WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE€¦ · WEST HATCH HIGH SCHOOL Key Stage 5 Course Outlines ... A2 Exam Project. ... (Head of Biology) An OCR textbook

WEST HATCH HIGH SCHOOL

Key Stage 5

Course Outlines

Year 13

2015/16

THE BEST THAT I CAN BE

Year Group: 13 Key stage 5 Subject: ART AND DESIGN Aims of the course Programme of study by half term for 2015/16

Autumn Term: 1a Autumn Term 1b

Unit 3: Surrealism Drawing pencil, colour pencil, oil crayon, painting and written work.

Unit 3: Surrealism Drawing pencil, colour pencil, oil crayon, painting and written work.

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

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

Spring term 2a Spring term 2b

Unit 4: A2 Exam Project. Preparatory work for the exam. The final exam is in May.


Assessment By outcome. Coursework 60%, Terminal Examination 40%.


Summer term 3a Summer term 3b


End of course.


Assessment A Level grade in August.

Unit 3: Art and Design Coursework, Unit 4: Art and Design Externally Set Exam. Each of the following assessment objectives is of equal importance. AO1 - record observations, experiences, ideas, information and insights in visual and other forms appropriate to intentions. AO2 - analyse and evaluate critically sources such as images, objects, artifacts and texts, showing understanding of purposes, meanings and context. AO3 - develop ideas through sustained investigations and exploration, selecting and using materials, processes and resources, identifying and interpreting relationships and analysing methods and outcomes. AO4 - realise present a personal, coherent and informed response, realising intentions, articulating and explaining connections with the work of others. The AS level is 50% of the A level.

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

Students are encouraged to use primary sources for their artwork such as Art Gallery and Museum visits. They need to look at the work of other artists to enrich their own.

The projects are made accessible to all students and differentiation is mainly by outcome, some pupils may need more help or extension activities. Students are welcome to attend the art club on Monday and Wednesday lunchtime and Monday after school to keep up to date with work and develop their skills.

All groups are mixed ability.

Parents can check that homework and coursework has been completed to the best of the student’s ability and deadlines are met. Every piece of work and each project contributes towards the final grade at A Level. The written observations and analysis are as important as the practical work. If parents wish to they can check spelling and the work in students work journal.

A list of homework and coursework tasks for the year is printed in student’s course outlines. Homework and independent study is a continuous part of the course and should be done weekly to the best of their ability.

Year Group: 13 Key stage 5 Subject: BIOLOGY Aims of the course Programme of study by half term for 2015/16

Autumn Term: Unit 1 (F214) Autumn Term: Unit 1 (F214)

Module 1: Communication and Homeostasis Module 3: Photosynthesis

Module 2:Excretion Module 4: Respiration

Assessment Past paper questions Multiple choice tests Mock exams throughout the year Practical skills tests (coursework)

Assessment Past paper questions Mode exam / specimen paper Mock exams throughout the year Practical skills tests (coursework)

Spring term: Unit 2 (F215) Spring term: Unit 2 (F215)

Module 1: Cellular Control Module 3: Ecosystems and sustainability

Module 2: Biotechnology and Gene technologies Module 4: Responding to the Environment




Completion of syllabus & revision Department staff available for consultation and advice at normal teaching times. Revision material and answer schemes available to students.

Assessment Past paper questions Module exam / specimen papers External exam in June

Assessment Past paper questions Module exam / specimen papers External exam in June

Develop essential knowledge and understanding of biological facts, concepts and principles’ together with an appreciation of their significance, and the skills needed for their use in new and changing situations.

Promote an appreciation of the importance of experimental and investigatory work in the study of biology and develop an understanding of the link between theory and experiment and of scientific methods.

Develop an understanding of the connections between facts, principles and concepts from different areas of biology.

Sustain and develop an enjoyment of, and interest in, the study of living organisms

Recognise the value and responsible use of biology in society.

Be a suitable preparation for biological studies in higher and other educational establishments and for professional courses which require candidates to have a knowledge of biology when admitted.

Homework that will be set (general) Support available Assessment Groupings or setting What parents can do to help Members of staff to contact if you have any queries: Mr R Tester Mrs S Tester (Head of Biology)

An OCR textbook

Numerous AS textbooks in S6 for wider reading

Factsheets

Biology websites

Shared area with all resources.

Exam Café CD ROM

Revision guide

Key terms

Green and yellow booklets

Past papers

Course objectives

One mixed ability group

Ensure folders are up to date

Encourage reading of biological sciences and other relevant literature

Ensure good attendance in lessons

Ensure all homework is completed by checking show my homework

Ensure pupils attend intervention sessions

Ensure pupils compete revision every week

Ensure pupils complete one past paper at least every 2 weeks.

Essays or pieces of extended writing

Supplementation of notes

Independent learning

Past papers

The study of mark schemes

Intervention sessions for under achieving pupils

Coursework preparation where and when appropriate

Green and yellow booklets to be used as wider reading stimulus

Regular fortnightly assessment

Examinations every 6 weeks in line with the schools assessment plan

Mock exam in January 2016

June examinations covering F214 and F215

Year Group 13 Key stage 5 Subject: BTEC Level 3 Extended Diploma in Business Aims of the course Programme of study by half term for 2015/16 Autumn Term: 1 Autumn Term 2 Autumn Term 3 Autumn Term 2 Autumn Term 3

Unit - TBC Unit - TBC Unit - TBC Unit - TBC

Unit - TBC

Assessment Portfolio assessment





Spring term 1

Spring term 1

Spring term 1

Spring term 2 Spring term 3

Unit - TBC Unit - TBC Unit - TBC Unit - TBC Unit - TBC






Summer term 3 Summer term 3 Summer term 3

Complete units Complete units Complete units Complete units Complete units




The BTEC Level 3 Diplomas is broadly equivalent to three GCE A Levels.

The programme aims to provide students with an in depth understanding of the operations and structures of businesses

To equip students with the skills required to succeed in employment or at university.

The course will involve students familiarizing themselves with businesses in the public, private and voluntary sectors.

Students will cover a range of topics that include:

Business Resources

Business Environment

Marketing

Business Communication

Business Accounting

Human Resources

International Business

Business Retail

Internet marketing

Starting a Small Business

Business Economics

Market Research

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 N Cunningham

Students will take part in a variety of business and enterprise activities which will enhance their learning. A business trip will be arrange for the students to attend which will have a focus on an area of their studies

Students will have one day per week for private study. On that day they are expected to work at home with time set aside for each unit. Staff will set regular tasks for this purpose.

There will be one group that students will be allocated to

Students are required to use and keep free a single day each week for their studies. This independent study is vital to complete the course to a high standard. Assisting them in using this time effectively is important to their success. Parents will be able to keep up to date with what is happening in the business department by logging onto the Learning Gateway or joining up with the WHHS Business Dept Facebook page

Coursework will be divided into sub tasks and internal deadlines set by staff which must be met. Students organise their time to complete all the work to the best of their ability. Students will have a deadline to complete a draft version of their work. Their teacher will mark this and give them feedback on areas to improve to enable them to achieve a better grade. Students will then be given an appropriate time to make these changes. Each lesson will require further study outside of the lessons.

