KEY STAGE 4 CURRICULUM HANDBOOK - Connaught · PDF fileKEY STAGE 4 CURRICULUM HANDBOOK ......

KEY STAGE 4

CURRICULUM

HANDBOOK

CONNAUGHT CONNAUGHT CONNAUGHT CONNAUGHT

SCHOOL FOR GIRLSSCHOOL FOR GIRLSSCHOOL FOR GIRLSSCHOOL FOR GIRLS

MARCH 2014MARCH 2014MARCH 2014MARCH 2014

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Dear Year 9 This document contains information on the Key Stage 4 curriculum for 2014-2016. Years 10 and 11 are perhaps the most important in your school career. These are the years in which you study for public examinations. At Connaught School most pupils prepare for a maximum of 10 full GCSE courses. On the following pages you will find the curriculum pathways available to you – both the compulsory subjects (the core curriculum) and those from which you will make choices. Please read about all the subjects and not just the optional ones. This will help you understand what is expected of you next year. Think very carefully about your choices. Think about what you may want to do later in life. The EBAC (English Baccalaureate) is a new school performance measure of the percentage of pupils achieving GCSE in English, mathematics, 2 sciences, a modern foreign language and history or geography. If you are considering a very academic pathway at Connaught followed by “A” levels and university then you may wish to consider taking history or geography as your optional subjects. You should also talk to your teachers as they will be able to tell you more about the course and what you will be studying. You can also talk to girls in Years 10 and 11 who are studying these KS4 subjects. The following points are intended to assist you in making the right choices. Do choose subjects you enjoy Do choose subjects you do well at Do choose subjects that will help you with your future Do check the balance in the subject between controlled coursework and examination Do investigate exactly what a subject is and what it requires from you Don’t choose subjects because your friends are choosing them Don’t choose subjects because you want a particular teacher (you might not get them!) Don’t choose a subject because you think it is easy Don’t choose a subject if you don’t know what it’s about What happens if too many pupils choose one subject? This may not be a problem as in some subjects there may be more than one group. However, if there is only one group which is limited to 20 or 30 pupils, then selection will occur. This selection for the over-subscribed subject will be based on your second preference and attitude and effort in your subjects in Year 9. What happens if only a few pupils choose a subject? You have a choice of subjects in the option list. We know, however, that some of these subjects may not be able to be run as the number of girls choosing them will not make a viable group. If this happens Mrs Scott will speak to you about your choices. This is the first time that you have had the chance to make important decisions about what you learn. Use the opportunity wisely. It makes sense to consider your choices carefully. Your teachers, form tutor, Mrs Wallace and Mrs Scott are all available to help you.

3 When you start your KS4 courses the teachers are committed to helping you achieve your very best. You, in turn, must play your part. Excellent attendance and punctuality, having a positive attitude, cooperation and listening are essential to your success. These will help you achieve your potential in your examinations and enable us to provide you with an excellent reference when you leave school. Reading this document carefully and making suitable choices is the first step in getting the most out of Years 10 and 11. Choose wisely! Mrs Betts

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CONTENTS

Introduction/Guidance on Subject Choices Pages 2-3

Contents

Summary of Subjects Page 5

CORE SUBJECTS

English Pages 6-8

Mathematics Pages 9-10

Science Pages 11-14

ICT Page 15-16

RE Pages 17-18

Core PE Page 19

LANGUAGE OPTIONS

French Pages 20-21

German Pages 22-23

Spanish Pages 24-25

OPTIONS

Art Pages 26-27

Catering Pages 28-29

Drama Pages 30-31

Geography Pages 32-33

History Pages 34-35

Music - BTEC Pages 36-37

PE GCSE Pages 38-39

PE BTEC Pages 40-41

Product Design Pages 42-43

Supported Studies Page 44

Textiles Pages 45-46

Extended Curriculum Page 47

Subject Choice Form Page 48

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SSUUMMMMAARRYY OOFF SSUUBBJJEECCTTSS

Everyone studies the following subjects:

English

Mathematics

Science

RE

PE

Everyone studies a Modern Foreign Language from the following:

French

German

Spanish

Everyone studies three choices from the following options:

Art

Catering

Drama

Geography

History

ICT

Music - BTEC

PE GCSE or BTEC

Product Design

Supported Studies

Textiles

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EENNGGLLIISSHH

All students must study English

You study this subject because…

English is about communication

English is fundamental to all aspects of school and work life in the 21st century

English enhances your ability to communicate ideas and feelings with clarity and

confidence. It also instills listening skills which aid tolerance and respect of others

It fosters a pleasure in reading a wide range of literature

It develops critical awareness and independent thought

English extends your sympathy and understanding of people in different situations and

with different circumstances

You are given opportunities to engage in healthy debate and discussion about current and

interesting issues

You will develop a real appreciation of the cultures, traditions and values of the people of

the world

What will you study?

We will follow the Edexcel GCSE syllabus. Pupils will be required to study a range of texts,

including:

A Shakespearean play (Romeo and Juliet) and a contemporary drama (a text will be

selected from the following prescribed texts; An Inspector Calls, Blood Brothers, Pygmalion)

Literary Heritage Prose (a text will be selected from the following prescribed texts: Pride

and Prejudice, Great Expectations, The Hound of the Baskervilles, Animal Farm)

Prose from Different Cultures (Of Mice and Men)

Poetry (selection of poems from the Edexcel Poetry Anthology)

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Course structure

As part of the GCSE curriculum, students will have Controlled Assessments as well as Exams in

both English and English Literature. Controlled Assessment has replaced Coursework and will be

tasks assessed in school (internally assessed) but under controlled conditions (supervision, limited

use of notes and a specified amount of time to complete each task). Students will continue to

write exams which will be assessed externally (set and marked by the exam board, Edexcel).

Speaking and Listening (internally assessed as a Controlled Assessment) will now be awarded as

a separate certificate alongside the GCSE grades for English Language and Literature.

Throughout the GCSE course (Year 10 and 11), students will do a range of Speaking and

Listening tasks as well as studying spoken language and developing writing for the spoken voice.

You can also expect to study a range of non-fiction texts and develop writing to express ideas

and information clearly. Studying Literature, students will also develop skills in analysing and

comparing texts. Controlled Assessment tasks will be completed in Year 10 and exam

preparation in Year 11 for the exams in the summer term.

