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Getting on in Year 11

Learning and Assessment

Handbook

2019-20

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A Learning Partnership

Students at Allerton High School are successful because of the strong partnership which exists between

students, their teachers, parents and carers. We believe that parents and carers can provide high

quality support for students at home and that this is a key factor in students’ success. In order to help

parents and carers fulfil this role, teachers need to use their professional expertise to provide parents

and carers with advice and information about the courses they teach and the assessment methods that

they use.

This Learning and Assessment Handbook has been written to help parents and carers to work with

students at home.

For all courses which lead to a certificate from an awarding body the handbook includes:

Details of the specification or syllabus

An outline of the methods of assessment

Examples of resources that will help students to study at home

Top tips for preparing for assessments

The first part of the handbook gives some more general pointers to effective study at home. These are

particularly important for our Year 11 students who will continue their GCSE courses in English, Maths,

Science, MFL, History and Geography as well as completing their optional subjects. These courses

are demanding and a larger proportion of marks is awarded through written exams at the end of the

course.

Our Assessment Policy This policy explains what students can expect in terms of marking and feedback and how information is

given to parents and carers.

Students should expect to have:

A challenging target grade given at the beginning of each course.

Learning Objectives given at the beginning of every lesson and reviewed at the end.

Exercise books or folders marked regularly with an explanation of what the marking means.

A written comment about the strengths of their work, together with a SMART target showing how to improve it, as well as time to show improvement through our ‘PINS’ system each half term.

A grade for a piece of work at least once a term.

Opportunities to assess their own and other students’ work. Parents and Carers should expect:

To receive a copy of your child’s target levels or grades in June and a reminder in September.

A letter including Target, Attainment and ‘Attitude to Learning’ (0123) grades and codes at least once a term.

An Annual Report on Monday 10 February 2020 including Target, Attainment & ‘Attitude to Learning’ grades and codes, and a detailed comment from the coach.

Guidance on how a student can get back on track if a ‘0’ or ‘1’ code is given.

A meeting with an Achievement Team Leader or Achievement Team Coach if a student receives 4 or more ‘0’s’

An Annual Subject Consultation Evening on Wednesday 23 October 2019.

How targets are set

Targets are based on Key Stage 2 SATs or Teacher Assessments and are challenging.

In Y9, 10 and 11 targets are for the end of the course.

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Measuring Progress in Year 11

Students will be given an Expected grades (Ex 9-1) at each 0123 Progress Review. An Ex grade is ‘the grade the teacher expects you to get at the end of the GCSE course in Year 11 if you continue to show the same attitude to learning and so make the same progress’. Colour coding on the 0123 progress report will tell students and parents/carers how good progress is:

Purple

Dark Green

Light Green

Amber

Red

As a student moves through school the Ex grade might stay Green. As the work is getting more demanding the student will still be on track to get a good grade at GCSE. In this case a student will probably get an ATL grade ‘2’ at each Progress Review. If the Ex grade goes up and into the Purple the student’s final target might be put up because to reflect this rapid progress and to give further challenge. In this case a student will probably get an ATL grade ‘3’ at each Progress Review. If the Ex grade goes down and into the Red a student will get extra help but might also be challenged about homework or effort in class. In this case a student will probably get an ATL grade ‘1’ or even ‘0’ at each Progress Review. There are Ex Grade descriptors for each year group in every subject. Here are some of the descriptors for science: These descriptors are not included in this booklet but can be found in the curriculum section of our website and will be found in notebooks and folders. During the academic year students will make progress with their knowledge, understanding and skills. Teachers will use their subject expertise and experience to decide how well students have met the descriptors during the year:

In Progress Review 1 (October) – students are Beginning to show expected outcomes In Progress Review 2 (January) – students are Established in showing expected outcomes In Progress Review 3 (March) – students are Securely showing expected outcomes

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Attainment and Target Grades

GCSEs in English Maths and Science are now graded 9 to 1 with grade 1 equivalent to G, grade 4 to C and the top of grade 8 and grade 9 equivalent to A*

BTEC/Cambridge National are graded as follows (GCSE equivalent in brackets): Level 2 – Distinction* (8), Distinction (8), Merit (5), Pass (4), U (Fail) Level 1 – Distinction* (4), Distinction (3), Merit (2), Pass (1), U (Fail) Attitude to Learning Grade: 3 – Excellent, 2 – Engaged, 1 - Coasting, 0 - Disengaged Where a student has been graded ‘0’ the code indicates which aspect needs the most immediate attention; B – Behaviour, C – Classwork, O – Organisation, CW – Coursework, H – Homework 0 Frequently fails to meet expectations for good behaviour [B] Seldom has books, folders or equipment [E] Often fails to contribute in class [C] Often fails to complete class work [C] Often fails to meet deadlines for homework/coursework [H or CW]

1 Usually meets the expectations for good behaviour but sometimes distracted [B] Usually has folders, books and equipment [E] Usually makes good contributions in class [C[ Completes class work to a reasonable standard [C] Usually meets deadlines for homework/coursework but this may be rushed [H or CW]

2 Behaviour always meets expectations [B] Always has folders, books and equipment [E] Often makes excellent contributions in class i.e. leads discussion/summarises learning [C] Frequently completes class work to a good standard [C] Always meets deadlines for homework/coursework [H or CW]

3 Is a role model for excellent behaviour [B] Always has folders, books and equipment [E] Frequently makes excellent contributions in class i.e. leads discussion/summarises learning [C] Frequently completes class work to an excellent standard [C] Always meets deadlines for homework/coursework [H or CW]

Therefore, very unlikely to meet target with current

attitude

Therefore, unlikely to meet target with current attitude

Therefore, likely to exceed target with current attitude

Therefore, likely to meet/exceed target with current attitude

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Year 11 Study Skills During Year 11 PSE lessons and coaching time, students learn about the brain and memory. Students then complete activities that help to develop their revision skills to improve their ability to retain and recall information. Students learn revision strategies that will make revision a more active and enjoyable activity. The PSE and Coaching programmes include activities which support this work. This section of the assessment handbook includes information on the different methods of learning that can help students to work well at home.

1. Revision techniques

Mind maps are an invaluable tool for allowing all types of learners to remember and learn key pieces of information.

Tony Buzan has written numerous books on learning techniques but his best known work is the Mind Map Book. Buzan explains how to create detailed visual maps of information which aid memory. http://www.tonybuzan.com

Mind maps can be done very easily using a sheet of A4 paper but there is now a piece of software which allows students to create a sophisticated presentation. Register at www.tonybuzan.com then download ‘iMindMap Basic’ for free.

There are a number of free apps for use on ipads or smart phones:

http://www.examtime.com/mind-maps/?gclid=CNfaoaKdjrgCFWXKtAodc2QAeg

https://bubbl.us/

The advantages of using mind maps are:

Visual signs and key words are easier to remember than linear notes.

Revision will be made easier with all the key points illustrated,

You can arrange notes in a way that your brain recognises.

Clearly shows links and associations of topics

Organised and creative

Compact and summarise pieces of information

Quick and easy to do!

Prezi is an online presentation software package which has a free ‘EDU Standard’ version available at

http://prezi.com/

http://www.examtime.com/mind-maps/?gclid=CNfaoaKdjrgCFWXKtAodc2QAeg

https://bubbl.us/

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Short and Long Term Memory and the Rule of 7

The most important point to appreciate about learning is the shift from short to long term memory. There is a limit to the amount of information that can be retained in this short term memory store. The limit is about seven pieces of information.

There are some tricks to speed this process up:

Break learning down into groups of seven or fewer bits of information

Use repetition and revisit the learning after one hour, 12 hours and 24 hours

Group information to reduce the number of new bits, e.g. saying ‘forty’ instead of ‘four’ ‘zero’ when learning a mobile number

Organise information into patterns such as ‘triple seven’ instead of ‘seven’, ‘seven’, ‘seven’

Know the purpose of learning – this increases attention Mnemonics and Acronyms These work by making unfamiliar information familiar and by reducing the number of bits of information. ROY G BIV (acronym) or Richard of York Gave Battle in Vain (mnemonic) for the colours of the spectrum both work by making an unfamiliar sequence familiar and reducing seven bits of information to one.

Memory tricks Memory experts take this approach to the extreme by imagining objects placed in a familiar environment or inventing a story that involves all the objects in a list. This is time consuming and requires practice but ultimately it allows the expert to memorise the random sequence of several packs of cards.

Note cards Perhaps the best known and oldest way of revising is to make numbered lists of points. There are some important principles to follow:

Keep the lists short – seven points at most

Organise topics logically and hierarchically – split big topics into smaller logical subunits and so on until there are seven points or less in each list

Put the lists onto index cards (WHSmiths, Staples and other stationers sell these in various sizes)

Use colours and symbols to make the cards visually attractive

Use mnemonics and acronyms to make lists more memorable Flashcards The key to successful useful flashcards is to keep it short and sweet. Before creating a flash card, think carefully about the best way to present the information in question. When learning vocabulary or terminology, it might be most effective to simply write one word clearly on each card. Visual learners, if consult cards frequently enough in the run up to the exam, can visualise the card in the exam and recall information.

Timelines For some topics, particularly History, time is an important element. A Mindmap or Prezzi can be designed so that it follows a time line but includes key personalities, events and influences running along the timeline. Plain patterned wall paper or newsprint is great for this, it gives you lots of space and can go on the wall!

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Charts and Diagrams Many subjects include visual or spatial information e.g. Biology, PE and Geography. The best way to learn this type of information is to draw and label large diagrams. Newsprint rolls or wall paper are great for this. Making labels that can be removed, or cards that can be put in order to make a flow diagram, makes practice easier.

Matching and Sequencing Many subjects require students to know the links between key terms and definitions or to know the order in a sequence. Making sets of small cards allows repeated practice and checking.

Resources Each subject page has its own recommended resources. Our own Library Resource Centre has laptops, iPads, kindles and an extensive stock of books. Mrs Walker will help students find the best resources.-

The awarding bodies publish a range of resources on their websites:

www.aqa.org.uk www.edexcel.com www.eduqas.co.uk www.ocr.org.uk The key documents to look for are:

The specification or syllabus which includes everything that students should learn through the course and details of assessments

Examination papers set in previous years, sometimes the mark schemes are also published

Examiners reports summarise the types of question that students did well on and those they found difficult

There are several publishers of Revision Guides (brief summaries of knowledge) but check that the guide matches the specification.

Textbooks can be useful but are longer and should be used as a source of information for summary notes.

The best website to start with is: www.bbc.co.uk/schools/gcsebitesize/

Allerton High has a subscription for the MyMaths website with a password for reach student given to them by their maths teacher.

2 Exam command words

The table below lists a number of typical exam command words that appear in exam questions for a range of subjects. This is not a definitive list and each subject will have specific command words which students will learn how to answer during revision sessions. Students will be taught how to identify the command word in a question and chose the correct approach to answering the question. It is important that students give the examiner the information they are looking for by answering the questions appropriately. Parent and carers can help by asking students to identify the command words in each question of a past paper and explain what it is looking for.

http://www.aqa.org.uk/

http://www.edexcel.com/

http://www.ocr.org.uk/

http://www.bbc.co.uk/schools/gcsebitesize/

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Command Word

Example question stems What is the examiner looking for in the answer/ keywords and/or phrases to include in answers

Define

What is geothermal energy? What is the property of microwaves that allows them to be used for satellite communications?

