KS4 LEARNING GUIDE YEAR 10-11 - cncs.co.uk€¦ · Students take all their planning/sketchbooks...

KS4 LEARNING GUIDE YEAR 10-11

2018-2020

CARDINAL NEWMANCATHOLIC SCHOOL

The Upper Drive, Hove, East Sussex, BN3 6ND www.cncs.co.uk

Caritas Excellence Together

God is love, and he who lives in love lives in God, and God lives in him (1 John 4:16)

Our Mission is to provide an excellent Catholic

education for all our students which enables them

to respond to the call of Christ throughout their lives.

Caritas – the love which is God – is the golden thread

running through everything we do. We welcome and

accept all our students and staff as unique individuals

created in the image of God. We treat one another

with kindness and respect. We are a community of

Caritas where everyone feels safe, supported and

inspired to make a difference in our local,

national and global communities.

We strive for the highest quality of learning and

teaching that inspires us all to discover and develop

our God-given gifts and talents, to excel in the

present and aim high for the future.

Mission Statement

Assessment in Key Stage 4Throughout Key Stage 4 students are assessed by a number of different methods:

Coursework/Non Exam Assessment (NEA)

• This is an essential part of some of the practical subjects in Key Stage 4 and can in some subjects contributeupto100%ofthefinalgrade.

• Somecourseworktasksmaybespreadoverafewweeks,whilstothersmaylastforseveralmonths.

• Well managed coursework is a way students can maximise their achievement since it offers opportunitiestoseekadviceandsupportandtoimprovethestandardoftheendproduct.

• Careful advanced planning, good time management and the ability to meet both short-term and long-term deadlines are essential if students are to achieve the best possible marks for coursework assignments.

End of course examinations

• Most courses at Key Stage 4 are divided up into a number of different modules or units, which are examinedattheendofKeyStage4.

GCSE Target Grades

Students are set challenging target grades that are meant to raise ambition and improve each student’s sense of what might be possible. Students can ask for ahigher target grade if they want morechallenge.

The Predicted Grade

The teacher’s assessment of the most likely outcome for the GCSE at the end of the course is called thepredictedgrade.Teachersuseall the information they have about a student’s effort, attitude and progress to predict these grades at eachprogresscheck.

The key factor that has the greatest impact on exam results is attendance. Excellent attendancethroughout Years 10 and 11 is very important.

Other important factors include motivation, a positive growth mindset and improving reading, writingandcommunicationskills.

At regular intervals during Years 10 and 11 we will let you know how your son/daughter is progressing and support them with intervention strategies to improve their progress inkeyareas.

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Old Grades New Grades

How the new grades comparewith the old grades

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Growth Mindset: How can you help your child?Asaschool,weembracetheprinciplesofhavingaGrowthMindsetratherthanafixedone.Researchshows that those with Growth Mindsets are happier, achieve more and have more robust emotional and mentalhealththanthosewithaFixedMindset.ThosewithaFixedMindsetbelievethat intelligence isfixed,somethingyou’rebornwith,butthosewithaGrowthMindsetbelievethatwitheffort,byembracingchallenge, learning from mistakes and being receptive to feedback, you can always improve!

FIXED MINDSET

(Think John McEnroe in the angry years!)

GROWTH MINDSET

(Michael Jordan and JK Rowling are great examples)

• Something you’re born with• Fixed

SKILLS• Come from hard work• Can always improve

• Something to avoid• Could reveal lack of skill• Tend to give up easily

CHALLENGES• Should be embraced• An opportunity to grow• More persistent

• Unnecessary• Something you do when you are not good enough

EFFORT• Essential• A path to mastery

• Get defensive• Take it personally FEEDBACK

• Useful• Something to learn from• Identify areas to improve

• Blame others• Get discouraged

SETBACKS• Use as a wake-up call to work harder next time

As the most important adult in your child’s life it really will help if you:

• Encourageyourchildtobecurious,toexperiment,tousetheirimaginationandtobemessy.(Work does not need to be perfect; resilience and rising to the challenge are the important things.)

• Praisehardworkratherthanthemarkstheyget.(Effort is the true path to mastery.)

• Makeitclearthatbeinghard-workingandintellectuallycuriousiscool.(Avoid using words like swot, boffin,nerd,etc.)

• Praise them when they think for themselves, work hard and work well in teams and change their mindsafterthinkingsomethingthrough.

• Acceptthatfailureisareallyimportantpartoflearning.(Failure provides us with feedback about how to improve in future.)

• Encouragethemtodoactivitiessuchaswriting,readingfiction,solvingpuzzles,exchangingcultural viewsanddebating.(The brain is a muscle and improves with exercise.)

• Talkwithteachersaboutsupportandopportunitiesratherthanpredictions.

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Art & Design Subject Leader: Ms K. Jones

Specification: GCSE (9-1) in Art and Design Fine Art (1FA0)

Awarding Body: EDEXCEL

Topics Covered Year 10: 2018-2019

Autumn Term Investigating and challenging the traditions of still life, students will undertake an object based project onagiventheme,suchassurfaces,fracture/fragment,close-upanddistortion. Theworkwill includedrawing,paintingandmixedmedia.Artists’workandideaswillbeusedtodevelopandextendideasasweworktowardsanindividualoutcome.

Spring Term Workingwithportraiturestudentswillexplorethemessuchasconceal/reveal/disguise.Theywillextendtheirworkondrawing,mixedmediaandpaintingtodeveloptheirskillsandunderstandingofmaterials.Workwillbeinformedbyarangeofartists’workandideaswhichwillsupportstudentsownideas.

Summer Term Using a variety of printmaking and mixed media techniques, students will develop personal compositions usinganyofthepractisedmethodscoveredsofarinthecourse.Theywillrevisitthethemestheyhavestudiedsofaranddeveloptheminamorepersonalmanner.

Students will begin work on an independent themed project, working towards their pre-public examination intheautumntermofYear11.Thiswillbesupportedbyagalleryvisitwheretheywillcollectnotesandmakevisualstudiesdirectlyfromtheworksofart.


Autumn Term Theopportunitytodevelopworkinanindependentandindividualmannernowpresentsitself.Studentswill develop their work in response to a theme exploring ideas in their sketchbooks through drawings, mixedmediastudies,paintingsandprints.Theywillbeintroducedtoartists’workandideasspecifictotheirownideas.Galleryvisitsketchesandnoteswillfeedintotheideasforthetheme.Thefinalcompositionaloutcomeisproducedina5hourpre-publicexaminationtowardstheendoftheterm.

Spring Term UntilthemiddleofJanuarystudentswillbecompletinganyunfinishedcoursework.

InJanuarytheexaminationtopicisdistributedbytheAwardingBody.Studentswillworkonpreparatorywork for this in a new sketchbook. Theywill explore ideas relating to the theme through drawings,paintings,artistreferencesandphotography.

Summer Term Duringthistermstudentswillcompletepreparatoryworkforthefinal10hourexamination.

Percentage: Assessment: Component 1 – Personal Portfolio 60%

Thethematiccourseworkwillbecarriedoutinsketchbooksandonseparateworksheetsfortheirportfolio.Homeworkandclassworktasksallcontributetowardstheircourseworkgrade.

Examination: Component 2 – Externally Set Assignment 40%

StudentsreceivetheexaminationtopicinJanuaryofYear11,workingonideasinclassandforhomework.Theysita10hourpracticalexamination inMay.Studentstakeall theirplanning/sketchbooks intotheexaminationsothereisnorevisionneeded.

Homework Tasks: Independent homework tasks will include drawing studies, colour work such as oil pastel or painting, mixedmediacollagework,artistresearchandstudies.

Regularity of Homework: Homeworkwillbeseteverytwoweeks.

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Revision tips/useful website details for Parents/Carers:• BBCBitesizeGCSEArt:http://www.bbc.co.uk/education/subjects/z6hs34j

• The Tate Gallery collection of historic and contemporary art: http://www.tate.org.uk/visit/tate-britain and http://www.tate.org.uk/visit/tate-modern

• TheVictoriaandAlbertMuseumcollectionoffineandappliedarts:http://www.vam.ac.uk

• The National Portrait Gallery collection of portraits connected to British life and history: http://www.npg.org.uk

• The National Gallery in London houses one of the greatest collections of paintings in the world: http://www.nationalgallery.org.uk

• TheRoyalAcademyofArtsinLondonaimstopromotenotjusttheappreciationandunderstandingof art, but also its practice: http://www.royalacademy.org.uk

• The Wallace Collection in London showcases unsurpassed displays of French 18th century painting, furniture and porcelain with superb Old Master paintings and a world-class armoury: http://www.wallacecollection.org

• TheNationalMuseumofWildlifeArtfeaturesmorethan550artistsandover5,000catalogueditems. Dating from 2500 BCE to the present, the collection chronicles much of the history of wildlife in art: http://www.wildlifeart.org

• TheUffiziGalleryMuseuminFlorenceisoneofthemostfamousmuseumsintheworld.Itshowcases uniqueartworksandmasterpieces,mostofwhicharefromtheRenaissanceperiod.

• The Louvre Gallery Museum in Paris showcases western artworks from the Middle Ages to 1848, as wellastheartoftheancientcivilisationsthatinfluencedthem.Some35,000artworksareondisplay, the oldest of which date back over 7,000 years: http://www.louvre.fr

• The Centre Pompidou in Paris is the largest museum of modern art in Europe, and one of the most renowned in the world: http://www.centrepompidou.fr

• Musée d’Orsay in Paris houses the largest collection of impressionist and post-impressionist masterpiecesintheworldbypaintersincludingMonet,Manet,Degas,Renoir,Cézanne,Seurat, Sisley, Gauguin and Van Gogh: http://www.Musee-orsay.fr

• TheNationalGalleriesofScotland’spermanentcollectiondatesfromtheearlyRenaissancetothe presentday.Itboastsworksbysomeofthemostimportantartistsinhistory,aswellasportraitsof great Scots and the world’s most comprehensive collection of Scottish art: http://www.nationalgalleries.org

• The Brick Lane Gallery in London showcases eclectic displays of contemporary art by British and international emerging or established artists: http://www.thebricklanegallery.com

• MallGalleriesinLondonprovidesanationalfocalpointforcontemporaryfigurativeart: http://www.mallgalleries.org.uk

• Usefulbookforresearch:Art:TheDefinitiveVisualGuide(editedbyAndrewGraham-Dixon, published by Dorling Kindersley)

• SchoolPortalandFirefly

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Art & Design: PhotographySubject Leader (Art & Photography): Miss K. Jones

Course Contact: Mrs J. Braiden

Specification: GCSE (9-1) in Art and Design Photography (1PY0)



Autumn Term Students follow an introduction to photographic techniques via a series of short projects designed to improve their looking and increase their knowledge ofphotographerswork.

They begin with Still-life and investigate: composition, lighting, pattern and abstraction with the emphasis onstill-lifebasedsubjects.

Spring Term MovingontoPortraiture;studentsworkwithfigureandelementsof‘DisguiseandMovement’.Learningabout studio lighting forms part of a day long controlled assessment that helps them to develop as photographers.

Summer Term AllowingforamorepersonalresponsetoideasandthemesthefinalYear10projectencouragesstudentsto explore ideas around ‘performance’, a personal project looking at the use of a variety of techniques in ordertoexpresssomethingaboutthemselvesorthepeopleandplacesaroundthem.

Topics Covered Year 11: 2019-2020Autumn Term StudentsaregivenathemetorespondtoandencouragedtodeveloptheirskillswithPhotoshopfurther.A 5 hour pre-public examination allows them to experience examination conditions in advance of the summerexam.

Spring Term Thefirstpartofthistermwilladdressthepresentationofthecourseworkandstudentswillworktoputtogethertheirfinalcourseworkportfolios.

InJanuarytheexaminationtopic/themesetisreleasedbytheAwardingBody.

Studentsareworkingtowardsthefinalpracticalexaminationwhichwillbeproducedin10hourssupervisedtime.

Percentage: Assessment: Component 1 – Personal Portfolio 60%

The thematic coursework will be carried out in digital portfolios. Homework and classwork tasks allcontributetowardsthefinalgrade.

Examination: Component 2 – Externally Set Assignment 40%

StudentsreceivetheexaminationtopicinJanuaryofYear11,workingonideasinclassandforhomework.They sit a 10 hour practical examination in May. Students take all their planning/portfolios into theexaminationsothereisnorevisionneeded.

Homework Tasks: Homework tasks will include a mixture of research, written and photographic tasks in response to the themesset.

Regularity of Homework:Homeworkwillbesetfortnightly.

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Revision tips/useful website details for Parents/Carers:• http://www.masters-of-photography.com/

• http://www.vam.ac.uk/page/p/photography/

• http://www.npg.org.uk

• http://www.ephotozine.com

• http://www.photography-now.com: A website showcasing current photography exhibitions and contemporaryphotography.

• http://www.nationalmediamuseum.org.uk:TheNationalMediaMuseumishometoover3.5million itemsofhistoricalsignificance.ItlooksaftertheNationalPhotography,NationalCinematographyand NationalTelevisioncollections.

• http://www.phasesmag.com:Phasesisanonlinemagazinefocusingoncontemporaryphotography. Itpublishesthreeportfoliosfromtalentedemergingphotographerseachweek.

• http://www.worldpressphoto.org: World Press Photography encourages the highest standards in photojournalism.Ithasanarchiverecordingmorethanhalfacenturyofhumanhistory.Italso showcasessuccessivestylesinvisualstorytelling.

• http://www.lumieregallery.net: Lumière Gallery showcases one of America’s largest collections of collectablephotographicprints.

• http://www.alexiafoundation.org: The Alexia Foundation promotes the power of photojournalism to giveavoicetosocialjustice.

• http://www.nationalgeographic.com: The National Geographic website showcases photography coveringmanythemes,forexamplenature,weather,travel,landscapesandanimals.