Homework

GCSE students are expected to meet all deadlines including any research and preparation for

both Written and Speaking and Listening Controlled Assessment. Students are encouraged to

read as much as possible in their own time and prepare notes on characters, language, themes,

plot, setting, context and such like when studying different texts.

Assessment

English Language

Controlled Assessment = 40%

Unit 1: - Reading and analysing a non-fiction text (10%)

- Writing Task (10%)

Unit 2: - Study of Spoken Language (10%)

- Writing for the Spoken Voice (10%)

Exam = 60%

Section A: Reading response to Different Cultures Prose (35%)

Section B: Writing Task (25%)

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English Literature

Controlled Assessment = 25%

Task 1: Shakespeare play (comparing reading of text and

a production on stage or screen) (15%)

Task 2: Contemporary drama (10%)

Exam = 75%

Poetry Exam

Section A: Response to one unseen poem (10%)

Section B: Response to two Anthology poems (15%)

Prose Exam

Section A: Four part question on Literary Heritage text (25%)

Section B: Essay question on Different Cultures text (25%)

Support Information

Students are provided with the texts they need to study as well as background and additional

material. They may, if they so choose purchase study guides and notes to help when analyzing

texts. We also encourage independent Internet research using common search engines. For

further information please see Mr Dorrell, Head of English.

For further details see: www.edexcel.com/quals/gcse/gcse10/english

http://www.edexcel.com/quals/gcse/gcse10/english

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All students study GCSE Mathematics


It contributes to the development of skills and qualities like communication, reasoning,

problem solving and creativity

It is useful throughout life and offers you intellectual excitement and wonder

It is a universal means of communication and tackles problems in everyday life while

preparing you for the world of work

It encourages critical analysis - vital in understanding the world around you


Working Mathematically

Number

Algebra

Ratio, Proportion and Rates of Change

Geometry and Measures

Probability

Statistics

Course Structure

You will build up your knowledge, skills and understanding so you reach your full potential. The

level of GCSE entry will be decided as late as possible and will reflect the standard of class

work, homework and the result of your mock examination.

There are two tiers of entry (this is the general setup but may change depending on the ability

of the year group):

Higher Tier Sets 1, 2 and 3

Foundation Tier Sets 4 and 5

Homework

Homework is assigned twice a week and aims to:

Reinforce work covered in the lessons

Extend topics taught during lessons

Introduce exam questions to the students

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Assessment

Students are assessed at the end of year 9 and are given an end of year National Curriculum

level. Students are assessed regularly by their teachers verbally, using mini-whiteboards, tests or

by marking at exercise books. Feedback is important and students are always made aware of

how they can improve in their maths work.

Functional Mathematics

Functional mathematics is a key development designed to provide learners with the knowledge

and understanding they need to use and apply mathematical skills in everyday life. You will

always be given the opportunity to work with maths in a functional manner – through starters,

project work or in the classroom. Functional maths will be assessed in each exam:

Numeracy

Here are some examples of what is meant by numeracy:

being able to critically assess statistics used by advertisers or politicians

being able to manage family budgets – credit cards, offers at supermarkets and so on

being able to estimate – in all kinds of situations, e.g. journey speed, time and distance,

roughly how much a bill will be or your expected bank balance at the end of the month.

You will develop these useful skills, and more, in your maths lessons.

Support Information – Useful Websites

For further information please see Mr Flynn,

subject leader for Mathematics.

The following websites may be of interest:

http://www.mathsrevision.net/gcse/index.php

http://www.gcse.com/maths/

http://www.mymaths.co.uk

http://www.mathswatch.co.uk

http://www.mangahigh.com/en_gb/

http://www.emaths.co.uk

http://www.edexcel.com

Careers with Maths Videos

Who Employs Mathematicians?

What do Mathematicians Do?

Support Information – Useful APPs Edexcel App for GCSE Maths Link

GCSE Maths Revision Questions

Mathswatch

http://www.mathsrevision.net/gcse/index.php

http://www.gcse.com/maths/

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

http://www.mathswatch.co.uk/

http://www.mangahigh.com/en_gb/

http://www.emaths.co.uk/

http://www.edexcel.com/

http://www.mathscareers.org.uk/viewItem.cfm?cit_id=382848

http://www.mathscareers.org.uk/viewItem.cfm?cit_id=383039

http://www.mathscareers.org.uk/16-19/career_profiles.cfm

https://itunes.apple.com/gb/app/edexcel-past-papers/id553800887?mt=8

https://itunes.apple.com/gb/app/gcse-maths-revision-questions/id461348306?mt=8

https://itunes.apple.com/gb/app/mathswatch/id597656523?mt=8

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SSCCIIEENNCCEE

All students must study Science


Science relates to all parts of everyday life

Science provides a good background for adult life

Science gives you the innovative skills for an ever changing world and makes you a

valuable and sought-after person for employers


You will be following one of the 3 pathways described below:

Progression Pathway 1

A two year Core and Additional science course

(2 separate GCSE courses)

You will study all aspects of Science including Biology, Chemistry and Physics.

The school follows the GCSE AQA examining board for Core and Additional. The AQA exam

papers are made up of structured questions requiring either a short or longer answer. There are

both Foundation (Grades C-G) or Higher (Grades A*-D) levels of entry. Most students will be

expected to be entered for the Higher paper. The coursework is based on a scientific

investigation with 2 x 45min exams attached to it e.g.“ The effect of acid rain upon Cress

seedlings”. Marks are given for how well your table of results and graphical analysis are done,

together with the marks from the attached exam, and how well you handle equipment throughout

the course.

Core Science is 1 GCSE. Additional Science is 1 GCSE.

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AQA CORE SCIENCE & ADDITIONAL SCIENCE

Core Science Content How Science Works

The thinking behind the doing

Fundamental ideas

Observation as a stimulus to investigation

Designing an investigation

Making measurements

Presenting data

Using data to draw conclusions

Societal aspects of scientific evidence

Limitations of Scientific Evidence

Biology

How do human bodies respond to changes inside themselves?

What can we do to keep our bodies healthy?

How do we use/abuse medical and recreational drugs?

What causes infectious diseases and how can our bodies

defend themselves against them?

What determines where particular species live and how many

of them there are?

Why are individuals of the same species different form each other?

What new methods do we have for producing plants and animals with the

characteristics we prefer?

Why have some species of plants and animals died out?

How do new species of plants and animals develop?

How do humans affect the environment?

Chemistry

How do rocks provide building materials?

How do rocks provide metals and how are metals used?

