 10.0

Option 2 3 10.0

Option 3 3 10.0

Total 30 100

Year 11 Lessons % KS4 Total

English 4 13.3 8

Maths 3 10.0 7

Science 6 20.0 13

Languages 3 10.0 6

Games 1 3.3 2

PSHE 1 3.3 2

Option 1 4 13.3 7

Option 2 4 13.3 7

Option 3 4 13.3 7

Total 30 100

KS4 Proportions %

English 13.3

Maths 11.7

Science 21.7

Languages 10.0

Games 3.3

RE 1.7

PSHE 3.3

Option 1 11.7

Option 2 11.7

Option 3 11.7

Total 100

12

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14

Head of [email protected]

Exam BoardAQA

Specification8700

COURSEDETAILS

ExaminationThecourseisnowlinearandwillbeexaminedattheendofYear11.

Paper 1–Explorationsincreativereadingandwriting(1hr45mins)50%ofGCSESection A Reading: Studentsansweraseriesofquestions,worthprogressivelymoremarks,onanextractfromaliteraryfictiontext.(ForexampleJamaicaInn)Section B Writing:Studentsproduceapieceofcreativewritingfromachoiceoftwotopics.(e.g.Writetheopeningpartofastoryaboutaplacethatisseverelyaffectedbytheweather)

Paper 2–Writers’viewpointsandperspectives(1hr45mins)50%ofGCSESection A Reading: Studentsreadtwolinkedsourcesfromdifferenttimeperiodsandgenresinordertoconsiderhoweachpresentsaperspectiveorviewpointtoinfluencethereader.Section B Writing: Studentsproduceawrittentexttoaspecifiedaudience,purposeandforminwhichtheygivetheirownperspectiveonthethemethatisintroducedinSectionA.

Non-exam assessmentSpeaking and Listening:Theassessmentallowsstudentstodemonstratetheirspeakingandlisteningskillsbygivingapresentation(onatopicchosenbytheirteacher)inaformalcontext,respondingappropriatelytoquestionsandaskingquestionstoelicitclarification.StandardEnglishshouldbeusedthroughout.TheassessmentwillbeseparatelyendorsedandwillcoverAO7,AO8andAO9.

Exam Papers % of GCSE Details

Paper1:Explorationsincreativereadingandwriting

50%

Section A Reading: 25%(40marks)Onelitfictiontext1x4marks,2x8marks,1x20marksSection B Writing:25%(40marks)Descriptiveornarrativewriting24marksforcontent,16marksfortechnicalaccuracy

Paper2:Writers’viewpointsandperspectives

50%

Section A Reading:25%(40marks)Onenon-fictionandoneliterarynon-fictiontext(linkedbutfromdifferentperiods)1x4,1x8,1x12,1x16marksSection B Writing: 25%(40marks)Writingtopresentaviewpoint24marksforcontent,16marksfortechnicalaccuracy

Non-exam assessment

% of GCSE Details

Presentation 0%Thefinallevel/gradeforspeakingandlisteningwillappearasanendorsementonthestudents’GCSEcertificate.AQAhaveyettoconfirmdetailsofmarksforthisassignment.

HOWWILLIBEASSESSED?

ENGLISH LANGUAGE

Identifyandinterpretexplicitandimplicitinformationandideas.Selectandsynthesiseevidencefromdifferenttexts.Explain,commentonandanalysehowwritersuselanguageandstructuretoachieveeffectsandinfluencereaders,using relevantsubjectterminologytosupporttheirviews.Comparewriters’ideasandperspectives,aswellashowtheseareconveyed,acrosstwoormoretexts.Evaluatetextscriticallyandsupportthiswithappropriatetextualreferences.Communicateclearly,effectivelyandimaginatively,selectingandadaptingtone,styleandregisterfordifferentforms,purposesandaudiences.Organiseinformationandideas,usingstructuralandgrammaticalfeaturestosupportcoherenceandcohesionoftexts.Usearangeofvocabularyandsentencestructuresforclarity,purposeandeffect,withaccuratespellingandpunctuation.Demonstratepresentationskillsinaformalsetting.Listenandrespondappropriatelytospokenlanguage,includingtoquestionsandfeedback.UsespokenStandardEnglisheffectivelyinspeechesandpresentations.

AO1:AO2:

AO3:AO4:AO5:

AO6:AO7:AO8:AO9:

ASSESSMENTOBJECTIVES-REQUIREDSKILLSANDKNOWLEDGE

15


Exam BoardAQA

Specification8700

COURSEDETAILS

ExaminationThecourseisnowlinearandwillbeexaminedattheendofYear11.Thecourseis“closedbook”sostudentswillnotbeallowedcopiesofsettextsintheexaminationroom.

Paper 1Shakespeareandthe19thcenturynovel(1hr45mins)40%ofGCSESection A Shakespeare: StudentsansweronequestionontheShakespeareplaytheyhavestudied:firsttheyrespondtoanextractfromtheplayandthentheydeveloptheiranswertocoverthewholetext.Section B 19th century novel: Studentsansweronequestiononthetexttheyhavestudied:firsttheyrespondtoanextractfromthetextandthentheydeveloptheiranswertocoverthewholetext.

Paper 2Moderntextsandpoetry(2hrs15mins)60%ofGCSESection A Modern texts: StudentsansweroneessayquestionfromachoiceoftwoonmodernproseordramaSection B Poetry:StudentsansweronecomparativequestionononenamedpoemandoneotherpoemfromtheanthologyofpoetrytheyhavestudiedonthethemeofeitherLoveandRelationshipsorPowerandConflict.Section C Unseen poetry: Studentsansweronequestiononeachoftwounseenpo-emsandthenacomparativequestion.


Paper1:Shakespeareandthe19thcenturynovel

40%64marksintotalSection A Shakespeare: 34marks(including4marksforAO4)Section B 19th century novel: 30marks

Paper2:Moderntextsandpoetry

60%

96marksintotalSection A Modern texts:34marks(including4marksforAO4)Section B Poetry:(compare/contrast2poems)30marksSection C Unseen poetry:analyseanunseenpoem24marksThencompare/contrastwith2ndunseenpoem8marks

HOWWILLIBEASSESSED?

ENGLISH LITERATURE

Read,understandandrespondtotexts.• Maintainacriticalstyleanddevelopaninformedresponse.• Usetextualreferences,includingquotations,tosupportandillustrateinterpretations.Analysethelanguage,formandstructureusedbyawritertocreatemeaningsandeffects,usingrelevantsubjectterminologywhereappropriate.Showunderstandingoftherelationshipsbetweentextsandthecontextsinwhichtheywerewritten.Usearangeofvocabularyandsentencestructuresforclarity,purposeandeffect,withaccuratespellingandpunctuation.

AO1:

AO2:

AO3:AO4:


16


Exam BoardEdexel

Specification1MA1

COURSEDETAILS

• The new GCSE Mathematics Specification is designed for two ability levels:FoundationandHigher.

• FoundationTiercoversgrades1to5andfocusesonthekeyskills.• HigherTierpreparesstudentsforAS/ALevelMathematicsandcoversgrades4to

9.Thiscoverstopicstoagreaterdepthandincludesmoreadvancedtechniques.

TYPICALACTIVITIES

Theaimsandobjectivesofthecoursearetoenablestudentsto:• Developfluentknowledge,skillsandunderstandingofmathematicalmethodsand

concepts.• Acquire,selectandapplymathematicaltechniquestosolveproblems.• Reasonmathematically,makedeductionsandinferencesanddrawconclusions.• Comprehend,interpretandcommunicatemathematicalinformationinavariety

offormsappropriatetotheinformationandconcepts.

100%externallymarkedexamination


Paper1 33.33%Non-Calculator paper:1hour30minutes,80marksavailable.Coveringnumber,algebra,ratio,proportionandratesofchange,geometryandmeasures,statisticsandprobability.

Paper233.33%

Calculator paper:1hour30minutes,80marksavailable.Coveringnumber,algebra,ratio,proportionandratesofchange,geometryandmeasures,statisticsandprobability.

Paper3 33.33%Calculator paper:1hour30minutes,80marksavailable.Coveringnumber,algebra,ratio,proportionandratesofchange,geometryandmeasures,statisticsandprobability.

HOWWILLIBEASSESSED?

MATHEMATICS

Useandapplystandardtechniques

Reason,interpretandcommunicatemathematically

Solveproblemswithinmathematicsandinothercontexts

Foundation Higher

50% 40%

25% 30%

25% 30%

AO1:

AO2:

AO3:

ASSESSMENTOBJECTIVESANDWEIGHTINGS

17


Exam BoardAQA

Specification8461

COURSEDETAILS

1. Cellbiology2. Organisation3. Infectionandresponse4. Bioenergetics5. Homeostasisandresponse6. Inheritance,variationandevolution7. Ecology

TYPICALACTIVITIES

Practicalexperiments,groupandpairwork,individualresearchtopics,classdiscussionsanddemonstrations.

100%externallymarkedexam


Biology1 50%

1hour45minutes,100marks.Questionsontopics1-4FoundationandHighertierQuestions:multiplechoice,structured,closedshortanswerandopen-response.

Biology250%

1hour45minutes,100marks.Questionsontopics5-7FoundationandHighertierQuestions:multiplechoice,structured,closedshortanswerandopen-response.

Practical Therewillbeeightrequiredpracticalsduringthecourse.

HOWWILLIBEASSESSED?

SCIENCE: BIOLOGY

Demonstrateknowledgeandunderstandingof:scientificideas;scientifictechniquesandprocedures.

Applyknowledgeandunderstandingof:scientificideas;scientifictechniquesandprocedures

Analyseinformationandideasto:interpretandevaluate;makejudgementsanddrawconclusions;developandimproveexperimentalprocedures.

AO1:

AO2:

AO3:


18


Exam BoardAQA

Specification8462

COURSEDETAILS

1. Atomicstructureandtheperiodictable2. Bonding,structure,andthepropertiesofmatter3. Quantitativechemistry4. Chemicalchanges5. Energychanges6. Therateandextentofchemicalchange7. Organicchemistry8. Chemicalanalysis9. Chemistryoftheatmosphere10. Usingresources

TYPICALACTIVITIES




Chemistry1 50%

1hour45minutes,100marks.Questionsontopics1-5.FoundationandHighertier.Questions:multiplechoice,structured,closedshortanswerandopen-response.

Chemistry250%



HOWWILLIBEASSESSED?

SCIENCE: CHEMISTRY


Applyknowledgeandunderstandingof:scientificideas;scientifictechniquesandprocedures.

Analyseinformationandideasto:interpretandevaluate;makejudgementsanddrawconclusions;developandimprove

experimentalprocedures.

AO1:

AO2:

AO3:


19


Exam BoardAQA

Specification8463

COURSEDETAILS

1. Energy2. Electricity3. Particlemodelofmatter4. Atomicstructure5. Forces6. Waves7. Magnetismandelectromagnetism8. Spacephysics

TYPICALACTIVITIES

Practicalexperiments,groupandpairwork,individualresearchtopics,classdiscus-sionsanddemonstrations.



Physics1 50%


Physics250%



HOWWILLIBEASSESSED?

SCIENCE: PHYSICS


Applyknowledgeandunderstandingof:scientificideas;scientifictechniquesandprocedures.