In order for students to do well they will need to be producing independent work outside lessons. They can attend Photography Club weekly and teachers are available to help outside of lessons.

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ASDAN Award SchemeCourse Leader: Ms J. Cunningham

Awarding Body: ASDAN

Topics Covered:InYear10studentswillwork towardsaBronzeAward. InYear11 thestudentseithercontinuewiththeSilverAwardorworktowardsWiderKeySkills.Thetopicscoveredareofimmediaterelevanceandinterest.

Modules covered include:

• Sport and Leisure

• Information Handling

• Community

• Home Management

• Environment

• Number Handling

• Health and Survival

• World of Work

• The Wider World

Wider Key Skills

• Communication

• Information and Communication Technology

• Application of Number

• Working with Others

• Improving own Learning and Performance

• Problem Solving

Percentage: Assessment 100%

Theworkisassessedthroughcompletedunitsofwork.Thereisnoterminalexamination.Studentswillberequiredtoproduceaportfolio.

Homework Tasks: Therearenohomeworkexpectations.

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Computer ScienceSubject Leaders: Mrs H. Hall

Specification: GCSE (9-1) in Computer Science (J276)

Awarding Body: OCR

About the courseGCSE Computer Science will encourage students to:

• understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation

• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs

• think creatively, innovatively, analytically, logically and critically

• understand the components that make up digital systems, and how they communicate with one another and with other systems

• understand the impacts of digital technology to the individual and to wider society

• apply mathematical skills relevant to computer science

The course provides excellent preparation for higher study and employment in the field of computerscience.Theincreasingimportanceofinformationtechnologiesmeanstherewillbeagrowingdemandforprofessionalswhoarequalifiedinthisarea.StudentswillhavetohavetakenGCSEComputerScienceiftheywishtostudyitatALeveloruniversity.

Course Structure

Thisthree-unitcourseisassessedbytwowrittenexaminationsandoneprogrammingproject.Itwillbedeliveredoverthetwoyears.

Studentswill study 5 hours per fortnight in computer science. By the end of Year 10 theywill havedeveloped their theoretical knowledge of programming, computer systems, computational thinking and algorithms and programming, which are required for the examinations in Year 11 and for the programming project.InJunethestudentswillundertakeapracticeprojectsotheyarefullypreparedfortheirassessedelementatthestartofYear11.

Unit 01 - Computer systems: Written examination paper containing a mixture of short and long questions.Nocalculatorallowed.Duration:1hour30minutes,50%ofthequalification.

Topics covered: Systems architecture, Memory, Storage, Wired & wireless networks, Network topologies, protocols and layers, Systems security, Systems software and Ethical, legal, cultural and environmental concerns

Unit 02 - Computational thinking, algorithms and programming: Written examination paper containingamixtureofshortand longquestions.Nocalculatorallowed.Duration:1hour30minutes,50%ofthequalification.

Topics covered: Algorithms, Programming techniques, Producing robust programs, Computational logic, Translators & facilities of languages and Data representation

Unit 03 - Programming project:Nonexaminationassessment(NEA)setbytheAwardingBody.Duration:20hours.

Topics Covered Year 10: 2018-2019Autumn Term• Systems architecture, memory, storage• Algorithms and computational thinking• Programming techniques in theory and applied in the Python programming language

Spring Term • Data representation• Producing robust programs• Translators & facilities of languages• Further programming techniques in theory and applied in the Python programming language

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Summer TermStudents will carry out a practice project to prepare them for their non-exam assessment in Year 11 whentheAwardingBodywillreleasetheirtask.ThistermwillfocusondevelopingskillsinpreparationforYear 11 which assesses the following: analysis and design of a problem, development showing technical understanding,useoftechnicalwritingskills,testingandrecommendations/evaluation.


Autumn Term (Non-exam assessment 20 hours)OCRwillissueanassessmenttaskatthestartofYear11.Thestudentswillhavetoanalysethevariousrequirements of the task and plan, develop and test solutions to each part in a suitable programming language,documentingtheirworkastheygoalong.Attheendtheywillneedtotestandevaluatetheirfinalsolution.Studentsarenotallowedaccesstotheinternetwithinthenon-examassessmentcontrolledenvironmentandallworksubmittedbyastudentmusthavebeendoneunderobservationbytheirteacher.

Spring Term

• Computational logic• Wired and wireless networks• Network topologies, protocols and layers • System security• Systems software• Ethical, legal, cultural and environmental concerns

Summer TermRevisionofalltheorytopicsinpreparationforthetwowrittenexaminationsof1hour30minuteseach,eachworth50%ofthequalification.

Homework TasksHomework tasks will fall into three types:

1. Ongoing lesson preparation tasks that will usually involve watching some short videos and making notes using http://student.craigndave.org/

2. Weekly independent programming tasks using https://snakify.org/

3. End of unit revision and practice exam questions

Guidelines for success• Attend all lessons• Alwayscatchupifalessonismissed–allwork/tasksareonlineandaccessiblethroughthePortal.• Extra work/catch up work and homework can be completed before and after school or at either break

inSC3.• There will be one scheduled after-school session weekly – this will be announced upon release of staff

timetables.Foranystudentthatisunderachievingthiswillbeacompulsoryattendance.• Practise programming in own time

Useful websites for Parents/Carers• http://www.ocr.org.uk/qualifications/gcse-computer-science-j276-from-2016/• http://student.craigndave.org/• https://snakify.org/• http://www.cambridgegcsecomputing.org/• www.gcsepod.com• www.mrfraser.org/• http://www.codecademy.com/

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DanceSubject Leader: Miss L. Thomas

Specification: GCSE (9-1) in Dance (8236)

Awarding Body: AQA


Autumn Term: ● Anintroductiontocontemporarydancetechniqueandtechniqueclasses● Anintroductiontothesixprofessionaldanceanthologyworks● Anintroductiontochoreography● Howtocreateyourownmovementmaterialandstudyofmotifandmotifdevelopment● Theory-dancevocabularyandstudyofonedanceanthologywork● Theory-Theimportanceofproductionfeatures-physicalsetting/lighting/costumeand accompaniment for a professional dance work

Spring Term: ● Practicalstudyoftwootherdanceanthologyworks● Learningtodanceindifferentgenres/styles(contemporary,street/hiphop,samba,ballet)● Technicalclasses● Creatinggroupperformancepiecesbasedonthetwoanthologyworks● Studyofdancerelationshipsandchoreographicdevices● Theory-learningtwooftheprofessionalworksinthedanceanthologyandanalysingthemovement content, lighting, set design, accompaniment and costume

Summer Term: ● TeachingofthetwosetdancephrasesfortheGCSE● Practicalstudyofoneotherdanceanthologywork(sitesensitive)● Howtocreateadancefilm-danceforthecamera● IntroductiontotheYear11choreographiccontrolledassessment● Theory–learningonemoreprofessionaldanceworkfromtheanthologyandanalysingthe movement content, lighting, set design, accompaniment and costume● Pre-publicexamination


Autumn Term: ● Year11choreographyunit● Pre-publicexaminationandfinalfilmingofthetwosetdances● Theory-componentsofadance,learningthefinaltwosetworksfromthedanceanthology● Theory-hypotheticalchoreographyandhowtochoreographfromasetstimulus

Spring Term: ● Performanceinaduoortriounit● MODERATIONEXAM-FinalfilmingofthePerformanceinaDuo/TrioandChoreographies● Theory-ExamstylequestionsonChoreographicProcessesandPerformanceSkills(sectionsAandB of the GCSE written paper)● Theory-ExamstylequestionsontheAnthologyworks(SectionCoftheGCSEwrittenpaper)

Summer Term: Year11Choreographyre-recordifnecessaryandrevisionforthewrittenexaminationpaper.

Percentage: Practical:60%(twosetdancesolos/choreography/groupperformanceinaduo/trio)Written Examination: 40%

Homework Tasks: Homeworkwillberelatedtothepracticaldancebeingperformedorexamquestionsforthetheorysyllabus.

Regularity of Homework: Homeworkwillbesetweekly.

Revision tips/useful website details for Parents/Carers:● Watchinglivedanceperformances.● Attendingregulardanceclubsoutsideofschool.

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Design & TechnologySubject Leader: Mr J. Wells

Specification: GCSE Design and Technology (8552)

Awarding Body: AQA

The GCSE in Design & Technology sets out the knowledge, understanding and skills required to undertake the problem solving process of designing, exploring, creating and evaluating products in a range of different materials.Thecourseisboththeoreticalandpracticallybased.Equally,studentsmustalsobeabletodemonstratemathematicalandscientificknowledgeandunderstandinginrelationtodesign&technology.

Topics Covered Year 10: 2018-2019During Year 10 students will cover a number of topics/design tasks, including:

• Investigating the properties/characteristics, appearance, example usesandfinishesforpaperandboard,naturalandmanufactured

timber, metals and alloys, polymers, textiles, electronics, smart materials,compositetechnicaltextilesandmodernmaterials.• Studentswillundertakeadesigntask‘TheEggCupProject’.Theywillberequiredtodesign,make andtestafinishedproduct.• Studentswillundertakeagroupdesigntask‘Charities’.• Astudyoftheworkofpastandpresentdesignersandcompanies.• StudentswillbegintheirYear11designandmakeproject(Non-examassessment)duringthesecond halfofthesummerterm.

Topics Covered Year 11: 2019-2020ThroughoutYear11studentswillcontinuewiththeirdesignandmakeproject(Non-examassessment).

Duringthesecondhalfoftheautumntermstudentswillsitapre-publicexamination.

Studentswillberequiredtohandintheirfinishedprojectsduringthefirsthalfofthesummerterm.Thiswillincludetheirdesignfolder,skillsfolder,practicalworkandallmodellingwork.Studentswillalsobegintheirexaminationpreparation.Themesandprobablequestionswillbediscussed,examinationtechniqueswillbedevelopedandstudentswillpractisepastpaperquestions.

Non-exam assessment:Thisisasubstantialproblem-solvingdesignandmaketaskofapproximately30-35hours.ThecontextsarereleasedbytheAwardingBodyinJuneofYear10.Studentsareexpectedtoinvestigate,designandproduceaproductfortesting,theywillproduceaprototypeandaportfolioofevidence.

Percentage: Non-examassessment(NEA):50%

Examination:50%(writtenpaper-2hours) Section A – Core technical principles Section B – Specialist technical principles Section C – Designing and making principles

Homework Tasks: Thedesignprocess is iterative.Manyhomeworktasksarerepeatedtodevelopandrefinebasicskills:research,design,development,planning,analysis,evaluatingandknowledgeandunderstandingtests.

Regularity of Homework:Homeworkwillbesetatleastweekly,butvarieswiththenatureoftheworkset.

Revision tips/useful website details for Parents/Carers: • Discussideasandhelpwithresearchworkandthecollectionofrelevantmaterials.

• Visitmuseumsanddesignexhibitions,forexampletheDesignMuseum,London.

• Visit useful technology websites such as http://www.technologystudent.com, http://www.bbc.co.uk/education/subjects/zvg4d2pordownloadtheDTappfromtheAppstore.

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DramaSubject Leader: Mr G. Hammett

Specification: GCSE (9-1) in Drama

Awarding Body: EDUQAS


Autumn Term: The Elements of Drama

Students will get to know one another and work as a group to extend their dramaskills. Theywill be introducedto devising skills, improvisation, non-naturalism, maskwork,differentpractitionersand scripts.Simpletechnical elements will be introduced into their work andtheroleoftheDirectorwillbeexplored.Studentswillconsiderhowtodevelopacharacter.Theywillalsobe encouraged to attend theatre visits as they have to produceaLIVETHEATREEVALUATIONinComponent3.

Spring TermInthefirsthalftermstudentswillcompleteamockComponent1,inordertogivethemanideaofthetypeofactivitiesandassessmenttheywillundertake.Theywillbegivenastimulus(e.g.painting,song,poem) and create, develop and perform a piece either in a particular style or using the techniques of an influentialtheatrepractitioner.Anaccompanyingportfolioofwrittenevidence(total900words),plusanevaluation,formsthebasisofthewrittenelement.

Afterhalftermstudentswillbeginworkingontheirsettext(DNA).Theywillhavepracticalsessionsthatwill explore characterisation, staging, design and interpretation of the text which they will then have to writeaboutinanexaminationinYear11.

Summer Term: Component 1 Devising Theatre (40%)Students will continue studying their set text and also begin considering the stimulus for their finalComponent1assessmentonDevisingTheatre.


Autumn Term: Component 1 Devising Theatre (40%) continuedStudentswillcontinueworkonComponent1.Theywillbeexpectedtocreateapieceoforiginaldramainspiredbyapractitionerorinacertainstyle.Theywillproduceaportfolioofsupportingevidenceandanevaluationoftheirfinalperformanceordesign.Studentswillhavetheopportunitytosharethisworkataneveningeventthatparents/carerswillbeinvitedto.

Spring Term: Component 2 Performing from a Text (20%)ThisisanexternallyexaminedunitinMarch/April2019.Studentsstudytwoextractsfromaperformancetextandparticipateinoneperformanceusingsectionsoftextfrombothextracts.Studentswillbeprovidedwith opportunities to share their work in progress with their peers and to attend after school rehearsals to refinetheirwork.

Summer Term: Component 3 Interpreting Theatre (40%)Studentswillrevisetheirstudyofthesettextpriortoawrittenexaminationlasting1hour30minutes.

TheexamalsoincludesaLIVETHEATREREVIEWsostudentswillbeofferedopportunitiesthroughoutthetwoyearstogoontheatrevisitsandcompilenotesthatcanbeusedintheexamination.

Controlled Assessment:The evaluation element of the written portfolio for Component 1 will be completed under controlled conditions.(1hour30minutes)

Notesinbulletpointformmaybeused.

