Art & Design (Fine Art)• Wellbeing & Healthy Routines
• Key Contacts
COVID Principles
• We want ALL students and staff to feel safe in school
• We all have a responsibility to ensure that this happens
• Our arrangements are designed to limit mixing of year groups as far as possible
COVID Safety
• There are hand sanitisers on each corridor – students should also bring their own.
• Staff and Students are encouraged to wash their hands regularly as this remains one of the most important ways to prevent the spread of any illnesses. Students should carry hand sanitiser
• Please note that it is mandatory for both staff and students to wear face coverings in all corridors and we ask they are worn in areas where bubbles are mixed inside the building. Students should ensure they carry multiple with them each day.
• Students should ensure that a full range of classroom equipment/stationery is brought to school as students should not share equipment and staff will not be able to give students spare equipment due to the threat of spreading the virus.
What to expect from Year 10
• AIT– intervention • Student Officers – students have already started
application process • Correct Uniform – (inc. masks, skirts, jewellery,
kippahs) • Attendance and punctuality – pupils need to take
responsibility for this • Where you have concerns about particular
subjects, please consult departments: Subject Leaders or Heads of Faculty in the first instance
• Mock exams will take place in Summer Term
Year 10 Weekly Routine
Monday AIT/Read Register Respond
Tuesday Silent Reading/Independent Study
Each morning, all tutor groups listen to ‘Pause for Thought’
Online Systems
We have put all our systems of information sharing online, to be found in these locations:
– Satchel One (SMHW)
– PARS (Insight)
– School website
– Office 365
• Students have individual logins for these systems which they should ensure they use regularly. Tutors have issued these to all students.
Wellbeing and Healthy Routines
Supporting your child’s wellbeing
Some things to consider.... Your child is a whole person so consider their emotional, social, mental,
environmental and physical
• Build a connection with them
• Make sure they are doing things that makes them feel happy (fulfilled)
• Make time for self-care
• When you feel good you show up, do your best and work well
• Have an ability to overcome challenges
How to support your child’s wellbeing • Talk to them: Listen to what is going well and what is challenging for them
• Acknowledge their feelings. Express gratitude for them. ‘I see how much effort you are putting in’
• Help them tend to their self-care: Having breakfast, getting good sleep, screen free time
• Encourage them to have and keep up hobbies, social plans, being creative or active
• Get them outside, playing sports or exercising (Go on a run or walk with them)
• Let them have down time and rest after school (they need it)
• Look at the challenge together, make a plan, get organised, let them know they are not alone
• Ensure they have at least one trusted adult in or outside of school they can speak to (a teacher they like or a mentor)
• Let them know about the wellbeing support in school…. ‘Go chat with Nikki (wellbeing practitioner in school)
Healthy Routine
• 100% punctuality and attendance expected – if you are absent, it is your responsibility to catch up on missing work and to approach each teacher
• Take ownership over your timetable and home studies – make a study timetable
• Make sure you get a decent amount of sleep!
Access Arrangements
Access Arrangements • Exam access arrangements are regulated by the JCQ
(Joint Council for Qualifications).
• Thresholds for extra time in exams are not decided by the school.
• Access arrangements take many forms, not just extra time and include word processing, rest breaks, a prompter, a scribe, small hall etc.
• The school needs to demonstrate a picture of need for a student to be eligible. This includes teacher feedback, evidence of use of equipment/technology in lessons and results of appropriate screening tests.
Access Arrangements
• Any pre-existing access arrangements that may have been made before Year 9 do NOT automatically guarantee continuation of the same arrangement for GCSEs.
• All screening tests are carried out internally and external EP reports are not accepted.
• The school will communicate any changes of access arrangements to parents once a decision has been made.
Subject Details and
9-1 Grading System
Headlines Figures – what you may read or see in the school documentation. Attainment 8 – total attainment from 8 subjects grouped as shown below
Progress 8 – This is shown as the number of points above or below a student’s expected grade over all 8 subjects.
At JFS we take the expected grade from the government, round this up to the nearest 0.5 and set this as a student’s minimum expectation for their subjects.
The expected grade is determined by comparing like students’ KS2 results nationally.