Analyseinformationandideasto:interpretandevaluate;makejudgementsanddrawconclusions;developandimprove

experimentalprocedures.


AO1:

AO2:

AO3:

20


Exam BoardAQA

Specification8464

COURSEDETAILS

TYPICALACTIVITIES




Biology1 16.7%1hour15minutes,70marks.Questionsontopics1-4.FoundationandHighertier.Questions:multiplechoice,structured,closedshortanswerandopen-response.

Biology216.7%


Chemistry1 16.7%1hour15minutes,70marks.Questionsontopics8-12.FoundationandHighertier.Questions:multiplechoice,structured,closedshortanswerandopen-response.

Chemistry2 16.7%1hour15minutes,70marks.Questionsontopics13-17.FoundationandHighertier.Questions:multiplechoice,structured,closedshortanswerandopen-response.

Physics1 16.7%1hour15minutes,70marks.Questionsontopics18-21.FoundationandHighertier.Questions:multiplechoice,structured,closedshortanswerandopen-response.

Physics2 16.7%1hour15minutes,70marks.Questionsontopics22-24.FoundationandHighertier.Questions:multiplechoice,structured,closedshortanswerandopen-response.

Practical Therewillbesixteenrequiredpracticalsduringthecourse.

HOWWILLIBEASSESSED?

COMBINED SCIENCE

Demonstrateknowledgeandunderstandingof:scientificideas;scientifictechniquesandprocedures.Applyknowledgeandunderstandingof:scientificideas;scientifictechniquesandprocedures.Analyseinformationandideasto:interpretandevaluate;makejudgementsanddrawconclusions;developandimproveexperimentalprocedures.

AO1:AO2:AO3:


1. Cellbiology2. Organisation3. Bioenergetics4. Infectionandresponse5. Homeostasisandresponse6. Inheritance,variationandevolution7. Ecology8. Atomicstructureandtheperiodic

table9. Bonding,structure,andthe

propertiesofmatter10. Quantitativechemistry11. Chemicalchanges12. Energychanges

13. Therateandextentofchemicalchange

14. Organicchemistry15. Chemicalanalysis16. Chemistryoftheatmosphere17. Usingresources18. Energy19. Electricity20. Particlemodelofmatter21. Atomicstructure22. Forces23. Waves24. Magnetismandelectromagnetism

21

COURSEDETAILS

1. Thehumanbody2. Environment,evolutionandinheritance3. Elements,mixturesandcompounds4. Chemistryinourworld5. Energy,forcesandthestructureofmatter6. Electricity,magnetismandwaves

TYPICALACTIVITIES

Practicalexperiments,groupandpairwork,individualresearchtopics,classdiscus-sionsanddemonstrations.

Notimetabledexams.Allassignmentsaremarkedbytheteacher.

Exam Papers % of Qualification Details

Externallysetassignments(ESA)6ofeachofthesefromeachcomponentabove.

57%Writtentests:45minutes,20markseach.SetbyAQAandmarkedbytheteacher.

Teacherdevisedassignments(TDA)6ofeachofthesefromeachcomponentabove.

43%Shortpiecesofpracticalwork,15markseach.Setandmarkedbytheteacher.

HOWWILLIBEASSESSED?

ENTRY LEVEL CERTIFICATE IN SCIENCE

Showknowledgeandunderstandingofscience,andhowitworks,andapplyitwhereappropriate.

Demonstratetheabilitytodesignaninvestigation,takemeasurements,presentdataandidentifypatternsand

relationships.

AO1:

AO2:



Exam BoardAQA

Specification5960

WHOWILLTAKETHISQUALIFICATION?

StudentsinSet6willundertakethiscourse.Parentswillbecontactedshouldtheirson/daughterbeconsideredforthiscourse.

22


Exam BoardEDUQAS

SpecificationC800P

COURSEDETAILS

Studentswillstudy3topicswhichareanextensionofKS3topics:• IdentityandCulture.• Local,national,internationalandglobalareasofinterest.• Currentandfuturestudyandemployment

TYPICALACTIVITIES

• Readingandlisteningactivitiestoimprovevocabularyandcomprehension.• Speakingwithteacherandpeers.• Producingdifferenttypesofwrittenpiecesinthetargetlanguage.• TranslationactivitiesfromandtoFrench.



Unit1:Speaking 25%Studentswillhavearoleplay,aphotocardtodiscussandageneralconversation(availableatHigherandFoundationlevel).

Unit2:Listening 25%StudentswilllistentoaCDwithanumberofextractsandanswerquestionstoassesstheirabilitytounderstandspokenFrench(availableatHigherandFoundationlevel).

Unit3:Reading 25%StudentswillreadanumberoftextsandanswerquestionstoassesstheirabilitytounderstandwrittenFrench(availableatHigherandFoundationlevel).TherewillalsobeatranslationtaskfromFrenchintoEnglish.

Unit4:Writing 25%Studentswillanswerstructuredandopen-endedwritingtasksandtranslatefromEnglishintoFrench(availableatHigherandFoundationlevel).

HOWWILLIBEASSESSED?

FRENCH

Understandspokenlanguage(listening)

Communicateinspeech(speaking)

Understandwrittenlanguage(reading)

Communicateinwriting(writing)

AO1:

AO2:

AO3:

AO4:


23


Exam BoardAQA

Specification8668

COURSEDETAILS

Studentswillstudy3themeswhichareanextensionofKS3topics:• Theme1:IdentityandCulture(me,family,friends,technology,freetime,customs

andfestivals).• Theme2: Local,National, International andGlobalAreasof Interest (homeand

localarea,globalissuesincludingenvironment,travelandtourism).• Theme3: Current and Future Study andEmployment (school,work experience,

furthereducationjobs). TYPICALACTIVITIES

• Readingandlisteningactivitiestoimprovevocabularyandtestcomprehension.• Speakingwithteacher,foreignlanguageassistantandpeers.• Producingdifferenttypesofwritingpiecesinthetargetlanguage.• TranslatingfromandintoGerman

100%ExternallymarkedexamsattheendofYear11.Students MUST be entered at the same tier for all four papers.


Paper1:Listening 25%StudentswilllistentoaCDwithanumberofextractsandanswerquestionstoassesstheirabilitytounderstandspokenGerman.SectionAwillrequirenon-verbalorEnglishresponses,SectionBwillrequireGermanresponses(Higher&Foundationlevel).

Paper2:Speaking25%

AthreepartoraltobetakeninearlyMayofYear11:Roleplaycard,discussionofphotocardandgeneralconversationcoveringthemes1-3above.Foundation:ca.7-9minutes(with10-12minspreptime).Higher:10-12minutes(with10-12minsprep).

Paper3:Reading 25%

StudentswillreadanumberoftextsandanswerquestionstoassessyourabilitytounderstandwrittenGerman.Section A:Non-verbalorEnglishresponses.Section B:Germanresponses.Section C:TranslationfromGermanintoEnglish(aminimumof35wordsatFoundationand50wordsatHigher)(HigherandFoundationlevel).

Paper4:Writing 25%

FoundationTier• Question1–photoprompt(studentsproducefoursimplesentences)• Question2–message(studentsproducefortywordsinresponsetofourbulletpoints)• Question3–translationfromEnglishintoGerman(min35words)• Question4–structuredwritingtask(studentsrespondtofourcompulsorybullet

points,producingapprox90wordsintotal)–thereisachoicefromtwoquestionsHigherTier• Question1–asQ4above• Question2–open-endedwritingtask(studentsrespondtotwocompulsorybullet

pointsproducingapproximately150wordsintotal)–thereisachoicefromtwoquestions

• Question3–translationfromEnglishintoGerman(minimum50words)

HOWWILLIBEASSESSED?

GERMAN

Understandspokenlanguage(listening)

Communicateinspeech(speaking)

Understandwrittenlanguage(reading)

Communicateinwriting(writing)

AO1:

AO2:

AO3:

AO4:


24


[email protected]

Exam BoardAQA

Specification8698

COURSEDETAILS

Studentsstudyallofthefollowingthemesonwhichtheassessmentsarebased.

Theme1:Identityandculture.Theme2:Local,national,internationalandglobalareasofinterest.Theme3:Currentandfuturestudyandemployment.

TYPICALACTIVITIES

• Readingandlisteningactivitiestoimprovevocabularyandcomprehension.• Speakingwithteacherandpeers.• Producingdifferenttypesofwritingpiecesinthetargetlanguage.

100%Externallymarkedexam.Studentsmusttakeallfourquestionpapersatthesametier.


Paper1:Listening 25%Writtenexam:35minutes(FoundationTier),45minutes(HigherTier)40marks(FoundationTier),50marks(HigherTier)

Paper2:Speaking25%

7–9minutes(FoundationTier)+preparationtime10–12minutes(HigherTier)+preparationtime60marks(foreachofFoundationTierandHigherTier)

Paper3:Reading 25%Writtenexam:45minutes(FoundationTier),1hour(HigherTier)60marks(foreachofFoundationTierandHigherTier)

Paper4:Writing 25%Writtenexam:1hour(FoundationTier),1hour15minutes(HigherTier)50marksatFoundationTierand60marksatHigherTier

HOWWILLIBEASSESSED?

SPANISH

Listening–understandandrespondtodifferenttypesofspokenSpanish

Speaking–communicateandinteracteffectivelyinspeech

Reading–understandandrespondtodifferenttypesofwrittenSpanish

Writing–communicateinwriting

AO1:

AO2:

AO3:

AO4:


25


Exam BoardAQA

Specification8061

COURSEDETAILSItisalegalrequirementthatallstudentstakeanexaminationcourseinREatKS4.StudentshavealreadybeguntheirstudyoftheshortcourseGCSEinYear9andthiswillcontinueintoYear10,whenstudentswillsitanexternalexaminMay2018.StudentsstudyfortheAQAReligiousStudiesAsyllabus.Studentsstudy:

Thebeliefs,teachingsandpracticesof:ChristianityIslam+Tworeligious,philosophicalandethicalstudiesfrom:ThemeA:RelationshipsandfamiliesThemeB:Religion,peaceandconflict

TYPICALACTIVITIES• ExploringthebeliefsandpracticesofChristianityasthemainreligioustraditioninGreatBritain.StudentswillconsidertheimpactofChristianityoncontemporarylife,aswellasBritishhistory.• ExploringthebeliefsandteachingsofIslam,withitsfoundationsinadifferentcontinentandculture,tocompareandcontrastwithChristianity.Also,toconsiderthelivesandexperiencesofMuslimswithinBritishsociety.• Discussionanddebateofethicalandphilosophicalissues.Isiteverrighttogotowar?IstheregenderequalityinBritain?Shouldsame-sexcouplesbeallowedtomarryinachurch?Arenuclearweaponsanacceptabledeterrent?• Interpretingreligiousteachingsandapplyingthemtomoderndayscenarios.Forexample,howdoesabeliefinthesanctityoflifeinfluencedecisionsabouttheuseofcontraception?• Formulatingandexpressingopinions.Exploringourownviews,andthoseofothers,toengageintheissuesandquestionsthatreligionraises.Tobeabletovocaliseandwritedownthoseviews,fromareligiousornon-religiousperspective.

