ROBERT SMYTH ACADEMY

KEY STAGE FOUR COURSES BOOKLET

Part of Tudor Grange Academies Trust

RTT/SJP 27th September 2017

Dear Parent/Guardian,

Robert Smyth Academy offers a wide range of courses at Key Stage 4, whilst

retaining a compulsory core of subjects that ensures a broad and balanced curriculum for all.

This booklet is designed to provide brief outlines of each subject, as well as guidance on option choices for both parents and students. The Options

Evening on Thursday 12th October will provide you with an opportunity to talk to our subject leaders in more details about these important choices.

We will work closely to support you during this important year and your tutor

at your current school should be able to provide you with any further information you may require. However, if you still have any queries or areas of concern, please do not hesitate to contact us at the Academy.

I look forward to seeing you on the 12th October.

Yours sincerely

Richard Taylor Acting Principal

KSN/SJP 27th September 2017

Dear Student,

You are about to make some very important decisions about which options to take at Robert Smyth Academy and we want to help you make the best choices and be as successful as possible. This booklet tells you all about the courses we offer in Years 10

and 11, some of which are part of a ‘core’ group of subjects that you have to study and others that form the options.

We hope the Options Evening on Thursday 12th October will be of benefit to you and help you with your decisions. Subject specialist staff will be available to speak with

you, to answer your queries and explain courses in more detail. You should talk about your options with your tutor, teachers, family members and any older friends who are

doing GCSE courses at the moment. Think carefully about which subjects you are good at, which you enjoy and which subjects might be useful for your career aspirations.

You will then be asked to complete an option form and return it to me in December, signed by your parent/guardian.

There is a wide choice available and so whatever your strengths you will find subjects that you can enjoy and that will lead to qualifications providing a sound basis for your

future career post-16. It is therefore really important that you get as much information and advice as you can before making your decision.

Finally, on Friday 6th July 2018 the induction day will give you a chance to see the Academy, meet your teachers and tutor and plan your first day.

We look forward to meeting you in the weeks ahead.

Yours sincerely,

Miss K S Nicholson

College Leader

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T H E K E Y S T A G E F O U R C U R R I C U L U M

The Key Stage Four curriculum consists of three sections to allow as much choice as possible to suit your learning style, interests and strengths.

T H E C O R E These are subjects that all students must take. The core includes:

GCSE Mathematics

GCSE English Language GCSE English Literature GCSE Double Science

PE (non-exam), one lesson per week

T H E O P T I O N S

The courses described in this booklet are those that are on offer to our current year 10 students. Whilst we are committed to maintaining as much breadth as possible within our

option choices, the actual combination of options available will be subject to student numbers.

You will be able to choose from a wide range of GCSE or equivalent level courses; you will also be asked for reserve choices.

We will provide further details at the Options Evening in October.

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C O U R S E I N D E X Page BUSINESS Head of Faculty: Mr P Sullivan

Business Mr P Sullivan 4 Computer Science Mr J Lehman 6 Economics Mr P Sullivan 10

DESIGN & TECHNOLOGY Head of Faculty: Miss H Kenworthy Art Miss H Kenworthy 3

Food Preparation and Nutrition Mrs S Toon 13 Product Design Mrs S Toon 26

Textiles Technology Miss A Pott 31 ENGLISH AND MEDIA Head of Faculty: Mr S Morton

English Language and Literature Mr S Morton 12 Media Studies Mrs H Hackett 19

HUMANITIES Head of Faculty: Miss M Cordwent Geography Miss M Cordwent 15 History Ms T Willis 16

Religious Studies Mr. S Davies 28 MATHEMATICS Head of Faculty: Mrs A Haynes

Mathematics Mrs A Haynes 17 MODERN FOREIGN LANGUAGES Head of Faculty: Ms C Mode

French German Miss C Mode 20

Spanish PERFORMING ARTS Head of Faculty: Miss L Wass

Dance Mrs M Routledge 7 Drama Miss A Syngajewski 8 Music Mrs H Petersen & Mr N Hughes 22

PHYSICAL EDUCATION Head of Faculty: Mr M Scully Physical Education Mr M Scully 24

Physical Education (CORE) Mr M Scully 35 SCIENCE Acting Head of Faculty:

Mrs J Tansey/Mr P White

Science Mrs J Tansey/Mr P White 29

CITIZENSHIP AND GUIDANCE Mr R Webb 33 EXTRA-CURRICULAR OPPORTUNITIES

Duke of Edinburgh’s Award Mr M Cripwell 35

YEAR 9 – 10 TRANSFER CALENDAR 2017 – 2018 36

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S U B J E C T S ( G C S E U N L E S S S T A T E D )

A R T The GCSE Art course is intended to appeal to students who have developed an interest and ability in communication and self-expression through visual means.

Some activities involved in the set portfolio project will build on skills and knowledge

developed at High Schools, although the intention here is to investigate more thoroughly and to greater depth so that practical work is based on a real understanding of how artists and designers operate.

You will study traditional methods, materials and techniques together with new media such as digital imagery and computer graphics where appropriate.

The first term will be spent building and developing your skills through a short assessed

skills-based project. You will then build a portfolio of work and develop your ideas based on a set area of focus before completing an exam project.

Activities will include:

Painting Printing Ceramics

Collage Computer Graphics

Drawing Illustration Lettering

Logo Design Montage

The study of art and design history and the appreciation of art movements and concepts will form an important part of each project.

Assessment Methods: AQA Examination Board

Coursework (1 portfolio) 60%

Terminal examination (10 hours) 40% Assessment Criteria:

Coursework is assessed according to your ability to:

use a range of visual means of recording observations and ideas

think about and develop these ideas relate personal ideas and methods to the work of artists and designers

critically review and modify work as it progresses towards a final outcome

work from direct observation and other drawing skills.

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B U S I N E S S

Business affects us all. Some of you may be budding business people while others will go on to work for a business of some type. We all buy goods and services and are subjected to

advertising on a daily basis. Business also provides people with jobs. Whatever you choose to do when you leave school you will come into contact with businesses. Business gives us all opportunities, whether as owners, employees or customers. Learning about business

enables you to be a winner in your relationship with business. You will understand prices, marketing tactics, how to get a job, how businesses make a profit and why they might lose

money. Why take GCSE Business?

