WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE

WEST HATCH HIGH SCHOOL

Key Stage 4

Course Outlines

Year 10

2014/15

THE BEST THAT I CAN BE

Year Group: 10 Key stage 4 Subject: ART AND DESIGN Aims of the course Programme of study by half term for 2014/15

Autumn Term 1a Autumn Term 1b

Cubist Portrait Project Drawing pencil, colour pencils, oil crayon and paint.

Cubist Portrait Project Drawing pencil, colour pencils, oil crayon and paint.

Assessment By outcome: This is ongoing with a final grade given at the end of the project.


Spring Term 2a Spring Term 2b

Assessment

Assessment

Summer Term 3a Summer Term 3b

Cubist Portrait Project Drawing pencil, colour pencils, oil crayon, paint and clay.

Cubist Portrait Project Drawing pencil, colour pencils, oil crayon, paint and clay.



It is important that pupils keep up to date with their coursework and homework as this accounts for 60% of the GCSE in Art. They start with a Cubist Portrait Project. They produce a self-portrait from observation and, after looking at cubism and the work of Picasso; they develop their own designs in terms of form and colour. The most successful idea will be enlarged in the form of an A2 painting. The theme of cubism is further developed into 3D clay masks.

Homework that will be set (general)

Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr G Hanley Head of Art and Design

A list of homework tasks for the year is printed in pupil’s homework diaries. A homework task will usually be set every three weeks taking approximately three hours and it is expected that pupils will complete these to the best of their ability.

Pupils are welcome to attend the art club for GCSE on Monday and Wednesday lunchtime and Monday after school to keep up to date with work and develop their skills.

The projects are made accessible to all pupils and differentiation is mainly by outcome, some pupils may need more help or extension activities. It is important that pupils keep up to date with their coursework. A grade cannot be awarded to a student who fails to submit required work.

All groups are mixed ability.

Parents can check homework diaries and sketchbooks to ensure homework and coursework has been completed to the best of their child’s ability and deadlines are met.

Year Group 10 Key stage 4 Subject: BUSINESS STUDIES GCSE Aims of the course

Programme of study by half term for 2014/15

Autumn Term: 1a Autumn Term 1b

1.1 Starting a Business

Starting a business enterprise

Business aims and objectives

Business planning

Legal structure

1.1 Starting a Business

Choosing the location of the business 1.2 Marketing

Conducting market research

Using the marketing mix

Assessment Half term test Exam style questions

Assessment End of term test Exam style questions

Spring term 2a Spring term 2b

1.3 Finance

Finance and support for a small business

Financial terms and simple calculations

Using cash flow 1.4 People in Business

Recruiting

1.4 People in Business

Recruiting

Motivating staff

Protecting staff through understanding legislation

1.5 Operations management

Production methods

Customer service

Assessment Half term test Exam style questions

Assessment End of term test Exam style questions

Summer term 3a Summer term 3b

Unit 1 revision

Starting a Business

Marketing

Finance

People in Business

Operations Management

CONTROLLED ASSESSMENT

Assessment Unit 1 Mock Eam

Assessment Controlled Assessment

The aim of this course is to:

Make effective use of relevant terminology, concepts and methods and recognise the strengths and limitations of the ideas used;

Apply knowledge and critical understanding to current issues and problems in a wide range of appropriate contexts;

Distinguish between facts and opinions and evaluate qualitative and quantitative data in order to help build arguments and make informed judgments;

Appreciate the perspectives of a range of stakeholders in relation to the environment, individuals, society, government and enterprise.

Give students an understanding of the dynamics of business activity.

Homework that will be set

Students will be given a homework book which will form the basis of the work they will be formally assessed on and that will help monitor and assess student’s progress. The work will be completely exam focused, thus enabling students to practice their exam technique and for teachers to be able to identify areas where students need to improve. Both written and verbal feedback will be given and strategies on how to improve performance will be discussed. The homework book will be available for both students and parents on the Learning Gateway and will include all deadlines that students must adhere to. Students will also be expected to keep up to date with what is happening in the business world by regularly reading business newspapers, websites etc. This independent learning will be key to a student’s success, as they can bring real business examples into their exam answers.

Support available

Reading list and suitable websites can be found in the course handbook. A Business Studies Facebook account is available to students which contains a variety of up to date articles and other information which will aid student’s learning. This is also available to parents who perhaps want to keep in touch with what is happening in the Business department.

Grouping or setting

Students arrive in the groups based upon option choices.

Member of staff to contact if you have any queries: Ms Patel

Year Group: 10 Key stage 4 Subject: CATERING Aims of the course


Autumn Term: 1a Autumn Term 1b CIEH Level 2 Award in Food Safety in Catering

Methods of Cooking and Transference of Heat Food Preparation: Pastry making and Christmas cookery Visits to West Hatch School’s Kitchen

Assessment 1 Past GCSE questions relating to topics this half term, marked according to GCSE mark scheme.


Spring term 2a Spring term 2b Food Preparation : Cake making, meat, fish, dairy foods and egg cookery. Visits to Redbridge College, Hospitality and Catering Department

Year 10 Mock Controlled Assessment Task 1, including an extended Practical Session (2½hours) Visits to Redbridge College, Hospitality and Catering Department


Assessment 4 Marking of Mock Controlled Assessment Task 1 according to GCSE assessment criteria.

Summer term 3a Summer term 3b Year 10 Controlled Assessment Task 1, worth 20% of total GCSE marks.

Complete Controlled Assessment Task 1

Assessment 5 Marking of Controlled Assessment Task 1, including an extended practical session (2½ hours) according to GCSE assessment criteria.