100%exam


Studyofreligionsandthematicstudies

100%ofshortcourse

Writtenexam:1hour45minutesSectionA:Studentsanswerquestionson2religionsEachreligionhasacommonstructureoffive-partquestionsof1,2,4,5and12marks.SectionB:StudentsanswerquestionsonboththemesEachthemehasacommonstructureoffive-partquestionsof1,2,4,5and12marks.Totalmarks:96+5marksforSPaG

ControlledAssessments %ofGCSE TherearenoControlledAssessmentsforREGCSE

HOWWILLIBEASSESSED?

RELIGIOUS EDUCATION: SHORT COURSE

Describe,explainandanalyse,usingknowledgeandunderstanding

Useevidenceandreasonedargumenttoexpressandevaluatepersonalresponses,informedinsights,anddiffering

viewpoints.

AO1:

AO2:


26


Exam BoardEdexel

Specification1AD0

COURSEDETAILS

ThetwoyearEdexcelGCSEcourseinArtandDesignconsistsofcoursework,nowcalledthepersonalportfolio,andanexternallysetassignment(TimedExam).

TYPICALACTIVITIES

• Research• Supportingstudies• Analysis• Experimentation• Workinjournal

Assessment % of GCSE Details

PersonalPortfolio 60%

Thepersonalportfolioisbasedonatheme.Itmustconsistofabodyofresearch,supportingstudiesanddevelopmentalwork leadingup tooneormoreoutcomesor toavarietyofresolutions.Itincludesatleast2workjournalsandlargerpiecesof2and/or3dimensions.

Aworkjournalisasketchbookandtime-basedrecord.Itisusedtorecord,analysework,experimentin,anddevelopideasinclasstimeandforprep.EverythinginitwillbeassessedalongwithanyotherGCSEcoursework.

FinalExam40%

Thefinalexamthemeissetbytheexaminingboardandisintwoparts:SUPPORTINGSTUDIES:Eightschoolweeksallowedforstudentstodevelopideas(20%)TIMEDTEST:10hoursallowedtocompletethefinalpieceofworkbasedonthesupportingstudies(20%)

HOWWILLIBEASSESSED?

ART AND DESIGN

Developideasthroughinvestigations,demonstratingcriticalunderstandingofsources.

Refineworkbyexploringideas,selectingandexperimentingwithappropriatemedia,

materials,techniquesandprocesses.

Recordideas,observationsandinsightsrelevanttointentionsasworkprogresses.

Presentapersonalandmeaningfulresponse,thatrealisesintentionsanddemonstratedunderstandingofvisuallanguage.

25%

25%

25%

25%

AO1:

AO2:

AO3:

AO4:


Theseassessmentobjectivesareequallyweightedandformthebasisofthecourse.

TheexternallysetassignmentorexamthemewillbegiveninJanuarywithapproximatelyeightschoolweekstoprepareforit.

The personal portfolio and exam work are exhibited for the final moderation carried out by the visiting moderator.

27

25%

25%

25%

25%


Exam BoardOCR

SpecificationJ204

COURSEDETAILS

Year10At thebeginningof this course, students are introduced to key concepts and issuesconcerningtheactivitiesofabusiness.Theyexplorethepurposeandroleofabusinessfromproviding goods and services tomeet customer needs, through to the growthofanestablishedbusiness.Studentswelllearnwhatmakesasuccessfulentrepreneur,howtoidentifyanddevelopabusinessideaandspotopportunitiesthatmightonedaymakemoney,throughparticipationinactivitiessuchasDragon’sDen.Theyalsolookattheroleofmarketingandhumanresources.

Year11Studentstakeacloser lookattheroleofoperationsandfinance inbusinessactivity.Operations include production processes, quality of goods and services, customerservice, andworkingwith suppliers. Finance covers its role, its sources, costs, profitand loss, cash and cash flow. They also explore how business responds to externalinfluences,suchasethicalandenvironmentalconsiderations,theeconomicclimateandglobalisation,andtheinterdependentnatureofbusiness.

TYPICALACTIVITIES

CaseStudies,MiniProjects,MultipleChoiceQuestions,DecisionMaking,Essays.

100%Externallymarkedexam(nocourseworkorcontrolledassessment)


Business(01):Businessactivity,marketingandpeople

50%Aonehourandthirty-minuteexamwithcalculations,multiple-choice,short-answerandextended-responsequestions.

Business(02):Operations,financeandinfluencesonbusiness

50%Aonehourandthirty-minuteexamwithcalculations,multiple-choice,short-answerandextended-responsequestions.

HOWWILLIBEASSESSED?

BUSINESS - GCSE

Demonstrateknowledgeandunderstandingofbusinessconceptsandissues

Applyknowledgeandunderstandingofbusinessconceptsandissuestoavarietyofcontexts.

Analyseandevaluatebusinessinformationandissuestodemonstrateunderstandingofbusinessactivity,make

judgementsanddrawconclusions

AO1:

AO2:

AO3:


28


Course Leader MrSMoore

[email protected]

Exam BoardPearson(Edexel)

SpecificationPearsonBTECLevel1/Level2TechAwardinEnterprise

COURSEDETAILS

PearsonBTECLevel1/Level2TechAwardinEnterprise

Thisexcitingqualificationisforstudentswhowishtostudytheknowledge,behavioursandskillsrelatedtoresearching,settingup,runningandreviewingabusiness,butinamorepracticalandvocationalcontextcomparedtoGCSE.

Duringthiscourse,studentswillexploreavarietyofdifferenttypesofbusinessorganisation,fromthelargemulti-nationalcompaniessuchasAmazon,tothecharacteristicsofsmallandmediumenterprises (SMEs)andentrepreneurswith reasons for levelsof success.Workinginsmallgroups,studentswillthensetuptheirownsmallenterpriseandtakeresponsibilityfordevisingabusinessideaandputtingthisintopractice.Studentswillalsolearnhowabusinessmanagesits’moneyandpeople,andhowitmarketsproductsthatpeoplewanttobuy.

ThisBTECcourseisassessedmainlythroughcourseworkandisequivalenttooneGCSEAlllearnerswilldeveloparangeofknowledgeandskillsrelevanttothebusinessworldandthatareessentialforsuccessfulperformanceinworkinglife.

TYPICALACTIVITIES

Investigations,casestudies,courseworkandpresentationsareacoreelementofthecourse.

HOWWILLIBEASSESSED?

ENTERPRISE - BTEC (BUSINESS)

• Applybusinessknowledgeandunderstandinginvocationalandrealisticcontexts,withreferencetorelevantconceptsandprocesses,toachievetasks.

• Developpracticalandtechnicalskills,includingICT,literacyandnumeracy.

• Developgenericskillsforworke.g.organisation,workinginateam,communicationandpresentationskills.

*Students can gain a Pass, Merit or Distinction for each Unit and each separate Unit has specified assessment criteria which must be completed.

ASSESSMENTOBJECTIVES*-REQUIREDSKILLSANDKNOWLEDGE

25%Externallymarkedexam.75%Internallymarkedcoursework(Threecourseworktasksintotal).

Years 10/11 Weighting Details

ExploringEnterprises 30% Internallyassessedbycoursework

PlanningforandRunninganEnterprise

30% Internallyassessedbycoursework

PromotionandFinanceforEnterprise

30% Externalassessment-Supervisedcontrolledassessmenttask,basedonacasestudy

29


Exam BoardWJEC/EDUQAS

Specification601/8291/X

COURSEDETAILS

GCSEComputerSciencecomprises3differentassessments:2writtenexamsand1Con-trolledAssessment.Onewrittenexamtestsapupil’sknowledgeoftheoreticalsubjectswithincomputerscience,theotherisanonscreenexamtestingcomputationalthinkingandprogrammingtechniques,whiletheControlledAssessmenttestsapupil’spracticalprogrammingknowledge.

TYPICALACTIVITIES

Students will use a wide range of software to create a number of documents andpublications relating toboth the theoryand theControlledAssessment. Studentswilllearncodingfromabasic levelupwards, lookingatseveraldifferenttypesofcodeandhowacomputeruses/interpretsthem;essentially,learninghowacomputerworks.Thetheoretical elements of programming will be covered in the computational thinkingcomponentofthecourse,thiswillcover;problemsolving,algorithmsandprogrammingconstructswhilstlearningdifferentprogramminglanguages(Python,Greenfoot,assemblylanguageandHTML).Studentswillconsider,organisationandstructureofdata,differenthardwarecomponents,operatingsystems,securityanddatamanagement.

80%Externallymarkedexam.20%InternallymarkedexternallymoderatedControlledAssessment.


UnderstandingComputerScience

50%1hour15minutes,70marks.Questionsontopics1-4.FoundationandHighertier.Questions:multiplechoice,structured,closedshortanswerandopen-response.

ComputationalThinkingandProgramming

30%1hour15minutes,70marks.Questionsontopics5-7.FoundationandHighertier.Questions:multiplechoice,structured,closedshortanswerandopen-response.

Controlled Assessments % of GCSE Details

SoftwareDevelopment 20%

Thiscomponentrequiresstudentstoproduceaprogrammedsolutiontoaproblem.Studentsmustanalysetheproblem,designasolutiontotheproblem,developafinalprogrammedsolution,testthesolutionandgivesuggestionsforfurtherdevelopmentofthesolution.Throughouttheproductionofthesolutionstudentsarerequiredtoproducearefinementlogthatevidencesthedevelopmentofthesolution.

HOWWILLIBEASSESSED?

COMPUTER SCIENCE

Candidatesshoulddemonstrateknowledgeandunderstandingofthekeyconceptsandprinciplesofcomputerscience.

Candidateswillapplyknowledgeandunderstandingofkeyconceptsandprinciplesofcomputerscience.

Candidateswillanalyseproblemsincomputationalterms:• Tomakereasonedjudgements.• Todesign,program,evaluateandrefinesolutions.

AO1:

AO2:

AO3:


30


Exam BoardAQA

Specification8585

COURSEDETAILS

FoodPreparationandNutritionwillequipstudentswiththeknowledge,understanding,skillsandencouragementtheyneedtocook.Itwillgivethemtheabilitytoapplytheprinciplesoffoodscience,nutritionandhealthyeating.

Studentswill be able tomake informed decisions about awide range of further learningopportunitiesandcareerpathways,anddevelopvitallifeskillssothattheycanfeedthemselvesandothersaffordablyandnutritiously.

The GCSE focuses on practical cooking skills to ensure students develop a thoroughunderstandingofnutrition,foodprovenanceandtheworkingcharacteristicsoffoodmaterials.At itsheart, thisqualificationfocusesonnurturingstudents’practicalcookeryskills togivethemastrongunderstandingofnutrition.

TYPICALACTIVITIES

Foodpreparationskillsareintegratedintofivecoretopics:

• Food,nutritionandhealth

• Foodscience

• Foodsafety

• Foodchoice

• Foodprovenance

Studentswillspendanalmostequalamountoftimeonwrittentasksandpracticalapplication.

Allpracticaltasksarecompletedtodevelopapupil’sunderstandingofFoodandNutrition.

HOWWILLIBEASSESSED?

FOOD PREPARATION AND NUTRITION

Demonstrateknowledgeandunderstandingofnutrition,food,cookingandpreparation.

Applyknowledgeandunderstandingofnutrition,food,cookingandpreparation.

Plan,prepareandpresentdishes,combiningappropriatetechniques.