Business is any activity which provides the goods and services that satisfy our wants and needs. Microsoft, Google, video games producers, clothes shops, hospitals and even schools

are all businesses and this subject is about how they work. By taking GCSE business you can gain a clear understanding of the way in which business decisions are made.

Business GCSE is also a valuable qualification. Whatever career path you choose to take, a GCSE in business is beneficial. Many students find this useful when looking for jobs and others choose to develop their interest further by taking one of our Sixth Form courses.

We believe business is an interesting and exciting subject. During your studies you will be

encouraged to learn in a variety of active ways including group work, role play, presentations and business games. There are also opportunities for you to visit real businesses, including a residential to Cornwall.

What does the course involve?

There are two units

Business activity, marketing and people (50%) - Why do entrepreneurs want to start businesses?

- What skills do they need, and how can they improve the chances of the business

being a success?

- How do businesses find out if they will be able to sell their products?

- Who are their customers?

- The Marketing Mix - how do firms make sure they are selling the right

product, for the right price, with the right promotion and also make sure that

people can easily buy it?

- What are the different types of business?

- How do we recruit and motivate people in work?

This unit is assessed with short answer data response style questions in an external examination.

Operations, finance and influences on business (50%) - How is production organised?

- What is the most efficient way to produce different goods? Students need to be

able to understand the idea of making a profit, therefore they need to understand

costs, revenues and breaking even.

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- How a business is financed - investigating sources of finance.

- Why are business forecasts of the cash flow important?

- Issues such as competition, government policies, moral and ethical

behaviour of business.

- Study of environmental factors.

- Changes in the UK economy and globalisation as important factors to businesses,

both locally and nationally.

This unit is also assessed by an examination.

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C O M P U T E R S C I E N C E

Computer science is aimed at those students who would like to look more deeply at

programming and how computers and networks function. Computer science is an excellent subject to study alongside maths, science and design. It will help you to develop creative

and logical approaches to solving problems and will expand your technical understanding allowing you to see the role of computers in a vast range of everyday electronic devices, not just PCs, laptops, phones and games consoles.

Computer science is quite different to ICT; in fact it is significantly more difficult. It is the

study of how computers work and how we get them to do jobs for us. To learn this, you will learn how to write your own computer programs and you will learn what the different parts inside a computer actually do. You will also learn how to carry out effective research,

expanding and demonstrating your understanding and knowledge of a specific technology or programming language.

C O U R S E C O N T E N T

Assessed By Exam – 80% of Final Grade

Principles of Computer Science and Application of Computational Thinking Topics will include:

Components of a computer system

Hardware and Software Binary and hexadecimal number systems

How text, images and sound are stored and processed by computers

Encryption Networks and the internet

Database management systems

Emerging trends, issues and impact of computing

Non-examined Assessment – 20% of Final Grade

Year 11 – Programming You will carry out a programming task in lesson time and prepare a portfolio of evidence to show what you have done. This will be done using the Python

programming language. You will learn:

Programming techniques

Design

Development Testing and evaluation

Computer science will help you to develop critical thinking, analysis and problem solving skills. It is a fun and interesting way to develop these skills, skills that can be transferred to

other subjects and even applied in day-to-day life.

‘Computing is of enormous importance to the economy, and the role of computer science as a discipline itself and as an ‘underpinning’ subject across science and engineering is growing rapidly.’ - Sir Paul Nurse, President of the Royal Society

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D A N C E

Introduction Follow your passion … choose dance!

GCSE dance is a powerful and expressive subject that encourages students to develop their creative, physical, emotional and intellectual capacity. Students are expected to have

previous dance experience that they can further develop on an exciting course, learning new skills in performance, choreography and the appreciation of dance. There will be the

opportunity to share performance skills with the class, in assemblies, performing in the annual dance show, by becoming a member of the RSA Dance Company. Students taking dance will be dedicated and passionate about their subject, eager to learn about

professional work and confident performers of their own work. You should choose this course if you have a genuine interest in dance, making your own dances and appreciating

the work of professional practitioners. The work studied in GCSE makes for an easier transition to A Level dance as it introduces the skills needed for further study.

Course Aims The course seeks to develop your:

understanding and appreciation of a number of dance styles

knowledge, skills and understanding needed to perform, choreograph and appreciate dance

life skills and attributes including decision making, critical and creative thinking and the ability to co-operate with others.

Assessment Objectives You will need to demonstrate knowledge and understanding of:

dance appreciation

technical, physical, expressive and mental skills performance skills

choreography

evaluating and improving performance evaluating and improving choreography.

Assessment The course consists of 60% practical units in performance and choreography. Performance - Students are required to perform a two set phrase in a solo and the

development of the phrase in a duet or trio, which is worth 30% of their final grade.

Choreography - Students must choreograph a solo or group dance - 30%.

Dance appreciation - 40% theory. Students critically appreciate their own work as well as six professional pieces. Knowledge and understanding of the choreographic processes and performing skills will be assessed.

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D R A M A

Introduction Do you love watching and performing drama? GCSE drama is a predominantly practical

course where everyone will be expected to work with a wide range of others and take part in a variety of activities. You will learn skills that will allow you to tackle the two practical coursework units (worth 60%), performed in front of a peer audience and a visiting

examiner respectively, and the final, externally-examined written exam (worth 40%).

During the two coursework units you will explore drama from a variety of creative perspectives developing your ability to devise, perform, work from a script, direct, write about and evaluate drama.

You will study play texts as well as learning how to create drama from a given stimulus, be

it a theme, photograph, song, text, poem or issue. Course Aims

The course seeks to develop your:

knowledge and understanding of drama and theatre forms, processes and practitioners. ability to think creatively and independently and take responsibility for your own work.

competence in the skills and techniques of drama.

ability to operate in a social art taking account of individual, group and subject needs. ability to conduct a dramatic exploration and from this communicate your ideas to an

audience.

ability to evaluate constructively your own work and that of others.

team working skills, time management and confidence.

Assessment Objectives

You will be assessed on your ability to:

Create and develop ideas to communicate meaning for theatrical performance.

Apply theatrical skills to realise artistic intentions in live performance. Demonstrate knowledge and understanding of how drama and theatre is developed and

performed.

Analyse and evaluate your own work and the work of others.

