The King John School

A Mathematics & Computing College

Partnership with Parents’

Year 11

Before School Lunchtime After School Notes

Monday

• GCSE PE – Mr Cooper UF3

• Biology – GC11/GB5 • Philosophy & Ethics –

Miss Coulman UA17 • ICT – Mrs O’Donoghue

UD13

• English – Miss Cox class only GC5, Miss Burrows class only GC6

• Maths – Miss Sully UE5 • ICT – Mrs O’Donoghue

UD13

• Geography sessions are personalised to class teachers

• Additional science sessions start after October half term.

• Sociology sessions start after October half term.

Tuesday

• English – Miss Murray class only UD2

• Maths – Mr Cassar UD6

• Computer Science – Mrs Neal and Mr Stephenson UD12

• Music Theory – Miss Ware GE4

• Spanish – UC10 • French – UC8 • Art – Mrs Stanborough

GE1 • Photography – Ms

Kaminska GE4

• Product Design – Mr Barber GB7

• Art – Mrs Stanborough GE1

• Photography – Ms Kaminska GE4

• Dance – Ms Brockes Swayze Suite

• Maths – Mr Thorne UE3, Mr Warner UE4

• Media & Film – Coursework improvement UB8

• Food Technology – Mrs Woodard UB2

Wednesday

• Biology – GC11/GB5 • Music Revision – Miss

Ware GE4 • ICT – Mrs O’Donoghue

UD13

Thursday

• Maths – Mr Cassar UD6

• Music Theory – Miss Ware GE4

• Textiles – Mr De Vry UB6 • Chemistry GC2 • English Open Session –

Ms Murray UD2 • Maths – Mr Bukwirwa

GE6, Mr Warner UE4 • History Drop in/Catch up

– GD6

Friday

• English – Miss Cox class only GC5

• Physics – GC1 • PE Cambridge National

Catch Up – Mr Webb UF1

• Physics – GB3 • Maths – Mr Thorne UE3 • Food Technology – Mrs

Silk UB2

Year 11 Revision Plan

Partnership with Parents’ guide to raising achievement Thank you for your ongoing support. Education works best when it is a genuine partnership between home and school. We hope the following information is useful in helping you to support your son/daughter to realise their potential. Effective study and revision. Students often drift into patterns of behaviour which undermine the effectiveness of revision. They waste hours of time and see little benefit, which can weaken motivation and increase anxiety. The information below can help you to support your son/daughter in making effective use of their time and will improve achievement. How can I support my son/daughter in being motivated to learn? Key points • Divide a block of study/revision into short sessions. • Mix up subjects, topics and revision methods. • Manage distractions- phone, TV, games console etc. • Encourage a growth mindset and self-belief. Research has shown that that the further away an event is, the less impact it has on a person’s decisions.1 This explains why so many of us find it so difficult to avoid procrastination. When tempted by immediate distractions, versus a seemingly far off deadline, too often the immediate distractions win. Students are no different. Talk to them about how they can manage their own motivation toward learning, called self-regulation. Encourage them to set short deadlines and break down a task. For example in the next 30 minutes of active revision create a mind map on a topic from the textbook. The sense of having achieved something can be very motivating. Help your child to manage their environment and the distractions around them. For example one study showed having a phone out and in sight, even if not using it, can make performance worse than if you had put your phone away. The study found “the mere presence of a cell phone may be sufficiently distracting to produce diminished attention and deficits in task-performance”.2 Students most likely to procrastinate are those who believe they won’t be successful at the task. We put off things that we feel we are not good at. It is a protective strategy, we are able to claim that we only failed because we didn’t try. Encourage students to have a growth mindset, a belief that ability can be improved through effort, resilience, learning from mistakes and feedback. Modeling this mindset is important. One way to increase their confidence is to highlight how others who have been in a similar position have been successful. How can I show my son/daughter how to revise effectively? Key points • Repeated self-testing. • Spread revision for a topic out, revisiting repeatedly over time. • Divide a block of revision into short 30 minutes sessions. • Use a study/revision timetable. There has been a lot of research into something called the testing effect. This is when students have to “test” themselves by doing anything that makes them recall what they are learning from memory. It can be done in many ways. They might use flashcards to test their recall, attempt past papers from memory only then use their notes afterwards to spot gaps, covering up their notes and seeing what they can recall or even something as simple as a revision partner asking them questions. It has consistently been proven that active self-testing helps students to improve retention and recall and therefore exam performance.3 If students do this, they will improve their memory, feel more confident, less nervous, revise more effectively and as a result, do better in their upcoming exams. As they are forcing themselves to recall learning from their memory it also reveals to them what they don’t know and therefore what they need to spend more time on. For best results, students should spread their study over time. Students often “mass” their study, in other words cram for an exam. Spacing their learning, called distributed learning, little and often over time is far more effective.4 It has been shown for example that 8 sessions of study in one day is far less effective than 8 study sessions over 4 days. Examples of

spaced learning include students making notes on their learning at home a day after study, going back to these a week later, a fortnight later and so on. If they space their study they go through the process of forgetting and having to work hard to recall their learning again. A good revision timetable can help students to space learning, so they do little and often, revisiting topics to be learnt over time. The revision timetable should split periods of revision into short sessions, covering several subjects in any block of revision. How do I know what type of revision my son/daughter should avoid? Re-reading This is a favourite strategy that students often tell us they use to revise. However re-reading through notes has been shown to be very ineffective.5 This type of revision is very passive. There is no need to think about or process the information you are trying to learn. It is possible to re-read entire sections of text without retaining any of the information. Highlighting text Another popular strategy employed by students is to highlight text for important information as they read through their notes or from a textbook. Again many students use this technique but research tells us it does little to improve performance. It can have a purpose if it is the start of the revision process, picking out key information for example before making flashcards to use in repeated self-testing. However as a way of revising itself it is too passive to make a difference and improve recall and learning. How can I support my son/daughter in getting the basics right for effective study? • Eat breakfast – Eating breakfast, especially cereals rich with complex carbohydrates,

helps boost your concentration and memory over the course of the morning. Eating breakfast will help facilitate their morning revision session.

• Remove distractions – We’ve already looked at the distraction caused by a mobile phone. Music is another example. Music can improve motivation (this is why people listen to music on the treadmill at the gym) and it can improve mood (listening to your favourite song usually makes people smile). But studies have shown that people who revise listening to music recall less than those who revise in a quiet environment. (Perham, 2014)6

• Take exercise – Researchers have found that people perform significantly better if they exercise during the day.7 As well as improving their mood and ability to deal with stressful situations, their scores for their perceived concentration levels were 21% higher on days that they exercised.

