Y11 Curriculum Guide Autumn Term 2016-17
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Y11 Curriculum Guide Autumn Term 2016-17
Contents
Dear Parent/Guardian.............................................................................................................. 3
New GCSEs and Assessment ................................................................................................. 4
Curriculum Map ....................................................................................................................... 5
Homework Timetable ............................................................................................................... 6
Literacy .................................................................................................................................... 7
Numeracy ................................................................................................................................ 7
Library ..................................................................................................................................... 7
Key dates ................................................................................................................................ 7
Year 11 English ....................................................................................................................... 8
Year 11 Maths ....................................................................................................................... 10
Y11 Core Science.................................................................................................................. 11
Year 11 Additional Science .................................................................................................... 13
Year 11 Biology ..................................................................................................................... 15
Year 11 Chemistry ................................................................................................................. 16
Year 11 Physics..................................................................................................................... 17
Year 11 Geography ............................................................................................................... 18
Year 11 History ...................................................................................................................... 19
Year 11 French ...................................................................................................................... 20
Year 11 Spanish .................................................................................................................... 21
Year 11 Computer Science .................................................................................................... 22
Year 11 Textile Design .......................................................................................................... 25
Year 11 Digital Art ................................................................................................................. 27
Year 11 Visual Arts ................................................................................................................ 28
Year 11 Design and Technology ............................................................................................ 30
Year 11 Business .................................................................................................................. 31
Year 11 Music........................................................................................................................ 33
Year 11 Drama ...................................................................................................................... 35
Year 11 Dance....................................................................................................................... 37
Year 11 Philosophy, Beliefs and Ethics (PBE) ....................................................................... 41
Year 11 Health....................................................................................................................... 43
Year 11 Citizenship ............................................................................................................... 44
Year 11 Hospitality ................................................................................................................ 46
Ethnic Minority Achievement and English as an Additional Language ................................... 48
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Y11 Curriculum Guide Autumn Term 2016-17
Dear Parent/Guardian
Welcome to the Year 11 Curriculum Guide, the guide contains the outline of work that
your child will be studying this year. Along with information about the important
nationwide changes to the GCSE’s.
This next years will see the students prepare for their GCSE, the booklet is here to
support you in understanding what is required of them to allow them to achieve their
full potential.
If you require any further support or information please contact your child’s tutor in the
first instance.
Other key people are



Mr Wildman – RSL – Y11
Ms Verber – Assistant head – KS4 Pastoral
Mr Hepworth – Assistant head – KS4 Curriculum
Yours Faithfully
Mr Hepworth
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Y11 Curriculum Guide Autumn Term 2016-17
New GCSEs and Assessment
As you are aware the Government has introduced new GCSEs. The aim is to increase the
academic rigour and challenge for young people nationally to better prepare them for the work
place or further study. This new system is being phased in and Grades 9 to 1 will be awarded
instead of letters A*-G. Grade 9 is considered the highest, Grade 1 is the lowest and a Grade
5 is considered as a ‘good pass’. The proportion of students nationally gaining at least a
Grade 4 will be roughly the same as those who currently gain at least a C. The proportion of
students nationally gaining at least a Grade 7 will be roughly the same as those who currently
gain at least an A. The new Grade 9 will be awarded to the top 20% of students gaining at
least a Grade 7.
The table below shows how the new number grades relate to the old GCSE grades
New GCSE
grades
1
2
3
4
5
6
7
8
9
Old GCSE
grades
G/F-
F/E
E+/D
C
C+/B-
B/B+
A
A+/A*
A* +
The current Y11 cohort are in the first Phase of the new changes, this means that only GCSE
Math’s and English are doing the new GCSE with the grade structures above.
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Y11 Curriculum Guide Autumn Term 2016-17
Curriculum Map
Subject breakdown for the week.
Option A
Triple Science
Media
BTEC Business
Option B
Geography
French
Italian
Option C
History
Spanish
Visual Arts
Option D
History
Geography
French
GCSE Visual Art
Textiles
Music
BTEC Business
DT
Drama
Media
Dance
ALT: Hospitality
Digital Art
BTEC Sport
Computing
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Y11 Curriculum Guide Autumn Term 2016-17
Homework Timetable
Time spent on homework should be AT LEAST one hour per subject, per week. This should
be doubled for English and Maths.
Students should also be revising topics from year 10 to help them prepare for their mocks in
December. This could be making notes, spider diagrams, cue cards, BBC bitesize online,
working through revision books.
Where possible, please provide your child with a quiet space in which to complete
homework, with access to a desk or table.
Students are set work for every subject. If you are concerned that homework is not in the diary
please contact your child’s subject teacher or his/her tutor.
Monday
Maths
Tuesday
English
Wednesday
Thursday
Maths
English
Science
Science
Option A
Chemistry
Option A
Biology
PBE (Blake,
Hepworth,
Kapoor)
Option A
Physics
PBE (Kahlo, Da
Vinci, Turner)
HEALTH
OPTION B
Geography
Textiles
Music
Business
DT
Friday
OPTION A
Media
Business
Visual Art
OPTION C
History
Media
Spanish
Drama
Dance
Visual Art
Hospitality
OPTION D
History
Geography
French
Digital Art
PE
Computing
Citizenship
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Y11 Curriculum Guide Autumn Term 2016-17
Literacy
Literacy is one of the most important skills that students require and it is embedded into curricula across
all subjects. This means that all teachers address literacy through their teaching and marking. To
support students’ oral literacy all members of staff insist upon Standard English as the language of the
classroom.
You can support the development of your child’s literacy by:





Supporting him or her with homework, checking that they are writing extensively.
Encouraging your child to read for 30 minutes every night
Checking that your child is proof reading work for grammar and spelling errors before
considering it complete.
Encouraging your child to speak in Standard English whenever appropriate.
Promoting a love of reading at home and suggesting books from the reading list on the school
website: the school library is also happy to help with this.
You can find useful advice for students on the BBC Bitesize website at
http://www.bbc.co.uk/education/subjects/z3kw2hv
Numeracy
Increasingly, students are required to have strong numerical skills across a range of subjects, as well as
in mathematics. As with literacy, numeracy is embedded into the curricula across all subjects.
As with English it is a requirement that students still in the sixth form must have a Grade 5+ or are
studying Maths to allow them to stay within the sixthform or college they would like to attend.
Library
The library is open to students and staff from 8am until 4pm (except on Tuesdays where we open at
8.45am.) Students have access to a range of fiction and non-fiction books to support academic
progress and to promote a lifelong love of reading. Students can use our new library system, Eclipse, to
look at what books are in stock, to check their own loan history and to get recommendations for further
reading. Computers are also available for those wishing to complete homework before and after school
as well as at break and lunchtime. Students will also have the opportunity to visit the library during
some lessons to help with their research and to encourage independent learning.
Throughout the year, the library hosts a number of events, including author visits, book fairs,
competitions and reading groups. Students are also given the opportunity to attend a variety of author
events involving schools across the borough. Every Tuesday and Wednesday, students are invited to
participate in our Learning Zone, where dedicated LSAs come to the library to help students with their
school work.
Key dates