You will need to demonstrate knowledge and understanding of:

drama, genres, styles and conventions; your ability to select, interpret and employ them in the range of scripts and stimuli studied through your own work.

how the language, signs and symbols of theatre are used to communicate dramatic meaning and atmosphere and show these in your own work.

how to reflect on and analyse your own and others’ work, taking action where appropriate to improve it.

The course emphasises the application of knowledge and skills. The course is intellectually,

emotionally and physically demanding and is definitely not suitable for those students looking for an easy option. However, if you are serious about your ambitions and have the

commitment we require, then please join us!

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Overview of GCSE Drama Component 1: Devising Drama – (coursework: 30% of the GCSE)

Students will create a devised performance in groups. You will be able to select a starting point from a range of stimuli provided by the exam board. You can choose to work as a

performer or designer in this component.

Performances will be between 5 and 15 minutes, depending on the size of the group. All performances will be supported by a portfolio which is evidence of the students’ devising process and can be a made up of a combination of writing, images, observation notes and

artefacts.

40 marks: For the evidence in the portfolio. 20 marks: For the final performance.

Internally assessed and externally moderated.

Component 2: Presenting and Performing Texts – (coursework: 30% of the GCSE)

Students will study a text chosen by the centre. You will take a part in two performances of two extracts from the text. You can work as a performer or designer in this component.

Performance lengths will vary according to the size of the group. In this unit students can work individually, or in a group of up to 6. The time range is between 2 and 15 minutes,

depending on the size of the group.

Students must present at least one performance as part of a group to a visiting examiner.

Students will be required to produce an accompanying concept document which outlines

their intentions for the performance.

20 marks: Interpretation of the text and creating an intention for performance.

40 marks: For the demonstration of the chosen theatrical skill in the final performances. Externally assessed by a visiting examiner from the exam board.

Component 3: Drama: Performance and Response – (written exam: 40% of the GCSE)

The written exam, lasting 1 hour and 30 minutes, will take place at the end of Year 11. Students will have to complete two compulsory sections:

Section A - 50 marks Students will study one whole text during the course from a list set by the exam board.

This section of the paper will contain questions about the set text which require short and medium length answers. It assesses students’ knowledge and understanding of how drama

is developed and performed. Section B - 30 marks

This section asks the students to review a performance they have seen on their course. You will be primarily assessed on your ability to analyse and evaluate, but will also be

marked on your accurate use of subject specific terminology.

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E C O N O M I C S

What is Economics? Economics is the study of the problem that we all have to deal with - to make the most of

our lives, businesses and country! How do we deal with having unlimited wants and needs but only limited resources? How do we decide the crucial questions of what to produce, how to produce and for whom to produce things? Should the government decide out of a

sense of fairness or should we leave everything to individuals to decide, with the richest getting the most and the poorest getting very little? Or should there be a compromise;

taking the best of each and avoiding the worst of both? Economics looks at how this simple principle then affects everything else, with particular

focus in this GCSE on the role of markets and money, how the economy works and on the UK economy and globalisation.

Introduction to Economics (50%: 1 hour 30 minutes exam) Resources are allocated in our economy largely by the forces of supply and demand with

governments trying to prevent the costs to society of this activity exceeding the benefits. Markets determine prices because if more people want to buy something than there are

products available then prices rise and potential buyers drop out until the buyer gets the product at that price. If people no longer want something the price will fall until there are

enough buyers for the quantity available. These are things we all know happen; economics helps us to put the whole thing together to see how it all works and what the consequences are.

We study this basic economic problem and how it affects the allocation of resources in

competitive markets. You will learn how price is determined through the forces of demand and supply and how a firm competes in the market. You will also learn about the role of money and how financial markets operate.

National and International Economics (50%: 1 hour 30 minutes exam)

If all the decisions about what to buy, what to sell, how many people to employ and so on are added together we end up with the whole UK economy. The government is responsible

for making sure the economy does what we as a country want it to do, i.e. give us all jobs, grow; so that we have a higher standard of living (and not be in a recession). The price level should only rise slowly and our exports should be roughly equal to our imports. If

these key factors are being managed well then the economy is healthy and we should be happy, if they are not …

We look at: the main indicators of economic success, the level of inflation, the rate of unemployment and the rate of growth of the economy. We also look at how government

policy influences these.

The UK economy cannot exist in isolation; we are part of a global economy in which our businesses need to compete for customers. As global customers we all look around for good value and are delighted with the low prices offered by imported goods from China for

example. In this section we look at the importance of these issues and how UK business can remain competitive as well as the advantages and disadvantages of globalisation. We will look at international trade and its implications at local, national and international levels.

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To succeed at economics you will need to be able to:

recall, select and communicate the understanding of economic concepts, issues and terminology.

analyse and evaluate evidence, make reasoned judgements and present appropriate conclusions.

This course will be more suitable for students who have a good level of literacy; those who

would be expected to get at least a grade C at GCSE English.

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E N G L I S H L A N G U A G E A N D E N G L I S H L I T E R A T U R E ( C O R E )

Our aims are to help you express your ideas accurately and clearly in writing and in speech and to encourage an appreciation of various kinds of literature. In this way we enable you

to improve your communication skills and develop your imagination.

Assessment in English at Key Stage 4:

GCSE English Language PLUS GCSE English Literature

2 GCSEs

GCSE English language allows you to demonstrate your ability to use English in real-life contexts and uses an investigative and analytical approach to language topics, both fiction and non-fiction, drawing on personal experience.

GCSE English literature requires you to explore texts from a personal perspective and offers

an experience of:

Literature today

Literature globally The literary heritage.

English Language The English language aspect of the course involves reading both non-fiction and literature

texts, writing and oral work. You will have the chance to express your ideas in imaginative writing as well as developing more formal skills in the use of language.

Assessment is linear and through external exams which consist of two single-tier papers. The grades obtainable are 9 to 1.

Speaking and listening skills are separately endorsed and this element of the course is a

non-exam assessment. English Literature

GCSE English literature consists of a wide variety of reading through Shakespeare, the 19th

century novel, modern prose, drama and poetry across time. Assessment is linear and through external exams also consisting of two single-tier papers.

The grades obtainable are 9 to 1. Modern prose and poetry will be studied through the AQA anthologies which fulfil the

requirements for GCSE literature.

You will be placed in a set according to your ability, based on high school recommendation and teacher assessments.

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F O O D P R E P A R A T I O N A N D N U T R I T I O N

This new GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of

nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students’ practical cookery skills to give them a strong understanding of nutrition.