Homework Tasks: There will be a variety of homework tasks based on research, line learning, design, evaluations and note preparation.

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Regularity of Homework: There will be fortnightly homework in the form of two substantial pieces of writing per half term and shortertasks.

Revision tips/useful website details for Parents/Carers:

• Studentsshouldcapturedramaworkinnoteform.Theyshoulddescribe,analyseandevaluateeverypoint.

• Gotothetheatreandreadplays;watchtelevisionandfilmsinordertodeconstructhowmeaningiscommunicated.

• Visit drama related websites such as www.nationaltheatre.org.uk, which has suitable resources and shortfilmsinitsDISCOVERsection,andYoutube-NationalTheatreDiscover.https://www.bbc.com/bitesize/subjects/zbckjxsBBCBitesizeDramaresources.

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English Language/English LiteratureSubject Leader: Miss S. Hone

Key Stage 4 Curriculum Leader: Mrs G. Neale

Specification: GCSE (9-1) English Language 8700 / English Literature 8702

Awarding Body: AQA


Autumn Term: Students will be studying a 19th century novel in preparation for English Literature Paper 1; this year the text will be A Christmas Carolforallstudents.

Alongside this, students will be developing their skills for English Language Paper 1 Section B – Creative Writing.Theexaminationwillbeachoiceofnarrativeand/ordescriptivewritingfromanimagesoskillsforbothpossibilitieswillbecovered.

Attheendofterm,studentswillcompleteanin-classassessmentforbothAChristmasCarol(extract)questionandCreativeWriting(optionofnarrativeand/ordescriptive)task.

Spring Term: During this term students will continue to focus on preparations for English Literature Paper 1 with the studyofaShakespeareanplay.ThisyearthetextforallstudentsisMacbeth.Thiswillalsoculminateinanexam-styleassessmentusinganunseenpassagefromtheplay.TherewillalsobeanopportunitytoattendaperformanceandworkshopofMacbeth(in-school)duringFebruary–pleasekeepyoureyeoutfor posters and advertisements!

Again,studentswillcontinuetodeveloptheirskillsfortheEnglishLanguagePaper1:CreativeReading,alongsidetheirworkonLiterature.ThistermfocusingonSectionA:Comprehensionofonefictiontext(usually20thcentury).

Duringthistermtheywillcompleteaformalpre-publicexaminationforEnglishLanguagePaper1.

Summer Term: In order to prepare for English Literature Paper 2, students will study a collection of 15 poems under the heading ‘Power and Conflict’.TheanthologyisprovidedbytheAQAAwardingBody.Studentswillcompleteanin-classpre-publicexaminationcomparingtwoofthesepoemsduringthisterm.

Alongside this, students will begin preparing for English Language Paper 2 by focusing on persuasive writing skills(includingspeeches,articles,debatewritingetc).ThisalsosupportstheundertakingofaSpeakingandListeningpresentationthateachstudentisrequiredtogiveonasubjectofchoice.Thisassessmentis a formal part of their GCSE, but does not hold any weighting – however, it is a mandatory task which validatestheirEnglishLanguageGCSE.ThepresentationisscoredasaPass,MeritorDistinction.

Duringthistermtheywillcompleteaformalpre-publicexaminationforEnglishLiteraturePaper1.


Autumn Term: All students will study the play An Inspector Calls which is a component of the Literature Paper 2 examinationalongsidethepoetry.

ThistermwillalsofocusonconsolidatingskillsforEnglishLanguagePaper2:‘ViewpointsandPerspectives’.Tasksincludecomparing19thand20thcenturynon-fictionextractsanddevelopingunseenanalysisskills.

Studentswillalsocompletetwoformalpre-publicexaminations(EnglishLiteraturePaper2andEnglishLanguagePaper2)duringthisterm.

Spring Term: Students will study any remaining poems from the anthology and undertake more timed practice of comparingunseenpoemsforEnglishLiteraturepaper2.

Revisionforboththeir19thcenturynovelandShakespeareanplaywillfeatureduringthisterm;thiswillinvolveundertakingpracticeexaminationquestionsandrevisingkeyquotesandthemes.

Skills for each Language examination will be covered during this time; reading comprehension of 19th, 20thand21stcenturyfictionandnon-fictionextracts,creatingwritingandnon-fictionwriting.

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Summer Term: FinalrevisionandpracticeforthefinalEnglishexaminations–JUNE2020 entry:

LITERATUREPAPER1(1hour45minutes)

Shakespeare and 19th Century Novel

64 marks – 40% of the Literature grade

LITERATUREPAPER2(2hours15minutes)

Modern text and Poetry including comparison of two unseen poems

96 marks – 60% of the Literature grade

LANGUAGEPAPER1(1hour45minutes)

SectionA:Reading–CreativeReading

ComprehensionofoneLiteraturefictiontext(usually20thcentury)

SectionB:Writing(descriptionand/ornarrativewriting)

80 marks – 50% of the Language grade

LANGUAGEPAPER2(1hour45minutes)

SectionA:Reading-Writer’sviewpointsandperspectives

Comprehensionandcomparisonoftwonon-fictiontexts(usually19thand21stcentury)

Section B: Writing to explain/describe

80 marks – 50% of the Language grade

Homework Tasks: The main homework at GCSE will be revision of key quotes, context of the texts studied and practice questions.Eachtopicwillalsohavea“KnowledgeOrganiser”:asinglesheetwithallkeyinformationusefulforrevisionandin-classpopquizzesthatwillbeheldthroughoutthetopics.

Other homework will also include reading extracts and annotating in preparation for lessons; involve short exam-style practice questions; research and reading a variety of texts linked to the main texts being studiedandindependentrevisionforin-classandformalpre-publicexaminations.

Regularity of Homework: TherewillberegularfortnightlyhomeworksetthroughoutthecourseonFireFly.

Helpful Hints for Parents/Carers: • Encourageyourson/daughtertoreadavarietyoffictionandnon-fictiontexts.

• TheWeekJuniororAdulteditionisanexcellentnon-fictionmagazine

• Weeklynewspapers(ideallybroadsheets–Sundayeditionsarehelpfulastheyusually comewithmagazinesandavarietyofsupplementsthatshowvariedtopics)

• Shortstoriesfromavarietyofgenresandtimes(19th–21stcentury)

• Encourageyourchildtopractisespeakingaloudtheirwrittenwork.Thisiscalled‘TalkforWriting’ whichhelpstomaximisetheirgoals.

• Ensureyourchildhasafullunderstandingofthestudiedtexts.

• CGPrevisionbooksarethebestfortheAQAcourse,theyarenotessentialbutifyouwishto purchase we recommend:

• New GCSE Text Guide Workbook’s for Macbeth, A Christmas Carol and An Inspector Calls (YoucouldalsopurchasetheStudyGuide,buttheaboveismorepractical)

• NewGCSEPowerandConflictPoetryGuide

• NewGCSEEnglishLanguageCompleteRevision&Practice

• Please also regularly check FireFly for updated resources, at home revision and other support for all examinations.

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BTEC Level 1/Level 2 Tech Award in Enterprise Lead Internal Verifier: Mr S. Manan

Specification: BTEC Level 1/Level 2 Tech Award in Enterprise



Autumn TermComponent 1: Exploring Enterprises (Internally Assessed)

This component provides students with an exciting opportunity to explore enterprises – their purposes and how they are affected by trends and the current businessenvironment.

They will also investigate how businesses; plan for success, measure success and gain an understanding oftheskillsneededbyentrepreneurs.

Students will focus on local businesses and they are expected to follow current affairs, so that they develop anunderstandingofthebusinessworld.

Spring TermComponent 1 (continued from Autumn Term) and Component 2: Planning for and Pitching an Enterprise Activity(Internally Assessed)

Inthiscomponent,studentswillindividuallyselectanideaforamicro-enterpriseactivitytoplanandpitch.They will individually pitch their business plan for their idea to an audience and then use the feedback to reviewtheirplanandpitch.

Students will use the research knowledge gained from Component 1 to consider a number of ideas before developingaplanforarealisticmicro-enterpriseactivity.Theywillhavetheopportunitytoplanhowbesttosetupthechosenenterpriseandhowtofundit.

They will need to take responsibility for creating and then delivering a pitch for their developed idea to an audience using their knowledge of business, and demonstrating entrepreneurial characteristics, qualities andskills.

Summer TermComponent 2(continued from Spring Term)


Autumn TermComponent 3: Promotion and Finance for Enterprise (Externally Assessed)

ThisistheexternallyexaminedunitforthecourseandwillbesatatthebeginningofFebruary2020(exactdatetbc).

Studentswillexplorethedifferentpromotionalmethodsusedbyenterprisesandthefactorsthatinfluencehowenterprisesidentifyandtargettheirmarket.

Theywillalsoexplorefinancialdocumentsandhowtousethemtomonitorandimprovetheperformanceofanenterpriseinordertomakedecisionsandrecommendstrategiesforsuccess.

Percentage:

Component No. Component Assessment by Contribution to overall grade

Component 1 Exploring Enterprises Controlled Assignments 30%

Component 2 Planning for and Runningan Enterprise Controlled Assignments 30%

Component 3 Promotion and Finance for Enterprise Examination 40%

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Homework Tasks:

Component 1 and Component 2: On-going research and delivery of coursework

Component 3: Homework exercises and past-paper questions

Regularity of Homework:

Both Component 1 and Component 2 are assessed through controlled assignments which have to be researchedanddeliveredindependentlybyeachstudent.TocompleteassignmentstoDistinctionlevel,studentswillhavetospendasignificantamountoftimeoutsideoflessons,conductingthisresearchandcompletingtheassignments.


• Thisisanewcourse,withthelatestspecificationreleasedinJuly2018,thereforetherearelimitedresourcesavailable/worthrecommendingatthispoint.Wewillupdatestudentsandparents/carerswithrelevantandusefulresourcesastheycomeavailable.Havingsaidthat…

• There is a wealth of resources and the assignments themselves on shared folders which students are encouragedtouploadtotheirGoogleDrive.

• PearsonBTECFirstinBusinessUnit2&9RevisionGuide(ISBN:9781446906682).ThisbookcoversmanyofthetopicswecoverinComponent3(exam).

• Finally, it is worth subscribing to the following free YouTube channel, which has videos for a lot of the financetopicsthatwecoverintheComponent3(exam):

https://www.youtube.com/watch?v=hc9UpmtpLUk&list=PLBuW3SAj0djl5BXt0sAC8wYWiRYi6C30y

Additionally we recommend the following:

• http://www.tutor2u.net

• http://www.bbc.co.uk/education/subjects/zpsvr82

• Take an interest in media - television, newspapers and radio programmes such as Dragons’ Den and TheApprenticeontheBBC.

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Food Preparation & NutritionSubject Specialist: Mr M. Jacks

Specification: GCSE (9-1) in Food Preparation and Nutrition (J309)

Awarding Body: OCR


Autumn Term Students will cover theoretical work studying food science and nutrition.Practicalworkwillprovidethemwiththeopportunitytoimprove and learn new skills and apply food science principles to theircooking.

Spring Term Students will cover theoretical work studying food provenance and choice. Practicalworkwill provide themwith the opportunity toimprovetheirskillsandlearnnewrecipes.

Summer Term This term, students will focus more on cooking and food preparation for their NEA (non-examinedassessment)FoodPreparationTaskinYear11.


Autumn Term StudentswillcompletetheNEAFoodInvestigationTaskfocusingonscientificprinciplesthroughpracticalexperimentationthatwillforma1500-2000wordreport.

TheywillthenbegintheplanningforNEAFoodPreparationTask.

Spring Term StudentswillcompletetheirNEAFoodPreparationTaskincludingtheassessedpracticalsession.

Summer Term Intheirfinalterm,studentswillrecapthetheoreticalworkstudiedpriortotheNEAtasksinpreparationfortheGCSEexamination.

NEA – Non Examined Assessments1. Food Investigation Task: Students will be given a task to investigate the scientific principles

underlying the preparation and cooking of food in relation to changes in temperature and combining/processingingredients.A1500-2000wordreportwillbebasedontheresearchandplanningofthescience investigation followed by the analysis and evaluation of the findings. Thiswill be used asevidenceforthetask.

2. Food Preparation Task: Students will be set the task to plan, prepare, cook and present three completedishesdemonstratingarangeofskillsandpresentationwithinasingle3hoursession.Areportdetailingtheplanningandevaluationofthetaskwillprovidethewrittenevidenceforthetask.

Percentage: Assessment 50% (FoodInvestigationTask(15%)/(FoodPreparationTask(35%) Examination 50% (1hour30minutewrittenpaper)

Homework Tasks: Homework will involve bringing in key ingredients for practical lessons, recipe research and other course related tasks in addition to completing any missed pieces of work due to lesson absence andthetypingupofanydraftedNEAwork.

Regularity of Homework: Homework will be set as required, with a focused project/task set each half term.


• Summary of course: http://www.ocr.org.uk/Images/231791-gcse-9-1-food-preparation-and-nutrition-summary-brochure.pdf

• MyRevisionNotes:OCRGCSEFoodPreparationandNutrition,HodderEducation• Encourage your child to cook as often as possible to practise recipes at home to hone their skills and

improvetheirconfidenceinthekitchen.ByYear11theyshouldbeabletocookaroastdinnerorothersuchmealunsupervised.

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GeographySubject Leader: Ms M. Larkin

Specification: GCSE (9-1) in Geography / Geography B

Awarding Body: EDUQAS


Autumn Term: Changing Environments: Shaping the Landscape – Rivers, Coasts and their managementStudents will begin a unit of work based on the physical processes and relationships between people and environments.Thiswill centreon theprocesses that shapeour riverandcoastal landscapes, creatingdistinctivefeatures.Studentswillinvestigatethephysicalprocessesandhumanactivitiesthatcontributetocoastalerosionandriverflooding.Theywillinvestigatethesocialandeconomicconsequencesoferosionandfloodingandexplorethecontemporarymanagementoptionsthatcanbeusedtomitigatetheimpactsoftheseevents.Theywilldevelopanunderstandingoftheroleofgovernmentandlocalauthorities inmanaging these events and they will identify and explore the values, attitudes and viewpoints of different stakeholders.Specificcasestudieswillunderpinthestudentsinvestigationintothesetopics.

