Year 10 and 11 Curriculum Information
| Art | Resistant Materials | Drama |
| English | Food | French/German |
| Geography | Graphics | History |
| ICT | Maths | Music |
| PE | R.E | Science |
| Pastoral | Apprenticeship | Diploma |
CORE SUBJECTS:
Head of Department: Mrs. K. Wells
Examination: AQA, Specification A
Outline of course:
Content:
The GCSE English syllabus determines that the course of study must provide a range of experiences to develop pupils’ skills and abilities in Speaking and Listening, Reading and Writing.
Homework activities / Revision Advice:
Typically, students will be set one forty-five minute homework task per week up to a maximum of two forty five minute homeworks in any one week.
Typical tasks will include researching a topic, learning spellings and/or the meaning of words, independent reading, teacher-directed reading, focused writing tasks, completion of class work, drafting and re-drafting coursework, proofreading and learning evaluations.
Your help is very much appreciated and here are a few ideas about how you can support your child with English homework:
Talk to your child about how to approach the task set
- Discuss reading
- Proofread work with them (please advise us of any help you have given)
- Encourage the meeting of deadlines
Revision will begin after Easter in year 11 (if not before). It will focus on the AQA Anthology’s ‘English’ Poetry and preparation for the reading and writing tasks in the two final examination papers.
We advise students to attend ALL revision lessons. On top of this, we advise students to complete regular practice papers. English teachers will be only too happy to provide some.
Assessed Coursework:
Speaking and Listening is continuously assessed and counts for 20% of marks in English.
Reading and Writing are assessed by 4 units of work. (Shakespeare, Media, Prose Study, Original Writing) and count for a further 20%.
Examination entry requirements:
There are two terminal examination papers. Paper One focuses on non-fiction reading and writing to persuade, argue or advise. Paper two focuses on poetry, and writing to inform, explain or describe. Each paper counts for 30% of marks in English.
Pupils will be entered for either the higher tier: A* - D or the foundation tier: C – G.
We aim to complete all coursework units by Christmas in Year 11.
Teacher expectations:
With so many marks available for coursework, clearly it is essential that coursework deadlines be adhered to. This means that students must organise their time carefully and spread the workload over a sensible period of time.
Parental expectations:
The pupil diary is a very useful tool for pupils to organise themselves. Please support your son/daughter by monitoring the use of this diary and discussing his/her progress with coursework assignments.
Useful resources and equipment:
All texts are provided for English study. However, some pupils like to have their own copies. We aim to give pupils good advance notice of selected texts.
A spelling dictionary is useful to have at home, when redrafting coursework.
ENGLISH LITERATURE
Head of Department: Mrs. K. Wells
Examination: AQA, Specification A
Outline of course:
Content:
The GCSE English Literature syllabus determines that the course of study must provide pupils with opportunities for the study of a substantial and diverse range of literary texts of sufficient substance and quality to merit serious consideration, most of which were originally written in English.
Homework activities and advice:
Revision will begin after Easter in Year 11. It will focus on the AQA Anthology’s Literature, Poetry and either the Anthology short stories or an alternative 20th Century prose text selected from the AQA list.
Assessed coursework::
Assessment is by three units of work
Pre 20th Century Drama; Pre 20th Century Prose; 20th Century Drama
- These together count for 30% of the total marks.
Examination entry requirements:
There is one 13/4 hour literature examination paper, which counts for 70% of the total marks.
This paper focuses on pre and post 1914 poetry and post 1914 prose.
Pupils will be entered for either the Higher Tier paper (grades A*-D) or the Foundation Tier Paper (grades C–G).
Teacher Expectations:
With so many marks available for coursework, clearly it is essential that coursework deadlines be adhered to. This means that students must organise their time carefully and spread the workload over a sensible period of time.
Parental Contribution:
The pupil diary is a very useful tool for pupils to organise themselves. Please support your son/daughter by monitoring the use of this diary and discussing his/her progress with coursework assignments.
Useful resources and equipment:
All texts are provided for English study. However, some pupils like to have their own copies. We aim to give pupils good advance notice of selected texts.
Head of Department: Mr. G. Ford
Outline of course:
Content:
All the courses offered meet the requirements of the National Curriculum in providing for pupils to develop skills in the four areas of maths –
Firstly, “Using and Applying Maths” is assessed by two coursework tasks, and then Number and Algebra, Shape, Space and Measures and Handling Data are assessed by 2 terminal papers, one using a calculator and one without. Students use the Collins ‘Mathematics for GCSE’ textbooks which are specifically written to cover the syllabus. Generally set 1, 2, 3, and 4 follow the Higher level course, and set 5 and 6 follows the Foundation level course or the Certificate of Achievement in Mathematics, if appropriate. Pupils may change sets during or at the end of the year 10 if this is appropriate. Often some pupils from each set are entered at a different level from the rest if this is considered appropriate.
Homework activities and advice:
This is an integral part of the GCSE course throughout years 10 and 11. This is particularly so for the time allocated to working on the coursework tasks in the spring term.
Revision and practice of work covered is an essential part of thoroughly understanding mathematics. The terminal exams will assess the whole two years GCSE syllabus. Alongside the new textbooks which will be used in class, each student will have a Homework Book to aid personal revision. Much revision will be part of the scheme of work and pupils will be given ‘past’ papers, to practice working under exam conditions.
Homeworks will include continuation of classwork, tasks arising out of current classroom work or tasks as preparation for future work, revision exercises, investigations and research.
Usually two homeworks will be set on one day to be done during the week, to be handed in on a given day. Each homework should last about 30 minutes. Do help – and please do so in your child’s book so we can see. Encourage them to look at examples in their textbooks and any notes in exercise books. Get them to explain the classwork – this will help you, and them, understand the homework. Encourage them not to leave work until the last minute.