th
Mock Exams are the week beginning December 5 and results to be receive with feedback
straight after Christmas
st
PPE Exam (Week Beginning 21 March)
Final GCSE exam (date TBC)
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 English
Exam Board: Edexcel
Syllabus Code: 1EN0
and 1ET0
Website:
https://qualifications.pearson.com
HOD: Joanne Smith
Email: [email protected]
Assessment: (External assessment info End Of Course)
English Language:
Paper 1: Fiction and Imaginative Writing - 40% - 1 Hour 45 Minutes - Exam
Section A – Reading: questions on an unseen 19th-century fiction extract.
Section B – Writing: a choice of two writing tasks. The tasks are linked by a
theme to the reading extract
Paper 2: Non-fiction and Transactional Writing 60% - 2 Hours – Exam
Section A - Reading: questions on two thematically linked, unseen non-fiction
Extracts.
Section B - Writing: a choice of two writing tasks. The tasks are linked by a
theme to the reading extracts.
English Literature:
Paper 1: Shakespeare and Post-1914 Literature – 50% - 1 Hour 45 Minutes – Exam
Section A – Shakespeare (Romeo & Juliet): a two-part question, with the first task focused on
an extract of approximately 30 lines. The second task is focused on how a theme reflected in
the extract is explored elsewhere in the play.
Section B - Post-1914 British play or novel (Animal Farm – George Orwell): ONE essay
question.
Paper 2: 19th-century Novel and Poetry since 1789 – 50% - 2 Hours 15 Minutes – Exam
Section A - 19th-century novel (Great Expectations – Charles Dickens): a two part question,
with the first part focussed on an extract of approximately 400 words. The second part is an
essay question exploring the whole text.
Section B - Part 1: ONE question comparing a named poem from the Pearson Poetry
Anthology collection to another poem from that collection. The named poem will be shown in
the question paper. Part 2: ONE question comparing two unseen contemporary poems.
Assessment: (This term internal/external)
Term 2a: A full poetry mock – comparing two poems from the anthology and two unseen
poems; a creative writing mock.
Term 2b: Pre-public exams: Paper 1 and Paper 2 of Language; Paper 1 of Literature (Great
Expectations and Poetry)
Course description/overview:
Studying English allows students to imagine, discover and experience worlds without
boundaries. At Chestnut Grove the English curriculum strives to embed in students a love of
literature, as well as the means to express themselves using excellent standard English,
thoroughly preparing them for the future of employment and further study. Our results at key
stage 4 are consistently outstanding.
KS4 is a challenging time for students, encompassing as it does the range of texts and skills
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Y11 Curriculum Guide Autumn Term 2016-17
demanded by the new GCSE curriculum. During their studies during Year 10 students have
already covered the majority of the course content for both their Language and Literature
GCSE exams. The linear nature of these courses necessitated this so that there is a
significant period of time available in Year 11 for exam preparation. At the beginning of Year
11 students will study Romeo and Juliet by William Shakespeare and a range of post-1789
poetry. This completes the course content. The term and a half leading up to their final exams
will focus on writing skills, exam technique, and revision.
Curriculum breakdown: (This Term)
Term 2a – Poetry and Unseen Poetry
‘Clashes and Collisions’ Poetry Anthology from Edexcel.
Term 2b – Language – Paper 1 and Paper 2, plus Great Expectations Revision.
What can you do to support your child?
 Supporting your children with their homework, by ensuring it is completed on time, and
seeing whether it could be developed further.
 Encouraging your children to read for 30 minutes every night
 To ensure your children are proof-reading work for grammar and spelling errors.
 Encourage your children to read quality non-fiction texts eg/ the Guardian
 Encourage your children to speak in Standard English when appropriate
 Promote a love of reading at home, suggesting books from the reading lists on the
school website
 Read and discuss the core texts with them
 Purchase revision guides for the core texts. E.g. York Notes
Wider reading and useful web-sites or activities to support learning:
www.samlearning.com
http://www.bbc.co.uk/education/subjects/z3kw2hv
www.sparknotes.com
www.schmoop.com
Reading lists on the school website
Homework:
Students will receive one extended and one shorter piece of homework per week. The
extended homework will be writing focused and should take students at least an hour to
complete. The shorter homework task may consist of reading, research or planning as the
needs of the curriculum dictate. Additionally, Year 11 students should attend intervention
sessions that are relevant to their individual needs and look to begin revision at the earliest
opportunity.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Maths
Exam Board:
Syllabus Code:
Website:
Edexcel
1MA1
www.edexcel.co.uk
HOD: Ms. Victoria Tampin
Email: [email protected]
Assessment:
Exam dates: Paper 1 Thursday 25th May (non calculator)
Paper 2 Thursday 8th June (calculator)
Paper 3 Tuesday 13th June (calculator)
Foundation paper grades are 1-5
Higher paper grades are 4-9
Internal Assessment:
1. Pre Public Exams (PPE) (week 29 - 30)
Higher Curriculum: (Spring Term)
Foundation Curriculum: (Spring Term)
Functions: composite, inverse, iteration,
Linear graphs; plotting, gradient, finding the
transformation, trigonometric. (weeks 18 - 20) equation, parallel lines, real life graphs.
Circle Theorems: applying and proving
(week 18 -19)
(weeks 21-22)
Indices & Standard form: laws of indices,
Data: Grouped frequency data; sampling,
frequency diagrams, histograms (weeks 23, standard form, calculations involving
standard form. (week 20)
& 25)
Graphs: quadratic graphs, velocity time
Data: group frequency data, frequency
graphs, rates of change, estimating area
polygons, scatter graphs, suitable diagrams.
under a curve, equation of circle. (26-28)
(week 21-22)
Area: problem solving involving complex
areas (week 23)
Revision: Teachers run after school
intervention classes each week.
Assessment and feedback
Pythagoras / trigonometry: (week 25 -26)
Revision (week 27 -28)
PPE’s (week 29 -30)
What can you do to support your child?
Provide a quiet place for your child to do their homework.
Check homework diary each night to see what homework is being recorded.
To help instill a fruitful work ethic it is imperative that students develop a good sleep
pattern. Therefore we advise a restricted use of mobile phones and electronic games
at night time.
Wider reading and useful web-sites or activities to support learning:
www.mathsgenie.co.uk has very helpful videos and exam type question booklets
School will organise targeted support classes after school; if your child is invited to partake
please encourage them to do so.
Homework: Your child’s teacher will set a substantial homework each week and also
encourage students to complete a revision homework based on a mathematics video.
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Y11 Curriculum Guide Autumn Term 2016-17
Y11 Core Science
Exam
Syllabus Code: Science A: 4405
Website:
Board:
http://www.aqa.org.uk/subjects/science/
AQA
gcse/science-a-4405
Assessment: (External assessment info End Of Course)
Core Science:
Unit 5 paper; 1hr 30 mins, 35%
Unit 6 paper 1hr 30 mins, 40%
Controlled assessment 25%
Assessment: (This term internal/external)
1. 6 mark Question
2. Chemistry 1 end of topic test
3. Physics 1 end of topic test
4. PPE Exam (Week Beginning 21st March)
Course description/overview:
Core science: This course is taught over 4 hours per week and results in 1 GCSEs at the end of
year 11.
Curriculum breakdown: (This Term)
C1.1 The fundamental ideas in Chemistry
 Atoms
 The periodic table
 Chemical reactions
C1.2 Limestone and building materials
 Calcium carbonate
C1.3 Metals and their uses
 Extracting metals
 Alloys
 Properties and uses of metals
C1.4 Crude oil and fuels
 Crude oil
 Hydrocarbons
 Hydrocarbon fuels
C1.5 Other useful substances from crude oil
 Obtaining useful substances from crude oil
 Polymers
 Ethanol
C1.6 Plant oils and their uses
 Vegetable oils
 Emulsions
 Saturated and unsaturated oils
C1.7 Changes in the Earth and its atmosphere
 The Earth’s crust
 The Earth’s atmosphere
P1.1 Energy transfers
 Infrared radiation
 Kinetic theory
 Energy transfer by heating
 Heating and insulating buildings
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Y11 Curriculum Guide Autumn Term 2016-17
P1.2 Energy and efficiency
 Energy transfers and efficiency
P1.3 The usefulness of electrical appliances
 Transferring electrical energy
P1.4 Methods we use to generate electricity
 Generating electricity
 The National Grid
P1.5 Evidence for the Universe expanding
 General properties of waves
 Reflection
 Sound
 Red shift
What can you do to support your child?
 Ensure that your child has bought the relevant revision guides. These are available from
the Science department at a discounted rate of £3 and can be paid for through
ParentPay.
 Ensure that your child is completing the homework set each week. Homework will be
set as per the whole school homework timetable every week, without fail!
 Encourage your child to seek help from his or her teachers if needed. Ensure that they
attend all intervention provided that is relevant for them
Wider reading and useful web-sites or activities to support learning:
• www.s-cool.co.uk
• www.bbc.co.uk/education/subjects
• www.khanacademy.org
• www.o2learn.co.uk
• www.my-gcsescience.com
• www.docbrown.info
• www.mrsmillersblog.wordpress.com
• www. Examtime.com
Homework:
Science sets one hour of homework a week, mostly exam paper questions. If is important that
on top of this students are making revision notes on new content learnt each week to help
prepare for examinations.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Additional Science
Exam
Board:
AQA
Syllabus Code: Science A: 4405 &
Additional Science: 4408
Website:
http://www.aqa.org.uk/subjects/science/
gcse/science-a-4405
http://www.aqa.org.uk/subjects/science/
gcse/additional-science-4408
Assessment: (External assessment info End Of Course)
Core Science:
Unit 5 paper; 1hr 30 mins, 35%
Unit 6 paper 1hr 30 mins, 40%
Controlled assessment 25%
Additional Science:
Unit 5 paper; 1hr 30 mins, 35%
Unit 6 paper 1hr 30 mins, 40%
Controlled assessment 25%
Assessment: (This term internal/external)
1. 6 mark Question
2. Homework exam pack 4 P2
3. Physics 2 end of topic test
4. PPE Exam (Week Beginning 21st March)
Course description/overview:
Additional science: This course is taught over 4 hours per week and results in 2 GCSEs at the
end of year 11, one in Core and one in Additional Science.
Curriculum breakdown: (This Term)
C2.5 Exothermic and endothermic reactions
 Energy transfers in chemical reactions
C2.6 Acids, bases and salts
 Making salts
 Acids and bases
C2.7 Electrolysis
P2.1 Forces and their effects
 Resultant forces
 Forces and motion
 Forces and braking
 Forces and terminal velocity
 Forces and elasticity
P2.2 The kinetic energy of objects speeding up or slowing down
 Forces and energy
 Momentum
P2.3 Currents in electrical circuits