Give a meaning of . . . Simple sentences/ one word/phrase answers matching the number of marks.

Identify/ Outline/ State

State three ways an amateur sports performer could obtain funding. Outline the main features of the working memory model. List four things you learn about Tinie Tempah from the article.

Clear and concise information only. Key elements of a good answer – match the number of points to the number of marks. One word/phrase answers matching the number of marks available.

Describe Describe how living things are involved in the carbon cycle. Describe the location of ocean trenches. Describe a type of competition that would allow maximum participation if five teams were involved

Give a detailed account of something as you see it. Your own opinion is NOT needed. Tell the examiner what you know/can see/find. Keep it simple, short sentences matching the marks available.

Summarise What are Tinie Tempah's feelings about food?

Using your own words, bring together the main points without including details or examples. Give the main points of an idea or argument. Leave our unnecessary details.

Analyse

Analyse the effect of smoking on the lungs. What is the relationship between physical activity and age? What conclusions can you make from the graph?

Explain the main ideas of the subject; show why they are important and how they are related. You should be thinking about answering the question using ‘5Ws and an H’; what, where, when, who, why and how.

Explain/ Give reasons for

Do you agree Hitler was a dictator? Explain your answer. Explain how the headline and picture are effective

Give clear reasons for an event or a description. Use the word “BECAUSE”, “This occurs because....” Tell the examiner why something is the way it is.

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and how they link to the text.

Compare and Contrast

What is the difference between the focus and the epicentre of an earthquake? Compare and/or contrast the characteristics of the L’Aquila and Haiti earthquakes.

Say how things are different and the same. Give advantages and disadvantages. Give positives and negatives. Clearly state a point then immediately state the contrasting point. Reach a conclusion.

Discuss ‘All Christians should celebrate Holy Communion together.’ Discuss using more than one point of view. Discuss how far sociologists would agree that peer group pressure has a significant effect on a pupil’s educational achievement.

Give the important reasons for and against and conclude with your opinion based on these facts. Tend to be longer answer questions. Explain the main ideas of the subject; show why they are important and how they are related. The reasons for are.... The reasons against are.... My opinion is.....

Suggest / Consider

Would you recommend statins or aspirins for the treatment of heart disease? Suggest an advantage of using tissue and not culture to produce plant food.

Take into account different elements of a certain piece of information. Give your own opinion based on factual information.

Justify “Government and the media have the right to tell us what to eat” Write a speech for classroom debate arguing for and against the opinion.

Give good reasons for offering an opinion or reaching a conclusion. “I believe that.... based on the evidence from.....”

Evaluate Give arguments for and against women and men competing head to head in equestrian competitions.

Give an opinion by exploring the good and bad points (pros and cons). Reach a conclusion with reasons. “On the positive side.... however...”

3. Time Management

Time management is an essential skill that helps get work done and keeps stress to a minimum. The

aim is to work on things that have the highest priority by scheduling our work and personal time.

In coaching time students must create a revision timetable to ensure that all subject areas are covered

in sufficient detail. The plan should be made up of manageable blocks of time and take account of

holidays, study leave and personal commitments such as birthdays. There are some excellent apps

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available such as SQA My Study Plan and My Study Life, which enable students to create a revision

and exam timetable on their smart phones.

On the Day There are a number of things to think about in the exam. Before they start to write students should plan

their time to ensure that there is an appropriate amount of time for longer questions at the end of the

paper.

Things to consider:

How long does the examination last?

Is the exam paper divided into parts?

How many questions must be answered?

Do questions contain options within them?

What types of questions are included - multiple choice, short answers, essays,?

Do some questions carry more marks than others?

Are there any questions you will not be allowed to answer, for example, because you have submitted

course work in that area?

Key time management strategies for answering exam questions:

Use all the time allowed

Subtract the time to read, plan and check your answers from the total

Decide which questions you will answer

Divide the remaining time by the number of questions taking account of the number of marks

allocated to each question

4. Stress Management

An important element of preparing for examination subjects is to make sure that your child can control the stress and anxiety that exams can cause. Some reasons why exam stress can occur are:

Pressure from parents, teachers, sibling and friends to do well

Career aspirations

Uncertainty about what to do next - "There are so many options, what if I make the wrong choice?"

This podcast outlines the causes of exam stress and explains some ways of controlling pressure and anxiety during the exam period: http://www.thesite.org/workandstudy/studying/exams/examstress Strategies for dealing with exam stress

Encourage your child to take part in some of these activities in order to deal with stress and anxiety appropriately:

Time for themselves away from revising such as relaxing in a warm bubble bath, listening to soothing

music and shutting out the world for a while.

Chatting with friends, doing some exercise or watching TV.

Take time to exercise. Regular and frequent exercise is a good stress reducer.

Eat well - skipping meals depletes energy and the brain is one of the major energy consumers.

Take the time to chat to your child and ask them about school, exams and revision offering your

support.

Below are some websites with excellent advice about dealing with exam stress, pressure and anxiety

http://www.thesite.org/workandstudy/studying/exams/examstress

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http://www.mind.org.uk/help/diagnoses_and_conditions/exam_stress?gclid=CI-

vzY7J_rMCFe_MtAodtiUAWA


http://www.bbc.co.uk/radio1/advice/factfile_az/exams_stress

5. Controlled Assessments A few GCSEs and all BTEC and Cambridge National courses include Controlled Assessments or

Coursework. These are internal assessments carried out by the teacher according to rules set down

by the awarding body.

These Assessments are generally organised in the following way:

• Planning the Task - The task is set by the examination awarding body and changes periodically. Students are given time in class to plan their response to the task.

• The Assessment - Students have a set time to complete the task using their planning notes. If students miss any time they can catch up in a later lesson or after school.

• Marking - The assessment is usually marked by the teacher.

More information about the procedures for each course can be found in the subject pages of this booklet.

PSE lessons place an emphasis on the importance of listening and effectively making notes during the Planning phase:

• Don't overdo it – too many notes can be a disadvantage. Students do not need to write down every word that is said in class, only a few keys points.

• Ask – students need to be encouraged to ask the teacher if they miss something. This may be after the lesson when students realize they need clarification.

• Encourage your child to go over their notes with you or a friend to reinforce learning. • Copy - Depending on how neat their handwriting is, you may want to suggest to your child that

they recopy their notes to make sure they are readable, as well as to reinforce learning. • Organise – get your child a ring binder to keep all their notes for a subject in one place.

http://www.mind.org.uk/help/diagnoses_and_conditions/exam_stress?gclid=CI-vzY7J_rMCFe_MtAodtiUAWA

http://www.mind.org.uk/help/diagnoses_and_conditions/exam_stress?gclid=CI-vzY7J_rMCFe_MtAodtiUAWA


http://www.bbc.co.uk/radio1/advice/factfile_az/exams_stress

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Feedback Feedback is a very important element of the learning process helping students to improve their work.

Teachers in school have a marking and assessment policy and detailed feedback is given on at least

one key piece of work each half term.

Teachers in school will set the students SMART targets.

pecific

Should be clear to people with a basic knowledge of the issue, program or initiative and clearly articulated, well defined and focussed.

easureable

Should be able to determine the degree to which there is completion or attainment. Using the same (ideally quantifiable) methodology and information, findings should be replicated.

chieveable

Should be realistic, practical, and attainable within operational constraints dependent upon availability of resources, knowledge, and timeframe.

elevant

Should be tied to government priorities and mandate and help or contribute to the bringing about of the desired outcomes in the Canadian society, economy or environment.

ime–bound

Should have clear deadlines expressed. This gives students a goal to work towards and will help to achieve a better grade. In PSE lessons

students are encouraged to use feedback effectively. Strengths are also highlighted by teachers in order

to reinforce good performance. It would be useful for you as a parent to look at this feedback and ask

your child how they are going to improve a piece of work within the time frame given by the teacher.

S

M

A

R

T

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P

P = Positives Acknowledge success

• Brief phrase / word e.g. ‘Great research’ • Recognises success and promotes a ‘Growth Mindset’

I

I = Improvements General target

• Brief phrase / word to indicate general topic or skill to focus on • Could be skills based e.g. watch your use of capital letters;

include more scientific keywords • Could be a general topic area e.g. white blood cells

N

N = Next steps An action or activity usually defined by a SMART target and completed by the student using a red pen Examples:

• A re-draft, correction or edit • A further practice question

• A directed task, e.g. make a mind map

• An extension task e.g. open ended research

S

S = Student response Evidence of completing an activity Student signs and dates to show the target is met or Student could evaluate their evidence e.g. What have you done to meet your target? Have you generated any new ideas to help you achieve your target?

Effective feedback via PINS

PINS is our method for giving feedback for KEY pieces of work

• SMART targets are set by teachers • A logo and ‘PINS’ ensures that feedback from the teacher and the student’s response is obvious

in a student’s work • Students recognise the logo as a need to reflect on, and improve, their work

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Marking for Literacy

Whilst the fundamental element of teaching writing takes place in English lessons, Marking for Literacy is the

responsibility of all teachers. All subject teachers focus on developing appropriate and accurate use of

specialist vocabulary. At the same time good spelling, punctuation and grammar must be taught and

reinforced through demonstration and marking.

Marking for literacy will be carried out once a half term on the significant piece of work which is given detailed

written feedback. This piece of work must be marked according to the rules below.

All marking, not just marking focused on literacy, will be done in green pen. Colleagues may choose to use

green highlighters. This is the minimum expectation for all subjects. In some subjects and for some purposes

colleagues will go beyond this policy eg marking in English lessons, MFL marking of

target language, marking exam questions to simulate the mark scheme.

Code Meaning Minimum expectation of marking

HW Handwriting HW once in the margin.

Refer acute or persistent problems to HLTA in English

Sp Incorrect

spelling

Sp in the margin.

Students to write out spellings three times in the margin or at the back of

a notebook. This will be set as homework or in class as a follow up

activity to teach dictionary use.

Maximum of five spellings in a piece of work.

Focus on subject specialist vocabulary.

Link to displays and wordlists in teaching resources.

Do not correct repeat misspellings in the same piece of work.

P Punctuation

error

P in margin and teacher writes in the correct punctuation.

No limit to the number of corrections in a piece.

Capital letters Overwrite with capital or lower case letter in the piece of writing.


Word choice Overwrite with better or correct choice of word in the piece of writing.



Poor sense Wiggly line in the margin alongside the sentence or phrase which does

not make sense.

Focus on subject specialist meaning.


// Start new

paragraph

// In the margin.


^ Missing words

or phrase

In the piece of writing.



HW Hand writing HW in margin to indicate poor handwriting Excellent Double tick to highlight excellent/impressive expression.

Good Tick to highlight good expression.

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Digital Work A different approach is taken for work completed using electronic media. There are two approaches that

are used:

1. Print a draft for written correction using the same methods as handwritten work

2. Use digital tools to identify errors

There are a number of ways of acting on the second approach. In the first place students are shown how

to use spell and grammar checks and encouraged to apply them before they submit a piece of work.

Once a piece has been submitted a number of tools are available within the software used to highlight errors:

Highlighting tool

Review balloons, callouts and text boxes which can be inserted within text

Code Meaning Minimum expectation of marking

Sp Incorrect

spelling

Sp in review balloon or green highlight the word.

Students to write out spellings three times in the margin or at the back of

a notebook. This will be set as homework or in class as a follow up

activity to teach dictionary use.