AO1:

AO2:

AO3:


50%Externallymarkedexam50%InternallymarkedNonExaminationAssessment• Task1:Writtenorelectronicreport(1,500–2,000words)includingphotographicevidenceofthepracticalinvestigation.• Task2:Writtenorelectronicportfolionotexceeding15A4pages,includingphotographicevidence.Photographicevidenceofthe

threefinaldishesmustbeincluded.


ExamPaper1 50%

Studentswillsita1hour45minuteexamworth100marks.Tocoverthefivefoodpreparationskills,Food,nutritionandhealth,Foodscience,Foodsafety,Foodchoice,Foodprovenance.Multiplechoicequestions(20marks)Fivequestionseachwithanumberofsubquestions(80marks)

NEA % of GCSE Details

NEA 1:FoodinvestigationStudents’understandingoftheworkingcharacteristics,functionalandchemicalpropertiesofingredients.

NEA 2:FoodpreparationassessmentStudents’knowledge,skillsandunderstandinginrelationtotheplanning,preparation,cooking,presentationoffoodandapplicationofnutritionrelatedtothechosentask.Studentswillprepare,cookandpresentafinalmenuofthreedisheswithinasingleperiodofnomorethanthreehours,planninginadvancehowthiswillbeachieved.

NEA1 15%

NEA2 35%

31


Exam BoardAQA

Specification8552

COURSEDETAILS

Design & Technology is a practical subject area which requires the application ofknowledgeandunderstandingwhendevelopingideas,planning,producingproductsandevaluatingthem.Studentswillbegivenacontextanddesignbriefandwillberequiredtodesignaproductthatiscommerciallyviablewithinthatcontextsuitableforatargetmarket.Thereisalargeamountofwrittenwork. TYPICALACTIVITIES

Students will spend an almost equal amount of time on written tasks and practicalapplication. All practical tasks are completed to develop a pupil’s understanding ofresistantmaterialsincluding:

• materialsandcomponents• designandmarketinfluences• processesandmanufacture• the new specifications place a large emphasis on Science and Math’s within

thecourse• focusoncreativestrategiestoenabledifferentoutcomes

50%Externallymarkedexam.50%InternallymarkedControlledAssessment-Writtenfolderofapproximately24xA3pages.


ExamPaper1 50%Studentswillsita2hourexamworth100marks.CandidatesanswerallquestionsinthreesectionsTheexamistakenattheendoftheGCSEcourse.

Controlled Assessments

% of GCSE Details

Coursework 50%

TheNEAisapproximately35hoursintotalandiscompletedunderin-schoolteachersupervision.Thetaskisworth100marksandconsistsofasingledesignandmakeactivityfromarangeofAQAboardsettasks.Thenatureoftheboard-settaskschangesfromyeartoyear.

HOWWILLIBEASSESSED?

DESIGN AND TECHNOLOGY

Identify,investigateandoutlinedesignpossibilitiestoaddressneedsandwants

Designandmakeprototypesthatarefitforpurpose.

Analyseandevaluate:

•designdecisionsandoutcomes,includingforprototypesmadebythemselvesandothers

•widerissuesindesignandtechnology.

Demonstrateandapplyknowledgeandunderstandingof:

•technicalprinciples

•designingandmakingprinciples.

AO1:

AO2:

AO3:

AO4:


32


Exam BoardWJEC/EDUQAS

Specification601/8420/6

COURSEDETAILS

ExaminationThecourseisexaminedattheendofYear11

Component 1: Devising TheatreThiscomponentrequiresstudentstoparticipateinthecreation,developmentandperformanceofapieceofdevisedtheatreusingeither thetechniquesofaninfluentialtheatrepractitioneror agenre,inresponsetoastimulus

Inthestudyofthiscomponentstudentswill:• Performin,ordesignapieceofdevisedwork.• Writeacreativelogexploringtheprocessofdevelopingtheperformancework,writtenor

audio.• Writeanevaluationofthedevisedpiece.

Component 2: Performing a Text Learnersarerequiredtoparticipateinaperformancefromatext.Learnerswillgainadeeperunderstandingofhowtointerpretatextforperformanceandrealiseartisticintentions.

Inthestudyofthiscomponentstudentswill:Learnerswillbeassessedoneither actingor design.LearnersstudytwoextractsfromthesameperformancetextLearnersparticipateinoneperformanceusingsectionsoftextfrombothextracts.Learnersmustsubmittotheexaminerabriefaccountofapproximately150words(i.e.approximatelyhalf asideofA4)outliningtheirartisticintentionsforthepiece.

Component 3: Text in Performance Thiscomponentisawrittenexam.StudentswillstudythesettextofTheCaucasianChalkCirclefromtheperspectivesofdirectors,actorsanddesigners.TheyarealsotoevaluatetheworkofalivetheatrepiecethattheyhaveseenduringtheirGCSEyearfromtheperspectiveofdirectors,actorsanddesigners.

Inthestudyofthiscomponentstudentswill:• Developunderstandingofthetexts’originalperformanceconditions• Explorehowthetextscouldbeinterpretedfromaperformance,designanddirectorial

perspective• Evaluatehowdirectorial,designandactingdecisionswereusedeffectivelywithinapieceof

livetheatre.

30%practicalexamination70%writtenexamination


Component1 40%

Devising Theatre. Studentswilldeviseandperformapieceoforiginaltheatreinresponsetoastimulus.Theywillbeassessedineitheractingordesign/technicalskills.Studentswillalsocompleteawrittenportfolioexploringthecreatingprocessandawrittenevaluationofthefinalpiece.

Component220%

Studentswillparticipateinaperformancefromatext.Studentswillbeassessedineitheractingordesign/technical.Theywillberequiredtopresenttheirskillinfrontofanaudienceandavisitingexaminer.

Component3 40%

Written examination. Studentsarerequiredtosita1½hourwrittenexamination.Studentswillberequiredtodemonstratetheirunderstandingofasettext.Theywillexplorehowthesettextmightbeinterpretedinperformancefromtheperspectivesofanactor,directoranddesigner.Theywillalsoberequiredtowriteanevaluationofapieceoflivetheatretheyhaveseenduringthecourse.

HOWWILLIBEASSESSED?

DRAMA

Createanddevelopideastocommunicatemeaningfortheatricalperformance.Applytheatricalskillstorealiseartisticintentionsinliveperformance.Demonstrateknowledgeandunderstandingofhowdramaandtheatreisdevelopedandperformed.AnalyseandEvaluatetheirownworkandtheworkofothers.

AO1:AO2:AO3:AO4:


33


Exam BoardAQA

Specification8035

COURSEDETAILS

Unit 1 - Living with the physical environmentThisUnitisconcernedwiththedynamicnatureofphysicalprocessesandsystems,andhumaninteractionwiththeminavarietyofplacesandatarangeofscales.Theaimsofthisunitaretodevelopanunderstandingofthetectonic,geomorphological,biologicalandmeteorologicalprocessesandfeaturesindifferentenvironments,andtheneedformanagementstrategiesgovernedbysustainabilityandconsiderationof thedirectandindirecteffectsofhumaninteractionwiththeEarthandtheatmosphere.

Unit 2 - Challenges in the human environmentThis Unit is concerned with human processes, systems and outcomes and howthese change both spatially and temporally. The aims of this Unit are to develop anunderstandingofthefactorsthatproduceadiversevarietyofhumanenvironments;thedynamicnatureof theseenvironments thatchangeovertimeandplace; theneed forsustainablemanagement;andtheareasofcurrentandfuturechallengeandopportunityfortheseenvironments.

Unit 3 - Geographical applicationsSectionA:IssueevaluationThissectioncontributesacriticalthinkingandproblem-solvingskills.Aresourcebookletwillbeavailable twelveweeksbefore thedateof theexamso that studentshave theopportunitytoworkthroughtheresources,enablingthemtobecomefamiliarwiththematerial. Sources could include maps at different scales, diagrams, graphs, statistics,photographs, satellite images, sketches,extracts frompublishedmaterials,andquotesfromdifferentinterestgroups.SectionB:Fieldwork(NOTControlledAssessment)Fieldwork is an essential aspect of Geography. It ensures that students are given theopportunity to consolidate and extend their geographical understanding by relatinglearning to real experiencesof theworld. Studentsneed toundertake twofieldworkenquiries,onephysicalandonehuman-theywillnotbesubmittedbutquestionsaskedaboutthemintheexam.

Geographical skillsInaddition,studentsarerequiredtodevelopanddemonstratearangeofgeographicalskills,includingcartographic,graphical,numericalandstatisticalskills.



Unit1:Livingwiththephysicalenvironment 35%

• Writtenexam:1hour30minutes• 88marks(including3marksforspelling,punctuation,grammarandspecialist

terminology(SPaG)

Unit2:Challengesinthehumanenvironment

35% • Writtenexam:1hour30minutes• 88marks(including3marksforSPaG)

Unit3:Geographicalapplications 30% • Writtenexam:1hour15minutes

• 76marks(including6marksforSPaG)

HOWWILLIBEASSESSED?

GEOGRAPHY

Demonstrateknowledgeoflocations,places,processes,environmentsanddifferentscales(15%).Demonstrategeographicalunderstandingof:conceptsandhowtheyareusedinrelationtoplaces,environmentsandprocesses;theinterrelationshipsbetweenplaces,environmentsandprocesses(25%).Applyknowledgeandunderstandingtointerpret,analyseandevaluategeographicalinformationandissuestomakejudgements(35%,including10%appliedtofieldworkcontext(s)).Select,adaptanduseavarietyofskillsandtechniquestoinvestigatequestionsandissuesandcommunicatefindings(25%,including5%usedtorespondtofieldworkdataandcontext(s)).

AO1:AO2:

AO3:

AO4:


34


Exam BoardAQA

Specification8145

COURSEDETAILS

Paper 1. Understanding the modern worldSectionA.PeriodStudies.1CRussia1894-1945.

SectionB.Widerworlddepthstudies.ConflictandtensionbetweenEastandWest,1945-1972.

Paper 2. Shaping the nationSectionA.Thematicstudies.2CBritain:Migration,empiresandthepeople:c790tothepresentday.

SectionB.ElizabethanEngland1568-1603.

TYPICALACTIVITIES

• Provideaclearoverviewofthetimeperiodsandanunderstandingofchronology.• Analysehistoricalevidencetodrawconclusionsaboutthepast.• Varietyoftaskstodevelopstudentsofalllearningstyles.

Thisqualificationislinearandisexaminedaftertwoyearsofstudy.Thereisnocoursework.


Unit1 50%• Writtenexam:1hour45minutes• 84marks(including4marksforspelling,punctuationandgrammar.• 50%GCSE

Unit2 50%• Writtenexam:1hour45minutes• 84marks(including4marksforspelling,punctuationandgrammar.• 50%GCSE

HOWWILLIBEASSESSED?

HISTORY

Demonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsoftheperiodstudied.Explainandanalysehistoricaleventsandperiodsstudiedusingsecond-orderhistoricalconcepts.Analyse,evaluateandusesources(contemporarytoperiod)tomakesubstantiatedjudgements,inthecontextofhistoricaleventsstudied.Analyse,evaluateandmakesubstantiatedjudgementsaboutinterpretations(includinghowandwhyinterpretationsmaydiffer)inthecontextofhistoricaleventsstudied.