Food preparation skills are integrated into five core topics:

Food, Nutrition and Health Food Science

Food Safety

Food Choice Food Provenance.

Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship in the catering or food industries.

Assessment This qualification is linear. Linear means that students will sit all their exams and submit all

their non-exam assessment at the end of the course. Students will have a practical assessment; these are integrated into the five sections and will be completed over the two year course.

Exam Paper: What is assessed?

Students will be tested on their theoretical knowledge of food preparation and nutrition from Sections 1 to 5 above.

How it is assessed? • Written exam (1 hour 45 minutes) • 100 marks

• 50% of GCSE

Questions • Multiple choice questions (20 marks). • Five questions each with a number of sub questions (80 marks).

Non-Exam Assessment : What is assessed? Task 1: Food Investigation

Students' understanding of the working characteristics, functional and chemical properties of ingredients. Practical investigations are a compulsory element of this task.

Task 2: Food Preparation Assessment Students' knowledge, skills and understanding in relation to the planning, preparation,

cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period

of no more than three hours, planning in advance how this will be achieved.

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How it is assessed:

Task 1 Written or electronic report (1500 – 2000 words) including photographic evidence of the

practical investigation. Task 2

Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.

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G E O G R A P H Y

Why Study Geography? Are you interested in the world all-around you? Do you want to be able to make informed

decisions about where to work, where to live and where to go on holiday? Are you concerned about the environment? Do you want to develop skills you will find

useful long after you have left full-time education?

There has never been a better time to study geography. It leads to a qualification that links to many other subjects and is highly valued by employers.

You will study units of work on:

Hazardous world. Development dilemmas.

Challenge of an urbanising world.

Coastal change and conflict. UK dynamic cities.

People and the biosphere.

Forests under threat. Consuming energy resources.

You will learn:

Map skills. How to use ICT (Information and Communication Technology).

How to collect and interpret data gained through fieldwork.

How to solve problems and make decisions. Fieldwork

Fieldwork is a compulsory part of the GCSE course. You will carry out fieldwork investigating both physical and human geography. This will involve data collection, presenting and interpreting the findings. Fieldwork is a vital aspect of the course.

There will be an opportunity to attend day visits and take part in the annual residential to West Cornwall.

Assessment

There are three 1½ hour examinations at the end of the course.

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H I S T O R Y

Why Study History? History is about people – real people whose lives were sometimes exciting, like being a

‘flapper’ in the 1920s, and sometimes frightening, like sharing a muddy war-torn trench with rats and feeling sick with fear waiting for the enemy to attack. Whatever their lives were about, there is a fascinating and sometimes tragic story behind them.

As well as being exciting, this course will help you develop skills that will be useful in a wide

range of jobs or in the further study of history. The Course

You will be studying a mixture of modern and medieval history, as well as changes across many centuries. Included in this is a focus on Germany between the two world wars,

London during the Blitz and the Cold War from 1945. The medieval component will investigate the contrasting reigns of King Richard (the Lionheart) and King John. You will also assess the changing nature of warfare from medieval tactics of castle sieges to modern

day machine guns and drones. Skills

How to interpret and evaluate pieces of information (sources)

How to communicate and apply knowledge

How to describe and analyse the key features of the period studied Critical thinking and problem solving

Assessment Exam: Warfare and British Society, 1250-present day 30%

London and the Blitz Exam: Reigns of Richard and John, 1189-1216 40% Superpower Relations and the Cold War, 1941-91

Exam: Weimar and Nazi Germany, 1918-39 30%

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M A T H E M A T I C S ( C O R E )

We offer maths GCSE (linear) at foundation and higher tier. The board of entry will be decided during year 11 although we currently use AQA for both foundation and higher tier.

You will be placed into sets in Year 10 using all of the data available to us:

Key Stage 2 SATs scores

Key Stage 3 Teacher Assessments

recommendations from your High Schools DELETE this point (induction work completed at the end of Year 9)

induction test completed at the start of year 10 We operate a flexible system with common topics taught throughout groups so that you

could be moved to another set if appropriate.

Course organisation We started teaching a brand new GCSE in August 2015 that has new grading bands. The

old system of grades A* to G is no longer being used for mathematics. You will follow a course appropriate to your needs and will be entered at either the higher or foundation tier

for the examinations at the end of year 11. The tier of entry for students will be determined by the classroom teacher and a final decision regarding this will be made during the spring term of year 11.

The following grades can now be achieved at each tier:

Higher : Grades 9 - 3 Foundation : Grades 5 - 1

We do not use a specific text book, although these are available for use, but encourage teachers to design and tailor exciting and innovative lessons best suited to individual needs. Wherever possible technology is used to enhance the teaching and learning experience.

Assessment The GCSE is a linear course consisting of three exam papers, all of which are taken at the

end of year 11. One paper is non-calculator whilst the remaining two require use of a calculator.

The content follows National Curriculum requirements in four areas:

Using and applying mathematics

Handling data

Number and algebra Shape, space and measures.

You are strongly advised to discuss your expected teacher assessment with your Year 9 maths teacher to find out what grade you should be aiming for at GCSE level.

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Equipment to buy You will be required to use a scientific calculator during your time at Robert Smyth Academy. It is an essential part of this course that you own and bring a calculator to all maths lessons. Efficient use of calculators is taught throughout the course, which relies on

you having access to your own whenever needed. Success on the calculator papers requires your understanding of how to use your own model of calculator. We recommend the Casio FX-83 model which is available to buy for £6.00.

We also recommend the use of a Mathswatch DVD (£4.50) and a revision guide (£7.00), to

supplement ongoing work and revision at home. All equipment and revision materials can be purchased from student services in the Library.

Support on offer

The mathematics faculty runs a weekly lunchtime maths surgery where you can come for help with any areas of mathematics or with homework. We also operate a mentoring

service using our sixth form mathematicians to connect and help students in year 11 with their GCSE maths studies.

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M E D I A S T U D I E S

Media studies is a broad and fascinating GCSE, covering many areas of the media, from film

to music video to television. In the department, we are always striving to stay up-to-date with constantly developing industries, and reflect this in our teaching. Video gaming and science fiction films have been recent foci.

We focus on institutions’ construction of texts, how social groups are represented, the ways in which audiences consume texts and the role of genre in understanding media output.