Examination entry requirements:
There are 2 tiers of assessment for GCSE. At Foundation level there are two exams of 11/2 hours and the grades available are C – G. At Higher level the exams are also 2 hours long with grades A* - D. If a candidate fails to get the minimum mark in each tier the pupil is ungraded. Calculators are not allowed in one of the two papers. Certificate of Achievement pupils take two papers and can be awarded a distinction, merit or pass grade. The tier of entry is determined largely by the pupil’s performance in the mock exams but performance during the autumn term will be taken into account. A ‘Certificate of Achievement’ course will be available after the ‘mocks’ for those pupils who are not expected to reach a ‘G’ grade.
A decision on the level of entry for the GCSE exams is made in early January after the ‘mock’ exams.
Teacher Expectations::
The onus is on pupils to have pace in their work in class and at home and to set demanding targets to achieve in a prescribed time.
Parental Contribution:
To provide the most favourable conditions for working at home.
To inform their child’s teacher if there are problems over understanding or attitude.
To take an active interest in the prescribed work and to support and encourage wherever practicable.
Useful resources and equipment:
A calculator is essential. A basic calculator is sufficient for the Foundation tier but an inexpensive scientific calculator with trig. functions is necessary for the other tiers. A ‘Revision Guide for GCSE Maths’ published by The Maths Co-ordination Group is a helpful aid. Other revision books available at bookshops may be very useful.
Head of Department: Mrs Adams
Outline of course:
Content:
During Key Stage 4, students choose activity options from a wide variety of sporting activities. They have the opportunity to experience new and exciting sports during lesson and extra-curricular time.
|
KS4 AREAS OF ACTIVITY |
|
|
|
ATHLETIC ACTIVITIES |
Athletics Cross-country |
|
|
GAMES |
Aerobics Archery Badminton Basketball Circuit Training Cricket (boys) Dance Extreme Golf Football (boys/girls) Hockey (boys/girls) Judo Netball (girls) Rounders/Softball Rugby (boys/girls) Table-tennis Tennis Ultimate Frisby |
|
Assessment:
Students’ progress is monitored during every option block on their performance against the National Curriculum, their effort and organisation.
Teacher expectations:
Students are expected to wear the appropriate school PE kit. They are expected to participate wholeheartedly in every lesson and to grasp every opportunity available to them. Students are encouraged to enhance their experience by partaking in extra-curricular opportunities from clubs, fixtures, inter-form competition and community sport.
If students are excused from PE lessons tjey must ensure they have a note in their homework diary signed by parent/guardian. However, they must still be in PE kit to be able to play a coaching role in the lesson. (It also keeps their school uniform dry and clean!)
Parental expectations::
To provide their child with the appropriate PE kit and support both their child and the PE department to ensure they have a positive sporting experience at Lavington School.
To use the homework diary to communicate with staff on any concerns of matters regarding PE.
RELIGIOUS STUDIES (short course)
Head of Department: Mrs. K. Hinder
Outline of course:
Content:
GCSE Religious Studies – Philosophy and Ethics – see additional note in Other Relevant Information
Christianity is the focus religion
These topics cover the Philosophy component of the course:
The Nature of God
- The Nature of Belief
- Religion and Science
- Death and the Afterlife
- Good and Evil
These topics cover the Ethics component of the course:
- Religion in Human Relationships
- Religion and Medical Ethics
- Religion and Equality
- Religion, Poverty and Capital Wealth
- Religion, peace and Justice
Homework activities and advice:
Homework will be set as appropriate.
Pupils will need to revise for end of unit/topic tests and for mock exams in Autumn term and the GCSE examination in the Summer Term.
Assessed coursework:
None is required.
Examination entry requirements:
One examination in May – Year 11.
Teacher expectations:
Religious, spiritual, moral and philosophical elements will be incorporated into the learning which aims to interest, inform and challenge the pupils as well as provide opportunities for discussion and exploration of the issues raised during the course. The teacher expects participation in discussion and recording and analysis of issues studied.
Parental contribution:
Encourage pupils to do homework in a suitable, quiet environment.
Participate in discussions with their child on issues covered during the course and be willing to help the student reflect on a variety of viewpoints to issues.
Useful reaources and equipment:
Pen, Ruler, Pencil, Coloured pencils (as in other lessons).
Occasionally access to a National newspaper.
Other Relevant Information:
Whilst it is anticipated that most students will follow the GCSE Religious Studies Short Course, some students will not be able to cope with an examination course in the limited curriculum time of 50 minutes per week and will instead have the opportunity to explore the themes and topics in a less prescriptive manner and without an examination entry.
Head of Department: Mr J. Minns
Outline Of Course:
Content:
AQA Core Science A. There are 6 Modules divided evenly between Biological, Chemical and Physical topics. All the modules are tested by Multiple‑choice Module test (75% of marks). The Modules are: B1a Human Biology, B1b Evolution and Environment, C1a Products from Rocks, C1b Oils, Earth and Atmosphere, P1a Energy and Energy Resources, P1b Radiation and the Universe. They lead to a Single GCSE in Core Science.
Homework Activities / Revision Advice:
At least 1 written homework per week plus 1 revision homework. Usually in the form of research, note taking or answering questions. Pupils should begin revision almost immediately as the first Module tests (set by the examination board AQA) occur at the end of November and the majority of pupils will be sitting two or three of these. Pupils are recommended to purchase the relatively inexpensive revision guides.
Assessed Coursework:
The assessed coursework is the Investigative Skills Assessment (ISA) which counts 25% of the marks. Pupils will do a number of these during the year, related to the subject material being covered at the time, and their best mark will be entered to the exam board. These assessments are almost exclusively based on the “How Science Works” section of the textbook (as are a proportion of the Module test questions) so students are therefore strongly advised to ensure they are fully familiar with this and in particular the vocabulary.
Examination Entry Requirements;
Module tests on three occasions during Year 10 (November / December, March and June) consisting of multiple choice questions.
Pupils are automatically entered for Module tests, as and when they have covered the modules in class. Whilst the Year 10 Core Science course is not differentiated into Foundation and Higher material, the Module tests do have Foundation and Higher sections. The Level of Module to be taken will be governed by staff advice but students con also make their own decision on the day.