How do we get fuels from crude oil?

How are polymers and ethanol made from oil?

How can plant oils be used?

What are the changes in the Earth and its atmosphere?

Physics

How is heat (thermal energy) transferred and what factors

affect the rate at which heat is transferred?

What is meant by the efficient use of energy?

Why are electrical devices so useful?

How should we generate the electricity we need?

What are the uses and hazards of the waves that form the electromagnetic spectrum?

What are the uses and dangers of emissions from radioactive substances?

What do we know about the origins of the Universe and how it continues to change?

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Additional Science Contents How Science Works

The thinking behind the doing

Fundamental ideas

Observation as a stimulus to investigation

Designing an investigation

Making measurements

Presenting data

Using data to draw conclusions

Societal aspects of scientific evidence

Limitations of scientific evidence

Biology

What are animals and plants built from?

How do dissolved substances get into and out of cells?

How do plants obtain the food they need to live and grow?

What happens to energy and biomass at each stage in a food chain?

What happens to the waste material produced by plants and animals?

What are enzymes and what are some of their functions?

How do our bodies keep internal conditions constant?

Which human characteristics show a simple pattern of inheritance?

Chemistry

How do sub-atomic particles help us to understand the structure of substances?

How do structures influence the properties and uses of substances?

How much can we make and how much do we need to use?

How can we control the rates of chemical reactions?

Do chemical reactions always release energy?

How can we use ions in solutions?

Physics

How can we describe the way things move?

How do we make things speed up or slow down?

What happens to the movement energy when things speed?

up or slow down?

What is momentum?

What is static electricity, how can it be used and what is the connection between

static electricity and electric currents?

What does the current through an electrical current depend on?

What is mains electricity and how can it be used safely

Why do we need to know the power of electrical appliances?

What happens to radioactive substances when they decay?

What are nuclear fission and nuclear fusion?

Homework

Homework is designed to be challenging and helps to advance you by building on prior

knowledge. Homework types vary from research and written accounts to exam questions and

projects.

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Course structure

YEAR SUBJECT EXAM WEIGHTING COURSEWORK WEIGHTING

10 GCSE Core

Science

Biology (60mins)

Chemistry (60mins)

Physics (60mins)

25%

25%

25%

1 piece 25%

11 GCSE Additional

Science

Biology (60mins)

Chemistry (60mins)

Physics (60mins)

25%

25%

25%

1 piece 25%


One GCSE Core Science over 2years for identified students


“Triple Science” made up of 3 separate GCSEs in Biology, Chemistry and Physics over 3 years -

Years 9, 10 and 11. These students are identified in Year 8 and are the very highest ability

students.

Support Information

If you have any questions please speak to Mr Patterson, Subject Leader for Science. You can

also get information from the following websites:

http://www.aqa.org.uk/qual/gcse/scienceb.html

http://www.ase.org.uk/htm/homepage/notes/news/january2005/gcse/faq.pdf

http://www.aqa.org.uk/qual/gcse/scienceb.html

http://www.ase.org.uk/htm/homepage/notes/news/january2005/gcse/faq.pdf

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ICT GCSE

You study this subject because:

ICT is a subject that cannot be avoided in modern times. It is constantly developing and with each

year it becomes more and more sophisticated. The GCSE ICT course will help students to become

creative, effective problem-solvers and resourceful thinkers.

ICT will give students a strong foundation and further develop their knowledge of current and

emerging technologies. In this course you will use a range of ICT tools and techniques; this will

prepare you for further ICT at college, university or at work.


GCSE Information Communication Technology

Course structure

The ICT GCSE is made up of one externally assessed examination worth 40% of the qualification

(Unit 1) and two controlled assessment units worth 30% each (Units 2 and 3).

Unit 1 There are four key themes that will be covered during the course of this unit:

1. Computer systems and mobile technologies

2. Current input and output devices

3. Storage devices and media

4. Communications and entertainment.

All of these topic areas will be covered during lessons using electronic and paper based

resources.

You will take an exam on this unit of work at the end of year 11; the paper will be divided into

sections A, B and C. 1 hour 30 minutes Exam 40% of the marks

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Unit 2 This unit is controlled assessment; therefore you will be given only a limited time to work on this

unit. In this unit you will be given a large project to do which will need to be planned, carried

out, evaluated and reported on. This may involve collecting data, designing leaflets producing

spreadsheets etc.

Marks will be awarded for not only the computer skills used to achieve your goal, but also on the

steps to get there and how you assessed yourself at the end. You will need to make sure all

your work is clear and grammatically correct and that the format is suitable for the audience it is

intended for.

An example of a current Unit 2 project scenario is:

Using ICT to help with the organisation of a school talent contest for students

Controlled Assessment 30% of the marks

Unit 3 This unit is controlled assessment; therefore you will be given only a limited time to work on this

unit.

This unit will give you the choice of picking from one of six different scenarios. All the scenarios

are based around real world problems and will require you to plan, execute, evaluate and

report about how to solve this problem.

A typical scenario may ask you to create posters, spreadsheets or any other type of document to

solve the problem. You will be given a candidate booklet with all the information about the

problem and some general idea of what is expected and then it will be down to your ICT skills to

find the best solution for the problem. This does not just test your ability at producing a certain

type of document but also your planning and evaluation skills.

Examples of previous Unit 3 scenarios:

1.Your school regularly organises a visit for students to a local attraction. Find a solution.

2. Your school organises an annual school prom for year 11 students. Find a solution.

3. Your school organises a regular event for senior citizens or parents and toddlers. Find a

solution. Controlled Assessment 30% of the marks

Assessment

Units 2 & 3 are all internally assessed before being externally moderated by the examining

board. Unit 1 is externally graded by examining board.

Support Information

For further information please see Mr Ali, subject leader for ICT.

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RREE

All students study RE


It increases your depth of understanding about the various ethical issues common in today’s

society, locally, nationally and internationally, and thereby develops skills you will need in your

every life.


You will be prepared for Edexcel’s Religious Studies GCSE Full Course, involving studying units 1

and 8; religion and life, and religion and society from a Christian Perspective with the study of

one other religion (Islam). This is currently one of the most popular courses available to students

and a qualification in this subject will stand you in very good stead when applying for all AS and

A level courses at college. This is due to the cross-curricular skills you will be developing

throughout this course and its connection with all subjects related to life and human experience in

general terms. As there is NO coursework element you will sit two 1 hour 30 minutes exams in the

summer of Year 11.