Spring Term: Changing Environments: Weather, Climate and Climate Change Students will study weather and climate, identifying the factors which affect weather and climate as well as comparingplacesfromcontrastingclimaticzones.Weatherhazards,theircauses,effects,consequencesandmanagementwillbeinvestigatedwithafocusonparticularcasestudies.Studentswillalsoinvestigatethecausesandconsequencesofclimatechangeandexplorereasonswhyattitudestoclimatechangevary.Theywillexploretherolesindividualsandgovernmentcanplayinreducingtheriskofclimatechange.

Summer Term: Changing Environments: Ecosystems and Water Resources – issues, threats and managementStudentswill study ecosystems, focusing on natural processes and human interactions. Therewill beemphasis on the sustainable management of fragile environments under threat from issues such as deforestationinAmazoniatodesertificationintheSahel.Studentswilltheninvestigateglobaltrendsinwatersupplyanddemand.Theywilllookatwhathappenswhendemandforwaterexceedssupplyandexplorethechallengesofmanagingwatersupplies.


Autumn Term: Changing Places: Urban processes and urban contrastsThroughthisunitofworkstudentswillexplorekeyurbandifferencesbetweenHICsandLICs.Studentswillbegin a unit of work that enables them to investigate the ways of life and challenges created by urbanisation in global cities, including poverty and deprivation, housing provision and quality and infrastructure challenges oftransportandwastedisposal.TheywillalsoinvestigateurbanandruralprocessesandchangeintheUK.Thiswillinvolveidentifyingthespecificcharacteristicsandcontrastingzonesoftownsandcitiesincludingzonesundergoing rapid regeneration.Thesocialandeconomicconsequencesofexternalmigrationonurban and rural environments will be explored along with the challenges and opportunities for creating sustainablelivingenvironmentsandsustainablecommunitiesinbothurbanandrurallocations.

Spring Term: Changing Economies: Globalisation, Development and Trade Students will begin this unit of work by analysing development data and images to help them identify contrastsinlevelsofdevelopmentindifferentcountriesincludingtheUK.Theywillgoontoexploretheconcept of globalisation, the factors that drive it and its social, cultural, political and economic consequences, bothpositiveandnegative,onsocietiesincludingitsimpactonlevelsofdevelopmentindifferentcountries.

Students will then go on to investigate the concept of Newly Industrialised Countries and the reasons for theiremergenceaseconomicpowerhousesintheglobaleconomy.Theywillexplorethefactorsaffectingindustrial locations and the development and growth of Hi-Tech industries and multi-national organisations, including their economic, social and environmental consequences on the host country. Finally, issuesaroundtrade,aidandinterdependencebetweencountrieswillconcludethisunit.

Summer Term: Revision and Examination TechniqueThefocusforthistermwillbelargelybasedonrevisingkeyelementsofthespecification,practisingandrefiningexaminationtechniqueandpreparingforthedataresponsestylequestionswhichwillformthebasisofthedecisionmakingquestionswithintheGCSEexamination.Elementsofallthreeunitswillberevisitedandspecificstrategiesforwritingextendedandjustifiedexplanationscemented.

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Applied Fieldwork Enquiry (30% of qualification)In order to prepare for the written examination paper for the Applied Fieldwork Enquiry, students will be giventheopportunitytoparticipateintwocompulsoryfieldworkenquiriesoutsidetheclassroom.Eachonewillbeinacontrastingenvironment.Thiswillgivestudentstheopportunitytodeveloptheenquiryskillstheywillneedtodemonstrateinthewrittenexamination.Theywillbeguidedthroughtheirunderstandingandapplicationofthefieldworkexperiencebytheirteacher inguided learningtime.Therewillbetwoopportunities for this across the course, one in the summer term in Year 10 and one early in the autumn terminYear11.

Percentage: Examination: 100%

Component 1: Investigating Geographical Issues: A written examination paper consisting of three structureddataresponsequestionsthatassesseachofthethemesabove(40%ofqualification) - 1 hour 45minutes.

Component 2: Problem-Solving Geography: A written examination consisting of a structured three partdataresponsepaperassessingcontentfromallthreethemes.PartAwillintroduceanissueandsetageographicalcontext,partBwilloutlineanumberofpossiblesolutionstotheissues.PartCwillprovidestudentswithanopportunitytochooseasolutionandjustifytheirchoiceinanextendedresponse.(30%ofqualification) - 1 hour 30 minutes

Applied Fieldwork Enquiry: A written examination paper in three parts using a variety of data response stylequestionsrelatingtofieldworkmethodology,representationandanalysisandbroadergeographicalconcepts inaUKsetting.PartAwill assessapproaches tofieldworkmethodology, representationandanalysis. PartBwill assesshowfieldworkenquirymaybeused to investigategeography’s conceptualframeworks.PartCwillassesstheapplicationofbroadgeographicalconceptstoawiderUKcontextandassessthestudentsabilitytomakeandjustifyadecision.(30%ofqualification) - 1 hour 30 minutes

Homework Tasks: Students will be expected to complete a variety of homework tasks which will include a range of structured assignments, independent investigations, research activities, reading newspapers and watching news bulletinsanddocumentaries.Somehomeworktaskswill revolvearoundrevision inpreparationforthecompletion of practice examination questions in order to test knowledge, improve time management and developexaminationtechnique.

Regularity of Homework: Homework will usually be set fortnightly throughout the course and can take a variety of formats, including revisionforkey‘milestone’assessments.

Revision tips/useful website details for Parents/Carers:• Encourageyourchildtoreadagoodqualitynewspaperandwatchthenewsregularly.Theyshould

try to identify examples of news stories that illustrate the issues covered by the GCSE Geography specification.

• Readyourchild’swrittenworkaloudtothem–thisisaneffectivewayofhelpingyourchildidentifythestrengthsandweaknessesofexplanatoryanswers.Listenoutforconnectivephraseslike‘because…’,‘thismeansthat….’,‘consequently….’andthefactualdetailswhichadddepthtodescriptions.

• Visit the many useful Geography revision websites such as: http://www.bbc.co.uk/education/subjects/zkw76sg

• Encourage your child to take an interest in global eventsandissues.

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BTEC Health & Social Care Lead Internal Verifier: Ms H. Reed

Specification: BTEC Level 1/Level 2 Tech Award in Health & Social Care



Students will cover the following components throughout Year 10:

Component 1: Human Lifespan Development

Aim: understand how we grow and develop throughout our lives.Assessment: internally assessed assignments

• explore how individuals develop physically, emotionally, socially and intellectually over time• investigate how various factors, events and choices may impact on individuals’ growth and development• discover how people adapt to life events and cope with making changes

Component 2: Health and Social Care Services and ValuesAim:gettoknowhowtheHealthandSocialCaresectorworksandthecarevaluesthatunderpinit.Assessment: internally assessed assignments

• learn which health and social care services are available• identify why people might need to use these services• discover who’s involved in providing these services• explore what might stop people from accessing the services they need• look at the care values the sector has to make sure people get the care and protection they need

Students will cover the following component throughout Year 11:


Component 3: Health and wellbeingAim:helpimprovesomeone’shealthandwellbeing.Assessment: Externally assessed task

• students create a health and wellbeing improvement plan for someone based on a brief• learn what ‘being healthy’ means to different people• explorethedifferentfactorsthatmightinfluencehealthandwellbeing• identify key health indicators and how to interpret them• assess someone’s health using what they’ve learned• create a health and wellbeing improvement plan for that person which includes targets and

recommendations of support services available• reflectonthepotentialchallengesthepersonmayfacewhenputtingtheplanintoaction

Percentage: Component 1: HumanLifespanDevelopment(30%ofqualification).Twoassignments-12hoursComponent 2: HealthandSocialCareServicesandValues(30%ofqualification).Twoassignments-12hoursComponent 3:Healthandwellbeing(40%ofqualification).Onesettaskincontrolledconditions-3hours

Homework Tasks:Studentswillundertakeresearch,revisionandpracticeassessmenttasks.

Regularity of Homework: Homeworkwillbesetweeklythroughoutthecourse.

For more information: • http://qualifications.pearson.com/en/qualifications/btec-tech-awards/health-and-social-care.html

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HistorySubject Leader: Mr M. Conneely

Key Stage 4 Curriculum Leader: Mr N. Nowicki

Specification: GCSE (9-1) in History (1HI0)



Autumn Term: Unit 2 - The American West, c1835-c1895During this term students will be studying Unit 2 - The American West,c1835-c1895.Thisunitfocusesonthedifferentgroupsthattravelled westwards across North America and the key reasons for this migration, the consequences of the settlement of the West,

and the impacton theNativeAmericans. Theconflictover thePlains region formsamajor focus forstudyingcauseandconsequenceanddevelopingtheskillstoexplainandcommunicateclearly.

Spring Term: Unit 2 - The American West (continued) and Unit 1 - Medicine Through Time, c1250-presentStudents will continue their study of The American West topic before starting Unit 1 - Medicine Through Time, c1250-present.InUnit1,studentswillstudythedevelopmentofmedicalknowledgeandunderstandingfromtheMedievalerathroughtothepresentday.Thecoursefocusesoncausesofandsignificanceofchange.StudentswilllookatideasaboutthecausesandcuresfordiseaseandwillcompletecasestudiesoftheBlackDeathandtheGreatPlague.TheywilllookatturningpointsinthehistoryofmedicinesuchasthedevelopmentoftheGermsTheory,thediscoveryofPenicillinandthestructureofDNA.TheMedicineunit includes an environment study which centres on the Western Front in WW1 and how this impacted medicalunderstandingandsurgical techniques.Studentswill developessayskillsandsourceanalysisskills.

Summer Term: Unit 1 - Medicine Through Time, c1250-present and revisionStudents will continue their study of the Medicine Through Timetopic.TheywillthenreviseTheAmericanWesttopic.


Autumn Term: Unit 2 – Henry VIII and his ministers, 1509-40Students will explore foreign and domestic policy under Henry VIII and explore the rise of key ministers like Wolsey and Thomas Cromwell. Students will also examine theReformationand its impacts, includingopposition. TheUnitfocuses on cause and consequence and supports students to buildreasonedextendedarguments.

Spring Term: Unit 3 – Weimar and Nazi Germany, 1918-1939StudentswillbestudyingUnit3-WeimarandNaziGermany,1918-1939. Here they will study the emergence of thedemocratic system in Germany after WW1 and the ups and downsoftheWeimarRepublicthroughthe1920s.Studentswill thenexaminereasonsfortheriseoftheNazisandHitler’sconsolidationofpowerbeforeexploringlifeintheNazistate.Thisunitfocusesonbuildingsourceinterpretationandessayskills.

Summer Term: Unit 3 - Weimar and Nazi Germany (continued), Revision and ExaminationsDuringtheirfinaltermstudentswillcontinuewithUnit3andundertakerevisioninpreparationfortheirexaminations.


Thecoursewillbeexaminedacrossthreeun-tieredwrittenpapers,whicharetakenattheendofYear11.

Paper 1: Medicine through time, c1250-present AND The British sector of the Western Front, 1914-18: Injuries,treatmentandthetrenches(30%ofqualification) - 1 hour 15 minutes

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Paper 2: Henry VIII and his ministers, 1509-40 AND The American West, c1835-c1895 (40% ofqualification) - 1 hour 45 minutes

Paper 3: WeimarandNaziGermany,1918-39(30%ofqualification) - 1 hour 20 minutes

Homework Tasks: All homework is related to developing knowledge and understanding ordevelopinghistoricalkeyskills.Thiswillincluderevision/practiceexamination questions, research on key individuals or events.Postersornewsreportsandleafletsarealsocommonhomeworktasks.

Regularity of Homework: Uptoonehourofhomeworkwillbeseteveryweek.


• Readyourchild’swrittenworkaloudtothem–thisisan effective way of helping your child identify the strengths and weaknessesofexplanatoryanswers.Listenoutforconnective phraseslike‘because…’,‘thismeansthat….’,‘consequently….’ andthefactualdetailswhichadddepthtodescriptions.• Visit the many useful History revision websites such as: http://www.bbc.co.uk/education/subjects/zj26n39• EncourageyourchildtousetheHistoryresourcesonFirefly.• Take your child on visits to places of interest related to the topicsunderstudye.g.museums.

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ICT - Digital Information TechnologySubject Leader: Mrs H. Hall

Specification: BTEC Level 1/Level 2 Tech Award in Digital Information Technology



Component 1: Exploring User Interface Design Principles and Project Planning TechniquesAim: How to project plan the design and development of a user interfaceusingwebauthoringorapplicationsoftware.Assessment: Internally assessed assignmentsStudentswill…• explore user interface design and development principles• discover how to develop and review a digital user interface• investigate how to use project planning techniques to manage a digital project

Component 2: Collecting, Presenting and Interpreting DataAim:processandinterpretdataanddrawconclusions.Culminatinginaspreadsheet.Assessment: Internally assessed assignmentsStudentswill…• explore how data impacts on individuals and organisations• develop a dashboard using data manipulation tools• draw conclusions and make recommendations on data intelligence


Component 3: Effective Digital Working PracticesAim: explorehoworganisationsusedigitalsystemsandthewiderimplicationsassociatedwiththeiruse.Assessment: scenario-based external assessment where students demonstrate their knowledge to proposedigitalsolutionstorealisticsituations.• explore how modern information technology is evolving • understand what cyber security is and how to safeguard against it • consider legal and ethical issues in data and information sharing

Percentage:

Weighting Number of Assignments

Component 1: Exploring User Interface Design Principles and Project Planning Techniques 30% Three

Component 2: Collecting, Presenting and Interpreting Data 30% ThreeComponent 3: Effective Digital Working Practices 40% 1 hour 30 minute examination

Homework Tasks: Homework tasks during Years 10 and 11 will consist of a variety of tasks that support the preparation for coursework assignments together with more traditional research, practice or revision activitiestopreparefortheexaminedunit.

