Year 12 & 13 Parent/Carer Handbook Supporting your child’s learning
Year 12 & 13 Parent/Carer Handbook Supporting your child’s learning 2014 - 2015 CONTENTS GENERAL INFORMATION PAGE Our School Aims .................................... 3 Welcome to the Minster School ................ 3 Head of Sixth Form Welcome................... 3 Christian Ethos & Worship ....................... 3 Minster7 ............................................... 4 Teaching School Status .......................... 4 Awards................................................. 4 School Comms ...................................... 5 Minster School Website ........................... 5 ICT Agreement ...................................... 6 E-Safety ............................................... 6 Travelling to/from PE Fixtures.................. 6 ParentPay ............................................. 7 The School Day ..................................... 7 Emergency Planning ............................... 7 Reporting Sixth Form Absence ................. 7 Holiday/Out of School Applications ........... 7 Teaching Staff List ............................. 8-11 90% in a Subject Rule ........................... 12 Private Study Expectations ..................... 12 Course Changes ................................... 12 Entry to Year 13 ................................... 12 Ways to Support Student Learning .......... 12 Additional Specifics ............................... 12 Supporting Student Learning .................. 13 Uniform ............................................... 13 Buses................................................. 14 Instrumental Music Tuition .................... 14 School Equipment ................................. 14 Sixth Form Use of School Library ........... 15 Recycling ............................................ 16 The National Healthy School Standard .... 16 MSPTA ............................................... 16 School Holidays 2014/2015 ................... 17 School Residential Trips ........................ 18 Year 12 & 13 Calendar...................... 19-22 Reporting to Parents/Carers .................. 23 YEAR 12 CURRICULUM Art & Design ....................................... 25 Digital Photography.............................. 25 Biology............................................... 26 Business Studies ................................. 27 Chemistry ........................................... 28 Computing .......................................... 29 Design & Technology ........................ 30-31 Product Design—Graphic Products .......... 32 Product Design—Resistant Materials ....... 33 Drama & Theatre Studies ...................... 34 Economics .......................................... 35 English Language................................. 36 English Literature ................................ 37 The Minster School Geography .......................................... 38 Government & Politics ........................... 39 History ............................................... 40 ICT .................................................... 41 Languages—French .............................. 42 Languages—German ............................. 43 Languages—Spanish ............................. 44 Maths ................................................. 45 Further Maths ...................................... 46 Media Studies ...................................... 47 Music.................................................. 48 Music Technology ................................. 49 PE ..................................................... 50 Physics ............................................... 51 Psychology .......................................... 52 Religious Studies .................................. 53 Subsidiary Diploma in Performing Arts . 54-55 The Extended Project Qualification .......... 56 Young Enterprise .................................. 57 Duke of Edinburgh ................................ 57 YEAR 13 CURRICULUM Art & Design ........................................ 59 Digital Photography .............................. 59 Biology ............................................... 60 Business Studies .................................. 61 Chemistry ........................................... 62 Computing .......................................... 63 Design & Technology ............................ 64 Product Design—Graphic Products .......... 65 Product Design—Resistant Materials ........ 66 Drama & Theatre Studies ...................... 67 Economics ........................................... 68 English Language ................................. 69 English Literature ................................. 70 Geography .......................................... 71 Government & Politics ........................... 72 History ............................................... 73 ICT .................................................... 74 Languages—French .............................. 75 Languages—German ............................. 76 Languages—Spanish ............................. 77 Maths & Further Maths .......................... 78 Media Studies ...................................... 79 Music.................................................. 80 Music Technology ................................. 