You will develop skills in analysis, questioning and interpretation as well as a theoretical framework and technical skills in media production. You will become more aware, reflective

consumers and creators of media texts. The most important thing is that you will become an independent learner, improving your

ICT skills whilst starting to look at the world in a more mature way.

Assessment Paper 1 (Written exam) 35% of GCSE

Questions will focus on three areas of the theoretical framework: industries, audiences and representation.

Paper 2 (Written exam) 35% of GCSE Questions will focus on media language and contexts of the media. Non-exam assessment: creating a media product for an intended audience 30% of GCSE

Previous GCSE students say: “My favourite part of GCSE media was making the magazine. You can be as creative as

you want, you could choose the images, colours and texts. You are in control of your creative work for the magazine, and that was really rewarding.”

“The media trip to the Harry Potter studios was fantastic and media lessons are always fun. It’s so much great being creative and doing such a variety of activities.”

“I really enjoyed the film promotion, especially studying Star Trek. I loved making my own poster and storyboard for a film.”

Visit www.rswebsites.co.uk/mediafilm to obtain a better idea of what is involved in this subject and to see examples of our students’ work.

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M O D E R N F O R E I G N L A N G U A G E S

F R E N C H / G E R M A N / S P A N I S H

Learning a foreign language has always been a highly prized academic skill. Nowadays, with

ever greater European and international links, the ability to communicate with our foreign partners has become essential. While GCSE may, on paper, be the basic examination, it will

provide you with sufficient language skills to be able to communicate with people from other countries in both social and professional situations. When you have proven language skills, often regardless of the language, it makes you more "marketable" to employers. There is

also evidence that a GCSE in a foreign language may help entry to sixth form, college or university. In addition, through language learning you will develop a wider range of social skills and learn about different cultures.

Proficiency in a foreign language brings many advantages beyond mere communication in

that particular language. In order to learn a language, you will need to learn general study skills which benefit other subjects: learning off by heart; presentation of writing; logic; working with others; organisational and ICT skills. Furthermore, success in a foreign

language is often accompanied by improved self-confidence and is looked on very highly by employers, colleges and universities.

Course content (examination board: AQA) The GCSE courses in French, German and Spanish are identical in style and give you the opportunity to practise speaking, reading, writing and listening skills.

Students will study the following themes:

Theme 1: Identity and Culture

Me, my family and friends Technology in everyday life

Free-time activities

Customs and festivals in the target language–speaking countries/communities. Theme 2: Local, National, International and Global Areas of Interest

Home, town, neighbourhood and region

Social issues Global issues

Travel and tourism. Theme 3: Current and Future Study and Employment

My studies

Life at school/ college

Education post-16 Career choices and ambitions.

We offer French, German and Spanish to be studied to a full GCSE. To choose French or German you must have studied the language at High School. Spanish is offered at GCSE for

beginners. To complete the Spanish course in 18 months you need to have achieved a solid level in Year 9 in either your French or German studies.

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Assessment

The course is divided into four skills areas for assessment, students will sit all papers at the end of Year 11 at either the Foundation Tier (F) or the Higher Tier (H):

Paper 1

listening

Paper 2

speaking conducted by class

teacher, marked by AQA

Paper 3

reading & translation into

English

Paper 4

writing & translation into

foreign language

25% 25% 25% 25%

35 minutes (Foundation)

45 minutes (Higher)

7–9 minutes (Foundation)

10-12 minutes (Higher)

45 minute (Foundation)

1 hour (Higher)

1 hour (Foundation) 1 hour 15 minutes

(Higher)

Throughout the course, you will be asked to complete homework to reinforce class work and

prepare for the exam. A bilingual dictionary will be essential. You will receive several help books for each skill area. Work will be kept in an A4 folder that you provide yourself. You

will also have a notebook for recording new vocabulary. The following grades can be achieved at each tier:

Higher : grades 9 to 4 Foundation : grades 5 to 1

M A N D A R I N ( E N R I C H M E N T O P T I O N )

Mandarin is currently offered as an enrichment opportunity through once weekly after school sessions. The course is free of charge and you will have the opportunity to take the optional

HSK level 1 exam. This is an internationally recognised exam set by Hanban (Confucius Institute Headquarters).

It will take one year of study before you are ready to sit this exam. The entry cost is around £10.00 and you will have to travel to De Montfort University, Leicester to take the test.

Mandarin is becoming more mainstream in British schools and is highlighted as one of the languages that will be highly sought after by businesses in order to respond to new

economic realities. It is an excellent opportunity to gain new languages skills and cultural awareness, it will also enhance students’ CVs and personal statements. You will be asked to register in September 2018.

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M U S I C

GCSE Music is about performing, composing and listening to music. You will be encouraged to perform, compose and listen to music in a wide variety of musical styles. There will also

be opportunities to develop your music technology skills in areas such as sequencing and recording.

Why should you study GCSE music?

If you play an instrument or sing and want to study a subject that:

involves performing music.

involves listening to all kinds of music.

involves composing your own music and being creative.

gives you the opportunity to sing or play music with others.

gives you the opportunity to learn about music technology.

then you will enjoy GCSE music!

What happened to the two choices of music course at GCSE?

from 2016 we will be teaching only the Edexcel syllabus.

due to the transition to an 11-18 Academy we can only run one course. for those students who wish to study Music and Music Technology at A level here at

Robert Smyth, the Edexcel Music course better prepares students for this.

What skills do you need to do the course?

you must be able to play an instrument or sing to a reasonable standard (Grade 1 or higher).

if you can’t read music already, you must be willing to learn.

you will also need to have an open mind about all styles of music as the areas of study require you to learn about popular, classical and world music.

What does the course consist of?

The areas of study are very broad:

Instrumental Music 1700 – 1820.

Vocal Music (you listen to and learn about song writing but you don’t have to sing)

Music for Stage and Screen.

Fusions.

There are eight set works to study in total, two from each of these four areas of study. You will learn about these areas of study and the set works through listening, performing and composing. You will be assessed on your knowledge of the set works in a written listening

exam at the end of Year 11.

Assessment

Coursework – 60%

One solo performance – 15%.

One ensemble (group) performance – 15%.

Composition 1 – 15%.

Composition 2 – 15%.

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Examination – 40%

The exam consists of a 1¾ hour written paper at the end of Year 11 which tests your

listening skills and your knowledge of the set works from the areas of study.