 Static electricity
 Electrical circuits
P2.4 Using mains electricity safely and the power of electrical appliances
 Household electricity
 Current, charge and power
P2.5 Radioactive decay
 Atomic structure
 Atoms and radiation
P2.6 Nuclear fission and nuclear fusion
 Nuclear fission
 Nuclear fusion
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Y11 Curriculum Guide Autumn Term 2016-17
What can you do to support your child?
 Ensure that your child has bought the relevant revision guides. These are available from
the Science department at a discounted rate of £3 and can be paid for through
ParentPay.
 Ensure that your child is completing the homework set each week. Homework will be
set as per the whole school homework timetable every week, without fail!
 Encourage your child to seek help from his or her teachers if needed. Ensure that they
attend all intervention provided that is relevant for them
Wider reading and useful web-sites or activities to support learning:
• www.s-cool.co.uk
• www.bbc.co.uk/education/subjects
• www.khanacademy.org
• www.o2learn.co.uk
• www.my-gcsescience.com
• www.docbrown.info
• www.mrsmillersblog.wordpress.com
• www. Examtime.com
Homework:
Science sets one hour of homework a week, mostly exam paper questions. If is important that
on top of this students are making revision notes on new content learnt each week to help
prepare for examinations.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Biology
Exam Board:
OCR
Syllabus
Website: http://www.ocr.org.uk/qualifications/gcseCode:
gateway-science-suite-biology-b-j263-from-2012/
J263
Assessment: (External assessment info End Of Course)
B1B2B3 exam 1hr 15mins 35%
B4B5B6 exam 1hr 30mins 40%
Controlled assessment 25%
Assessment: (This term internal/external)
1. 6 mark Question
2. End of Biology 6 test
3. PPE Exam (Week Beginning 21st March)
Course description/overview:
Biology is part of the triple science course. This course is taught over 6 hours of lessons per
week and results in 3 GCSEs at the end of year 11, one in Biology, Chemistry and Physics.
Curriculum breakdown: (This Term)
B6 - Beyond the microscope
Pupils will explore the early work of scientists in the field of microbiology. They will build on this
to find out what we know today about microbes in this module, the types, how they can be
harmful, beneficial or useful, how the diseases they cause can be transmitted and treated.
Finally pupils will find out about the impacts of human pollution, and the high-tech uses of
microbes in food, medicine and detergents.
What can you do to support your child?
 Ensure that your child has bought the relevant revision guides. These are available
from the Science department at a discounted rate of £3 and can be paid for through
ParentPay.
 Ensure that your child is completing the homework set each week. Homework will be
set as per the whole school homework timetable every week, without fail!
 Encourage your child to seek help from his or her teachers if needed. Ensure that
they attend all intervention provided that is relevant for them
Wider reading and useful web-sites or activities to support learning:
• www.s-cool.co.uk
• www.bbc.co.uk/education/subjects
• www.khanacademy.org
• www.o2learn.co.uk
• www.my-gcsescience.com
• www.docbrown.info
• www.mrsmillersblog.wordpress.com
• www. Examtime.com
Homework:
Science sets one hour of homework a week, mostly exam paper questions. If is important
that on top of this students are making revision notes on new content learnt each week to
help prepare for examinations.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Chemistry
Exam Board: OCR
Syllabus Code:
J264
Website:
http://www.ocr.org.uk/qualifications/gcsegateway-science-suite-chemistry-b-j264from-2012/
Assessment: (External assessment info End Of Course)
C1C2C3 exam 1hr 15mins 35%
C4C5C6 exam 1hr 30mins 40%
Controlled assessment 25%
Assessment: (This term internal/external)
1. 6 mark Question
2. End of Chemistry 6 test
3. PPE Exam (Week Beginning 21st March)
Course description/overview:
Chemistry is part of the triple science course. This course is taught over 6 hours of lessons
per week and results in 3 GCSEs at the end of year 11, one in Biology, Chemistry and
Physics.
Curriculum breakdown: (This Term)
C6 - Chemistry out there
Chemistry has many benefits to us, but also has caused many unforeseen issues we are still trying
to reverse. In this module pupils will look into both, including the importance of electrolysis and
fuel cells for a greener future, and the devastating impacts of CFCs.
What can you do to support your child?
 Ensure that your child has bought the relevant revision guides. These are available
from the Science department at a discounted rate of £3 and can be paid for through
ParentPay.
 Ensure that your child is completing the homework set each week. Homework will be
set as per the whole school homework timetable every week, without fail!
 Encourage your child to seek help from his or her teachers if needed. Ensure that they
attend all intervention provided that is relevant for them
Wider reading and useful web-sites or activities to support learning:
• www.s-cool.co.uk
• www.bbc.co.uk/education/subjects
• www.khanacademy.org
• www.o2learn.co.uk
• www.my-gcsescience.com
• www.docbrown.info
• www.mrsmillersblog.wordpress.com
• www. Examtime.com
Homework:
Science sets one hour of homework a week, mostly exam paper questions. If is important that
on top of this students are making revision notes on new content learnt each week to help
prepare for examinations.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Physics
Exam Board:
OCR
Syllabus
Code:
J265
Website: http://www.ocr.org.uk/qualifications/gcsegateway-science-suite-physics-b-j265-from-2012/
Assessment: (External assessment info End Of Course)
P1P2P3 exam 1hr 15mins 35%
P4P5P6 exam 1hr 30mins 40%
Controlled assessment 25%
Assessment: (This term internal/external)
1. 6 mark Question
2. End of Physics 6 test
3. PPE Exam (Week Beginning 21st March)
Course description/overview:
Physics is part of the triple science course. This course is taught over 6 hours of lessons per
week and results in 3 GCSEs at the end of year 11, one in Biology, Chemistry and Physics.
Curriculum breakdown: (This Term)
P6 - Electricity for gadgets
Electricity has become a fundamental part of our lives. For us to design new devices and repair old
ones, we must understand the physics behind them. This module will address this by including
components of electrical circuits, control of devices with logic gates, dynamos among many other
things.
What can you do to support your child?
 Ensure that your child has bought the relevant revision guides. These are available
from the Science department at a discounted rate of £3 and can be paid for through
ParentPay.
 Ensure that your child is completing the homework set each week. Homework will be
set as per the whole school homework timetable every week, without fail!
 Encourage your child to seek help from his or her teachers if needed. Ensure that they
attend all intervention provided that is relevant for them
Wider reading and useful web-sites or activities to support learning:
• www.s-cool.co.uk
• www.bbc.co.uk/education/subjects
• www.khanacademy.org
• www.o2learn.co.uk
• www.my-gcsescience.com
• www.docbrown.info
• www.mrsmillersblog.wordpress.com
• www. Examtime.com
Homework:
Science sets one hour of homework a week, mostly exam paper questions. If is important that
on top of this students are making revision notes on new content learnt each week to help
prepare for examinations.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Geography
Exam
Syllabus
Website:
Board:
Code:
http://qualifications.pearson.com/en/qualifications/edexcelEdexcel A
2GA01
gcses/geography-a-2009.html
HOD: Mr Reeves
Email: [email protected]
Assessment: (External assessment info End Of Course)
Unit 1: Geographical Skills and Challenges for the Planet: 1hr exam, 25% of GCSE.
Unit 2: The Natural Environment: 1hr 15 min exam, 25% o GCSE.
Unit 3: The Human Environment: 1hr 15 min exm, 25% of GCSE.
Unit 4: Geographical Investigation: controlled assessment, 25% of GCSE.
All exams will be May/June 2017, and are tiered into Higher/Foundation, the class teacher will
decide what each student is entered for.
Assessment: (This term internal/external)
End of unit tests on Economic Change and Geographical Skills.
Course description/overview:
Unit 1: Unit 1: Geographical Skills and Challenges for the Planet – Basic skills, Cartographic
(maps), Graphical (graphs/charts), Enquiry, ICT, GIS.
Challenges for the Planet – examines Climate Change and Sustainability.
Unit 2: The Natural Environment – River Landscapes, Coastal Landscapes, Tectonic
Landscapes, Wasteful World.
Unit 3: The Human Environment – Economic Change, Settlement Change, Population
Change, A Tourist’s World.
Unit 4: Geographical Investigation based on coastal fieldwork in Norfolk.
Curriculum breakdown: (This Term)
First Half term: Students will study Economic Change based on how and why UK industry
has changed and it’s impacts, as well as looking at secondary industry in Bangladesh.
Second Half term: Students will study Geographical Skills and learn the basics of using OS
maps, data and GIS in geography.
What can you do to support your child?
Support in homework
Sign up to The Guardian Environment and other similar websites which examine the themes
throughout the GCSE and in particular this term.
Test them on key terms.
Wider reading and useful web-sites or activities to support learning:
As above.
BBC Bitesize is always useful for processes and landforms.
Homework:
One homework will be set weekly, normally extended answers, exam or revision based.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 History
Exam board:
Syllabus Code:
Website:
Edexcel
https://qualifications.pearson.com/en/home.html
2HB01
HOD: Ms L Adams
Email: [email protected]
Assessment:
Unit 1: 1B Crime and Punishment in Britain – c50AD to modern Britain
Written examination: 1 hour and 15 minutes / 53 marks / 25% of total qualification
Unit 2: 2C Life in Germany 1918-1945
Written examination: 1 hour and 15 minutes / 54 marks / 25% to total qualification
Unit 3: 3B Protest, law and order in Twentieth century Britain
Written examination: 1 hour and 15 minutes / 54 marks / 25% of total qualification
Unit 4: CA3 USA 1919-1942
Controlled Assessment: 2 hours and 30 minutes write-up time / 50 marks / 25% of total
qualification
Assessment in the Spring term:
Controlled Assessment: USA 1919-1942
Part C- interpretations 20 marks
All CA questions are set by the exam board and carried out in exam conditions-contributing to
25% of the overall GCSE grade.
Year 11 PPE exam as indicated in the calendar alongside practice exam questions throughout
Course description/overview:
Unit 1: 1B Crime and Punishment in Britain – c50AD to modern Britain-taught in year 10
Unit 2: 2C Life in Germany 1918-1945- taught in year 10
Unit 3: 3B Protest, law and order in Twentieth century Britain
Unit 4: CA3 USA 1919-1942
Spring Curriculum breakdown: 3B Protest, law and order in Twentieth century Britain
This is the sources paper and therefore source skills are integral to success
 Suffragettes
 The General Strike
 The Miners’ Strike
 Poll Tax protests
What can you do to support your child in History?




