September 2014

George Abbot School Year 10 Courses Art – Fine Art

This new course begins with work based on observational skills linked to a theme. There is an opportunity to experiment with ideas and try out different media such as sculpture, printmaking and painting. This is then developed into a theme which develops in the second term. There is continual reference to critical studies work and looking at artists in more depth and the second theme includes reference to many art movements in the twentieth century as students explore their own work. The course is designed for students to think more independently about their approach to creating and to be very experimental.

ASDAN (AoPE)/(CoPE)

This year students will be working towards completing the CoPE qualification (Certificate of Personal Effectiveness) in Year 11. They will begin the course in Year 10 following the AoPE which is a half GCSE. Their work will be externally moderated at the end of Year 10 and six of the credits received will be transferred to the full CoPE qualification in Year 11. The AoPE qualification is available at two levels. • •

Level 1 Point Score 12 ½. Level 2 Point Score 23.

These grades will be extended in Year 11 to the full GCSE equivalents. The CoPE qualification is available at two levels • Level 1 Point Score 25, broadly equivalent to a GCSE grade E/F • Level 2 Point Score 46, broadly equivalent to a GCSE grade B The students will complete a number of challenges from a variety of modules and produce evidence for their portfolio. Depending upon the number of option blocks taken the students will have the opportunity to gain further awards and qualifications, which may include Wider Key Skills and Short Courses in Expressive Arts, Sport & Fitness, Personal Finance, Business & Enterprise and Foundation for Work. The portfolio will be assessed throughout the year. Example units: • Communication • Citizenship and Community • Sport and Leisure • Independent Living • The Environment • Vocational Preparation • Health and Fitness • Work Related Learning and Enterprise • Science and Technology • International Links • Expressive Arts • Beliefs and Values

Biology

Students studying on the ‘triple science’ programme will have completed the first two units (Biology 1 and Biology 2) by the end of Year 10, of the qualification GCSE Biology. To cover the material, students will be learning at a much faster rate than students in the ‘double science’ programme.

September 2014 Biology 1 (worth 25%) 10 – 13 short answer questions in one hour, taken in June of Year 11 1.1 Keeping healthy 1.2 Nerves and hormones 1.3 The use and abuse of drugs 1.4 Interdependence and adaptation 1.5 Energy and biomass in food chains 1.6 Waste materials from plants and animals 1.7 Genetic variation and its control 1.8 Evolution Biology 2 (worth 25%) 8 – 10 short answer questions in one hour, taken in June of Year 11 2.1 Cells and simple cell transport 2.2 Tissues, organs and organ systems 2.3 Photosynthesis 2.4 Organisms and their environment 2.5 Proteins – their function and uses 2.6 Aerobic and anaerobic respiration 2.7 Cell division and inheritance 2.8 Speciation Biology 4 (worth 25%) Controlled Assessment via Investigative Skills Assignment (ISA) Students studying towards GCSE Biology will complete a biology ISA based on either Biology 2 or Biology 3. The best mark from a maximum of three ISAs will be submitted for moderation.

Business Studies

GCSE qualifications in business subjects enable students to: • • • •

Actively engage in the study of business and economics to develop as effective and independent students and as critical and reflective thinkers with enquiring minds Use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgments Develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts Consider the extent to which business and economic activity can be ethical and sustainable.

In Year 10: Unit 1 - ‘Introduction to Small Business’. This involves areas such as: • • • • •

Spotting a business opportunity – understanding customer needs, market mapping, analyzing competitor strengths and weaknesses, understanding the need to add value and what options exist for starting up a business. Showing enterprise – what is enterprise, thinking creatively, questions entrepreneurs ask, invention and innovation when generating new business ideas, taking calculated risks and enterprise skills. Putting a business idea into practice – start up objectives, qualities shown by entrepreneurs, estimating revenues, costs and profits, forecasting cash flows and obtaining finance. Making the start up effective – customer focus, the marketing mix, limited liability, start up legal and tax issues, effective on time delivery and customer satisfaction, recruiting, training and motivating staff. Understanding the economic context – market demand and supply, impact of change in interest rates and exchange rates on business, how business cycles affect small business and the effect of stakeholders on business.