Practical work

For your solo and group performances you will be able to perform music of your own choice. You can either sing or play an instrument.

The two compositions can be in any style of your choice. You can choose to write for instruments and/or voices. You need to submit a recording so the piece has to be recorded

live or through the use of music software. You will also need to submit either a score or an annotation (description) of the piece.

Do you have to perform in front of an examiner?

Your performances and compositions are recorded by your teacher, so there is no

requirement to have an audience, other than your teacher. However, if you do like performing to an audience you can choose to perform to the whole class. There will also be

two GCSE concerts throughout the year in which you can participate as a soloist or in a group.

What music software is available?

The department has two classrooms both equipped with a large number of computers each

with Sibelius 6, Cubase 7 and Reason 5. You will be taught how to use these programs so you can use them for composition work.

Is studying music relevant these days?

Apart from improving your performance, composition skills and broadening your knowledge of a wide range of music, the course gives you important general skills. It gives you an

opportunity to express yourself through performing and composing and to be creative in writing your own music. It develops team and social skills as you will sometimes work in

groups on performances. It teaches you to be organised and self-disciplined as you have to practise and work regularly outside of lessons in order to improve your performance and composition skills and meet coursework deadlines.

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P H Y S I C A L E D U C A T I O N

GCSE will equip you with the knowledge, understanding, skills and values to develop and maintain your performance in a variety of physical activities and understand the benefits to

health, fitness and well-being. With its diverse content, GCSE PE can be a stepping stone to A Level PE and for a wide range of further studies or employment.

You will:

develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance

understand how the physiological and psychological state affects performance in physical activity and sport

perform effectively in different physical activities by developing skills/techniques and selecting and using tactics, strategies and/or compositional ideas

develop your ability to analyse/evaluate to improve performance in physical activity/sport

understand the contribution which physical activity and sport make to health, fitness and well-being

understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.

Assessment

Theoretical Assessment Students will study a variety of topic areas outlined below and will complete two exams.

There will be weekly theory sessions alongside practical sessions where you will be expected to complete regular homework tasks.

Component 1: Fitness and Body Systems (36%) Assessed by 1 hour 45 minutes exam:

Topic 1: Applied anatomy and physiology Topic 2: Movement analysis Topic 3: Physical training

Topic 4: Use of data assessment overview

Component 2: Health and Performance (24%) Assessed by 1 hour 15 minutes exam Topic 1: Health, fitness and well-being

Topic 2: Sport psychology Topic 3: Socio-cultural influences

Topic 4: Use of data Component 3: Practical Performance (30%)

Students will be assessed in three different activities in the role of player/performer. One of these assessments must be in a team sport/activity with one assessment being in an

individual sport/ activity. The third assessment can be from either a team or individual sport/activity. Students can only be assessed once in any sport or activity.

We would expect students to be undertaking these activities outside of lessons where possible.

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Component 4: Personal Exercise Programme (PEP) (10%) Students will complete a PEP. It is a non-examined assessment; internally marked and

externally moderated.

To discuss the practical sports available for student selection please do not hesitate to contact the Head of PE, Mr Scully on MScully@robertsmyth.tgacademy.org.uk

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P R O D U C T D E S I G N

This course follows the AQA Design and Technology specification (8552) and will encourage you to design and make products with creativity and originality, using a range of materials

and components, including:

Card and associated materials

Plastics, foam, etc. Woods and timber based materials

Metals

Electronic circuits and components If you enjoy creative designing on paper, and modelling ideas in 3 dimensions, or if you enjoy the designing and making of practical 3D products using a range of techniques, you

should find this course interesting and rewarding.

In Year 11 you will work on a controlled assessment project, for which a design folder and a quality product will be produced. The folder will show the work completed at each stage

throughout the project. This assessment will form 50% of the final GCSE grade, with a written examination making up the other 50%.

Assessment This qualification is linear. Linear means that students will sit all their exams and submit all

their non-exam assessment at the end of the course.

Exam Paper: What is assessed? Students will be tested on their theoretical knowledge of core technical principles, Specialist technical principles along with designing and making principles.

How it is assessed? • Written exam: 2 hours

• 100 marks • 50% of GCSE

Questions

Section A – Core technical principles (20 marks)

A mixture of multiple choice and short answer questions assessing a breadth of technical

knowledge and understanding.

Section B – Specialist technical principles (30 marks)

Several short answer questions (2–5 marks) and one extended response to assess a more

in depth knowledge of technical principles.

Section C – Designing and making principles (50 marks)

A mixture of short answer and extended response questions including a 12 mark design

question.

Non-Exam Assessment : What is assessed? Students will be tested on their practical knowledge of core technical principles, specialist

technical principles along with designing and making principles.

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How it is assessed?

Students will complete a substantial design and make task. Brief to be supplied by exam board on 1st June in the year prior to submission.

Non-exam assessment (NEA): 30-35 hours approx. Working prototype and portfolio of evidence (max 20 pages).

100 marks

50% 0f GCSE

In Year 10, you will work on smaller projects and practical investigations. These will allow you to develop the skills needed for your GCSE controlled assessment. The process of

acquiring a working knowledge of materials and processes is, wherever possible, linked to practical activities in the classroom.

The course also gives opportunities to investigate existing products and to examine how they are made, how they were designed and their impact on the environment.

We have an excellent range of equipment for use on this course, such as:

2D and 3D CAD (Computer Aided Design) software to enable you to design on screen, to edit your own ideas and to create high quality, realistic product images. This software is available on the academy network, including the Design Faculty computer suite. We also have comprehensive electronic design and simulation software, to allow you to

design your own circuit boards where appropriate.

CAM (Computer Aided Manufacturing) machinery, including a CNC router, a laser cutter and a 3D printer. These machines can be used to make parts designed using our CAD

software.

Plastics processing equipment, such as bending and vacuum forming machines.

A dye sublimation printer and heat press, for printing on to a range of materials, giving a high quality, professional finish.

Wood and metal working facilities to allow a range of opportunities for making parts and products.

Completion of this course with a successful grade will allow you access to post-16 courses

such as A level product design. Many careers in design and manufacturing will allow you to use the range of designing,

modelling and making skills involved in this course, but specific examples could include:

Product design

Automotive design

Architecture and architectural modelling Engineering

Printing and packaging design

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R E L I G I O U S S T U D I E S

The religious studies course follows the OCR (J625) specification.