AO1:AO2:AO3:

AO4:


35


Exam BoardAQA

Specification8271

COURSEDETAILS

TheGCSEMusiccourseisdesignedtoactivelyengagestudentsintheprocessofmusicmaking;toallowstudentstodevelopaseffectiveandindependentlearnersandascriticaland reflective thinkerswith enquiringminds. Studentswill develop their ownmusicalinterestsandskillsandwillenjoyperformingindividuallyandingroups.Theywilllearntounderstandandappreciatearangeofdifferentkindsofmusic. It is strongly advised that students taking GCSE Music have individual instrumental or vocal lessons andthereisanexpectationthattheywillbeheavilyinvolvedinMusicthroughouttheSchool,asitisonlythroughwideexposuretomusicindifferentstylesthattheywillachievethehighestmarks.

TYPICALACTIVITIES

• Performingindividuallyandingroupsonavarietyofprojects.• Listeninganalyticallytomusic.• Individualcompositioninarangeofstyles.

40%Externallymarkedexam60%InternallymarkedControlledAssessment(3ControlledAssessmenttasksintotal)


ExamPaper1 40% Unit1:Listeningto,understandingandappraisingMusic

Coursework % of GCSE Details

Unit2 30% ComposingandAppraisingMusic

Unit3 30% PerformingMusic

HOWWILLIBEASSESSED?

MUSIC

PerformingSkills:Performingwithtechnicalcontrol,expressionandinterpretation.

Composingskills:Creatinganddevelopingmusicalideaswithtechnicalcontrolandcoherence.

Listeningandappraisingskills:Analysingandevaluatingmusicusingmusicalterminology.

AO1:

AO2:

AO3:


36

PHOTOGRAPHY


Exam BoardEdexel

Specification1PYO

COURSEDETAILS

ThetwoyearEdexcelGCSEcourseinArtandDesignconsistsofcoursework,nowcalledthepersonalportfolio,andanexternallysetassignment(TimedExam).

TYPICALACTIVITIES

• Research• Developmentalwork• Film,videoanddigitalimaging

Assessment % of GCSE Details

PersonalPortfolio 60%

Thepersonalportfolioisbasedonatheme.Itmustconsistofabodyofresearch,supportingstudies and developmentalwork leading up to one ormore outcomes or to a variety ofresolutions.Itincludesatleasttwoworkjournalsandlargerpiecesusingeitherfilm,video,digitalimagingorlightsensitivematerials.

Awork journal is a time-based record,with images and annotation. It is used to record,analysework,experimentin,anddevelopideasinclasstimeandforprep.EverythinginitwillbeassessedalongwithanyotherGCSEcoursework.

FinalExam40%

Thefinalexamthemeissetbytheexaminingboardandisintwoparts:SUPPORTINGSTUDIES:Eightschoolweeksallowedforstudiestodevelopideas(20%)TIMEDTEST:10hoursallowedtocompletethefinalpieceofworkbasedonthesupportingstudies(20%)

HOWWILLIBEASSESSED?

Developideasthroughinvestigations,demonstratingcriticalunderstandingofsources.

Refineworkbyexploringideas,selectingandexperimentingwithappropriatemedia,

materials,techniquesandprocesses

Recordideas,observationsandinsightsrelevanttointentionsasworkprogresses.Presentapersonalandmeaningfulresponse,thatrealisesintentionsanddemonstratedunderstandingofvisuallanguage.

AO1:

AO2:

AO3:

AO4:


TheseAssessmentObjectivesareequallyweighted(25%each),andformthebasisofthecourse.

TheexternallysetassignmentorexamthemewillbegiveninJanuarywithapproxeightschoolweekstoprepareforit.

The personal portfolio and exam work are exhibited for the final moderation carried out by the visiting moderator.

37


Exam BoardOCR

SpecificationJ587

COURSEDETAILS

TheGCSEcourseconsistsofthreecomponents.Component One: Physical factors affecting performance• Appliedanatomyandphysiology• Physicaltraining.

Component 02: Socio-cultural issues and sports psychology• Socio-culturalinfluences• Sportspsychology• Health,fitnessandwell-being

Component 03: Performance in physical educationPractically,thecoursecaninvolvethefollowingactivityareas:InvasionGames,CombatActivities,StrikingGames,Swimming,Outdoor&AdventurousActivities,Net/WallGames,DanceGymnasticsandAthletics.

Studentsmustchoosethreeactivities:Onemustbeateamgame,onemustbeanindividualactivityandthethirdcancomefromeither.

60%Externallymarkedexam(2xonehourexaminations)40%InternallymarkedControlledAssessment(3activitiesand1writtentask)


Paper1:PhysicalFactorsAffectingPerformance

30%ThisUnitwillbeassessedthroughawrittenexaminationwhichcontainstwosectionsSectionAismultiplechoiceandsmallermarkedquestionsSectionBisshortanswerandextendedresponsequestions

Paper2:Socio-CulturalIssuesandSportPsychology

30%ThisUnitwillbeassessedthroughawrittenexaminationwhichcontainstwosectionsSectionAismultiplechoiceandsmallermarkedquestionsSectionBisshortanswerandextendedresponsequestions

Controlled Assessments % of GCSE Details

PracticalandControlledAssessments

40%

Learnersarerequiredtodemonstratetheirabilitytoanalyseandevaluatetheirownperformanceinorderto:• analyseaspectsofpersonalperformanceinapracticalactivity• evaluatethestrengthsandweaknessesoftheperformance• produceanactionplanwhichaimstoimprovethequalityandeffectivenessofthe

performance.Learnersarerequiredtodemonstrateeffectiveperformance,theuseoftacticsortechniquesandtheabilitytoobservetherulesandconventionsunderappliedconditions.

HOWWILLIBEASSESSED?

PHYSICAL EDUCATION GCSE

Demonstrateknowledgeandunderstandingofthefactorsthatunderpinperformanceandinvolvementinphysicalactivityandsport.Applyknowledgeandunderstandingofthefactorsthatunderpinperformanceandinvolvementinphysicalactivityandsport.Analyseandevaluatethefactorsthatunderpinperformanceandinvolvementinphysicalactivityandsport.

Demonstrateandapplyrelevantskillsandtechniquesinphysicalactivityandsport.


AO1:

AO2:

AO3:

AO4:

38


Exam BoardAQA

Specification8062

COURSEDETAILS

ItisalegalrequirementthatallstudentstakeanexaminationcourseinREatKS4.StudentshavealreadybeguntheirGCSEstudiesinYear9forashortcourseGCSEqualificationbutthereisanopportunityforstudentstoopttostudythefullcourseGCSEinYears10and11withtwowrittenexamsinMay2020.StudentsstudyfortheAQAReligiousStudiesAsyl-labus.Studentsstudy:

Thebeliefs,teachingsandpracticesof:ChristianityBuddhism+Fourreligious,philosophicalandethicalstudiesfrom:ThemeA:RelationshipsandfamiliesThemeB:ReligionandlifeThemeC:TheexistenceofGodandrevelationThemeD:Religion,peaceandconflictThemeE:Religion,crimeandpunishmentThemeF:Religion,humanrightsandsocialjustice

TYPICALACTIVITIES• ExploringthebeliefsandpracticesofChristianityasthemainreligioustraditionin

GreatBritain.StudentswillconsidertheimpactofChristianityoncontemporarylife,

aswellasBritishhistory.

• ExploringthebeliefsandteachingsofBuddhism,withitsfoundationsinadifferent

continentandculture,tocompareandcontrastwithChristianity.Also,toconsiderthe

livesandexperiencesofBuddhistswithinBritishsociety.

• Discussionanddebateofethicalandphilosophicalissues.Forexample,shouldanimals

betestedon?Shouldthelegallimitforabortionbelowered?Isiteverrighttogoto

war?Shouldtherebethedeathpenalty?Consideringthe‘BigQuestions’like‘Does

Godexist?Istherelifeafterdeath?Whyistheresufferingandevil?

• Interpretingreligiousteachingsandapplyingthemtomoderndayscenarios.For

example,howdoesabeliefinthesanctityoflifeinfluencedecisionsaboutabortion,

fertilitytreatmentsoreuthanasia?

• Formulatingandexpressingopinions.Exploringourownviews,andthoseofothers,to

engageintheissuesandquestionsthatreligionraises.Tobeabletovocaliseandwrite

downthoseviews,fromareligiousornon-religiousperspective.

100%exam


Studyofreligions50%offull

course

Writtenexam:1hour45minutes

Eachreligionhasacommonstructureoftwofive-partquestionsof1,2,4,5and12marks.

Eachreligionismarkedoutof48+5marksforSPaG

Thematicstudies50%offull

course

Writtenexam:1hour45minutesEachthemehasacommonstructureofonefive-partquestionof1,2,4,5and12marks.Eachthemeismarkedoutof24+5marksforSPaG

ControlledAssessments

%ofGCSE TherearenoControlledAssessmentsforREGCSE

HOWWILLIBEASSESSED?

RELIGIOUS EDUCATION: FULL COURSE

Demonstrateknowledgeandunderstandingofreligionandbeliefs

Analyseandevaluateaspectsofreligionandbelief,includingtheirsignificanceandinfluence

AO1:

AO2:

ASSESSMENTOBJECTIVES-REQUIREDSKILLSKNOWLEDGE

39


Course [email protected]

Exam BoardEdexel

SpecificationBTECLevel1/Level2FirstAwardinTravelandTourism

COURSEDETAILS

EdexcelBTECLevel1/Level2FirstAwardinTravelandTourism

During this course studentswill gain a broad knowledge and understanding of, anddevelopskills in, thetravelandtourismsector.Studentswill learnthemaintypesoftourism in theUKandon an international scale. Studentswill understandwhat thedifferentdestinationshave toofferdifferent typesof visitorsandhow theUK travelandtourismindustryhasdevelopedwithchanginglifestyles,interestsandtechnology.Thiscoursewillinspirestudentstoconsiderworkinginthedynamictravelandtourismsector.Notonlypersonallyrewarding,withachancetotraveltheworld,butthiscareercouldbefinanciallyrewardingtoo.

ThisBTECcourseisassessed75%throughcourseworkandisequivalenttooneGCSE.Alllearnerswilldeveloparangeofknowledgeandskillsrelevanttothetravelindustryandthatareessentialforsuccessfulperformanceinworkinglife.

TYPICALACTIVITIES

Mapwork,minibrochures,multimediapresentations,roleplayscenarios,holidayitinerariesandinvestigations.

25%Externallymarkedexam75%Internallymarkedcoursework(Threecourseworktasksperunitintotal)

Year 10 Weighting Details

Unit1TheUKTravelandTourismSector

25% Assessedexternallybyexamination

Unit2UKTravelandTourismDestinations

25% Assessedbycoursework

Year 11 Weighting Details

Unit4InternationalTravelandTourismDestinations


Unit6TheTravelandTourismCustomerExperience


HOWWILLIBEASSESSED?

TRAVEL AND TOURISM - BTEC

• Applyknowledgeandunderstandingofthetravelandtourismsectorinrealworldcontexts,withreferencetorelevantconceptsandprocesses.

• Developpracticalandtechnicalskills,includingICT,literacyandnumeracy.• Developgenericskillsforworke.g.organisation,workinginateam,communicationandpresentationskills.