September 2014 Overview of Assessment: • • •

Students will have end of topic tests in class time. They will have a Mock Unit 1 exam in the Summer term. Regular homework will be set.

Chemistry

Five out of seven of the topics of the first module (C1) have already been taught in year 9. The two remaining topics of C1 are; • •

How can plant oils be used? What are the changes in the Earth and its atmosphere?

The second module covers; • • • • • • •

How do sub-atomic particles help us to understand the structure of substances? How do structures influence the properties and uses of substances? How much can we make and how much do we need to use? What energy changes occur during reactions? How can we control the rates of chemical reactions? Acids, bases and salts Electrolysis

The third module (C3), to be examined in the Summer of year 11, covers; • • • • • •

The history of the periodic table Water Energetics Chemical analysis Making ammonia Organic chemistry

There is also an Investigative Skills Assessment in either year 10 or year 11 which makes up 25% of the overall mark.

Child Development

You will study: • Safety of a child • The family – types, roles within the family, adoption, fostering, cultural variations • Planning a family • Anatomy and physiology of reproduction, conception, development of the unborn baby • Pre-conceptual care – diet, exercise, health hazards, contraception • Pregnancy – ante-natal care, miscarriage, diagnostic testing • The birth – arrangements, pain relief, technology and medical assistance during pregnancy and the birth • The Professionals involved in the care of mother and baby • Physical, Intellectual, Emotional and Social Development of the child In Year 10 you will complete a variety of assessed tasks worth 20% of your final marks. In Year 11, you will carry out a child study and produce of a report which assesses the child’s development during a 6 month period. This is worth 30% of the marks.

September 2014 Classical Civilisation

In Year 10 students prepare two topics (one based on a work of literature and one on aspects of civilisation) and in Year 11 they add a further two topics ( one an aspect of civilization and the other in the form of a controlled assessment.) In year 10 pupils study an aspect of Roman Civilisation – City Life in the Classical World – the topic being the City of Rome – focusing on religion, family and household and entertainment – chariot racing , gladiators and theatre.

Students are assessed on their ability to show: • knowledge of the society, politics and culture of the classical world; • understanding of causes, consequences and relationships; • the ability to interpret motives and attitudes, evaluate achievements and draw comparisons between classical and modern times For Paper Two (Greek and Roman Literature) they study Homer's Odyssey Books 5, 6, 7, 9, 10, 12 (in English). They are assessed on their ability to show: • •

knowledge of content, literary form and contexts; understanding of literary, social and historical significance

Computer Graphics • • •

Avatar Project Business Card mini project Product packaging

Students are developing a range of skills and techniques through their project work. These include pictorial drawing, freehand sketching, developments, graphs, computer aided design, and animation. Coursework will include the study of other artists and designers, and investigate design from other cultures. The Computer Graphics course is project based and 60% of your grade will be awarded for an assessment portfolio – a 45 hour project. This project will be based on a visit to either Hollycombe Steam Fair or Wisley Gardens and starts in May of Year 10. The remaining 40% is awarded for a further unit set by the exam board, in which the final pieces must be completed within 10 hours as a practical controlled test. This unit will be undertaken from February of Year 11 through to May.

Control Technology •

• • • •

Students undertake a series of design and make tasks in a variety of materials developing skills in both of these aspects Students will develop knowledge and understanding in the following areas: materials, components, quality, energy, electronics, mechanisms, structures, products & applications and health & safety Students will be entered for two controlled assessment unit. One is design & development based the second focussing on the manufacture of a working product. There are two examinations. The Innovation Challenge is a 6 hour exam based over two days testing the students design skills in an exam situation. The final paper is a question based synoptic theory exam. The focus of the course is for students who enjoy electronics and investigating how products work, looking at mechanisms etc.