Students will be studying for two GCSEs, following the AQA specification:
English Literature [8702]
English Language [8700]
Student work
• Students write all notes, essays, drafts and exam preparation in exercise books.
• Homework should be completed by hand (not typed) in books.
• Assessments are written on paper and then stuck into books.
• Work is marked in depth after an assessment and as whole class feedback throughout the term.
• Termly grades, data and end of year reports are an amalgamation of all of the above.
English
• Shakespeare – Macbeth
• Post-1914 Literature – An Inspector Calls
• Poetry Anthology – Power and Conflict
What you need to know at the start of the course...
It takes time and hard work for English skills to develop. It is unlikely students will be at their target grade yet – do not be disheartened.
The more you read the more you will discover, the better you will be at English!
- End of year exams will be based on learning that has taken place over the year and in year 9. It will be a GCSE style paper.
- We will take extra steps to support any students with a 3 or lower after their exams.
These can be bought from the school via ParentPay for
£24.00 if they were not purchased in Year 9
English
• Students must be prepared to work as part of a team at all times.
• They must keep written work up to date and be prepared to research methodology of theatre. There will be essays to write as well as a great deal of practical work.
• They will be going to see theatre productions.
• They must also attend rehearsals after school when preparing for practical performances or exams.
• Although it is stated that the subject is divided in to 40% written and 60% practical it really includes a great deal of written work in response to the practical work as well as portfolios and written essays for the exam for Component 1.
• There are three components to the new Specification:
Drama
• Understanding Drama and terms
• Devising work started in groups supported by Devising Logs(Comp 2)
• Creating Original Drama (Devising Work)
• Devising Log Completed
• Devising Performance examined and sent for Moderation in year 11
YEAR 11 • Understanding Drama SET TEXT/ Component 1
Blood Brothers Performances of extracts from Set Texts
• Research on Text in Practice:/Component 3 “The Crucible” by Arthur Miller
• Text in Practice Extracts /practical performance rehearsals
• Examined Performances of The Crucible externally examined
• More Live |Theatre essays based on further productions seen
• Revision for Written paper. Comp 1
• Final Written exam
Drama
Religious Studies • At JFS, students study the AQA Religious Studies Specification 8062
• All students will study TWO religions – the two religions studied in Year 10 are Judaism and Islam respectively.
• Part 1: The Study of Religions Covers: – Beliefs and Teachings – Practices in both Judaism and Islam
• Part 2: Thematic Studies – In Year 11, students study Jewish responses to a variety of ethical issues to a
variety of ethical issues. – Four themes are covered over the year:
• Relationships and Families • Religion and Life • Religion, Peace & Conflict • Religion Crime & Punishment
– Over Years 10 and 11, students are formally assessed once each term which includes mock examinations in both years. Throughout the year, homework assignments consist of exam style essay questions giving students ample practice in answering GCSE questions.
Specification: EDEXCEL B (9-1)
• Students study 3 components: Global Geographical Issues, UK Geographical Issues & People and Environmental Issues.
• 3 x exams at the end of Year 11 (no coursework element) • Year 10 students sit a mock exam on Global Geographical Issues in
the summer term. • Students do not receive a textbook. Resources are provided in
lessons and available on OneDrive. • Students are required to attend two fieldtrips. Both are day trips.
Due to current restrictions, updates on fieldtrips will come as necessary.
