Subject Course Level Course Description Assessment and Examination English Unit Award - AQA English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum subjects. In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively. Literature in English is rich and influential. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Pupils learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the pleasure and world of knowledge that reading offers. Looking at the patterns, structures, origins and conventions of English helps pupils understand how language works. Using this understanding, pupils can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers. This course aims to foster pupils enthusiasm and enjoyment of contemporary literature, and encourages pupils to begin to take a more critical stance. As well as developing the key reading skills that underpin their development in English, pupils explore various aspects of the novel, the characters, narrative voice, structure, and writer s style. Pupils take part in a range of activities that enhance their understanding of the novel, and then develop their own personal response to the text. The final outcome of the unit is a review of the novel. The OCR Functional Skills qualification in English at level 1 assesses three components Speaking, listening and communication; Reading; and Writing. Assessment material is available for each component. Learners need to pass one of each of the components to achieve a qualification. Skill standards Coverage and range Speaking, listening and communication (1S) Take full part in formal and informal discussions and exchanges that include unfamiliar subjects (1S1) Make relevant and extended contributions to discussions, allowing for and responding to others input (1S2) Prepare for and contribute to the formal discussion of ideas and opinions (1S3) Make different kinds of Page 1 of 21
contributions to discussions (1S4) Present information/points of view clearly and in appropriate language Reading (1R) Read and understand a range of straightforward texts (1R1) Identify the main points and ideas and how they are presented in a variety of texts (1R2) Read and understand texts in detail (1R3) Utilise information contained in texts (1R4) Identify suitable responses to texts In more than one type of text. Assessment weighting 55-60% (1W1) Write clearly and coherently, including an appropriate level of detail (1W2) Present information in a logical sequence (1W3) Use language, format and structure suitable for purpose and audience Writing (1W) Write a range of texts to Page 2 of 21
communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience. Assessment (1S1) Make relevant and extended contributions to discussions, allowing for and responding to others input (1S2) Prepare for and contribute to the formal discussion of ideas and opinions (1S3) Make different kinds of contributions to discussions (1S4) Present information/points of view clearly and in appropriate language. Maths Unit Award - AQA The course will provide learners with: 1. a mathematics curriculum which will produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident 2. the skills of working systematically, independently and co operatively 3. a supportive atmosphere and a positive attitude towards Mathematics in order to foster self-confidence and a sense of achievement. Mathematical thinking is important for all members of a modern Page 3 of 21
society as a habit of mind for its use in the workplace, business and finance and for personal decision-making. Mathematics is fundamental to national prosperity in providing tools for understanding science, engineering, technology and economics. It is essential in public decision-making and for participation in the knowledge economy. Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world. Competence a. Applying suitable mathematics accurately within the classroom and beyond. b. Communicating mathematics effectively. c. Selecting appropriate mathematical tools and methods, including ICT. Creativity a. Combining understanding, experiences, imagination and reasoning to construct new knowledge. b. Using existing mathematical knowledge to create solutions to unfamiliar problems. c. Posing questions and developing convincing arguments. Key processes These are the essential skills and processes in mathematics that pupils need to learn to make progress. Representing Pupils should be able to: a. identify the mathematical aspects of a situation or problem Page 4 of 21
b. choose between representations c. simplify the situation or problem in order to represent it mathematically, using appropriate variables, symbols, diagrams and models d. select mathematical information, methods and tools to use. Analysing Use mathematical reasoning Pupils should be able to: a. make connections within mathematics b. use knowledge of related problems c. visualise and work with dynamic images d. identify and classify patterns e. make and begin to justify conjectures and generalisations, considering special cases and counter-examples f. explore the effects of varying values and look for invariance and covariance g. take account of feedback and learn from mistakes h. work logically towards results and solutions, recognising the impact of constraints and assumptions i. appreciate that there are a number of different techniques that can be used to analyse a situation j. reason inductively and deduce. k. Use appropriate mathematical procedures l. make accurate mathematical diagrams, graphs and constructions on paper and on screen m. calculate accurately, selecting mental methods or calculating devices as appropriate n. manipulate numbers, algebraic expressions and equations and Page 5 of 21