The course is designed to give pupils an opportunity to learn about the catering industry using a variety of different methods – practical and written work, active participation in a commercial catering establishment, team and individual work. Pupils will learn about the structure of the catering industry in its broadest sense looking at the organisation and management of resources to suit the needs of clients. They will build on their knowledge of nutrition, menu planning, diet and health to work towards producing high quality food products. It is important to develop an understanding of basic business requirements of catering in order to have an appreciation of the many different aspects of the industry. Pupils will also be encouraged to consider environmental issues and their impact on the catering industry. Pupils will be have the chance to develop their interest, creativity and flair in food preparation, presentation and service.


Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mrs H Barnard Head of Design & Technology

Homework is set to secure concepts introduced in lessons and to reinforce learning. Also preparation tasks for future lessons, including the organisation for practical lessons. Homework for Controlled Assessment Tasks will mainly be research.

Visits to Redbridge College - Hospitality and Catering Department and our own School Kitchen to experience working within a professional catering environment. Catering for school events Attending Year 6 Open Evening and Year 9 Options Evening – cooking and talking to parents and pupils.

In some cases following consultation with the school in class support is provided and in all cases work is differentiated to meet the needs of the individual. For their Controlled Assessment tasks students will be supported as necessary.

All groups are mixed ability and team working activities within the lessons are also designed to reflect this way of working

Show interest in what your child is doing; ask to see their work and ask them to explain it to you on a regular basis. Be prepared to taste your child’s food products and provide them with feedback. Encourage your child to cook at home and to experiment with new foods and recipes. Develop further interest in cooking by watching television programmes such as ‘Master Chef’.

Year Group 10 Key stage 4 Subject: Computing 2 or 4 hours per week Aims of the course

Programme of study for 2014/15


Unit A451: Computer systems and programming

Fundamentals of computer systems

Computing Hardware


Software

Representation of data in computer systems

Assessment Topic Tests at the end of each half term in line with Progress Checks

Assessment Topic Tests at the end of each half term in line with Progress Checks



Databases

Computer communications and networking


Programming

Assessment Topic Tests at the end of each half term in line with Progress Checks End of Unit Exam

Assessment Programming Assessment


Unit A452: Practical Investigation

Web based enquiry

Practical investigations with online resources

Contact with IT professionals / use industry publications

Unit A452: Practical Investigation Controlled Assessment



develop their understanding of current and emerging technologies, understanding of how they work and apply this knowledge and understanding in a range of contexts

acquire and apply a knowledge, some technical skills and an understanding of the use of algorithms in computer programs to solve problems using programming

use their knowledge and understanding of computer technology to become independent and discerning users of IT, able to make informed decisions about the use and be aware of the implications of different technologies

acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts

develop computer programs to solve problems

develop the skills to work collaboratively

evaluate the effectiveness of computer programs/solutions and the impact of, and issues related to, the use of computer technology in society.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Miss S Chamberlain (HOD) [email protected]

Internet Based Research Comprehension Activities Consolidation of Classwork Revision for Topic Tests

Help from class teacher outside lessons OCR Website: http://www.ocr.org.uk/qualifications/gcse-computing-j275-from-2012/

Grouped according to options

Visit the course website to read and understand the course specifications and parent/learner guides at http://www.ocr.org.uk/qualifications/gcse-computing-j275-from-2012/ Help with planning / reviewing work Contacting the class teacher or Head of Department at the earliest opportunity with queries or issues

Computing Club – one lunchtime and one afterschool session per week, days to be confirmed by the class teacher

mailto:[email protected]

http://www.ocr.org.uk/qualifications/gcse-computing-j275-from-2012/



Year Group: 10 Key stage 4 Subject: D & T RESISTANT MATERIALS Aims of the course Programme of study by half term for 2014/15


Introduction to the course - introduction to woods, metals & plastics

Study woods, metals & plastics production

Assessment Assessed making product using AQA descriptors

Assessment Assessed making product using AQA descriptors


Developing designs, skills and start to connect design influences materials & equipment

Product evaluation Preparation of Coursework

Assessment Assess designing using grade descriptors

Assessment Assess evaluating using grade descriptors


Controlled assessment planning and research section

Controlled assessment design section

Assessment Assessed research section

Assessment Assessed design section

To provide the opportunity to develop a pupils design and technology capability and in particular to encourage imagination, innovation and flair To encourage pupils to combine their designing and modelling skills with knowledge and understanding, in order to produce outcomes capable of rigorous testing To promote design and technology capability in candidates through activities which involve a range of contexts, materials, processes and to lead to tangible outcomes To encourage the development of pupils understanding of the needs and values of a range of users; including spiritual, moral, social and cultural considerations To encourage pupils to recognise that the work of past designers can influence the development of design thinking To encourage pupils to consider the uses and effects of new technologies and modern materials on product design and manufacture


Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr J Limon Mr L Taylor

Homeworks will be set continually to reinforce the teaching and learning that has taken place or to prepare for applying design skills project and controlled assessment. Most homework will require use of ICT.

Staff available at all times of the school day for assistance and help.

Support is available for students following consultation with learning managers and SEN Department

All groups are mixed ability

Provide your son/daughter a quiet place to do homework Show interest in what work they are doing, Contact the department without hesitation if you have concerns. Allow your son/daughter to maximise the use of ICT facilities at home and in school

Year Group: 10 Key stage 4 Subject: BTEC Dance

Aims of the course Programme of study by half term for 2014/15

The BTEC Award in Dance is a three unit qualification. It consists of one compulsory core unit plus two specialist units that will be selected by the abilities and experiences of the group. In year 10 you will complete the first of three units for the BTEC First Award in Dance (this will be):

Dance Skills. – For this unit, you will work studying a variety of different dance styles including Jazz and an introduction to street dance. You will work with a number of different dance practitioners and you will be expected to take part in public performances throughout the year.

In year 11 you will complete the final units:

Preparation, performance and production– For this unit, you will work studying the ways in which you can organise an event and undergoing the process of organising your own dance event.

Individual showcase. – For this unit, you will learn the skills required for progression in the performing arts industry and will perform at least one sole dance for external assessment.