• Regular bed times – Research into teenagers and sleep patterns has found a link between night-time mobile phone use and poor sleep behaviour. Increased night-time mobile phone use was directly associated with increased moody, aggressive and delinquent behaviours and decreased self-esteem and coping.8 Teenagers need sleep more than adults, with GCSE and sixth form students needing up to 9½ hours per night. Not getting enough sleep has been linked to a reduction in working memory, attention and decision making.

1Steel, P. The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure. Pschological Bulletin. 2077. 133: 65-94 2Thornton, B. Faires, A. Robbins, M and Rollins E. (2014)- The Mere Presence of a Cell Phone May be Distracting. Social Psychology, 45:479-488, doi:10.1027/ 3 Dunlosky, J, Rawson, K. Marsh, E. Nathan, M. Willingham, D. Improving Students’ Learning With Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology. 2013. Associaton for Psychological Science. Doi: 10.1177/1529100612453266 4 Dukosky. Strengthening the Student Toolbox Study Strategies to Boost Learning. 2013. American Educator, 37, 12-21. 5 Dukosky. Strengthening the Student Toolbox Study Strategies to Boost Learning. 2013. American Educator, 37, 12-21. 6Perham, N. and Currie, H. (2014), Does listening to preferred music improve reading comprehension performance?. Appl. Cognit. Psychol., 28: 279–284. doi:10.1002/acp.2994 7J C Coulson J McKenna. M Field, (2008) “Excercising at work and self reported work performance”, International Journal of Workplace Health Management . Vol 1 Issue 3. PP.176-197. https:doi.org/10.1108/17538350810926534 8Vernon, L. Modecki, K and Barber, B. Mobile phones in the Bedroom: Trajectories of Sleep Habits ans subsequent Adolescent Psychosocil Development 2017. Child Development, Doi 10.111/cdev.12836

By now students will have covered the majority of the requirements for both GCSE English language and GCSE English literature. Autumn Term 1 Spring Term 1 Shakespeare Text: Macbeth Students will study their set Shakespeare text in class. They will also be expected to revise for their language papers at home. Towards the end of the half term there will be an in-class assessment on language paper 1.

Revise: 19th-century Text At the start of the half term there will be an official PPE on literature paper 2 (their modern text and poetry). The rest of the half term will be focused on revising their 19th-century text (either Dr Jekyll and Mr Hyde or A Christmas Carol). A further in-class PPE will be on literature paper 1 later in this half term (Macbeth and their 19th-century text).

Autumn Term 2 Spring Term 2 Shakespeare Text: Macbeth Revise: modern text (An Inspector Calls or Lord of the Flies) and poetry cluster. At the start of the half term their official PPE will be on language paper 2. The rest of the half term will be focused on completing their studies of Macbeth as well as beginning to revise their modern text and the poetry cluster.

Revise: language paper 1 and 2. Revise: unseen poetry. Revision will focus on the language papers, as well as the unseen poetry element of literature.

In the last term of the year, revision will be on-going for all of the exam papers.

• Re-read their set texts and make annotations at home. • Using revision guides designed and supplied by us is a minimum;

however, students can purchase further revision guides to help them (such as CGP ones) or complete revision from on-line sources, such as Bitesize.

• Attend revision sessions after school on a Monday or Thursday. • Do further research on the contextual background to their set texts. • Complete practice questions; examples are supplied in their revision

guides. • Investigate critical theory relating to their set texts

BBC Bitesize: English language https://www.bbc.co.uk/education/examspecs/zcbchv4 you will see sections on analysing fiction, analysing non-fiction, comparing texts, writing, spelling, punctuation and grammar and spoken language. English literature https://www.bbc.co.uk/education/examspecs/zxqncwx you will see sections on Shakespeare, post 1914 prose/drama, 19th century prose and poetry. Use the learner guides with revise and test options to support and extend your learning beyond the classroom. See pages 160-163 in the student planner for a full list of reading suggestions.

English Language and Literature

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

See student planner

During year 11, teachers will be finishing the Maths syllabus and revising the following topics below that students have studied in years 9/10. This will also be backed up with extensive work with exam papers. Exam paper preparation is vital to the success of every student. We teach students how to read and pick out key parts of the questions; how the answers should be set out where students pick up marks. Students are expected to complete exam papers at home during the year and support from parents is vital for this to be effective. Students will be entered for either the higher or foundation examination papers. Overview of the 3 year GCSE Scheme of Work FOUNDATION ROUTE GCSE (9-1) Foundation GCSE (9-1) Foundation GCSE (9-1)

Foundation Preparation for baseline test

Unit 9 Graphs Unit 18 Fractions, indices and standard form

Unit 1 Number Unit 10 Transformations Unit 19 Congruence, similarity and vectors

Unit 2 Algebra Unit 11 Ratio and proportion

Unit 20 More algebra

Unit 3 Graphs, tables and charts

Unit 12 Right-angled triangles

Unit 4 Fractions and percentages

Unit 13 Probability

Unit 5 Equations, inequalities and sequences

Unit 14 Multiplicative reasoning

Unit 6 Angles Unit 15 Constructions, loci and bearings

Unit 7 Averages and range

Unit 16 Quadratic equations and graphs

Unit 8 Perimeter, area and volume 1

Unit 17 Perimeter, area and volume 2

Maths

What will be covered over the course of this year?

HIGHER ROUTE Preparation for baseline test

Unit 5 Angles and trigonometry

Unit 18 Vectors and geometric proof

Unit 1 Number Unit 9 Equations and inequalities

Unit 19 Proportion and graphs

Unit 2 Algebra Unit 10 Probability

Unit 3 Interpreting and representing data

Unit 11 Multiplicative reasoning

Unit 4 Fractions, ratio and proportion

Unit 12 Similarly and congruence

Unit 5 Angles and trigonometry

Unit 13 More trigonometry

Unit 6 Graphs Unit 14 Further statistics

Unit 7 Area and volume Unit 15 Equations and graphs

Unit 8 Transformation and constructions

Unit 16 Circle theorems

Unit 17 More algebra

On top of the homework given by the individual class teacher, students are expected to be developing their skills in mathematics by practicing what they have learnt in class and by completing the following: • Using www.mymaths.co.uk to help refresh any topics that you are unsure

of or need to recap. • Using www.methodmaths.com to help practice exam style questions. • Using www.mathswatch.co.uk to watch useful video clips to help explain

key topics. • Following individual teacher instructions on completing all past exam

papers. This will give students the best possible preparation for the exam. • Please talk to your class teacher about any further support available

outside of the classroom. • Please ask your class teacher for extension work that can be completed

at home. BBC Bitesize https://www.bbc.co.uk/education/examspecs/z9p3mnb you will see sections on number, algebra, ratio, proportion and rates of change, geometry and measure probability, statistics and problem solving. Use the learner guides with revise and test options to support and extend your learning beyond the classroom. See pages 161 -164 in the student planner for maths keywords and learning for progress levels

What can a student do outside of school to show an exceptional attitude to learning for this subject?