Maximum of five spellings in a piece of work.


Link to displays and wordlists in teaching resources.

Do not correct repeat misspellings in the same piece of work.

P Punctuation

error

P in review balloon or ‘track changes’ made by teacher in the work.


Capital letters Overwrite with capital or lower case letter in the text using ‘track

changes’.


Word choice Overwrite with better or correct choice of word in the piece of writing text

using ‘track changes’.



Poor sense Green highlight the sentence or phrase which does not make sense.

Focus on subject specialist meaning.


// Start new

paragraph

// In a review balloon.


^ Missing words

or phrase

^ in a review balloon in the piece of writing.



Excellent Double tick to highlight excellent/impressive expression in a review

balloon possible use for emoticons.

Good Tick to highlight good expression in a review balloon possible use for

emoticons.

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Getting the most out of studying at home

Although a lot of what follows is good common sense, it is a useful exercise for parents and carers to

ask themselves whether or not they could improve the quality of opportunity for young people studying

at home. Procrastination is a big problem with teenagers especially as we are now living in the social

media age; distractions from study are plentiful! Try to ensure the following strategies are happening at

home to give you the best possible chance of studying well.

The Study Environment – have a personal space or a desk where you can work quietly without

distractions and it needs to be big enough to fit laptop or PC, textbooks and paper to work on. Try to

have some space on your wall where you can stick important information such as post it notes and

diagrams for revision purposes; this is a great tool for going over a topic to make sure it ‘sticks’. Also

stuck up needs to be your exam timetable but have a few copies of this around your house so you

cannot forget! Try to get outside for some fresh air at least one every hour.

Computers, iPads and Smart Phones

Parents and carers may not be quite as comfortable as their children with the use of ICT devices for

learning and revision, but the range of devices, applications and resources is ever growing. When used

appropriately these devices can give access to an astonishing range of resources and can have a

substantial impact on learning. At Allerton High students can have access to ICT before school and for

at least an hour after school, with some special activities finishing later in the day.

Parents and carers may quite rightly be concerned about the amount of ‘screen time’ that young people

spend working with ICT and supervision is important. Hard and fast rules are difficult to set but regular

breaks are essential when working with screens and students are expected to use paper resources as

well, both to avoid eye and muscle strain and to enhance learning.

For parents and carers concerned about accessing inappropriate content via the internet, many antivirus

packages offer parental controls and our Personal Organiser gives guidance on safe use.

Further guidance can be found on the school website:

http://www.allertonhigh.org.uk/YourChildsWelfare

Information websites such as BBC Bitesize and MyMaths are an excellent revision tool.

Presentation software offers an increasingly sophisticated tool (see www.prezi.com below) for

summarising revision notes and these can now be viewed on Smart Phones and iPads.

Digital video taken on Smart Phones or with a cheap webcam allows students to make their own revision

videos and share them with the world. This is a great motivator and can be highly entertaining for

parents, carers and teachers as well. Youtube and other websites have thousands of videos made by

students for revision.

TV, music and other distractions One issue which is certainly a bone of contention is the impact of music or even TV on learning. Some

young people will insist that their favourite music and TV programmes help to relax them and aid

learning. Music should be quiet and in the background. This is not easy to assess when a student is

wearing headphones. Research on learning tells us that the most effective learning takes place in an

environment similar to that where the assessment takes place – that means in silence.

http://www.prezi.com/

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The only TV programmes which are an aid to revision are those directly relevant to the subject.

Watching a favourite programme can be a good motivation for two hours of hard study.

Healthy Study There are a small number of common sense guidelines for healthy study but the key principles are:

Get plenty of sleep

Eat a balanced diet

Stay hydrated by drinking water

Avoid excessive use of stimulants – coffee and caffeinated soft drinks

Take regular exercise

Reduce stress by making a study plan and learning in frequent short episodes and

Talk through your successes and concerns with family, friends and teachers GCSE Assessment New GCSE courses are more demanding and are graded from 9-1 with 9 being the highest. A good grade will be defined as 9-5 but grade 5 will be substantially more demanding than the current grade C. Because the exams are more demanding some students will find grade 1 too demanding and alternative qualifications will be put in place. The DfE has issued this guidance:

Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above.

Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above.

For each exam, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the very highest performers.

The bottom of grade 1 will be aligned with the bottom of grade G.

Grade 5 will be positioned in the top third of the marks for a current grade C and bottom third of the marks for a current grade B. This will mean it will be of greater demand than the present grade C, and broadly in line with what the best available evidence tells us is the average PISA performance in countries such as Finland, Canada, the Netherlands and Switzerland.

The new Maths, Science and MFL GCSEs will be tiered, with grades 4 and 5 available through both tiers.

This diagram links the old and new grades:

More information in the form of ‘postcards’ is available at www.pinterest.com/ofqual/postcards.

http://www.pinterest.com/ofqual/postcards

17

New GCSEs have little school based assessment. The examinations are more demanding because

they require more extended writing and include the assessment of correct English.

Linear Assessment All new GCSE courses have written examinations at the end of the course in May or June. The first

time a subject is taken the grade will count towards the school’s performance data although resits will

still be credited to the students, but not the school. A resit would involve taking all of the examinations

again.

Components In all specifications the separate assessments are given a component grade shown on the results slip

in lower case – ‘b’. These components are added together, taking account on the proportion of the

specification assessed by each component, to give an overall grade for the qualification shown on the

results slip in upper case – ‘B’

Foundation and Higher Tier Most of the new GCSEs have one tier of entry. In Maths, Science and MFL, where there are Higher

and Foundation tiers, the Curriculum Team Leader for each subject must have the final say over the tier

of entry. This judgment is not straightforward and it is possible for students to fail to achieve a grade

at all by insisting on a Higher tier entry when they cannot cope with the demands of this paper. Late

changes in tier of entry can cost £30 and parents or carers will be asked to pay if they insist on a change

against the advice of the Team Leader.

Applied Courses - Cambridge National Certificate (CNC), BTEC, and Level 1/2 Certificates All of these courses are closely linked to the world of work and particular industries. They all involve

the completion of practical or written coursework units throughout the course. There is one short

externally set exam which may be a written paper, an onscreen test or a practical examination.

Students complete tasks in class and are given guidance about how to achieve Pass, Merit and

Distinction grades at Level 1 or 2. Homework will be set and must be completed for these courses.

Every task must be completed for a successful award of these qualifications. A missing piece of work

will result in no grade being awarded.

Many subjects provide on line resources which can be used at home.

BTEC Extended certificate at Level 1/2 (equivalent to GCSE grades A*-G or 8-1)

Music

Business

Sport

Travel and Tourism

Cambridge National Certificate (CNC) (equivalent to GCSE grades A*-G or 8-1)

Child Development

IT

Health and Social Care

Creative iMedia

Level 1/2 Certificate

Hospitality and Catering

18

Points and Equivalence The DfE uses a points system to combine GCSEs and other qualifications into one measure of success

at the end of Key Stage 4.

GCSE: Graded 9-1 where the grade is the same as the points score.

BTEC Level 2: D* = 8.5, D = 7, M = 5.5, P = 4, Level 1 Pass = 1.75

CNC Level 2: D* = 8.5, D = 7, M = 5.5, P = 4, Level 1: D = 3, M = 2, P = 1.25

Level 1/2 Certificate: Level 2: D* = 8.5, D = 7, M = 5.5, P = 4, Level 1 P = 1.75

19

Contents English GCSE English Language 1 GCSE English Literature 2 Maths GCSE Maths 3 Science GCSE Combined Science 6 GCSE Biology 8 GCSE Chemistry 10 GCSE Physics 12 GCSE Psychology 14 Religious Education GCSE Sociology 16 ICT Computer Science 17 Cambridge Nationals in Information Technologies 19 Physical Education GCSE PE 21 OCR Cambridge National certificate in Sports Science 22 Art and Design GCSE Art and Design 24 GCSE Photography 25 Business Studies GCSE Business Studies 26 BTEC Technical Enterprise 27 Design and Technology GCSE Hospitality & Catering 28 GCSE Art Textiles 29 WJEC Level1/2 Vocational Award in Constructing the Built Environment 30 GCSE Food preparation & Nutrition 31 Drama GCSE Drama 32 Humanities GCSE Geography 34 GCSE History 35

20

Health and Social Care Cambridge National (level 1/2) in Health & Social Care 36

Modern Foreign Languages GCSE French 37 GCSE Spanish 38 GCSE Modern Hebrew 39 GCSE Panjabi 40 Music BTEC Level 1/2First Award in Music 41 BTEC Level 1/2First Certificate Music (part 2) 42 PSE 43

1

English

Students will continue their two year course in GCSE English Language and GCSE English Literature. It will lead to a terminal examination in both GCSE subjects in the final term of Year 11. The course provides the opportunities for students to broaden their reading and develop their skills as users of spoken and written language. The course planning ensures that the skills and knowledge required for assessment are taught, practised and developed over the course of Year 10 and Year 11. Students will be assessed on their learning at the end of a unit. The marks do not contribute to the

final GCSE level that will be awarded by AQA.

Course Title English Language

Overview A course which develops and assesses reading, writing and speaking/listening skills

Qualification GCSE

Awarding Body AQA

Grading 9-1

Assessment – Exams

Two terminal examinations that will be taken at the end of Year 11. Paper 1: Explorations in Creative Reading and Writing. 50% of the GCSE in English Language. Paper 2: Writers’ Viewpoints and Perspectives. 50% of the GCSE in English Language.

Assessment - School Based

Spoken Language Endorsement. Students present and respond to questions. The topic or issue will be selected by the student. It will be marked by the teacher. 0% weighting of GCSE. Students receive a separate qualification at Pass, Merit or Distinction level.

Top tips for revision or task completion

Attend every lesson and catch up missing work if you are absent.

Prepare well for the end of term assessments.

Use a revision guide for the examination preparation.

Read newspapers, magazines, websites, leaflets, novels etc outside English lessons. Always have a book ‘on the go’.

Attend weekly English Drop In for additional teacher support

Revision resources, wider reading and websites

BBC Bitesize

Letts Revision Guide Series

CGP Revision guide.

AQA website – aqa.org.uk

Kerboodle- school log in available

Ask your teacher about Edmodo

2

Course Title English Literature

Overview A course which develops students’ understanding of texts from different eras and genres and their ability to write about the technique, social message and perspective of influential writers.

Qualification GCSE

Awarding Body AQA

Grading 9-1

Assessment – terminal examinations

Two terminal exams that will take place at the end of Year 11. Paper 1: Shakespeare and the 19th century novel. 40% of GCSE Paper 2: Modern texts and Poetry 60% of GCSE



Prepare well for the end of term assessments.

Use a revision guide for the examination preparation.

Read newspapers, magazines, websites, leaflets, novels etc outside English lessons. Always have a book ‘on the go’.

Attend weekly English Drop In for additional teacher support.


BBC Bitesize

Letts Revision Guide Series

CGP Revision guide.