81 PE ..................................................... 82 Physics ............................................... 83 Psychology ..................................... 84-85 Religious Studies .................................. 86 Subsidiary Diploma in Performing Arts . 87-88 Sports Leaders..................................... 89 Recommended Textbooks & Websites.. 90-93 Parent/Carer Handbook 2014-2015 2 GENERAL INFORMATION OUR SCHOOL AIMS HEAD OF SIXTH FORM WELCOME 1. To create an atmosphere of caring and purpose derived from commitment to moral and religious principles. A sincere welcome to parents/carers of our Sixth Formers. We are confident that your child will be happy here. Minster Sixth Form provides a caring and challenging environment, complemented by the strong friendship groups which flourish in our Sixth Form. We are delighted by our academic success and remain a very popular Sixth Form. Sixth Form students will enjoy new privileges and new responsibility. There is a dedicated Sixth Form cafeteria and for private study, students have their own ICT facilities and study rooms. 2. To engender a lifelong love of learning. 3. To encourage each child to strive for his or her best in intellectual, physical and spiritual growth. 4. To help each child to develop relationships with others which are founded on mutual respect and the pursuit of lasting happiness. 5. To encourage and develop leadership and active citizenship within the school and wider community which fosters a sense of dignity, vocation and purpose for every individual. 6. To develop and maintain teaching and learning. excellence in WELCOME TO THE MINSTER SCHOOL This handbook is part of our commitment to work in close partnership with parents/carers. We want to ensure that you have a good sense of the things that your child will be doing this year at school. We encourage you to read this booklet, to discuss its contents with your child and to ask any questions regarding the booklet’s contents. We want parents and carers to feel that there is an ever-open opportunity for you to tell us what is going well, to suggest what we might do differently to improve things further and to feel involved in the decisions we make in school. Elsewhere in this booklet you will find a section on communication with the school. This details a range of ways to get in touch and who to make contact with. We’re proud of the achievements of our past and present students and ambitious for the future. We hope you will feel a close part of our continuing journey as a school . Mr M. J. Parris The Minster School Head Teacher Mr J R Samuels Director of Post-16 Studies CHRISTIAN ETHOS AND WORSHIP As a Church of England School, gospel values are very important to us. The Christian message has had a presence in our school for hundreds of years and its essential message of love for neighbour remains a guiding principle in our academic studies and our relationships with one another. The school’s heart-space is both the meeting point of our academic endeavours, as the school’s subject areas all give onto it and it is the main gathering point for staff and students. The chapel, situated in the Hall and in which we meet for acts of worship, provides the spiritual compass for all of our work and play. Students and staff meet twice weekly for an Act of Worship in our modern, well-equipped hall. These are presided over by members of the school’s chaplaincy team, members of the senior leadership group, Heads of House, teachers and visitors who speak on a variety of issues. In addition we have a yearly Foundation Service in the Summer Term which celebrates the school’s origins as a Christian school and its links with Southwell Minster. Students can attend communion once every half term and we have a strong and growing Christian Union in the school, which meets weekly and plans Acts of Worship and other events. We also have a whole-school service at the conclusion of every term. Parent/Carer Handbook 2014-2015 3 GENERAL INFORMATION At the Minster School we want all of our students to become successful learners, confident individuals and responsible citizens. The Minster 7 are firmly grounded in the Minster School’s ethos and underpin the attributes which we believe will enable young people to enter work and adult life as confident and capable individuals who can make a positive contribution to society. The Minster 7 place value on transferable skills and attributes and provide a framework to support students in their development as learners and members of society, recognising the importance of both learning in school and students’ wider experiences outside of school. MINSTER7 Students are at their best when they are… motivated. They challenge themselves to achieve more in all areas of life Approach life with confidence and an eagerness and willingness to learn. Adopt a ‘can do’ attitude and celebrate success, both their own and that of others. Demonstrate leadership and encourage other students to fulfil their potential. independent learners. They exhibit a high level of personal organisation and independent learning Reflect on their own learning and resolve problems. Set themselves targets and plan their own work effectively. Discover links between subjects and with the outside world. The Minster School new thinkers. They