apply routine algorithms o. use accurate notation, including correct syntax when using ICT p. record methods, solutions and conclusions q. estimate, approximate and check working. Interpreting and evaluating Pupils should be able to: a. form convincing arguments based on findings and make general statements b. consider the assumptions made and the appropriateness and accuracy of results and conclusions c. be aware of the strength of empirical evidence and appreciate the difference between evidence and proof d. look at data to find patterns and exceptions e. relate findings to the original context, identifying whether they support or refute conjectures f. engage with someone else s mathematical reasoning in the context of a problem or particular situation g. consider the effectiveness of alternative strategies. Communicating and reflecting Pupils should be able to: a. communicate findings effectively b. engage in mathematical discussion of results c. consider the elegance and efficiency of alternative solutions d. look for equivalence in relation to both the different approaches to the problem and different problems with similar structures e. make connections between the current situation and outcomes, and situations and outcomes they have already encountered. Page 6 of 21
Range and content This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of mathematics should enable pupils to apply their knowledge, skills and understanding to relevant real-world situations. The study of mathematics should include: Number and algebra a. rational numbers, their properties and their different representations b. rules of arithmetic applied to calculations and manipulations with rational numbers c. applications of ratio and proportion d. accuracy and rounding e. algebra as generalised arithmetic f. linear equations, formulae, expressions and identities g. analytical, graphical and numerical methods for solving equations h. polynomial graphs, sequences and functions Geometry and measures a. properties of 2D and 3D shapes b. constructions, loci and bearings c. Pythagoras theorem d. transformations e. similarity, including the use of scale f. points, lines and shapes in 2D coordinate systems Page 7 of 21
g. units, compound measures and conversions h. perimeters, areas, surface areas and volumes Statistics a. the handling data cycle b. presentation and analysis of grouped and ungrouped data, including time series and lines of best fit c. measures of central tendency and spread d. experimental and theoretical probabilities, including those based on equally likely outcomes. During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: a. develop confidence in an increasing range of methods and techniques b. work on sequences of tasks that involve using the same mathematics in increasingly difficult or unfamiliar contexts, or increasingly demanding mathematics in similar contexts c. work on open and closed tasks in a variety of real and abstract contexts that allow them to select the mathematics to use d. work on problems that arise in other subjects and in contexts beyond the school e. work on tasks that bring together different aspects of concepts, processes and mathematical content f. work collaboratively as well as independently in a range of Page 8 of 21
contexts g. become familiar with a range of resources, including ICT, so that they can select appropriately. Science Unit Award - AQA Science is a system of acquiring knowledge. The system uses observation and experimentation to describe and explain natural phenomena. The term science also refers to the organised body of knowledge people have gained using that system. The word Science often describes any systematic field of study or the knowledge gained from it. The purpose of Science is to produce useful models of reality. Most Scientific investigations use some form of Scientific method. Science can be differentiated into Pure and Applied Science. Field of Science are commonly classified along two major lines: Natural - The study of Natural world. Social - The system of study of Human Behaviour and Society. The fundamental premise of KS3 Science schemes of work is that each course relates to five broad themes, generally corresponding to the five key ideas of Life and Living Processes; Energy; Particles and materials; Interdependence; Forces, which also allow for new areas such as Psychology to be developed. build on their scientific knowledge and understanding from earlier key stages and make connections between different areas of science; use scientific ideas and models to explain phenomena and events; Science is taught through a number of topics (see specifications) and students are assessed throughout each course. At the end of each Entry Level topic they are given a test to assess their understanding of concepts and for GCSE students are assessed through past papers, mocks, periodic and terminal examinations. Scientific investigations (coursework) are assessed throughout the course and final drafts moderated prior to external moderation. All students are entered for OCR Science Entry Level in Yr. 9 although there is scope for earlier entry for students of higher ability and entry for KS4 age students who have missed a lot of education or have other problems which may restrict learning at GCSE level. There are four National Curriculum Attainment Targets in Science, these are: Page 9 of 21