You will complete the two part GCSE, which consists of interesting and engaging topics teaching you about beliefs, teachings and practices of two religions and how to apply religion, philosophy and ethics to a modern world perspective.

Beliefs, teachings and practices modules:

25% of GCSE: Christianity (01) 25% of GCSE: Islam (02)

Religion, philosophy and ethics in the modern world modules:

50% of GCSE: Christianity (06) During the study of Part 2 (Christianity) you will learn about the following 4 themes:

Relationships and families

The existence of God, gods and the ultimate reality

Religion, peace and conflict

Dialogue between religious and non-religious beliefs and attitudes

Students will study each part through a variety of methods including the use of mind-maps, booklets, independent research, videos, discussions, quizzes and activity-based work.

You will be assessed regularly in class and take three mock exams: one in Year 10 and two

in Year 11. Regular class assessment of written communication, subject knowledge and understanding will take place throughout each term via use of specimen paper questions. You will be assessed using the new 1-9 system. Marks for exam questions will be awarded

consistently to the specification criteria although in external assessments, marks will be available for spelling, punctuation and grammar (SPaG) which will not be awarded in school.

Religious Studies is well liked and enjoyed by all students. The content of the course is founded on moral issues that allow the opportunity to explore up-to-date affairs around the

world and within the UK. This is an important part of the maturing process of young people in Years 10 and 11 and has been shown to be beneficial as part of social, moral and cultural

education. The course allows students to think about their own opinions, challenge misconceptions and evaluate the beliefs of others enabling them to become more tolerant citizens.

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S C I E N C E S ( C O R E )

Science is a fascinating subject and the science faculty here at Robert Smyth Academy is an exciting place to study. We are one of the very first schools or academies to be awarded

the Space Education quality mark at gold level nationally. We have close links with the National Space Centre and are affiliated to the National Space Academy. We aim to make science lessons relevant, intellectually challenging and engaging. We run many trips,

residential and clubs. Students with good science qualifications are highly sought after; they have a very wide range of career options and are often very well paid.

The science GCSE qualifications changed in 2016, and we are pleased to announce we will be offering our students the opportunity to study either combined science or the three

separate sciences with AQA.

The Separate Sciences GCSE Biology GCSE Physics

GCSE Chemistry

Combined Science : Trilogy GCSE Combined Science

Why study the separate sciences? If you like science you should consider studying the three separate sciences. It is not

possible to only take one or two of the separate sciences, they must be taken as a three. If you already think you want to study science or engineering at A level or degree level then

this would be a good choice for you because it will give you a head start in the sixth form. If you are aiming to study medicine, dentistry or veterinary science at university then this

option is strongly recommended. Separate science students study three separate GCSEs: biology, chemistry and physics, each taught by a specialist teacher. A very wide range of extra-curricular activities is offered to the separate science students including masterclasses

at the National Space Centre, several residential courses and competitions.

GCSE Biology The topics covered are:

Cell biology

Organisation Infection and response

Bioenergetics

Homeostasis and response

Inheritance, variation and evolution Ecology.

This is a linear assessment so there will be two exams at the end of year 11. Each exam is 1 hour 45 minutes and 50% of the grade.

Exam 1: Topics 1 – 4: Cell biology; Organisation; Infection and response and

Bioenergetics.

Exam 2: Topics 5 – 7: Homeostasis and response; Inheritance, variation and evolution

and Ecology.

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GCSE Chemistry The topics covered are: Atomic structure and the periodic table

Bonding, structure, and the properties of matter

Quantitative chemistry Chemical changes

Energy changes

The rate and extent of chemical change

Organic chemistry Chemical analysis

Chemistry of the atmosphere

Using resources.

This is a linear assessment so there will be two exams at the end of year 11. Each exam is 1 hour 45 minutes and 50% of the grade.

Exam 1: Topics 1 – 5: Atomic structure and the periodic table; Bonding, structure, and the

properties of matter; Quantitative chemistry, Chemical changes and Energy changes.

Exam 2: Topics 6 – 10: The rate and extent of chemical change; Organic chemistry;

Chemical analysis, Chemistry of the atmosphere and Using resources.

GCSE Physics The topics covered are: Forces Energy

Waves

Electricity

Magnetism and electromagnetism Particle model of matter

Atomic structure

Space physics (physics only)

This is a linear assessment so there will be two exams at the end of year 11. Each exam is 1 hour 45 minutes and 50% of the grade.

Exam 1: Topics 1 - 4: Forces; Energy; Waves and Electricity. Exam 2: Topics 5 - 8: Magnetism and electromagnetism; Particle model of matter;

Atomic structure and Space physics.

Why study combined science? Combined science covers the key scientific ideas in biology, chemistry and physics. It is broken down into two sections: ‘Life and Environmental Sciences’ and ‘Physical Sciences’.

Each section will be taught by one teacher, so if you study combined science you will have two teachers that you see for three lessons a week each.

The topics covered are: The coverage may be in less depth than in the separate sciences Building blocks Transport over larger distances

Interactions with the environment

Explaining change

Building blocks for understanding Interactions over small and large distances

Movement and interactions

Guiding Spaceship Earth towards a sustainable future.

This qualification is linear so you will sit all the exams at the end of your course in Year 11.

There are six written exams, two biology, 2 chemistry, two physics, each of 1 hour 15 minutes, with an equal weighting towards the final grade.

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T E X T I L E D E S I G N

One in eleven jobs in the Unighted Kingdom is a creative job and the textiles course

is a great way to learn new, and devlop existing, creative skills.

The course has been designed to allow students to test out different approaches to the creative process through textile design. Students will explore a multitude of

different techniques, building confidence and experiment with various materials, both traditional and more contemporary.

The textile course will allow students to develop: Individual and creative responses.

Problem solving skills.

Practical understanding of design, concepts and realisation.

Your skills for an apprenticeship or further education within the creative industry, if

you wish.

The projects are designed to allow students to make their outcomes personal by

reflecting their own personal interests, such as music, dance, sport, or any other aspect of life that is fascinating to them. If students have a specific interest such as

interior design, surface decoration or fashion design, etc. then this course will allow them to explore their interests further and develop their own unique final piece or

product. Activities will include:

Hand and machine embroidery.

Computer Aided Design.