have the confidence to be creative and generate new ideas Use their initiative to investigate and generate new ideas. Are creative. Adapt ideas and embrace change. self managers. They take responsibility for their own learning and respond positively to the expected standards of behaviour Organise time and resources. Show commitment and perseverance in working towards goals. Respond positively to change, seeking advice and support when needed. team workers. They co-operate fully in learning strategies, especially where collaboration with other students is a key element Are prepared to take a wide variety of roles and change the way they work to suit their role. Collaborate with others to achieve a common goal and demonstrate leadership. Listen, share and move forward with others. explorers. They contribute to the school and the wider community Seek new opportunities and take part in activities in and out of school. Consider and appreciate alternative views and opinions to clarify their own values. Explore knowledge and life and develop an understanding of their place in the world. respectful. They work to the best of their ability, develop positive relationships with others and show care for the school environment. Show respect for others and earn respect for themselves. Show consideration for others and the role they have in our community. Treat their environment with respect. Parent/Carer Handbook 2014-2015 4 GENERAL INFORMATION TEACHING SCHOOL STATUS AWARDS The Minster School was designated as a National Teaching School in March 2013. This status, awarded only to outstanding schools, means that together with an alliance of strategic partners, the Minster Teaching School has responsibility for leading a ‘self-improving school system’ in the local area and beyond. The Minster School holds the ICT Mark and the British Council International Schools Award. The school has gained recognition for its use of technology by achieving the ICT Mark, Third Millennium Learning Award and the International Technology in Education Mark. The Geography department achieved the ‘centre of excellence’ quality mark from the Geographical Association. SCHOOLCOMMS The Minster Teaching School Alliance brings together a diverse range of schools in a partnership of equals. The overarching aim of the Alliance is that all students in all schools within the Alliance will benefit from a commitment to work collaboratively to share strengths and support develoment, whilst ensuring that the high standards we expect for our own school are maintained. The Minster Teaching School is active on behalf of its members in the areas of initial teacher training, continuing professional and leadership development, school-to-school support and research and development. In June 2014 the school became one of thirty two National Maths Hubs, designated to transform and improve the teaching of Mathematics across the country and to inform government thinking on the teaching of Mathematics. Schoolcomms is a reliable way of improving communication between parents/carers, staff and students, using text messaging and e-mail. It ensures the quality and regularity of contact with parents/carers for issues such as school events, student absence, late bus information, details of school trips and the sending out of important letters and newsletters. The Schoolcomms system provides an added benefit of reducing the amount of paper and printing required, and as an eco school this is very important to us. Parents/carers must be registered with the Schoolcomms system, which is a straight forward process. For more information on how to register and how to get help if you have registered but are not receiving information, please contact: Lorraine Bailey Tel: 01636 817303 or email l.bailey@minster.notts.sch.uk Information about Schoolcomms is available on the school website by following the Parent weblink. The Minster School Parent/Carer Handbook 2014-2015 5 GENERAL INFORMATION SCHOOL/PARENT/CARER ICT AGREEMENT The school computer system provides Internet and e-mail access to students and staff. This Responsible Network and Internet Use statement will help protect students, staff and the school by clearly stating what is acceptable and what is not. of computer access. The school may, without consultation with the student, delete inappropriate materials in circumstances where it believes unauthorised use of the school's computer system is or may be taking place, or the system is or may be being used for criminal purposes or for storing text or imagery which is unauthorised or unlawful. Access must only be made via the user's authorised account and password, which must not be given to any other person. School computer and Internet use must be appropriate to the student's education or to staff professional activity. Copyright and intellectual property rights must be respected. Users are responsible for e-mail they send and for contacts made. E-mail should be written carefully and politely. As messages may be forwarded, email is best regarded as public property. The use of any threatening, sexist, racist or obscene language is banned. Unauthorised downloads to the system are not permitted. Users seeking to download ay material must seek permission from the Assistant Head eLearning before