Year Group 13 Key stage 5 Subject: BUSINESS STUDIES A2 Aims of the course

Programme of study by half term for 2015/16

Autumn Term: 1a

Autumn Term 1b

3.1 Why does a business seek international markets? - Recap from year 12 3.2 Key players in the world economy - Recap from year 12 3.3 How does a company decide which countries to target? - Assessment of country markets - Comparative advantage and the role of specialization by countries 3.4 Other considerations before trading internationally - Responsibility to stakeholders - social/cultural differences in doing business - The purpose of tariffs, laws and import quotas

UNIT 4a – Making Business Decisions 4.1 Corporate Objectives Critically analyse mission statements 4.2 Stakeholders influence on corporate objectives Stakeholder conflict 4.3 Corporate culture Different types of culture and there effect on the business 4.4Corporate strategy Porters matrix Ansoffs matrix 4.5 decision making techniques Decision trees

Assessment Half term test Assignment 1

Assessment End of term test Assignment 2 Exam 15th January 2013


3.5 Globalisation - Global industries - Global marketing Global market niches 3.6 Are multinationals a force for good or should they be controlled? - Benefits that multinationals bring to overseas countries Potential negative impact of multinationals on overseas countries - Can multinational firms be controlled? Revision for exam

4.6 Making strategic decisions Investment appraisal Project planning and network analysis Business contingency planning 4.7 Assessing competitiveness Interpretation of financial statements Human resource competitiveness 4.8 Company Growth Nature of company growth Effects of growth

Assessment Half term test

Assessment End of term test

The aim of this course is to:

emphasises the nature and process of decision making within organisations

particularly the corporate organisation

allows students to explore a range of issues, drawing on data from local, national

and international sources such as globalisation

focuses on organisations in different sectors and environments

is rooted in the current structure of business practice

focuses on identification of problems, planning investigations into such problems and

making justifiable decisions consistent with the analysis.

It focuses upon analytical critical reasoning, conceptualisation through modelling, data analysis and the development of evaluative skills through an independent sustained and intensive effort.

Assessment

Assessment

Unit 3 Exam June 2015 Unit 4a Exam June 2015

Homework that will be set Support available Groupings or setting Member of staff to contact if you have any queries: Mr N Cunningham

Reading lists 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 within the Business department.

Students arrive in the groups based upon options choices.

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 focussed, thus enabling students to practice their exam technique and for teachers to be 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 need to be able to bring real business examples into their exam answers .

Year Group: 13 Key stage 5 Subject: CACHE Diploma in Childcare and Education Aims of the course


Autumn Term: 1a Autumn Term 1b Preparing for Placement – Primary School Setting Unit 9 Supporting emergent literacy Observation, assessment and Planning Unit 10 Supporting emergent mathematics Unit 11 Preparing for school readiness

Unit 9 Supporting emergent literacy Observation, assessment and Planning Unit 10 Supporting emergent mathematics Unit 11 Preparing for school readiness Planning of Extended Essay (External assessment)

Assessment Portfolio tasks on numeracy and literacy Direct observation End of unit 9 assessment

Assessment Begin Extended Essay End of unit 10 assessment

Spring term 2a Spring term 2b Unit 12 International Perspectives Unit 15 Professional Practice portfolio 2 Unit 14 Professional Partnerships in early years

Unit 15 Professional Practice portfolio 2 Unit 13 Reflective Practice for Professional development

Assessment End of unit 12 assessment Direct observation

Assessment End of unit 13 assessment Direct observation

Summer term 3a Summer term 3b Unit 14 Professional Partnerships in early years End of unit 14 assessment

Unit 14 Professional Partnerships in early years All portfolio evidence submitted

Homework that will be set (general) Extra Curricular activities available

Nursery World Exhibition Childcare Expo London Aquarium/Tate Modern

To achieve the CACHE Diploma through completion of all mandatory tasks and Synoptic assessments. To complete sufficient placement hours in at 3 settings and show competence in all areas of the qualification. To have an extensive portfolio of evidence to show knowledge and understanding of all units and pass both external assessments.

Homework will relate directly to portfolio tasks, external assessments and placement activities. All homework will encourage students to apply skills of independent research, analysis and reflection.

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

Via whole teaching team.

Students have access to resources and IT facilities within the department.

Ensure study is organised to manage all elements of the course and deadlines are being met.

Year Group: 13 Key stage 5 Subject: CHEMISTRY A2 Aims of the course

Programme of study for 2015/16

Autumn Term: 1a Autumn Term 1b A2 Chemistry F334 : Chemistry of materials The Materials Revolution: A study of condensation polymers and other modern materials What’s in a Medicine A study of medicines such as aspirin, their development, chemistry and synthesis, illustrating some of the features of the pharmaceutical industry.

The Materials Revolution: A study of condensation polymers and other modern materials The Thread of Life A study of proteins and enzymes. DNA and its use in synthesising proteins.

Assessment F334 part 1 internal exam October 1 hr 30 mins written paper (Chemistry of materials) Past exam papers for practice

Assessment Assessment F336 Individual investigation (internal) 15% of A2 continued Skill Area D – H F334 internal exam December 1 hr 30 mins written paper (Chemistry of materials) Past exam papers for practice

Spring term 2a Spring term 2b AS Chemistry F335 : Chemistry by Design Agriculture and industry A study of how chemists use industrial processes to benefit mankind and how they contribute towards a safe and efficient food supply. Colour by Design A study of the chemical basis of colour in pigments, paints and the use of chemistry to provide colours to order.

The Oceans A study of the role of the oceans in cycling chemicals, including salts and carbon dioxide, and maintaining pH, ie the importance of the oceans to life on Earth. Medicines by Design An account of the way chemical principles and techniques are used to investigate the effect of chemicals on the body, and to design and make pharmaceutical substances to meet specific needs.

Assessment F334 PPE January 1 hr 30 mins written paper

Assessment F334 and F335 PPE March 1 hr 30 mins written paper

Summer term 3a Summer term 3b Medicines by Design (continued)

Develop their interest in, and enthusiasm for chemistry, including developing an interest in further study and careers in chemistry;

Appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society;

Develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of How Science Works;

Develop essential knowledge and understanding of different areas of chemistry and how they relate to each other.

Assessment Assessment F334 Chemistry of Materials 1hr 30 mins (15% A2) Assessment F335 Chemistry by Design 2 h June (20%A2) Past exam paper practice

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 Hikel (Head of department) Miss Horrigan (Second in department)

Industrial visit. Chemistry lecture.

Students are encouraged to ask for help in and out of lessons. Targeted intervention sessions following internal assessments will be available. This may involve extra lessons. Support booklets and exam paper packages. Peer support from other year 13 students. Revision classes after school and in the holidays will be arranged as necessary.

One mixed ability teaching groups in Year 13 taught.

Look at the chemistry website for deadlines. Take an interest in your child’s chemistry – get your sons and daughters to explain what they have learned in lessons. Make sure they are studying chemistry for at least five hours a week outside of school hours. Please ensure that your child has a suitable place to study. Take note of, and make sure your child adheres to content, of the chemistry contract letter. This should be kept safe. Attend intervention meetings, if necessary, following internal assessments

Problems set from the chemical ideas textbook each lesson/activities to write up following practical work/notes to be written summarising chemical storylines. Exam practice papers / coursework research, analysis and evaluation.

Year Group: 13 Key Stage 5 Subject: AS Computing (OCR) 5 hours per week Aims of the course


Term

Autumn Term 1a

F453: Advanced Computing Theory Candidates acquire extensive knowledge of computing theory. Traditional computing forms a basis for knowledge which is developed further to include modern trends.