Teacher Expectations:
Every pupil to give of his/her best. All homework to be fully completed and handed in on time. All Module tests and exams to be fully revised for. Pupils to read the relevant sections of their textbooks as they cover each section. All pupils to come fully equipped for lessons e.g. books, pens, etc.
Parental Contribution.
Monitor work set in Homework planner to ensure completion. Take note of dates of module tests to encourage thorough revision and avoid pupils missing tests. Encourage students to watch Science based programmes. (Horizon etc). whenever this is convenient to the family as a whole and does not interfere with Homework.
Useful Resources And Equipment:
Calculators are always helpful (but pupils should be able to do the calculations in their head/on paper before they use them purely to save time). The department recommends a specific CGP revision guide as an optional extra, but others ore available to purchase commercially. (The Letts series is useful).
ADDITIONAL SCIENCE
Head of Department: Mr J. Minns
Outline Of Course:
Content:
AQA Additional Science. There are 3 Modules divided evenly between Biological, Chemical and Physical topics. All the modules are tested by 45 minute Short-answer Module test (75% of marks). The Modules are: B2 Biology, C2 Chemistry, P2 Physics. They lead to a Single GCSE in Additional Science.
Homework Activities / Revision Advice:
At least 1 written homework per week plus 1 revision homework. Usually in the form of research, note taking or answering questions. Pupils should begin revision almost immediately as the first Module tests (set by the examination board AQA) occur in January and the majority of pupils will be sitting at least one of these. Pupils are recommended to purchase the relatively inexpensive revision guides.
Assessed Coursework:
As with Core Science, the assessed coursework is the Investigative Skills Assessment (ISA) which counts 25% of the marks. Pupils will do a number of these during the year, related to the subject material being covered at the time, and their best mark will be entered to the exam board. These assessments are almost exclusively based on the “How Science Works” section of the textbook (as are a proportion of the Module test questions) so students are therefore strongly advised to ensure they are fully familiar with this and in particular the vocabulary.
Examination Entry Requirements;
Module tests on two occasions during Year 11 (January and June) consisting of Short-answer questions. They are 45 minutes long and all pupils will do three, one each in Biology, Chemistry and Physics.
Pupils are automatically entered for Module tests, as and when they have covered the modules in class. Module tests have Foundation and Higher sections. The Level of Module to be taken will be governed by staff advice but students con also make their own decision on the day.
Teacher Expectations:
Every pupil to give of his/her best. All homework to be fully completed and handed in on time. All Module tests and exams to be fully revised for. Pupils to read the relevant sections of their textbooks as they cover each section. All pupils to come fully equipped for lessons e.g. books, pens, etc.
Parental Contribution.
Monitor work set in Homework planner to ensure completion. Take note of dates of module tests to encourage thorough revision and avoid pupils missing tests. Encourage students to watch Science based programmes. (Horizon etc). whenever this is convenient to the family as a whole and does not interfere with Homework.
Useful Resources And Equipment:
Calculators are always helpful (but pupils should be able to do the calculations in their head/on paper before they use them purely to save time). The department recommends a specific revision guide as an optional extra, but others ore available to purchase commercially. (The Letts series is useful).
SEPARATE SCIENCES
Head of Department: Mr J. Minns
Outline Of Course:
Content: AQA Modular Biology, Chemistry and Physics.
The course includes all the Core Science and Additional Science modules detailed above together with three extra modules, Further Biology (B3), Further Chemistry (C3) and Further Physics (P3).
Each of these modules will be tested by 45 minute short answer exams at the end of year 11.
In each subject, the Core module tests each count for 12.5% of the final grade, while the Additional module exam (2) and the Further module exam (3) count for 25% of the marks each.
The course will lead to a separate GCSE grade in each of the three Science subjects.
Homework Activities / Revision Advice:
At least 1 written homework (often 2) per week plus 1 revision homework. Usually in the form of research, note taking or answering questions. Pupils should begin revision almost immediately as the first Module tests (set by the examination board AQA) occur at the end of November and the majority of pupils will be sitting two or three of these. Pupils are recommended to purchase the relatively inexpensive revision guides.
Assessed Coursework:
The assessed coursework is the Investigative Skills Assessment (ISA) which counts 25% of the marks in each subject. Pupils will do a number of these during the year, related to the subject material being covered at the time, and their best mark will be entered to the exam board. These assessments are almost exclusively based on the “How Science Works” section of the textbook (as are a proportion of the Module test questions) so students are therefore strongly advised to ensure they are fully familiar with this and in particular the vocabulary.
Examination Entry Requirements;
Module tests on three occasions during Year 10 (November / December, March and June) consisting of multiple choice questions.
Pupils are automatically entered for Module tests, as and when they have covered the modules in class. Whilst the Year 10 Core Science course is not differentiated into Foundation and Higher material, the Module tests do have Foundation and Higher sections. The Level of Module to be taken will be governed by staff advice but students con also make their own decision on the day.
The Additional module exams will be taken during January 2009 and the Further module exams in May / June 2009.
Teacher Expectations:
Every pupil to give of his/her best. All homework to be fully completed and handed in on time. All Module tests and exams to be fully revised for. Pupils to read the relevant sections of their textbooks as they cover each section. All pupils to come fully equipped for lessons e.g. books, pens, etc.
Parental Contribution.
Monitor work set in Homework planner to ensure completion. Take note of dates of module tests to encourage thorough revision and avoid pupils missing tests. Encourage students to watch Science based programmes. (Horizon etc). whenever this is convenient to the family as a whole and does not interfere with Homework.
Useful Resources And Equipment:
Calculators are always helpful (but pupils should be able to do the calculations in their head/on paper before they use them purely to save time). The department recommends a specific CGP revision guide as an optional extra, but others ore available to purchase commercially. (The Letts series is useful).