undertaking any such activity. Anonymous messages and chain letters must not be sent. The use of public chat rooms is not allowed unless they are of an educational theme and staff supervision is given at all times. The school ICT systems may not be used for private purposes, unless the Head Teacher has given permission for that use. Use for personal financial gain, gambling, political purposes or advertising is forbidden. The security of ICT systems must not be compromised, whether owned by the school or by other organisations or individuals. All students using the ICT network will have these rules explained in full, and with clear examples, within two weeks of starting to use the network. Access to the Internet, e-mail and supervised extra-curricular access to equipment, will not be available until that time. Any breach of the rules above or any other use considered against the spirits of reasonable use will result in a sanction, such as the loss of access rights to the system. Very occasionally staff may use their own car to transport students to and from sports fixtures. Members of staff will be in possession of the necessary insurance to do so. Any questions or queries relating to this policy should be addressed to Mr J Partridge (Assistant Head) or to the Head Teacher directly. E-SAFETY The Minster School has in place technologies that will protect students from inappropriate material that can be found when using the Internet. Social networking websites, such as Facebook, are blocked. E-mail is also monitored and e-mails containing inappropriate language, for example, are directed to the systems manager and Assistant Head of eLearning who then will take appropriate action. Students cannot download software from the internet or install software brought into school using a memory stick. eSafety guidance material is available on the school website by following the eLearning link. Guidance will also be available to parents/carers to help protect their children from the dangers of the Internet at home. TRAVELLING TO/FROM PE FIXTURES The school may exercise its right by electronic means to monitor the use of the school's computer systems. Examples of the monitoring which may take place include: recording visited web-sites, the interception of e-mails or logging The Minster School Parent/Carer Handbook 2014-2015 6 GENERAL INFORMATION PARENTPAY REPORTING SIXTH FORM ABSENCE ParentPay is our online payments system, creating a cashless environment for the school. The system allows parents/carers to pay online for school meals and trips. A ParentPay link is available via the school website or visit www.parentpay.com and enter your username and password today. Some of the benefits this system brings are that it: Parents/carers should contact Miss Toms in the Sixth Form Office—telephone 01636 817333 or r.toms3@minster.notts.sch.uk, in the event of any student absence. removes the risks of students carrying money eliminates money related bullying releases students from the responsibility of taking payments into school anytime, anywhere payments can be made with high security Should you require any more information about Parentpay please contact the School Finance Office. A call, note or email to the Sixth Form Office from parent/carer on the morning of any unforeseen student absence is sufficient. Sixth Form students cannot self-certify reasons for absence. For planned absences e.g. Holidays/University Open Days/Medical Appointments authorisation must also be sought in advance from Mr Samuels via Miss Toms in the Sixth Form Office. Following the above procedures is particularly important for students who are recipients of the Post 16 Bursary Allowance as a failure to communicate could result in non-payment. HOLIDAY/STUDENT OUT APPLICATION DETAILS OF SCHOOL Holidays will not be authorised by school for the following reasons: THE SCHOOL DAY The school operates within a 5 period day with lessons timetabled over a two week cycle. The morning session begins at 8.50am and the afternoon session finishes at 3.30pm. On Wednesdays however we operate a 4 period day and students finish at 2.30pm. However, Year 13 students are not required to be on site outside of timetabled activities. EMERGENCY PLANNING If an emergency happens at school or the school is closed for any reason (for example, severe weather) methods of informing parents/ carers will include: Availability of cheap holidays Availability of desired accommodation Poor weather experienced in the school holiday period Overlap with beginning or end of term Holidays booked before checking with school Day trips The reason for this is that at certain times of the year students may experience extra problems because of missing school. These include examination periods or completion of core activities. If you still wish to apply for a leave of absence the application form can be obtained from Miss Toms in the Sixth Form office. Notice on the school website SchoolComms text messaging Notice on the school entrance door Local radio Reminder: Please inform the school if you change your contact details so that the communication link can be maintained. The Minster School Parent/Carer Handbook 2014-2015 7 GENERAL INFORMATION —TEACHING STAFF Name Role Tutor Group Department Mr L Akhurst History W5 Mr