Discussions based on what students have learnt.
Engaging with political, spiritual, social, cultural and moral issues.
Visiting places of historical interest in the local area.
Reading and watching the news and having an awareness of current issues around
the world.
Wider reading and useful websites or activities to support learning:
 www.bbc.co.uk/education
 www.history.com
 Hodder education – Making sense of History / SHP series
 Pearson education resources
Homework:
 Set once a week
 Refer to Academy expectations for homework
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 French
Exam
Board:Edexcel
Syllabus
Code:1FR0
Website:https://uk.pearson.com/secondaryeducators/subjects/secondarylanguages.html
HOD: Mrs H. Holding
Email: [email protected]
Assessment: (External assessment info End Of Course)
Speaking (Controlled assessment) 30% Throughout Year 11
Writing (Controlled assessment) 30% Throughout Year 11
Listening exam 20% at the end of Year 11
Reading exam 20% at the end of Year 11
Assessment:
Speaking & Writing controlled assessments will be carried out on the topic of the world of
work.
Course description/overview:
The aims of the course are to enable students to:




Develop their confidence in communicating in French in speech and writing
Express and develop thoughts and ideas spontaneously and fluently
Deepen their knowledge of how language works
Develop awareness and understanding of the culture and the identity of the countries
and communities where the language is spoken
Curriculum breakdown:


World of work
Environment and global issues
Exam revision
What can you do to support your child?