See student planner

Nine lessons of science per fortnight – three biology, three chemistry and three physics. There will be at least one formative assessment per half term for each of the sciences, where no grade is given but feedback is offered to secure progression. It will tend to be a skills based activity but could involve past GCSE questions to help develop examination technique. On top of that there will be one homework per fortnight for each of the sciences to allow students to secure knowledge, apply their understanding and practise their skills. There will be at least 3 summative assessments for each science over the course of the year and these will be based on GCSE derived questions so that students get practise of examination technique. Having studied all of the topics required for the double science GCSE, this year is all about consolidating the knowledge, enhancing the skills and building scientific confidence in preparation for the GCSE. We will also be looking at lots of GCSE past questions in order to become fully accustomed to their style and more importantly the expectations of the examiner. That way our students will be fully prepared for the GCSE challenge. The full content for the course can be found on the AQA website listed below where the specification can be downloaded (pages 18 to 153 being the key information). Science of course is a really practical subject and so it is crucial that students are well organised and plan the practical work carefully and safely. Some of the practicals are particularly important and need to be studied and fully understood in great detail because they can be examined as part of the GCSE questions. These practicals are undertaken throughout the year and their results and analysis are completed in a separate book. • VLE • CPG revision books / AQA GCSE (9-1) Collins Sciences • STEM Club BBC Bitesize https://www.bbc.co.uk/education/subjects/zrkw2hv you will see sections on biology, physics and chemistry. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

See pages 143 to 149 in the student planner for useful information.

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

See student planner

Science

Coursework Students will work independently to complete their coursework started in year 10 by Christmas. • Use a wide range of media and techniques to develop their ideas further. • Complete a high quality outcome for their coursework with clear links to

the artist that they researched in year 10. • Evaluate their ideas and final outcome extensively. • Ensure excellent presentation of their coursework unit. Externally set assignment After Christmas students will be commencing their project set by OCR. • Select a wide range of primary source information to help you draw and

create ideas. Bring in a wide selection of objects and photographs to work from.

• Complete drawings in a wide range of media. • Regularly annotate work with evaluations as it progresses and look for

areas for improvement or development with tasks • Complete artist research on at least 3 different artists connected to the

student’s chosen theme. • Develop ideas in response to artist research. • Complete a high quality final piece in your exam. • Present your exam project to a high standard. • Attend 2 extra - curricular session per week to extend class-tasks. • Use homework time to develop all research and drawing tasks to an

outstanding standard. • Artist research – read around the artists that you study the techniques of

to understand the context of their work. Consider how life events and personal circumstances can affect their work and add this to your critical studies. Useful websites can be: www.artycyclopedia.com. www.tate.org. www.nationalgallery.org.uk.

Also try to find books on the artists you study and use information from

below: • Analyse the artists’ work in detail, responding to more than just the writing

frames provided. • Develop a wide range of ideas, exploring a wide range of media and

techniques, with clear links to the artists you look at. • Ensure you are fully prepared for your 10 hour exam and write a time plan

of how you will use your time. • Complete a high quality final piece in your exam. • Present your exam project to a high standard. BBC Bitesize http://www.bbc.co.uk/education/subjects/z6hs34j you will see sections on art and design skills, art in the real world, craft, design, elements and principles of art, fine art and the creative process. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

Art

Over the course of the year, students will cover the following topics. Each topic will be tested and homework will be set regularly. Over the course of the year, students will cover the following topics. Each topic will be tested and homework will be set regularly.

Term Topics

One First half term Topics 3.3 Effective Financial Management Topics 3.4 Effective People Management Second half term Topics 3.5 The Wider World Affecting Business Topics 1.1 and 1.2 – Spotting a Business Opportunity and Creative Thinking

Two First half term Topics 1.3 Putting a business idea into practice Topic 1.4 Making the business effective Topic 1.5 Understanding external influences on business Second half term Topic 3.1 Marketing Topic 3.2 Meeting Customer Needs

Three REVISION Students are to select areas of weakness and teach other the topics. Past papers—go through them in class. Topics of choice from students—teacher to go over again.

Above the expected study in class there will also be the completion of revision tasks, and exploring around the subject. This could include reading/watching news articles, and looking at websites to see new business developments. It could also involve visiting businesses and getting work experience. Students could watch business related programmes, such as ‘The Apprentice’ or ‘Dragon’s Den’. Students could also research into current and past entrepreneurs of their interest. Any reading around the subject or research completed should be handed in and attached to their homework. Past paper questions within the workbooks done at home will help with exam preparation. BBC Bitesize http://www.bbc.co.uk/education/subjects/zpsvr82 you will see sections on aims and organisations, enterprise and entrepreneurship, marketing, finance, people in business, production, business environment and external factors. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

Business Studies

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

These books are available to buy online.

• GCSE programing project – 20% of GCSE grade.

o Analysis. o Design. o Development Testing and evaluation.

• Computer Systems – 40% of GCSE grade. • Computational thinking, algorithms and programming – 40% of GCSE

grade. Students will be assessed on each topic. • Coding books available in LRC – Coding by Carol Vorderman,

Programming using Python. • VLE computer science year 11 page for revision and programming

techniques. • Unit 1 and 2 (examined units) sample assessment papers

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

• An algorithm a day! https://computerscienceuk.com/gcse-9-1/an-algorithm-a-day/ .

• Teach ICT GCSE computer science page - https://www.teach-ict.com/xml/submainlogin.php (student’s password available from Mrs Neal).

• OCR Computer Science GCSE website, which provides students with a taster of the content before they start studying the concepts in more detail within the classroom. https://www.cambridgegcsecomputing.org/courses/fundamentals-of-computer-systems-main.