ASSESSMENTOBJECTIVES*-REQUIREDSKILLSANDKNOWLEDGE

*You can gain a Pass, Merit or Distinction for each Unit and each separate Unit has specified assessment criteria which must be completed.

40

KEY STAGE 4ACADEMIC GUIDE

41

CONTACT US

HeadTeacher MrAndrewMoss [email protected]

DeputyHeadCurriculum MrAndrewReeve [email protected]

DeputyHeadPastoral MrRobertPavis [email protected]

AssistantHeadCurriculum MissJacquelinePierce [email protected]

AssistantHeadCurriculum MrsReaMitchell [email protected]

AssistantHeadPastoral MrsSusanForster [email protected]

AssistantHeadCo-Curricular MsCathHolmes [email protected]

HeadofKS5 MrsSandraRadford [email protected]

HEAD OF DEPARTMENT CONTACT DETAILS

Art SuzanneGibbs [email protected]

BusinessStudiesandBTEC AndrewGrace [email protected]

Careers AlexaTarsey [email protected]

CharacterEducation AnnaHutchings [email protected]

Drama LauraMcconville [email protected]

English PhilipBerry [email protected]

Economics HarrietPhillips [email protected]

Geography PaulSchofield [email protected]

History KellyFairweather [email protected]

ICT AlanWalters [email protected]

LearningSupport ChloePepperrell [email protected]

Maths GaryKnight [email protected]

MFLGerman SimonDepoix [email protected]

MFLFrench MeganCottam [email protected]

MFLSpanish SamanthaAmos [email protected]

Music RachelBrazendale [email protected]

PE JamieHarrison [email protected]

Psychology LeannCollingwood [email protected]

RE FionaLewis [email protected]

Science RamlaAli [email protected]

Biology AnnabelBeecham [email protected]

Chemistry MattAtkinson [email protected]

Physics SimonMathews [email protected]

Technology ScottHynds [email protected]

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BOARDING AIMS: A GORDON’S PERSON...

BENEFITS FROM BEING A MEMBER OF A SCHOOL THAT PUTS THEM FIRST

IS TAUGHT IN A SCHOOL WHICH IS EXCEPTIONALLY WELL LED & ORGANISED

IS COURTEOUS, DILIGENT, ENTHUSIASTIC, RESILIENT, & HAS INTEGRITY

IS GLOBALLY AWARE, CONFIDENT, AND PREPARED FOR LIFE IN AN INTERNATIONAL ENVIRONMENT

IS ETHICAL, HIGHLY LITERATE; EMOTIONALLY, INTELLECTUALLY, TECHNOLOGICALLY, SOCIALLY, SPIRITUALLY, & CULTURALLY & LEADS A HEALTHY LIFESTYLE

IS AN EXCELLENT LEARNER DEDICATED TO THEIR STUDIES

CONSISTENTLY OUT-PERFORMS & CONTRIBUTES MORE THAN THOSE FROM SIMILAR SCHOOLS

More than just outstanding exam results, a thorough preparation for life.

GORDON’SSCHOOL

BOARDING AIMS OF GORDON’S SCHOOL

1. Studentsbenefitfrombeingmembersofaschoolthatputsthemfirst.2. Studentsaretaughtandstaffworkinaschoolwhich,atalllevels,isexceptionallywellledandorganised.3. Studentsandstaffareexcellentlearners.4. Studentslearntobegloballyaware,confidentandpreparedforlifeinaninternationalenvironment.5. Studentslearnhowtolivehealthylifestylesandareequippedmorally,emotionally,intellectually,technologically, socially andculturallyforlifebeyondGordon’s.6. Studentsandstaffout-performandcontributemorethanthosefromsimilarschools.7. AllmembersofGordon’sarecourteous,enthusiastic,diligent,resilientandhaveintegrity.

“Students say they are very well cared for and feel safe at all times. Through an effective programme of advice and guidance they are extremely well prepared for the next stage in their education which for the vast majority is a place in higher education, many achieving places at Russell Group universities.”

Ostead,November2014

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PROMOTING THE RIGHT ATTITUDE TO LEARNING: A GROWTH MINDSET

Students

1.Focusonlearning(notonprovingexistingability)

2.Trythingsthataredifficult(notthingstheycanalreadydowell)

3.Alwayslooktoimprove,e.g.iftheythinksomethingisfinished,askyourselfhowitcanbemadebetter

4.Lookforalternativesolutions.Learnfrommistakes(don’tgiveup)

5.Recogniseandexerciseownpotentialinavarietyofactivitiesandexperiences

Good character: courtesy, integrity, diligence, enthusiasm and resilience are essential to the acquisition of knowledge andunderstanding,butalsopersonalgrowthandwell-being,andahealthierwidercommunity.Characterstrengthshelpstudentsgetthemostoutofanygiventaskorsituation.

“Educating the mind without educating the heart is no education at all”

Aristotle

At titudesandbeliefs

Charactervalues andqualities

Behavioursandactions

Competencies

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TIMING OF THE SCHOOL DAY

Arrival 8.00am

TutorGroup/Assembly/Chapel 8.20am-8.40am

Period1 8.40am-9.35am


Break 10.30am - 10.50am


Period4 11.45am-12.40pm

Lunch 12.40pm - 1.45pm

Period5 1.45pm-2.40pm

Period6 2.40pm-3.35pm

Period7Activities 3.55pm-4.55pm

Tea 5.00pm

Prep 6.00pm-7.30pm

Day Boarders are strongly encouraged to stay for prep until 7.30pm Monday to Thursday and on Friday until 7.00pm.

Monday - Friday

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ACADEMIC ENRICHMENT GORDON’S SCHOLARSHIP PROGRAMME

Theprogrammeisfoundeduponacademicprogressionwithintheschoolandisdividedintothreestrands:• Lookingup–Activitiesdesignedtodevelopstudentsacademicallye.g.viadepartmentsandPeriod7academicactivitiessuch

asLatin.• Lookingout–Activitiesofacompetitivenature insideandoutsideof schooldesigned todevelopskills suchasproblem-

solving,criticalthinkingandcommunication.• Looking forward–Activitiesdesignedtoenablestudents toplanandprepare forahigh-achieving futureandtogain the

requiredexperience,e.g.attendinginsighttalks.Weaimtodelivertheseopportunitiesandtodirectourstudentsalongunique,bespokepathway,encouragingthemtomovefrombeingsimplygoodtowardstrulygreat.Insupportofthisinitiative,studentswillreceiveregularinformationaboutupcomingeventsbothwithinDepartmentsandacrossthewiderschoolwhicharedesignedtoextendstudents’learningandstretchtheirintellectualunderstanding. ACADEMIC EXPECTATIONS AND OPPORTUNITIES

HighacademicexpectationsareahallmarkofGordon’sbutwebelieve inmorethan justgoodexaminationresults, studentsshouldbecomeincreasinglyengagedinlearningandtheworldaroundthem.Withthisinmind,mostPeriod7andsubject-basedopportunitiesareavailableforallstudentstoextendtheirlearningandgobeyondwhatisexpected.Studentswhodemonstratethe necessary commitment, academic ability and intellectual curiosity, however,may receive offers to join a number of by-invitation-onlyevents. WIDER READING

Aswithallextensionprogrammes,thereneedstobeastrongfoundationinthewiderreadingthatstudentsundertakeintheirowntime.Themostbeneficialreadingastudentcandowouldbebasedinthesubject(s)theyintendtofollowatUniversity.Thiswillallowthemtodeepentheirunderstandinganddevelopasignificantadvantageovertheirpeersbothonapplicationandatinterview.ReadinglistsareavailablefromallDepartmentsandontheSchoolwebsite.

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ADVICE, INFORMATION AND GUIDANCE TO STUDENTS, MINIMUM REQUIREMENTS

Allstudentswillhaveintheirbooks/foldersasaminimum:1. CurriculumContentpage.2. Evidenceofspellingcorrectionsinthebackoftheirbooks/folders.

GCSEstudentswillalsoreceive:

3.Examinationspecifications.4.Contentanddateofimportantassessmentpoints.

A GRADE HIGHER: TARGET SETTING, TRACKING AND INTERVENTION

AtGordon’s,allstudentsaimhighanddowellbutwewantthemtodoevenbetter.Monitoringandinterventionwithinsubjectsisfirstandforemosttheresponsibilityofthesubjectteacher.

Target grades

Targets forKS4 students are set at the top10%nationally,meaning thatprogress andachievement for thoseobtaining thisstandardisoutstandingand‘agradehigher’thanachievedinmostschools.

TargetgradesaregivenoutatthebeginningoftheAutumnTermandrecordedinstudents’diaries.

Students have until October half-term to request a change to their Target Grades. Requests must go via the Deputy Head Curriculum and, downgrades especially, will only be granted in exceptional circumstances.

ASSESSMENT, RECORDING AND REPORTING (ARR)

ASSESSMENT

FormativeAssessmentistheprocessbywhichstudentsareinformedaboutthequalityoftheirlearningandtheassociatednextsteps.

“When formative assessment becomes an embedded part of the Curriculum nothing has been proven to be more effective in raising student achievement”

DylanWiliamandPaulBlack

KEY STRATEGIES

Where is the learner going Where is the learner right now How to get there

Teachers willClarifylearningintentionsand

sharecriteriaforsuccess

Provideeffectiveclassroomdialogue,activitiesandtasksto

elicitevidenceoflearning

Providefeedbackthatmoveslearnersforward

Peers willUnderstandandsharelearning

intentionsandcriteriaforsuccess

Activatestudentsasinstructionalresourcesforoneanother

Learners willUnderstandlearningintentions

andcriteriaforsuccessActivatestudentsasownersoftheirownlearning

Targets GCSE

Students 90thSE(top10%nationally,basedonpriorattainmentinasocio-economiccontext)

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EFFORT GRADES WITHIN MARKING

Inconjunctionwiththistherewillalsobeaneffortgraderangingfrom1–5thataccompaniesit.Thesenumbersareattributedasfollows:

1=Outstanding 2=Verygood 3=Good,butoccasionallyinconsistent4=Causeforconcern 5=Unacceptable

Key Assessments – twice per term there is a substantive exam-style assessment

Theseareassessmenteventswhichprovidestudentswith:

1. Feedbackontheirperformanceintheassessment,and;2. Nextstepsadvicetotakeforwardintofuturelessonsandthenextassessment.

Keyguidance:

• Printedonpinkpapertoaididentification.• KeyAssessmentmarkisnotnecessarilytheirWorkingGrade.• Nextstepsadviceshouldbeusefuli.e.refertoimprovementrequired.

KEY ASSESSMENT SCHEDULE

Tri-Weeklies - a minimum of every 3 weeks (9/10 lessons) there is substantive formative feedback

Tri-WeeklyAssessments,betweenKeyAssessments,providestudentswithadditionalnextstepsadvice.

Theseassessmentsmaycomeinmanyformse.g.presentations,preps,classwork,ControlledAssessments(notpubliclyexaminedwork),performancesorminiprojectsandtheworkmaybeindividualorgroupbased.

However,Tri-Weekliesshouldnonethelessprovideasubstantialnarrative‘even better if’guidancethataidstudents’understandingofhowtoimproveagainstclearsuccesscriteria.