Test them frequently on new vocabulary covered in class- particularly in the run up to
the controlled assessments
Make sure that they complete their homework every week
Wider reading and useful web-sites or activities to support learning:
CGP revision guides
http://www.bbc.co.uk/education/subjects/zgdqxnb BBC Bitesize
www.linguascope.com Please ask your child’s class teacher for the username and
login
Homework:
Homework will be set once a week and there will be a learning homework
(vocabulary) in addition to a reading or writing task.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Spanish
Exam Board:Edexcel
Syllabus Code:1FR0
Website:
https://uk.pearson.com/secondaryeducators/subjects/secondarylanguages.html
HOD: Mrs H. Holding
Email: [email protected]
Assessment: (External assessment info End Of Course)
Speaking (Controlled assessment) 30% Throughout Year 11
Writing (Controlled assessment) 30% Throughout Year 11
Listening exam 20% at the end of Year 11
Reading exam 20% at the end of Year 11
Assessment:
Speaking & Writing controlled assessments will be carried out on the topic of world of
work.
Course description/overview:
The aims of the course are to enable students to:




Develop their confidence in communicating in Spanish in speech and writing
Express and develop thoughts and ideas spontaneously and fluently
Deepen their knowledge of how language works
Develop awareness and understanding of the culture and the identity of the countries
and communities where the language is spoken
Curriculum breakdown:
·
World of work
·
Environment and global issues
·
Exam revision
What can you do to support your child?

Test them frequently on new vocabulary covered in class- particularly in the run up to
the controlled assessments
 Make sure that they complete their homework every week
Wider reading and useful web-sites or activities to support learning:
 CGP revision guides
http://www.bbc.co.uk/education/subjects/zgdqxnb BBC Bitesize
www.linguascope.com Please ask your child’s class teacher for the username and login
Homework:
Homework will be set once a week and there will be a learning homework (vocabulary)
in addition to a reading or writing task.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Computer Science
Exam Board: OCR
Syllabus Code: J275
Website: ocr.org.uk
HOD: Mr M Nightingale
Email: [email protected]
Assessment:
Exams 40% of final grade
Coursework 60% of final grade
Assessment:
Mock exam toward the end of the term or early January 2017.
Course description/overview:
The GCSE Computer Science gives students a deeper appreciation and understanding of
programming concepts and the way data is represented, stored and processed by computers.
Consisting of an exam and two significant pieces of coursework, students strong in Maths and
Science are able to learn underlying concepts common to all computer languages. Linux is
also covered in one of the coursework units.
Curriculum breakdown:
In the Autumn term, students cover the following theory topics:
 Computer systems definitions
 Reliability
 Input, output and storage
 Programming basics (sequence, selection, iteration)
 Binary calculations
 Operating Systems
 Boolean arithmetic
 Hexadecimal vs Binary
 ASCII and Unicode
 Integrated Development Environments
 Representing digital images
 Representing sound
 Linux basics
What can you do to support your child?
Download Python from the internet and install on computers at home. It’s free.
Students should be encouraged to use Python to write programs and solve the problems the
encounter.
Wider reading and useful web-sites or activities to support learning:
Reading GCSE Computing Revision book that they have been given and completing sample
questions
Codeacademy – Python
Visit Scratch website for programming concepts exercises
Homework:
Homework will be assigned weekly and should take about 1 hour to complete.
22
Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Media
Exam Board: OCR
Syllabus Code: J526
Website:
http://www.ocr.org.uk/qualifications/gcsemedia-studies-j526-from-2012/
Staffing:
Teachers: Mr A Sharpe, Ms J Rutherford, Ms H Masters-Waage, Ms R Butcher
Technician: I Ibrahim
2ic and acting HOD: Mr A Sharpe Email: [email protected]
Assessment: (External assessment info End Of Course)
Exam 40% (1 hour and 45 minutes)
In Section A students analyse and respond to a short, unseen moving image extract. In
Section B, candidates answer questions based on Institution and Audience through the study
of Television Comedy
Coursework 60%
The Individual Media Studies Portfolio - Candidates produce an individual portfolio containing
a comparative analytical assignment (comparative essay), a production exercise (creating two
action adventure posters) and a planning and evaluative commentary. The comparative
analytical assignment is comparing how gender is represented in action adventure films
Production portfolio in Media Studies - Students work in groups to produce a major practical
production (the opening of a news story that appeals to teenagers). Within this, each individual
produces their own evidence of research and planning alongside an individual evaluation of
their finished product.
Assessment: (This term internal/external)
Internal assessment of coursework:
News Evaluation
PPE Exam (Week Beginning 21st March)
Course description/overview:
The course introduces students to a variety of forms of Media including film, print and
television. The students develop their analytical skills through close textual analysis of film
with a particular focus on the microelements (camera work, editing, mise en scene and
sound). They also train in a range of software’s including Photoshop, iMovie, Final Cut and
Premiere Pro. Students also work on creative projects both individually (poster creation in year
10) and as a group (News production in year 11). Throughout the course students thoroughly
research each area studied and reflect on their work through detailed evaluations.
Curriculum breakdown: (This Term)
Students will film and edit the opening sequence and main report from their news
programmes. They will also be planning their studio sequences for their live day exam.
Students will completed their live day exam offsite at the end of January and will then evaluate
the success of their productions. They will then complete in depth revision in the build up to
their GCSE examination.
What can you do to support your child?
Encourage them to engage in discussions about TV news programmes and how they are
structured. They should also think about how the news could be made more appealing to
young people.
Encourage them make uses of the resources and activities below
Help them to learn key terminology by making use of the vocabulary lists provided – this is
incredibly important as it is one of the key aspects that students are assessed on
Support them with homework tasks set
Encourage them to read the Media Studies revision guide regularly
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Y11 Curriculum Guide Autumn Term 2016-17
Wider reading and useful web-sites or activities to support learning:
Watch a variety of news programmes and identify the conventions they use
Watching a range of Action Adventure films and identifying how the microelements (camera
work, editing, mise en scene and sound) create meaning
Using key word glossaries provided in class to revise terminology
Make use of the very comprehensive Media Studies revision guide which they have received
from their teacher.
Homework: Set once a week. Alternates between a research/revision task and a written piece
24
Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Textile Design
Exam Board:
Edexcel
Syllabus Code:
1TE0
Website:
http://qualifications.pearson.com/en/qualifications/edexcelgcses/art-and-design-2016.html
Staffing:
Ms S Kench – 2ic Art
Assessment:
Coursework unit 1 – 60% of final grade
Externally set exam (8 week project which includes a 15 hour exam to complete a final piece
for the exam project) – 40% of final grade.
Assessment:
Students will be consistently assessed against the Edexcel assessment criteria using a range
of self, peer and teacher assessment
Course description/overview:
Textile Design is a versatile practice that involves the creation, selection, manipulation and
application of a range of materials such as fibres, yarns and fabrics and processes such as
weaving, knitting, stitching and printing to create designs and products. Textile designers work
in multi-disciplinary ways to create ideas, materials and techniques for different applications.
Learners learn to understand how to critically analyse the work of artists and designers,
looking at the meaning, purpose and visual elements which help them to come up with their
own ideas in response to the theme.
Curriculum breakdown:
Students will begin their exam unit. The theme is set by the exam board. Students will create
a body of work that will allow them to demonstrate evidence for each of the assessment
criteria’s; AO1 –Analysis and ideas, AO2 – Experimentation AO3 – Quality of making and
annotation, AO4 – Development of Final pieces. This unit will go on for 8 weeks and will
culminate in a 15 hours exam.
What can you do to support your child?
Ensure that Textiles students are spending a minimum of 2 hours of independent study each
week. Students should be responding to feedback and developing work created in class.
Students are encouraged to play and experiment and pursue their own ideas that connect to
the exam theme.
Wider reading and useful web-sites or activities to support learning:
New British Artists
www.newbritishartists.co.uk
Photographers’ Gallery
www.photonet.org.uk
Royal Academy
www.royalacademy.org.uk
San Francisco Museum of Modern Art
www.sfmoma.org
Science Museum
www.sciencemuseum.org
The Artchive
www.artchive.com
The British Museum
www.britishmuseum.org
Centre Pompidou
www.cnac-gp.fr
Crafts Council
www.craftscouncil.org.uk
Design Museum
www.designmuseum.org
Guggenheim
www.guggenheim.org
Imperial War Museum
www.iwm.org.uk
The Lowry
www.thelowry.com
Metropolitan Museum of Art
www.metmuseum.org
Minneapolis Institute of Art
www.artsmia.org
Museum of Modern Art
www.moma.org
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Y11 Curriculum Guide Autumn Term 2016-17
National Galleries of Scotland
National Gallery
National Media Museum
National Portrait Gallery
Natural History Museum
New Art Gallery Walsall
Tate online
Victoria and Albert Museum
Yorkshire Sculpture Park
www.nationalgalleries.org
www.nationalgallery.org.uk
www.nationalmediamuseum.org.uk
www.npg.org.uk
www.nhm.ac.uk
www.artatwalsall.org.uk
www.tate.org.uk
www.vam. ac.uk
www.ysp.co.uk
Homework:
Students will be expected to complete one hour of homework each week. An extension
booklet of tasks will be given to B/AAA* students to complete at their own leisure.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Digital Art
Exam Board:
Edexcel
Syllabus Code:
1GC0
Website:
http://qualifications.pearson.com/en/qualifications/edexcelgcses/art-and-design-2016.html
Staffing:
Ms C Keeble – HOD Art
Assessment:
Coursework unit 1 – 60% of final grade
Externally set exam (8 week project which includes a 15 hour exam to complete a final piece
for the exam project) – 40% of final grade.
Assessment:
Students will be consistently assessed against the Edexcel assessment criteria using a range
of self, peer and teacher assessment
Course description/overview:
Digital Art is a diverse GCSE Art course which allows students to develop traditional creative
techniques such as drawing and painting whilst combining digital media such as the use of
digital photography, I pads and Photoshop to develop, refine and to give their art work an
alternative dimension. The use of digital media to create artwork is ever expanding and this
course gives students the tools to create exciting and original artwork in a creative way.
Learners learn to understand how to critically analyse the work of artists and designers,
looking at the meaning, purpose and visual elements, which help them to come up with their
own ideas in response to the theme.
Curriculum breakdown:
Students will begin their exam unit. The theme is set by the exam board. Students will create
a body of work that will allow them to demonstrate evidence for each of the assessment
criteria’s; AO1 –Analysis and ideas, AO2 – Experimentation AO3 – Quality of making and
annotation, AO4 – Development of Final pieces. This unit will go on for 8 weeks and will
culminate in a 15 hours exam.
What can you do to support your child?
Ensure that Digital Art students are spending a minimum of 2 hours of independent study each
week. Students should be responding to feedback and developing work created in class.
Students are encouraged to play and experiment and pursue their own ideas that connect to
the exam theme.
Wider reading and useful web-sites or activities to support learning:
New British Artists
www.newbritishartists.co.uk
Photographers’ Gallery
www.photonet.org.uk
Royal Academy
www.royalacademy.org.uk
The British Museum
www.britishmuseum.org
Crafts Council
www.craftscouncil.org.uk
Design Museum
www.designmuseum.org
Museum of Modern Art
www.moma.org
National Gallery
www.nationalgallery.org.uk
National Portrait Gallery
www.npg.org.uk
Natural History Museum
www.nhm.ac.uk
Tate online
www.tate.org.uk
Victoria and Albert Museum
www.vam.ac.uk
Yorkshire Sculpture Park
www.ysp.co.uk
Homework:
Students will be expected to complete two hours of homework each week. An extension
booklet of tasks will be given to B/A students to complete at their own leisure.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Visual Arts
Exam
Board:
Edexcel
Syllabus Code: 1FA0
Website:
http://qualifications.pearson.com/en/qualifications/ed
excel-gcses/art-and-design-2016.html
Staffing:
Ms C Keeble (HOD) [email protected]
Assessment:
Coursework unit 1 – 60% of final grade
Externally set exam (8 week project which includes a 10 hour exam to complete a final piece
for the exam project) – 40% of final grade
Assessment:
Students will be consistently assessed against the edexcel assessment criteria using a range
of self, peer and teacher assessment
Coursework unit 2 – Identity.
Externally set assignment – Feb to May 2017. Theme of the project is decided by the Edecxel
exam board
Course description/overview:
Fine Art may be defined as work developed primarily to communicate aesthetic, intellectual or
purely conceptual ideas and meaning, rather than to serve a practical or commercial function.
For example, work could be the outcome of personal experiences, thoughts and feelings, or
simply to observe and record people, places and things in new and unique ways. Fine-art
work will demonstrate an understanding and application of formal elements and creative skills,
including mark making. Students will use visual communication sensitively and thoughtfully to
document their artistic journey and fully support their intentions
Curriculum breakdown:
Students will begin their exam unit in February 2017. The theme is set by the exam board.
Students will create a body of work that will allow them to demonstrate evidence for each of
the assessment criteria’s; AO1 –Analysis and ideas, AO2 – Experimentation AO3 – Quality of
making and annotation, AO4 – Development of Final pieces. This unit will go on for 8 weeks
and will culminate in a 15 hours exam.
What can you do to support your child?
Ensure that Visual Art students are spending a minimum of 2 hours of independent study each
week on their Visual Art GCSE. Students would also benefit from visiting as many art galleries
and exhibitions in order to collect as much independent research as possible. Visiting
exhibitions it an excellent way to inspire and motivate GCSE students.
Wider reading and useful web-sites or activities to support learning:
New British Artists
www.newbritishartists.co.uk
Photographers’ Gallery
www.photonet.org.uk
Royal Academy
www.royalacademy.org.uk
San Francisco Museum of Modern Art
www.sfmoma.org
Science Museum
www.sciencemuseum.org
The Artchive
www.artchive.com
The British Museum
www.britishmuseum.org
Centre Pompidou
www.cnac-gp.fr
Crafts Council
www.craftscouncil.org.uk
Design Museum
www.designmuseum.org
Guggenheim
www.guggenheim.org
Imperial War Museum
www.iwm.org.uk
The Lowry
www.thelowry.com
Metropolitan Museum of Art
www.metmuseum.org
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Y11 Curriculum Guide Autumn Term 2016-17
Minneapolis Institute of Art
Museum of Modern Art
National Galleries of Scotland
National Gallery
National Media Museum
National Portrait Gallery
Natural History Museum
New Art Gallery Walsall
Tate online
Victoria and Albert Museum
Yorkshire Sculpture Park
www.artsmia.org
www.moma.org
www.nationalgalleries.org
www.nationalgallery.org.uk
www.nationalmediamuseum.org.uk
www.npg.org.uk
www.nhm.ac.uk
www.artatwalsall.org.uk
www.tate.org.uk
www.vam.ac.uk
www.ysp.co.uk
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Design and Technology
Exam Board: AQA
Syllabus Code: 4555
Website: aqa.org.uk
HOD: Mr J. Wildman
Email: [email protected]
Assessment:
2 hour written exam = 40%
Controlled assessment = 60%
Assessment:
1. Section 3 of controlled assessment (making final proposal – this includes flow diagrams,
plans of making and cutting lists for materials).
2. Section 4: testing and evaluating final products (looking at commercial manufacturing,
modifications and highlighting successes of the product by interviewing the target market).
Course description/overview:
Design & Technology at GCSE is a fluid progression from what is taught at Key Stage 3.
Students work independently and are guided by their teacher through mini-projects ending in a
final Controlled Assessment in Year 11. All Key Stage 4 students currently follow the AQA
GCSE Product Design course.
Curriculum breakdown:
Controlled Assessment: Students spend 40 hours of work designing and making a
product(s) from a chosen AQA Product Design brief. This coursework has four elements to it:
 Investigating the design context (8 marks)
 Development of design proposals (32 marks)
 Making (32 marks)
 Testing and evaluating (32 marks)
What can you do to support your child?
 Visit exhibitions and galleries which would keep your child informed of current and
past design movements, designers, architects and illustrators.