There is one external examination in the BTEC Level 2 Award in Dance. All units are assignments based. All of the above units have grading criteria and will be individually graded as pass, merit or distinction.

This course is taught within the Key Stage 4 CORE PE Programme. The BTEC Level 2 Award in Dance is designed to develop choreographic and performance skills, technical ability and theoretical knowledge in dance. Candidates should be able to create and perform a dance in at least two different styles.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting Future opportunities Member of staff to contact if you have any queries: Ms R Utting

Year 10 Dance Club

West

Hatch

The BTEC Award in Dance is a specialist qualification which focuses towards progression onto BTEC National programmes (Year 12/Year 13). On completion of a BTEC National, students can progress to a BTEC Higher National or University programmes. (University/College). A BTEC Award in Dance also prepared students for employment in Dance.

Self evaluations

Dance Diary - weekly

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Year Group 10 Key stage 4 Subject Drama (AQA) Aims of the course


Autumn Term: 1a Autumn Term 1b Improvisation Students will devise an improvised play from a given stimulus. They will learn how to: Develop a play Structure material to interest an audience. Develop understanding of relationships between characters Experiment with technical and design ideas Technique of Select/Reject/Add

Improvisation cont. Final rehearsals and Performance Students will understand how to communicate a character to an audience. Develop their vocal range Create a setting for their piece Use sound and lighting to enhance the performance.

Assessment – Students will be assessed

on their contribution to the devising process alongside their written notes

Assessment –

Teacher assessed performances supported by homework tasks and written exam


Theatre in Education

In this unit students will research, devise and perform a piece of TIE to be toured to our local primary schools.

During the devising process students will learn about Action/plot/content/Forms/Symbols/ Role-play/Still image/Narrating/ Hot-seating/Forum theatre

Theatre in Education cont; This half term the focus is on rehearsals, polishing and performance Students will learn how to use costume/sound and/or music/ lighting/ space and/or levels/set and/or props/ movement, mime and/or gesture/ voice/ spoken language to enhance their performance

Assessment – Students will be assessed

on their contribution to the devising process alongside their written notes

Assessment – Teacher assessed Performance and written exam

Summer term 3a Summer term 3b Acting In this unit students will Consider how to create a role in performance.

Acting cont Students will perform their piece to their target audience

At the start of Year 10 students will learn and develop a range of drama skills. After that, practical work will be in the form of themed projects which lead to an assessed performance. These can be devised, improvised or scripted pieces. Lessons will vary between teacher-led workshops exploring various skills and techniques and pupil-led rehearsals where will be supervised and supported but ultimately they are responsible for the development of their own practical work. Through practical tasks students will learn about and apply the following elements

interpretation of text, characterisation; voice – volume, accent, pace, timing, emotional range; physical qualities – movement, posture, gesture, facial expression; relationship with others on stage

interpretation of text, visual impact; design qualities – scale, shape, colour, texture, materials; use of scenic devices

interpretation of text, technical support; lighting, sound, modern technology; appropriate equipment and its deployment and use

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Explore how a playwright creates a scripted play. Study and perform a scripted play Consider period, society, culture and genre

At the end of this term students will sit a mock unit 1 Paper answering questions on ONE of the units studied this year.

Assessment - Students will be assessed

on their contribution to the rehearsal process alongside their written notes

Assessment - Teacher assessed

Performance and student evaluation Mock Unit 1 Paper


Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Ms Pavelkova Head of Performing Arts

Students are expected to keep evaluative notes on their drama activities each week. There will other tasks set when required e.g. research, find a prop or costume item, learn lines etc

Trips are organised to local theatrical events. Trinity Drama Rehearsals for Performances School Production

Staff are available, by arrangement, to assist with written notes and exam preparation after school.

All Drama classes are taught in mixed ability groups

Talk to your son or daughter about their work in Drama.

Encourage them to identify the issues and themes they are exploring

Come and see their performance work. Check their Drama Log Try to expose them to a variety of different dramas.

Whether this is on television, at the cinema or if possible at the theatre and encourage them to discuss and evaluate what they’ve seen.

Year Group 10 Key stage 4 Subject: GCSE ECONOMICS (Unit 11) Aims of the course Programme of study by half term for 2014/15


Money: Understanding the Personal Lifecycle: stages within the lifecycle; needs and wants. Making Decisions: choices and opportunity cost; costs and benefits. Choosing to Spend: demand and the personal lifecycle; markets and prices; effects of competition. Choosing to Save: reasons for saving; methods of saving; choosing where to save.

Money: Choosing to Borrow Money: reasons for borrowing money; methods of borrowing money; impact of changing interest rates. Managing your Money: benefits of financial planning and budgeting; planning for uncertainty; moral and ethical issues; influence of government on personal finances. Work: Understanding the Purpose and Nature of Work: the meaning of work; specialisation and interdependence

Assessment Half term test and homework assignment

Assessment Term test and homework assignment


Work: Understanding the Purpose and Nature of Work: impact of ICT on work. Understanding the Reward for Work: how people are paid; how labour markets determine pay; reasons for differences in pay; the influence of government on pay and working conditions. Understanding the Consequences of Unemployment: impact of unemployment on individuals and society; impact of government on unemployment.

The National and Global Economy: Understanding International Trade: UK’s exports and imports; advantages and disadvantages of global trade Exchange Rates: effect on imports and exports; effect on individual consumer. The Power of the Consumer: the power to influence producers and their products; the UK government’s role in reducing world poverty


Assessment Term test and homework assignment


Understanding the Impact of the Global Economy on Work: effect of globalisation on the UK labour market; why foreign firms choose to operate in the UK; mobility of labour; impact of migration.

Work experience


Mock Exam (17 June 2015)

The aim of course is to:

equip students with the basic economic tools to help them understand their place in the local, national and global economy as consumers, workers and citizens;

encourage students to investigate a range of contemporary issues,

and help students analyse evidence from different perspectives so as to make reasoned judgements and informed decisions.