TUTORIAL AND PASTORAL PROGRAMME
PSHE and Citizenship
Pastoral Leader: Mr M. Henley
In Years 10 and 11 all students follow a programme of Personal, Social and Health Education (PSHE) and Citizenship. The programme comprises the following elements:
Relationships and sex education, including gender and relationship issues, sexual health, and sexually transmitted infections and contraception.
- Drugs, alcohol and smoking
- Social and emotional aspects of learning
- Gambling
- Citizenship
- Careers and work-related learning, including preparation for work-experience in Year 10. In year 11, students are given support, advice and information about careers and options for life after Lavington. This includes visits from the local college and sixth forms.
The programme is taught by form tutors with the support of outside agencies. It also prepares students to be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being.
The progress of students is closely monitored by the Pastoral Leader, the Deputy Pastoral Leader and tutors. Students who are under-achieving will receive mentoring support from the Upper School Pastoral Team.
In Years 10 and 11 students have a number of opportunities to takes on different roles of responsibility and to make a positive contribution to the general life of the school. Each tutor group nominates two members to act as ‘form representatives’. Their role is to ask their fellow students if they have any ideas and/or concerns which they would like to be raised at the form reps’ meetings. Two of the form reps are also nominated to sit on the Student Council. Years 10 and 11 students also contribute in other ways, such as volunteering to be Paired Readers, Peer Mentors and Prefects, some of whom will be selected to become Senior Prefects.
.......................................................................................................................................................................................................
THE OPTIONS
You need to choose three courses plus one reserve. Please note that a choice for CLAIT will only be approved for students for whom the course is deemed appropriate. More academic students should generally study a foreign language route which is more suitable for their abilities and likely post sixteen needs.
Head of Department: Mrs K. Jeanes
Content:
Recognition of design need. Drawing up specifications. Generating design solutions. Product development.
Making:
Product planning, use of tools and equipment, practical processes, Industrial applications, product evaluation.
Knowledge:
Materials - ingredients and their properties, systems and control for production, health and safety
Activities:
Practical work including investigations, research of existing products, academic study of nutrition, food hygiene certificate
Skills:
Good organisational skills, good manipulative skills, good research skills, IT skills
Homework activities:
Planning for practical work. Research/Data presentation, market research coursework. Formal questions to revise and enhance knowledge.
Assessed Coursework:
One coursework task to be completed by Easter in Year 11. Task is broken down into 6 objectives and will be started in the spring term of year 10 - coursework represents 60% of GCSE marks.
Examination details:
One coursework task (60%), 2 formal examination papers (40%). Two Tier entries
Examination entry requirements:
Completion of coursework targets.
Reasonable mock examination mark
Revision advice:
Revision timetable issued - topics revised in class. Old papers completed. Revision skills taught.
Parental contribution:
Support over supplying ingredients
Monitoring progress of coursework and homework
Useful resources and equipment:
Recipe books, magazines, TV food programmes. Access to computers
Other relevant information:
This course does require a degree of expenditure on food. Parents must be willing to support this. Food is expensive and students in Year 10 will be expected to cook most weeks.
Head of Department: Mrs H. Best
Content:
Year 10 Coursework projects, developing drawing and design skills. Present projects are based on Café/Restaurant company id, children’s illustrations and products and communication via sign systems.
Year 11 Music promotion project, autumn term.
Activities:
By looking at the work of other artists and designers, students develop research, designing and making skills. Focussed tasks use a variety of materials and processes, including drawing, painting, collage, printing, ICT and net design.
Skills:
Students will learn to identify and analyse different forms of relevant information, evaluate existing products and work of other designers and artists, generate a range of designs solutions and understand the relevance of function and aesthetics while using a variety of graphic techniques.
Homework activities:
Project sheets covering a range of different activities including research and analyses of existing products, contextual studies of designers and artists, design development and project evaluation. Homework tasks will be set either every week or every fortnight.
Assessed coursework:
All project work produced is open to inclusion in final coursework; students will have the opportunities to revisit work prior to selection in the spring term of year 11. The average amount of work submitted is 3 substantial projects or 5 smaller projects.
Examination details:
AQA Art & Design Graphics – 60% coursework and 40% exam.
The exam is in the form of a short project completed over 4 weeks. Students have 10 hours (2 days) to complete a final piece in exam conditions, and this is submitted with prep work.
There is a one day exam in the summer term of year 10 and a 1 day mock exam prior to Christmas in year 11.
Examination entry requirements:
Completion of coursework to the set deadlines.
Revision advice:
From January until Easter the workshops will be available at the discretion of staff.
Parental contribution:
Most of the equipment and materials will be provided by the school. We do ask students to buy an A3 flip file in which to keep project sheets. It is also very useful if they have access to a camera (preferably a digital one) and a computer at home.
Essential resources and equipment:
A3 portfolio, A3 drawing board, set squares, drawing pens, felt pens, colouring pencils, circle/ellipse templates, compass.
Other relevant information:
This is a time consuming subject that demands good personal organisation and high quality presentation skills.
Head of Department: Ms S. Block
Content:
Year 10 - Skills based activities and the production of a practical task for assessment towards the final GCSE grade.
Activities:
Developing, designing and making skills through product evaluation, focus taught tasks using a variety of materials, drawing techniques and computer generated images.
Skills:
Identify and collect relevant data, evaluate existing products, generate a range of design solutions, understand the relevance of function and aesthetics, use a variety of graphical techniques. Plan work and produce 2 and 3 dimensional models of good quality. Produce good quality products from resistant materials
Homework activities:
Surveys, analysis of data, product evaluation, drawing and presentation of work.
Assessed coursework:
The projects in Year 10 and Year 11 are divided into 6 objectives, following the Design Process and will be assessed at each stage.
Students will be issued with deadline dates. The final project to be completed the week before the Easter holiday in Year 11.
Examination details:
Design & Technology - OCR. 60% coursework - design folio and ‘3D’ product. 40% - A written examination.