Encourage your child to do his/her D&T homework. In Key Stage 3 students will
receive homework once every two weeks and once a week in Key Stage 4. These
homeworks are often theory based and backup the practical element of D&T we
complete in lesson times.

Encourage your child to attend D&T club (KS3) and intervention sessions (Ks4).
D&T enriches what is taught in lessons and runs every Friday 3.05pm-4pm.
Intervention sessions run at the same time for year 10 and 11 students in order for
them to achieve the highest possible grade for their GCSE in Product Design.
Wider reading and useful web-sites or activities to support learning:
Encourage your child to complete additional research.
Websites such as
www.technologystudent.com and www.bbc.co.uk/schools/gcsebitesize/design/ are great for
building independent learning skills.
Homework:
There will be a focus on exam theory for homework. Students will be required to complete a
section of the exam every week until their exam in June 2017.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Business
Exam Board: Edexcel
Syllabus Code: 600/4786/0 Website: edexcel.org.uk
HOD: Ms C Mackenzie
Email: [email protected]
Assessment:
1 hour computer based exam = 25%
3 assignment based coursework = 75%
Assessment:
1. Unit 1 Enterprise in the Business World: What is a Business and what does it do?
What types of ownership are there? In this unit students will know how trends and
current business environment may impact on a business, plan an idea for a business
and present a model for a business start-up company.
2. Unit 2 Finance for Business: Businesses spend money to make a profit. In this unit
students will understand the costs involved in business and how profit is created.
Learning about how businesses plan for success, measure success and identify areas
for improvement is also important for this unit. This is an exam based unit.
3. Unit 3 Promoting a Brand: A successful business promotes itself to customers through
its brand and image. In this unit students will find out what it takes to build a brand and
what a business has to consider when planning brand development.
4. Unit 4 Principles of Customer Service: This unit develops and broadens student’s
understanding of customer service in different businesses. Included as learning aims
are understanding how businesses provide customer service and demonstrating
appropriate customer service skills in different situations.
Course description/overview:
Business studies provides students with a unique insight into the world of work. Through its
study, students discover how businesses operate and learn about their key elements and
essential business functions.
This knowledge, and the holistic understanding that develops, is invaluable to those students
who are approaching or currently in the workplace. It offers an excellent foundation for those
wishing to pursue careers in management, marketing, project management, business
accounting, management consultancy, human resources, and business journalism as well as
those interested in continuing on to further study.
Curriculum breakdown:
Controlled Assessment: Students spend 120 hours throughout the academic year
completing coursework and preparing for their exam. The coursework and exam breakdown
is;
 Unit 1: Enterprise in the Business World (25%)
 Unit 2: Finance for a Business – exam based which is to be sat in March of the first
year of study. (25%)
 Unit 3: Promoting a Brand (25%)
 Unit 4: Principles of Customer Service (25%)
All units must be passed in order to achieve their GCSE in Business Studies.
What can you do to support your child?
1. Encourage your child to take an interest in Business matters; in the news and online.
Reading Business related publications such as the Economist, New Statesman and
daily publications such as the Financial Times. Daily columns in mainstream daily
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Y11 Curriculum Guide Autumn Term 2016-17
papers will also help broaden student’s appreciation of the impact of their subject on
not only society but directly on their own lives and circumstances.
2. Encourage your child to complete work outside of the lesson at home. The nature of
the BTEC course strongly lends itself to completing coursework assignments from
anywhere there is internet access. Coupled to the storage of Business resources,
accessed from Fronter, students should be able to download helpful resources to
support work outside of the lesson.
Wider reading and useful web-sites or activities to support learning:
Encourage your child to complete additional research. Websites such as www.forbes.com
and www.times100.co.uk are beneficial for building independent learning skills.
Homework:
Students will be provided with homework deadlines every other week whilst performing their
coursework tasks. During preparation for their exam homework will be provided each week to
ensure retention of knowledge.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Music
Exam Board: AQA
Syllabus Code: 4270
Website:
http://www.aqa.org.uk/subjects/music/
gcse/music-4270
Staffing:
Ms E Durban, HOD performing arts, [email protected]
Mr C Burstow
Ms K Striesow (RSL year 9)
Assessment: (External assessment info End Of Course)
1 hr listening exam end of year - summer
Coursework
Solo performance 20% - Internally assessed, externally verified
Ensemble performance 20% - Internally assessed, externally verified
Unit 2 classical composition and appraisal 20% - externally assessed
Unit 4 free composition 20% - Internally assessed, externally verified
Assessment: (This term internal/external)
Unit 4 free composition to be started/completed (20 hours) – 20% of course
Students who have not completed Solo performance must be recorded,
Students who have not completed ensemble performance must be recorded (total = 40% of
course)
Course description/overview:
GCSE Music helps students to develop subject knowledge, understanding and skills, through listening
to a variety of music, playing music and creating their own music.
The specification places a strong weighting on practical aspects of music (70 per cent), with choices
catering for a wide range of interests and abilities. This four-unit GCSE assesses students' skills in
listening and appraising, composing and performing music.
GCSE Music offers a solid foundation for progression to other music studies, including A-level Music,
and often to a music-related career. Our course provides the opportunity for students to develop
valuable transferable skills such as self-confidence, concentration, creativity, evaluation and team work.
Curriculum breakdown: (This Term)
Students will complete their final composition this term. They should be working on this between
lessons through generating ideas in order to make the most of the controlled write up time in lessons.
We are available on Fridays after school for help with this.
Students who missed their recording slot must organize another time to record with Ms Durban.
In listening lessons, students will recap keywords and apply them to western classical music, world
music and popular music from the wider listening list. Students will improve their ability to recognize less
common instruments and will complete practice questions.
What can you do to support your child?


Listening to a variety of music stations and asking your child; what do you hear? How does it
make you feel?
Ask your child to list as many keywords from Rhythm & Metre, Harmony & Tonality, Texture &
Melody, Structure & Form, Timbre & Dynamics. They need to be able to categorize keywords in
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Y11 Curriculum Guide Autumn Term 2016-17



order to answer questions accurately in the exam.
Investigating different styles of music from a variety of countries, if you are investigating family
heritage or going on holiday, discuss the Musical features of that country.
If in receipt of peri lessons, ensuring that students practice and attend all peri lessons. Please
check here http://www.chestnutgrove.wandsworth.sch.uk/Music-Peri-Timetable
Ensure they are using text book provided by CGA
Wider reading and useful web-sites or activities to support learning:





ABRSM theory app, free
Ultimate guitar tab for song sheets
Free concerts at south bank and various locations (TimeOut website)
Horniman museum music lab, Forest Hill
Youtube.com/missdurbanmusic
Homework:




Extended questions practice (8 markers)
Unit 4 composition homeworks (creating ideas, analyzing what makes a good ‘pop song’
or ‘blues piece’)
Prep for recording sessions
Listening keywords revision for practice papers
34
Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Drama
Exam Board:
Edexcel
Syllabus Code:
2DR01
Website:
www.qualifications.pearson.com/en/qualifications/edexcelgcses/drama-2016
Staffing:
Noga Verber (Head of Department), [email protected]
Assessment:
Unit
Name
% of final grade
How will you be
assessed?
Based on?
Unit 1 - Practical
Drama
Exploration
(Practical)
20%
6 hour practical
exam – internal
(video sent off)
A range of stimuli
based around a
topic
Unit 1 –
Documentary
Response
Drama
Exploration
(Documentary
Response)
10%
(Unit 1 total:
30%)
2000 word written
portfolio – external
The 6 hour practical
unit (above)
Unit 2 - Practical
Exploring Play
Texts (Practical)
15%
6 hour practical unit
– internal
(video sent off)
Our chosen play text
- TBC
Unit 2 Documentary
Response
Exploring Play
Texts
(Documentary
Response)
7.5%
1000 word written
portfolio - external
The 6 hour practical
unit on the play text
(above)
Unit 2b –
Response to live
performance
Exploring Play
Texts
7.5%
(Unit 2 total:
30%)
2000 word
evaluation of a live
performance of a
play
A play we will watch
TBC
Unit 3
Drama
Performance
40%
Performance to a
visiting examiner external
Devised or scripted
drama - students
must devise/direct
themselves
Assessment: (This term)

Unit 2b - Response to Live performance – students will write a 2000 word
essay evaluating a piece of live theatre they have seen. This is a medium
controlled assessment completed over a number of lessons in the presence of
the teacher. Students may use notes to help them write their evaluation of live
theatre.

Unit 1 – Students will complete a 6 hours practical exploration of a
topic/theme/issue (Unit 1 Practical Exam)

Unit 1 – Students will write a 2000 word documentary response evaluating the
practical work they did in the Unit 1 practical exam (Unit 1 Documentary
Response).
Each of these are internally recorded / marked then sent to the examiner at the end of
the course (May 2017)
Course description/overview:
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Y11 Curriculum Guide Autumn Term 2016-17
During their GCSE Drama course students will apply knowledge and understanding of drama,
making, performing and responding to drama; they explore performance texts, develop a
range of theatrical skills and apply them to create performances; students will work
collaboratively to generate, develop and communicate ideas. GCSE drama enables students
to develop as creative, effective, independent and reflective learners and allows them to make
informed choices in process and performance.
Drama GCSE is a 2 year course comprising of 3 units that need to be completed. Students
have 3 hours of lessons a week and the course is 70% practical / performance. Students have
completed most of Unit 2 in the first year of the course (Year 10).
Curriculum breakdown: (This Term)
 Unit 1 – Students will complete the 2000 word documentary response evaluating the

practical work they did in the Unit 1 practical exam (Unit 1 Documentary Response).
Unit 3 – Students will work in groups to devise a piece of theatre for the final
exam performance worth 40% of GCSE – a visiting examiner will assess this
performance.
What can you do to support your child?
Please ensure your child is completing all homework tasks and prepares for the practical
examinations. It is vital that students have 100% attendance in drama as work missed in
practical lessons is very difficult to replicate/ catch up. It is vital that your child attends the six
hour practical exam sessions. When students begin their Unit 3 exam piece they will need to
attend a number of extra rehearsals outside of lesson-time. We ask parents to support and
ensure student attendance to extra rehearsals as part of the course.
Wider reading and useful web-sites or activities to support learning:
BBC Bitesize – Drama terminology and definitions of techniques
To help students gain a wider experience in drama, it is great if students have the opportunity
to see live drama at the theatre. This will help them when they write their own response to a
liver theatre performance. The National Theatre is an excellent venue for live theatre and
provides a range of different performances throughout the year. Tickets can be purchased for
as little as £15. The Victoria and Albert Museum has performance related exhibitions and is an
excellent place to visit to extend students’ knowledge of theatre. For more information go to
http://www.vam.ac.uk/page/t/theatre-and-performance/. In addition, the National Theatre has
an excellent website where students can discover online the backstage workings of the
theatre. Go to http://www.nationaltheatre.org.uk/ and click on “Discover” tab.
Homework:
This term homework will mostly be practical and take the form of rehearsals at lunchtimes,
after school and, if necessary, weekends. During the periods where students are completing
in-class controlled assessments (writing their documentary response to practical exams) they
are not allowed to complete work outside of lesson time and teacher supervision. However
during this period homework will consist of re-reading their preparation notes.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Dance
Exam Board: AQA
Syllabus Code: 4230
Website:
http://www.aqa.org.uk/subje
cts/dance/gcse/dance-4230
Staffing:
Ms S Crawford, HOD Dance
Ms K Hodkinson
Assessment: (This term internal/external)
Course description/overview:
GCSE Dance (4230) helps students develop technical and expressive skills as well as
knowledge and understanding of dance through performance, choreography and critical
appreciation of dance.
This four unit specification enables students to:

increase their confidence and self-esteem

employ the skills of problem solving and creativity

make knowledgeable decisions about dances.
It allows students to actively and physically demonstrate their abilities through the controlled
assessment which is worth 80% of the qualification and the practical exam, worth 20%.
This course provides a solid foundation for a career in dance or performing arts and/or further
studies in dance or performing arts, including A-level Dance.
37
Y11 Curriculum Guide Autumn Term 2016-17
Curriculum breakdown: (This Term)
In the middle of March (the exact date will be given to you at the start of the spring term)
students will complete 60% of their GCSE in their practical exam. Therefore for most of this
term students will be rehearsing their performance in a group which consists of a trio based on
the dance work Ghost Dances and completing and refining their choreography solo (4a) and
group choreography (4b) in preparation for the practical exam.
Students will also complete theory work on the two professional works they will be writing
about in the written exam at the end of year 11 and beginning to learn the set dance which is
the final practical assessment they will complete after Easter.
What can you do to support your child?