Dance

The three aspects of Dance are studied over the two year course through a holistic approach Performance Students learn and perform a solo set by the examining board (AQA), which assesses their technical performance in Dance. Performance skills are also assessed through a group dance. This is usually based on a Professional Work which has been studied during the course in Year 10.

September 2014 Choreography Students study a variety of choreographic devices and motif development which creates a basis for their own compositions. The aim is to produce an original composition (either a solo or group piece) as a choreographer. Students take on a different role and must research ideas, create and develop movement material and organize rehearsal time for both themselves and other dancers. Students also produce an Extended Programme Note which supports their choreography and helps explain the inspiration and ideas behind the dance. Appreciation Students study Professional Dance Works, both practically and theoretically throughout the two year course learning about the historical and social context, choreography, music, costume and set design. Appreciation skills are then assessed in the written exam, towards the end of Year 11.

Digital Photography

• Identity – Unit 1 - An introduction to Photoshop and basic digital photography. • Urban Jungle – Unit 2 - Developing photography knowledge and improving Photoshop skills. Students will start their research for the last unit of Coursework over the summer holidays; this will be completed in the Autumn term of Year 11

Drama • • • •

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Technical Theatre – Year 10 begins with a practical unit of work where students stage a short script and are given workshops on a range of different technical theatre skills, such as lighting, costume and set design. Theatre Practitioners– This is an introduction to a range of theatre practitioners, giving students an opportunity to develop their performance skills. Improvisation – This unit introduces students to Unit 1 Paper 1 of the Edexcel course. It requires them to investigate the genre of situation comedy, working towards their own performance. They will also have an opportunity to produce coursework, so that they fully understand the requirements. Unit 1, Paper 1 – This is where the GCSE course starts and is the first fully examined unit. Based around the theme of war, students will investigate a range of stimuli, producing their own practical work and in depth coursework. Six hours of practical work will be internally assessed, together with their written coursework. NOTE: Selected students may be assessed on appropriate design skills such as lighting and costume, for one of the two practical units in Year 10

Engineering

The GCSE in Engineering will introduce students to the process of engineering, through a range of business and industrial topics. The students will undertake a range of topics covering the following areas: • Design and Communication – which involves using design skills to present information needed in the engineering process. • Engineered Products – which involves making a range of products from engineering materials by a variety of processes including CAD/CAM. • Application of Technology – This area of study will investigate the impact of modern materials and components on the design and manufacturing process. The course will be assessed by the use of a Portfolio of Evidence for the first two sections. This will account for 66% of their final mark. The Application of Technology section will be assessed by a final examination, which will account for the remaining 33% of their final mark. These assessments will take place in Year 11. Students will be expected to record information in the form of an Engineering Log Book throughout the course. They will also be required to maintain their Design Portfolios to a high standard.

English Language

Controlled Assessment • An analytical response to a modern novel (either ‘Of Mice and Men’ or ‘To Kill a Mockingbird’) 15% • Two creative writing pieces 15%

September 2014 •

An essay on Spoken Language 10%

Examination One examination on reading and writing skills 60%

English Literature

Controlled Assessment A comparison of a Shakespeare play and selected poems 25% Examination One examination on modern prose and drama 40% One examination on selected poems from the anthology ‘Moon on the tides’ 35%

Food Technology

This year you will have 4 units of work: • Designing and making a batch of small cakes • Making and modifying products • Designing and making with cereal foods • Designing and making for different health needs During this you will study: • The structure and properties of food • How to use different food ingredients • The stages of food product development • Food Hygiene and Safety • Systems and Control • Packaging and Labelling legislation • Preservation • Nutrition through the life cycle • Special dietary groups and their needs You will learn how to: • Explore and investigate food • Use practical skills to make a variety of different food products which could be sold – this will include: cakes, pastries, meat and fish dishes, dishes using dairy produce, fruit and vegetables. • Carry out research • Carry out experimental food work • Design and adapt products • Conduct nutritional analysis and produce labeling information • Use ICT in Food Technology Most of your learning will take place through practical activities so that you understand what you are doing, why you are doing it and what happens when it goes wrong. You will begin your major project in September of Year 11 and it will be completed by the following February. It requires you to work on developing a new food product that could be manufactured. This accounts for 60% of your overall GCSE mark.