Modules to be studied in unit 1:

Year 10 Year 11

Believing in God Social harmony

Matters of Life & Death Exam Technique/Revision

Marriage and the Family

Modules to be studied in unit 8:

Year 10 Year 11

Rights and responsibilities Peace and conflict

Environmental and medical issues Exam Technique/Revision

Crime and punishment

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During this course you will have numerous opportunities to increase your depth of

understanding through:

Acquiring knowledge and understanding of the beliefs, values and traditions of

Christianity, Islam and Humanism

Considering the influences of beliefs, values and traditions associated with Christianity,

Islam and Humanism

Considering religious and other responses to various moral issues

Identifying, investigating and responding to fundamental questions of life raised by

religion and human experience, including questions about the meaning and purpose of

life

Course structure

Each module will last for approximately 15 weeks and will follow a similar structure. This is a

144 hour course comprising of a two hour study period per week throughout Key Stage 4.

Homework

Homework usually consists of GCSE practice paper questions, or work to follow on the lesson

content. Also you will be expected to use homework time to good effect e.g. using newspapers

as a source to keep up to date on religious events, and developing opinions surrounding the

course text.

Assessment

At the end of each module there is a 25 minute written assessment. You will sit 8 module exams

throughout the course (4 for each unit) and these will inform your grades which are reported to

your parents/carers.

Support Information

For further information or advice please speak to Mr. Silk, subject leader for RE.

Further information about the course can be found at:

http://www.edexcel.com/quals/gcse/gcse09/rs/Pages/default.aspx

http://www.edexcel.com/quals/gcse/gcse09/rs/Pages/default.aspx

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PPHHYYSSIICCAALL EEDDUUCCAATTIIOONN -- CCOORREE

All students will participate in a variety of activities which will build on skills developed in Key

Stage 3. A variety of techniques, strategies and tactics will be developed and the importance of

exercise to personal, social and mental wellbeing will be explored.

In Years 10 and 11, students take part in a variety of lessons which are at school and also offsite

at Redbridge Sports Centre. Students will have the opportunity to take part in different activities

on a six week rotation. Students travel by tube to Fairlop Station which is a short walk to the

Sports Centre. Some of the activities available are:

Gym (use of the Gym facilities to workout)

Street Dance

Zumba

Basketball

Trampolining

Spin (exercise to music on bikes)

There are also activities on site at school for students to develop their skills.

Other Information

Students MUST have an oyster card to travel to and from the Sports Centre so need to apply for

this in advance. It is also vital that students have the correct PE kit with them for every lesson. In

Year 10, pupils travel with staff to the Sports Centre and make their own way home. In Year

11, pupils can travel to and from the Sports Centre on their own. However, if you would prefer

your daughter did not travel by herself then this can be communicated via the letter that is given

out at the start of the year.

For further information please see Mrs Watson, subject leader for PE.

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FFRREENNCCHH

Why choose this subject?

You study this subject because Languages are a key economic skill. There are many opportunities

for Language students in business, travel and finance.

Choose French if you:

Enjoy your French lessons and are pleased with your results

Want to be able to understand and speak French better

Want to have a better understanding of your own language

Like finding out about the culture and way of life in other countries

Want to open doors to new experiences/ opportunities in your own country and abroad

Want to share in the benefits that the world has to offer and are interested in a career in

tourism or a career with an international dimension


The GCSE course covers 4 topics:

My World Holiday Time & Travel

Work & Lifestyle The Young Person in Society

What you are required to do in each area:

Learn to talk about the above topics in French, via conversations which you will practise

with the French assistant

Listen to and understand information from interviews, dialogues, instructions and

announcements in French

Read and understand instructions, signs, brochures, advertisements and letters in French

Write short essays on topics such as My Holiday, Healthy Living and My Town. Write and

prepare short talks on similar topics for oral assessment

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Course Structure

The four skills assessed are:

Speaking: 2 controlled assessment tasks = 30%

Listening: Foundation or Higher Tier = 20%

Reading: Foundation or Higher Tier = 20%

Writing: 2 controlled assessment tasks = 30%

Homework

Homework is an essential part of the course for raising achievement in both the speaking and

writing exam. It will include at least one learning and one written task per week. In addition to

this, students are advised to spend 10-20 minutes every evening learning/revising word lists and

using suggested websites. Homework is vital in preparation for high achievement in all four skills.

Assessment

There is an examination for GCSE at the end of Year 11 in Listening and Reading. For Writing

you submit 2 pieces of work taken from those written during the course. All of those submitted

must have been written under exam conditions. For Speaking you will be assessed during Years

10 and 11 in controlled exam conditions.

Higher Tier (Grades A* to D) Foundation Tier (Grades C to G)

The Speaking Test will be marked by your teacher but moderated by the Examination Board. It

is possible to combine a Higher Tier and a Foundation Tier paper. All Writing Coursework will be

sent to AQA for marking.

Support Information

For practice in listening a personal stereo is useful. Model speaking answers can be downloaded

onto students’ MP3 players.The following websites may be of interest:

http://www.aqa.org

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

http://www.vocabexpress.com

Please see Ms Ball for any further information.

http://www.aqa.org/



http://www.vocabexpress.com/

22

GGEERRMMAANN


You study this subject because Languages are a key economic skill. There are many opportunities

for Language students in business, travel and finance.

Choose German if you:

Like meeting and talking to people

Want to be able to understand and speak German better



Want to open doors to new experiences/opportunities in your own country and abroad








Learn to talk about the above topics in German, via conversations which you will practise

with the German assistant


announcements in German

Read and understand instructions, signs, brochures, advertisements and letters in German

Write short essays on topics such as My Holiday, Healthy Living and My Town. Write and

prepare short talks on similar topics for oral assessment

23

Course Structure






Homework





Assessment









Support Information


http://www.aqa.org



Please see Mrs Patterson for any further information.

http://www.aqa.org/




24

SSPPAANNIISSHH


You study this subject because Languages are a key economic skill. There are many

opportunities for Language students in business, travel and finance.