AQA website – aqa.org.uk

Kerboodle- school log in available

Ask your teacher about Edmodo

3

GCSE Mathematics

Students follow a linear course over 3 years with 3 written papers; one non calculator and two calculator. All three papers must be taken at the end of Year 11. High achieving students are introduced to a range of challenging concepts beyond the confines of the syllabus to develop their critical thinking and problem solving skills and to give them an insight in to Maths at a broader level. Functional skills, which put mathematics in the context of daily life and work, are now an integral component of the GCSE specification. Study Plus Maths is offered in Year 11 to support students in securing good or outstanding progress and a variety of small group interventions are offered to students of all abilities on a rota. GCSE grading has changed from Grade A*-G to Grades 9-1, where a grade 5 is the equivalent of a strong grade C. In order to progress to Post-16 courses and for most occupational training programmes students now need either a grade 4 or grade 5 (depending on the provider). To progress to A-Level Mathematics at Allerton High students need to achieve a Grade 7 or above. Some degree courses and higher educational institutions stipulate Grade 4 or 5 or higher in GCSE Mathematics, even for degree courses which are not ‘obviously’ Maths related. Students should be aware of this at the start of the GCSE course, particularly if they already have a specific ambition or future career plan. We do provide some examples to students and they can seek further advice if they need to.

Course Title Mathematics

Overview A GCSE qualification covering all aspects of Number, Algebra, Geometry, Measures, Probability and Statistics

Qualification GCSE

Grading Higher Tier grade 9-3 Foundation Tier grade 5-1 Students in sets 1 to 3 will initially follow the higher level course and students in set 4 will initially follow the foundation course. There is considerable overlap between the two courses with flexibility for transferring from one tier to another throughout the course. Final decisions about tier of entry are not made until a few months before the final examinations and we will always make the decision with the best interests of the student in mind.

Assessment Overview

Internal assessment: half-termly tests comprising exam questions on recent topics Mock exams at the end of each academic year and each term through Year 11

External exams

External assessment: Linear course consisting of three terminal examination papers sat at the end of Year 11

Assessment - School Based Assessment (ISA or Controlled Assessment)

Students are examined at the end of each half-term with a test containing questions from past exam papers. The questions are a combination of exam questions on the topics covered that half-term, along with questions which feature heavily at the start of exams and assess students’ key skills such as currency conversion, percentage changes, and estimations. Students will receive an expected grade (Ex Grade) and formative feedback after each test in order to help them make progress. A student’s ‘Ex Grade’ is the grade

4

that they should achieve if they continue working in exactly the same way until they sit their exams. Students can track their own progress by comparing the grades they achieve in each test to their target grade and to previous grades. There are no controlled assessments for Mathematics.


The very best way to revise and learn Maths is to practise questions. GCSE exam papers will be issued throughout year 11 as homework. There are topic specific papers available on Moodle or the school shared network drive. We also have additional packs of papers which are available to purchase at parents evening or directly from accounts. Students will be set homework regularly (one large task or two smaller tasks per week) and this will allow them to practise skills they have learnt in lessons independently. Students should ask their teacher (in advance of the deadline) for help if they are unsure what to do with homework OR make use of the internet resources provided OR text books in the Maths area. They should know how to use their calculator efficiently as this will save numerous marks. Students need calculators with them at EVERY Maths lesson. CASIO FX85 is recommended (or CASIO FX87) If students need any additional help with maths they are encouraged to attend KS4 drop in sessions every Tuesday and Thursday in Ma6.


www.mymaths.co.uk Students will be told the username and password by their class teacher www.studymaths.co.uk www.corbettmaths.co.uk www.ahmaths.info BBC Bitesize Relevant revision guides will be on sale from accounts.

http://www.mymaths.co.uk/

http://www.studymaths.co.uk/

http://www.corbettmaths.co.uk/

5

Science

Students will continue to have 9 hours of Science lessons a fortnight, split into 3 hours of Biology, Chemistry and Physics, taught by subject specialists. Students will now be following either the Triple Science or Combined Science route depending on their performance throughout Year 9 and 10. GCSE Combined Science This is the route the majority of students at Allerton High School will follow. They will gain two GCSE grades at the end of Year 11, where they will sit 6 exams each with a weighting of 16.7% with 100% of the final grades coming from these examinations (2x Chemistry, 2x Physics, 2x Biology). Each paper is 1hr 15 minutes long (70 marks). Completing Combined Science will still allow students to complete A Level Biology, Chemistry and Physics, as long as students meet our entry requirements of Grade 6 and/or 7 depending on the number of A Levels students wish to complete. It’s also important to note that good grades in Combined Science will also allow students to apply for any University degree of their choice, including Medicine, Dentistry and Engineering. In addition to looking at content the Combined Science course also includes 21 Required Practicals that will be completed throughout the course and questions on these will make up 15% of the final examinations. In addition to this a further 20% of questions will assess student’s mathematical skill. GCSE Triple Science This route is only selected for a small group of students who are deemed to have suitable academic ability and motivation to be successful in gaining three Triple Science GCSE Grades – Biology, Chemistry and Physics. At the end of Year 11 these students will sit 6 exams, 2 Biology, 2 Chemistry, 2 Physics each with a weighting of 50% with 100% of the final grade coming from these examinations. Each paper is 1hr 45 minutes long (100 marks). Completing Triple Science is an excellent opportunity and achieving good grades in this will put students in an excellent position for completing A Levels and applying for University. In addition to looking at content the Triple Science course also includes 28 Required Practicals that will be completed throughout the course and questions on these will make up 15% of the final examinations.

6

Course Title GCSE Combined Science

Overview A GCSE science qualification aimed at students of all abilities and levels of interest in science.

Qualification gained GCSE

Awarding Body and specification

AQA GCSE Combined Science (Trilogy)

Grading 9-1

Assessment Overview

6 exam papers lasting 1 hour 15 mins each, 2 Biology, 2 Chemistry, 2 Physics


There will be higher (grade 4-9) and foundation (grade 1-5) papers. These exams are offered in June only.

Assessment - School Based Assessment

There are no controlled assessments (ISAs) in the new GCSE, but students must complete 21 required practical experiments, on which 15% of the exam questions will be based. They will be assessed on their practical skills throughout the course. Progress exams will take place on a termly basis to check understanding, and target intervention.

Key words and concepts are covered in preparation lessons. Practise past papers and mark schemes can be found at http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464/assessment-resources These are specimen papers, but will give students an indication of what to expect on the end of Year 11 exams. The number of papers available will increase as more year groups complete the new specification exams.


Make mind-map summaries of each topic. Use flash cards to learn key facts. Use past papers with the mark schemes. Attempt quizzes to test knowledge on Educake and identify weak areas of knowledge. Revision guides are available to buy through the accounts office and Parent Pay, these are good for essential facts, and offer practice questions for students to use in their revision, along with top tips for the practical’s and mathematical elements of the exam.


Collins Combined Science: Trilogy Revision guide are available to purchase from the Accounts team or via Parent pay for £9.00. A worthwhile investment as this is suitable for the entirety of study of GCSE Science (Y9-Y11) and does include practice exam style questions. Numerous revision resources can also be found on the school portal, Moodle, including useful web links, worksheets and sample tests – http://moodle.allertonhigh.org.uk/course/index.php?categoryid=207 http://moodle.allertonhigh.org.uk/course/index.php?categoryid=208 http://moodle.allertonhigh.org.uk/course/index.php?categoryid=209 The resources on Moodle are split into Biology, Chemistry and Physics and then resources are uploaded by the year they are taught in.

http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464/assessment-resources

http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464/assessment-resources

http://moodle.allertonhigh.org.uk/course/index.php?categoryid=208

7

http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464 The AQA website offers all the key details on the specification and style of question students will face at the end of Year 11. www.educake.co.uk/my-educake Here you can access a number of quizzes about lots of the GCSE science

topics. They require answers to be typed in, so are good for checking your

spelling of key terms. Educake now has a section dedicated to the New

GCSE and to the maths skills that will be so crucial to success on this.

https://www.primrosekitten.com/

Offers video revision on a number of key topics, videos for the new

specification are being added all the time.

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/

Still very useful at providing the content of the courses, with some good

animations, bitesize is always worth looking at.

www.my-gcsescience.com This site contains a wealth of videos covering a

variety of topics. These can be viewed to revisit learning from a lesson or as

part of ongoing revision. They are made by teachers and highly

recommended.

To keep up with current affairs in science try www.newscientist.co.uk and

http://www.sciencedaily.com/

The school library also contains a wealth of relevant books, revision guides

and articles to help with homework, revision and independent study.

http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

http://www.educake.co.uk/my-educake


http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/

http://www.my-gcsescience.com/

http://www.newscientist.co.uk/


8

GCSE Biology From the end of Year 10, a group of students will be offered the chance to complete Triple Science – where they will gain 3 separate Science GCSES - this will be based on the attainment of students throughout Year 9 and 10 and their attitude in lessons. This will be assessed by 6 examinations at the end of Year 11 – 2 Biology, 2 Chemistry, 2 Physics.

Course Title GCSE Biology

Overview A separate GCSE science qualification in biology aimed at students with a strong interest in the sciences and a desire to study them at a higher level. Completing Triple Science involves sitting longer exams at the end of Year 11, and a significant additional content, as well as 8 Required Practicals it is vital that students have absolute commitment to the course is essential.



AQA GCSE Biology

Grading 9-1

Assessment Overview

Two written papers 50% each


Biology Paper 1, Biology Paper 2, 1hr45 each.

Higher (4-9) & Foundation (1-5) available. A combination of multiple choice, structured short answer and open response questions will be included. Progress exams will take place on a termly basis to determine whether students are on track and target intervention. The grades for these will be given through the 012 report system.

Specimen papers and mark schemes can be found at http://www.aqa.org.uk/subjects/science/gcse/biology-8461/assessment-resources New assessment material is being added constantly as AQA following the first sitting of the exams in June 2018.


There are no controlled assessments (ISAs) in the new GCSE, but students must complete 10 required practical experiments, on which 15% of the exam questions will be based. 10% of the examination will also assess student’s mathematical ability. They will be assessed on these skills throughout the course, in regular end of topic assessments and mock examinations in December and March of Year 11.


Make thinking map summaries of each topic. Use index cards to learn key facts. Use specimen papers with the mark schemes to check application of knowledge. Complete quizzes on www.educake.co.uk to check knowledge of the content required for the course.

http://www.aqa.org.uk/subjects/science/gcse/biology-8461/assessment-resources

http://www.aqa.org.uk/subjects/science/gcse/biology-8461/assessment-resources

http://www.educake.co.uk/

9


Collins Combined Science: Trilogy Revision guide are available to purchase from the Accounts team or via Parent pay for £9.00. A worthwhile investment as this is suitable for the entirety of study of GCSE Science (Y9-Y11) and does include practice exam style questions. To further prepare the students for studying this course in Y11 a further study book is also available, including Grade 8/9 exam style questions for each subject. These again can be purchased from the Accounts team or via Parent pay for £2.50 each. Numerous revision resources can also be found on the school portal, Moodle, including useful web links, worksheets and sample tests – http://moodle.allertonhigh.org.uk/course/index.php?categoryid=207 On Moodle resources are uploaded by the year they are taught in. AQA offer the following information about the new Biology GCSE, from here you can access the specification, specimen papers and mark schemes. http://www.aqa.org.uk/subjects/science/gcse/biology-8461 www.educake.co.uk/my-educake Here you can access a number of quizzes about lots of the GCSE science


spelling of key terms. Educake now has a dedicated section for the new

GCSE specification, including questions specific to the mathematical

content.

www.my-gcsescience.com This site contains a wealth of videos on a variety

of relevant topics. These can be viewed to revisit learning from a lesson or

as part of ongoing revision. They are made by teachers and highly

recommended.