French

In this year, they will complete 2 pieces of spoken coursework under controlled conditions, which will count for 30% of their GCSE. Students in Year 10 study French as their first foreign language for two or three lessons per week, depending on the option block. They develop their listening, reading, writing and speaking skills in a range of different topics. These include talking about holidays, health and well-being, free time and hobbies and going out. Students will also continue to cover present, past and future tenses and develop

September 2014 the conditional tense. They will develop more sophisticated language, along with producing longer and more complex sentences. The students will be using the new text book “Expo” for GCSE. Assessments take place in each of the four skills at regular intervals through the year. There is an opportunity to take part in the French Exchange, which goes to Montmorillon in October, the return visit to Guildford being in March. This is a great opportunity to develop language skills, experience another culture and make new friendships. Feedback from the students, who have taken advantage of such an exchange, has been very positive.

Geography Coasts • • •

Process of erosion, transportation and deposition Features of the coast – cliffs, arches, stacks and stumps, spits and beaches Management of the coast; traditional sea defences such as groynes, sea wall and rock revetment, and, newer ideas to include managed retreat

Changing Urban Environments • Urbanisation around the world • Challenges for urban areas in countries in richer parts of the world for example providing enough housing • Challenges for urban areas in countries in poorer parts of the world- including squatter settlements • Sustainable settlements Plate Tectonics • Structure of the Earth • Plate boundaries • Volcanoes, Earthquakes, Tsunami and managing these hazards. • Supervolcanoes Controlled assessment (25% of the GCSE) data collection. Primarily written up at the start of Y11.

German

In this year, they will complete 2 pieces of spoken coursework under controlled conditions, which will count for 30% of their GCSE. Students in Year 10 study German as their first foreign language for two or three lessons per week, depending on the option block. They develop their listening, reading, writing and speaking skills in a range of different topics. These include talking about holidays, health and well-being, free time and hobbies and going out. Students will also continue to cover present, past and future tenses and develop the conditional tense. They will develop more sophisticated language, along with producing longer and more complex sentences. The students will be using the text book “Echo” for GCSE. Assessments take place in each of the four skills at regular intervals through the year. There is an opportunity to take part in the German Exchange, which goes to Freiburg in March, the return visit to Guildford being in July. This is a great opportunity to develop language skills, experience another culture and make new friendships. Feedback from the students, who have taken advantage of such an exchange, has been very positive.

Graphic Design • • •

Skills project Toiletries Bottle project Disposable Camera Project

September 2014 Students are developing a range of skills and techniques through their project work. Coursework will include the study of other artists and designers, and investigate design from other cultures. The Graphic Design course is project based and 60% of your grade will be awarded for an assessment portfolio – a 45 hour project. This project will be based on a visit to either Hollycombe Steam Fair or Wisley Gardens and starts in May of Year 10. The remaining 40% is awarded for a further unit set by the exam board, in which the final pieces must be completed within 10 hours as a practical controlled test. This unit will be undertaken from February of Year 11 through to May. The Graphic Design course will give students the opportunity to investigate, design, make and evaluate products in both 2D and 3D.

Health and Social Care

A GCSE qualifications in Health and Social Care will enable students to: •

actively engage in the processes of health and social care to develop as effective and independent learners; • understand aspects of personal development, and the health, social care and early years sectors through investigation and evaluation of a range of services and organisations; • develop a critical and analytical approach to problem-solving within the health, social care and early years sectors; • examine issues that affect the nature and quality of human life including an appreciation of diversity and cultural issues. In Year 10, student will study the following unit: Unit A911: Health, Social Care and Early Years Provision 1. The range of care needs of major client groups 2. The ways people can obtain services and the possible barriers that could prevent people from gaining access to services 3. The types of services that exist to meet client group needs and how they are organised 4. The principles of care that underpin all care work 5. The main work roles and skills of people who provide health, social care and early years services Overview of Assessment: • Students will have end of topic coursework submission assessments. • A final Controlled Assessment (up to 18 hrs research and up to 26 hrs writing up) 60% of the total GCSE (Single Award) marks. • Regular homework will be set.