Choose Spanish if you:

Like meeting and talking to people

Want to be able to understand and speak Spanish better



Want to open doors to new experiences/opportunities in your own country and abroad








Learn to talk about the above topics in Spanish, via conversations and role-play which you

will practise with the Spanish assistant


announcements in Spanish

Read and understand instructions, signs, simple brochures, advertisements and letters in

Spanish

Write short essays on topics such as My Town, My Holiday and My School

25

Course Structure






Homework





Assessment









Support Information


http://www.aqa.org



Please see Ms Gooden for any further information.

http://www.aqa.org/




26

AARRTT,, CCRRAAFFTT AANNDD DDEESSIIGGNN


You should choose this subject if:

You enjoy the subject

Have an adventurous and enquiring mind

Like experimenting with different materials

Are interested in the work of artists and craftspeople

Are interested in comparing and discussing your work with other students

Are interested in a career in any of these areas:

Advertising Animation Architecture

Ceramics Computer Animation Costume Design

Fashion Film & TV Interior Design

Jewellery Design Graphic Design Furniture Design

Model Making Fine Art/Painting/Sculpture Garden/Landscape

Photography Printmaking Prop Making

Marketing/PR Set/Stage Design Special Effects

Textile Design Multi Media/Games Design Web Site Design


This course builds on skills learned in Years 7-9 but there is a greater emphasis on individual

work. You will be required to collect information and resources, study the work of artists from all

cultures and times, to experiment with a wide range of materials and develop original ideas.

You will be visiting galleries and when possible working with visiting artists.

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Course structure

You will be required to complete a personal portfolio which will make up 60% of your final

grade. The examination consists of an externally set assignment with 20 hours preparation and a

timed test (all practical). This makes up the remaining 40% of your grade.

Homework

All GCSE students have to use sketchbooks to explain where their ideas have come from and the

processes they have used. Most of the homework will be sketchbook work – expect to spend 1

hour per week.

Assessment

There are 2 papers: Paper 1 is the personal portfolio worth 60%. Paper 2 is a timed test. This

takes the form of a broad theme such as “Journeys” or “Inside” set by the exam board. You are

given 20 hours preparation time and then 10 hours under exam conditions to complete your work

which is worth 40%.

Support Information

For further information please see Mr Hamilton, subject leader for Art.

28

CCAATTEERRIINNGG


If you love food and cooking, then you will enjoy this course

If you are interested in learning more about nutrition, food choice and health.

If you want to improve your cooking skills

If you are considering a career in the food industry then this course will lay a good

foundation.


Health, safety and hygiene

Food preparation

Methods of cooking

Culinary terms and presenting food

Nutrition, including healthy eating and special diets

Costing and portion control

Menu planning

The industry: food and drink

Course structure

Year 10:

The course consist of practical and theory work. You will have 3 food lessons a week; one will be

a practical cooking lesson and the other two will be theory lessons or experimental work.

Year 11:

The Controlled assessment task comprises of two externally set tasks which together make up 60

% of the assessment.

Task 1 is based on commodities that are widely used in the catering industry. You will need to

complete a practical exam based on fruit and vegetables, rice and pasta or dairy products

Task 2 is based on meal preparation and you will need to be able to dovetail tasks

effectively. The meals are based on international cookery, healthy eating or vegetarian

cookery.

29

Homework

Worksheets

Group work

Revision for tests

Researching recipes

Planning for practical sessions

Coursework

Assessment

The written paper consists of 40% of the total marks and the tasks consist of 60% of the total

marks.

Support Information

Please see Ms Wallace, subject leader for Food Technology, for any further information.

30

DDRRAAMMAA


Drama is for anyone, whatever career you pursue from media to medicine, politics to pop-star,

the skills you hone in Drama will give you the edge in your chosen field.

Drama will help you:

Dramatically enhance your interpersonal skills through learning to be an active, problem,

committed, constructive, articulate and flexible team member/leader

To develop confidence, presence and awareness of both your own and other’s body

language – a skill for life

Develop your voice into a powerful and effective communicative tool through developing

a connected, flexible and articulate

Hone your analytical skills which will favourably impact on your other subjects

Be sensitive and empathetic to other people’s feelings by putting yourself into another

person’s shoes to play a role

Gain essential stage-craft skills

31

Course structure:

Unit 1

Using a range of Drama elements, mediums and strategies students use stimulus such as music,

film, poetry, lyrics, photos and real life events to practically explore a theme/issue.

Assessment

20% Practical workshops (6 x 1 hour sessions)

10% Documentary Evidence (Essay analyzing work done in the workshops -2000 words)

Unit 2 Students practically explore a play text using a range of Drama elements, medium and

strategies.

Assessment 15% Practical workshops (6 x 1 hour sessions)

15% Two essays:

1. Documentary Evidence (Essay analyzing the practical workshops - 1000 words)

2. Review Essay (Review of a live performance -2000 words)

Unit 3 In groups students present a piece of devised, scripted or mixed performance for an external

examiner.

Assessment 40% of final grade

Support Information

If you have any questions please speak to Ms Brothers, subject leader for Drama.

32

GGEEOOGGRRAAPPHHYY

Why choose this subject

“Geography is the subject which holds the key to our future" - Michael Palin

Geography helps you to make sense of the world around you. Geography gives you the chance

to understand the processes which shape and change our world and gives you the chance to get

to grips with some of the big questions which affect it.

Geography lessons include literacy, numeracy, investigation, GIS (computer based mapping),

interpreting evidence, map skills, discussion and debate. These are all very versatile skills and

will be of value in your other lessons too. During the field trip in the Summer of Y10 you will be

able to develop some practical fieldwork skills and have some fun!

Geography is a useful subject to study if you want to go to university. This is because

Geographers have such a wide skill set and cross curricular knowledge.

As well as being incredibly interesting and well respected, Geography is useful for a range of

future careers. These include journalism and the media, law, engineering, business management,

ICT, environmental consultancy, town and country planning, architecture, recreation, tourism


`We follow the OCR B Geography course which is split into four themes

Population and Settlement – this unit investigates how and where people live, the way that towns

and cities grow and how this differs between more and less developed countries. The unit also

considers the various reasons why people might move house and the way that our shopping

habits are changing.

Rivers and Coasts – this unit looks firstly at the different features that we find along rivers or at

the coast (e.g. waterfalls, beaches) and how they form and change over time. Following on from

this we look at the causes and effects of coastal and river flooding and how these can be

minimised.

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Natural Hazards – in this unit students have the opportunity to find out how and why volcanic

eruptions, earthquakes and droughts occur. They look at where these happen and what effects

these disasters have. Finally they investigate the way that people try to minimise the risk of

living in these dangerous environments.

Economic Development – this unit allows students to consider what we mean by ‘development’

and how we can measure how developed a country is. The unit also looks at the sort of work that

is done in different countries and the way some companies can exploit less developed countries

to increase profits.