Regularity of Homework:Homeworkwillbesetweeklythroughoutthecourse.

Useful resources for Parents/Carers:• https://qualifications.pearson.com/en/qualifications/btec-tech-awards/digital-information-technology.html

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MathematicsSubject Leader: Ms J. Logan

KS4 Curriculum Leader: Mr H. Salter

Specification: GCSE (9-1) Mathematics GCSE Linear (1MA1)


GCSE Mathematics • The volume of subject content has increased, and thedemandofthiscontenthasalsoincreased. More challenging topics have been introduced both intheFoundationandHigherTiers.

• Studentswillsit3papers(eachpaper1hour30 minutes); one without a calculator and two with a calculator.

• A new grading structure has been introduced, from grade 9 to 1, to replace the familiar A* to G grading scale.9istheveryhighestgradeand1thelowest. AGCSEgradeCisequivalenttoa4. Foundation(grades1-5)/Higher(grades4-9)

• There is a greater emphasis on problem solving and mathematical reasoning, with more marks now beingallocatedtothesehigher-orderskills.

• Students will be required to memorise formulae as fewer formulae will be provided to students in examinations.

These changes have been designed to help students emerge from GCSE Mathematics with a level of confidenceandfluencythatwillprovideagenuinefoundationfortherestoftheirlearningandworkinglives.

Topics Covered Year 10: 2018-2019Autumn Term Duringtheautumntermstudentswillstudythefollowingtopics:Indices,Powers,Roots,Numberoperations,Expressions,Angle&Shape,OrderingdecimalsandDataHandling.

Spring Term During the spring term students will study the following topics: Co-ordinates, Sequences, Functions, Graphs, Measures, Pythagoras & Trigonometry, Fractions, Decimals percentage, Equations, Constructions andLoci.

Summer Term During the summer term students will study the following topics: Probability, Perimeter, Area & volume, Ratio,FurtherDataHandlingandTransformations.Studentswillsitafullsetofpre-publicexaminationsinJuly.

Topics Covered Year 11: 2019-2020Autumn Term During this termmany of the topics fromYear 10will be revisited and extended appropriately. Theemphasis will be on a detailed revision programme and the application of knowledge to a wider variety of questionsandproblems.Thisculminatesinthepre-publicexaminationtowardstheendoftheterm.

Spring Term Following the pre-public examination teachers will concentrate on the topic areas in which students showed weaknesses–thiswillbefocusingonthewholeclassaswellasindividualneeds.Studentswillbegivenpastpaperstoworkonbothinclassandathome.

Summer Term Theworkofthesefinalfewweeksisfocusedspecificallyonexaminationquestionpractice.

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Percentage: Examination: 100% Paper1:Non-calculator(33.3%ofqualification) - 1 hour 30 minutes Paper2:Calculator(33.3%ofqualification) - 1 hour 30 minutes Paper3:Calculator(33.3%ofqualification) - 1 hour 30 minutes

Homework Tasks: Students will be given a variety of homework tasks, including revision exercises, worksheets testing class topics,sampleexaminationquestionsandproblemsolving.Theywillalsobegiventheseinavarietyofforms,onpaper,online,aswellasusingsmartphoneapps.

Regularity of Homework: This will be set fortnightly as a minimum, with the expectation that students will spend at least one hour perweekonmathematicsathome.Studentsshouldalsospendtimedoingextrapracticefromoneofthemany suitable websites or simply spend time polishing up their numerical skills, including times tables, quickfireadditionandsubtraction.

Revision tips/useful website details for Parents/Carers: • Encourage your child to be numerate – ask them to do sums in their heads at odd times, talk to them about quantity calculations that you are doing when you are cooking, doing DIY or out shopping.

• Visit useful websites such as:

• www.justmaths.co.uk

• www.pearsonactivelearn.com

• https://mathsapp.pixl.org.uk/

• www.mathsgenie.co.uk

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Mathematics: StatisticsSubject Leader: Ms J. Logan

KS4 Curriculum Leader: Mr H. Salter

Specification: GCSE (9-1) in Mathematics Statistics (2ST01)



Autumn Term:Studentswillstarttheautumntermlookingathowdataiscollectedanddifferenttypesofdata.Thiswillincludelookingatvarioussamplingmethodsanddifferentdatasources.

Spring/Summer Terms:Students will look at measures of central tendency and dispersion, different ways of presenting data, time series,qualityassuranceandestimation.

Topics Covered Year 11: 2019-2020Autumn/Spring Terms: StudentswillfocusonProbability.Thiswillinvolvelookingatmutuallyexclusiveandindependenteventsaswellaslookingatthebinomialdistribution.Theywillalsodeveloptheirskillsofprocessing,representingandanalysingdata.

Summer Term:Prior to their final examination, students will spend the summer term revising and working on pastexaminationpapers.


Studentswillsittwoexaminationpapers.Thepaperswillhavesomeshortandsomelongquestions.Manyofthemwillinvolvetheuseofreal-worlddata.Theycouldbeaskedforexampletodesignquestionnaires,draw box plots and scatter diagrams, interpret diagrams, carry out calculations and interpret statements -1hour30minuteseach.Thepapersareequallyweightedandfocusonthesamecontentandskills.

Homework Tasks:Studentswillbegivenahomeworkbookletthattheywillcompleteoverthecourse.Theyarerequiredtocompletepagesofthishomeworkattheendofatopic;guidedbytheteacher.OtherhomeworktasksmayincludeMyMaths,YouTubeclipsorworksheets.

Regularity of Homework:Homeworkwillbesetfortnightly.

Revision tips/useful website details for Parents/Carers: • We will be building a bank of resources on the Statistics Fireflypage.Studentsshouldcheckthisregularly.

• We recommend the revision guide published by Pearson, thisisavailableonAmazon.

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Modern Foreign Languages: FrenchSubject Leader: Ms C. Marsh

Key Stage 4 Curriculum Leader: Mrs T. Mazzoleni

Specification: GCSE (9-1) in French (8658)

Awarding Body: AQA


Autumn Term During this term students will study the following topics: Relationshipswithfamilyandfriends,MarriageandPartnership,andSocialmediaandMobileTechnology.

Spring Term Duringthistermstudentswillstudythefollowingtopics:Freetimeactivities(music,cinema,sports,foodandeatingout),andCustomsandFestivalsinFranceandFrancophonecountries.

Summer Term During this term students will study the following topics: Home, town, neighbourhood and region, and Socialissues(Charityandvoluntarywork,Healthyandunhealthyliving).


Autumn Term During this term students will study the following topics: Global issues (Environment, Poverty andhomelessness),andTravelandTourism.

Spring Term During this term students will study the following topics: Life at school and college, and Jobs, career choicesandambitions.

Summer TermDuringthefinaltermstudentswilllookatrevisionandpreparationforassessment.

Percentage: FourexaminationsaretakenattheendofYear11.

Listening:(25%)-writtenexamination:35minutes(FoundationTier),45minutes(HigherTier)

Speaking: (25%)-7–9minutes(FoundationTier)+preparationtime/10–12minutes(HigherTier)+preparation time

Reading:(25%)-writtenexamination:45minutes(FoundationTier),1hour(HigherTier)

Writing:(25%)-writtenexamination:1hour(FoundationTier),1hour15minutes(HigherTier)

FoundationTier(grades1–5)andHigherTier(grades4–9)

Homework Tasks: ThroughoutYears10and11,allstudentswillbegivenweeklywrittenandlearninghomework.Writtenhomework could be in the form of questions on a reading text, writing a paragraph or a short piece of translation.Learninghomeworkwillbeeithervocabularyorsetquestions.

Regularity of Homework: Homework/studytaskswillbesetweekly.

Revision tips/useful website details for Parents/Carers:• Studentsshouldrecycleexpressionsandphraseslearntinclassintheirhomework.Theyshouldavoid

usingonlinetranslators.• Studentsshouldlearnnewvocabularyeveryweek.Theywillbetestedinclass.www.language-gym.

comisagoodwebsiteforvocabularylearning.• Students should practise listening skills regularly using websites such as www.kerboodle.com.Access

tothetextbookisalsoavailableonthiswebsite.Studentsareallprovidedwithaloginandpassword.• StudentsshouldreviseandpractiseGCSEquestionsorallyonaregularbasis.

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Modern Foreign Languages: GermanSubject Leader: Ms C. Marsh

Specification: GCSE (9-1) in German (1GN0)



Autumn TermDuring this term students will look at grammar through the topics offreetimeactivities,film,literatureandmusic.

Spring TermThistermstudentswillexamineschool/collegeandfutureplans,includingcurrentandfuturejobs.TheywillbeconsolidatingthegrammaticalstructuresstartedinYear9.Roleplaysanddescribingphotosduringspontaneousspeakingwillbeafocus.

Summer TermThefocusthistermwillbeonthehomeandlocalarea.

PleaselookintheYear10folderforrelevantvocabularyandindependentwork.


Autumn TermDuringthistermstudentswilllookatdescribingcitiessuchasBerlin,andenvironmentalissues.

Spring TermTopicscoveredthistermwillincludehealthylivingandsocialactivities.

Summer TermRevisionandexaminationpractice.

Percentage:

FourexaminationsaretakenattheendofYear11.

Listening:(25%)-writtenexamination:35minutes(FoundationTier),45minutes(HigherTier)

Speaking:(25%)-7–9minutes(FoundationTier)+preparationtime/10–12minutes(HigherTier)+preparation time

Reading:(25%)-writtenexamination:45minutes(FoundationTier),1hour(HigherTier)

Writing:(25%)-writtenexamination:1hour10minutes(FoundationTier),1hour20minutes(HigherTier)


Homework Tasks: These will include learning vocabulary, preparation for class discussions and presentations, reading, listening and grammar activities from a course textbook and online resources; preparation for speaking andwrittenassessmentsandre-draftingofvarioustasks.GCSEBitesizeisexcellentforrevisionoftopicsandforlisteningactivities.

Regularity of Homework: Homework/studytaskswillbesetweekly.

Revision tips/useful website details for Parents/Carers: • Studentshaveanindividualloginforresourceson-line(accesstothecoursetextbookandalllistening,

readingandgrammarexercises).• StudentshaveacopyofEDEXCELvocabularylistsandshouldlearnvocabularyonaregularbasis.• Students should make full use of all handouts, grammar explanations and hints from German folder

ontheschoolPortal.

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Modern Foreign Languages: SpanishSubject Leader: Ms C. Marsh

Key Stage 4 Curriculum Leader: Ms K. Kelly

Specification: GCSE (9-1) in Spanish (8698)

Awarding Body: AQA


Autumn TermTopics covered:GrammaticalIntroductionandKS3Revision.

During this term students will also study the following topics: Relationships with family and friends,MarriageandPartnership,andSocialmediaandMobileTechnology.

Spring TermDuringthistermstudentswillstudythefollowingtopics:Freetimeactivities(music,cinema,sports,foodandeatingout),andCustomsandFestivalsinSpainandSpanishspeakingcountries.

Summer TermDuring this term students will study the following topics: Home, town, neighbourhood and region, and Socialissues(Charityandvoluntarywork,Healthyandunhealthyliving).

Duringthistermtherewillbeendofyearassessments.


Autumn TermDuring this term students will study the following topics: Global issues (Environment, Poverty andhomelessness),andTravelandTourism.Therearepre-publicexaminationsduringthisterm.

Spring TermDuring this term students will study the following topics: Life at school and college, and Jobs, career choicesandambitions.DuringthistermstudentswillsittheirSpeakingexamination.

Summer Term Duringthistermstudentswillundertakerevisionandassessmentsinpreparationfortheirexaminations.

Percentage: FourexaminationsaretakenattheendofYear11.

Listening: (25%)-writtenexamination:35minutes(FoundationTier),45minutes(HigherTier)

Speaking:(25%)-7–9minutes(FoundationTier)+preparationtime/10–12minutes(HigherTier)+preparation time

Reading: (25%)-writtenexamination:45minutes(FoundationTier),1hour(HigherTier)

Writing:(25%)-writtenexamination:1hour(FoundationTier),1hour15minutes(HigherTier)


StudentswillbeenteredeitherforallFoundationorallHigherexaminations(there will not be any possibility of mixing tiers of entry).

Homework Tasks: ThroughoutYears10and11,allstudentswillbegivenweeklywrittenandlearninghomework.Writtenhomework could be in the form of questions on a reading text, writing a paragraph or a short piece of translation.Learninghomeworkwillbeeitherlearningvocabularyorsetquestionsandtheiranswers.

Homework tasks will also include reading, listening and grammar activities from a course textbook and online resources; preparation for speaking and written assessments and re-drafting of various tasks accordingtofeedback.

All students will be expected to undertake independent studies at home using resources in the Spanish foldersonFireflyandonkerboodle.

Regularity of Homework:Homework/study/learningtaskswillbesetweekly.

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Revision tips/useful website details for Parents/Carers:• Studentshaveanindividualloginforresourceson-line(accesstothecoursetextbookandalllistening,

reading and grammar exercises – kerboodle.com)andshouldpractiseonaregularbasis.

• StudentshaveacopyofAQAvocabularylistsandshouldlearnvocabularyonaregularbasis.

• Students should make full use of all handouts, grammar explanations and hints from Spanish folders ontheschoolPortal.

• StudentsshouldreviseandpractiseGCSEquestionsorallyonaregularbasis.