History •

In Y10 students study Unit 1 C20th International Relations which includes Hitler’s foreign policy and the origins of the Second World War and some of the key events of the Cold War up to 1980, including the Berlin Blockade and Airlift, the Korean War and the Cuban Missile Crisis.

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They also undertake a 20th Century Depth Study (Unit 2) on The Roaring 20s: The USA 1918-29 looking at how and why the USA achieved prosperity in the 1920s; how far the USA was a divided society in the 1920s and why the US Stock Exchange collapsed in 1929.

September 2014 Information & Communication Technology

Edexcel GCSE – Optional Candidates will actively study two units: ‘Living in a Digital World’ involves exploring the impacts of current and emerging digital technology on the lives of individuals, organisations and society. This also seeks to develop an awareness of the risks that are involved in using ICT and the features of safe, secure and responsible practice. Understanding of this topic is externally examined in Year 11 and constitutes 40% of the final mark. ‘Using Digital Tools’ is a practical unit, designed to broaden and enhance ICT skills and capabilities. Students work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. This is the coursework component, marked by teachers and moderated externally by Edexcel. It constitutes 60% of the final mark awarded.

Computer Science (Ebacc Accredited)

AQA GCSE – Optional Candidates will actively study two units: ‘Practical Programming’ involves students choosing two out of a possible 4 tasks. All of which are internally assessed and externally moderatred. The tasks should take no longer than 25 hours each and must be completed under strict classroom supervision. This coursework component is worth 60% of the final grade. Fundamentally, students will need to demonstarte how to plan, code and test a solution to any given problem. However, the tasks will be set in engaging and relevant contexts such as traditional programming, web authoring, the development of mobile phone applications or even gaming ‘Computing Fundamentals’ is the theortical componenet of the course. The unit is externally assessed and marked and can only be sat in the summer of Year 11. This examination is worth 40% of the final grade and will consist of compulsory questions ranging from the very short to extended answers. Typical topics might include computer hardware, networking, data representation, programming techniques, software development and database concepts.

Leisure and Tourism

Students will cover work on the following areas during the year: Unit 2 The Nature of Leisure and Tourism The students will study their local area. During the year there will be a number of trips to facilities in the local area, such as- G Live, Radisson Hotel They will learn about: • Why people use leisure and tourism facilities • The different types of organisations and facilities • The UK’s rapidly changing leisure and tourism industry • How leisure and tourism facilities promote themselves • The range of employment opportunities available for young people Assessment Controlled assessment made up of six sections with 60% of the total GCSE.

Latin

Students continue to follow the Cambridge Latin Course (CLC), preparing for the WJEC GCSE Cambridge School Classics Project Latin examination which assesses: • • •

the ability to translate and comprehend suitable passages of Latin knowledge and appreciation of set Latin literature, both verse and prose understanding of the social and historical context of life and literature in the Roman Empire

September 2014 Stages 21-28 of the CLC, studied in Year 10, develop their knowledge of Latin with stories of increasing grammatical complexity set in various parts of the Roman Empire. Work also begins on the Roman Life topic – research focusing on online resources and material culture – a visit to the British Museum or even to Italy is organised to allow students to view artefacts and archaeological sites at first hand.