The function of operating systems

The function and purpose of translators

Computer architectures

Data representation

Data structures and data manipulation

High-level language programming paradigms

Programming techniques

Low-level languages

Databases

F454: Computing Project Candidates choose, in conjunction with their teacher, a well-defined user-driven problem of an appropriate size which enables them to demonstrate their skills in Analysis, Design, Software Development, Testing, Implementation, Documentation and Evaluation, and their interrelation; and to give a completed overall system that solves the problem

Definition, investigation and analysis

Design

Software development and testing

Documentation

Evaluation

The written report.

Autumn Term 1b

Spring Term 2a

Spring Term 2b

Summer Term 3a

Revision for exam Revision for F453 exam

Summer Term 3b

F453 Exam F453 Exam

For students to develop

the capacity to think creatively, innovatively, analytically, logically and critically;

an understanding of the organisation of computer systems, including software, hardware, data, communications;

Understand the different stages of compilation within a program

the ability to apply skills, knowledge and understanding of computing, including programming, in a range of contexts to solve problems;

skills in project and time management;

the capacity to see relationships between different aspects of the subject, and perceive their field of study in a broader perspective;

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 P Parmar (KS5 Co-Ordinator) [email protected] Ms S Chamberlain (HOD) [email protected]

Help from staff in none contact time Www.teach-ict.com Text books issued to students OCR Website Revision classes Coding Club (TBC)

Grouped according to options

Check coursework deadlines Purchase recommended revision guides

Unit 1 and 2 Research / wider reading of topic areas Examination questions Develop presentations Preparation tasks for coursework projects Coursework projects

Unit 3

mailto:[email protected]


http://www.teach-ict.com/

Year Group 13 Key stage 5 Subject A2 Drama and Theatre Studies Edexcel 9DR01 Aims of the course

Programme of study by half term for 2015 - 2016


Unit 4: Theatre Text in Context (6DR04) The detailed practical study of .Lysistrata by Aristophanes Students study the play from the point of view of a director and will develop and shape their ideas for a fully thought through production. Student will explore ‘Lysistrata’ through a series of practical workshops and realise short sections of the text in a range of theatrical genres

Unit 4: Theatre Text in Context A Shakespearean Play Students will have one lesson a week Learning about the performance conditions in the theatre in 1564 -1720. We will be take students to see a production and then compare the contemporary performance conditions with the original, in preparation for written exam. Unit 3: Exploration of Dramatic Performance (6DR03) Students will begin work on research from a stimulus set by the school in order to devise an original piece of drama for presentation to a specific audience. Research notes form part of students supporting written evidence.

Assessment –

Is through terminal written exam (60%

of A2)

Assessment – Unit 3 is internally assessed and externally moderated (40% of A2).


Unit 3: Exploration of Dramatic Performance (6DR03) During this period students devise, rehearse, polish and perform a piece of drama based on the original stimulus set. Students may use ideas, genre, forms or techniques explored in other units as the basis for their work.

After the performance students complete their Process and Evaluation notes (3500 words ( 50% of Unit) ready for submission in March

Unit 4: Theatre Text in Context(cont.) Exam practice papers and continuing practical study of set text

Assessment – Continual assessment of rehearsal process (25% of Unit) and Final Performance (25% of Unit) Final marks will reflect the student’s individual

Assessment– Internally assessed Supporting Written Evidence (50% of Unit)

The full Advanced GCE in Drama and Theatre Studies aims to extend the knowledge, skills and understanding acquired in the AS units by enabling students to apply what they have learned in their own creative work. In devising theatre students alternate roles between being playwright, performer/designer and director and apply their knowledge of different theatre forms and structures gained from their AS study to the creation of their own work. In exploring Text in Context students will learn to appreciate the ways in which directors, designers and performers use the medium of drama to interpret a play for a contemporary audience and relate their interpretation and experience of the plays to the original performance conditions

4.2

achievement both during the process and in the final performance.


Unit 4: Theatre Text in Context (cont.)

Final preparation of script and research notes which will be taken into the exam

Assessment

Assessment – 2½ hour written paper and ‘Research Folder’ This unit will be marked by an external examiner (60 % A2 marks)


Extra Curricular activities 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

All students are expected to do 4 hours private study every week. This may be undertaking personal research; line learning; completing lesson notes; writing up coursework… Staff are available Wednesdays 3.30- 4.30 for support with coursework

Rehearsals take place after school. Regular theatre trips are arranged. Trinity Drama

All Drama classes are taught in mixed ability groups

Talk to your son or daughter about their studies in Drama Try to encourage you son/daughter to go to local theatres. The

more live theatre they see the better! Discuss their concept for ‘Lysistrata’ with them

Keep an eye on their Drama Notes in the set text

Year Group 13 Key stage 5 Subject: ECONOMICS A2 Aims of the course


Summer Term Autumn Term 1a The Theory of Production:

Fixed and Variable Costs,

Marginal, Average and Total Costs,

Short-run and Long‑run Costs

Economies and Diseconomies of Scale

The Law of Diminishing Returns and Returns to Scale

The Objectives of Firms:

Total, Average and Marginal Revenue

The Divorce of Ownership from Control

The Growth of Firms

Technological Change

The Labour Market:

The Demand for Labour, Marginal Productivity Theory

Influences upon the Supply of Labour to Different Markets

The Determination of Relative Wage Rates and Levels of Employment in Perfectly Competitive Labour Markets

The Influence of Trade Unions in Determining Wages and Levels of Employment

Discrimination in the Labour Market Competitive Markets:

The Model of Perfect Competition

Competition and the Efficient Allocation of Resources

The Dynamics of Competition and Competitive Market Processes

Concentrated Markets (Monopoly):

Sources of Monopoly Power

The Model of Monopoly

Consumer and Producer Surplus

Price Discrimination

Static Efficiency, Dynamic Efficiency and Resource Allocation

Assessment Half-term test and homework

Assessment Half-term test and homework

Autumn Term 1b Spring term 2a The Distribution of Income and Wealth:

Notions of Equity

The Problem of Poverty

Government Policies to Alleviate Poverty and to Influence the Distribution of Income and Wealth

The Impact of a National Minimum Wage Rate

Government Intervention in the Market:

Market Failure and Government Failure

Cost Benefit Analysis

Macroeconomic Indicators:

The Economic Cycle and Economic Growth

Uses of National Income Data

Inflation and Deflation

Unemployment Managing the National Economy:

Macroeconomic Models and Policies

Fiscal Policy

Supply-Side Policies

Monetary Policy, the Money Supply and Interest Rates

Develop an interest and enthusiasm for economics and its contribution to the wider economic and social environment;

Develop an understanding of a range of concepts and acquire an ability to use these concepts in a variety of different contexts;

Develop an enquiring, critical and thoughtful 'economist's mind';

Practise skills, qualities and attitudes which will equip students for the challenges, opportunities and responsibilities of adult and working life.

Concentrated Markets (Oligopoly):

Market Structure

Collusive and Non-Collusive Oligopoly

Interdependence in Oligopolistic Markets

Competition Policy and Contestable Markets:

Competition Policy

Public Ownership Versus Privatisation

Regulation and De-regulation of Markets

Assessment End of term test Assignment 5 & 6

Assessment Half-term test Assignment 7 & 8

Spring Term Summer term 3a The International Economy:

Globalisation

Trade

The Balance of Payments

Exchange Rate Systems

The European Union (EU)

Revision for exam

Assessment Unit 3 Exam – June 2015 Unit 4 Exam – June 2015


Support available

Groupings or setting

Member of staff to contact if you have any queries: Mr N Cunningham

Students can always seek help at the Business and Economics Office and extended tasks, research material and links to websites are available on Learning Gateway on the school’s homepage. Reading lists and suitable websites can be found in the course handbook. Additionally students can communicate and leave work in the Student files area.