• http://www.bbc.co.uk/education/subjects/z34k7ty. • GCSE Computer Science revision Guru -

https://www.computerscience.gcse.guru/topics. BBC Bitesize http://www.bbc.co.uk/education/subjects/z34k7ty you will see sections on computers in society, binary and data representation, hardware, software, networks, databases and programming. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

Computer Science

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

Component 1: Performance and Choreography 60% Performance - 30%

• Solo performance – 2 set phrases • Duo/trio performance (3-5 minutes

in length)

Choreography - 30% • Group choreography chosen

from set list by AQA (3 – 3 ½ minutes)

Component 2: Critical Appreciation (Theory) 40%

• 1 hour 30 minute exam o Section A – Hypothetical dance and skills o Section B – Own work o Section C – Professional works

This year will be completing their component 1 pieces (duo/trio performance and group choreography), and continuing with their study of the professional works and answering technique for their critical appreciation exam. The professional works students study are: • A Linha Curva – Itzik Galili • Artificial Things - Lucy Bennett • Emancipation of Expressionism –

Kenrick H2O Sandy

• Within Her Eyes – James Cousins • Infra – Wayne McGregor • Shadows – Christopher Bruce

They will be analysing not only the choreography of the movement but also the production features of: physical setting, aural setting, lighting and costume. In practical lessons students will be further developing their performance and choreographic skills; students will also learn the 4 exam set phrases. Students will continue to be assessed each half term on either performance or choreography pieces using the exam criteria, as well as on the solo performance of the set phrases. Students will also be assessed in the annual dance show. Students will have a PPE exam in the autumn and spring term that will be both theory and practical based. All of the practical components have to be completed, filmed, moderated and with the exam board by 31st May 2018 Component 2, theory exam is on the 19th June 2018. Students should continue to make themselves aware of the skills assessed as well as the mark schemes for each aspect; these are available to students as well as on the VLE. They should also be spending time researching and preparing for their choreography pieces. The dance section on the VLE is uploaded with key information on the exam set professional works, set phrases and relevant information. Students can also access the counting grids and videos of the set phrases on the AQA website:http://www.aqa.org.uk/resources/dance/gcse/dance/teach/set-phrases The AQA website also provides information on the subject content of the course:http://www.aqa.org.uk/subjects/dance/gcse/dance-8236/subject-content. Students are able to use the dance studio to work or pieces, Tuesdays after school is an additional dedicated session for year 11 students to work on their component 1 pieces.

Dance

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

Term 1: Revisit 1984 – written exam preparation. Students will prepare answers based on Icke and McMillan’s adaptation of George Orwell’s novel, 1984. They will learn how to respond in a written exam as a performer, a director and a designer. They will also prepare to write a theatre review on the live production we will be seeing. Theatre visit: 28th November, Jekyll and Hyde, Ambassadors Theatre. Term 2: Performing scripts (actual component 2 exam) 20%. Students will study a range of scripts and they must then select one that they want to be assessed on. They will be required to perform a monologue or a duologue and a group performance. This performance will examined by a visiting Edexcel examiner during February. The assessment this term is purely on the students practical performances. Term 3: Written exam (actual component 3 exam) 40%. Friday 18th May, pm. Students will prepare answers based on Icke and McMillan’s adaptation of George Orwell’s novel, 1984. They will learn how to respond in a written exam as a performer, a director and a designer. They will also be required to write a review on the live theatre production we have seen; Jekyll and Hyde.

• Attend LAMDA Drama sessions (Wednesday’s 6-7pm) 5pm class is fully booked this term.

• Read as many play scripts as possible. • Visit the theatre to see a range of styles as possible. • Take part in extra-curricular drama clubs, Monday and Tuesday

lunchtime. • Read ‘The Stage’ newspaper – this is available in the library.

BBC Bitesize http://www.bbc.co.uk/education/subjects/zbckjxs you will see sections on performance skills, scripts as a stimulus, Shakespeare, styles, genres and practitioners, theatre design and writing about drama and theatre. Use the learner guides with revise and test options to support and extend your learning beyond the classroom. See page 164 in the student planner for key words.

Drama

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

See student planner

This is the last year of the old specification and will focus on exam preparation, which equates to 50% of the overall GCSE grade (the other 50% being coursework, which was covered in year 10). The topic for exam paper 1 is Superhero films and for paper 2 it is Exploring Films Outside Hollywood. Of the two exams, paper 1 is worth the most marks at 30% and paper 2 is worth 20%. • Paper 1 – 1 hour 30 minutes. • Paper 2 – 1hour. In paper 1, students will be shown an extract from a superhero film and be asked to analyse it in terms of: • Film language (i.e. cinematography, mise en scene, editing and sound) • Narrative (e.g. characters) • Themes and issues (e.g. Technology) In addition, they will be asked a question about the conventions of superhero films in general and will therefore need to be familiar with other films from the genre so that they can cite specific examples. They will also be asked questions on the marketing of superhero films and finally undertake a creative task (e.g. create a superhero film poster). In paper 2, students will be examined on a set film, produced outside of Hollywood, such as The Boy in the Striped Pyjamas. They will be asked three compulsory questions focusing on characters, narrative, themes, representation and film language. As in paper 1, there will be a creative task at the end of the paper, based on their individual response to the set film e.g. a film review. Since the beginning of September, students have started the exam scheme of work which will cover all the knowledge and analytical skills they will need for both exam papers. From now up until Christmas students are encouraged to come to the coursework catch-up sessions after school on a Tuesday to finalise work on their coursework before the deadline of the end of the autumn term. There will be a Pre Public Exam based on paper 1, in November. Students will be tested throughout the course of the year, which help towards their exam skills. After Christmas, students will begin the preparation for exam paper 2. After the Easter break we will focus on both exam papers, ensuring students are well prepared to sit their exams in June 2018. • Students need to start engaging with Superhero films – focusing on

generic, or conventional examples, such as Ironman, to less conventional examples, such as Kick-Ass.

• Students should also look at the way Superhero films are marketed e.g. trailers, viral videos, websites etc.

• Students should start watching a variety of films outside of Hollywood (e.g. foreign language films) and consider how they might differ to mainstream Hollywood films.

• Students should read film reviews / blogs, or listen to film review podcasts (e.g. Kermode & Mayo podcast).

Film Studies

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

• Practice past papers found here: http://www.wjec.co.uk/qualifications/qualification-resources.html?subject=FilmStudies&level=GCSE&pastpaper=true

• The film department are hoping to run a day trip to the BFI in March which will cover the Paper 1 exam topic. More information will be provided in the next few months.