• Studentsshouldrecycleexpressionsandphraseslearntinclassintheirhomework.Theyshouldnotuseonlinetranslators.

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MusicDirector of Music: Mrs C. Lane

Specification: GCSE (9-1) in Music (J536)

Awarding Body: OCR

Content/Assessment Overview

Integrated portfolio Soloperformanceonthestudent’schoseninstrument.Compositiontoabriefsetbythestudent.

Practical component Ensembleperformance.CompositiontoanOCRsetbrief.

Listening & appraising Awrittenpaper,withCD.Auralrecognitionandcontextunheard/unfamiliarmusicfromwithintheAreasofStudy2,3,4and5.


AoS1: My Music

Studentswillexplorekeywordsthroughpracticalmusicandcomposition.Theywillbefocusingonthethree areas of:-

Musical Elements Organisation of pitch, sonority, tonality, structure, texture, tempo/metre/rhythmanddynamics.

Musical Contexts How music is created, developed and performed in different historical, socialandculturalcontexts.

Musical LanguageReading and writing of staff notation, tab and graphic scores. Majorandminorchords, includingtraditionalandcontemporarynotation.Theunderstandingandapplicationofmusicalvocabulary.

There will be a focus on students exploring their own instrument, preparing them for the Performing and ComposingelementsoftheGCSEMusiccourse.

AoS2: Concerto Through Time

Students will study The Concerto and its development from 1650 to 1910 through: ●BaroqueSoloConcertoandConcertoGrosso●ClassicalConcerto●RomanticConcerto

AoS3: Rhythms of the World

Students will study the traditional rhythmic roots from four geographical regions of the world: ●IndiaandPunjab●EasternMediterraneanandMiddleEast●Africa●CentralandSouthAmerica

AoS4: Film Music

Studentswillstudyarangeofmusicthathasbeencomposedspecificallyforafilmandexplore:●Mood/emotionbeingconveyedonthescreen●Significantcharacter(s)orplace●Specificactionsordramaticeffects

Summer Term (1st half) - AoS5: Conventions of Pop

Students will study a range of popular music features from the 1950s to the present day, focusing on:

●Rock‘n’Rollofthe1950sand1960s

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●RockAnthemsofthe1970sand1980s●PopBalladsofthe1970s,1980sand1990s●SoloArtistsfrom1990tothepresentday

By the end of Year 10 students will have completed one composition and will be ready to perform their solo atthestartofYear11.Theywillhavecoveredallofthetopicsatleastonce.


WhenwerevisiteachAoSinYear11studentswillexplorethetopicsinmoredepth,focusingoninfluencesanddevelopment.

AoS2: Concerto Through Time - Revisited

Students will explore the social, cultural and historical influences ofWestern Classical Music and therelationshipbetweenasoloistandtheorchestra.

AoS3: Rhythms of the World - Revisited

Fusion – Students will revise the set styles and investigate how they have developed over time and taken influencefromotherstyles,suchas‘Pop’.

AoS4: Film Music - Revisited

StudentswilllookattheuseofWesternClassicalMusicwithinfilm,andmusicthathasbeencomposedasasoundtrackforavideogame.

AoS5: Conventions of Pop - Revisited

Studentswillexplorethesocial,culturalandhistoricalinfluencesof‘Pop’.

By the end of the spring term students will have submitted a solo performance, an ensemble performance andtwocompositions.

Year 11 GCSE Solo Performances - autumn term

Year 11 GCSE Ensemble Performances - spring term

Assessment/Examination:

Performing:Solo&EnsemblePerformance(studentsperformoneormorepiecesofmusicontheirinstrument/voice/technologyundersupervisedconditions).RecordedinYear11.

30%

Composing:Twocompositionsneedtobesubmitted.FreeComposition–apieceinanystyleforanycombinationofinstruments(completedinYear10).Composingtoasetbrief–StudentschooseabriefsetbyOCR(completedinYear11).

30%

Listening & Appraising: Students will be expected to answer questions based on extracts of music from AoS 2, 3, 4 and 5 played during the end of course examination (examinedattheendofYear11).

40%

Homework Tasks: Students are expected to work independently to practise their instrument or voice and to prepare solo andensembleperformances.Studentswillalsobeexpectedtolistenregularlytothesetworksandreviseeachtopic.

Regularity of Homework: Homeworkwillbesetregularly.Studentsneedtopractiseforapproximately30minutesperdayandtocompleterevisionandwrittentasksassetbytheirteacher.


• Encourageyourson/daughtertousetherevisionguidesavailableonFirefly,aswellasthose producedbyOCR.

• TheBBCGCSEBitesizewebsiteisalsoausefulresource,aswellashttp://www.musictheory.net/

• To keep up-to-date with what is going on and revision, follow us on Twitter, @CNCS_Music

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BTEC Music PracticeDirector of Music: Mrs C. Lane

Specification: BTEC Level 1/Level 2 Tech Award in Music Practice


Content/Assessment Overview

Component 1 Exploring Music Products and Styles

Component 2 Music Skills Development

Component 3 RespondingtoaCommercialMusicBrief

Topics Covered Year 10: 2018-2019Component 1: Exploring Music Products and StylesStudents will explore the techniques used in the creation of different musical products and investigate the keyfeaturesofdifferentmusicalstylesandgenres.

Learning Aim A Develop appreciation of styles and genres of music

Learning Aim B Explore techniques used to create music products

Genres of music for Component 1 will include: ●Popularmusicofthe60sand70s ●Popularmusicofthe80sand90s●Popularmusicofthe00stopresentday ●Worldmusic●Classicalmusic ●JazzandBlues●Musicformedia:film,TVandcomputergames

Students will demonstrate their knowledge of the different styles of music by creating a number of exemplar recordings and by creating written resources to identify, describe, explain and evaluate how the elements of music, production techniques, development of music technology and type of product and audience have impactedonthemusic.

As part of Component 2 students will explore the roles of performer, creator and producer through practical workshopsbeforefocusingontwooftheseareastostudyinmoredepthduringYear11.

Topics Covered Year 11: 2019-2020Studentswillbegintheyearbyfocusingontwooftheareasfromperformer,creatorandproducer.Theywillthencompleteanauditoftheirskillsinthoseareasbeforesettingthemselvesdevelopmenttargets.Theywillthenhavetheopportunitytodeveloptheirskillsandtrackandevaluatetheirprogress.ThiswillcompleteComponent2.

Finally,inComponent3theywillbesetabriefbytheAwardingBody.Aspartoneofthebrieftheywillneedtowriteawrittenresponsetothebrief.Theywillthenbegivensixteenhoursoflessontimeinwhichtocreateapracticalpieceofworkinresponsetothebrief.Finally,theywillwriteanevaluationofthecreativeprocessandtheirfinalproductundercontrolledconditions.Thisunitisexternallyassessed.

Assessment/Examination:

Component 1:Internally Assessed

Component 2:Internally Assessed

Component 3:Externally Assessed

Homework Tasks: Studentswillbeexpectedtocompletewrittenworkortoworkontheirprojectsoutsideoflessontime.Astheywillneedtechnologyforthistheycandothisbystayingafterschoolorinbreaktimesiftheywish.

Regularity of Homework: Homeworkwillbesetregularly.


• Encourageyourson/daughtertousetherevisionguidesavailableonFireflyandwebsitesandbooks listedintheircomponenttask.• To keep up-to-date with what is going on and revision, follow us on Twitter, @CNCS_Music

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Physical Education Subject Leader: Mr L. Murphy

Specification: GCSE (9-1) in Physical Education (J587)

Awarding Body: OCR

Throughoutthecoursestudentswillundertakeamixtureofbothpracticalandtheoreticalbasedlessons.The course is divided into three components:

Component 01: Physical factors affecting performance• Applied Anatomy and physiology

• Physical training

Component 02: Socio-cultural issues and sports psychology• Socio-culturalinfluences

• Sports psychology

• Health,fitnessandwell-being

Component 03: Performance in physical education (NEA)• Performance of three activities taken from two approved lists

• AnalysingandEvaluatingPerformance(AEP)

Topics Covered Year 10: 2018-2019Autumn Term: Applied Anatomy and PhysiologyTopics covered include the following:

• The structure and function of the skeletal system

• The structure and function of the muscular system

• Movement analysis

• The cardiovascular and respiratory systems

• Effects of exercise on body systems

Physical TrainingTopics covered include the following:

• Componentsoffitness

• Applying the principles of training

• Preventing injury in physical activity and training

Spring Term: Health, Fitness and Well-beingTopics covered include the following:

• Definitionofhealthandfitness

• Thephysical,emotionalandsocialbenefitsofparticipatinginphysicalactivitiesandsporttohealth, fitnessandwell-being,andtheconsequencesoflittleornophysicalactivity

• Diet and nutrition

• The main components of a balanced diet, including the effects of these components and hydration on performers using a range of examples from physical activities and sports

Summer Term: Analysing and Evaluating Performance (AEP)Students will begin to look at their Analysing and Evaluating Performance task which is part of their non-examassessment(NEA).Theyarerequiredtodemonstratetheirabilitytoanalyseandevaluatetheirownpractical performance or that of a peer in order to:

• analyse aspects of personal performance in a practical activity

• evaluate the strengths and weaknesses of the performance

• produce an action plan which aims to improve the quality and effectiveness of the performance

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Autumn Term: Analysing and Evaluating Performance (AEP)StudentswillcontinuetoworkontheirAnalysingandEvaluatingPerformancetask.

Socio-Cultural InfluencesTopics covered include the following:

• Engagement patterns of different social groups in physical activities and sports

• Commercialisation of physical activity and sport

• Ethical and socio-cultural issues in physical activity and sport

Spring Term: Sports PsychologyTopics covered include the following:

• The psychological factors that can affect performers

• How movement skills are learned and performed in physical activities and sports

• Thecharacteristicsandclassificationofskilfulmovement,alongwiththeroleofgoalsettingand mental preparation to improve performance in physical activities and sports

• Guidance and feedback that affects the learning and performance of movement skills

• Psychological concepts - using practical examples from their own performances students will show that they can explain and evaluate sports psychology theories and principles and be able to apply theorytopractice.

Summer Term: RevisionDuringthistermstudentswillundertakerevisioninpreparationfortheirexaminations.

Non-exam Assessment (NEA) – Performance in Physical Education: Students will be internally assessed, externally moderated through the NEA in three practical activities and oneAnalysingandEvaluatingPerformancetask(AEP).

WithintheGCSE(9–1)inPEstudentsareassessedinthreeactivities:

• one from the ‘individual’ list

• one from the ‘team’ list

• one other from either list

TheselistscanbeobtainedfromthePEDepartment.

Forpracticalperformancesstudentscanbeassessedintheroleofperformeronly.

Studentsmay not be assessed in the same activity twice. Theymay not be assessed in both ‘team’and‘individual’ofthesameactivity(e.g.singlesanddoublestennis)andtheymaynotbeassessedinvariationsofthesameactivity(e.g.twoformsofdanceorRugbyUnionandRugbyLeague).


• Paper1:Physicalfactorsaffectingperformance(30%)-1hour• Paper2:Socio-culturalissuesandsportspsychology(30%)-1hour

Non-examAssessment: 30% Performanceinphysicaleducation(NEA) 10% AnalysingandEvaluatingPerformance(AEP)courseworktask

Homework Tasks: Students will be given a variety of homework tasks, including research based tasks, short answer questions andrevisionexercises.

Regularity of Homework: Homeworkwillbesetfortnightly.

Revision tips/useful website details for Parents/Carers:• ForamoredetaileddescriptionofthetopicscoveredpleaserefertotheOCRwebsite, http://www.ocr.org.uk

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PSHEESubject Leader: Ms L. Marsh


Theme for Year: ‘Looking In - Looking Out - Looking Forward’

Autumn Term During this term students will look at why it is important to vote and to get involved in the electoral process.Theywillstudythewaysthatpoliticalprocessesandthelawaffectsmanyaspectsofpersonalandsocial life and will examine the work of Parliament, the Government and the courts in making and shaping the lawwithparticular reference tohuman rights.Studentswill lookat the importanceofdevelopingrespectfordifferentwaysoflife,beliefsandopinionsofothers.Theywillthengoontolookat‘StudySkillsandStrategiesforSuccess’,careersandjobhunting,andfinallytheywilllookat‘HealthyLifestyles’withparticularreferencetobodyimage,alcoholawarenessandtheproblemsofstress.

Spring Term: Studentswilllookattheroleofparents/carersandexaminetheideaofwhatmakesagoodparent/carer.They continue to look at ‘Healthy Lifestyles’ with particular emphasis on the problems of smoking and drug abuse.

Studentslearnhowtomanagemoneyandpersonalfinancesandexplainfinancialtermsandproducts.Theywill understand the functions and uses ofmoney,managing theirmoney and financial risk andreward.Theyareencouragedtobecomecriticalconsumersofgoodsandservicesandidentifyhowfinancewillplayanimportantpartintheirlivesandinachievingtheiraspirations.

Summer Term Students continue to examine the problems of legal and illegal drugs as well as the problems of crime and how‘YouthCourts’workandtheroleofthepolice.

Students will be developing skills for work - Communication and Presentation as well as looking at different typesofworkthatpeopleundertake.TheywilllookatthestatutoryrightsworkersareentitledtointheUK, how the workplace has changed over time and the effect this has had on workers and the support and guidancethatisavailabletoemployeeswhohaveadisputeatwork.

Revisionandexaminationtechniquesarealsolookedatduringthisterm.


Theme for Year: ‘The Final Countdown’

Autumn Term Studentsexaminelawmakingwithparticularreferencetothelawsaroundcannabis.Theywillalsoidentifyfutureplansbylookingat‘AimingHigher’andapplyingforFurtherandHighereducations.Theywillalsoexamineissuesandproblemssurroundingdisfigurementanddisability,euthanasiaanddepression.