Students arrive in the groups based upon options choices.

Students will be given four exam-style questions during every half term. Every question is divided into three sections similar to what students will see in their final exam. They will be formally assessed according to AQA marking scheme. This will help students monitor and assess their progress.

Year Group: 13 Key stage 5 Subject: A2 ENGLISH LANGUAGE AND LITERATURE (AQA SPEC B) Aims of the course Programme of study by half term for 2015/16


Teacher 1 - Unit 3: Arthur Miller’s The Crucible Practice answering question for Question 1 ELLB3 Teacher 2 - Reading, researching and analysing a range of texts in preparation for text transformation coursework

Teacher 1 - Finish work on The Crucible Practice questions on this text. Teacher 2 - Completing in-depth study Begin to plan transformation

Assessment Practice essays Unit 3 Preparation essays for coursework

Assessment Practice essay for coursework – Unit 4


Study aspects of spoken language in preparation for Unit 3 Examination, Talk in Life and Literature Finish work on coursework

Study aspects of spoken language in preparation for Unit 3 examination: Talk in Life and Literature Revisit The Crucible in preparation for exam.

Assessment Completing Coursework folder Exam practice

Assessment Full mock examination – Unit 3 Coursework folder complete


Revision of The Crucible Continue to study aspects of spoken language in preparation for Unit 3 examination Continue work on the synoptic Unit

Revision of Unit 3

Assessment Revision essays – Unit 3

Assessment A2 Examination

The study of English Language and Literature encourages students to develop their interests in both language and literature as interconnecting and mutually supportive disciplines. This course allows students to develop as independent, confident and reflective readers and writers. The course gives a variety of opportunities to explore the relationship between language and literature through a wide range of reading opportunities. This involves critical reading of and response to both literary and non-literary texts, as well as writing for a variety of audiences and purposes.

Homework that will be set (general) Extra-curricular activities available Support available

Groupings or setting What parents can do to help More detailed course information is available at: http://westhatchenglish.tumblr.com/ Member of staff to contact if you have any queries: Dr Johnston (KS5 English Co-Ordinator) and Mrs Gill (Head of English)

Visiting authors

Theatre trips

Study conferences

From the class teacher as required. A study guide for private study is also available in the Study Centre http://westhatchenglish.tumblr.com/

Students need to have passed AS Language and Literature. Students are of mixed ability from A to D grade.

Ensure that pupils are completing their homework

Encourage visits to the library or theatre to watch relevant performances

Help students proof read their work

Supervise pupils’ completion of Online English Skills Tests

A range of tasks will be set for homework. Students will consolidate notes made in class, write essays on the set topic and conduct independent research. Online English Skills Tests

http://westhatchenglish.tumblr.com/


Year Group: 13 Key stage 5 Subject: A2 ENGLISH LANGUAGE (AQA SPEC B) Aims of the course Programme of study by half term for 2015/16


Teacher 1: Language acquisition. Teacher 2: Work on Language Investigation, as researched over the summer break.

Teacher 1: Language acquisition. Teacher 2: Complete final draft of Language Investigation. Begin work for Media Text.

Assessment: - Practice essays for Language

acquisition - Online skills tests

Assessment: - Practice essays for Language

acquisition - Online skills tests


Teacher 1: Language change Teacher 2: Complete Media Text.

Teacher 1: Language change continued Teacher 2: Beginning of revision

Assessment: - Practice essays for Language change - Online skills tests - Mock examination

Assessment: - Practice essays for Language change - Online skills tests


Both teachers: Revision for the exam

Both Teachers:Revision for the exam

Assessment: - Practice papers

Assessment: - A2 Exam

The course builds on the knowledge acquired through the AS course by continuing to explore how language is used in a variety of situations and contexts. There are two major topics: Change and Acquisition. The former looks at the history of English language from late modern English (1700s) to the present day, and at how and why it has changed. Acquisition entails the study of how humans learn language from birth to around 11 years old. There are interesting overlaps here with biology, psychology, and sociology. In addition, there is a Language Investigation Coursework Project that involves the student carrying out independent research on a language topic of his or her own choice. One piece is investigative, allowing detailed personal research, while the second task requires students to produce an informative Media text, which they will have worked on towards the end of Year 12. Guidance is given by the teacher, but the work must be original and the student’s own work.

Homework that will be set (general) Extra Curricular activities available Support available Groupings or setting What parents can do to help More detailed course information is available at: http://westhatchenglish.tumblr.com/ Member of staff to contact if you have any queries: Dr Johnston (KS5 English Co-Ordinator) and Mrs Gill (Head of English)

Exam conferences

From the class teacher as required. http://westhatchenglish.tumblr.com/

Must have a pass in AS English Language.

Ensure that pupils are completing their homework

Help students proof read work.

Limit the number of hours spent on paid work

Supervise students’ completion of Online Language Skills Tests

A range of tasks, including the consolidation of notes made in class and the writing of essays. Students will also research theories connected with language change and acquisition. Online Language Skills Tests



Year Group: 13 Key stage 5 Subject: A2 ENGLISH LITERATURE (AQA SPEC A) Aims of the course


Autumn term: 1a Autumn term: 1b

Teacher 1: Study Franz Kafka’s Metamorphosis and J.M. Coetzee’s Waiting for the Barbarians in preparation for coursework. Teacher 2: Study a range of poems throughout history, analysing the representations of love.

Teacher 1: Study The Merchant of Venice in comparison with Metamorphosis and Waiting for the Barbarians. Teacher 2: Study representation of love in Othello and wider reading in drama.

Assessment Essays and coursework preparation Online literary skills tests

Assessment Essays Online literary skills tests

Spring term: 1a Spring term: 2b

Teacher 1: Complete first draft of 3,000 word comparative coursework. Wider reading. Teacher 2: Study Ian McEwan’s Enduring Love and wider reading in prose fiction on love through the ages.

Teacher 1: Final editing of coursework. Wider reading. Teacher 2: Revision for A2 examination

Assessment Essays and coursework, with individual tutorials. Mock examination.

Assessment Essays Context questions

Summer term Summer term

Both teachers: Revision for A2 examination

Both teachers: Revision for A2 examination

Assessment Practice papers

Assessment 2 ½ hours examination on unseen texts.

The course involves the study of a number of writers of prose, poetry and drama ranging from the 14th Century to 21st Century. The theme this year is ‘Love through the Ages’. Unit 4 involves a 3,000 word coursework essay comparing three texts including The Merchant of Venice, a compulsory Shakespeare text. The other texts are chosen with a group’s interest and enthusiasms in mind. Unit 3 is a terminal exam in which students are asked to compare unseen texts, referring extensively to their wider reading on the set theme. The two units are linked and complementary. The aims of the course are to enjoy reading a variety of texts from different periods of English Literature and to develop critical insights and personal responses to them.


Extra-curricular activities available

Support available


What parents can do to help

More detailed course information is available at http://westhatchenglish.tumblr.com/ Member of staff to contact if you have any queries: Dr Johnston (KS5 English Co-Ordinator) and Mrs Gill (Head of English)

Theatre trips Study conferences

From the class teacher as required during study. From the Librarian and the Study Supervisor in the Sixth Form. From http://westhatchenglish.tumblr.com/

Students must have a pass in AS English Literature but should be achieving their ALPs target grade.