Course Structure

We will cover two of the units in Y10 (Rivers and Coasts and Population and Settlement). During

the Summer Term we will prepare for, carry out and write up the Controlled Assessment. This

involves a residential field trip to Swanage, Dorset.

In Y11 students will cover the Natural Hazards unit up until the end of January before starting

their final unit Economic Development.

Homework

Takes many forms and is set at least once a week. It may involve research, practise exam

questions, watching a programme on TV, researching a topic or carrying out a survey.

Assessment

Type of

Assessment Weighting What it involves When

Decision Making

Exam

25% This is a 1hr 30min exam which is based on one of the

units (in 2016 this will be Rivers & Coasts). Students

are asked to answer tasks and make a decision based

on resources provided in the exam.

Summer 2016

Controlled

Assessment

25% A piece of work based on data that is collected on a

fieldtrip. The task will be chosen from four which OCR

will give us. This will be carried out through a

residential course to allow the students to complete as

much of the task as possible while the information is

fresh in their minds.

Summer 2015

Key Themes Exam 50% This exam is based on three of the core themes. In

2015 they will be; Population and Settlement, Natural

Hazards and Economic Development

Summer 2015

Support Information

Please see Miss Quinn, Head of Geography, if you require further information

34

HHIISSTTOORRYY


History is interesting – students never cease to be fascinated by people such as Hitler,

Stalin or Mandela and the events that helped to shape the world we live in

History helps you to make sense of today’s world

You learn skills which apply not only to History but to other subjects such as the ability to

question and see events from a variety of perspectives

You will continue to develop your powers of thinking critically about the world

History is a highly regarded subject by colleges and employers


This GCSE course requires you to study 4 topics:

1. A source-based investigation into the topic “How was British society changed 1890 –

1918”. It includes looking at the beginnings of the Welfare State, the role of women and

the Suffragettes and impact of World War One on Britain

2. Weimar and Nazi Germany 1919 – 1945

3. The Cold War 1945 – 1975 including case studies on Cuba and Vietnam

4. Controlled assessment on South Africa : Apartheid and how it ended

Course structure

In this course you will be expected to do:

Lots of discussion: whole class, in groups and in pairs

Reading from a wide range of well-illustrated text books

Evidence based work – looking at propaganda, speeches, statistics, photographs, posters,

newspapers, cartoons, maps and diagrams

Watching DVDs and films, most of which use archive material from the 20th century

One piece of controlled assessment completed in class at the beginning of Year 11

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Homework

Homework will include writing up or finishing off work covered in class as you have been

used to doing in Key Stage 3

Specific homework tasks may be set e.g. typical GCSE exam questions

Assessment

Examination Board: OCR – J417 (Specification B) – Modern World History.

There are TWO final written examinations and coursework

Paper 1 (45%) (2 hours) Germany } Factual recall

The Cold War } and understanding

Paper 2 (30%) (1½ hours) Britain – source paper

Controlled assessment (25%) 1 assignment on South Africa

Support Information

If you have any questions please speak to Ms Williams, subject leader for History.

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MUSIC

BTEC Level 2 Award


The BTEC Level 2 Award in Music is equivalent to a GCSE and gives students an overview of

employment opportunities within the music industry.

If you enjoy making music and can work well as part of a group then this course is for you! It is

mainly coursework based, with a written examination (25%) on the music industry at the end of

Year 11, and will give you the chance to develop your performing skills.


You will be involved in planning, rehearsing and performing music, showing awareness of various

aspects of the music industry.

The BTEC course offers you the opportunity to develop as a musician and study all that goes into

successfully communicating music to an audience.

You will learn to reflect on and evaluate your practical work and produce a portfolio of

evidence to support your ideas.

Course structure

There are four main units:

The Music Industry: You will explore a range of music organisations to discover their purpose, the

ways in which they operate and how they relate to each other. You will also consider the roles of

people working in these organisations, specifically exploring those involved in the administration,

promotion, performing and production of music events and products.

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Managing a Music Product: You will be involved in the planning and promotion of a live concert,

where your performing and organisational skills will be demonstrated and assessed. You will

have the opportunity to perform as a soloist and as part of an ensemble. You will need to

demonstrate the ability to listen and respond to the opinions and ideas of others throughout the

process.

Introducing Music Performance: This unit will enable you to develop your technique and reflective

practice as a performer.

Introducing Music Sequencing : You will learn to use ICT for music

making, giving you a valuable vocational skill as well as a grounding in a

fundamental aspect of music making in the workplace.

Homework

Homework may be practical, written or both and is set on a regular basis to record and develop

ideas in progress.

Assessment

Students compile a portfolio of evidence to support their practical work. This might take different

forms including: recordings of their work (audio/DVD); a log/diary; review of progress;

rehearsal schedules; sheet music and concert programmes. Students are assessed in their ability

to plan, explore and develop, communicate (perform) and evaluate.

Support Information

If you have any questions please speak to Mrs Sanger or read about it on the Edexcel website:

http://www.edexcel.com/migrationdocuments/BTEC%20Firsts%20from%202012/BTEC-L1-2-

First-Award-Music-accred-pre-pub-spec.pdf

http://www.edexcel.com/migrationdocuments/BTEC%20Firsts%20from%202012/BTEC-L1-2-First-Award-Music-accred-pre-pub-spec.pdf

http://www.edexcel.com/migrationdocuments/BTEC%20Firsts%20from%202012/BTEC-L1-2-First-Award-Music-accred-pre-pub-spec.pdf

38

PHYSICAL EDUCATION – GCSE


If you would like to develop your physical competence and

confidence.

If you would like to develop your ability to use your skills to

perform in a range of activities to a high level

If you would like to learn more about how your body works.

If you would like to promote an active and healthy lifestyle.

If you are currently performing well in PE and it is a subject you really enjoy.


Practical skills in a variety of physical activities such as games, athletics, health and fitness,

looking at competence, performance and creativity.

Techniques, tactics, rules and safety considerations to the games/activities taught.

How the skeletal, cardiovascular, respiratory and muscular systems relate to performance

and participation in different physical activities.

The importance of a healthy active lifestyle to maintain and develop social, mental and

physical health.

The ability to analyse your own and others performance.

How preparation, training and fitness relate to and affect performance.

Reasons for participation in physical activity and factors affecting participation.