Geography
Specification: Edexcel 1H10 • 4 topics examined in 3 papers • Paper 1: Crime and Punishment in Britain, c1000-present
and Whitechapel, c1870-c1900: crime, policing and the inner city
• Paper 2: Superpower relations and the Cold War, 1941-91 & Early Elizabethan England, 1558-88
• Paper 3: Russia and the Soviet Union, 1917-41 • Students will get textbooks for the topics this academic
year • Resources will be provided in lessons & on SMHW • Students will sit end of topic tests & a mock in the Summer
Term
History
EDEXCEL (Higher) AQA (Foundation) GCSE (9-1)
Two tiers available: Higher : Grades 9-4 (50% of the content is Grade 7-9 questions (equivalent to A - A**))
Foundation : Grades 5-1 (50% of the content is Grade 3- 5 (equivalent to D – B- )
Three equally weighted written examinations: • Each paper is 1 hour and 30 minutes long • Each paper has 80 marks
• Paper 1: Non calculator assessment • Paper 2: Calculator assessment • Paper 3: Calculator assessment
• A greater focus on problem solving, reasoning, communicating mathematically and evaluating
• Content will be taught by March in Year 11. Revision of the skills and making connections between topics will then be a focus
Mathematics
Supporting learning at home: Please encourage your child to: • Get organised Have all the correct equipment
Folder to keep any revision together
• Access modelled Use websites to watch video tutorials:
examples Mathswatch, Corbett maths, Exam solutions
• Memorise Formulae
• Practice exam Use websites to download questions:
style questions Maths Made Easy, Bland In, Maths Genie, Edexcel and AQA past papers
Focus on problem solving and reasoning questions
Supporting learning in school • Teacher support outside lessons • Lunchtime revision sessions in Year 11
Mathematics
– Identity and culture
– Current and future study and employment
Tiered (can do foundation or higher)
Short translations from and into the Target Language (TL)
Some questions in TL on the listening and reading papers
Authentic stimuli in the reading paper, including literary texts
9-1 grading system (9 = top grade; 4/5 = C)
More information on these themes can be found at
• 5 main Themes: Identity and culture; Local area, holiday, travel; School; Future aspirations, study and work; International and global dimension
• More information on these themes can be found at www.edexcel.com
• Students must engage in some independent study – there are plenty of online resources to help them with vocabulary, grammar or exam skills. There is an orange sheet in the back of their exercise books with details of these websites.
• No controlled assessments
• 100% external assessment – all papers set and marked externally at the end of the course
• Tiered(can do foundation or higher, no mixing)
• 25% per skill (listening, speaking, reading, writing)
• Short translations from and into the Target Language(TL)
• Some questions in TL on the listening and reading papers
• Authentic stimuli in the reading paper, including literary texts
• 9-1 grading system (9 = top grade; 4/5 = C)
Information about the new specification for French and Spanish
MFL: French and Spanish
• All students will have to use written annotation and appropriate specialist terminology to record their ideas, observations, insights and independent judgements.
• Component 1 Personal Portfolio (60%) . The portfolio will consist of units of thematic work in a range of media. From centre-based starting points, students create a personal portfolio of work comprising: supporting studies personal response(s)
• Component 2 Externally Set Assignment (40%) From centre-based starting points, students create a personal portfolio of work comprising: supporting studies personal response(s)
• A centre-devised preparatory study period followed by a 10-hour sustained focus period in which students create personal response(s).
• Internally assessed and externally moderated.
Art & Design (Fine Art)
Edexcel GCSE Music (1MU0):
• Perform 1 x Solo performance lasting at
least 1 minute (15%)
at least 1 minute (15%)
Component 2: Composing 30% (1MU0/02)
• Compose 1 x composition based on a set
brief (15%).
Component 3: Appraising 40% (1MU0/03)
• Listening exam (40%) based on the
following
Music
• Students are expected to be having regular lessons with an instrumental teacher to support them further in developing as a performer, improving technique and learning new repertoire.
• Students are expected to be a member of at least one Extra-Curricular Music Club to further develop their ensemble skills and overall musicianship. The following clubs take place every week in the Music department:
• Please do check homework, including spelling, punctuation and grammar, and when it is due.
• Encourage students to listen to any practical work they are currently studying (i.e. performance or composition task).
• Encourage students to see their teacher if there are any difficulties and/or for additional work.
Music
Tech Club Klezmer Band Steel Pans
African Drumming Guitarkestra Jazz Guitar Group
THEORY – 60% 2 Exam Papers 5 Theory Lessons per fortnight
Practical – 30% 3 Practical Sports (1 Team / 1 Individual + 1 of either)
Coursework - 10 % (Personal Exercise Programme)
INTERVENTIONS Theory interventions take place as part of the AIT programme for students needing additional support in any theory area.
Practical interventions allow us to offer students additional activities with focused coaching in sports including swimming and climbing.
• Please encourage students to attend sports clubs to develop a higher skill level in 3 different activities.
• Homework is available to view on SMHW and is regularly set by the theory teacher.