Homework that will be set

Students will be given a homework booklet for each unit: “Money”, “Work” and “National and Global Economy”. Each booklet contains assignments covering the topics seen in lessons. The assignments are laid out similar to the exam students will take in June 2015. The work will be completely exam focussed, thus enabling students to practice their exam technique and for teachers to identify areas where students need to improve.

The homework along with tests will form the basis by which students will formally be assessed on and which will help monitor and assess their progress. Both written and verbal feedback will be given and strategies on how to improve performance will be discussed. The homework book will be available for both students and parents on the Learning Gateway and will include all deadlines that students must adhere to. Students will also be expected to keep up to date with what is happening in in regards to economic policies and in the business world by regularly reading newspapers, watching the news, listening to radio programmes, and following economists’ blogs. This independent learning will be key to a student’s success as they need to be able to relate their exam answers to the UK and world context.

Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: N Cunningham

Students have ready access to staff, individual textbook, reading lists, past papers and a great deal of material on the internet at www.tutor2u.net or at www.bized.ac.uk

Single set

Encourage students to read quality newspapers and to keep up to date with economic events through news media, following key industries and firms. Share and discuss their experience from the world of work. The Business and Economics department has a Facebook page where regular updates are posted. There parents will also find suggestions of articles related to the topics students are studying in lessons. The page is called WHHS Business and Economics and can be found at https://www.facebook.com/home.php#!/pages/WHHS-Business-and-Economics/155553357848046?sk=wall

http://www.tutor2u.net/

http://www.bized.ac.uk/

https://www.facebook.com/home.php#!/pages/WHHS-Business-and-Economics/155553357848046?sk=wall

https://www.facebook.com/home.php#!/pages/WHHS-Business-and-Economics/155553357848046?sk=wall

Year Group: 10 into 11 Key Stage 4 Subject: ENGLISH LANGUAGE Aims of the course


Year 10


Writing to imagine Reading for meaning

Coursework Exam preparation


Writing to describe Writing to argue

Exam preparation Coursework


End of year exam preparation End of year exam preparation

Year 11


Speaking exam preparation Writing to inform

Coursework Coursework


Reading for meaning Summary writing

Exam preparation Exam preparation


Revision Revision


A wide variety of homework tasks are set by individual class teachers. Some of the tasks set may include: researching information on topics studied in class; writing up notes made in class; making notes on themes and characters in a text; planning and writing essays and preparing speeches.

In Year 10 pupils continue to study a range of poetry, fiction and non-fiction texts in preparation for their GCSE examination. All sets will follow the Cambridge International GCSE course over two years, sitting their exam at the end of Year 11. Students write three pieces of coursework, sit one speaking exam and one examination.

Extra Curricular activities available

Theatre visits if available, poetry live seminar/workshop, study days and visiting workshops when available.

Support available

Classroom assistants are assigned to students as required.

Groupings or setting

Pupils are placed in sets according to their ability.

What parents can do to help

Parents can proof read their child’s essays. Try to encourage your child to read as much as possible and a wide variety of texts, including newspapers. Please ensure that you are aware of coursework deadlines and that your child is submitting their work punctually.

Member of staff to contact if you have any queries: Mrs N Gill (Heads of English) Mrs Jones (Head of KS4 English)

Year Group: 10 into 11 Key Stage 4 Subject: LITERATURE Aims of the course


Year 10


Unseen poetry Great Expectations

Exam preparation Coursework


Refugee Boy or To Kill a Mockingbird Coursework drafting

Coursework


Unseen poetry Revision

Exam preparation End of year exam

Year 11


Romeo and Juliet Romeo and Juliet



Unseen poetry revision Romeo and Juliet revision



Revision Revision


A wide variety of homework tasks are set by individual class teachers. Some of the tasks set may include: researching information on topics studied in class; writing up notes made in class; making notes on themes and characters in a text; planning and writing essays and preparing speeches.

In Year 10, English Literature runs concurrently with English Language. Students will follow the AQA International GCSE in Literature, completing the course at the end of year 11. The course consists of one coursework essay and one examination.


Theatre visits if available, poetry live seminar/workshop, study days and visiting workshops when available.

Support available

There are classroom assistants in lower sets to support students with additional needs.


Pupils are placed in sets according to their ability.

What parents can do to help

Parents can proof read their child’s essays. Try to encourage your child to read as much as possible and a wide variety of texts, including newspapers. Please ensure that you are aware of coursework deadlines and that your child is submitting their homework on time. Please be aware of the assessment calendar, which contains all key dates for controlled assessments, mock examinations and external examinations.

Member of staff to contact if you have any queries: Mrs Gill – Head of English Mrs Jones – Head of KS4 English

Year Group 10 Key stage 4 Subject: FRENCH Aims of the course Programme of study by half term for 2013/14

Autumn Term: 1a Autumn Term 1b Self & family

Likes & dislikes

Reflexive verbs

Hobbies

When I was little

Simple future

Town

Advantages/ disadvantages

Imperfect tense

Assessment Mock Writing

Assessment Controlled Writing assessment Freetime (15%) Preparation begins 3rd November

Spring Term : 1a Spring Term 1b

Ideal Town

Conditional

School subjects

School information

Uniform

Rules

Primary school

Assessment

Controlled Assessment Town Speaking (15%) Preparation begins 26th Jan

Assessment

Summer Term : 1a Summer Term 1b

Future plans

Jobs

Part-time jobs

Opinions about jobs

Applications

Work experience

Assessment – 6 May-4 June Controlled assessment School Writing Preparation begins 20th April

Assessment Listening and reading mock W/B 15th June

Pupils will study the topics of Freetime, Town, School and Work. By the end of the year pupils will have completed 3 controlled assessments which are worth 15% each.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mrs Rodway / Miss Green

Various study trips are run throughout the year for all year groups. Pupils can apply to become a Languages Leader

Work is differentiated for pupils for different abilities. Lunchtime / registration drop-in sessions with French assistant. Own textbook with extensive vocabulary section and exam tips.