understand a range of familiar applications of science; think about the advantages and drawbacks of scientific and technological developments for the environment and in other contexts, considering the reasons for different opinions; carry out investigations of different types, on their own and in groups, making use of reference sources and evaluating their work; communicate what they did and its significance; learn how scientists work and the importance of experimental evidence in supporting scientific ideas. Sc 1 Experimental and Investigative Science Sc 2 Life Processes and Living Things Sc 3 Materials and Their Properties Sc 4 Physical Processes ICT Unit Award - AQA Learning and undertaking activities in information and communication technology (ICT) contribute to achievement of the curriculum aims for all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society. The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life Page 10 of 21
and employment. ICT capability is fundamental to participation and engagement in modern society. ICT can be used to find, develop, analyse and present information, as well as to model situations and solve problems. ICT enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows pupils to collaborate and exchange information on a wide scale. ICT acts as a powerful force for change in society and citizens should have an understanding of the social, ethical, legal and economic implications of its use, including how to use ICT safely and responsibly. Increased capability in the use of ICT supports initiative and independent learning, as pupils are able to make informed judgments about when and where to use ICT to enhance their learning and the quality of their work. There are four essential skills and processes in ICT that pupils need to learn to make progress: FINDING INFORMATION DEVELOPING IDEAS COMMUNICATING INFORMATION EVALUATING Physical Education Unit Award - AQA PE develops pupils competence and confidence to take part in a range of physical activities that become a central part of their lives, Page 11 of 21
both in and out of school. A high-quality PE curriculum enables all pupils to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. They also reflect on their own and others performances and find ways to improve them. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles. Discovering what they like to do, what their aptitudes are at school, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity. PE helps pupils develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations. Key concepts of Physical Education key stage 3 There are a number of key concepts that underpin the study of PE. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. Page 12 of 21
1.1 Competence 1. Developing control of whole-body skills and fine manipulation skills. 2. Selecting and using skills, tactics and compositional ideas effectively in different types of physical activity. 3. Responding with body and mind to the demands of an activity. 4. Adapting to a widening range of familiar and unfamiliar contexts. 1.2 Performance 1. Understanding how the components of competence combine, and applying them to produce effective outcomes. 2. Knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve. 3. Appreciating how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams. 4. Understanding the nature of success in different types of activity. 1.3 Creativity 1. Using imaginative ways to express and communicate ideas, solve problems and overcome challenges. Page 13 of 21
2. Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes. 1.4 Healthy, active lifestyles 1. Understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle. 2. Recognising that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social wellbeing. Key processes of Physical Education key stage 3 These are the essential skills and processes in PE that pupils need to learn to make progress. 2.1 Developing skills in physical activity Pupils should be able to: 1. refine and adapt skills into techniques 2. develop the range of skills they use 3. develop the precision, control and fluency of their skills. 2.2 Making and applying decisions Page 14 of 21
Pupils should be able to: 1. select and use tactics, strategies and compositional ideas effectively in different creative, competitive and challengetype contexts 2. refine and adapt ideas and plans in response to changing circumstances 3. plan and implement what needs practising to be more effective in performance 4. recognise hazards and make decisions about how to control any risks to themselves and others. 2.3 Developing physical and mental capacity Pupils should be able to: 1. develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities 2. develop their mental determination to succeed. 2.4 Evaluating and improving Pupils should be able to: 1. analyse performances, identifying strengths and weaknesses 2. make decisions about what to do to improve their performance and the performance of others Page 15 of 21