Recommended viewing for paper 1: • Kick-Ass. • Logan. • Avengers Assemble. • The Dark Knight trilogy. • Iron Man. • Ant Man. • Deadpool. • Spider-man. • Avengers Assemble. • The Lego Batman Movie. Recommended viewing for paper 2: • The Boy in the Striped Pyjamas. • Amelie. • Tsotsi. • Pan’s Labyrinth. • Life is Beautiful. • Spirited Away. • Your Name.

Recommended reading / listening: • ‘WJEC GCSE Film Studies: Study and Revision Guide’ by J Newman et

al (2014). • ‘Empire’ magazine. • ‘Sight and Sound’ magazine. • https://www.theguardian.com/film/series/at-the-british-box-office. • https://www.theguardian.com/film. • Any superhero film website / social networking page e.g.

http://www.justiceleaguethemovie.com/ or https://www.facebook.com/DeadpoolMovieUK.

• Kermode and Mayo podcast. • BBC Radio 4 Film programme podcast. • Any social networking site for the abovementioned podcasts /

magazines etc.

The aim of year 11 is to formally complete the two exam assessment tasks 1 and 2. The theory and practical skills needed in preparation for these tasks have already been developed in years 9 and 10. After completion of the two tasks focus will be revision on the key topics for the written exam.

Autumn term NEA task deadline mid November 2017 First half Spring term

Topic: NEA task 1 – food investigation (worth 15% of final GCSE grade) • Theory – recap key words and functions of ingredients • Functional and chemical properties of food • Research • Hypothesis • Planning • Practical investigations and evaluation Topic: NEA task 2 food preparation assessment (worth 35% of final GCSE grade) • Research • Planning • Practical task • Evaluation

Second half spring term And summer term Final written exam will be on 14th June 2018

Topic: Prepare for written exam (worth 50% of final GCSE grade) Preparation and revision for written exam. The following main topics will be covered: • Food, nutrition and health • Food science • Food safety • Food choice • 5 Food provenance.

Above the expected study in class and completion of the weekly revision tasks and homework set to support learning, students should be exploring around the subject. This could include reading around the subject area, looking at websites and watching relevant television programmes to support and develop learning. • Television programme Food Unwrapped channel 4. • The VLE provides useful links to the AQA Food Preparation and Nutrition

site and there are various links to useful sites and links to exemplar NEA tasks. Click on food preparation and nutrition then ks4 and ks4 links. Recipes are also available on the VLE under food preparation and nutrition then ks4 recipes (students can use these recipes to develop practical skills at home then bring in a photograph).

• It would be useful for students to have a copy of the CGP Food Preparation and Nutrition book for AQA (Grade 9-1)ISBN 978 1 78294 649 6.

• Year 11 students are invited to intervention sessions with Miss Silk which are available in UB2 every Friday 3-15pm until 5.00pm.

• Useful links: http://www.foodmiles.com https://www.bbcgoodfood.com/seasonal-calendar/all https://youtu.be/PxAP86zIJdc

BBC Bitesize https://www.bbc.co.uk/education/subjects/z48jmp3 you will see sections on design considerations and materials and components and production. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

Food

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

In years 9 and 10 students have completed work on unit 1 and started work on unit 2. Unit 1 (35%) Living with the physical environment. This includes natural hazards (tectonic hazards, weather hazards and climate change), the living world (ecosystems, rainforests and hot deserts) and physical landscapes in the UK (coastal and river landscapes). Unit 2 (35%) Challenges in the human environment. This includes urban issues and challenges (the urban world, urban change in the UK, urban sustainability), the changing economic world (the development gap, Nigeria and the changing UK economy) and the challenge of resource management (global distribution of resources, provision of food, water and energy in UK with detail on UK energy management). In year 11 the areas students will cover are; 1. To complete the work on unit 2 - Challenges in the human environment 2. Unit 3 - Geographical applications and skills.

Unit 3 (30%) Geographical applications and skills. This includes issue evaluation, geographical skills and the detailed ‘write’ up’ of the Loughton ‘physical’ field trip from last July and ‘human’ field trip to Chelmsford this October. The PPE in November will concentrate on unit 1, but the Spring term PPE will test work from all three units. • Students need to regularly watch /make notes on television news to aid

revision many topics relating to the course will be covered. • Topic notes on the VLE should be used to check/improve class notes

and for revision some already include practice questions. More exam specific content will be added during the year.

• Regular recapping of key terminology for all units of the course is vital by making revision flashcards.

• Use of the geography ‘help club’ (in GG4 every lunch) for revision, catching up notes or going over areas not fully understood.

• Many websites and YouTube clips can be accessed - select specific topics linked with the course eg. GCSE Geography (AQA) www.internetgeography and internetgeography.net/ or just type geography revision GCSE into YouTube.

Keep a record of most useful sites visited for future revision. Remember when using these sites case studies/examples might be different to class notes - you should learn the examples from your class teacher. BBC Bitesize https://www.bbc.co.uk/education/examspecs/zxbg39q you will see sections on living with the physical environment, challenges in the human environment and geographical skills. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

Geography

What can a student do outside of school to show an exceptional attitude to learning for this subject?

What will be covered over the course of this year?

GCSE History is divided into four units: 1. Anglo-Saxon and Norman England. 2. Crime and punishment c1000-present day. 3. Weimar and Nazi Germany. 4. Superpower relations and the Cold War. These are split into 3 exams at the end of year 11. The aim of the course is to provide a breadth study, looking at change over a long period of time, but also depth studies focusing on British and world history. Students are expected to use knowledge gained in class, as well interpret sources and question historians interpretations in the exams. The VLE should be the first port of call. On the VLE is the textbook we use in class, homework booklets and we are in the process of adding revision guide as publishers release them. There are not any specific websites to refer to at the moment because the course is still so new. However, we will add links to the VLE as they become available. BBC Bitesize https://www.bbc.co.uk/education/examspecs/zw4bv4j you will see sections on early civilisation and empires, Tudors and Stuarts and Modern World history. Use the learner guides with revise and test options to support and extend your learning beyond the classroom. Revision guides available - revise Edexcel GCSE (9-1) history revision guide and workbook series Students following GCSE ICT will complete a controlled assessment which is 60% of the final GCSE mark under teacher supervision in lessons. 40% of the course is assessed by a final exam and students will take their PPE’s in November and January. Students will need to learn about the following topics for their written exam. Topics that will be covered include. • Personal digital devices. • Connectivity. • Operating online. • Online communities. • ICT issues. • Resources to aid students are listed on VLE which also contains past

papers and guides. An excellent site to improve understanding of the theory side of the course is http://www.teach-ict.com/gcse_new/gcse_ict_home.html.