10

GCSE Chemistry

Course Title GCSE Chemistry

Overview A separate GCSE science qualification in biology aimed at students with a strong interest in the sciences and a desire to study them at a higher level. Completing Triple Science involves sitting longer exams at the end of Year 11, and a significant additional content, as well as 10 Required Practical’s it is vital that students have absolute commitment to the course is essential.



AQA GCSE Chemistry

Grading 9-1

Assessment Overview



Chemistry Paper 1, Chemistry Paper 2, 1hr 45 each.

Higher (4-9) & Foundation (1-5) available.

A combination of multiple choice, structured short answer and open response questions will be included. Progress exams will take place on a termly basis to determine whether students are on track and target intervention. The grades for these will be given through the 012 report system.

Specimen papers and mark schemes can be found at http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462/assessment-resources New assessment material is being added constantly following the first sitting of the exams in June 2018.


There are no controlled assessments (ISAs) in the new GCSE, but students must complete 8 required practical experiments, on which 15% of the exam questions will be based. 20% of the final examinations will also test student’s mathematical skills. They will be assessed on these skills throughout the course in end of topic assessments and Mock exams in December and March of Year 11.


Make thinking map summaries of each topic. Use index cards to learn key facts. Use past papers with the mark schemes to check application of knowledge. Complete quizzes on www.educake.co.uk to check knowledge of the content required for the course.


Collins Combined Science: Trilogy Revision guide are available to purchase from the Accounts team or via Parent pay for £9.00. A worthwhile investment as this is suitable for the entirety of study of GCSE Science (Y9-Y11) and does include practice exam style questions.


11

To further prepare the students for studying this course in Y11 a further study book is also available, including Grade 8/9 exam style questions for each subject. These again can be purchased from the Accounts team or via Parent pay for £2.50 each. Numerous revision resources can also be found on the school portal, Moodle, including useful web links, worksheets and sample tests – http://moodle.allertonhigh.org.uk/course/index.php?categoryid=208 On Moodle resources are uploaded by the year they are taught in. AQA offer the following information about the new Chemistry GCSE, from here you can access the specification, specimen papers and mark schemes. http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462 www.educake.co.uk/my-educake Here you can access a number of quizzes about lots of the GCSE science




content.




recommended.








http://moodle.allertonhigh.org.uk/course/index.php?categoryid=208

http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462






12

GCSE Physics

Course Title GCSE Physics

Overview A separate GCSE science qualification in biology aimed at students with a strong interest in the sciences and a desire to study them at a higher level. Completing Triple Science involves sitting longer exams at the end of Year 11, and a significant additional content, as well as 10 Required Practical’s it is vital that students have absolute commitment to the course is essential.



AQA GCSE Physics

Grading 9-1

Assessment Overview



Physics Paper 1, Physics Paper 2, 1hr45 each.

Higher (4-9) & Foundation (1-5) available. A combination of multiple choice, structured short answer and open response questions will be included. Progress exams will take place on a termly basis to determine whether students are on track and target intervention. The grades for these will be given through the 012 report system.

Specimen papers and mark schemes can be found at : - http://www.aqa.org.uk/subjects/science/gcse/physics-8463/assessment-resources New assessment material is being added following the first sitting of the exams in June 2018.


There are no controlled assessments (ISAs) in the new GCSE, but students must complete 10 required practical experiments, on which 15% of the exam questions will be based. 30% of the final examinations will also test student’s mathematical skills. They will be assessed on these skills throughout the course in end of topic assessments and Mock exams in December and March of Year 11.


Make thinking map summaries of each topic. Use index cards to learn key facts. Use past papers with the mark schemes to check application of knowledge. Complete quizzes on www.educake.co.uk to check knowledge of the content required for the course.


Collins Combined Science: Trilogy Revision guide are available to purchase from the Accounts team or via Parent pay for £9.00. A worthwhile investment as this is suitable for the entirety of study of GCSE Science (Y9-Y11) and does include practice exam style questions.


13

To further prepare the students for studying this course in Y11 a further study book is also available, including Grade 8/9 exam style questions for each subject. These again can be purchased from the Accounts team or via Parent pay for £2.50 each. Numerous revision resources can also be found on the school portal, Moodle, including useful web links, worksheets and sample tests – http://moodle.allertonhigh.org.uk/course/index.php?categoryid=209 On Moodle resources are uploaded by the year they are taught in. AQA offer the following information about the new Physics GCSE, from here you can access the specification, specimen papers and mark schemes. http://www.aqa.org.uk/subjects/science/gcse/physics-8463 www.educake.co.uk/my-educake Here you can access a number of quizzes about lots of the GCSE science




content.




recommended.








http://www.aqa.org.uk/subjects/science/gcse/physics-8463






14

GCSE Psychology Students follow a linear course over 1 year with 2 written papers Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of the following topics: Unit 1:

•• Memory •• Perception •• Development •• Research methods

Unit 2:

•• Social influence •• Language, thought and communication •• Brain and neuropsychology •• Psychological problems

High achieving students are introduced to a range of challenging concepts beyond the confines of the syllabus to develop their critical thinking and problem solving skills and to give them an insight in to Psychology at a broader level, including:

•• is eyewitness testimony reliable? •• is neuropsychology ethical? •• is depth perception a product of nature or nurture?

GCSE grading has changed from Grade A*-G to Grades 9-1, where a grade 5 is the equivalent of a strong grade C. To progress to A-Level Psychology at Allerton High students need to achieve a Grade 5 or above.

Course Title Psychology

Overview A GCSE qualification covering a variety of topics. Including memory, the brain, depression and social psychology

Qualification GCSE

Grading 9-1

Assessment Overview

Internal assessment: end of topic tests are given to students, comprising of exam style questions Mock exam: December and April

External exams

External assessment: Linear course consisting of two terminal examination papers sat at the end of the 1 year course


Students are examined at the end of each topic containing questions from past exam papers. The questions are a combination of exam questions on the topics covered that half-term, along with questions which feature heavily at the start of exams and assess students’ key skills. Students will receive an expected grade (Ex Grade) and formative feedback after each test in order to help them make progress. A student’s ‘Ex Grade’ is the grade

15

that they should achieve if they continue working in exactly the same way until they sit their exams. Students can track their own progress by comparing the grades they achieve in each test to their target grade and to previous grades.


The very best way to revise and learn Psychology is to practise questions. GCSE exam papers will be issued throughout the year. There are topic specific papers available on Moodle or the school shared network drive. Students should ask their teacher (in advance of the deadline) for help if they are unsure what to do with homework OR make use of the internet resources provided If students need any additional help with Psychology they are encouraged to attend GCSE drop in sessions every Wednesday with Mrs Thomas-Smith in science 9.


https://learndojo.org/gcse-revision/ http://www.gojimo.com/gcse-psychology-revision/ BBC Bitesize Relevant revision guides will be on sale from accounts.

https://learndojo.org/gcse-revision/

http://www.gojimo.com/gcse-psychology-revision/

16

GCSE Sociology

For the GCSE in Sociology there are two written examination papers (50% each).

Course Title Sociology

Overview Exploring how society operates, and exploring society’s effect on Crime, Education, Family and Social Inequality.

Qualification GCSE Full Course


AQA

Grading 9 -1

Assessment Overview

Examination only


Two papers 1 hour 45 minutes each

Short structured questions plus two ‘mini essays’ per paper

Each paper is worth 50% of the marks

Two topics studied per paper, applied to research methods

Research Methods, Education, Families, Crime and Deviance and Social inequality.

Assessment - School Based Assessment)

None


Include Data and examples Know ‘Key 25 studies’ Always consider another point of view and apply PEE (point, evidence, explain) to each. Use mark scheme as a guide to the length of your answers


www.tutor2u.net www.simply-socsci.co.uk GCSE Textbook on VLE platform

http://www.tutor2u.net/

http://www.simply-socsci.co.uk/

17

ICT

Course Title Computer Science

Overview Computing knowledge and practical skills based qualification.

Limitations Best suited to students who enjoy doing practical work using a computer and learning about a wide range of Computer Science theory. Students need to be confident in both aspects and ideally should have some substantial prior programming skills, preferably experienced via our Foundation/Gateway to Computer Science course. Students should also possess v good mathematical and English skills.

Most suitable for Students with sound ICT skills who also want to learn about Computer Science in a wide range of modern day contexts. Students who enjoy doing both practical and theory assessments. Students must have an aptitude for problem solving and computational thinking. Students must have an aptitude for problem solving and computational thinking and have good skills in both Maths and English. Computer Science is an intensely creative subject that involves invention and excitement, helping learners to develop the skills to solve problems and design systems. These skills will be the best preparation for learners who want to go on to study Computer Science or ICT at AS or A Level and beyond. The qualification will also provide a good grounding for other subject areas that require computational thinking and analytical skills.



OCR

Grading 9-1

Main areas of knowledge understanding and skills

Mixture of hands on practical and theory based work with a significant emphasis on Computer Science theory, programming skills and computational thinking.

Assessment Two written papers. There is a coursework element where candidates apply the programming knowledge and skills they have learned to a range of challenging and exciting tasks set within a given scenario. The coursework element is not externally assessed and does not contribute to the final grade for the qualification. Candidates’ understanding and application of programming will be tested in one of the two written examination papers.

Top Tips for revision or task completion

Use websites below for assistance with theory and practical work. Be prepared to make improvements to your work based on both teacher and peer feedback. Your teacher will explain through verbal and written feedback how you can help to move yourself forward. Make sure you are familiar with all the relevant assessment criteria for your units of work. Be prepared to work both independently and collaboratively throughout the course.


https://www.bbc.co.uk/education/subjects/z34k7ty - (Excellent resource for all things Computing and Computer Science) W3schools - https://www.w3schools.com/python/

https://www.bbc.co.uk/education/subjects/z34k7ty

https://www.w3schools.com/python/

18

Learn Python - https://www.learnpython.org/ OCR resources - http://www.ocr.org.uk/qualifications/gcse/gcse-computer-science-j276-from-2016/planning-and-teaching/ www.teach-ict.com (Excellent resource for general ICT theory) http://www.bbc.co.uk/schools/gcsebitesize/ict/ (Excellent resource for general ICT theory) www.howstuffworks.com (Excellent resource for all things Computing and ICT)

Allows progression to

All types of Advanced Level (Level 3) ICT and Computer Science qualifications.

https://www.learnpython.org/

http://www.ocr.org.uk/qualifications/gcse/gcse-computer-science-j276-from-2016/planning-and-teaching/


19

ICT

Course Title Cambridge National Certificate in Information Technologies.

Overview Cambridge National in Information Technologies has been developed to give students a real understanding of their digital environment, develop key skills, and prepare them for their future use of IT in their chosen careers across a wide range of job roles.

Limitations This course suits a broad range of learning styles and abilities but is best suited to students who enjoy doing practical work using a computer and learning about a wide range of IT and Computing theory. Students need to be confident in both aspects and ideally should have some prior spreadsheet and database skills, preferably experienced via our Foundation/Gateway to IT course. Students should also possess a willingness to work independently and be prepared to troubleshoot problems for themselves.

Most suitable for This is an engaging, practical and inspiring approach to learning and assessment. This course suits a broad range of learning styles and abilities but is most suitable for students with sound ICT skills who also want to learn about IT and Computing theory in a wide range of modern day contexts. Students who enjoy doing both practical and theory assessments. Students should have an aptitude for problem solving and computational thinking and be willing to develop their project management skills.