3. act on these decisions in future performances 4. be clear about what they want to achieve in their own work and what they have actually achieved. 2.5 Making informed choices about healthy, active lifestyles Pupils should be able to: 1. identify the types of activity they are best suited to 2. identify the types of role they would like to take on 3. make choices about their involvement in healthy physical activity. Range and content of Physical Education key stage 3 This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of PE should include activities that cover at least four of the following: 1. outwitting opponents, as in games activities 2. accurate replication of actions, phrases and sequences, as in gymnastic activities 3. exploring and communicating ideas, concepts and emotions, as in dance activities 4. performing at maximum levels in relation to speed, height, Page 16 of 21
distance, strength or accuracy, as in athletic activities 5. identifying and solving problems to overcome challenges of an adventurous nature, as in life saving and personal survival in swimming and outdoor activities 6. exercising safely and effectively to improve health and wellbeing, as in fitness and health activities. Curriculum opportunities of Physical Education key stage 3 During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: 1. get involved in a broad range of different activities that, in combination, develop the whole body 2. experience a range of roles within a physical activity 3. specialise in specific activities and roles 4. follow pathways to other activities in and beyond school 5. perform as an individual, in a group or as part of a team in formal competitions or performances to audiences beyond the class 6. use ICT as an aid to improving performance and tracking progress PSHE Unit Award make links between PE and other subjects and areas of the curriculum. Page 17 of 21
- AQA Citizenship Geography Unit Award - AQA Unit Award - AQA It is the aim to now provide our students with a geographical education from K.S.3 to K.S.4 which is up to date, relevant to their lives, where they live and to encourage all aspects of learning and cross curricular opportunities. We plan to extend their locational knowledge and build their key geographical skills. The students have the opportunity to interactively study the relationships, at all ability levels, between the human and physical worlds, how they affect each other and how they might be effectively managed for a sustainable future. Their future. Geography is taught in a new classroom with a laptop computer available to each student. Lessons are delivered using an interactive whiteboard and monitored links with relevant website resources. (e.g. Google maps/watsonian Tectonic Monitoring Services/Met. office/national Rivers Authority.) Art Unit Award - AQA Key Stage 3 topics cover all aspects of the National Curriculum and offer cross-curricular and enrichment opportunities at all levels. In art, craft and design, pupils explore visual, tactile and other sensory experiences to communicate ideas and meanings. They work with traditional and new media, developing confidence, competence, imagination and creativity. They learn to appreciate and value images and artefacts across times and cultures, and to understand the contexts in which they were made. In art, craft and design, pupils reflect critically on their own and other people s work, judging quality, value and meaning. They learn to think and act as artists, craftspeople and Page 18 of 21
designers, working creatively and intelligently. They develop an appreciation of art, craft and design, and its role in the creative and cultural industries that enrich their lives. Drama Unit Award - AQA To enrich students learning through cross-curricular and practical projects by enabling them to engage and enhance their skills, knowledge and understanding of Drama. To ensure learners have the correct skills to enable them to complete practical and written work in order to gain the qualification in GCSE Drama. Drama should be interactive, interesting and informative with the basic skills being learnt as they are one of the major parts of daily life. Speaking and listening is at the forefront of our lives and is of great importance. Drama enables students to gain a clearer understanding of this and also allows them to gain new skills in order for them to achieve this. ASDAN COPE Level 1 What are Wider Key Skills Qualifications? There are three Wider Key Skills: Working with Others, Improving Own Learning and Performance Problem Solving. These qualifications provide a way to accredit Personal Learning and Thinking Skills (PLTS). Page 19 of 21
Wider Key Skills can be personalised and applied to different programmes, ages, ability ranges and contexts within the 13-19 curriculum. Who are they for? These qualifications allow learners to achieve at Levels 1 to 3 through generic learning opportunities, as part of the curriculum. At Key Stage 3 learners identified as Gifted and Talented or Hard to Reach can benefit from studying these process skills in a range of environments and contexts up to Level 2. History Learning and undertaking activities in history contributes to achievement of the curriculum aims for all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society. In History, students have the opportunity to undertake two development studies: The American West 1840-95 and Crime and Punishment Through Time RE Page 20 of 21
Design Technology Page 21 of 21