• Your support is appreciated in ensuring revision and homework are completed on time. This, as well as your continued support of the sporting lifestyle of your child outside of school.
Physical Education
THEORY – 75% 3 units of theory focusing on training, coaching and anatomy/physiology.
Practical – 25% A choice of two sports with options to perform, coach or referee.
This Qualification is offered as an alternative to the GCSE in PE.
This course is aimed at students who have concerns about their ability in English and Science but wish to study sport. The theory elements are simpler than the GCSE PE programme and rely more
on coursework than exams.
• Please encourage students to attend sports clubs to develop a higher skill level in 2 different activities.
• Homework is available to view on SMHW and is regularly set by the theory teacher. • Your support is appreciated in ensuring revision and homework are completed on time. This, as well
as your continued support of the sporting lifestyle of your child outside of school.
BTEC Award in Sport
INTERVENTIONS • Theory interventions take place as part of the wider AIT programme for students needing additional
support in any theory area.
• Practical interventions also allow us to offer students additional focused coaching to help improve on the various practical elements
• Homework is available to view on SMHW and could involve practical or theory activities. • Your support is appreciated in ensuring revision and homework are completed on time. This, as well
as your continued support of the sporting lifestyle of your child outside of school.
Dance Practical – 60% • 1 Solo • 1 Solo Choreography • 1 Trio • 4 Practical Lessons per fortnight (this number
varies at different times of the year)
THEORY – 40%
1 Exam Paper 3 Theory Lessons per fortnight (this number varies at different times of the year)
BTEC Art & Design We offer two different pathways through this BTEC course; Product Design or Fashion and Textiles.
However, both pathways follow the same structure and only the materials and type of products produced will differ. They are both focussed upon developing high quality, commercially viable products using the creative design and
make process.
YEAR 10
Unit 1: Introduction to Specialist Pathways in Art and Design
Unit 4: Communicating Ideas in 3D
In this unit, learners will design and make products by applying a wide range of new 2D and 3D specialist skills and techniques.
In this unit, learners will focus upon the design and manufacture of a more complex product using 3-dimensional skills and
techniques.
Worth 25% of the course Worth 25% of the course
YEAR 11
Unit 3: Communicating Ideas in 2D Unit 2: Creative Project
In this unit, learners will focus upon the design and manufacture of a professional looking product using a wide range of traditional mark-making and printing techniques and computer software.
In this unit, learners will respond to an exam board set design brief. This important piece of coursework will be undertaken in Year 11 as it should represent the very best that each learner is capable of producing.
Worth 25% of the course (Externally set) Worth 25% of the course
BTEC Art & Design
Attitude to Learning • Due to the extremely large amount of design and make tasks needed to complete this course,
learners should be prepared to work consistently hard throughout. Every piece of work that is completed is evidence for an individual unit, therefore, there is no opportunity for you to take your foot off the gas!
• Learners should demonstrate consistently high levels of DT capability, including:
– practical problem solving
BTEC Food Preparation & Nutrition
– Students' understanding of the working characteristics, functional and chemical properties of ingredients. Practical investigations are a compulsory element of this NEA task.
• Task 2: Food preparation assessment (70 marks) – Students' knowledge, skills and understanding in relation to the planning, preparation,
cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than 3 hours, planning in advance how this will be achieved.
50% Written Examination • Written Exam: Food preparation and nutrition assessment
– Based on theoretical knowledge of food preparation and nutrition.
• 1 hour 45 minutes (100 marks)
BTEC Food Preparation & Nutrition
Skillset • This is a GCSE course with a strong practical focus. • You’ll master a variety of technical skills and become
proficient in the kitchen. • In addition, you’ll develop an in-depth knowledge of food
science, food safety, food choice, nutrition and health. • You’ll also develop transferable skills such as:
– Analysis – Evaluation – Communication skills – Working independently – Time management – The ability to interpret information effectively
• All students study either Combined Science (‘double’ = 2 GCSEs) or Separate Sciences in Biology / Chemistry / Physics (‘Triple’ = 3 GCSEs)
• Assessed by 6 external exams at the end of year 11 (no controlled assessment)
• Tiered exam papers • Foundation tier will cover grades 1-5 • Higher tier will cover grades 4-9
• Set list of Physics equations to learn • Core practicals to carry out or observe in class and assessed within the exams
(15%)
• All classes will be taught Higher tier content and no decisions are made on H/F tiers until spring term of year 11.