Encourage your child to research a range of stimuli and select one for their
choreography piece, these could be poems, paintings/sculptures, topical or historical
events or features of the natural world.
Ensure your child attends any intervention sessions
Ensure your child completes the weekly written homework’s as these are an essential
part of the course to prepare students for the written exam.
Wider reading and useful web-sites or activities to support learning:


Watching clips from Matthew Bournes Nutcracker and Christopher Bruce’s Ghost
Dances on YouTube to become familiar with these professional works.
Watching dance companies such as Rambert, Netherlands Dance Company, Phoenix
Dance Company and Ballet Boyz on YouTube for choreography inspiration.
Homework:



Set works analysis homework
Choreography rehearsals
Peroformance in a group rehearsals
38
Y11 Curriculum Guide Autumn Term 2016-17
Year 11 BTEC Sport Level 2
Exam Board:
Edxcel
Syllabus Code:
600/4779/3
Website:
http://qualifications.pearson.com/en/qualifications/btecfirsts/sport-2012-nqf.html
Staffing:
o Mr J. Tobin - HOD - [email protected]
o Mr J. Hallsworth (2ic)
o Ms K. Fletcher – RSL Yr 10
o Ms A. Keane - ic girls’ P.E
Assessment:
Unit 1: Fitness for Sports and Exercise; external assessment onscreen test 1 hour 50 marks
on demand.
Unit 2: Practical Sports Performance, internal assessment range of coursework tasks
Unit 5: Training for Personal Fitness, internal assessment range of coursework tasks
Unit 6: Leading Sports Activities, internal assessment range of coursework tasks
Assessment:
Unit 1: Fitness for Sports and Exercise; external assessment onscreen test 1 hour 50 marks
on demand.
Unit 2: Practical Sports Performance, internal assessment range of coursework tasks
Unit 5: Training for Personal Fitness, internal assessment range of coursework tasks
Unit 6: Leading Sports Activities, internal assessment range of coursework tasks
Course description/overview:
The course has been designed to:
● Encourage personal development through practical participation and performance
in a range of sports and exercise activities
● Give learners a wider understanding and appreciation of health-related fitness,
sports and exercise through a selection of optional specialist units
● Encourage learners to develop their people, communication, planning and team-working
skills by having the opportunity to select from optional units available in the qualification
structure.
In addition to this, the qualification provides opportunities for learners to develop the
communication skills needed for working in the sport sector, as they progress through the
course. This can be achieved through presentations and in discussions where they have the
opportunity to express their opinions.
Curriculum breakdown:
The focus is the completion of the coursework task for Unit 6: Leading Sports Activities,
internal assessment range of coursework tasks
For learning aim A, you will be introduced to the attributes required to be a successful sports
leader, giving you knowledge of the skills, qualities and responsibilities associated with
success in sports leadership.
Learning aim B enables you to consider the planning and leadership requirements for
delivering sports activities. You will be given the opportunity to develop your ability and
knowledge of sports leadership through developing knowledge of the requirements of planning
and target setting for sports performers.
For learning aim C, you will evaluate your own effectiveness as a sports leader within the
session you planned and delivered. You will need to consider your strengths within the
process of sports leadership and plans for further developing your ability as a sports leader.
What can you do to support your child?
Parents can help and support learning by:
 Ensuring that PE kit is brought to every lesson and should be clearly marked with the
student’s name,
 Encouraging physical activity as part of a healthy lifestyle.
39
Y11 Curriculum Guide Autumn Term 2016-17
 Ensure that your child is completing the homework set each week.
 Encourage your child to seek help from his or her teachers if needed.
 Ensure that they attend all intervention provided that is relevant for them
Wider reading and useful web-sites or activities to support learning:
Adams, M., Armstrong, R., Gledhill, A., Hancock, J., Harris, B., Phillippo, P. and
Sergison, A., BTEC First in Sport Student Book, Pearson Education, 2012 ISBN
978 1 44690 161 8
Ackland, J., The Complete Guide to Endurance Training, A & C Black, 2007
ISBN 978 0 71367 903 8
Bean, A., The Complete Guide to Strength Training, A & C Black, 2008
ISBN 978-1 40810 539 9
Hope, R. and Lawrence, D., The Complete Guide to Circuit Training, A & C
Black, 2011 ISBN 978 1 40815 635 3
Lawrence, M., The Complete Guide to Core Stability, A & C Black, 2011
ISBN 978 1 40813 324 8
Norris, C. M., The Complete Guide to Stretching, A & C Black, 2007 ISBN
978 1 71368 348 6
Shepherd, J., The Complete Guide to Sports Training, A & C Black, 2006
ISBN 978 0 71367 835 2
Websites
www.brianmac.co.uk/trainprog
www.livestrong.com/fitness
www.sport-fitness-advisor.com
www.thinqfitness.com/video.asp
www.betterhealth.vic.gov.au/
www.myexerciseplan.com/assessment/barriers.php
Homework: 1 hour of homework is expected to be completed each week. This may take the
form of research tasks, preparing notes for assessments, and completing presentations.
40
Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Philosophy, Beliefs and Ethics (PBE)
Exam Board:
Edexcel
Syllabus Code:
5RSO1/O1 &
5RSO1/O8
Website:
http://qualifications.pearson.com/en/qualifications/edexcelgcses/religious-studies-2009
HOD: Ms J Taylor
Email: [email protected]
Assessment:
Unit 1 Religion and Life, 50% of final exam, 1 hour and 30 minutes
Unit 8 Religion and Society, 50% of final exam, 1 hour and 30 minutes
Assessment:
1.
2.
3.
Rights and Responsibilities Practice Questions
Autumn term assessment (Week Beginning 3rd October)
Your Mock Exams in Easter
Course description/overview:
England is a multi-cultural and multi-faith society, a fact that brings great benefits, but can also
lead to misunderstandings and conflict. Prejudices are easily formed; if students are not to
misunderstand different beliefs and attitudes, they must be well-informed. Philosophy, Beliefs
and Ethics (PBE) allows students time to reflect on themselves and the world around them.
Students learn about politics, philosophy, religions and other beliefs systems, the media,
ethical issues and, most importantly, about themselves. Students continue with the GCSE so
that they all have the opportunity to take the exam at the end of Year 11. Since so many
students do well at the GCSE, which is regarded favorably by colleges and universities alike,
students benefit from taking the final exam.
Curriculum breakdown:
Term 1a: Human rights
Term 1b: Genetic engineering
Term 2a: The environment
Term 2b: Medical ethics
Term 3a: Revision
Term 3b: Revision
What can you do to support your child in PBE?
o
o
o
Encourage your child to read a newspaper at least once a week; this develops their literacy
skills and keeps them informed of current ethical issues that they can discuss in their work.
Encourage your child to complete additional research, either through using books and the
internet (under your supervision) or through discussing the issues with members of your
community.
Help your child master the ability to reason and evaluate by debating issues with them. Make
sure they learn to use evidence and clear examples to support their points, whatever the
argument is about!
Wider reading and useful web-sites or activities to support learning:
Harris, Gemma E. Big Questions from Little People... Answered By Some Very Big
People
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Y11 Curriculum Guide Autumn Term 2016-17
Law, S. The Philosophy Gym
Vardy, P. & Arliss, J. Thinker’s guide to God
Dawkins, R. The God Delusion
Armstrong, K. The Case for God
Cave, P. Humanism: A Beginner's Guide (Beginner's Guides)
Dawkins, R. The Greatest Show on Earth: The Evidence for Evolution
Ruthven, M. Islam: A Very Short Introduction (Very Short Introductions)
Davies, B. An Introduction to the Philosophy of Religion (3rd edition)
Vardy, P. The Puzzle of God
Tyler, S. & Reid, G. Edexcel GCSE Religious Studies Unit 1A: Religion and Life Christianity & Islam Student Book
Tyler, S. & Reid, G. Edexcel GCSE Religious Studies Unit 8B: Religion and Society Christianity & Islam Student Book
Homework:
Exam questions and revision set every fortnight.
42
Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Health
Staffing:
Ms J Taylor – HOD – [email protected]
All tutors
Subject Description: Studies show that students who engage in good PSHE lessons are
more likely to achieve good results and go on to be safer and happier in later life. At Chestnut
Grove, we take Health seriously for this reason. It is a subject that allows students to reflect on
their own lives and the world around them. It gives them the opportunity to investigate current
affairs, issues that might affect their safety and wellbeing as well as local, national and global
concerns. The subject is focused on Human Rights and the values of law, democracy,
freedom and tolerance for others. Lessons also promote Social, Moral, Spiritual and Cultural
(SMSC) development of students and citizenship education.
Curriculum breakdown this term:
Term 1a: Employment, including job interviews and writing CVs
Term 1b: Human reproduction, including the study of teenage pregnancy and contraception
Assessment this term:
Term 1a: Project on employment
Term 1b: Project on human reproduction
What can you do to support your child in Health?
o
o
o
o
Encourage your child to read a newspaper at least once a week; this develops their
literacy skills and keeps them informed of current affairs
Encourage your child to complete additional research, either through using books and the
internet (under your supervision) to find out more about relevant issues
Practise debating with your child and encourage them to think critically
Report any concerns you might have to your child’s tutor or the safeguarding officers, Ms
Jackson or Ms Jolley
Wider reading and useful web-sites or activities to support learning:
www.youngminds.org.uk
www.samaritans.org
www.mind.org.uk
www.nhs.uk
www.teenlineonline.org/
Homework:
Students will either be set a piece of homework every fortnight or a project that will span
between 3 and 6 weeks.
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Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Citizenship
Exam
Board:
Edexcel
Syllabus
Code:
2CSO1
Website:
qualifications.pearson.com/en/qualifications/edexcelgcses/ citizenship-studies2009
3CSO1
HOD: Ms L Smith
Email: [email protected]
Assessment:
2 externally assessed exams ( 1 hour and 15 minutes each paper) = 60%
2 assignment based coursework = 40%
Assessment:
1. Unit 1.Citizenship Today. Students study all three themes
 Theme 1: Rights and Responsibilities
 Theme 2: Power, politics and the media
 Theme 3: The global community
 Students will be assessed through a single examination.
 The examination time is one hour and there are 50 marks available.
 Student answer questions on each theme.
 Externally assessed
2. Unit 2. Participating in Society. Students choose a key issue to focus on from
nine range and content area, and an activity
 Students are assessed under controlled conditions, through a single
internally – assessed, externally moderated assessment consisting of
one structured task
 There are 50 marks available for this assessment.
3. Unit 3 Citizenship in Context. Students select one option from:
 Option A: Environmental change and sustainable development
 Option B: Changing communities; social and cultural identities
 Option C: Influencing and changing decisions in society and government
 Students enter for one option
 Students will be assessed through a single examination
 The examination time is 1 hour and 15 minutes and there are 50 marks
available
 Questions will relate up to six sources of information
4. Unit 4: Citizenship Campaign. Students select a key issue to focus on from
nine range and content areas
 Students are assessed under controlled conditions, through a single
internally – assessed, externally moderated assessment consisting of
one structured task
 There are 50 marks available for this assessment.
44
Y11 Curriculum Guide Autumn Term 2016-17
Course description/overview:
GCSE in Citizenship engages students with a wide range of political, social and ethical
ideas, issues and problems, helping them to develop the skills, knowledge and
understanding.
Develop and apply understanding of key citizenship concepts (justice, democracy,
rights and responsibilities, identities and diversity) to deepen their understanding of
society and how communities change over time
Use an enquiring, critical approach to distinguish facts, opinion and bias, build
arguments and make informed judgements
Develop the skills, knowledge and understanding needed to take action with others, in
order to address citizenship issues in their communities.
Curriculum breakdown:
Controlled Assessment: Students spend 120 hours throughout the academic year
completing coursework and preparing for their exam. The coursework and exam
breakdown is;
 Unit 1: Citizenship Today (20%) – exam based
 Unit 2: Participating in Society (30%)
 Unit 3: Citizenship in Context. (20%)
 Unit 4: Citizenship Campaign (30%)
All units must be passed in order to achieve their GCSE in Citizenship
What can you do to support your child?
1. Encourage your child to take an interest in all current affairs, attach the news
together and discuss the reports shown. Buy newspapers and encourage your
child to actively read, discuss and compare the content of different publications.
2. Encourage your child to complete work outside of the lesson at home.
45
Y11 Curriculum Guide Autumn Term 2016-17
Year 11 Hospitality
Exam Board: Edexcel
Syllabus Code: 600/7044/4
HOD: Ms L Smith
Email: [email protected]
Assessment:
1. 1 hour externally assessed exam = 25%
2. 3 assignment based coursework = 75%
Assessment:
Website: edexcel.org.uk
1. Unit 1.Introducing the Hospitality Industry. In this unit you will explore different
aspects of the hospitality industry by looking at its component parts, gaining an
insight into the business of hospitality and the different products and services it
provides. You will further explore how these products and services are offered in a
range of settings to meet the requirements of different hospitality areas. This is an
exam based unit
2. Unit 2 Working in the Hospitality Industry. This unit gives you the opportunity to
explore the importance of team working and customer service required to work
successfully in a variety of job roles within the hospitality industry.
3. Unit 3 Food Safety and Health and Safety in Hospitality. In this unit you will learn the
importance of following appropriate procedures to maintain food safety. You will learn
about the procedures to maintain food safety when storing, preparing, cooking and
serving food. Businesses within the hospitality industry adopt these procedures to
prevent any problems with potential food safety hazards.
4. Unit 6 Planning, Preparing, Cooking and Finishing Food. This unit gives you the
opportunity to explore the understanding and skills required for proficiency in
planning, preparing, cooking and finishing a range of food types. You will learn how
to select and prepare ingredients and plan a two-course meal. You will also learn
about the tools and equipment used to prepare, cook and finish food. Knowledge of
each food course is supported with understanding about planning and selecting
ingredients and safe and hygienic working practices.
Course description/overview:
Hospitality qualification is a fantastic opportunity to learn and develop skills required to work
in one of the fastest growing industries. Potential careers in hospitality are diverse and vast
ranging from a sous chef at a Michelin- starred restaurant, an events coordinator or a front
office manager.
Curriculum breakdown:
Controlled Assessment: Students spend 120 hours throughout the academic year
completing coursework and preparing for their exam. The coursework and exam breakdown
is;
 Unit 1: Introducing the Hospitality Industry (25%) – exam based
 Unit 2: Working in the Hospitality Industry. (25%)
 Unit 3: Food Safety and Health and Safety in Hospitality (25%)
 Unit 4: Planning, Preparing, Cooking and Finishing Food. (25%)
All units must be passed in order to achieve their GCSE in Hospitality
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Y11 Curriculum Guide Autumn Term 2016-17
What can you do to support your child?
1
Encourage your child to take an interest in an interest in all hospitality businesses
and roles. Where possible, visit hospitality settings, restaurants, and ask your child to
take notice of the key policies and procedures in place such as staff uniform and
quality of communication with customers. Observe the range of hospitality
businesses in your local area
2
Encourage your child to complete work outside of the lesson at home. The nature of
the BTEC course strongly lends itself to completing coursework assignments from
anywhere there is internet access.
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Y11 Curriculum Guide Autumn Term 2016-17
Ethnic Minority Achievement and English as an Additional Language
Staffing:
Ms J Robertson– HOD- [email protected]
Ms S Davies- Specialist ESOL Teacher
Subject Curriculum:
Bilingual students receive in-class support and team teaching, so that language is learned in the
context of curriculum subjects. As well, there are additional language and reading withdrawal
lessons for students who are new to English, and will be identified upon entry to the school.
All bilingual learners in Key Stage 3, 4 or 5 are welcome to come to Homework Club, where you can
use the computers and get help with your homework. Homework Club is after school on Thursdays in
the Room 28, which is the Art computer room (CAD room).
We also have links with community groups in the area that can provide 1 to 1 mentoring in a
specific subject (e.g. Maths, Chemistry, History, etc.) and aiming at any target grade, from 1 to 9.
This is usually for students who are studying at GCSE and A-Level.
Bilingual students might also be able to take a GCSE or A-Level language exam in their home
language. Currently, the exam boards offer the following languages: Arabic, Bengali, Chinese, Dutch,
French, Hindi, Modern Hebrew, German, Gujarati, Greek, Italian, Japanese, Persian/Farsi, Polish,
Portuguese, Punjabi, Russian, Sinhala, Spanish, Swahili, Tamil, Turkish, and Urdu. These exams can
be taken in Year 9, 10 or 11, but they are not supported by in-school or after-school lessons at
Chestnut Grove. Please see Mrs Holding in the MFL department at the beginning of September if
you are interested in being entered for a home language exam, and you have strong speaking,
listening, reading and writing skills in your home language. Please also note that all of the studying
for these qualifications will be done at home, with support from private lessons organised by the
student and the student’s family, which requires a significant level of commitment to independent
study from the student.
In addition, all bilingual students at all levels of English should read regularly in English and in their
home languages. Read anything that you are interested in – comics, news, novels, science
information, websites about your favourite music, etc. This improves vocabulary, spelling, grammar
and general knowledge, and is very important for making progress and maintaining your skills in your
home language.
The department has a range of English language books that are for students who are new to
learning English. These can be borrowed through staff in the office.
What can you do to support your child in learning?