Course Structure

The course is 60% practical and 40% theory. In a week and there will be a combination of

theory and practical lessons. As you develop further into the course the theory element is the

main focus of the course.

Assessment

Unit 1 – Examination

40%

Unit 2 – Controlled Assessment 60%

Unit 1 is externally

assessed through a

written examination

paper of 1 hour and 30

minutes. This will

contribute a maximum

of 40% towards your

total marks.

Unit 2 is assessed in two sections.

Section 1 – Four practical performances in the role of

player/participant, leader or official.

You can achieve 48% of the marks from your four

performances, two of which may be in the role of a

leader or official.

Section 2 – Analysis of performance in one of the

chosen activities. This will be worth 12% of the marks

and should include planning, performing and

evaluating a Personal Exercise Programme.

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Unit 1 Examination

Theory Element – 40%

The course will take an in depth look at how the different body systems

(skeletal, muscular, cardiovascular and respiratory) work. It also

includes the function of the body and how lifestyle choices (such as

exercise, diet, rest and drugs) affect those systems.

Socio-cultural elements are taught within the course and the affect that they can have on

participation. Agencies involved in the provisions of opportunities for sport, exercise and leisure

are also explored within the course.

Unit 2: Controlled Assessment

Practical Element – 48% of final grade

You will have regular practical lesson (these can be quite demanding and a reasonable level of

fitness is required). There are a range of activities covered both in school and using the local

facilities. Some of the activities include basketball, netball, rounders’, volleyball, badminton and

circuit training. You will need to show competence in at least 4 of the activities, as it is the top 4

marks that will be entered. You can be assessed as a performer, coach/leader or official.

You can also be assessed in activities that you may be participating in, outside of school, at club

level e.g. Karate. It is important that candidates have a reasonable level of fitness. It is essential

that you have a good foundation from Key Stage 3 PE in order to cope with the high demands

of the course.

Analysis of Performance – 12% of final grade

You will be required to write an analysis of a performance in one of the chosen activities. This

should include planning, performing and evaluating a Personal Exercise Programme.

Observations of the performances are undertaken, identifying the strengths and weaknesses. An

action plan is then produced to correct the weaknesses and then evaluated for its effectiveness.

Homework

One piece of homework will be given on a weekly basis.

Support Information

For further information please see Mrs Watson, subject leader for PE

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PHYSICAL EDUCATION – BTEC SPORT


If you would like to develop your knowledge of the sports industry.

If you would like to increase your knowledge of fitness and exercise.

If you like to study through a vocational method of learning.

It encourages personal development through practical participation and performance in a

range of sports and exercise activities.


The components of fitness and the principles of training.

Different fitness training methods such as cardiovascular fitness and muscular endurance.

Investigation of fitness levels through fitness testing, with high level of analysis of fitness.

Develop understanding of the rules, regulations and scoring systems for selected sports.

Practically demonstrate skills, techniques and tactics in selected sports.

Start to review and analyse sports performance.

Course Structure

The course is made up of units that are guided by the number of learning hours. There are two

core units and then two optional units that are learnt within the course.

The two main core units for the BTEC course are Unit 1 and Unit 2.

Unit 1: Fitness for Sport and Exercise

All sports performers want to be the best they can be. To reach optimal levels requires years of

dedication to training, including successfully overcoming any barriers (such as injury) that might

prevent a performer from achieving their goals. Working closely with their coach, the performer

will gain an appreciation and understanding of the different fitness components, training

principles, training methods and fitness tests, which can be incorporated into their training regime

to further, enhance and improve their sports performance.

Unit 2: Practical Sports Performance

This unit focuses on developing and improving your own practical sports performance. This is

achieved through your active participation in practical activities and reflection on your own

performance and that of other sports performers. This unit introduces you to a variety of

different sports and, through participating in different sports, it is expected that you will develop

knowledge of the associated rules, regulations, scoring systems, skills, techniques and tactics.

The two optional units that are needed for the course can be chosen from the following:

41

Unit 3: The Mind and Sports Performance

Psychology has become one of the most interesting subjects in the field of sport. The sports

viewer will often give a psychological explanation for the failure of a team or individual, for

example by saying ‘he bottled it’. Sports psychologists are becoming more common in sport, and

many sports performers and teams use their services.

Unit 4: The Sports Performer in Action

When a person exercises regularly, the body undergoes several short-term effects, such as

increased breathing and heart rate. However, as their training progresses they’ll start to notice

that the short-term effects first observed change and they develop different long-term

adaptations, such as a slower heart rate than before and a more controlled and easier

breathing rate when they exercise. But why do these changes take place? What causes the

change in physiological responses over a period of time? This unit will look at the training effects

that occur when a person regularly participates in sport and physical activity over a given

period of time.

Unit 5: Training for Personal Fitness

Ever wanted to improve your personal fitness but haven’t been sure where to start? Have you

wanted to design a personal fitness training programme but not been sure how to go about it?

This unit shows you the way.

Unit 6: Leading Sports Activities

This unit introduces you to sports leadership, enabling you to start on the ladder of leadership

and coaching, through delivering components of sports sessions and whole activity sessions. You

will be introduced to the basics of sports leadership and then will be required to plan, deliver

and evaluate your ability to lead a sports activity session or component of a session.

Assessment

Students are graded on a pass, merit or distinction throughout the course and at the end of the

course are given a grade in this method.

Unit 1: The unit is externally assessed using an onscreen test – Edexcel sets and marks the test.

The external assessment will be 1 hour.

Unit 2,3,4,5,6: The unit is internally assessed using set criteria. Assessment briefs are given and

students are to work to those, completing set tasks to achieve the criteria set by the exam board.

Homework

One piece of homework will be given on a weekly basis.

Support Information

For further information please see Mrs Watson.

42

PPRROODDUUCCTT DDEESSIIGGNN


You should choose this subject if you:

Enjoy being creative

Are an independent learner

Can identify and solve problems

Can communicate thoughts clearly

Can present your ideas accurately

Are interested in how things are made and how they work


In Years 10 and 11 you will study:

Presentation of original work on A3 paper

How materials work and their uses

Products, their design and manufacturing processes

Practical skills

Problem solving skills

Designers and different design movements

Course structure

In Year 10 you will complete a number of short projects focusing on skills all leading to a

practical outcome. Possible projects include: wooden stools, working with recycled vinyl records,

pewter jewellery and working with paper/card.