Examination entry requirements:
Completion of the folio to the set deadlines.
Revision advice:
From January until Easter the workshops will be available at the discretion of staff.
Parental contribution:
You will be required to fund the final 3 dimensional product.
Useful resources and equipment:
A3 portfolio x2, A3 drawing board, set squares, drawing pens, felt pens, colouring pencils, circle/ellipse templates, compass. ‘GCSE Resistant Materials for OCR – publisher Heinemann.
Other relevant information:
This is a time consuming subject that demands good personal organisation and high quality presentation skills.
Head of Department: Mrs A. Craddock
Content:
FINE ART Art syllabus AQA. 60% coursework - 40% exam work. Drawing, painting, ceramics, 3D sculpture, collage, print making. Critical Studies - looking at the work of artists and designated movements.
Activities:
The course will include at least one gallery visit to study the work of a well-known artist or art movement. Studio time will be spent in developing practical skills and artistic understanding.
Skills:
Observation drawing, expressive drawing and painting, 3D skills understanding some aspects of Art history in relation to pupils' own work.
Homework activities:
Research for projects. Set drawing programmes. Development of ideas and themes, evaluation of pupils' own work.
Assessed coursework:
2 projects to be completed over 5 terms (assessed as 60% of exam). Dates to be given to pupils at the start of the project.
Examination details:
2-day (10-hour) exam following four weeks preparation time (assessed as 40% of exam).
Examination entry requirements:
Successful completion of coursework projects. Pupils hoping to embark on an Art GCSE should be reasonably confident with drawing skills.
Parental contribution:
It will be helpful if students visit galleries and exhibitions, watch relevant TV programmes, collect topical reviews and commentaries from journals and magazines.
Useful resources and equipment:
Ideally students should have their own materials for use at home - pencils, charcoal, pastels. PVA paints and watercolour, oil pastels and an A1 or A2 drawing board. Also an A1 or A2 portfolio.
Other relevant information:
This course requires a degree of expenditure on art materials and parents must be prepared to support this.
Head of Department: Mrs S. Thompson
GCSE Drama is all about understanding what it is like to put yourself in somebody else’s shoes. You will play many parts in different imaginary situations. You will have the opportunity to create your own work as well as look at plays written by other people.
Content:
You will learn how drama is created, including all the acting and staging skills that are needed to put a piece of drama on to the stage.
You will learn how to create a character and play this character in performance
You will also learn many other skills that are highly valued in any walk of life. These include teamwork and confidently presenting yourself in public.
Activities:
Improvisation work, study of a play text, and performing to various audiences, theatre trips, written coursework, diary keeping and working towards a devised or scripted performance.
Skills:
Expressing yourself in an active and exciting way
Working in a group
Contributing your own ideas and respecting those of others
Exploring ideas by putting yourself in others shoes
Playing many parts in different imaginary situations
Creating your own drama work
Looking at plays written by other people.
Homework activities:
You will keep a written notebook of evidence to support your practical work. You will prepare for and write coursework. You will be expected to participate in theatre trips throughout the two years. You will need to rehearse outside lesson time.
Assessed coursework
Almost all assessment is practical. There are no written examinations although you will be required to keep a written record of your practical work.
You will explore themes, ideas and plays in a wholly practical way and your teacher will assess how well you have done. You will also be required to perform in a play. You will perform the play with a visiting examiner in the audience.
Examination entry requirements:
All practical and written coursework completed.
Parental contribution:
Support for theatre trips, public performances and the written portfolios.
Useful resources and equipment:
Student handbook for Drama - available from the Drama department.
Go to www.edexcel.com to find outmore about GCSE Drama.
Geography
Head of Department: Mrs N. Alford
Content:
People and the Natural Environment
Tectonic Activity River Landscapes
Coastal Landscapes
People and the Human Environment
Settlement Industry
Development
Coursework of approximately 2500 words based on a fieldwork investigation.
(please note that the GCSE Geography course is currently being reviewed. This will mean that there a likely to be changes to the content including coursework).
Activities:
Pupils will work through these topics and build an organised file/book of homeworks/classwork and case studies.
- They will undertake fieldwork visits to Lulworth and Devizes. Pupils are required to draw and interpret OS maps, interrogate websites and geography textbooks, develop descriptive, analytical and imaginative writing, give balanced argument and have personal opinion, undertake graph work, sketch, record data, study photographs and observe.
- Pupils will interpret a wide range of texts and images.
- These activities will be undertaken individually or in small groups to enable their communication skills and learn from each other – via citizenship, literacy and numeracy tasks.
Skills:
Pupils must be well organised, work hard and be thorough in their approach over the 2 years. All tasks must be completed to meet the set deadlines. ICT skills will be developed and must show competence through a range of activities, and will also improve knowledge and understanding of geographical content. Pupils must be willing to learn.
Homework activities:
Either one or two homeworks are set each week depending on length of task. Homework will include reading, note-taking, research, practice of skills or coursework.
Assessed coursework:
‘Devizes’ - urban fieldwork study. Started in March/April of Year 10 and completed by the end of the summer term in Year 10.
Examination details:
Devizes Research/Fieldwork 25% Two exam papers. Entry at Higher or Foundation tier at GCSE.
Examination Entry requirements:
To complete the Devizes fieldwork project on time. Have a set of notes for every topic and to pass the mock exam in December of Year 11.
Revision advice:
Class time is scheduled for revision and exam techniques. After school revision sessions, use of past papers, mind-mapping, key revision skills and personal help available on request. Case study knowledge is crucial.
Parental contribution:
Support homework regime. Visit locations linked to the course where possible. Encouragement/monitoring of extended tasks to ensure deadlines are met. To enable an enquiring/inquisitive approach to our world and the processes at work.
Useful resources and equipment:
Access to daily newspapers / TV and internet to keep up to date with current affairs. Watch Geography programmes/read geographical magazines. Watch the BBC News.