Qualification gained

Cambridge National Certificate (Level 1/2)


OCR

Grading Level 2 – Distinction* (*2), Distinction (D2), Merit (M2), Pass (P2) Level 1 – Distinction (D1), Merit (M1), Pass (P1) and Unclassified.


Mixture of hands on practical and theory based work with a significant emphasis on IT and Computing theory, data handling skills through extensive use of spreadsheet and database software, project management skills and computational thinking.

Assessment R012: Understanding tools, techniques, methods and processes for technological solutions - written paper (1hr 45 mins) - 80 marks (120 UMS) OCR-set and marked. Exam assessment in June 2018 and then every January and June. Students develop their knowledge and understanding of different hardware and software applications and the tools and techniques used to select, store, manipulate and present data. They also explore the various risks associated with the collection, storage and use of data, including legal, moral, ethical and security issues, and how such risks can be mitigated. R013: Developing technological solutions - 80 marks (120 UMS). An assignment set by OCR, marked by teachers and moderated by OCR. Assessment series in June 2018 and then in two series each year, January and June. Students create a technological solution that processes data and communicates information, following the phases of the project life cycle using different hardware and software technologies to create an integrated technological solution. They develop practical skills such as carrying out a SWOT analysis, creating GANTT charts, developing online surveys, and presenting data through web-based technologies.

Top Tips for revision or task completion

Use websites below for assistance with theory and practical work. Be prepared to make improvements to your work based on both teacher and peer feedback.

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Your teacher will explain through verbal and written feedback how you can help to move yourself forward. Make sure you are familiar with all the relevant assessment criteria for your units of work. Be prepared to work both independently and collaboratively throughout the course.


https://www.bbc.co.uk/education/subjects/z34k7ty - (Excellent resource for all things Computing and Computer Science) OCR resources - http://www.ocr.org.uk/qualifications/cambridge-nationals/cambridge-nationals-information-technologies-level-1-2-j808/computer-science-j276-from-2016/planning-and-teaching/ www.teach-ict.com (Excellent resource for general ICT theory) http://www.bbc.co.uk/schools/gcsebitesize/ict/ (Excellent resource for general ICT theory) www.howstuffworks.com (Excellent resource for all things Computing and ICT)


All types of Advanced Level (Level 3) ICT qualifications.

https://www.bbc.co.uk/education/subjects/z34k7ty




21

Physical Education

Course Title GCSE PE

Overview A GCSE qualification which is designed to enable students to develop a well rounded skill set and prepare them for further study of sport and physical activity.

Qualification GCSE PE

Awarding body and specification

AQA GCSE PE 8592

Grading 9-1

Assessment Overview

2 x 1.25 written exams, (2 x 30%) Unit 3 Three practical assessments (40%)

School Based Assessment

2 x Exam Assessments Students sit 1.25 hour exam. Students will answer multiple questions, short answer and extended written answers. (Max mark 9).

Practical Assessments Students will have three assessments submitted (1 individual/1 team/1 other). Students will in addition be expected to evaluate and put an action plan in place for one activity of their three. Most practical assessments will take place in lessons or off site when appropriate. An External moderation by AQA will take place in the spring half term.

Top tips for task completion

Use of classroom work, schools shared area and websites. Complete all work and meet deadlines set. Pay attention to all exam techniques which is outlined by your teacher, particularly for extended answer questions


www.uksport.gov.uk www.sportengland.org www.aqa.org.uk GCSE textbook ISBN 978-0-19-837025-3

http://www.uksport.gov.uk/

http://www.sportengland.org/


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Course Title Cambridge National Sport Science

Overview An Applied course for all students which blends skill development through practical physical activity and participation in sports with knowledge and understanding.

Qualification OCR Cambridge National Certificate in Sports Science


OCR Cambridge National Certificate in Sports Science

Grading Distinction* Level 2 Distinction Level 2 Merit Level 2 Pass Level 2 Distinction Level 1 Merit Level 2 Pass Level 1

Assessment Overview

Continuous assessment through assignments completed in PE lessons and for homework and an external exam


Written exam covering Unit RO41 – Factors which will influence risk of injury.


Assessment through assignment tasks R042 Applying Principles of Training R044 Sports Psychology R045 Sports Nutrition


Use of classroom work, schools shared area and websites. Complete all assignments in the allocated time. Meet all Deadlines.


www.teachpe.com/badminton/index.php www.roundersonline.net www.sportplan.net/drills/rounders www.roundersengland.co.uk www.roundersforfun.com www.1sr4sport.co.uk www.sportsleadersuk.com www.Uksport.gov.uk www.sportplan.net/drills/badminton www.badmintonengland.co.uk/ www.1sr4sport.co.uk www.sportsleadersuk.com news.bbc.co.uk/sportacademy/default.stm

http://www.teachpe.com/badminton/index.php

http://www.roundersonline.net/

http://www.sportplan.net/drills/rounders

http://www.roundersengland.co.uk/

http://www.roundersforfun.com/

http://www.1sr4sport.co.uk/

http://www.sportsleadersuk.com/

http://www.uksport.gov.uk/

http://www.sportplan.net/drills/badminton

http://www.badmintonengland.co.uk/

http://www.1sr4sport.co.uk/

http://www.sportsleadersuk.com/

23

Art and Design Fine Art This course provides students with creative and exciting opportunities to continue their exploration of Art and Design. Students will be encouraged to explore a wide range of techniques and processes which will aim to identify their strengths. The course is designed to provide a secure foundation for students who may wish to study Fine Art beyond GCSE and will aim to:

• broaden and deepen students’ knowledge and understanding of Art and Design; • encourage independence; and • develop problem solving skills.

Photography This course provides students with creative and exciting opportunities to continue their exploration of Art and Design. Students will explore a range of photography genres including:

portraiture;

landscape; and

fine art. Students will be expected to use digital software, as well as physical manipulation techniques, to enhance and develop their photographs. The course is designed to provide a secure foundation for students who may wish to study Photography beyond GCSE and will aim to:

• broaden and deepen students’ knowledge and understanding of Photography; • encourage independence; and • develop problem solving skills.

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Course Title Art and Design

Overview A GCSE qualification in Art & Design - Fine Art 1 year course

Qualification GCSE


AQA – Art & Design

Grading 9-1

Assessment Overview Students are marked against 4 objectives. Their work will be regularly marked throughout the year and students will also be expected to self-assess using the criteria. The exam is worth 40% and coursework is worth 60% of the final award. Students must evidence drawing and annotation.


Students select 1 starting point from the exam paper and create a body of work which responds to it. Their response should be personal and meaningful.

The exam is marked out of 96 and is worth 40% of the final award.

10-hour exam over 2 days - 5 hours per day.

Examples of the style of question can be found on the AQA web site and students can see examples of past students’ work in school.

Exam papers will be handed out in January and the exam will take place in April. All preparation work must be handed in at the start of the exam and cannot be added to.

Mock exams: students will complete a final outcome for one of their coursework projects under exam conditions in December.

Assessment - Coursework

2 projects This coursework is marked out of 96 and makes up 60% of the final award. Coursework is completed over the year and all work is marked by the Art teachers and then moderated by the exam board.


We offer study support sessions on Tuesday and Thursday until 5pm. Materials can be purchased from school throughout the year.


www.tate.org.uk www.ysp.co.uk www.npg.org.uk www.hepworthwakefield.org www.aqa.org.uk www.pinterest.com

http://www.tate.org.uk/

http://www.ysp.co.uk/

http://www.npg.org.uk/

http://www.hepworthwakefield.org/


http://www.pinterest.com/

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Course Title Art and Design

Overview A GCSE qualification in Art and Design – Photography 1 year course

Qualification GCSE


AQA – Art & Design

Grading 9-1

Assessment Overview

Students are marked against 4 objectives. Their work will be regularly marked throughout the year and students will also be expected to self-assess using the criteria. The exam is worth 40% and coursework is worth 60% of the final award. Students must evidence drawing and annotation.


Students select 1 starting point from the exam paper and create a body of work which responds to it. Their response should be personal and meaningful.

The exam is marked out of 96 and is worth 40% of the final award.

10-hour exam over 2 days - 5 hours per day.

Examples of the style of question can be found on the AQA web site and students can see examples of past students’ work in school.

Exam papers will be handed out in January and the exam will take place in April. All preparation work must be handed in at the start of the exam and cannot be added to.

Mock exams: students will complete a final piece for one of their projects under exam conditions in December.

Assessment - Coursework

2 projects This coursework is marked out of 96 and makes up 60% of the final award. Coursework is completed over the the year and all work is marked by the Art teachers and then moderated by the exam board. There is now a drawing element to this course that must be fulfilled.


We offer coursework catch up sessions on Tuesday and Thursday until 5pm. Materials can be purchased from school throughout the year.


www.tate.org.uk www.dpreview.com www.thephotographersgallery.org.uk www.pinterest.com www.aqa.org.uk

http://www.tate.org.uk/


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Course Title GCSE Business Studies

Overview This is a course which develops the skills, knowledge and understanding necessary to understand how business works, and the impact it has.

Qualification GCSE


OCR J204

Grading 9-1

Assessment Overview

Two examinations each worth 50% each.


Business (01): Business activity, marketing and people (1 ½ hours)

Business (02): Operations, finance and influences on business (1 ½ hours)



Make effective use of lesson times, when you can access teacher support

Make effective use of the revision guide for the summer exam.

Make sure you know the case study thoroughly


You will be issued with a revision guide for the summer exam, which focuses on the case study.

www.bbc.co.uk for up to date business news

www.businessed.co.uk for revision notes and activities

www.tutor2u.net for business studies theory


27

Course Title BTEC Technical Enterprise

Overview This is a practical course which helps students to develop the skills, knowledge and understanding they will need to understand what businesses do, why they exist, and how to start up a business of their own.

Qualification BTEC at level 1 or 2 (equivalent to A*-G at GCSE)


EDEXCEL

Grading Pass, Merit, Distinction at Level 1, Pass, Merit, Distinction, Distinction* at Level 2. Compared to GCSE 9-1 grading:

Distinction * L2 8.5

Distinction L2 7

Merit L2 5.5

Pass L2 4

Distinction L1 3

Merit L1 2

Pass L1 1.25

Assessment Overview

3 assessed units in total:

1 examination worth 40% of the total grade that will be sat in February and will have a re-sit opportunity in May.

2 coursework units worth 30% of the total grade.


Component 3: Promotion and finance for Enterprise Students will explore promotional methods, financial records, planning and forecasting. There will be a range of shorter answer questions building to longer questions.


Component 1: Exploring Enterprises During Component 1, you will: examine the characteristics of enterprises, explore how market research helps enterprises meet customer needs, understand competitor behaviour and investigate the factors that contribute to the success of an enterprise Component 2: Planning for and Running an Enterprise During Component 2, you students will: Explore ideas for a micro enterprise activity, plan for a micro enterprise activity, pitch for a micro enterprise activity and review the success of a micro enterprise activity.



Make effective use of lesson times, when you can access teacher support

Complete tasks on the day you are given them, while the information you need and the requirements are fresh in your mind.


www.bbc.co.uk for up to date business news

www.businessed.co.uk for revision notes and activities

www.tutor2u.net for business studies theory


28

Design & Technology

Course Title Hospitality & Catering

Overview Students will learn about the various sectors of the Hospitality & Catering industry. They will develop food preparation and cooking techniques and learn to cook a range of simple and complex meals. They will research plan and prepare menus for specific groups of people.