• We have produced a comprehensive revision guide linking sections that support learning for their GCSE exam. This can be downloaded from the VLE.

BBC Bitesize http://www.bbc.co.uk/education/subjects/zqmtsbk you will see sections on ICT systems, hardware, software, data and databases networks and communications measurement and control, modelling and simulation, legal framework, risks and implications of ICT and industrial and commercial applications. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

History

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

ICT

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

This is the last year of the old specification and the exam topic is ‘News’. The exam is broken down into two sections: Section A: Tv news and section analyse an unseen text and answer questions about tv news. Section B: News websites. Design a media product and explain your choices: In section A, students will be shown a clip of a tv news broadcast and be asked to analyse it using the media key concepts of: • Language. • Institutions. • Audience. • Representation. They will also be asked questions about the state of tv news in contemporary society. In Section B, students will be asked to plan and design a tv news website/page targeted at a specific audience. Since the beginning of September, students have started the news scheme of work which will cover all the knowledge and analytical skills they will need for both sections of exam. From now up until Christmas students are encouraged to come to the coursework catch-up sessions after school on a Tuesday or Wednesday to finalise work on their coursework before the deadline of the end of the autumn term. There will be a Pre Public Exam based on section A, in November. Students will be tested throughout the course of the year, which help towards their exam skills. After Christmas, students will be set their final piece of coursework, worth 10% of their overall GCSE. This is in the form of an essay regarding tv news and representation. They will then continue with the remainder of the news scheme of work, including lots of exam practice. • Students need to start engaging with Television news, both regional and

national. • Students should start watching a variety of different news programmes

to get an understanding of the conventions used and how they appeal to the target demographic.

• Students should look at various news websites and familiarise themselves with the conventions they use and how they appeal to their demographic.

• Students should focus on an area of representation, e.g. immigration and see how news broadcasters represent different groups of people.

• The media department are hoping to run a day trip to the BFI in March which is organised by the exam board and will cover both sections of the exam at the end of year11. More information will be provided in the next few months.

• Students need to start recapping the key concepts. Every lesson and lots of exam specific content will be added to the year11 section of the VLE for students to revise from.

BBC Bitesize http://www.bbc.co.uk/education/subjects/ztnygk7 you will see sections on industries, genre, narrative, representation, audiences and production skills. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

Media

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

There are four exams at the end of the course, in listening, speaking, reading and writing. Each exam is worth 25% of the overall grade. Students will be entered for the same tier (foundation or higher) for all four papers. This qualification is linear. Linear means that your son/daughter will sit all exams at the end of the course, in May or June 2018

Each student will have a personal log in to various websites such as www.linguascope.com, and www.vocabexpress.com which encourage independent learning as well as support and extension activities. All students have online access to the textbook which has a variety of resources from listening tasks to grammar support. We would recommend that students go back over the 6 modules covered in years 9 and 10 to revise these topic areas and keep an up to date list of questions and answers for the speaking exam to refer back too and learn as ongoing revision. There is a wealth of links and tips on the intermediate section of the VLE which can be accessed from the main school website, with yet more links, activities and support. There is further information about the GCSE course, past papers and support here: http://www.aqa.org.uk/subjects/languages/gcse/french-8658 http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698 If you are planning to go to a French or Spanish speaking country, please encourage your son/daughter to use as much of the language as possible, ordering food, translating signs and menus, listening to local radio and tv. etc. BBC Bitesize http://www.bbc.co.uk/education/subjects/zhsvr82 you will see sections on listening, speaking and grammar for Spanish and vocabulary, phrases, lifestyle, leisure and media, home and the environment, work and education, French life and culture and grammar for French. Use the learner guides with revise and test options to support and extend your learning beyond the classroom. For any further questions, please contact Mr Del Rosario, Head of Spanish, Mrs Kavanagh, Head of French or Ms Fordyce, Director of MFL faculty. See page 166-167 in the student planner for important words for French and Spanish.

Year 11 topic areas Jobs, career choices and ambitions. Global issues & the environment. Poverty/homelessness. Charity/voluntary work.

Modern Foreign Language

What can a student do outside of school to show an exceptional attitude to learning for this subject?

See student planner

The course is broken down into three sections: Section A: Performance (30%). Section B: Composition (30%). Section C: Listening and Appraising (40%). Performance The students have already completed a performance mock and another mock will take place over the coming year. This is so students get used to being placed into an unfamiliar environment, so they can perform to the best of their ability in the real performance recordings. Composition The students have already completed a draft of their free composition and have been introduced to the set brief compositional paper for their second. The draft of the set brief composition is due before Christmas and the final versions of both compositions are due for February half term 2018. Listening and Appraising (examination) Students have already covered 4 of the set works and will cover the final four before Easter 2018. The time used after this period will be for revision. The main areas students will be expected to cover are: • Set work analysis sheets for each set work, detailing instrumentation,

structure, rhythm/metre, texture, melody and harmony. • Notational and rhythmic dictation. • Identification of era for unheard pieces of music. • To employ listening skills to determine the musical elements for an

unheard piece of music. • To write a comparative essay between a studied work and an unheard

piece of music. Since the beginning of September, students have explored different eras of music and presented their findings to each other in order to gain knowledge of how music developed from the Elizabethan period to the present day and how to associate musical features of the time with the music studied. This will enable them to identify the era and features for the unheard piece of music in their examination, as well as informing how to compose a piece of music to the set brief. Many assessments will be taking place throughout the year and letters will be sent home with their results. In some circumstances, their results may contribute to a decision being made that attendance to revision sessions be made compulsory. Students need to take full advantage of the opportunities in the department to improve on performance, compositional and examination skills: • Revision sessions will be held on Mondays • Theory revision sessions will take place on a Tuesday or Thursday

lunchtime to help with their compositional skills • Students should start to listen to a number of pieces related to their

chosen compositional brief, so they can have a portfolio of influences to draw from.

Music

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

• Students should be practicing at least six hours a week on their

instrument, either in school or at home. • Students should test their aural skills by using

http://www.earbeater.com/online-ear-training . • Students need to start recapping the analysis sheets and key words for

each set work studied. During the year, exam specific content will be added to the year11 section of the VLE for students to revise from.