Mixed ability

Contact Head of Department or subject teacher with any queries. Help students practice vocabulary at home and prepare for controlled assessments. Use the learning gateway links to websites eg. Linguascope and atantot.

Research, learning vocabulary, reading exercises and presentations (written and spoken) will be set. Homework should be weekly and last between thirty minutes and an hour. Pupils will have their own textbook to use at home.

Year Group: 10 Key stage 4 Subject: GEOGRAPHY Aims of the course Programme of study by half term for 2014/15

Autumn Term:

Physical Processes and Relationships Between People and Environments This introductory unit looks at the hydrological cycle and issues to do with supply and demand of water. Case studies of floods and drought in different parts of the world involve student research. The landforms associated with rivers and coasts are studied, as well as how weather and climate influence people. This includes the impact of climate change on people and ecosystems.

Assessment Unit tests of GCSE questions, marked to exam standards

Spring Term:

Challenges of Living in a Built Environment The unit examines how quality of life varies in different parts of the world. It looks at contrasts in residential places and services such as shops and leisure facilities. Planning issues are looked at in the context of both rich and poor countries using Google Earth and Census data. The problems of rural areas are also studied with examples from Britain and abroad.

Assessment Unit tests of GCSE questions

Summer term:

Completion of Challenged of Living in a Built Environment Revision for school examinations

Assessment School Examination Unit 1 1 hour mock exam Two compulsory questions one from Theme 1 and one from Theme 2, each containing a choice of case study.

To study the first two units of the WJEC Geography B Syllabus. The emphasis is on the interaction between people and the environment. The course promotes an issues-based investigative approach to geography, providing opportunities for acquiring skills and increasing an understanding of key concepts.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Miss N Lowry & Miss Z Barrett Heads of Department

Research tasks to link with case studies, completion of practical exercises, coursework and practice examination questions.

Supplementary material and links available on the WJEC website. In addition to this, the department contains a variety of extra reading material which would be useful to students.

Mixed ability groups

Ensure homework is completed regularly. Provide access to internet resources and regularly check for information about coursework on the department website.

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Year Group 10 Key stage 4 Subject GERMAN Programme of study by half term for 2014/15


Holidays

Opinions

Past tense journey

Simple past

future

school subjects

timetables

uniform

modal verbs

ideal school

future plans

Assessment Written coursework: holidays

Assessment Speaking exam (January)


family

relations

relationships

family structure

town

transport

opinions

past tense

Assessment Listening/Reading

Assessment n/a


Prepositions

Um + zu

Daily routine

House and home

Directions

pluperfect

Assessment Written coursework: town

Assessment GCSE listening and reading exam

Aims of the course: Pupils will study: holidays; school and future plans; family and relationships; town; house and home. They will learn to use the future, conditional, perfect and imperfect tenses.

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Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mrs A Rodway

Research, learning vocabulary, reading exercises and mini presentations (written and spoken) will be set. Homework should be weekly and last between thirty minutes and an hour.

Work is differentiated for pupils for different abilities. Extension and reinforcement suggestions on the Learning Gateway. Vocabulary booklet provided

Banded

Contact Head of Department or subject teacher with any queries. Help student practice vocabulary at home. Use the learning gateway links to websites eg. Linguascope and atantot. Access extra materials on the Learning Gateway.

Year Group: 10 Key stage 4 Subject: HISTORY Aims of the course Programme of study by half term for 2014/15


1. Britain 1890 - 1918

1. Britain 1890 - 1918 1. Weimar Germany 1919 – 1933

Assessment Past Paper Assessments at 6 weekly intervals



1. Weimar Germany 1919 - 1933 2. Hitler’s Germany 1933 – 1945

1. Hitler’s Germany 1933 – 1945




1. Cold War 1945-75

1. Cold War 1945-75



Paper 1 2 hours - 45% of total GCSE mark - Cold War / Germany 1918 – 1945 Paper 2 1½ hours - 30% of total GCSE mark - Britain 1890 - 1918

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Ms D Sterlini Head of Humanities

TBC

Support / vocab sheets provided to weaker pupils Self and Peer Assessment of exam questions. Group work to allow verbal discussion of the learning. Graphic outlines to help structure extended writing

Mixed ability groups

Ensure homework set is completed - check diary Help with access to resources - books / internet / libraries Ensure there is somewhere quiet to work / revise

Exam practice questions/ Research/ Prepare Powerpoints/ Note taking Revision

Year Group 10 Key stage 4 Subject: BTEC ICT 5 hours per week Aims of the course

Programme of study for 2014/15


Creating Digital Graphics

investigate a range of applications and features of existing graphic

products

design, create and test graphic products (both vector-editing and photo-editing).

review the products, having obtained feedback from others, and evaluate possible improvements.

Creating Digital Animation

investigate existing animation products or sequences,

design, create and test an animated product

review completed animated product having obtained feedback from others.

Assessment BTEC Assignments weekly to come together to complete an entire unit, graded Pass, Merit, Distinction, Distinction*



Creating Digital Video

investigate the range of applications and features of digital video

products

record original video assets and combine these with other assets, e.g. audio, as required.

review finished product having obtained feedback from others and evaluate possible

improvements.