Mathematics

All students follow a linear course in Mathematics, this is studied over two years with a terminal examination in June of year 11. The exam consists of two exam paper one calculator and one noncalculator lasting an hour and a half each. We follow the Edexcel course 1MAO, which we have the option of entering students into a higher tier exam for which A*-D grades can be awarded or a foundation tier for which C-G grades can be awarded. There is no coursework for GCSE Mathematics. The full specification can be seen at:

http://www.edexcel.com/migrationdocuments/GCSE2010/UG029981_GCSE_MathsA_Spec_20 12.pdf

Music

In Year 10 students will gain experience in performing, composing, listening and appraising music in a variety of styles through the study of music from 1600 to present day. This will enable them to: • • • • • • • •

perform as a soloist and as part of an ensemble. All students must perform in front of their class. All students need to take instrumental lessons for the duration of the course study music theory. A basic level of theory will be required for the final examination develop their composition skills through exercises relating to the styles of music that they study develop their listening skills and the ability to identify a variety of different musical instruments and techniques used in the music that they study develop their ability to analyse set works develop an understanding of how music has evolved over the centuries build up and use a musical vocabulary build upon and use their knowledge of the music software that they have used throughout KS3

Students are expected to bring their own instruments to class, as required by the class teacher. Performance in front of the class is not optional! Provision is made for the safe storage of instruments in school.

Physical Education

Students will participate in the following short modules of work: Fitness Suite, Basketball, Dodgeball, Hockey, Lacrosse, Volleyball, Badminton, Striking and Fielding, Tennis, Football (b), Netball (g). Work in these modules encourages improved personal performance both as an individual and as a member of a team. The PE lessons are also designed to promote an ‘exercise for life’ attitude within students, encouraging them to adopt regular exercise as part of a healthy lifestyle.

Physics

GCSE Physics provides the basis for studying A-level Physics, or a general background for those wanting to specialise in one or more separate sciences. It is a modern course that will stimulate students interest in how science works. There are three Physics units. • Physics 1 – Students will learn about: • how heat is transferred • efficient use of energy

September 2014 electrical devices and their use the electromagnetic spectrum emissions from radioactive substances how the universe continues to change. Physics 2 – Students will learn about: • describing the way things move • velocity and acceleration • momentum • static electricity and electrical currents • using mains electricity safely • the decay of radioactive substances • nuclear fission and nuclear fusion. • • • •

Physics 3 – Students will learn about: • turning forces and their effects • keeping bodies moving in a circle • mirrors and lenses • sound and ultrasound • using electricity to make things move • how generators work • how transformers work • the life history of stars.

Product Design • • • •

Students undertake a series of design and make tasks in a variety of materials developing skills in both of these aspects Students will develop knowledge and understanding in the following areas: materials, components, quality, energy, mechanisms, products & applications and health & safety Students will be entered for two controlled assessment unit. One is design & development based the second focussing on the manufacture of a working product. There are two examinations. The Innovation Challenge is a 6 hour exam based over two days testing the students design skills in an exam situation. The final paper is a question based synoptic theory exam.

Personal & Social Education • • • • • • • • • • • • •

GCSE study skills Record of Achievement work Personal/loving relationships Sexually transmitted diseases Contraception Unwanted pregnancy Adoption/abortion/fostering Careers/CVs Work Experience Examination/revision skills Habits/addictions Substance abuse Citizenship – local government, involvement and responsibility

In addition to providing students with essential knowledge relating to these issues, PSE provides opportunities for students to develop key skills such as communication, discussion, decision-making, negotiation, working with others and the chance to explore their own attitudes/beliefs and those of others.

September 2014 Religious Education

Religious Education is a statutory requirement for all secondary school students in England. The curriculum content is decided by the examination board with specific units being decided by the Religious Education department. Students will have a multi-faith curriculum with a greater emphasis on Christian teachings. The examination board is AQA specification B. The following units are from Unit 3 ‘Religion and Morality’. Students will sit two examination papers at the end of year 11 for 1 ½ hours which will lead to a full course GCSE. This will be combined with the GCSE Unit 4 ‘Religious Philosophy and Ultimate Questions’ which is studied in year 11. Religious attitudes to matters of life – this includes the importance of life; fertility treatment, genetic engineering and transplant surgery. • Religious attitudes to the elderly and death – this looks at death, attitudes to the elderly and the euthanasia debate. • Religious attitudes to drug abuse – this examines religious attitudes to legal and illegal drugs, and what can be done about addiction. • Religious attitudes to crime and punishment – students examine religious attitudes to law and order, the aims and types of punishment and how we treat young offenders. Key Objectives • Understand more about various moral issues. • Understand a range of religious responses to those issues. • Develop a deeper understanding of Christian ethics. • Reflect and come to considered opinions on a range of moral issues. • Develop discussion skills.