BBC Bitesize http://www.bbc.co.uk/education/subjects/zpf3cdm you will see sections on composers, composing music, music theory, music technology, performing and evaluating music, music styles, world music and traditional music from the British Isles. Use the learner guides with revise and test options to support and extend your learning beyond the classroom. See page 165 in the student planner for key words.

See student planner

The main focus for the year 11 students in the lead up to Christmas will be their controlled assessment. This is Analysis and Evaluation of Performance and will be completed in 14 hours of supervised classroom time. After this is completed the students will continue with the study of the following: 1. Physical factors affecting performance: Applied anatomy and physiology. • The structure and function of the skeletal system. • The structure and function of the muscular system. • Movement analysis – biomechanics (levers, planes and axes). • The cardiovascular and respiratory systems. • Effects of exercise on body systems . Physical training • Applying the principles of training • Preventing injury in physical activity and training 2. Socio-cultural issues and sports psychology: Socio-cultural influences • Engagement patterns of different social groups in physical activities and

sports • Commercialisation of physical activity and sport • Ethical and socio-cultural issues in physical activity and sport Sports Psychology • Skill. • Goal setting and mental preparation. • Guidance and feedback. Health, fitness and well-being: • Physical, emotional and social. • Diet and nutrition.

The learning of this content will be assessed regularly throughout the year. Formal, internal assessment will be in March (2 PPE exam papers). 3. Practical Sport – continue to improve their 3 chosen sports

Ensure you are attending all extra-curricular sports practices that you might need to be included in one of your three assessed sports (to be made up of “Team” and “Individual” sports).

Students are expected to spend time at home going over and learning their notes from the lessons using strategies like mind maps and flashcards. As well as just their own notes, there are some external sources of information which are very good: Books: • OCR PE for GCSE Second Edition (Hodder Education). • My Revision Notes: OCR GCSE (9-1) PE Second Edition.

Physical Education

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

Websites: • https://www.bbc.co.uk/education/examspecs/ztrcg82 (Once on this page, you can access information about all aspects of the

course. Just click on the sub-headings. The Observing and Analysing Movement section will help to prepare for controlled assessment sessions).

• www.mypeexam.org/courses/ocr-gcse-pe-revision-2016-session-1. • www.ocr.org.uk/qualifications/gcse-physical-education-j587-from-

2016/ (Once on this page, scroll to the bottom and you will find Teaching and Learning Resources. Explore those sub-headings).

BBC Bitesize https://www.bbc.co.uk/education/examspecs/zxbg39q you will see sections on applied anatomy and physiology, physical training, sport psychology, socio-cultural influences, health, fitness and well-being, exam skills, performance analysis and practical performance. Use the learner guides with revise and test options to support and extend your learning beyond the classroom. See pages 168 - 169 in the student planner for useful information

See student planner

Students will cover the following units during year 11. RO41 – Reducing the risk of sports injuries Assessment: This will be assessed by a 1 hour written examination to be sat in January/June. It will be out of 60 marks and externally marked. Students will also have the opportunity to update or improve work from the units covered in years 9 and 10:

RO42 – Applying the principles of training Assignments include: • The principles of training in a sporting context. • How training methods target different components of fitness. • Conducting fitness tests. • Develop a fitness training programme.

RO43 – The body’s response to physical activity Assignments include: • The role and function of the musculo-skeletal and cardio-respiratory

systems. • The importance of the musculo-skeletal and cardio-respiratory systems

in Health and Fitness. • Assess the short term effects of physical activity on the musculo-skeletal

and cardio-respiratory systems. • Assess the long term effects of physical activity on the musculo-skeletal

and cardio-respiratory systems. RO46 – Technology in sport Assignments include: • How is technology used in sport. • The positive effects of sports technology. • The negative effects of sports technology. • Evaluate the impact of technology in sport.

Students will be expected to use their own time to keep on top of assignment deadlines and to research relevant areas of study. They will also be expected to revise reducing the risk of sports injuries for their exam which could be taken in January and/or in June. The following web-links will help them with their study: • http://www.kingjohnvle.co.uk/course/view.php?id=647 All relevant

assignment and Exam materials can be found on this page. • https://www.brianmac.co.uk/articles/scni22a1.htm Specific exam

material. • http://www.ocr.org.uk/qualifications/cambridge-nationals-sport-science-

level-1-2-j802-j812/ Students can find model assignments to check their work against. Open this page and go to sample assessment materials and click on the appropriate unit.

• http://www.ocr.org.uk/qualifications/cambridge-nationals-sport-science-level-1-2-j802-j812/ Students can find past exam papers to practice for their sports injuries exam along with mark schemes to see how they did and what the examiners are looking for. Open this page and go to past papers, mark schemes and reports and choose an exam paper to try.

Cambridge National Sports Science

What can a student do outside of school to show an exceptional attitude to learning for this subject?

What will be covered over the course of this year?

The existence of God: • The question of God – God’s nature, God’s relationships, God’s

goodness as well as challenges to it, attitudes to the existence of evil and in the world.

• The nature of reality – differing arguments for how the world came into existence, conscience and ethical living.

• Experiencing God – differing ways for God to be revealed to mankind, miracles, inspirational people and conversion stories.

Religion, peace and conflict: • Violence and conflict – key Christian teachings, political views, terrorism,

the Just War theory and Holy War. • Peace and peacemaking – the value of peace and pacifism. • Forgiveness and reconciliation – key teachings and their impacts, justice

and injustice, social injustice & key influential characters. Dialogue within and between religious and non-religious beliefs and attitudes: • Challenges for religion – Christian traditions in British society, the

Monarch, services to mark key life events, public holidays, Church schools, secularisation, humanism, potential clashes within education, collective worships in schools, potential clashes with relation to laws and the development of medical ethics including euthanasia, abortion and IVF.

• Dialogue within and between religions – exclusivism, inclusivism, pluralism, interfaith dialogue and religion and national identity.

• Dialogue within and between religious and non-religious groups – areas of agreement and disagreement.

There will be a heavy emphasis on revision, exam practice and preparation as well as exam technique throughout the year leading up to the exam. • Keeping up to date with the news and having an awareness of the world

around you. These will make for good case study examples to enhance your points.

• Extra research about the topics studied in lesson each week http://request.org.uk/.

• Revision both in school (weekly revision sessions available) as well as at home.

• Attempting exam practise questions http://www.ocr.org.uk/qualifications/gcse-religious-studies-j625-j125-from-2016/.

• Discussing key issues with a wide range of people – friends, family, neighbours, other teachers etc.