Other relevant information:
Every pupil will be supplied with a text book - “Tomorrow’s Geography” - which must be returned in reasonable condition before pupils leave.
A new addition to the course for 2008 onwards will be a visit to the Netherlands. The visit will complement what is studied as part of the GCSE course. This will include elements of settlement, coasts and industry.
Head of Department: Mr R. South
Outline of course:
The Modern World - 20th Century History 1914 - 1970
Content:
Towards a peaceful world, the Peace Settlements 1918-19, The
League of Nations in the 1920s and 1930s; From Tsardom to
Dictatorship, Russia 1917 – 1941, British people in war (a
comparison of World War 1+2); The Cold War 1945 – 1970;
Race Relations in USA, 1955-1968
Activities:
A visit will be made to the Imperial War Museum in Year 10; a 4-day Battlefields visit runs in the Autumn Term of Year 11. There is also a year 11 visit to the D-Day Museum.
Homework activities:
Either one large or two smaller homeworks are set each week. Coursework (Controlled Assessment research) is also set as part of the homework schedule. Research, revision notes, past paper questions, document assignments, writing up notes and answering worksheet questions are typical of the work set.
Controlled Assessment (new coursework unit):
Students carry out a research project on life for British people during both world wars. They then prepare two written answers using their findings and a collection of sources to analyse historical evidence and compare peoples’ experiences in both wars.
Examination details:
Currently we sit the AQA syllabus B (3042) Modern World History.
Examination entry requirements:
All pupils are expected to have completed their research project assignments to a satisfactory standard, to have passed the mock exam at Grade G or above and to have a complete set of classwork and homework notes.
As many pupils as possible will be entered for GCSE. The complete grade range i.e. A* - G is open to all GCSE pupils, there is no tiered entry.
Revision advice:
Extra revision classes will be offered after school in the Spring Term of Year 11. If there were sufficient support for such a class, regular attendance would be expected. The day is negotiated; the duration is approximately one hour.
Parental contribution:
Parents can help a great deal by encouraging a regular homework regime and checking to see that it has been done. Often there are TV documentaries on 20th century History, particularly near anniversaries. These help to consolidate and extend knowledge and understanding.
Useful resources and equipment:
Pupils will be able to buy the new core textbook that covers all exam topics and advice on the controlled assessment. This book is in publication at the moment and all relevant details will be available in due course.
Other relevant information:
Battlefields visit
This visit is offered in Year 10. Payments of about £45 every 2 months are spread over Year 10 with the 4-day visit going ahead in Year 11. The total cost is approximately £255 - £300. The fieldwork done contributes 50% of the coursework. The visit is not compulsory and pupils' grades will not be penalised by non-participation. A visit to the Imperial War Museum in Year 10 costs approximately £15. All costs are subject to price fluctuations. There is a limited amount of financial support available to help cover fieldwork costs.
Head of Department: Mr T.Shaw
Content:
The CLAIT Level 1 Certificate/Diploma for IT Users is a qualification designed to recognise the skills, knowledge and understanding of IT users everywhere, whether in employment, education or training. Courses leading to a CLAIT qualification will equip learners with the basic range of transferable skills necessary to meet the demands of the modern workplace, and will prepare learners for progression to further training and accreditation in IT User skills at Level 2.
Activities:
Practical, skills based activities allowing students to learn, develop and improve their computing skills.
Skills:
File management and e-document production, creating spreadsheets and graphs, database manipulation, producing an e-publication, creating an e-presentation, e-image creation, web page creation and online communication.
Homework Activities:
Practicing some of the above skills
Assessment:
In order to achieve a certificate qualification, candidates are required to achieve three units, the core unit plus two additional optional units. The core unit has been designed to accredit a candidate's initial skills in operating the hardware and software components of a typical computer workstation. The optional units allow candidates to develop skills in a range of different IT applications. Candidates can also achieve a diploma qualification; they are required to achieve five units, the core unit plus four additional optional units. Certification is also available for single units. Each unit is regarded as a worthwhile achievement in its own right. Candidates have the option of achieving as many or as few units as are appropriate for their own learning needs.
All units of work are assessed by OCR set assignments which are taken when the student is ready to be assessed. The Assignments are marked by ourselves and a sample externally moderated by the exam board.
Information and Communications Technology
Head of Department: Mr T. Shaw
Content:
A range of projects, based upon ICT use in the real world, using a small business as a focus. Broadly speaking the tasks cover: Communication, Modelling (Spreadsheets), Data-handling, Data-logging and Control, Design and communication (including writing web pages and PowerPoint presentations).
Activities:
All work presented for assessment must be computer produced. Students are expected to research their projects as part of their homework. Research must include the use of books, CD-ROMs and the Internet.
Skills:
The aim of this course develops wide ranging IT skills to the highest levels of the National Curriculum. In addition pupils are expected to present work to the levels specified by the government’s Key Skills level 1 or level 2.
Homework activities:
Pupils are expected to do most of their research outside school hours. The computer room is open from 3.30 - 5.00pm most evenings for complementary work. Pupils are able to use the school network from home.
Assessed coursework:
The coursework represents 40% of the final mark
Each coursework project builds to a portfolio which must be completed by April 1st during the examination year. Target dates for each project are stated on the worksheets when they are issued. A Course Handbook is always available on the School Network.
A timed test representing 20% of the final assessment will take place in term 5 of the course.
Examination details:
The examination represents 40% of the final mark. Able students could be entered for a double GCSE qualification.
Examination entry requirements:
A portfolio of coursework must be presented.
Revision advice:
Revision sheets are available on the School Network. Close attention should be made to the exam board preparation sheet.
Parental contribution:
The staff running the course and pupils on the course always appreciate information about and examples of computer use in the ‘real world’.
Useful resources and equipment:
A home computer would be useful, but it is not essential.
Head of Department: Mrs M. Love
Content:
Music is a practically based course that explores a wide variety of musical styles and idioms through composing, listening and performing.
Activities:
Each pupil is expected to take part in a range of musical activities in class and at school performances.