Qualification Level 1 / 2 Certificate


Eduqas Specification

Grading PASS/MERIT/DISTICTION/DISTINCTION*

Assessment Overview

Controlled Assessment (60%) This is an Internal assessment - students need to - Research, prepare/plan,

cook and present dishes

Students will be set a topic in September and have to:

Select meals that are suitable for target group/s

Understand nutrients and what customers need/want

Practical – make a 3 course meal for a menu in a 3 hour session.

1hr 30 written exam comprising of short and long answer questions to be sat May/June (40%)


Written Examination

40% of final mark

1hr 30

Variety of question styles including multiple choice, written statements and essay questions.

Mock examination

Mock exam –1hr 30 past paper


Controlled assessment

60% of final mark

Approx 20 - 40 hours of work

Practical assessment & Write up

Assessment to be completed prior to February half term

Practical work completed prior to starting the Assessment prepares students for this work


Plan practical and written work to meet the deadlines, attend after school sessions. Use past exam papers to revise from. Use notes made in class and regularly test yourself


Foundation Practical Cookery – Foskett & Ceserani CGP GCSE WJEC Catering revision guide – available from accounts


Level 3 Food Science and Nutrition

29

Course Title GCSE Art Textiles

Overview Unit 1 During the first half of the course student will produce two projects with final outcomes worth 60% of the overall grade. The students will gain new practical skills throughout the year to build on previous knowledge. Students will continuously be encouraged to work independently so they get to work in areas of interest to them. They will have a range of briefs to choose from and they can work within any of the textiles areas Unit 2 This will be a controlled assignment where a theme will be set by the exam board. Students will carry out research on this and produce a final outcome during a 10 hour practical exam in May.

Limitations None

Most suitable for Students who enjoy creative practical work and who want to develop further their design and making skills when working with textiles.



AQA Art & Design (Textiles)

Grading 9-1


Drawing and experimenting with textiles techniques. Researching artist, crafts people and designers.

Assessment Unit 1

2 projects with final outcomes worth 60%

AQA set controlled assignment 40% (10 hour practical exam)


Practical examination, very important that preparation work is completed in lesson time.


There is no written exam for this course. However students would benefit from visiting local art and textiles exhibitions and doing further reading on Textile practitioners and having a wider understanding of the ‘History of Art’. Useful reading and websites: GCSE Bite size Art AQA art and design student handbook www.textileartist.org www.studentartguide.com

Allows progression to GCE A Level Art and Design (Art Textiles)

http://www.textileartist.org/

http://www.studentartguide.com/

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Course Title WJEC Level 1/2 Vocational Award in Constructing the Built Environment

Overview The UK Construction Industry is one of the largest and most diverse industries in the UK, generating many billions of pounds to the economy and producing millions of jobs. The WJEC Vocational Award in Constructing the Built Environment supports learners in schools and colleges who want to learn about the construction industry from the build perspective. It provides a broad introduction to different trades and equips learners with the theoretical and practical skills required by the industry.

Limitations None

Most suitable for Students who enjoy creative practical work and who want to develop

further their making skills and who are interested in a career in the construction sector

Qualification gained Level 1 /Level 2


WJEC

Grading Level 1 Pass, Level 2 Pass, Level 2 Merit and Level 2 Distinction/Distinction*


3 Units are completed: Unit 1 - Safety and security in construction: considers the importance of safety and security in contemporary construction and focusses on legislation, fire extinguishers, signage, the identification of risk, associated hazards and potential control measures Unit 2: Developing construction projects: considers the development of small construction projects and focuses on planning and the practical skills required Unit 3: Planning construction projects: considers the key stages of construction projects, how those projects are realised and the various job roles which contribute to their completion

Assessment Safety and security in Construction External Assessment: 60 minute examination (total 60 marks) – 25% Developing construction projects Internal Assessment (15 hrs) – 50% Planning construction projects External Assessment: 120 minute examination (total 60 marks) – 25%




Pass papers will be supplied by the school. www.eduqas.co.uk, exam board website. https://www.hse.gov.uk/ http://www.hse.gov.uk/construction/index.htm https://www.citb.co.uk/ https://www.youtube.com/channel/UCQSczLjBUv8ZWcf9mluYv-Q

Allows progression to A level Art and Design: 3Dimensional Studies

http://www.eduqas.co.uk/

https://www.hse.gov.uk/

http://www.hse.gov.uk/construction/index.htm

https://www.citb.co.uk/

https://www.youtube.com/channel/UCQSczLjBUv8ZWcf9mluYv-Q

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Course Title Food Preparation and Nutrition

Overview Students will learn about the various sectors of the Hospitality & Catering industry. They will develop food preparation and cooking techniques and learn to cook a range of simple and complex meals. They will research plan and prepare menus for specific groups of people.

Qualification GCSE


AQA Specification

Grading 9-1

Assessment Overview Controlled Assessment & Practical (50%) Task 1 = Food Investigation (30 marks) A practical food investigation, including a written report including predictions and findings Task 2 = Food Preparation Assessment (70 marks) Planning, experimenting, preparing and cooking a menu of 3 dishes Students need to - Research, prepare/plan, cook and present dishes

Students will be set a topic in September and have to:

Select meals that are suitable for target group/s

Understand nutrients and what customers need/want

Practical – make a 3 course meal for a menu in a 3 hour session. Exam Unit : Food Prep and Nutrition (50%) Completed in June 2020 (out of 100 marks, 1hr 45)


Written Examination

50% of final mark

1hr 45

Variety of question styles including multiple choice, written statements and essay questions.

Mock examination

Mock exam –1hr 45 past paper


Controlled assessment

50% of final mark

Approx 20 - 40 hours of work

Practical assessment & Write up

Assessment to be completed prior to February half term

Practical work completed prior to starting the Assessment prepares students for this work




AQA Digital Bundle log in

www.illuminate.digital/aqafood

Student Username: SALLERTON3

Student Password: STUDENT3

http://www.illuminate.digital/aqafood

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Course Title

Drama

‘It is only in an atmosphere of mutual respect that talents can

thrive’

Overview

This GCSE course gives students the opportunity to delve further into drama, exploring deeper issues and situations, as well as looking closer at characterisation and motivation. Students will study plays and playwrights, as well as going to see live theatre. GCSE Drama involves performance – both devised and text. Students can opt to be examined on technical theatre instead of performance (set and props / lighting / sound / costume and makeup)Students will be expected to attend at least one theatre visit, on which they will write about in their final exam.

Qualification GCSE


Eduqas

Grading 9-1

Assessment Overview

Component 1 – Devising Theatre – December - Internally assessed performance and coursework, externally moderated, 40%. Component 2 – Performing from a Text – March - Externally assessed performance exam 20%. Component 3 – Interpreting Theatre – May / June Externally assessed written exam 40%.


Component 2 - Performing from a Text (20%) - Drama Performance from a Text – an externally assessed performance based exam in March. This is an extract of text, performed in a group of 2 – 5. OR performance support (lighting / sound / set and props /costume and makeup) Component 3 – Interpreting Theatre (40%) – A 1 ½ hour written exam in May / June. Section A: Questions on a set text: ‘Hard to Swallow’ by Mark Wheeler OR ‘War Horse’ adapted by Nick Stafford, from the point of view of an actor, director or designer. Section B: Questions on a live theatre performance seen during the course.

Main areas of knowledge, understanding and skills

The WJEC Eduqas GCSE in Drama is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and/or designers. Additionally it provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members.


Component 1 – Devising Theatre (40%) Students will be assessed on either acting or design. Students participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by Eduqas in December. Students must produce:

A realisation of their piece of devised theatre

A portfolio of supporting evidence

An evaluation of the final performance or design.

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Allows progression onto

Arts Award Gold (Enrichment in Post 16) A Level Drama and Theatre Studies (Eduqas)


Ensure that you keep up to date with your lesson notes and add to them each week. Go to see your teacher for help immediately if you don’t understand the task. Complete your work electronically. Go to see as much live theatre as you can.


GCSE Bitesize Drama Complete Revision and Practice (Bitesize GCSE) by Andy Kempe, Chloe Newman and Bev Roblin (15 Jan 2010)

Edexcel GCSE Drama Study Guide Andrew Pullen Kelly McManus (Author)

Edexcel GCSE Drama Student Book Mike Gould (Author), Melissa Jones (Author)

GCSE Drama for Edexcel by Jos Leeder and Ken Taylor (28 Sep 2001)

Student Handbook for Drama Brian McGuire

Technical Companion to Drama by Brian McGuire

BBC Bitesize Drama

http://getrevising.co.uk/resources/subjects/drama/levels/gcse

Drama Propbox is an App for Android only

http://www.digitaltheatre.com/browse/all (also an app)

Strongly recommend that A Level and GCSE students subscribe to the National Theatre You Tube Channel and also National Theatre on iTunes U

http://shakespeare.mit.edu/ complete works of Shakespeare and searchable (there is also a similar app)

http://quizlet.com/23485528/drama-terms-flash-cards/

http://www.studystack.com/flashcard-33703

http://www.stagework.org.uk/stageworks/index.html

http://www.rsc.org.uk/explore/

http://www.amazon.co.uk/Bitesize-Drama-Complete-Revision-Practice/dp/1406654388/ref=sr_1_11?s=books&ie=UTF8&qid=1372018123&sr=1-11&keywords=drama+textbook

http://www.amazon.co.uk/Bitesize-Drama-Complete-Revision-Practice/dp/1406654388/ref=sr_1_11?s=books&ie=UTF8&qid=1372018123&sr=1-11&keywords=drama+textbook

http://www.amazon.co.uk/Andy-Kempe/e/B001JSD9EG/ref=sr_ntt_srch_lnk_11?qid=1372018123&sr=1-11

http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Andrew%20Pullen%20Kelly%20McManus&search-alias=books-uk&sort=relevancerank

http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Mike%20Gould&search-alias=books-uk&sort=relevancerank

http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=Melissa%20Jones&search-alias=books-uk&sort=relevancerank

http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=Melissa%20Jones&search-alias=books-uk&sort=relevancerank

http://www.amazon.co.uk/GCSE-Drama-Edexcel-Jos-Leeder/dp/0340801514/ref=sr_1_66?s=books&ie=UTF8&qid=1372018354&sr=1-66&keywords=drama+textbook

http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Brian%20McGuire&search-alias=books-uk&sort=relevancerank

http://www.amazon.co.uk/Technical-Companion-Drama-Brian-McGuire/dp/1857496272/ref=sr_1_4?s=books&ie=UTF8&qid=1372068088&sr=1-4

http://getrevising.co.uk/resources/subjects/drama/levels/gcse

http://www.digitaltheatre.com/browse/all

http://shakespeare.mit.edu/

http://quizlet.com/23485528/drama-terms-flash-cards/

http://www.studystack.com/flashcard-33703

http://www.stagework.org.uk/stageworks/index.html

http://www.rsc.org.uk/explore/

34

Course Title Geography

Qualification GCSE


AQA Specification

Grading 9-1

Assessment Overview

Three exams (see below for weighting) There are no controlled assessments.