Students will be focusing on how to recognise some of their own strengths and weaknesses and how these attributesmightimpactontheirowncareeraspirations.Theywilldeveloppersonalcareer-basedtargetsandwilldevelopsomeunderstandingoftheimportanceofactionplanningandself-review.Theywilllearnabout categories of work available in the local area and the jobs and skills associated with at least one of thosecategories.Theylookatopportunitiesbeyondthelocalarea,investigatecurrentvacancieswithintheareaandresearchlocallearningandtrainingopportunities.

Spring Term Studentswillexaminetheproblemsofdomesticviolence,pornography,mentalhealthandanxiety.Otherareas of study will be about prejudice and discrimination and global issues with particular reference to homophobia.

Theywillcontinuetoreflectontheproblemscausedbydrugaddiction,withparticularreferenceto‘DrugsandDriving’.

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Religious EducationSubject Leader: Mr R. Galvin

Specification: GCSE (9-1) Religious Studies B

Awarding Body: AQA

GCSEReligiousEducationbuildsontheskillsthathavebeentaughtthroughoutKey Stage 3 and a thorough grounding in these skills will help students to do wellinthisexamination.

There are three component parts to the GCSE course which will be examined intwopapersinthesummerof2020.

Paper1:Component1-CatholicChristianity.Thereare4setsofquestionsthatwillneedtobeanswered.Thereisnofreechoiceofquestions.Thereare5questionsineachsetofquestions(1hour45minutes-50%ofqualification).

Paper2:Component2-StudyofIslam(25%ofqualification) and Component 3-Religiousandethicalstudyof‘CrimeandPunishment’and‘WarandPeace’(25% of qualification). There are 4 sets of questions that will need to beanswered.Thereisnofreechoiceofquestions.Thereare5questionsineachsetofquestions(1hour45minutes).

There will be marks given for spelling, punctuation and grammar in some of thequestions.

Topics Covered in Year 10: 2018-2019Component 1: Catholic Christianity: StudentsstartedthetopicsinYear9.The topics to be covered are:• Creation(studiedinYear9)• Incarnation(studiedinYear9)• The Triune God• Redemption• Church and the Kingdom of God• Eschatology: Christian life, death and eternity

Topics Covered in Year 11: 2019-2020Component 2: Perspectives on Faith

Section A: Islam:• Beliefs and teachings• Practices of Islam

Section B: Religious and ethical issues:• Religiousandethicalexplorationofthetopicssurrounding‘WarandPeace’and‘CrimeandPunishment’.

Percentage: Examination 100%Paper1:CatholicChristianity-writtenexamination:1hour45minutes(50%ofqualification)Paper2:PerspectivesonFaith-writtenexamination:1hour45minutes(50%ofqualification)

Homework Tasks: Homework tasks will be either research preparation or using materials and activities that have been exploredinlessons.Theremaybeexaminationpracticehomework.Occasionallyrevisiontaskswillbesetforassessmentstobecarriedoutinlessons.

Regularity of Homework: Homeworkissetweekly.

Revision tips/useful website details for Parents/Carers: • OnFireflythereareanumberofcoursebooklets,knowledgeorganisers,setsofexaminationtype questions.• OnkerboodlethereisacopyoftheREtextbook• We recommend that all students purchase a revision book which is useful as a tool for additional understandingduringthecourseandasafinalrevisionbook.(studentsdonotneedtostudyJudaism which is in the revision book) ISBN9780-0-19-842287-7OxfordUniversityPress-AQARevision Guide - Religious studies B

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ScienceSubject Leaders: Miss K. Le Marquand/Mr R. Palmer

Head of Biology: Ms R. DickinsonHead of Chemistry: Mr D. AshworthHead of Physics: Mr T. Hackett

Specification: GCSE (9-1) / most students will follow Combined Science: Trilogy (8464)

Triple Science students will follow: Biology (8461), Chemistry (8462) and Physics (8463)

Awarding Body: AQA


Autumn Term:

Biology: Cell division and stem cells, Transport in cells, The heart and blood vessels, Health issues and lifestyle, Plant tissues organs and systems

Chemistry:Atomicstructureandtheperiodictable,Bondingstructureandpropertiesofmatter,Quantitativechemistry

Physics: Electricity in the home, Properties of waves, Applying forces

Spring Term:

Biology:Communicablediseases,Vaccinationsanddrugs,Photosynthesis,Respiration

Chemistry: Chemical changes, Energy changes, The rate and extent of chemical change

Physics:Radiation,Magnets,Energyandmomentum,Electromagnetspectrum

Summer Term:

Biology: Homeostasis and the nervous system, Hormonal control

Chemistry: Organic chemistry, Chemical analysis

Physics: Ohm’s law, Math skills


Autumn Term:

Biology: Inheritance, evolution and variation

Chemistry:StudentswillrevisittopicsbuildingonknowledgefromYear10.Teachingwillinclude:Atomicstructure,Bonding,Quantitativechemistry,Chemicalchanges

Physics: Thermal physics and gases, Advanced forces

Towardstheendoftheautumntermstudentswillsitapre-publicexamination.

Spring Term:

Biology: Ecology, Adaptations

Chemistry: The rate and extent of chemical change, Organic chemistry, Chemical analysis

Physics:Pressureingases,Magneticfields

Summer Term:

OuraimintheScienceDepartmentistohaveallthedoublestudentsfinishingthecoursebyEaster.Thiswill allow them time to recap key topics across the two and half year course, as well as allowing time for anotherfullpre-publicexamination.Triple Science students will follow all topics listed but there will be a few harder ‘triple’ lessons for each topic.Thereareacoupleof‘triple’onlytopicsthatwillalsobeaddedinthroughouttheyear,suchas‘Plantdisease’inbiology,‘Polymers’inchemistryand‘Light’inphysics.

Percentage: Examination 100%

Double Science students – TrilogyBiology: BiologyPaper1:1BF/1BH-16.67%-1hour15minutes(70marks)

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BiologyPaper2:2BF/2BH-16.67%-1hour15minutes(70marks)Chemistry:

ChemistryPaper1:1CF/1CH-16.67%-1hour15minutes(70marks)ChemistryPaper2:2CF/2CH-16.67%-1hour15minutes(70marks)

Physics:

PhysicsPaper1:1PF/1PH-16.67%-1hour15minutes(70marks)PhysicsPaper2:2PF/2PH-16.67%-1hour15minutes(70marks)

Triple Science students – TrilogyBiology: BiologyPaper1:1BF/1BH-50%-1hour45minutes(100marks)BiologyPaper2:2BF/2BH-50%-1hour45minutes(100marks)

Chemistry: ChemistryPaper1:1CF/1CH-50%-1hour45minutes(100marks)ChemistryPaper2:2CF/2CH-50%-1hour45minutes(100marks)

Physics: PhysicsPaper1:1PF/1PH-50%-1hour45minutes(100marks)PhysicsPaper2:2PF/2PH-50%-1hour45minutes(100marks)

Compulsory Practicals Whilst there is no internal coursework component to the GCSE course, there are essential practical skills and techniques which students will be assessed on during thefinalexaminations.Theseskillsareavitalcomponentofscienceeducationandwill be covered throughout the GCSE course across 16 compulsory practicals for DoubleSciencestudentsand25compulsorypracticalsforTripleSciencestudents.These practicals will make up a log book for students to then revise from before theirexaminations.

Homework Tasks:Homework tasks will include past examination question practice on topics covered inclass,alternatingbetweenwrittenexaminationquestionsandonlinequestions.These include questions on the application of science as well as questions on basic scientific knowledge. Students will also be given revision based tasks such asconstructingtopicmindmaps.

Regularity of Homework: Regular homeworkwill be set every 5 hours of teaching. Thiswill be amix oflearning,researchorwrittenhomework.Onceeveryhalftermformativefeedbackwill be given by the teacher, with all students then expected to spend time in class improvingtheirfirstattempt.


• Firefly:Science>GCSE>GCSESpecificationResources(includespractice questions with mark schemes and checklists)

• GCSE Bitesize: https://www.bbc.com/bitesize/examspecs/z8r997h

• GCSE Specification: https://www.aqa.org.uk/subjects/science/gcse

• Kerboodle:Allowsaccesstothetextbook,studentshavetheirownlogin.If theirlogindoesnotworkstudentsshouldspeaktotheirteacher.

• Quizlet: Access to online revision cards by topic: Chemistry: https://quizlet.com/join/rj2NfVCnp

Biology: https://quizlet.com/class/6953963/

Physics: https://quizlet.com/subject/physics-gcse-aqa/

• Youtube tutorials: Freesciencelessons - https://www.youtube.com/channel/UCqbOeHaAUXw9Il7sBVG3_bw

44

BTEC SportSubject Leader - Physical Education: Mr L. Murphy

Lead Internal Verifier: Mr A. Evenett

Specification: BTEC Level 2 First Award in Sport



Unit 1 - Fitness for Sport and Exercise Duringthisunit,studentswilllearnaboutthefitnesscomponentsneededinsportandlookatthelevelsrequiredtoachieveexcellence.Theywillcompletearangeoffitnesstestsandanalysetheirresultsandtheimpactoftheirresultsontheirperformances.Studentswillalsostudythelifestylefactorsthataffectperformance.Thisunitisexternallyexaminedviaonlinetestingandisworth25%ofthestudent’soverallgrade.

Unit 2 - Practical Sports Performance Students will take part in a range of sporting activities and will complete assignments describing the main skills,techniquesandtacticsinvolvedintwosportsoftheirchoice.Theywillthendemonstratetheseskillsinpracticallessonsandreviewtheirability,suggestingwaystoimprovetheirperformance.


Unit 6 - Leading Sports ActivitiesStudents will look at the skills and qualities of a range of sports leaders and evaluate two contrasting leadersintheirfirstassignment.Theywillthenplan,prepareandleadasportssessioninpairs,takingintoconsiderationthepotentialrisksandhazardsthroughadetailedriskassessment.Usingfeedbackfromtheiractivitysession,studentswillthenplanandprepareasportseventoftheirchoice.

Unit 5 - Training for Personal Fitness Thisunitistaughtthroughamixtureofpracticalandtheorylessons.Studentswilllearnhowtodesignapersonalfitnesstrainingprogramme,whichtheywillthenimplementtoachievetheirowngoalsandobjectives.Theywilllearnaboutexerciseadherencefactorsandstrategiesforcontinuedtrainingsuccess.Following the implementation of their training programme, they will then review it and set themselves targetsforfutureprogrammes.Thisisassessedviaasynopticassessmentworthanadditional25%.

Percentage: Coursework: 50% Online examination: 25% Synoptic assessment:25%

Homework Tasks: Students will complete assignments they have started in class based on worksheets, research, teaching andrevision.

Regularity of Homework: Therewill be regularhomework. Studentswillhave to meet set deadlines for the submission ofcourseworkassignments.AllunitsexceptUnit1 are internally assessed via coursework set in class. Students will need to spend homeworktime as well as class time refining theircourseworkbeforethefirstinterimreviewhand-in. Upon receiving feedback from the interimreview, students then have a set period of time tocompletethecourseworkforthefinalhand-in.


• Encourage your son/daughter to keep up withclasswork.

• CheckFireflytoseeifthereareany outstandingassignmentsorhomeworktocompletebyyourchild.

• Visit sport related websites such as, http://www.bbc.co.uk/education/subjects/znyb4wx, http://www.bbc.co.uk/sport/0/

45

Study SupportSENDCo: Mrs L. FairbairnDeputy SENDCo: Mrs S. Holland

StudySupportcanbetakeninsteadofoneoptionsubjectandaccountsforfivelessonsperfortnight.

Students are invited to attend Study Support if we feel that they need additional help to meet the increasing challengeofGCSEEnglishand/orMathematics.Dependingon the individual’sneed, each studentwilleitherstudythreeadditionalEnglishorMathematicsrelatedlessons.TheremainingtwolessonswillbeusedforthemtokeepupwiththedemandsoftheirotherGCSEsubjects.

IfyoufeelthatyouryoungpersonmaybenefitfromattendingStudySupport,pleasecontacttheLearningSupportDepartmentforfurtherinformationandadvice.

46

BTEC Travel and Tourism Lead Internal Verifier: Ms H. Quigley

Specification: NQF BTEC First Awards



Autumn Term - Unit 2: UK Travel and Tourism DestinationsThisunitwillgivestudentsanunderstandingofwhat theUKtraveland tourism industryhas tooffer.It will enable them to identify and locate tourist destinations, major UK airports and seaports, as well astodiscoversearoutesandthree-letterairportcodes.StudentsshouldknowUKtravelandtourismdestinations and gateways, investigate the appeal of UK tourism destinations for different types of visitors andplanUKholidaystomeettheneedsofdifferentvisitors.

Spring Term and Summer Term - Unit 1: The UK Travel and Tourism Sector (Externally assessed 1 hour exam)In this unit students will gain an understanding of the range and roles of organisations involved with differenttypesoftourismintheUK.Theywillexplorehowtheyworktogetherandusetechnologytomeetchangingcustomerneeds.Thisunderstandingisusefulforawiderangeoftravelandtourismjobs,including travel services, tourism services, conferences and events, visitor attractions and passenger transport.StudentsshouldunderstandtheUKtravelandtourismsectorandits importancetotheUKeconomy, know about the industries and key organisations within the travel and tourism sector, their roles andinterrelationshipsandunderstandtheroleofconsumertechnologyinthetravelandtourismsector.

Topics Covered Year 11: 2019-2020Autumn Term - Unit 3: The Development of Travel and Tourism in the UKInthefirsttermofYear11,studentswillbegiventheopportunitytoexplorehowtheUKtravelandtourismindustry has changed as lifestyles, interests and technology have changed, giving an insight into why it is suchadynamicsector.Theywillexplorekeydevelopmentsthathaveshapedthesector,suchastheriseofpackageholidays,theregenerationofcoastalresortsanddevelopmentsintransportandtechnology.