Annotationinbook/file:TW

Year 10 Assessment Month

In September, Year10 studentswill be astutely assessed for their suitabilityon respective courses andany concernswill bereportedtotheDeputyHeadCurriculum.StudentshaveuntilSeptember30thtoraiseanycurriculumconcernsregardingtheirchosenGCSEcourseswiththeDeputyHead.

Year 10 Year 11

Half-term 1 Key Assessment Half-term 2 Key Assessment Half-term 3 Key Assessment Half-term 4 Key Assessment Half-term 5 Key Assessment x Half-term 6 Key Assessment x

Year 12 Year 13

Half-term 1 Key Assessment Half-term 2 Key Assessment Half-term 3 Key Assessment Half-term 4 Key Assessment Half-term 5 Key Assessment Half-term 6 Key Assessment

Everythreeweeksor1every9/10lessons Tri-Weeklies

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Code Explanation Teacher marking Student correction

// Shows the point that a new paragraph should begin

“Where do you think you are going?” barked Mr Smith. // “To lunch” I replied.

“Where do you think you are going?” barked Mr Smith. “To lunch” I replied.

/ Shows the point that a new sentence should begin

It was a cold day / There was frost on the window. It was a cold day. There was frost on the window.

C Connecting word or phrase missed C Mother told me to head up to my room unpack my things.

Mother told me to head up to my room and unpack my things

P Error in punctuation P Its great to be home.

It’s great to be home.

SP Spelling error SP That won’t be necesary.

That won’t be necessary.

CP Missed capital letter CP My name is amy.

My name is Amy.

TE Mistake made with tense TE I went home and there is my letter.

I went home and there was my letter.

TS Missed topic sentence

TS For example, it repeats the colour “red” which indicates danger.

There is an atmosphere of fear in the poem. For example, it repeats the colour “red” which indicates danger.

/\ Missing word All of a sudden, /\ was alone. All of a sudden, I was alone.

V Vocabulary error \/ I ran slow.

I ran slowly.

? Something not clear ? The man, who was old and wrinkly.

The man, who was old and wrinkly, followed me.

Dev Develop idea/more explanation needed The poem begins with a question which makes you think. ? The poem begins with a question which makes you think about your view on the war.

Q Insert quote or reference Strong imagery is used to help the reader visualise the Q horrors of war.

Strong imagery is used to help the reader visualise the horrors of war, for example, “an ecstasy of fumbling”.

N.B. Mistakes applicable to words are generally identified by applying the code above the mistake. Mistakes applicable to paragraphs and sentences are generally marked at the point within the sentence where the error has occurred.

SPaG marking codes 2016 - 17

• SPaGmarkingwilloccurasaminimuminpiecesofextendedwritingsuchasTri-weeklyandKeyAssessments.• Typically,teacherswillcorrectnomorethan3mistakesofthesametypeinapieceofwork.• StudentsaretocorrectSpaGerrors,particularlyspellingmistakes,inthebackoftheirbooks/folders.• Mistakesapplicabletowordswillbegenerallyidentifiedbyapplyingthecodeabovethemistake.• Mistakesapplicabletoparagraphsandsentenceswillbegenerallymarkedatthepointwithinthesentencewherethe errorhasoccurred.

RECORDING

MARKING AND FEEDBACK

Therearetwotypesof‘deepmarking’momentsthatoccurregularlythroughoutthecurriculum.TheseareKeyAssessmentsandTri-Weeklies,detailsofwhichfollowbelow.However,allstudents’workwillbeatleastacknowledgedbytheteacheralthoughfrequentmarkingis,ofcourse,encouraged.Teachersareprovidedwiththreestampswhichareoptionaltouse.Thesestampsare:

‘WORK SEEN BY TEACHER’ stamp–Tobeusedbytheteachertoacknowledgework.Whilstnoqualitativejudgementisbeingmadeabouttheworkusingthisstampimplicitlysendsthemessagethattheworkis,atleast,acceptable

‘UNACCEPTABLE WORK’ stamp–Tobeusedbytheteachertoacknowledgeunacceptablework.Thiscouldbeforanumberofreasonse.gpoorquality,poorquantityorpoorpresentation

‘TRI-WEEKLY’ (TW) stamp–tobeusedbytheteachertoacknowledgeadeepmarkingmoment.

Studentsshouldexpectworkthathasbeenclearlyrushedorpoorlypresentedwillbedeemedtobeunacceptableandworkshouldbere-done.

*Special note on Literacy:

Marking to improve literacy isawhole-school initiativeandanexpectationofall staff.Theminimumexpectation isnot thatteachersmarkallworkforSPaG(spelling,punctuationandgrammar),butthatsignificantpiecesofextendedwriting,includingTri-WeekliesandKeyAssessments,willbemarkedfor‘literacy’.WhenmarkingforSPaGthecodesbelowshouldalwaysbeusedtoensureconsistency.

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REPORTING

ThephilosophyofreportwritingatGordon’s isbasedontwofundamentalbeliefs.Firstly,thatstudentsandparentsarebestservedbya‘littleandoften’approachsothatconcernscanberaisedinatimelyfashionandsecondlythatthemosteffectivewayofsupportingstudentsandparentsisthroughoraldialogue,notlengthyreports.Therefore,reportingislargelygradebased,apartfromtheendofYear10fullreportandinternationalfullreportswhicharegradebasedandincludenarrativefeedback.

ReportingishalftermlyatKeyStage4.InallreportstheaccompanyingletterfromDeputyHeadCurriculumencouragesparentstomakecontactwitheithertheappropriateHeadofDepartmentorHeadofHouseshouldtherebeanyconcernseitherinindividualsubjectsoracrosstheCurriculum.ThismessageisreiteratedatParents’InformationEveningsatthebeginningoftheyear.

ThemajorityofreportsatGordon’sconsistoftheawardingoftwoprimarygrades;effortgradesandworkinggrades.

Definitions of various grades that are awarded to students

• Effort grade-Thisgradereflectshowhardastudentisworking.Itisnotareflectionofacademicabilityorperformance.Teachershavediscretiononawardingeffortgradesbutclearlywillnotpenalisestudentswhoarelessableinasubject.

• Target grade - AstatisticallygeneratedGCSEgradethatispersonaltoeachstudentandsubject.Itisdesignedtobebothachievableandchallenging.

• Working grade-TheGCSEgradethatastudentiscurrentlyworkingat.Thisgradewillbebasedonstudentperformanceovertimeandbeseparatefromeffort.KeyAssessmentswillhelpinformthisgrade.

REPORTING EFFORT GRADES

Effort Grade Grade Descriptors

1 Outstanding

2 VeryGood

3 Goodbutoccasionallyinconsistent

4 CauseforConcern

5 Unacceptable

+ Effortparticularlyworthyofpraise - Effortthatcausesconcern

Thereisa ‘correlation’expectationbetweeneffortgradesandKeyCompetencyentries.Theaimisthat, increasingly,studentlearningdevelops the corequalitiesofGordon’s School: courtesy, integrity, diligence, enthusiasmand resilience.Webelievethesecharacterstrengthssupportthehigherlevellearningneededtohelpstudentsachievetheirpotentialandtheirverybestexaminationresults.

REPORTINGKEYCOMPETENCIES

Competencies are complex. Competencies are an amalgam of knowledge, skills, aptitude, interest, experience, purposefulpracticeandofcoursecharacter.Parentsmayfindthefollowingtableusefulinconsideringhowcharacterstrengthsmightberelatedtokeycompetenciesinlessons:

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Quality Key Competencies Good performance standard

Courtesy 1) Group work Ability to work well with others.

Integrity 2) Independent

study Ability to take responsibility for own learning e.g. to follow the 4Bs (brain, book, buddy, boss) and extend learning through personal research outside the classroom.

Integrity 3) Reflection To be able to reflect honestly on progress, acting on advice and feedback.

Diligence 4) Attention to

detail Thorough completion of work. Conscientious. Pride taken in work e.g. date, title, underlining, capitals.

Diligence 5) Prep Completion of prep in terms of effort, punctuality and quality.

Diligence 6) Organisation Responsibly organise self, including correct equipment brought to lessons and being punctual.

Enthusiasm 7) Contribution Willingness / confidence to volunteer in lessons, to become involved in discussions / tasks, to take risks. Eager for knowledge, asking searching questions.

Resilience 8) Focus Capacity to concentrate on tasks, to avoid distractions and get to work with undue procrastination.

Resilience 9) Determination Ability to deal with setbacks and cope with pressure and challenging work

REPORTING WORKING GRADES

Working grade Action

2ormorebelowTargetGrade

Thiswillgenerateoneormorecommunication, numeracy or thinking skill #ofconcerntoguideparentsandformthebasisoffuturediscussion.However,teacherscanusetheirdiscretionwhereappropriate.

NARRATIVE (FULL) REPORTS

AtKeyStage4therearetwomaintypesoffullreportswrittenthroughouttheyear

• International Full reports.Thesearedesigned,primarily,to‘bridgethegap’thatexistsbecauseparentsofourinternationalstudentscannotattendparents’evenings.

• End of Year 10 Full Reports.Thesearedesignedtoprovideacomprehensivepictureatthe‘halftime’pointofKeyStage4.Withallpublicexaminationsnowlinearinnature,itismoreimportantthatparentsandstudentshaveaclearpictureofstrengthsanddevelopmentareasattheendofYear10.

Communication, numeracy or thinking skill

Explanation

Communication Includeswrittenandoralcommunication.Thecapacitytospellandpunctuatesuccessfully,usinggoodsentencestructureandwell-developedvocabulary.Theabilitytoarticulateclearlyandappropriately.

Numeracy Theabilitytouseandunderstandstatisticsandbasicmathsclearlyandappropriately.

Remember Recallinginformation.

Understand Explainingideasorconcepts.

Apply Usinginformationinanotherfamiliarsituation.

Analyse Breakinginformationintopartstoexploreunderstandingsandrelationships.

Evaluate Justifyingadecision.

Create Creatinganewproductorpointofview.

ATTENDANCE

1. KeyStage4studentsareexpectedtoattendall registration sessions and all lessons on time.2. Absence(DayBoarders).Ifstudentsareunwell,orinthecaseofaknownabsence,parentsmustcontacttheschoolby callingtheschool’smainnumberon01276858084Option�1andleavingamessageonOption�1,oremailing [email protected]

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CAREERS AND WORK RELATED LEARNING

Gordon’sSchooliscommittedtoensuringthatallourstudentsreceiveeffective,independentandimpartialcareersguidance.

Gordon’sstudentswilltakepartinaholisticeducationwherebytheywillhaveaccesstoexcellentacademicopportunitiesandatthesametimebefullypreparedforworkandlife.

TheaimofCareersandworkrelatedlearningatGordon’sistoguidestudentstowardsacareerwhichisgoingtoinspirethemandequipthemwiththeskills,qualificationsandexperiencetheyneedtoachievethoseaspirations.Wewantstudentstobereadyfortheworldofwork–whateverformthatmighttake.

Students have access to Independent Careers Advice, interviews and group sessions where they can speak with a careersprofessionalinordertohelpthemmakepositivechoicesforthefuture.Partofthisguidancemayinvolvecompletingpsychometrictestssothatstudentscanbetterunderstandthemselvesandwheretheirstrengthsmightlie,aswellasgivingmoreadviceonnon-universityoptionssuchasapprenticeshipsandvocationalcourses.