Fashion illustration.

Appliqué and reverse appliqué.

Batik and resist-dye methods.

Screen, block and mono-printing.

Wet felting and 3D felting.

Steaming, melting and distressing fabric.

And more

Assessment Methods:

AQA Examination Board

Coursework (1 portfolio) 60%

Terminal examination (10 hours) 40%

Assessment Criteria: Coursework is assessed according to your ability to:

Develop ideas through investigations, demonstrating critical understanding of sources.

Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

Record ideas, observations and insights relevant to intentions as work progresses.

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Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Portfolio The coursework (portfolio) accounts for 60% of the overall grade, this will include a

sustained project developed in response to a brief evidencing a journey from ideas to the realisation of intentions and a final piece. This will give students the opportunity to demonstrate, through an extended creative response, their ability to

draw together different areas of knowledge, skills and/or understanding from across their course of study.

The portfolio will also include a selection of further work resulting from activities such as trials and experiments, skills-based workshops, mini projects and visits.

Terminal Examination The exam board will provide an externally set assignment which students then prepare from

the January of the exam year. The terminal exam then lasts 10 hours in which students will produce a practical response to the assignment.

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O T H E R C O U R S E S

This covers three important features of your Academy life in Years 10 and 11. These all contribute to the personal development curriculum that will help you make informed choices

about your future.

1. Personal, Social, Health Education and Citizenship

There are many topics included in the Citizenship and Guidance lessons which are relevant to you as a young person: health education, sex education, drugs education, global

citizenship, political literacy, money management, human rights education, enterprise and decision making.

You will also have a variety of opportunities to further your interests in these subjects

through extra-curricular activities, e.g. enterprise days.

2. Careers Education and Guidance

Careers education and guidance are very important during your time in Years 10 and 11. Within the citizenship and guidance programme there are a number of units which are

devoted to careers education. All of these units provide comprehensive support to all post- 16 options. You will use a number of different careers materials including: computer programs, books and materials. You will also have the opportunity to go to career talks.

3. Work Related Learning

In Year 10 all students are expected to take part in our Work Related Learning Programme. This programme will provide an insight to work including expectations, health and safety,

applications, interview techniques, CVs and key skills. All Year 10 students will have an opportunity to complete one week’s work experience in the summer term.

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P H Y S I C A L E D U C A T I O N ( C O R E )

With the importance of health and well-being central to our lives physical education, sport and recreational activities have come to play a far greater and more important role in our

lives. The teaching of physical education has therefore changed to keep up-to-date with modern

day trends. You are still given the chance to develop your skills in the traditional team and individual games, however we also incorporate new initiatives that have come to the fore recently. You are also taught the correct use of exercise equipment in our fitness suite.

This is not only important for you now whilst at the academy, but also for later on in life.

We hope you will appreciate the value of health and fitness along with the many other benefits derived from this subject, e.g. enjoyment, relaxation, challenge, competition, teamwork and social integration. As part of our ethos we are focused on your level of

effort, not simply your ability.

The course features option blocks in a wide range of activities, for example football, hockey, netball, rugby, trampolining, aerobics, basketball, volleyball, table tennis, cricket, rounders, athletics, tennis, softball, badminton, multi-gym work and any others that we feel are

suitable and practical, such as dodgeball, unihoc and ultimate. All of these options, along with an extensive range of lunchtime and after-school clubs,

tournaments, Inter-college and Inter-School fixtures, are offered in the hope that all students will appreciate the need for and value of an active and healthy life-style. We also

run a range of trips, events and activities such as our popular 24 hour sports event (Lock In) that are open to all students.

NB Core Physical Education is a national curriculum requirement and as such full attendance

and participation in appropriate clothing (including footwear) is expected at all times. All students are expected to wear full RSA PE kit (available from Uniform Direct)

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E X T R A - C U R R I C U L A R

O P P O R T U N I T I E S

D U K E O F E D I N B U R G H ’ S A W A R D

This is an internationally recognised award which has been running for over

50 years and is well thought of by employers and college admissions tutors alike. It will require an extra time commitment outside these sessions (although you may already do things which can count) and will

incur costs in order for the expeditions to run (although every effort is made to keep the costs to a minimum – it will vary from trip to trip – some students

may be eligible for financial assistance). The sessions run after school from 3.25 – 4.15 pm.

Bronze Award

Year 10 only Registration fee TBC

Registration/admin fee, plus

the cost of the 2 expeditions – paid prior to each (Cost of expeditions TBC)

1 hour per week: Skill

Physical Volunteering

Two for 3 months, one for 6 months duration.

Candidates also plan and carry out two expeditions lasting 2 days

each. (One Practice and one Qualifying expedition)

Silver Award

Year 11 only (Unless you are in Year 10

and already hold a bronze award) Registration fee TBC

Registration/admin fee, plus the cost of 2 expeditions -

paid prior to each

(Cost of expeditions TBC)

1 hour per week: Skill

Physical Volunteering One for 3 months, one for 6

months and one for 12 months duration. (Less for Bronze award holders)

Candidates also plan and carry out two expeditions lasting 3 days

each. (One Practice and one Qualifying expedition)

Email: Mr M Cripwell: MCripwell@robertsmyth.tgsacademy.org.uk

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YEAR 9 TO 10 TRANSFER CALENDAR

2017-18

Autumn Term 2017

Thursday 28th September

Open Evening – Talks and Displays – held at Robert Smyth Academy, 5.00 pm – 8.00 pm

Thursday 12th October

Options Evening for Parents and Year 9

students held at Robert Smyth Academy,

5.30 pm – 7.00 pm

December 2017 (Date TBC)

Option forms returned to Robert Smyth Academy

Summer Term 2018

Friday 8th June

Transfer of Teacher Assessments to Robert Smyth Academy

Thursday 28th June

Year 9 Parents’ Evening at Robert Smyth Academy, 6.00 pm – Main Hall

Friday 6th July

Induction for Year 9 students at Robert Smyth

Academy

Friday 13th July

End of Summer Term

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The courses described in this booklet form the curriculum that the Academy intends

to provide for Year 9 and Year 10 students entering the Academy in autumn 2018.

The Principal reserves the right to make

changes to the curriculum if necessary.

Respect, Succeed, Aspire

Robert Smyth Academy

Burnmill Road

Market Harborough

Leicestershire

LE16 7JG

01858 440770