Exams

Paper 1: PHYSICAL (hazards, climate change, ecosystems, rivers coasts) Paper 2: HUMAN (urban, economic world, resource management of water, energy, food) Each of these units culminates in a 1.5-hour exam, each carrying 35% weighting. Paper 3: ISSUE EVALUATION, SKILLS AND FIELDWORK (exam 1 hour 15 mins, weighting of 30%) Section A: Issue evaluation is based on a pre-released resource booklet which is studied in class prior to the exam. Section B: Skills and fieldwork (fieldwork is carried out at two separate locations, one physical and one human).

For each exam paper

There is a mix of multiple-choice, short and longer answers. The longest questions are out of 9-marks.

Teaching: interactive, group and individual work, regular testing.

Field work Top tips for revision or task completion

There will be two field trips to complete practical work. The fieldwork carried out will comprise both physical and human geography.

The fieldwork will be written up and then revised/learned. This work will be tested on the Paper 3 exam.

Make mind maps for each main topic. Case studies must be learned well and a summary sheet for each should be completed Flash cards to help remember key points and geographical words Use of past papers and mark schemes

There is a number of new resources and books now on the market to support the new Geography GCSE (9-1) course. Useful websites: www.bbc.co.uk/schools/gcsebitesize/geography www.aqa.org.uk (exam papers and mark schemes on-line) www.geographypages.co.uk

http://www.bbc.co.uk/schools/gcsebitesize/geography


http://www.geographypages.co.uk/

35

Course Title History

Overview History GCSE looks at a wide range of History, modern to medieval.

Qualification GCSE


AQA History

Grading 9-1

Assessment Overview

Two written exams.


Unit 1: Conflict and Peace 1918-1939; and America 1920-73

Unit 2: Britain and Health 1000-present day; The Restoration 1660-1685/Norman England 1066-1100


Students need to ensure that books are kept up-to-date with notes as these will be the basis for revision. Students will also have a skills booklet with advice on how to show these off in the exam. This has sample exam questions and markschemes. Students will do ‘mini-mocks’ to prepare and revision guides are available to buy. Revision classes will be put on before the exam and every Tuesday and Thursday a History study support session runs for students who are behind in work or who need extra help. Please contact Miss Dowling for any extra advice or help on this. ([email protected]).


Revision Guides have been developed by AQA. There are a variety of excellent websites that can be used e.g. BBC and John D Clare. Several textbooks will be available to students from AQA. Students can also read fictional books as part of their study, e.g. ‘The Help’ by Kathryn Stockett and ‘The Invisible Man’ by Ralph Ellison will give students ideas about the civil rights struggle. There are also a large number of films on this topic, e.g. The Butler, Selma. There is no shortage of programmes on the causes of WW2, so look out for these!

mailto:[email protected]

36

Health and Social Care

Course Title Cambridge National (Level 1/2) in Health and Social Care

Overview This is a vocationally-related qualification that takes an engaging, practical and inspiring approach to learning and assessment.

Limitations Suitable for Level 1 and 2 students

Most suitable for Students with an interest in this vocational area and the ability to work independently to deadlines

Qualification gained Cambridge National Certificate (Level 1/2)

Awarding Body and specification OCR

Grading Pass Merit Distinction Distinction *


Two mandatory Units Essential values of care for use with individuals in care settings Written paper 1 hour Communicating and working with individuals in health, social care and early years settings Centre assessed tasks moderated by OCR Approx 10 hours Two units of Centre assessed tasks moderated by OCR (approx 10 hours)

Understanding the development and protection of young children in an early years setting

Using basic first aid procedures

Assessment One written exam and three coursework units assessed by teachers

Allows progression to Level 2 Cambridge National Certificate in Child development and Level 3 Cambridge Technical extended certificate in Health & Social Care in the sixth form

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Modern Foreign Languages (3 Year option)

Most students who take a GCSE language will follow a three-year course. It may be possible to

complete a second language in one year in Year 11.

Course Title French

Overview A full GCSE qualification in reading, writing, speaking and listening

Qualification GCSE


AQA

Grading 9-1

Assessment Overview

4 examinations done at the end of Yr11


Unit 1 – Listening examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 2 – Reading examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Translation into English Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 3 – Speaking 25% of the total mark Foundation & Higher Tier options A role play, response to a photocard & a general conversation Examination in April/May of Yr11 Mock examination in Dec Yr11

Unit 4 – Writing 25% of the total mark Foundation & Higher Tier options Translation into French & short & long written pieces to produce Examination in May/June of Yr11 Mock examination in Dec Yr11

Resources Allerton High School Moodle accessible via school website www.quizlet.com www.senecalearning.com Duolingo (free language learning app) www.bbc.co.uk/education/languages www.languagesonline.org.uk

Top tips for revision & task completion

Learn vocabulary little and often and make sure you have automised the use of your ‘golden phrases’

http://www.quizlet.com/

http://www.bbc.co.uk/education/languages

http://www.languagesonline.org.uk/

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Course Title Spanish


Qualification GCSE


AQA

Grading 9-1

Assessment Overview

4 examinations done at the end of Y11


Unit 1 – Listening examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 2 – Reading examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Translation into English Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 3 – Speaking 25% of the total mark Foundation & Higher Tier options A role play, response to a photocard & a general conversation Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 4 – Writing 25% of the total mark Foundation & Higher Tier options Translation into Spanish & short & long written pieces to produce Examination in May/June of Yr11 Mock examination in Dec Yr11

Resources Allerton High School Moodle accessible via school website www.quizlet.com www.senecalearning.com Duolingo (free language learning app) www.bbc.co.uk/education/languages www.languagesonline.org.uk


Learn vocabulary little and often and make sure you have automised the use of your ‘golden phrases’

http://www.quizlet.com/

http://www.bbc.co.uk/education/languages

http://www.languagesonline.org.uk/

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Course Title Modern Hebrew


Qualification GCSE


AQA

Grading 9-1

Assessment Overview

4 examinations done at the end of Y11


Unit 1 – Listening examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Examination in May/June of Yr11 Mock examination in Dec Yr11 Unit 2 – Reading examination 25% of the total mark Foundation & Higher Tier options Questions in detail and gist, mainly non-verbal answers or answers in the Target Language (TL) Translation into English Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 3 – Speaking 25% of the total mark Foundation & Higher Tier options A role play, response to a photocard & a general conversation Examination in May/June of Yr11 Mock examination in Dec Yr11

Unit 4 – Writing 25% of the total mark Foundation & Higher Tier options Translation into Spanish & short & long written pieces to produce Examination in May/June of Yr11 Mock examination in Dec Yr11

Resources To succeed in Basic Hebrew (Vol 1- 2 and 3) – Grammar textbooks

Material received in class on various subject contents covered


Use all learning material received Learn new vocabulary regularly, some of which is on memrise.com.


http://olim.cet.ac.il/olim/index.aspx http://overseas.huji.ac.il/ http://www.quia.com/shared/search?category=11775&adv_search=true

http://olim.cet.ac.il/olim/index.aspx

http://overseas.huji.ac.il/

http://www.quia.com/shared/search?category=11775&adv_search=true

40

Course Title Panjabi


Qualification GCSE


AQA Specification

Grading

9-1

Assessment Overview

4 external examinations in May and June Yr11


Unit 1 – Listening examination 25% of the total mark Foundation & Higher Tier options Detail on content yet to be finalised Examination in May/June of Yr11 Mock examination in Yr11

Unit 2 – Reading examination 25% of the total mark Foundation & Higher Tier options Detail on content yet to be finalised Examination in May/June of Yr11 Mock examination in Yr11

Unit 3 – Speaking 25% of the total mark Foundation & Higher Tier options Detail on content yet to be finalised Examination in May/June of Yr11 Mock examination in Yr11

Unit 4 – Writing 25% of the total mark Foundation & Higher Tier options Detail on content yet to be finalised Examination in May/June of Yr11 Mock examination in Yr11

Resources GCSE Panjabi textbooks – higher & foundation editions at school. Rest to be advised. Panjabi Newspapers and TV channels –Des Prades, Awaz e Kaum etc, Sikh channel and Akaal Channel for current issues. Panjabi on line – Grammar and vocabulary


Use all guide sheets handed out and vocabulary sheets. Attend all lessons arranged for revision. Speak to your subject teacher if you need any help.

41

Music

Course Title BTEC Level 1/2 First Award in Music (Part 1)

Overview A four unit course with a focus on the Music Industry and an emphasis on performing, studio recording and composing.

Qualification BTEC Level 1/2 First Award


Edexcel BTEC Level 1/2 First Award in Music

Grading Pass, Merit, Distinction, Distinction*

Assessment Overview

Four units:

The Music Industry

Managing a Music Product

Introducing Music Composition

Introducing Music Performance


The Music Industry unit is externally assessed by Edexcel as a paper-based exam (25%). Other units (75%) are assessed continuously through various assignments, which are designed to meet the grading criteria for each of the remaining three units. There is an emphasis on practical work and as many opportunities as possible will be given to complete grading criteria and improve grades. Assessment is mainly though recordings/videos of performances, evaluation and careful progress records.


Use lesson time effectively for rehearsal and completion of written work in order to meet assignment deadlines. Make full use of the department during lunch and after school to rehearse and complete recordings. Ask for help if you need it!

Resources, wider reading and websites

Edexcel BTEC Music Study Guide Various videos of past performances are available in the Music department www.edexcel.com (resources and articles) Various Music Industry publications are available in the department


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Course Title BTEC Level 1/2 First Certificate in Music (Part 2)

Overview A 3 unit top-up course with a focus on the Music Industry and an emphasis on performing, studio recording and composing.

Qualification BTEC Level 1/2 First Certificate


Edexcel BTEC Level 1/2 Certificate in Music (NQF)

Grading Pass, Merit, Distinction, Distinction*

Assessment Overview

Three units:

Music and Production Analysis

Introducing Live Sound

Music Ensemble


The Music and Production Analysis unit is externally assessed by Edexcel as a paper-based exam (25%). Other units (75%) are assessed continuously through various assignments, which are designed to meet the grading criteria for each of the remaining two units. There is an emphasis on practical work and as many opportunities as possible will be given to complete grading criteria and improve grades. Assessment is mainly though recordings/videos of performances, evaluation and careful progress records.


Use lesson time effectively for rehearsal and completion of written work in order to meet assignment deadlines. Make full use of the department during lunch and after school to rehearse and complete recordings. Ask for help if you need it!

Resources, wider reading and websites

Edexcel BTEC Music Study Guide Various videos of past performances are available in the Music department www.edexcel.com (resources and articles) Various Music Industry publications are available in the department


43

Personal and Social Education (PSE) PSE is a compulsory course for every student in years 9, 10 and 11. It is a course designed to develop students’ knowledge, understanding, attitudes and abilities and help them to relate their own lives and experiences to the wider world. It is an essential part of the curriculum which aims to help students successfully navigate some of the key changes they will go through during their time at school and better prepare them for life beyond the school gates. It should provide students with increased self-awareness, a positive self-image and a basis on which to build personal values and judgements. Assessment in PSE is focused around encouraging independence and the ongoing development of Skills for Learning. The programme of study will include a module focused on developing Study Skills e.g. tips for better time management & developing effective revision techniques. A major focus of PSE in Y11 is exploring options and plans for Post-16 study. Students are given advice and guidance on the options available to them after Year 11. They are given opportunities to research courses and routes they are interested in and the chance to talk through these with teachers. Students will be introduced to UCAS Progress and will begin the Post 16 application process in PSE lessons. Students will also study units on RSE, Drug and Alcohol Misuse and Employability.

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