Multimedia Products Development

understand how multimedia products are used and the typical features they contain.

design, develop and test your own multimedia products against a brief.

review your work and obtain feedback from others.

inspire and enthuse learners to become technology savvy – producers of technology products and systems, rather than just consumers of them

give learners the opportunity to gain a broad understanding and knowledge of, and skills in, the Information Technology sector and some aspects of the creative industries, e.g. computer games development

allow for a flexible choice of units to meet the needs of learners with different interests and inclinations by offering four different pathways

support progression to a more specialised level 3 vocational or academic computing course, or to an Information Technology apprenticeship

give learners the potential opportunity, in due course, to enter employment within a wide range of junior job roles across the Information Technology sector and some aspects of the creative industries. Junior job roles include: Software Engineer, Website Content Manager, Computer Animator, Help Desk Support and Graphic Designer




Database development

investigate the features and uses of databases by exploring what they are and what you can do with them

Database development

investigate the features and uses of databases by exploring what they are and what you can do with them





Support available


What parents can do to help Member of staff to contact if you have any queries: Miss S Chamberlain (HOD) [email protected]

Internet Based Research, Comprehension Activities & consolidation of Classwork. All work is assessed towards GCSE Grades

Help from class teacher outside lessons Resources on the Learning Gateway Edexcel Course Website http://www.edexcel.com/quals/gcse/gcse10/ict/Pages/About_GCSE_ICT.aspx (we are doing the Single Award, Units 1 & 2)

Grouped according to options

Visit the course website to read and understand the course specifications and parent/learner guides at http://www.edexcel.com/quals/firsts2012/information-and-creative-technology/Pages/Documents-cert-ext-cert.aspx Help with planning/reviewing work, including proofreading Contacting the class teacher or Head of Department at the earliest opportunity with queries or issues

ICT Club one lunchtime and one afterschool to be confirmed by the class teacher

mailto:[email protected]

http://www.edexcel.com/quals/gcse/gcse10/ict/Pages/About_GCSE_ICT.aspx

http://www.edexcel.com/quals/firsts2012/information-and-creative-technology/Pages/Documents-cert-ext-cert.aspx

http://www.edexcel.com/quals/firsts2012/information-and-creative-technology/Pages/Documents-cert-ext-cert.aspx

Year Group 10 Key stage 4 Subject: MATHEMATICS Aims of the course Programme of study by half term All students follow the same order of topics, but they are studied at an appropriate grade by each teaching group from G grade up to A* grade


Working With Number

Shapes & Angles

Manipulating Algebra

Working With Number

Representing Data

Accuracy

Assessment Each student will be assessed using past exam papers



Construction & Measures

Sequences & Graphs

Perimeter, Area & Volume

Fractions & Decimals

Averages

Transformations & Symmetry




Percentages & Ratio

Solving Equations & Inequalities

Probability

Revision of key topics from:

Number

Algebra

Shapes & Measures

Statistics


Assessment Each student will be assessed using a complete past exam paper

To offer students a varied and exciting range of mathematical activities. To ensure students have established a good knowledge and understanding of the basic mathematical concepts. To develop and practise mental arithmetic skills on a regular basis. To practise and encourage non-calculator arithmetic. To ensure the competent use of calculators.

Number, Algebra, Shape space & measure AND Handling data are the 4 main strands which relate of the GCSE Mathematics syllabus. The students are entered for EdExcel GCSE Mathematics at the end of Year 11 Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr A. Russell - Head of Department Mrs. S. Rashid - KS4 Co-ordinator

Intermediate Maths Challenge for most able pupils.

Lunchtime/after school

Setting

Ensure homework is completed on time. Ensure students have equipment, including a scientific calculator. Check MyMaths tasks are completed.

Applicable for current topic being studied, usually from MyMaths, worksheets or exam papers.

Year Group: 10 Key stage 4 Subject: MUSIC Aims of the course Programme of study by half term for 2014/2015 It recognises that we live in an age of digital music and the areas of study cover a wide range of musical environments.


Introduction to the course.

Research the Music industry.

Production Analysis (listening).

An introduction to Music Sequencing.

Research the Music Industry assessment.


An introduction to Music Recording.

Music Sequencing continued.

Assessment Listening tasks Interim sequencing assessment Self/peer assessment of practical work

Assessment Listening tasks Internal assessment of assignments Self/peer assessment of practical work End of unit written assignment


Managing a Music Product


An introduction to Music Recording.


Managing a Music Product assessment.

Production Analysis (listening)

Music Recording continued.


Assessment Listening tasks Interim recording skills assessment Self/peer assessment of practical work

Assessment Listening tasks Interim assessment Self/peer assessment of practical work End of unit assessment


Introduction to Researching a Music topic

Production Analysis (listening)

Music Recording assessment

Research a Music topic final write-up

Production Analysis exam

Music Sequencing assessment.

Assessment Listening tasks Final coursework assessment

Assessment Listening tasks Final coursework assessment Exam

The revised Edexcel BTec in Music (Technology focus) is designed to allow the study of the music and recording industry through research, listening and opportunities to use music technology.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr M Fourie Head of Music

Radio station Lunchtime coursework club in M2 Recording of various bands School Choir

Music staff are available for some lunchtime/after school sessions for individual specialist support (details confirmed mid-September) Instrumental tuition (details from Mr Sheehan) Supervised rehearsal time for group performances

One group per year Mixed ability

Support students in homework tasks and assignments. Encourage practice of recording / engineering skills - 15min per day minimum recommended. Continue the tradition of supporting students performing in concerts and productions

Use of M2 to continue working on practical assignments. Preparation of written assignments. Developing understanding of the Music Industry. Revision of notes and keywords from Listening lessons. Use of the departmental website to access additional resources.

Year Group: 10 Key stage 4 Subject: PHYSICAL EDUCATION Aims of the course Programme of study by half term for 2014/15

Pupils have 2 x 1 hour PE lessons per week and will follow a pathway depending on their interests. Pathways available are given below although, in some cases, pupils must choose activities from at least two pathways.

Btec Dance – This involves both lessons of practical dance. Some theory is included and will be combined with these lessons.

Btec Sport- Pupils will cover a range of units including Practical Team Sport, Practical Sport and Fitness Testing.