• Textbooks which cover the whole course have been issued to students (to be returned at the end of year 11)
Science
• Course is suitable for students with high attainment in Science and Maths (scores of 6+).
• Core practicals for observational astronomy skills have replaced controlled assessment. These do not count towards final grade.
• 1 year accelerated course taught on Tuesday and Thursday lunchtimes.
• Requires commitment and ability to work independently
• Assessed by 2 exams sat in June of year 10, 50% paper 1 Naked Eye Astronomy and 50% paper 2 Telescopic Astronomy
• Grades 1-9, no Higher/Foundation tiers
Astronomy
• Greater emphasis on Computational Thinking than previous GCSE course
• New updated examination testing knowledge of more modern technologies
Component 1 – Computer Systems The first component is focused on computer systems covering the physical elements of computer science and the associated theory.
Component 2 – Computational Thinking, Algorithms and Programming This component is focused on the core theory of computer science and the application of computer science principles.
Computer Science
Level1/2 Technical award equivalent to GCSE
Progression: CACHE 3 A Level in sixth form at JFS or skills for life with a Progress 8 measure
Your child will study Children from pre- conception to age 10 in:
• Physical development • Emotional development • Intellectual (cognitive skills) • Social development • Language skills
3 units consisting of: Research task (25%) Child Observation (25%) Written content (50%)
Children’s Learning and Development
BTEC Tech Award in Enterprise Skills you need: • Research skills • Confidence – you need to
contact real businesses and interview the owners!
• Organisation skills – you have to manage the coursework and keep to deadlines, working both in school and outside
• Independence – follow instructions and complete work
• Revision – there is an examination!
• Presentation skills – You will present your work
• Component 1 – Exploring Enterprises (30% of grade)
– Coursework, made up of 3 separate tasks. – Research what makes a business successful, how a
business conducts market research, and how they are influenced (eg competition, economy)
• Component 2 – Planning for and Pitching an Enterprise Activity (30% of grade)
– Coursework, made up of 3 separate tasks – Plan an idea that could be launched, present your idea
to a panel of judges, reflect upon your presentation and how you can improve
• Component 3 – Promotion and Finance for Business (40% of grade)
– Examination (held in Year 11) – Focus on how a business promotes / advertises, and
how they measure financial performance. Includes calculations and numeracy.
Who to Contact
Pastoral Concerns: In the first instance, please contact your child’s form tutor
Academic Concerns: contact Subject Leaders or Heads of Faculty
Tutor Group Staff Member
10BB Mr. Butler
10WD Mr. Davey
10WF Mr. Fordyce
10WO Mr. Donald
10ZC Ms. Connolly
10ZA Miss. Atchuthan
Form Tutors 2020-21
Art Mr Rogers Jewish Studies Mr. Rinkoff
Business Mr. Crocker Maths Mrs Bhudia
Child Development
Computing Science
Mrs. Maurer (Ivrit)
Mr Sonenfeld (French/Spanish)
Geography Ms Williams Science Mr. Daw
History Mrs Ashcroft/Miss Toth Technology Mr. Attwood
Heads of Faculty 2020-21
The Arts overseen by Mr Chauhan
Science and Computing Mr Daw
Social Sciences Mr Davenport
• Miss Fursey, Miss Kelly, Miss Greenberg, Form Tutors
• First Port of Call for children and parents for general pastoral concerns should be form tutors.
• Attendance & Punctuality
• Exit Permits
• Emotional & Physical well - being: monitored by the Safe-guarding team at JFS
Inclusion Room/Mentoring
• Referrals by staff when concerns about students progress and/or well being.
• Inclusion-group sessions for support with homework, organisational skills, social skills, self-esteem building etc
• Mentoring: individual sessions of support
Counselling and Wellbeing
• Kirti Joshi (counsellor), Nikki Levitan (Wellbeing Practioner) and Nicki Cohen (joint counsellor and Wellbeing Practioner)
• Referrals from the Year Team.