• Visiting local places of worship where possible. BBC Bitesize http://www.bbc.co.uk/education/subjects/zb48q6f you will see sections on Buddhism. Christianity, Hinduism, Islam, Judaism and Sikhism. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

Philosophy and Ethics

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

This is a new specification by OCR (exam board) and is broken down as follows: Portfolio/coursework (60%) and an externally set task (40%). In year 11 students will complete coursework in December. Externally set task comes out to schools in January. Externally set task contains several themes. Once students decide what they would like to run as a project they are asked to pick a theme from externally set task. This theme is a starting point of the exam work. It works exactly like the coursework project however it is less directed by the teacher. Students are still guided however it is very much independent work that requires students to take ownership of their own learning. In the Externally set task students need to show their understanding of: • Studio lighting. • Photoshop techniques – use as appropriate for the theme selected. • Analysing artists’ work and responding visually to the artwork – using

specific language. • Students develop their own ideas – show how they are influenced by

other artists. • Coursework needs to be completed in December of the year 11,

Externally set task usually must be completed just after Easter. The externally set task gives learners an opportunity to provide an extended practical response(s). This will allow learners to demonstrate their ability to construct and develop a sustained line of reasoning which is of sufficient length to be coherent, relevant, substantiated and logically constructed. This specification encourages learners to select, organise and present work that represents the best of their achievement in response to the assessment objectives. • Work outside of the classroom to complete coursework and exam. • Use photography room outside of the class hours to improve their work,

build on research. • Experiment with variety of techniques. • Build on photoshop skills. If they do not have access to photoshop at

home, they should come into the photography rooms and practice during lunchtimes or after school.

• Visit galleries and exhibition in the London area – Tate Modern, The Photographer’s Gallery, National Portrait Gallery, Michael Hoppen Gallery, Beetles and Huxley.

• Students must be familiar with assessment objectives.

Photography

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

The completion of the coursework project is 16 March 2018 and is worth 60% of the final Grade. Lessons after this will be dedicated to exam preparation for the final exam. All students will undertake their major coursework design and make project, with timed deadlines for each page, and made elements of their project work, all students are working on one of the following design and make tasks. • The way that people collect and listen to music has changed significantly

over the past twenty years with most people in the modern day using MP3 music files and playing them primarily through their mobile phones and other electronic devices. The product must also include appropriate branding in the form of a name/logo that must be displayed on the product. You must not use any powered speaker systems in the design of the amplification unit.

Or • Historical perspectives can play an important role in developing innovative

styling of products. Undertake a thorough study of a wide range of products from a particular design movement or era and use this information to design and make a product of your choice that reflects the style of your chosen study. The final product can be either a working prototype with a high quality finish or a stylistic model.

Students will be set appropriate homework for the work they are undertaking throughout the year which will help them prepare for their coursework as well when revising and sitting their Pre Public Exams/final exam. They will also be encouraged to use search engines such as google and YouTube to undertake self-driven home learning to extend their learning, as well as websites such as:- Technologystudent.com

BBC Bitesize https://www.bbc.co.uk/education/subjects/zybc87h you will see sections on design considerations and materials and components. Use the learner guides with revise and test options to support and extend your learning beyond the classroom. Students are also actively encouraged to additional support/booster sessions after school on Tuesday’s, Thursday’s and Fridays in GB7 with Mr Barber as and where required to help them achieve and excel.

Product Design

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

When you study sociology you look at the evidence, question data and think for yourself. From this you develop your own ideas and reach an informed opinion about the issues studied. Sociology is the study of how society works. We look at social processes like socialisation and how that affects people and look at how class, age, gender and ethnicity can affect your life chances. Sociologists try to find out about the world around them and how this affects people. They do this by carrying out research, e.g. asking questions, observing others and reading around the subject. In year 11 we cover social inequality and revise all the previous topics Studying society including research methods, family and household, education, mass media, crime and deviance, and social inequality We develop our extended writing skills looking at analysis and evaluation. In order to help your son or daughter in this subject you should check they know the key words- you can do this making flash cards and playing games with them. They should re-write notes from the text book, reducing them. Table formats, mind maps are useful ways of reducing this information. At the bottom of most pages there is a key points section, they should write these out. Students have a booklet of past papers and they should plan and do as many questions as possible. You should also encourage your son/daughter to watch the news. It’s a good way of spending some parent/child time together. Discuss any key stories that come up. Students will be sitting two 1 hour 30 minute exams in the summer. BBC Bitesize http://www.bbc.co.uk/education/subjects/zbbw2hv you will see sections on understanding social processes and understanding social structures. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

Sociology

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?

This year students will be focusing on completing their controlled assessment tasks. Controlled assessment deadlines: • Flow chart 9th October. • Final product 16th October. • Production diary 6th November. • Final evaluation 24th November. • Manufacturing and product specification 8th December. • Overall deadline Friday 15th December. Once the assessment is completed the focus will be revising the following topics: Section A - Design question, context issued to students in March. Section B -Theory of textiles - covers everything you’ve learnt about in your course –There’ll be a mixture of short and longer answer questions, as well as some sketching and some tables to fill in. Topics that can be included in the exam are listed below for revision: • Fibres and Fabrics: raw materials, properties and construction

methods. • Decorative techniques to include: embroidery, traditional techniques

like batik and tie dye, applique, patchwork, dyeing and printing. • Smart and modern materials: microfibres, nanotechnology, smart

materials, interactive materials. • Industrial manufacture to include: production systems, use of CAD and

CAM, and industrial health and safety. • Environmental issues to include: sustainability, fair trade and recycling. • Health and safety to include: quality and safety symbols. During the controlled assessment students are set homework to write up the pages required above by the listed deadlines. To extend their learning students should also complete their own revision of the theory topics listed above. They can do this by looking at the websites listed below or by using the CGP revision books. Alternative revision sources are also listed below. • www.getrevising.co.uk. • www.designtechnologystudent.co.uk. • AQA Textiles Technology Book (New Version ISBN 978-1-4085-0275-4)

available in class • Past papers from teacher or the AQA website. • CGP Revision Guide & Exam Book (AQA Specification). • Class work completed in year 9 and 10. BBC Bitesize http://www.bbc.co.uk/education/subjects/zkj2tfr you will see sections on design considerations, materials and components and production. Use the learner guides with revise and test options to support and extend your learning beyond the classroom.

Textiles

What will be covered over the course of this year?

What can a student do outside of school to show an exceptional attitude to learning for this subject?