Pupils are assessed at the end of each unit according to the mark scheme set by Edexcel. They are also given an effort grade. They will be marked as a Pass, Merit, Distinction or Distinction *. This course does involve theory work as well as practical so on occasions pupils will be required to complete work on the computers. This course will also involve pupils completing work at home. Results are recorded on our central tracking database.

To provide all pupils with an enjoyable, satisfying and balanced curriculum and the opportunity to develop physically, socially and cognitively. The curriculum offers a comprehensive range of activities and roles to meet the needs of all pupils allowing them to develop skills, make and apply decisions, develop their physical and mental capacity, evaluate and inform and make informed choices about healthy, active lifestyles.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mr Flowers GCSE PE Co-ordinator

A full and varied extra-curricular sports programme exists for all pupils in the school and a wide range of inter-school matches are played throughout the year.

Support is available for students following consultation with learning managers and SEN Department.

Pupils in Year 10 are grouped according to their practical ability and/or the pathway they have chosen to take.

Encourage their child to attend extra-curricular sports clubs

Ensure their child is participating in at least another three hours of physical exercise outside of their PE lessons. This is the Government’s minimum requirement.

Homework is to practice further skills developed in lessons or to complete Btec coursework.

Year Group: 10 Key stage 4 Subject: PHILOSOPHY OF RELIGION AND ETHICS Aims of the course Programme of study by half term for 2014/15


Beliefs in Diety and the end of life

Beliefs in Diety and the end of life

Assessment Past Paper GCSE questions



Medical ethics

Medical ethics




Good and Evil and religion and science

Good and Evil and religion and science



To enable young people to grow in their spiritual and moral awareness and to develop understanding of, and respect for, people of different faiths and cultures. Pupils will be encouraged to reflect upon their own beliefs and values as well as those of the six major world religions. In so doing we seek to contribute to the vision expressed in the Essex Curriculum Statement…. ‘that all, for the benefit of all, are able to shape their destinies and create a better world’.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Ms D Sterlini Head of Humanities

TBC

Peer Assessment/ Self Assessment of questions for fuller understanding of exam Revision packs available in Summer term

Groupings will be based entirely on options blocks and will be mixed ability

Ensure homework set is completed - check diary

Help with access to resources - books / internet / libraries

Ensure there is somewhere quiet to work / revise

End of module GCSE past paper questions questions will be set and these will occur twice a term. Note taking/ Research tasks/ Power-points based on research.

O:\Resources\Admin\Course outlines 2014-2015\Key Stage 4\Year 10\PSHEE.docx

Subject: PSHEE & Citizenship Aims of the course Programme of study by half term for 2014-2015

Course Structure The PSHEe & Citizenship programme runs on a five year cycle. The programme runs throughout the academic year with learning focussed upon six key topics throughout this time. Students will participate in a combination of group, pair and independent tasks to engage, enthuse and develop their understanding of the topic covered. Students will work with peers of varied age and ability levels and the planned assessments will allow students the opportunity to develop their understanding of peer and self-assessment as well as enable opportunities for self-reflection and communication, skills that are essential to the process of learning. PSHEe & Citizenship is a dynamic subject that is required to adapt to the ever-changing needs of its learners and the society in which it exists.

Autumn Term 1 Autumn Term 2 Students will work on project based activities aimed at developing their understanding of the following topics: Prejudice and discrimination, Law and order, Justice, Terrorism and Religious law.

Students will work on project based activities aimed at developing their understanding of the following topics: Capital punishment, Euthanasia, Abortion, Human Rights and Racism

Spring Term 1 Spring Term 2 Students engage in age specific tasks that are specifically designed to target the needs of the age group and the ability of the students. Our carefully designed Careers programme focuses upon engaging all of our students in forward and assertive thinking regarding their futures. Our programme enables students to gain a practical insight into the world of further education and employment while encouraging them to aspire to achieve their potential.

Students will work on project based activities aimed at raising their awareness of the following topics: Internet safety, First aid, Financial awareness and Relationships.

Summer Term 1 Sumer Term 2 Students will work on project based activities that will allow them opportunities to compare and contrast varying societies to those that they have experienced. Student will study the following topics: Russia- Ukraine/Crimea, America- Republican vs. democrat, South Africa- Mandela, Apartheid, China-Beijing Olympics and Korea- North vs. South, US involvement

Students will work on project based activities aimed at improving their understanding of and awareness of help and support services for the following health concerns: Mental Health, Eating disorders, Addiction- Smoking and alcoholism, Addiction- gambling and Addiction- drugs.

The aim of the PSHEE & Citizenship programme is to support the personal, social and economic development of students, ensuring that they acquire the knowledge, understanding, skills and attitudes that will enable them to make informed decisions regarding their health, emotions, relationships, personal finance, academic study and future careers. PSHEE & Citizenship also aims to develop their knowledge and understanding of society and how it works, together with their rights, responsibilities and duties as a citizen of both the community in which they live and the wider society. The programme is delivered through focussed project based tasks delivered as part of their tutor programme, a series of drop down days hosted by supporting agencies and guest speakers and extracurricular activities.

O:\Resources\Admin\Course outlines 2014-2015\Key Stage 4\Year 10\PSHEE.docx


Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Ms S Mizon Head of PSHEE &Citizenship

Students will be required to conduct independent research in order to enable them to contribute to class based activities.

Work Shadowing

Work experience

Careers Interviews

Guest speakers Transition day

LSA support for individual pupils where necessary

Pupils are taught in Form Groups by their Form Tutor in Year 7.

Encourage an awareness of the news and current events Allow and encourage discussion of the topics being covered Encourage students to seek support from staff when required

Year Group: 10 Key stage 4 Subject: TEXTILES TECHNOLOGY Aims of the course



Unit 1: Theatrical Costume Project


Assessment Verbal and written teacher assessment on a regular basis, together with peer assessment



Unit 2: Fashion Unit 2: Fashion, Promotion and advertising


Assessment Formal assessment at the end of the unit. Students given feedback and encouraged to keep a record of their marks.