CLASSROOM PROTOCOLS FOR STUDENTS

• Noscarves• Topbuttonsfastenedandshirtstuckedin• Diariesondesks• Studentsnotreleasedearlytoreachnextlesson• Orderlydismissal–silence,chairsunder,blazerson

ENCOURAGING INDEPENDENT LEARNING

Date: 01/09/2017

ENCOURAGING GOOD PRESENTATION OF WORK

BIOMETRICATTENDENCEMONITORING

• AllDayBoardersmustregistertheirarrivalinschoolatthebeginningofthedayusinganybiometricreaderlocatedonsite.• AllResidentialBoardersmustregistertheirpresenceinschoolbeforeleavingtheHouseeverymorning(beforebreakfast,

EMTetc.).• AllDayBoardersmustregistertheirdeparturefromschoolattheendofeachday(eitherafterPeriod6,Period7,teaorafter

prep).DayBoardersdonotneedtodothisonaSaturdayoronParadedays.• ResidentialBoardersdonotneedto‘sign-out’attheendoftheschoolday,unlesstheyareleavingsiteforanyreason.• AllDayandResidentialBoardersmustsignoutusingabiometricreadereverytimetheyleavesiteduringthedayorevening.

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HONOURS PROGRAMME

TheGordon’sHonoursProgrammeseeks topromoteandcapturegoodcharacter, rewardinghardwork, serviceandpersonalleadershipthroughthevoluntaryinvolvementofstudentsingoingtheextramile,givingmorethanisexpectedinadiverserangeofactivitiesacrosstheschool,whetherinsideoroutsidetheclassroom.

HOW IT WORKS

Theprogrammeisapplicabletoallstudentsgivinguptheirtimetobeinvolvedinopportunitiesinsideoroutsideschool.KeyStage3and4studentswillaccumulate‘stamps’fortheirparticipationandservicewithintheschool.

IntheSixthForm,studentswillberewardedforthehoursofvolunteeringandservicetheyprovidebothinsideandoutsidetheclassroom,althoughoutsideschoolactivitiesmustbelinkedtoGordon’sSchool

RECOGNITION

LEVEL HALF HONOURS FULL HONOURS † ANNUAL PRIZE

Bronze Badge Stripe Topscorer

Silver Badge Tie+Stripe Topscorerperyear

Gold Badge Tie+Stripe Topscorerperyear

Platinum Badge Certificate† Topscorer

NOTE:StudentsinKS3+4achievingthree full pagesofacademicstampswillreceiveanacademicachievementcertificate.

†Students gaining their Platinum Full Honourswill receive an Amazon voucher and be able to apply for the Head Teacher’seducationgrant.

LEVEL YEARS INVOLVED HALF HONOURS FULL HONOURS

Bronze Y7 100stamps Top5highestscorers

Silver Y8&Y9 100stamps Top5highestscorers

Gold Y10&Y11 100stamps Top5highestscorers

Platinum Y12&Y13 Top20%peryear* Top10inY13

AWARDS

CLINICS

Throughout the year Departments will deliver academic clinics to students at lunchtime or after school. Some clinics arecompulsorywhileothersareoptional.

CONTACTING PARENTS

Studentsaretheheartofeverythingwedoandparentsarecrucialpartners inourwork.Parentsarekept informedthrough:the student diary, parent consultation evenings, half-termly reports, parent information evenings, letters home, and FridaySchoolcommsmessages.InadditionHouseparentsandteachersregularlycommunicateasoccasionarisesandparentsarealwayswelcometovisitorcontactstaffastheywish.

CATEGORIES

Academic Aboveandbeyondwithinasubject/lesson(atleast20%oftotal)

WholeSchool Aboveandbeyondoutsidetheclassroom(Includeshouses)(atleast20%oftotal)

HalfHonoursinY7-11areawardedwhen,attheendofterm3-1,astudentreaches100stampsormore,ofwhichatleast20%mustcomefrom‘WholeSchool’,and20%from‘Academic’.

*Top 20% of student eligible. Students who have already been awarded Half Honours are not eligible.

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PREP

APreptimetablewillbeissuedinSeptembereachyearwhichstaffwilltypicallyfollow.AtKeyStage4,staffwillaimtoset45minutesofpreppertimetabledsubject,perday.Next-dayprepisacceptableandsometimesnecessary.Persistentfailureand/ortheregularproductionofworknotcompatiblewithastudent’sabilityislikelytoresultinasanction.

Continuednon-complianceislikelytoresultinareferraltotheDeputyHeadCurriculum.

REMOTE ACCESS AND BYOD

TheSchoolnetworkcanbeaccessedfromhomethroughtheSchoolwebsite.StudentscanalsousetheirpersonalelectronicdeviceontheSchool’sWi-Fi.PleaseseetheITAcceptableUsePolicy.

REWARDS AND SANCTIONS

Rewards

TheSchoolplacesgreatemphasisonrewardsandeveryopportunityshouldbeusedtogivestudentspraisefortheirefforts.Theseguidelinesaretoassiststafftodecideonappropriaterewards.Itisnotnecessarytogothroughallthestagesnorisitnecessarytoproceedtothenextone.

Key Stage 4Praise Teacher

Good comment in diary Teacher

Honours stamp Teacher/HoH

Commendation Letter home HT(goodreport)

Postcard sent home HoH/HoD

Certificate/letter home HT(Fullpagediarystampsinterm)

Half Colours HoDFull Colours (tie) EOTAssembly (PE,Art,Music,Drama)

Sanctions

Whensanctionsarerequired,theywill typicallybeapplied incrementally.Moreseriousbehaviour,however,mayresult inanescalationofsanctions.

Typically,staffmayapplythefollowingsanctions:

• Verbalwarning• A‘badcomment’inthestudentdiary• Arequestfor‘sides’(an‘essay’relatedtotheincidentinquestion)• Adepartmentaldetention• Awholeschooldetention(withtheDeputyHeadPastoral)

Anydecisionregardingsanctionsbeyondthisnormalrange,suchasafixedtermexclusion,willbemadebytheDeputyHeadPastoraland/ortheHeadTeacher.

Ifaseriousincidentoccurs,eitherintheclassroomoraroundschool,studentswillbesentdirectlytotheDeputyHead(Pastoral).

CELEBRATING SUCCESS

KeyStage4studentswhoenjoysuccessorachievewelldosoinbothacademicandwiderparticipationaspectsofschoollife.Successiscelebratedthrough:assemblies,websitenotices,lettershome,trophies,prizesandcertificates.Thesemaybeawardedbysubjects,Houses,theDeputyHeadCurriculumortheHeadTeacher.Wewelcomeallcommunicationfromparentsregardingtheirchild’ssuccessesoutsideschoolandcelebratetheseasabove.

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TheSchoolhasapolicyof‘nostudyleave’.Before May half term:

• AllY11studentscontinuetoattendalltimetabledlessonsintheirtimetabledclassrooms,unlesstheyareinanexamination.TheonlyexceptiontothisisthatstudentsmaystudyathomeorinResidentialHousesduringthemorningiftheyhaveanexaminationintheafternoon.

• Requestsfromparentsforstudyleavewillnotbesanctionedandanyabsenceswillberecordedas‘Unauthorised’.

• Ifallexaminationsinagivensubjecthavebeentaken,studentsmayusethelessontimetorevisesilentlyforanyremainingexaminations.

After May half term:• AllY11studentscontinuetoattendlessonsinthosesubjectsinwhichtheyarestilltositanexamination.• DayBoardersmayrequestinwritingtotheHeadtostayathometostudy,butmustattendalllessonsinsubjectsstilltobe

examined.Absencewillberecordedas‘Authorised’.

• ResidentialBoardersmaystayinHousestostudybutmustattendalllessonsinsubjectsstilltobeexamined.• AclassroomwillbeavailableforDayorResidentialBoarderswhowishtostudy‘inSchool’.

• Studentswhohavecompletedalloftheirexaminationswillnotberequiredtoattendschool,unlessrequiredforactivitiesandsportsteams,includingInter-Houseevents.

Students must sign in and out of school during examination periods using biometric readers as normal.

WIDER READING

Readinghasbeenprovedtobeoneofthebiggest,ifnotthebiggest,factorsinfluencingacademicsuccess.Subjectswilldoalltheycantoencouragestudentstoreadaroundtheirsubjectandfostertheircuriosityandthirsttocontinuallylearn.Insupportofthis,theLibraryhasasubjectspecificwiderreadingsection;subjectteacherswillencouragethesebookstoberead,refertothemwheneverpossibleandasktheLibrariantoordernewbooksannually.

Intheevenings,studentswhohavefinishedtheirpreparestronglyrecommendedtoreaduntil7.30pm.

STUDY SKILLS

Throughouttheacademicyearall studentswillparticipate inaStudySkillsprogrammedeliveredbyTheLifeSkillsCompany.InformationaboutthesesessionsandtheongoingStudySkillsprogrammeatGordon’sisavailableontheSchoolwebsite.

EasterRevisionsessionswillbesupportedthroughbookletscontainingadviceandworksetbysubjectswhichwillalsobeputontheSchoolwebsite.Duringtheacademicyearsubjectclinicswillrunduringtheworkingweek.

STUDY LEAVE FOR EXAMINATIONS

STUDENT DIARIES

Thestudentdiaryisanintegralpartofstudentlifeandisanimportantvehiclefororganisationandhome-schoolcontact.Studentswillbeaskedtohavetheirdiariesoutontheirdesksineverylesson.StudentswhodonothavetheirdiarieswiththemwillbesentdirectlytotheDeputyHeadPastoral.Diariesmustbekeptneatlywithallrequiredsectionscompleted.

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KEY DATES FOR ACADEMIC YEAR 2017-18

AUTUMN TERM 2017

INSET-Monday4thSeptember&Tuesday5thSeptember

NewResidentialBoardersarrive-Tuesday5thSeptemberbetweeb16:00-17:00

NewPupilInductionDay-Wednesday6thSeptember

FirstDayofTerm-Thursday7thSeptember

EXEAT-Saturday30thSeptember/Sunday1stOctober

HalfTermbegins(twoweeks)-Friday20thOctober15:30

INSET-Monday6thNovember

EXEAT-Saturday25th/Sunday26thNovember

LastDayofTerm-Friday15thDecember12:40

SPRING TERM 2018

INSET-Monday8thJanuary

FirstDayofTerm-Tuesday9thJanuary

MemorialWeekend-Saturday20h/Sunday21stJanuary

EXEAT-Saturday27th/Sunday28thJanuary

HalfTermbegins-Friday9thFebruaryat15.30

EXEAT-Saturday1oth/Sunday11thMarch

LastDayofTerm-Friday23rdMarchat12.40

SUMMER TERM 2018

INSET-Monday16thApril

FirstDayofTerm-Tuesday17thApril

EXEAT-Saturday5thMay/Sunday6thMay

PUBLICHOLIDAY-Monday7thMay

HalfTermbegins-Friday25thMayat15.30pm

AnnualParadeandPrizeGiving-Saturday23rdJune

EXEAT-Sunday24th/Monday25thJune

LastDayofTerm-Friday13thJulyat12.40

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