Ensure that students are completing their homework and meeting coursework deadlines. Encourage visits to the library or theatre to watch relevant performances. Help students proof-read work and provide them with a real life critical audience for their work. Ensure that students are reading from the reading lists and encourage them by talking about the texts. Supervise pupils’ attempts at our online revision quizzes.

A range of tasks will be set for homework. These tasks will involve consolidating notes made in class, conducting independent research and writing essays on the topic studied. Reading for both units clearly forms a large part of this Literature course, both in class and independently. Students will also complete a series of online literary skills tests throughout the year.



Year Group 13 Key stage 5 Subject: Btec Level 3 Subsidiary Diploma in Fashion and Clothing Aims of the course



Unit 11 – Freelance work in Art and Design

a. Research, design and present concepts in design Presentation of folder and sketchbook

Unit 121 – Pattern Construction for fashion and

Clothing a. Research, design and make a garment

based on measurements

Presentation of folder and sketchbook

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

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


Unit 126 - Fashion Marketing a. Research a variety of shops and produce a fashion report Presentation of folder and sketchbook

Unit 126 - Fashion Marketing a. Research a variety of shops and produce a fashion report Presentation of folder and sketchbook

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

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

• Draw on and apply knowledge of materials and components in relation to the context of application, market demands and through processes and manufacture.

• Allow students to acquire and apply knowledge, skills and understanding, as well as developing critical skill sets; therefore appealing to kinaesthetic learners who may be able to achieve more through contextualised projects rather than studying

• To enable learners to start building the technical skills, knowledge and understanding relevant to a sector/sectors of the creative industries.

• To give learners the opportunity to gain an understanding of employment opportunities, job requirements and working practices in the creative industries

• To engage 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.

• To provide a progression route from Btec and other qualifications at levels 1. 2 and 3. • To enable learners to make informed choices with regard to a career in the creative industries • To develop skills that may be applicable in other work situations


Unit 5 - Garment Production for Fashion and Clothing a. Develop, plan and make a garment through experimenting with construction techniques Presentation of folder and sketchbook

Unit 6 - Pattern Construction for Fashion and Clothing a. Research and Create a pattern using measurements Presentation of folder and sketchbook

Assessment Verbal and written teacher assessment on a regular basis, together with peer assessment on Unit. Formal assessment at the end of Year 13

Assessment Formal assessment at the end of the unit. Students given feedback and encouraged to keep a record of their marks. Formal assessment at the end of Year 13


Extra-Curricular activities available

Support Available


Member of staff to contact if you have any queries: Mrs H Barnard

School Fashion Magazine

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.

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

Homework is set continuously throughout the year and is an extension of class work. Please refer to the homework tasks sheet for more information

Year Group: 13 Key stage 5 Subject: GEOGRAPHY Aims of the course Programme of study by half term for 2015/16

Autumn Term:

Global Issues This unit encourages the ability to understand issues of global concern and the dynamic interaction between people and the environment. It examines issues that are important in the 21st century and develops skills needed to analyse and evaluate geographical information. Four topics will be studied including Earth Hazards, Ecosystems and Environments Under Threat, Population and Resources and Globalisation.

Assessment External examination F764 Geographical Skills 1½ hours worth 20% of A2.

Spring term:

Geographical Skills This unit develops an understanding of the process of geographical research, including fieldwork. It involves an appreciation of the use of technology such as GIS and the techniques needed to plan an investigation, including the collecting, recording and presentation of data. The work is based on data collected on the France field course in Year 12.

Assessment Practice questions Individual research

Summer term:

Continue with Global Issues

Assessment F763 Global Issues. 2½ hour written examination worth 30% of A2

To complete the two modules which make up the OCR A2 Geography Specification. The course examines the main forces influencing the natural environment as well as the issues affecting people and the places where they live. The emphasis is on analysis of both primary and secondary data and the development of fieldwork and decision-making skills.

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

Revision sessions.

Supplementary material and links available on the OCR website. In addition to this, the department contains a variety of extra reading material which would be useful to students for case studies and to improve their knowledge.

Mixed setting.

Encourage students to read a quality daily newspaper and compile a resource file of natural hazards. Provide access to the internet for research and a suitable place for individual study.

Research tasks, completion of practical exercises, coursework and practice examination questions.

Year Group: 13 Key stage 5 Subject: HISTORY Aims of the course Programme of study by half term for 2015/16


1. USA 1918 – 1941 A2 2. Civil Rights 1860-1990

1. USA 1918 – 1941 – A2 2. Civil Rights 1860-1990 3. Coursework preparation

Assessment Exam work

Assessment Exam work / Coursework


1. USA 1918 – 1941 A2 2. Civil Rights 1860-1990 3. Coursework preparation

1. USA 1918 – 1941 A2 2. Civil Rights 1860-1990 3. Coursework preparation

Assessment Exam work / Coursework/Mock exams

Assessment Exam work / Coursework/Mock exams


1. USA 1918 – 1941 A2 – completion of coursework

2. Civil Rights Revision 1798 – 1921

N/A

Assessment Mocks / revision techniques

Assessment External Exams

To promote the understanding and interpretation of History and use of skills commensurate with history studies. To be able to analyse and interpret historical events and actions. The focus is American 1918 – 1941 and Ireland 1798 – 1921. To be able to produce 2 completed pieces of coursework worth 20% of the total award.

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

Support classes to aid revision Possible use of revision conferences

Departmental support to help revision work / coursework preparation. Extra support classes are made available

Mixed ability groups

Ensure homework set is completed - check diaries / ring if any concerns Help with access to resources - books / internet / libraries Ensure students are attending all of their timetabled lessons Check on coursework progress – Contact HoD if there are any concerns

Variety - note making / documents / essay plans / document plans / research / group presentations /exam based revision.

Year Group: 13 Key Stage 5 Subject: BTEC ICT Level 3 5 hours per week Aims of the course


Term 3 lessons per week 2 lessons per week

Autumn Term 1a

Unit 3: Information Systems The aim of this unit is to ensure learners understand how organisations use information and the surrounding use of information, know about information systems and develop the skills necessary to produce management information.

Unit 4: Impact of the Use of IT on Business Systems The aim of this unit is to ensure learners understand the effects developments in IT have on organisations and how organisations respond to these developments, and enable learners to propose IT enabled improvements to business systems.

Autumn Term 1b

Spring Term 2a

Spring Term 2b

Summer Term 3a

Unit 8: E-Commerce The aim of this unit is to ensure that learners know the technologies involved in e-commerce, understand the impact of e-commerce on organisations and on society, and that they are able to plan e-commerce strategies

Summer Term 3b

Students also have the opportunity to study additional units to achieve two A-Levels. The optional units are tailored to meet the students’ other A Levels and their choice of university study Homework that will be set (general) Weekly homework of approximately 2 hours per teacher will be set Extra Curricular activities available

By the end of this course, learners should:

Understand the personal attributes valued by employers

Understand the principles of effective communication

Be able to use IT to communicate effectively

Be able to address personal development needs.

Understand the components of computer systems

Be able to recommend computer systems for a business purpose

Be able to set up and maintain computer systems.

Know types of network systems and protocols

Understand the key components used in networking

Know the services provided by network systems

Be able to make networked systems secure.