Skills:
Performing - pupils need a basic skill in one or more instruments which will be developed through solo and group performance.
Composing - pupils will explore a variety of forms and styles as well as mediums through creative skills.
Listening and Writing – pupils will study 12 set works across a wide range of musical styles from the 17th century to the 20th century, 20th century composition techniques, dance music and world music. Pupils will answer short multiple choice questions through to longer essay style questions based on the set works.
Homework activities:
Composing coursework will be set in half termly modules and is expected to be developed.
Research on topics being discussed within class - continual development of instrumental skills.
Assessed Coursework:
Paper 1 (30%) – performances will take place throughout the course with a final assessment of 1 solo and 1 ensemble piece.
Paper 2 (30%) - composing - composing coursework file consisting of 2 best pieces to be assessed, from different areas of study.
Examination details:
Paper 3 (40%) listening - a written examination based on recorded excerpts of music, played on CD.
Examination entry requirements:
Pupils should have a keen interest in their music and an interest to explore a variety of styles.
Revision advice:
This course will require some revision. A continual expansion of pupils’ knowledge of music and musical vocabulary can be extended through listening and performing.
Parental contribution:
Parental encouragement is important in the development of the pupil’s instrumental development. The encouragement to listen to a wide variety of musical styles will develop pupils’ musical understanding.
Useful resources and equipment:
Pupils will require an instrument on which they are already receiving tuition - or intend doing so. It is also helpful to have some form of keyboard for working on their composing coursework.
Physical Education
Head of Department: Mrs L Adams
We are currently reviewing the Specifications for GCSE PE as 2009 is the release of a new format.
The GCSE will still include a Practical and Theory Element tested through an examination and assessed work.
We hope to have more details available to students on Options Evening.
GCSE PE requirements:
Regular participant of the Extra Curricular Programme and School Teams.
- Have a good level of Literacy skills (Level 5+)
- Sporting ability (Level 6+)
Young Apprenticeship -2 days a week
Content
Young Apprenticeships are a new way for bright and dedicated pupils to learn about jobs they are interested in, gain work experience and develop practical vocational skills without giving up their academic qualifications.
They are designed to give pupils a feel and understanding of the workplace whilst working towards a vocational qualification and bringing together many of the things they are studying in their other GCSE’s.
How they work
YA’s complement the National Curriculum. This means pupils continue to learn English, Maths and Science and possibly other GCSE’s for three days a week . They then spend two days a week on YA (one day at college and one with an employer)
Please note
If you are interested in a YA please indicate this on the options form in addition to your three options. You will then meet with Mr Millington to discuss your suitability and the application process. Candidates will not know if they are successful until early summer so it is important that you continue with the normal options process in school in the meantime.
Therefore, include your choices from blocks A ,B and C in brackets on the form.
Because the programme requires two full days a week out of school there will be consequences for students in terms of lessons missed in core subjects such as Maths and English. Once the application process has started and the school is aware of which days are involved we will be able to discuss these with parents with a view to fitting in the YA programme in the least disruptive way.
YA is currently available in the following areas;
Business Administration - If successful you will be awarded NVQ 1 & 2 in Business Administration, ECDL 1 & 2 and CLAIT certificate.
Hairdressing- If successful you will be awarded City and Guilds Level 2 Diploma in Hairdressing.
Motor Vehicle- If successful you will be awarded VRQ Level 1 & 2.
Retail- If successful you will be awarded BTEC First Diploma in Retail.
There will be a presentation about YA at the Options Evening when more details of each course will be available.
|
There has been some national advertising for the Diplomas that are to be a big feature of education in the coming years. These qualifications –the equivalent of several GCSE’s are designed to prepare students for work in industry related areas. Currently a consortium of West Wilts schools will be running Diplomas in Creative and Media; Society, Health and Development and Hair and Beauty.
You will study a Diploma instead of blocks A and B (on the options form) – you must study some form of ICT with your diploma. If you choose CLAIT + Diploma then you may choose any subject in Block C. If you do not, you must choose ICT in Block C.
Please note – Diplomas are currently taught at other West Wiltshire schools – if you choose a Diploma you will travel to another school on a Tuesday for teaching. This has big implications for you and for the school. Please do not apply if you do not think that you would cope with being away at another school one day a week. We will interview all Diploma students to satisfy ourselves that they are students likely to cope well.
Diplomas are available at levels 1 or 2 (‘Foundation’ or ‘Higher’) so would suit any student from Lavington in an academic sense. We will discuss level of entry with you once you have applied.
Please indicate on the form if you wish to do a Diploma – please also write in brackets the subjects you wish to do should you be unsuccessful in gaining a place on the course.
Information leaflets are available for the Diploma on Options Evening from Connexions. If you did not attend a Diploma taster you may still apply for a Diploma.
The diploma in society, health and development |
BUILD ESSENTIAL SKILLS AND EXPERIENCE
The Diploma in Society, Health and Development will give you an understanding of all four sectors: health, social care, the children’s workforce and community justice. It will help you to learn the skills that are important to work successfully in these areas: problem solving, team-working, communication and creative thinking. It will also give you a chance to learn in different settings. You could take part in virtual learning by using computer simulations, or you could experience working with a real employer. You could meet healthcare scientists, community police officers, adult social care workers or even a prosthetic limb designer along the way.
All levels of the Diploma in Society, Health and Development focus on six main themes:
The sectors in context: Focuses on the political, social and economic factors that affect the four sectors today.
Principles and values in practice: The values and principles that underpin and inform the practice of everyone across the sectors. It puts the person using the service at the centre of provision.
Partnership working: New work practices mean that services work much more closely together to ensure the quality of service provision. For example, in family centres, there will be people from social services, health and the children’s workforce all working to ensure quality and integrated services for children and families.
Communication and information sharing: Good communication is crucial to people working across the sectors. What are the barriers to good communication, how can they be overcome and are there tensions between good communication and sharing information with other professionals and respecting the privacy of individuals?