Spring Term - Unit 4: International Travel and Tourism DestinationsThroughout this unit students will be asked to locate numerous international holiday destinations and their gateways.Theywillalsobeaskedtoinvestigatenaturalfeatures,localattractions,accommodationandtransportoptionstosuitavarietyofcustomersinvariousholidaydestinations.

Percentage: 25%ofthequalificationisexternallyassessed.EDEXCELsetsandmarkstheseassessments. 75%iscourseworkwhichisinternallyassessed(samplesaresenttoanexternalverifier).

Some Key Features:The EDEXCEL BTEC Level 1/Level 2 First Award:

• isalevel2qualification;thegradesareLevel2Pass,Level2Merit,Level2DistinctionandLevel2 Distinction*.StudentswhodonotachieveatLevel2maybeawardedaLevel1grade• isa120guided-learning-hourqualification(equivalentinteachingtimetooneGCSE)• has core units and optional specialist units• presents knowledge in a work-related context• gives students the opportunity to develop and apply skills in English and mathematics in naturally occurring, work-related contexts

Homework Tasks:All courseworkassignmentswillbecompleted inclass. However, studentsareexpected toundertakedetailedresearchforeachassignmentathome.

Regularity of Homework: Onehourperweek.

Revision tips/useful website details for Parents/Carers:• Readnewspapers,travelmagazinesandwatchtraveldocumentariestokeepabreastof developmentsinthetravelandtourismindustry.

• Visittravelandtourismwebsites.

47

School Uniform• Cardinal Newman Catholic School sweater/sweatshirt*• Cardinal Newman Catholic School polo shirt*• CardinalNewmanregulationschoolskirt*(skirts must not be rolled up or altered or tailored in any way) or black classic/tailored trousers or shorts• Plain black tights• Black shoes or trainers• Black, grey or white socks only• For safety reasons backless or open-toed shoes or high heels must not be worn to school

PE Kit• CardinalNewmanblackPET-shirt(compulsoryforallstudents)*• Cardinal Newman red sweatshirt• Redhoodie(Years10/11)(optional)*• Black shorts• Blacktracksuitbottoms(optional)• Plain black sports leggings• Long, plain red sports socks• Whiteanklesocks(forindoorPE)• Trainingshoes(forindoorandoutdooruse)• Football boots• Blackrainjacket(optional)*• Shin pads for hockey and football• Protectivemouthguard(recommended)inhockeylessons,compulsoryinhockeyfixtures

• Cardinal Newman Catholic School sweater/sweatshirt*• Cardinal Newman Catholic School polo shirt*• Plain black classic/tailored trousers or shorts • Black, grey or white socks only• Black shoes or trainers

PE Kit• CardinalNewmanblackPET-shirt(compulsoryforallstudents)*• Red&blackrugbytop• 1 black and 1 white pair of shorts• Blacktracksuitbottoms(optional)• Long, plain red sports socks• Whiteanklesocks(forindoorPE)• Trainingshoes(forindoorandoutdooruse)• Football boots• Blackrainjacket(optional)*• Shin pads for hockey, rugby and football• Protectivemouthguard(recommended)inrugbyandhockeylessons,compulsoryinrugby

andhockeyfixtures

Base layers/skins are optional for students to wear under their Cardinal Newman kit in the winter months(ideallyblack).

Please note: students are not permitted to wear their normal school shoes or socks in PE lessons.

48

The colours for the different years are:

Maroon(Year7)Green(Year8)Light Blue(Year9)Grey(Year10)Navy Blue(Year11)

*Order online: www.sussexuniforms.co.uk/collections/cardinal-newman

SussexUniforms,40BlatchingtonRoad,Hove,EastSussex,BN33YH

Tel: 01444 227066

Email:[email protected]

• Nobadgesofanydescriptionwillbepermitted(otherthanthoseallocatedbystaff).Additionsto theuniform,e.g.scarves,hats/capsarenotacceptedintheclassroomexceptforreligiousormedical reasons.• OnlyNewmanbrandedhoodiesorjumperstobewornontheschoolsite.• Outdoorcoats/non-uniformsweatshirtsandtopsshouldnotbeworn.• T-shirtsshouldnotbewornunderpoloshirts.• Cords-style,jeans-style,combat-style,skinny-styleorcroppedtrousersarenotpermitted.Cottonor canvasmaterialisnotacceptable.Alltrousersshouldbetailoredandanklelength.• Blacktailored/chinoshortsmaybeworn.Noothertypesofshortsareacceptableandstudentswho donotabidebythisrulewillberequiredtoreverttoouruniformtrousersoruniformskirt.• Sensiblefootwearisrequired.Blacktrainersshouldbecompletelyblackwithnologo.• Noexcessivehairstylesareacceptablee.g.hairthatisshaved,dyedinunnaturalcoloursorcutin patterns.• Students are not allowed to wear heavy make-up or false eyelashes although discreet make-up is permitted.Onlyclearanddiscreetnailvarnishisacceptable.• Expensiveandinappropriateitemsofjewellerymustnotbeworntoschool.Onesafe,inexpensive itemofjewellerywillbeacceptable;withonepairofearrings(studsorsleepers).Nonosepiercings, facialpiercings,oranyothervisiblepiercingsareallowed.• Studentswillneedasuitablysizedbagtocarryallbooksandequipment.

(July2019)

CardinalNewmanworkswithSmarterUniformstofacilitatethere-useofourschooluniform.SmarterUniformsisasocialenterprisethatrecyclesschooluniformsacrossBrighton&Hove.Pre-loveduniformis available to purchase from:TheFAIRShop,21QueensRoad,Brighton,BN13AXTel:01273 723215 Website:www.bhft.org.uk/smarter-uniforms/

Lost property

Students are responsible for their own property including any valuables they choose to bring into school.Asstudentscansometimesbeforgetful,werecommendwritingyourchild’snameandformon the labels of their uniform, PE kit and schoolbag so we can reunite them with their lost items asquicklyaspossible.Lostpropertyislocatednexttothestudenttoilets.Please be aware that if unnamed uniform is not reclaimed within a term we will recycle within school and in partnership with Smarter Uniforms.

49

Student Code of Conduct: The Newman Way*(*also applies on the journey to and from school)

• We wear our uniform correctly, with pride.• We respect our school environment, not littering, spitting or chewing gum.• We take responsibility for our actions and work withstaff,andeachother,tomoveforward.• We queue in an orderly manner in the dining area, andclearawayourplates,cutleryandlitterafter our meal.• Welookaftereachotherandwillnottolerate bullying in any form.• Wekeepleftonourwaytoandfromlessons, following directions and walking calmly to ensure everyone’s safety.

TOGE

THER

I AM A LINK IN A

CHAIN, I AM PART OF

THE NEWMAN TEAM;

I UNDERSTAND THAT

STRENGTH IS ABOUT

LIFTING SOMEBODY

ELSE UP, NOT

PUTTING SOMEBODY

ELSE DOWN

• We arrive in school and to lessons on time. If late, we accept the consequences. • We do not use our mobile phones at school. They must not be seen or heard or they will be confiscatedforupto48hours.• We arrive to lessons prepared, with a positive attitude to learning and in correct uniform.• We participate fully in lessons, and never disrupt the learning of others. • Weshowrespecttostaffandeachother,behaving maturely and using positive, courteous language.

EXCE

LLEN

CE

I ALWAYS AIM FOR MY

PERSONAL BEST;

I HAVE THE

POWER TO MAKE

EVERYONE’S DAY

BETTER

• We hand in well-presented work, worthy of ourselves.• We are committed to developing ourselves and others. • We listen in absolute silence when the teacher is talking, including in assembly.• Wevalueandlookafterourown,others’and school equipment.• We keep hands, feet and objects to ourselves.• We never bring alcohol, tobacco, vapes, drugs or weapons into school.

CARI

TAS

I AM PROUD THAT

I HAVE BEEN

CREATED FOR A

SPECIFIC PURPOSE;

I AM VALUED, I AM

VALUABLE AND I

VALUE OTHERS

50

Home School Agreement

By choosing to send my child to be educated atCardinal Newman Catholic School, I understand that my child is expected to follow staff

instructions and accept their authority. Both my child and I agree to the rules and expectations of the school:

• IwillsupportthespiritualaspectoflifeatCNCS.

• Iwillhelpmychildtostudyathomebyprovidingaquiettimeandsupportwithwork.Iunderstand weneedtoaccesstheFireflyinformationportal.

• Iwilltelltheschoolaboutanydifficultiesorproblemsthatmightimpedegoodprogressbeingmade, usingmychild’sFormTutorasthefirstpointofcontactforpastoralissuesandsubjectteachersfor subjectissues.

• IwillensurethatmycommunicationwithCNCSstaffisneverabusive.

• Iwillcontacttheschoolby8.30amifmychildisabsentfromschool.

• Iwillensurethatmychildarrivesby8.30amincorrectschooluniformeverydayandattendsschool regularly.

• Iwillarrangefamilyholidaysonlyduringofficialschoolbreaks.

• I will attend all parental and information evenings so that I may be informed and talk to staff about theprogressofmychild.

• IwilljoinincelebratingthesuccessofmychildatCNCS.

• I will support the school’s behaviour policy and accept the rules and sanctions that are designed topromotegoodbehaviour.Iunderstandthattheuseofafter-schooldetentionsandoccasional bagsearcheswillbeinlinewithgovernmentguidelines.Iwillsupporttheuseofbagsearchesand detentions.

• I will ensure that my child only uses age-appropriate social media platforms that I have given them permissiontoandwillmonitortheiruseofthem.Iunderstandthatmychildcouldreceiveasanction foranymisconduct.

• I will work with the school to achieve the very best possible education for my child during the years theyareatCNCS.

Studentsignature:..........................................................................................

Parent/Carersignature:....................................................................................

51

Raising Standards Leader: MrS.Boden [email protected]

Pastoral & Progress Leader: MsL.Marsh [email protected]

Form Tutors:

11AEV MrA.Evenett [email protected]

11CA MsC.Arbuckle [email protected]

11HT MsA.Hett [email protected]

11MBT MrM.Bath [email protected]

11MM MissC.McManus [email protected]

11RJS MrR.Jones [email protected]

Pastoral & Progress Leader: MrS.Meaney [email protected]

Form Tutors:

11CBN MsC.Collingbourne [email protected]

11EGR MrE.Greest [email protected]

11GR MrK.Grant [email protected]

11IPE MissI.Peel [email protected]

11RGR MsR.Grainger [email protected]

11SBR MrsS.Brigliadori [email protected]

Contact Information

Subject Board Specification Subject Leader (unless otherwise stated)

Art & Design EDEXCEL 1FAO MsK.Jones([email protected])

Art & Design: Photography EDEXCEL 1PY0 Course Leader:

MrsJ.Braiden([email protected])

ASDAN MsJ.Cunningham([email protected])

Computer Science OCR J276 MrsH.Hall([email protected])

Dance AQA 8236 MissL.Thomas([email protected])

Design & Technology AQA 8552 MrJ.Wells([email protected])

Drama EDUQAS DRAMA MrG.Hammett([email protected])

English (Language/Literature) AQA 8700 / 8702 MissS.Hone([email protected])

Enterprise(BTEC) EDEXCEL Level 1/Level 2 Tech Award

LeadInternalVerifier:MrS.Manan([email protected])

Food Preparation and Nutrition OCR J309 Subject Specialist:MrM.Jacks([email protected])

Geography EDUQAS GEOG B MsM.Larkin([email protected])

Health&SocialCare(BTEC) EDEXCEL Level 1/Level 2 Tech Award

LeadInternalVerifier:MsH.Reed([email protected])

History EDEXCEL 1HI0 MrM.Conneely([email protected])

52

Awarding Body Websites

The website for AQA subjects: http://www.aqa.org.uk

The website for EDEXCEL subjects: https://qualifications.pearson.com

The website for OCR subjects: http://www.ocr.org.uk

The website for EDUQAS subjects: http://www.eduqas.co.uk

ICT - Digital InformationTechnology EDEXCEL Level 1/Level 2

Tech Award MrsH.Hall([email protected])

Mathematics EDEXCEL 1MA1 KS4 Curriculum Leader:MrH.Salter([email protected])

Mathematics: Statistics EDEXCEL 2ST01 KS4 Curriculum Leader:MrH.Salter([email protected])

MFL: French AQA 8658 KS4 Curriculum Leader:MrsT.Mazzonleni([email protected])

MFL: German EDEXCEL 1GN0 MsC.Marsh([email protected])

MFL: Spanish AQA 8698 KS4 Curriculum Leader:MsK.Kelly([email protected])

Music OCR J536 Director of MusicMrsC.Lane([email protected])

MusicPractice(BTEC) EDEXCEL Level 1/Level 2 Tech Award

Director of MusicMrsC.Lane([email protected])

Physical Education OCR J587 MrL.Murphy([email protected])

PSHEE N/A N/A MsL.Marsh([email protected])

ReligiousEducation AQA ReligiousStudies B MrR.Galvin([email protected])

Combined Science (Trilogy) AQA 8464

Head of Biology:MsR.Dickinson([email protected])

Head of Chemistry:MrD.Ashworth([email protected])

Head of Physics:MrT.Hackett([email protected])

Triple Science AQA

Biology: 8461

Chemistry: 8462

Physics: 8463

Sport(BTEC) EDEXCEL Level 2First Award

LeadInternalVerifier:MrA.Evenett([email protected])

Study Support

SENDCo:MrsL.Fairbairn([email protected])

Deputy SENDCo:MrsS.Holland([email protected])

Travel&Tourism(BTEC) EDEXCEL First Award LeadInternalVerifier:MsH.Quigley([email protected])

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