Individual teachers will arrange individual study sessions

Support available Groupings or setting What parents can do to help Member of staff to contact if you have any queries: Ms P Parmar (KS5 Co-Ordinator) [email protected] Mrs S Trickey (HOD) [email protected]

Help from staff in none contact time Text books issued to students BTEC Website Lunchtime & After School study sessions

Grouped according to options

Check coursework deadlines Contact teachers at the earliest opportunity



Year Group 13 Key stage 5 Subject: LAW Aims of the course Programme of study by half term for 2015/16


Unit 3A – Criminal Law

Fatal Offences

Murder

Voluntary Manslaughter

Involuntary Manslaughter

Unit 3A – Criminal Law

Non-fatal Offences

Defences

Evaluation of Criminal Law

Assessment Unit 3A Test

Assessment Unit 3A Test


Unit 4B – Tort

Physical Damage & Medical Negligence

Psychiatric Damage & Economic Loss

Product Liability

Occupiers’ Liability

Nuisance

Vicarious Liability

Unit 4C – Concepts of Law

Law & Morality

Law & Justice

Judicial Creativity

Fault

Conflicting Interests

Assessment Unit 4B Test

Assessment Unit 4C Test

Summer term 3a

Revision & Exam Practice

To offer students an insight into the varied law careers available To investigate how laws are made in parliament, and used in the courts system. To investigate criminal and civil cases, and to understand how they are decided

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 – Law Teacher

Revision Sessions

Lunchtime, study periods & after school; the onus is on the pupils to approach their teachers.

Ensure homework is completed on time. Ensure notes are copied up from lessons missed. Ensure classwork/homework are completed from lessons missed.

Applicable for current topic being studied

Year Group 13 Key stage 5 Subject: MATHEMATICS Aims of the course



C3 Transforming Graphs Trigonometry Further Trigonometric Identities

C3 Differentiation C4 Partial Fractions M1 Vectors

Assessment Homework

Assessment C3 Past Papers


C4 Co-ordinate Geometry Binomial Expansion M1 Kinematics Statics

C4 Differentiation Vectors M1 Dynamics

Assessment C3 Mock Exam

Assessment Homework


C4 Integration M1 Moments

Assessment C4 & M1 Past Papers

Assessment C4 & M1 Modules

Homework that will be set (general) Extra Curricular activities available

Senior Maths Challenge for most able

To offer students a varied & exciting range of mathematical activities. To ensure students have established a good knowledge & understanding of mathematical concepts. To ensure the competent use of calculators for C3, C4 & M1.

Applicable for current topic being studied after every lesson for the following lesson.

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

Lunchtime, study periods & after school; the onus is on the pupils to approach their teachers.

Ensure homework is completed on time. Ensure notes are copied up from lessons missed. Ensure classwork/homework are completed from lessons missed.

Year Group: 13 Key Stage 5 Subject : MEDIA STUDIES Aims of the Course

This course enables candidates to develop a critical awareness and understanding of the

media and its role in building and moulding society and its attitudes through the exploration

of the products of media production processes (media texts), the institutions which produce

them and the audiences which respond to them.

Study is approached through a conceptual framework comprising Media Forms and

Conventions, Media Institutions, and Media Audiences and Representations.

A distinctive feature of the course is the practical production element at both AS and

Advanced GCE. This enables candidates to put theory into practice by creating their own

media products, thus affording opportunities for engagement in creative, imaginative and

aesthetic activity.



Unit G324 – Advanced Portfolio in Media – research and planning

Unit G324 Advanced Portfolio in Media – construction and evaluation. Preparation for Unit G325 part 1 reflective and theoretical evaluation of practical work at AS & A2.

Assessment Research and planning blogs, powerpoints, Digipak album, magazine advert

Assessment Completed Advanced Production work and evaluation


Unit G325 Part 1- Theoretical Evaluation

Unit G325 continued

Assessment Reflected analysis of AS and A2 construction work and evaluations

Assessment Presentations, timed essay questions


Unit G325 Part 2 Critical Perspectives in Media – Collective Media Identity

Unit G325 continued

Assessment Comparative essays on the representations of British youths. Through the study of British films from different eras and British magazines. Group and Individual presentations

Assessment Group presentations, analysis of film extracts and still images, analysis of magazine articles, timed essays


Oral presentations; short essays; visual presentations; analysis of chosen film/TV extracts; research and wider reading; practical work (filming, construction etc.).


Film Club (viewing) After school coursework

Support available

Technical support for practical work - after school and during private study time, if required. Media staff are available on a one to one basis if required.


Foundation Portfolio should be completed in small groups (maximum 4). Advanced Production can be completed individually or in groups.


* Encourage wider reading of a variety of materials. * Keep a check on deadlines (which are non-negotiable) * All homework is important even if not written – ensure it is done * Encourage them to experience new texts, not being completely fed on a diet of reality TV shows, OK magazine and The Sun!

Member of staff to contact if you have any queries: Miss A Georgiou

Year Group: 13 Key stage 5 Subject: A2 Level PE Aims of the course Programme of study for 2015/16

Unit 3 – preparation for sport and managing elite performance This unit is examined through a 1½ hour written paper Unit 4 – the developing sports performer This unit is examined through 4 pieces of coursework and practical assessment

This course seeks to develop further the students knowledge, understanding, skills and application for PE and sport from that learnt in year 12. Students will again take on the roles of performer, leader or official and consider:

Developing their current participation in sport

Opportunities internationally for people to participate in sport

Create a life plan for participation in sport

Students will also study sport in another culture and the psychological factors affecting elite level performance

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 Reid Head of PE

Pupils in the sixth form have a range of extra-curricular sports clubs to choose from throughout the week to help them improve their performance. Pupils studying A Level PE are expected to attend at least 2 clubs.

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

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.

Groups are mixed ability.

Homework is set on a weekly basis in Units 3 & 4 and will take the form of research tasks, past exam questions or questions based on the theme of the lesson.

Attendance to at least one extra-curricular sports club per week is recommended.

Year Group 13 Key stage 5 Subject A2 Performing Arts Edexcel 9781


Autumn Term 1a Autumn Term 1b Unit 4: Employment Opportunities in the Performing Arts

This unit will helps students to understand the demands that are made on those who wish to work in the performing arts industry. Students will

research a variety of employment opportunities that are available and how they fit into the various performing arts organisations that make up the industry.

discover employment requirements in terms of formal qualifications, training and

experience needed for particular jobs.

to explore employment terms and conditions

Unit 4: Employment Opportunities in the Performing Arts (cont)

Students will

Research into their chosen career pathway, identifying skills required, training requirements and career progression

Create a CV and prepare audition pieces to be included in their professional portfolio

Assessment –

Assessment -

Portfolio containing a report outlining

employment opportunities researched. A

professional portfolio containing CV,

photographs and recorded audition pieces plus

a written evaluation.

Internally assessed and externally

moderated(33% of AS )

Spring term 2a Spring term 2b Unit 5: Advanced Skills Practice In this unit students will gain a thorough understanding of the techniques and skills

that apply to their specialism. They will be involved in a performance event, learning how to develop the skills that are appropriate for their ability but stretch them to improve their standard. • evaluation of your development • evaluation of your performances.

Unit 5: Advance Skills Practice (cont.)