As Product Design has no limitations on material you will work in a wide range of material

For each topic you will have to experiment, research, design, make and explain

You will need to work in your own time because deadlines MUST be met and all work will

have to be effectively presented

You will be encouraged to use ICT where appropriate

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In Year 11 the project will be focusing on designing and manufacturing a product made

using a sustainable recycled element. In the past students have made mirrors made with

recycled fabric pillows, clocks made from circuit boards, lamps made from computer parts,

chairs made from cd’s, sofa made from bicycle wheels and tables made from beer caps. You

can make virtually whatever you want.

Homework

AQA –student books to be completed

A3 folder work to support project work

Assessment

Pupils will be following the AQA GCSE full course in Design and Technology –

Product Design. In Year 10 students are graded according to the AQA assessment criteria for

3 main projects and sit a mock examination. The course content will be National Curriculum

based and will involve coursework (60%) and a final examination (40%).

Support Information

If you have any questions please speak to Ms Graydon, subject leader for DT. Please also

see the following websites:

www.firsthanddesign.co.uk www.mdx.ac.uk/pde

www.aqa.org.uk www.productiondesigforums.com

www.lboro.ac.uk

www.aqa.org.uk/qual/gcse/gp-ms/AQA-35445-W-QP-JUN05.PDF

http://www.firsthanddesign.co.uk/

http://www.mdx.ac.uk/pde

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

http://www.productiondesigforums.com/

http://www.lboro.ac.uk/

http://www.aqa.org.uk/qual/gcse/gp-ms/AQA-35445-W-QP-JUN05.PDF

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SSUUPPPPOORRTTEEDD SSTTUUDDIIEESS

You will be offered the opportunity to join this group if it is felt that you would benefit from:

improving your literacy skills of reading, writing and extending your vocabulary

improving your numeracy skills

extra help to complete coursework, homework and other assignments

help with problem solving/organisation

enhanced ICT skills

motivation and raising of self esteem


You will:

follow a reading and comprehension programme

work on your coursework and other assignments and practise answering exam questions

learn to use different study skills techniques, such as mind maps, to prepare for exams

learn to use ICT for different tasks

You will be required to:

keep up to date with your GCSE coursework and homework in your other subjects

practice your numeracy and literacy skills

develop your ICT skills

If you have any queries please speak to staff in the Learning Support department.

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45

TTEEXXTTIILLEESS


You should choose this subject if you:

Like being creative

Enjoy making things in fabric

Enjoy textiles and think it might be a good leisure interest for the rest of your life

Are well organized and careful

Can identify and solve problems


You will be using and developing the skills you already know as well as experimenting with new

ones. You will have a choice of topics to study but they might include:

Fashion and clothes, pattern designing and making using computer software

Industrial practices

Dyeing, printing and surface decoration including dye sublimation printing

Fabric construction e.g. weaving, knitting and felting

Products, their design and manufacture

CAD/CAM using the BROTHER and JANOME computerized embroidery machines and the

laser cutter

Introducing electronics into textile products

Course structure

You will be working in the same way that you are used to but in more depth

For each topic you will have to experiment, research, design, make and explain

You will need to work in your own time because deadlines MUST be met and all work will

have to be effectively presented

You will be encouraged to use Information and Communication Technology where

appropriate

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Homework

This may include:

Design work

Revising work for tests

Project work

Attending clubs to complete practical work

Written answers to questions

Research tasks

Creating posters or leaflets

Assessment

You will be following the AQA GCSE in Design Technology: Textiles Technology specification

code 4570. The course content will be National Curriculum based and will involve a final

examination (40%) and a controlled assessed task (60%). This task will consist of a piece of

practical work and a supporting folder based on a brief set by AQA.

Support Information

If you have any questions please speak to Mrs Horsley, subject leader for Textiles.

You can also get useful information from the following websites:

www.designandtech.com www.craftscouncil.org.uk

www.design-technology.info/home.htm www.design-council.org.uk

http://www.designandtech.com/

http://www.craftscouncil.org.uk/

http://www.design-technology.info/home.htm

http://www.design-council.org.uk/

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EEXXTTEENNDDEEDD CCUURRRRIICCUULLUUMM

In addition to the timetabled curriculum, there are many extended learning opportunities at

Connaught School for pupils in Key stage 4.

Year 10 girls have the chance to follow the Duke of Edinburgh scheme for their bronze award.

Various theatre trips, visits and activities are organised to extend and enrich the learning

programme. There is also a visit to a local university in the summer term

The most able linguists are offered the chance to study a second foreign language GCSE. They

can take part in the Fast Track French GCSE programme after school and study another foreign

language in school time.

Our more able scientists take the “Triple Science” pathways taking GCSE examinations in

Biology, Chemistry and Physics.

There is an opportunity to take an additional GCSE in your community language if you can

speak, read, write and listen in the language. Urdu classes are held at lunchtimes and after

school for girls wishing to prepare for GCSE Urdu.

A wide range of careers guidance books and college prospectuses are available in the library

and room 8. All girls receive careers interviews from an impartial careers adviser. In Year 10 this

is usually in groups of 4. In Year 11 it is an individual interview. Any pupil wanting further

careers advice should speak to Mr Phillips and visit the website of local sixth form and further

education colleges.

In the spring term Year 10 prefects are elected to perform important duties and tasks around the

school. This is a position of responsibility for the girls and they serve a valuable role in the

smooth running of the school.

In Year 11 a mentoring scheme is run for students who are borderline for achieving 5 A*-C

grades at GCSE including English and Maths.

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Year 9 Option Choices - Spring 2014

Name: Form: 9 _________

Please do not choose both Textiles and Product Design, as there are similarities in

the course content of these subjects.

Option A Option B Option C Option D

French Geography Art Art

German History Catering Catering

Spanish Textiles Drama Drama

Supported Studies Geography PE (BTEC)

ICT History Product Design

PE (GCSE) Music (BTEC) Textiles

Below, in all 4 option columns, write your 1st, 2nd and 3rd choices.

(Only 1st and 2nd choice is needed for the languages Option A.)

Option A Option B Option C Option D

1st choice=

1st choice= 1st choice= 1st choice=

2nd choice=

2nd choice= 2nd choice= 2nd choice=

3rd choice= 3rd choice= 3rd choice=

Signature of Pupil:________________________________________

Signature of Parent/Carer: _________________________________

Date: __________________________________________________

Please hand this form to your form tutor

by 8:40 am on Friday 14th March 2014.

If you have any questions please see Mrs Scott.

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