Personal and professional development in the work environment: Being able to reflect on own practice is a critical aspect of professional development – what did you do well, what can be improved, how can you improve your practice?
Safeguarding and protecting individuals and society: People are often working with the most vulnerable people in society. It is important to understand what needs to be done to ensure that people are kept safe.
The diploma in creative and media |
ABSORB ESSENTIAL SKILLS AND EXPERIENCE
The Diploma in Creative and Media allows you to learn valuable skills in different situations. You’ll learn about the key themes in creativity and how to think and work creatively. This includes seeing a project through from start to finish, identifying an audience and their needs and learning about the business side of the creative and media industries.
With a Diploma you can progress into further and higher education, training or future employment within or outside the creative and media industries.
All levels of the Diploma in Creative and Media include the following areas:
Creativity in context: The things that can influence the creative process, such as society, culture, the environment of the work of other people.
Thinking and working creatively: Ways of exploring, experimenting with and developing ideas, skills and techniques.
Principles, processes and practice: The skills, techniques and processes to turn your ideas into reality.
Creative businesses and enterprise: An understanding of real situations and the skills that you need to succeed in the industry.
HOW IS THE DIPLOMA MADE UP?
Principal learning (subject learning you have to do)
The above four areas will introduce you to the main things you need to know about the sector and the creative process.
These disciplines include 2D and 3D visual art, graphic design, product design, fashion, textiles, drama, advertising, dance, music, film and many more.
You will apply this in a number of practical activities and small projects, which will usually combine two or more disciplines, depending on what you are interested in.
You might, for example, want to record a music track, and produce the artwork and video to promote it. This could combine music, dance, film, 2D art and graphic design. At the same time, you will be learning how to develop your ideas and market them commercially.
The diploma in hair and beauty studies |
In today’s image-conscious world, looking good and feeling good has never been more important. The UK hair and beauty sector is not only growing at a rapid rate and opening up many exciting job possibilities, it’s also considered one of the best in the world.
This exciting and creative sector offers great job opportunities if you want to be part of it. You could find yourself working in a spa, styling celebrities and models for magazine photo shoots, running your own hair salon or even using your skills to help people recover from disfiguring surgery, illness or accidents.
If you want to work in the hair and beauty sector, you’ll need great people skills and have lots of stamina. Most importantly, you’ll need to be excited and enthusiastic about your job!
BUILD ESSENTIAL SKILLS AND EXPERIENCE
The Diploma in Hair and Beauty Studies will introduce you to a whole new world. You will take a trip into the past, where you’ll study how hair and beauty played its part in ancient cultures and explore what has influenced hair and beauty in society today. You’ll then travel into the present where you’ll see the science and technology that goes into hair and beauty product research, design and development that is driving the sector forward into the future.
What will I learn?
The Diploma in Hair and Beauty Studies will encourage you to develop your skills and creativity as you come up with new looks and experiment with products.
At Foundation level, you’ll study the six industries that make up the hair and beauty sector: hairdressing, barbering, African-Caribbean hairdressing and barbering, beauty therapy, spa therapy and nail services. This will give you a good understanding of how each of them relate to other industries.
At the Higher level, you’ll be introduced to the work of the different professions in more detail. You’ll investigate how culture, diversity, science, anatomy, physiology, marketing and sales affects the industry.
At the Advanced level, you’ll research and evaluate general management and business skills, business location and design and event management. You’ll also look at product manufacture and development, and learn about the influence of media and image within the sector and the world of spas and cosmetic science.
At all levels of this Diploma, you’ll also gain great people skills that are highly valued by employers both within and outside this sector. Excellent customer service and communication skills are important for the success of any business, and these will develop as you work with, and have to interpret your customers’ needs.
HOW IS THE DIPLOMA MADE UP?
Principle learning (subject learning you have to do)
At the heart of the Diploma are your core hair and beauty subjects. These will teach you the main things you need to know about the hair and beauty sector. You’ll learn about the issues that are influencing and driving the sector today, how it works and what skills you will need to work within it.
Modern Foreign Language:
French / German
Head of Department: Mrs A. Coates
Content:
The course content covers the five “contexts” of the National Curriculum. They are:
1. Everyday activities 2. Personal and Social Life
3. The World around us 4. The World of Work
5. The International World
During the course pupils develop skills in listening, speaking, reading and writing.
Homework activities / revision advice:
Two homeworks a week are set. These may cover any of the skill areas and will include vocabulary learning.
Constant re-reading of vocabulary lists and grammar rules is essential. It cannot be left until the last minute. Candidates have general oral questions and a topic to prepare for the speaking exam. This all needs time set aside on a regular basis. “Little and often” is the key phrase.
Assessed coursework:
The writing exam has been replaced by coursework. Three pieces of work must be sent to the exam board. One of these must be done under controlled conditions. Each piece must be on a different area of experience.
Examination entry requirements:
Candidates are entered for speaking, reading and listening examinations at foundation or higher level. It is not necessary to enter all skills at the same level: i.e. foundation and higher can be mixed. Coursework must be handed in at the end of the Spring Term of Year 11. First drafts need to be seen before this for teacher comments.
Teacher expectations:
We expect commitment to learning and an acceptance of the pupil’s responsibility in this regard. Pupils must try hard to understand instructions and questions in the French/German language, using common sense and previous knowledge to work out meanings. They must not expect to be “spoon-fed” all the time. It is school policy that every pupil should leave with a qualification in French or German.
Parental contribution:
Candidates make extensive use of dictionaries throughout the course. It is very beneficial for them to have their own, as they are then familiar with the layout and can find words more easily. Parents could help by providing a dictionary – if possible a fairly large one, with lots of examples of usage.
Useful resources and equipment:
Any materials in French/German are useful, e.g. magazines, newspapers, TV programmes, audiocassettes. Pupils should keep their eyes and ears open for anything produced in the foreign language. It all helps build knowledge and confidence.