…. Students will learn about: • preparation for performance • rehearsal and practice techniques • performing to an audience • the different contexts in which practitioners perform (There is an optional Unit 6 for students wishing to pursue a technical pathway)

Assessment – Students progress is monitored through the research, planning and rehearsal process

Assessment – A performance piece plus a supporting portfolio documenting evidence of research,

Aims of the course

The GCE in Performing Arts has been designed to provide a broad educational basis for further education or for moving into employment within the performing arts sector. At A2 we introduce students to more work-related learning. We aim to:- • give students an introduction to the work opportunities in the Performing Arts Industries and enable them to research their own career pathway. • encourage students to develop the technical knowledge, skills and understanding associated with the subject at this level through a performance project. • equip students with the skills and audition pieces they will need in the workplace or in further education or training • empower students to take charge of their own learning and development working to an externally set commission.

planning and skills development plus an overall evaluation Internally assessed and externally moderated(33% of AS )

Summer term 3a Summer term 3b Unit 7. Production Delivery In this unit students develop, rehearse and deliver a complete performance. They will apply their knowledge and understanding of the performing arts industry, develop and acquire new and existing techniques, and demonstrate them by taking part in a polished work, performed to an audience. Students may select be a performer, a member of the production team or an administrator.

Unit 7. Production Delivery

After study leave students will return for a short intensive rehearsal period prior to final performance. (Please note this externally moderated unit takes place towards the end of June)

Assessment

Assessment – Internally assessed and externally moderated performance plus supporting portfolio documenting the rehearsal process. (33% AS)


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

All students are expected to do at least 4 hours private study every week. Portfolio notes MUST be completes every week, plus background research; reading texts: line learning; rehearsing

Rehearsals take place after school. Regular trips are arranged to live productions. Leading a Lower School Drama/Dance/Music Group Trinity Drama, Grade 6 and above will give students additional UCAS points

Coursework support sessions are available after school. One to One rehearsals by arrangement with staff

All Drama classes are taught in mixed ability groups

Talk to your son or daughter about their studies in Drama

Try to encourage you son/daughter to go to local theatres/music venues/dance shows. The more live events they see the better!

Help them to learn lines

Please make sure they are keeping their portfolios notes up to date

Year Group: 13 Key Stage 5 Subject: PHYSICS Aims of the course Programme of study by half term for 2015/16


Unit 4 – Fields and further mechanics.

Unit 4 continued

Force and momentum

Motion in a circle

Simple harmonic motion

Gravitational fields

Electric fields

Capacitors

Magnetic fields

Electromagnetic induction

Assessment Every 4-6 weeks past exam paper questions set. Regular homeworks.

Assessment Every 4-6 weeks past exam paper questions set. Regular homeworks.


Unit 5 Nuclear and thermal physics. Optional Unit. Unit 6 Investigative Skills Assessment (ISA)

Unit 5 continued.

Radioactivity

Nuclear energy

Thermal physics

Gases

Specialist unit (Astrophysics)

Learn more about force and energy in the context of explosions and collisions, circular motion and oscillations, electric, gravitational and magnetic fields

Embed ideas of electric potential energy and introduce new ideas such as binding energy and kinetic theory of gases

Study important applications of devices such as capacitors generators, transformers and nuclear reactors

More detailed study into a specialist area of Physics

Develop and extend practical skills

Assessment Unit 4 mock exam Every 4-6 weeks past exam paper questions set. Regular homework.

Assessment Every 4 weeks past exam paper questions set. Regular homework. Unit 5 mock exam


Unit 5 continued and revision sessions

Study leave and revision sessions until final exam date.

Assessment External exams on units 4 & 5 and/or resits (June)

Assessment


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:

A. Bhatia

Practise in Physics questions, past exam questions, coursework when relevant, research projects, independent learning, summary questions from Nelson Thornes course text book.

Visit to OU Astrophysics laboratory After school and holiday targeted intervention and support throughout the year for students who are not working to target. Pre-exam Breakfast Booster Sessions

Class text book per student for home study. Numerous AS textbooks in 6th form library and S3. Individualised feedback from experienced Physics specialist teachers. Physics websites

One or two mixed ability groups

Ensure folders/books are up to date and independent reading is done. Encourage pupils to get coursework/homework completed and handed in on time Monitor the published assessment dates.

Subject: PSHEE & Citizenship Aims of the course Programme of study for each term 2015-2016:

Course Structure The PSHEe & Citizenship programme runs on a five year cycle. The programme runs throughout the academic year with learning focussed upon a number of 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: 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, Capital punishment, Euthanasia, Abortion, Human Rights and Racism.

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

Summer Term: Students will work on project based activities that will allow them opportunities to compare and contrast varying societies to those that they have experienced. They will also complete units of work based on our British Society including British values. They will also complete work 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.


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 L Hiscott 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 Drop Down Days

LSA support for individual pupils where necessary

Pupils are taught in Form Groups by their form tutors.

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: 13 Key Stage: 5 Subject: PSYCHOLOGY Aims of the course:


Autumn Term: 1a Autumn Term: 1b Psychological Research & Scientific method

Students will be able to explain the importance of scientific investigation & identify & apply the criteria of a science to real life examples. Design appropriate psychological investigations and conduct them according to the code of ethical conduct. Present, analyse, and interpret data that may arise from such investigations. Accurately report on the findings of these investigations using the BPS approved format

Psychopathology-Schizophrenia

Students will be able to identify the clinical characteristics of schizophrenia. Discuss issues surrounding the classification and diagnosis of the disorder. Outline & evaluate biological & psychological explanations of the disorder. Describe biological & psychological therapies of schizophrenia and evaluate them for their appropriateness and effectiveness

The Psychology of Addictive Behaviour

Students will be able to outline & evaluate models of addiction including explanations of initiation, maintenance & relapse. Discuss the role of the media in addictive behaviour. Assess factors that affect addictive behaviour including vulnerability. Describe types of intervention and evaluate them for their appropriateness and effectiveness.

Assessment

1) Mock examination

Assessment 1) Fortnightly formal assessments

2) Mock exam

Spring Term: 2a Spring Term: 2b Aggression

Students will be able to discuss the biological & psychological explanation of aggressive behaviours.

Gender

Students will be able to examine the role of cognitive factors in gender development. Discuss the role of

The aim of the course is to equip students with a current psychological knowledge that is applicable to everyday life. The syllabus encourages students to generate an enthusiasm for the subject and offers opportunities for students to develop an independent and inquisitive style of enquiry that will give them the autonomy to shape their view of the world and their experiences within it. The A2 course comprises of two units. Each unit is worth 25% of the students A Level. PSYA3 - Topics in Psychology

Students develop their knowledge an understanding of three current psychological topics. The syllabus required students to develop their skills of analysis and evaluation in relation to the topics studied: Relationships, Aggression & Gender PSYA4 – Psychopathology, Psychology in Action & Research Methods

Students develop their knowledge and understanding of theories and explanations relevant to the content of each topic. Their studies offer them the opportunity to carry out practical research activities involving the collection, analysis and interpretation of data. The syllabus also enables students to continue to develop their skills of analysis and evaluation of the topics studied: Psychopathology- Schizophrenia, The Psychology of addictive behaviour & Psychological research and scientific method.

Identify factors that contribute to institutional aggression. Outline & evaluate evolutionary explanations of aggressive behaviour. Discuss the role of the group in human displays of aggression.

biological factors in gender development. Identify the role of social context in gender development. Explain psychological androgyny and gender dysphoria and be able to identify factors that contribute to their manifestation.