Unit 3: Fashion In Society and Environment Introduce Coursework project: Criteria 1

Coursework project: Criteria 2

Assessment Year 10 exam Year 11 coursework


Students demonstrate fully their design and technology capability, they need to combine skills with knowledge and understanding in order to design and make quality products.

Allows students to acquire and apply knowledge, skills and understanding through

Analysing and evaluating products and processes

Engaging in focused tasks to develop and demonstrate techniques

Engaging in strategies for developing ideas, planning and producing products

Considering how past and present design and technology, relevant to a designing and making context, affects society

Recognising the moral, cultural and environmental issues inherent in design and technology.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Miss N Hussain Second in Design & Technology

Lunchtime Textiles Club The Alternative Fashion Show The Victoria and Albert Museum Study Day at Fashion and Textiles Museum School Fashion Magazine London Fashion Weekend Theatre Trip

In some cases following consultation with the school in class support is provided and in all cases work is differentiated to meet the needs of the individual. For their resource tasks students will be supported as necessary.


Show interest in what your child is doing; ask to see their work and ask them to explain it to you on a regular basis. This type of encouragement and support is most beneficial. Encourage your child to look at the media and other fashion research, such as museums and exhibitions.

Homework is set to secure concepts introduced in lessons; the duration varies depending on student’s ability, if they find something difficult more time will be required. Homework for Coursework project is generally research and planning.

Year Group: 10 Key stage 4 Subject: SPANISH GCSE Aims of the course: Programme of study by half term for 2014/15


Family

Relationships

Daily routine

Chores

Personality

Countries

Future Holidays

Holidays

Hotel

Past tenses

Assessment

Mock Writing Controlled Assessment

Assessment CA Writing Holidays (15%) Preparation time begins 1st December


School subjects

Opinions

Describing school

Uniform

Teachers

School of the future

Future plans

Making arrangements

Assessment

Assessment


TV and film

Hobbies

Pocket Money

Sports / Extreme sports

Technology

Weekend plans

Exam preparation

Assessment Listening & Reading mock Freetime writing (15%) Preparation begins 1st June

Pupils will study: This is the first year of a GCSE course. Pupils will cover the following topics: holidays, school, self, and the world of work. Pupils will do at least 3 controlled assessments which count towards the GCSE.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Mrs Rodway

Various study trips are run throughout the year for all year groups.

Work is differentiated for pupils for different abilities. All subject teachers. Spanish Language Assistant

Mixed ability

Contact Head of Department or subject teacher with any queries. Help student practice vocabulary at home. Use the learning gateway links to websites eg. Linguascope and atantot and practice papers.

Research, learning vocabulary, reading exercises and presentations (written and spoken) will be set. Homework will be set at least once a week and last between 30 mins and an hour. Pupils should use their Edexcel textbooks for support.

Year Group: 10 Key stage 4 Subject: TEXTILES TECHNOLOGY Aims of the course








Unit 2: Fashion Unit 2: Fashion, Promotion and advertising




Unit 3: Fashion In Society and Environment Introduce Coursework project: Criteria 1

Coursework project: Criteria 2

Assessment Year 10 exam Year 11 coursework


Students demonstrate fully their design and technology capability, they need to combine skills with knowledge and understanding in order to design and make quality products.

Allows students to acquire and apply knowledge, skills and understanding through

Analysing and evaluating products and processes

Engaging in focused tasks to develop and demonstrate techniques

Engaging in strategies for developing ideas, planning and producing products

Considering how past and present design and technology, relevant to a designing and making context, affects society

Recognising the moral, cultural and environmental issues inherent in design and technology.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Miss N Hussain Second in Design & Technology

Lunchtime Textiles Club The Alternative Fashion Show The Victoria and Albert Museum Study Day at Fashion and Textiles Museum School Fashion Magazine London Fashion Weekend Theatre Trip

In some cases following consultation with the school in class support is provided and in all cases work is differentiated to meet the needs of the individual. For their resource tasks students will be supported as necessary.


Show interest in what your child is doing; ask to see their work and ask them to explain it to you on a regular basis. This type of encouragement and support is most beneficial. Encourage your child to look at the media and other fashion research, such as museums and exhibitions.

Homework is set to secure concepts introduced in lessons; the duration varies depending on student’s ability, if they find something difficult more time will be required. Homework for Coursework project is generally research and planning.

Year Group: 10 Key stage 4 Subject: TRAVEL & TOURISM Aims of the course Programme of study by half term for 2014/15


Pupils spend 4 hours a week studying the 2 units named below. Students build up a portfolio of assignment based work. o Travel and Tourism Destinations o The Development of Travel and Tourism Destinations

Assessment A range of activities: written, creative oral presentations and structured class discussions to build up portfolio.

Assessment A range of activities: written, creative oral presentations and structured class discussions to build up portfolio.


Students build up a portfolio of assignment based work for the unit below, o International Travel and Tourism Destinations

Assessment A range of activities: written, creative, oral presentations and structured class discussions to build up portfolio.



Students build up a portfolio of assignment based work for the unit below, o Factors Affecting Worldwide Travel and Tourism



To build up a knowledge and understanding of the travel and tourism industry within the UK and internationally.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Miss N Lowry Head of Travel and Tourism

In the Summer Term there will be a workshop after school called ‘Coursework Catch-up’ for those who need to complete / wish to enhance existing grades.

Tasks are structured very clearly. Coursework is completed in the lesson under assessment conditions.

All groups are mixed ability.

Parents need to be aware that there may be some costs to trips (this was mentioned at Options Evening). Access to a computer/internet is essential. Please check pupils’ planners for deadlines and ensure they are met.

Homework tasks are usually based on doing research to enhance class discussions and coursework tasks. Should pupils not complete coursework in the time provided, then it is set for homework.

WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE

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