Ensure that your child reads for at least 30 minutes every day in English and/or in home languages.
You can read a novel, a science textbook, the newspaper, a comic book, a website, or anything else
you can find to read. Discuss what you are reading – in any language! – in order to develop critical
thinking skills.
Encourage your child to explore topics they study in all subjects as much as possible, through visits to
the library, museums, galleries, parks etc. Watch the news – from any country, in any language! – and
discuss what is happening in the world.
Practise spellings of key words from your subjects, or commonly misspelt words in general English.
Write the words down five times, and then challenge your child to spell them out loud.
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Y11 Curriculum Guide Autumn Term 2016-17
Useful websites:
For students:
www.youngminds.org.uk
www.samaritans.org
www.mind.org.uk
www.nhs.uk
www.teenlineonline.org/
For families:
www.bbc.co.uk/schools/parents
www.bbc.co.uk/education/dynamo/parents
www.multilingualfamily.org.uk
www.omniglot.com/links/bilingual.htm
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Y11 Curriculum Guide Autumn Term 2016-17
Inclusion
KS4
We offer an alternative route at level 2 for pupils who, for a variety of reasons, may not be able
to access the GCSE offer from the school. Pupils can study Citizenship and Hospitality at level
2 and may also be entitled to extra study time.
We also apply for exam access arrangements for those pupils who may be entitled to a
reader, scribe or extra time.
Please check our SEND Information Report to Parents for further information.(on the
CGA website)
50