Science Double Science

Students will gain two GCSEs in science (called Core Science and Additional Science). Both GCSEs contain biology, chemistry and physics topics. The majority of students at George Abbot are following this course. Please note that this course is suitable for students who wish to take A levels in science subjects. The two GCSEs are: Y10: Core Science (Units BL1, CH1 and PH1 and an ISA) Y11: Additional Science (Units BL2, CH2 and PH2 and an ISA) AQA Core Science GCSE GCSE title Subjects studied In Year 10 - AQA Science A (4405)

Modules (25% each)

Biology, BL1, CH1, PH1 Chemistry, Physics

How modules are examined Each module is a 60 minute written exam. (BL1, CH1, PH1)

The module tests are taken January and June of Year 10. Details of the content of each module can be found under the course descriptions for Biology, Chemistry and Physics. The remaining 25% of the GCSE is an ISA, which is the new form of coursework. This is completed in class. The ISAs consist of a few lessons of practical work leading up to two exam style tests. Each student's best performance during the course will be submitted to the examination board as his or her coursework component.

September 2014 Year 10: Core science GCSE lesson and exam schedule

The course is taught over five lessons per week in Year 10. It is taught as a rotation of the three science subjects in blocks of approximately 7 weeks. Module exams are taken in January and June of Year 10. Students will also sit two ISAs and the best of these counts towards their Core Science GCSE. Group Lessons Change- Lessons January Lessons ChangeLessons June exams (FO & (9 weeks) Half (8 weeks) exams (6 ½ weeks) mid- March (7 weeks) ME) term 3 3 Chemistry 3 Chemistry CH1 3 Physics 3 Biology BL1 2 Physics 2 Biology 2 Biology 2 Physics PH1 4 3 Physics 3 Physics PH1 3 Biology 3 Chemistry BL1 2 Biology 2 Chemistry 2 Chemistry 2 Biology CH1 5 3 Biology 3 Biology BL1 3 Chemistry 3 Physics CH1 2 Chemistry 2 Physics 2 Physics 2 Chemistry PH1 After the exams in June students will start the Additional Science course.

Entry Level Certificate in Science

In addition to taking the Core Science GCSE, students will be given the opportunity to complete the Entry Level Certificate in science. This is an internally assessed course, which requires students to submit a minimum of 3 units from a possible 6. The course follows the outline of the core science GCSE and is completed by sitting 2 parts for each unit. This consists of an Externally Set Assignment (ESA) and a Teacher Devised Assessment (TDA). Once all units have been completed the best 3 units will be submitted to give them an overall grade of 1, 2, or 3 (3 being the highest). The units are outlined as follows. Biology Chemistry Physics - Component 1 - Component 3 - Component 5 (Keeping Healthy) (Materials from the (Energy transfer Earth) and efficiency) - Component 2 - Component 4 (Oils, - Component 6 (Inheritance, Earth and (Electricity and Evolution and the Environment) Atmosphere) Waves)

Sociology

Students will cover several topics in this GCSE. The year 10 module, unit 1, is made up of 3 units: • Families • Education • Studying Society This is a written Paper that lasts for 1 hour 30 mins. This exam is taken at the end of year 11. There are 90 marks available. In Unit 1 all questions are compulsory although, in two of the three compulsory sections, a choice of questions is provided for the final element of each question (this element offers candidates an opportunity to write an extended answer). Studying Society Candidates should, at a basic level, be able to show some understanding of the distinctiveness of the sociological approach as opposed to, for example, the psychological, biological or journalistic, and should be aware that different kinds of explanations exist within sociology. Candidates will be introduced to central terms and concepts used in sociology. For example: social structures, including the family, education and stratification systems social processes, including socialisation, social control and social change social issues, including the causes and consequences of inequality, and the sources, distribution and exercise of power and authority. Candidates should be aware that some central terms and concepts relevant to the topic areas covered by this specification, such as class or poverty, may be defined in more than one way. Candidates should be able to:

September 2014 • • • • • • •

Describe the research process with reference to the significance of research aims, hypotheses, pilot studies, sampling procedures, data collection and analysis and evaluation. Describe the instruments of the social survey, the questionnaire and the interview, and be able to explain their use, value and limitations. They should also be able to describe the use, value and limitations of longitudinal studies. Describe the use of direct observation, participant and non-participant, by sociologists, and be aware of the value and limitations of these methods. Distinguish between primary and secondary sources of data and to describe the use, value and limitations of the latter. Candidates should have some knowledge of the construction, value and limitations of official statistics and opinion polls. Make elementary deductions from diagrams, charts, graphs and tables of statistics as well as numerical, written and other visual material. Understand the significance of evidence in sociological discussions. Plan a simple research project, having regard to the ethical issues which might arise in the course of the research process.

Candidates should be aware of ways in which sociological concepts and the results of sociological research may be useful in making and implementing policies, for example in the fields of education, welfare and criminal justice. Education Candidates should be able to: • Describe and explain, at a basic level, the present structure of the education system, and have an understanding of related debates such as those about faith schools, testing, special needs, and alternative forms of educational provision. • Describe and explain, at a basic level, variations in educational achievement in terms of class, gender and ethnicity. • Identify a range of influences on educational achievement, for example, parental values, peer groups, school ethos, streaming, labelling, teacher expectation, economic circumstances, cultural and ethnic background. • Describe and explain at a basic level the various functions that education is expected to fulfil today, such as serving the needs of the economy, facilitating social mobility and encouraging ‘Britishness’ and social cohesion. Candidates should be aware of education as a political issue and be able, at a basic level, to explain both why education reforms have been made and criticisms of those reforms. Families Candidates should be able to: • Define ‘family’ and to explain the presence of diverse forms of the family in Britain today: eg married/non-married, couple/lone parent, heterosexual/gay, extended/nuclear and reconstituted. • Candidates should be aware of cultural diversity, migration and changing working patterns as influences on marriage and the family in Britain. Candidates should understand that an individual might live in many different family situations during a lifetime; and should be able to explain important changes that are taking place in family structures, eg the increase in single person households. Candidates should be able to: • Describe and explain role and authority relationships, eg between men and women, parent(s) and children, members of the wider family, describe changes in these relationships, and relate them to the factors influencing such changes. • Describe and explain changes in the patterns of fertility and expectations of life and be aware of their significance for individuals, family and society generally. • Describe and explain, at a basic level, different sociological approaches to the family, both positive and critical, including, for example, the functionalist, the feminist. • Describe and explain changes in the pattern of divorce in Britain since 1945 and be aware of the consequence of divorce for family members and structures. Candidates should have a basic knowledge of contemporary family-related issues, such as the quality of parenting, the relationship between teenagers and adults, care of the disabled/elderly and arranged marriage.

September 2014 Spanish

In this year, they will complete 2 pieces of coursework under controlled conditions, which will count for 30% of their GCSE. Students in Year 10 study Spanish as their first foreign language for two lessons per week. They develop their listening, reading, writing and speaking skills in a range of different topics. These include talking about holidays, health and well-being, free time and hobbies and going out. Students will also continue to cover present, past and future tenses and develop the conditional tense. They will develop more sophisticated language, along with producing longer and more complex sentences. The students will be using the text book “Mira” for GCSE. Assessments take place in each of the four skills at regular intervals through the year.

Textiles • •

‘Decorative Pattern’- is the theme which will inspire this unit. Hand and machine stitching including quilting, appliqué mixed media and machine embroidery for a final fashion or interior outcome. ‘Textured Colour’ will be the theme for the second unit of work .Students will be inspired by works of art from the Impressionism in London galleries leading towards a final outcome which involves adding colour and texture to fabric using a variety of textiles techniques.