2) Mock exam

Assessment 1) Fortnightly formal assessments 2) Mock exam

Summer Term: 3a Summer Term 3b Relationships

Students will be able to describe and evaluate theories of formation, maintenance and breakdown. Identify the relationship between sexual selection & human reproductive behaviour. Explain the role of evolutionary factors in human reproductive behaviours. Discuss the influence of childhood experience on adult relationships. Describe the differences in relationships between cultures

Revision

Exams and Study leave

Assessment 1) Fortnightly formal assessments 2) Mock exam

Assessment 1) Examinations- May 2016


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 J Williams – Head of Social Sciences

Students complete a range of independent learning tasks. These will include research of topics, exam questions, mind mapping, presentations, mnemonics, note taking and summaries of each lesson including reading around the topics before and after lessons.

Guest speakers, study conferences, drop in centre- Further support, 1:1 tutorials and supervised private study periods.

1:1 tutorials, drop in centre, supervised private study periods, revision sessions and online support.

Must have a pass in AS Psychology

Ensure that pupils are completing their homework and coursework. Encourage an active role in lunch time clubs, after-school activities and excursions. Encourage a wider interest in Psychology such as reading of novels and watching films related to the core topics.

Year Group: 13 Key stage 5 Subject: PHILOSOPHY OF RELIGION AND ETHICS Aims of the course


Autumn Term:1a Philosophy of Religion Autumn Term: 1a Religious Ethics

Religious language

the via Negativa

the verification and falsification principles;

the views of the Vienna Circle, A. J. Ayer, Anthony Flew, Ludwig Wittgenstein and Paul Tillich on religious language

Religious Experience

arguments from religious experience from William James;

the aims and main conclusions drawn by William James in The Varieties of Religious Experience.

Meta-Ethics

The uses of ethical language – Intuitionism, Emotivism, Prescriptivism.

Cognitive / Non Cognitivism, Ethical Naturalism.

Free Will & Determinism

Implications of determinism for moral responsibility.

Determinism, Predestination, Fate

Compatiblism, Incompatibilism, Libertarianism.

Influences of genetics, psychology, environment, social conditioning, religion on moral choices

Assessment Sample examination question - essay Peer / self assessment


Autumn Term 1b Autumn Term 1b Miracle - a study of how God might interact with humanity, by looking at the concept of miracle

different definitions of miracle, including an understanding of Hume & Wiles

the biblical concept of miracle

Free Will & Determinism - ctd



Spring term 2a Spring term 2a Nature of God

God as eternal, omniscient, omnipotent and Omni-benevolent – and the philosophical problems arising from these concepts;

The question as to whether or not a good God should reward and punish.

Conscience

Nature & role of conscience

Different views of conscience, God given, innate, voice of reason, instilled by parents, society, authority

Is conscience a reliable guide to moral behaviour?

Aquinas, Augustine, Butler, Freud, Newman, Fromm, Piaget

The aims of these specifications are to encourage candidates to: Develop their interest in and enthusiasm for a rigorous study of the Philosophy of Religion & Ethics and relate it to the wider world; Treat the subject as an academic discipline by developing knowledge, understanding and skills appropriate to the specialist study of philosophy of religion; Adopt an enquiring, critical and reflective approach to study, reflecting on and developing their own values, opinions and attitudes in the light of their learning. Recall, select and deploy specified knowledge; Identify, investigate and analyse questions and issues arising from the course of study; Interpret and evaluate religious & philosophical concepts, issues and ideas. Communicate, using reasoned arguments substantiated by evidence; Develop the skill of making connections between the area(s) of study chosen and other specified aspects of human experience. In addition, the Advanced GCE specification requires candidates to: Demonstrate a wider range and greater depth of knowledge and understanding, a greater maturity of thought and expression and more developed analytical skills.



Spring Term 2b Spring Term 2b

Life and Death; The Soul

distinctions between body and soul, as expressed in the thinking of Plato, Aristotle, John Hick and Richard Dawkins;

other concepts of the body/soul

distinction.

Virtue Ethics

Aristotle’s theory of virtue

The concept of Eudaimonia & the Golden Mean.

Modern approaches – Applied Ethics

Environmental Ethics

Assessment Sample examination question – essay Peer assessment

Assessment Sample examination question – essay Peer assessment

Summer Term 3a Summer Term 3a different views of life after death:

resurrection and reincarnation;

questions surrounding the nature of disembodied existence;

The relationship between the afterlife and the problem of evil.

Applied Ethics CTD

Business Ethics

Sexual Ethics

Assessment Sample examination question – essay Practice timed exam question

Assessment Sample examination question – essay Practice timed exam question


End of unit sample examination essay questions will be set on a regular basis and students will have an estimate of one week to complete.


Support available Groupings or setting


Member of staff to contact if you have any queries: Miss D Sterlini

Religious studies A – level conferences are an option and will be available.

Support from teachers. Resources from RS Dept. Sixth Form library and on-line.Revision pack available in summer term. Past papers & Study Plus Sessions.

Settings are purely by A-level option choices and the classes are mixed ability groups.

Support students in acquiring resources and encourage students to give a good amount of time to independent study

Contact the school if any concerns arise.

Year Group: 13 Key Stage: 5 Subject: SOCIOLOGY Aims of the course:


Autumn Term: 1a Autumn Term: 1b

Crime and Deviance

Theory and Methods

Crime and Deviance

Theory and Methods

Assessment

1) Mock examination


2) Mock exam

Spring Term: 2a Spring Term: 2b

Mass media

Mass media


2) Mock exam


2) Mock exam

Summer Term: 3a Summer Term 3b

Revision

Exams and study leave

Revision

Exams and Study leave

The aim of the course is to equip students with a current sociological knowledge that is applicable to everyday life. The syllabus encourages students to review and reflect upon the structure and meaning of the society in which we grow up in. Students will be encouraged to assess current social issues and design social policies to combat these issues. The role of social change is reviewed and the impacts changes have had upon our lives.

The A2 course comprises of two unit. Unit 3 is worth 20% and Unit 4 is worth 30% of the overall A Level. SCLY3 – Mass Media

Students foster a critical awareness of contemporary social processes and change, and draw together the knowledge and skills learnt in different aspects of the course. Students will look at the relationship between ownership and control of the mass media. Globalisation and popular culture. The process of selection and presentation of content of the news. Media representations of age, social class, ethnicity, gender, sexuality and disability. The new media and its significance in understanding the role of media in contemporary society.

SCLY4 –Crime and Deviance, Theory and methods

Students should become involved in theoretical debate while encouraging an active involvement in research processes. Students should evidence their theoretical understanding with examples drawn from their own experiences of small scale research. Students will examine differing theories of crime and deviance as well as social order and control. Students should examine patterns of crime as well as the crime prevention strategies currently employed. Students will also examine sociological understanding of suicide. Students should demonstrate an understanding of research methods including types of data, how data is collected. Students should be able to assess the theories they examine using sociological perspectives


2) Mock exam

Assessment 1) Examinations


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 J Williams – Head of Social Sciences

Students complete a range of independent learning tasks. These will include research of topics, exam questions, mind mapping, presentations, mnemonics, note taking and summaries of each lesson including reading around the topics before and after lessons.

Guest speakers, Study conferences, drop in centre- Further support, 1:1 tutorials, and supervised private study periods.

1:1 tutorials, drop in centre, supervised private study periods, revision sessions, and online support.

Must have a pass in AS Sociology

Ensure that pupils are completing their homework and coursework

Encourage an active role in lunch time clubs, after-school activities and excursions.

Encourage a wider interest in Sociology; such as reading of novels and watching films related to the core topics

Documents

WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE€¦ · WEST HATCH HIGH SCHOOL Key Stage 5 Course Outlines ... A2 Exam Project. ... (Head of Biology) An OCR textbook