C Aldred Geography C4 Science W9 Mr M Arnold Assistant Curriculum Team Leader Mrs M Atkinson Deputy Head/ Director of Teaching School Maths T5 Mrs E Baguley English C11 Ms L Ball TAD C16 Assistant Head Student Behaviour Social Studies Mr R Berry English Ms M Bilodeau Music Mr P Birks Progress Manager Mrs A Blackwell Assistant Head of House — Clumber Miss E Bolivar Mr D Boothroyd Assistant Head & Deputy Director of Teaching School and ITT Mr P Bowen Mr P Bowes c.bentley@minster.notts.sch.uk T6 History Mr R Blackmore p.birks@minster.notts.sch.uk Maths W3 Social Studies C2 Languages T14 History d.boothroyd@minster.notts.sch.uk Modern Foreign Languages Curriculum Team Leader Social Studies Miss E Bradshaw Social Studies R18 Maths W6 W16 Miss L Brailsford Assistant Head of Post 16 Physical Education Mrs S Britten Head of Junior Department Junior Department Mr J Brookes Assistant Head of House Rufford Physical Education R9 Languages W1 Mr A Brooks p.bowes@minster.notts.sch.uk s.britten@minster.notts.sch.uk Mrs G Burles Head of Rufford House Physical Education Mrs M Burlington Assistant Curriculum Team Leader Science R16 Mrs J Burrows Assistant Head of House — Thoresby Social Studies T1 Mrs J Chappell Curriculum Team Leader — Humanities Geography C12 g.burles@minster.notts.sch.uk Mrs H Charnley Maths Mrs S Chewings Science Ms J Clifford Modern Foreign Languages T14 Mrs A Coyle Music Mrs K Crone English R1 Dr Esme Davidson English R17 Mrs P Durance Technology & Design W11 Mrs K Edington Junior Department Mrs H Feehily RE R11 Miss A Fellows ICT C15 The Minster School m.arnold@minster.notts.sch.uk m.atkinson@minster.notts.sch.uk Mrs K Auld Miss C Bentley Email address m.burlington@minster.notts.sch.uk c.chappell@minster.notts.sch.uk C3 Parent/Carer Handbook 2014-2015 8 GENERAL INFORMATION —TEACHING STAFF Name Role Department Miss G Forster Miss R Foy Tutor Group English Curriculum Team Leader History History R7 Miss A Garnett Humanities C10 Miss A Gillott Technology & Design W13 Physical Education T3 Mr G Grosvenor Maths R15 Mrs A Guest English C7 Mrs S Gratton Mrs L Hall Curriculum Team Leader Assistant Curriculum Team English Leader R13 Miss C Harbron Religious Eduaction R10 Mr D Heald Maths R3 Mr B Heath Science W14 Miss N Herreros Assistant Curriculum Team Languages Leader Mr P Hughes Languages Mrs J Ireland Maths Mr A Jarmyn Science Mr I Jennings Music Mr J Jordan Curriculum Team Leader Christian Distinctiveness/ Worship W7 Religious Eduaction s.gratton@minster.notts.sch.uk l.hall@minster.notts.sch.uk n.herreros@minster.notts.sch.uk j.jordan1@minster.notts.sch.uk English R14 Mrs J Lacey Languages T17 ICT T11 Mrs H Lawson English W2 Mr A Lewis TAD T8 Temp Curriculum Team Leader —ICT & Computing r.foy@minster.notts.sch.uk C14 Mrs R Kirkpatrick Mr S Lang Email address s.lang@minster.notts.sch.uk Mrs N Lyons Assistant Head Enrichments Geography n.lyons@minster.notts.sch.uk Ms H McGregor Curriculum Team Leader —Maths Maths h.mcgregor@minster.notts.sch.uk Miss C McKeever-Williams Curriculum Team Leader —Wider Learning Technology & Design Mr T Meads C8 c.mckeeverwilliams@minster.notts.sch.uk English Mr A Mellor Assistant Curriculum Team Technology & Design Leader T16 a.mellor@minster.notts.sch.uk Mr D Monteith Curriculum Team Leader —Science Science T15 d.monteith@minster.notts.sch.uk English W10 Mrs C Morgan The Minster School Parent/Carer Handbook 2014-2015 9 GENERAL INFORMATION —TEACHING STAFF Name Role Department Miss M Moseley Languages Miss C Murphy Science Mr M Musson Temporary Assistant Curriculum Team Leader — PE Physical Eduaction Tutor Group Email address C17 R6 Miss A Nicolaou Music Mr C Owen Social Studies R8 C6 m.musson@minster.notts.sch.uk Mr M Oxley Curriculum Team Leader — English English Mr J Partridge Assistant Head - E Learning ICT Miss L Potts Assistant Curriculum Team Leader — English English T18 l.potts@minster.notts.sch.uk Mrs J Powis Assistant Curriculum Team Leader —Part-time English T7 j.powis@minster.notts.sch.uk Mr R Price Deputy Head—Pastoral Social Studies/Maths r.price@minster.notts.sch.uk Mrs J Rawcliffe Curriculum Team Leader — Learning Support Learning Support j.rawcliffe@minster.notts.sch.uk Mr P Rowson Head of Clumber House Physical Eduaction p.rowson@minster.notts.sch.uk Mr J Samuels Director of Post 16 Studies Technology & Design j.samuels@minster.notts.sch.uk Miss M Shaw P16 EPQ Coordinator Social Studies W17 Science C9 Mr M Shooter j.partridge@minster.notts.sch.uk Mrs P Skoyles Assistant Head of House — Welbeck Science W4 Mrs A Spinks Curriculum Team Leader Drama Drama W18 Mrs J Sprawson Assistant Curriculum Team Leader Technology & Design T2 Technology & Design C5 Mrs J Stafford m.oxley@minster.notts.sch.uk m.shaw@minster.notts.sch.uk j.sprawson@minster.notts.sch.uk Mrs C Stanley Head of Welbeck House Physical Education c.stanley@minster.notts.sch.uk Mr C Stevens Deputy Head - Curriculum Geography c.stevens@minster.notts.sch.uk Mr P Stevens Assistant Head—Data Management & Exams ICT p.stevens@minster.notts.sch.uk Mrs J Stewart Science R4 Miss L Stolworthy Drama C1 Ms S Siame ICT Miss K Taylor Technology & Design Mrs V Texier-Salter Languages T9 Mrs E Timms Temp Curriculum Team Leader (Maternity Cover) Geography C18 Mr P Tipple Assistant Curriculum Team Leader Maths T13 Mr M Towndrow Maths R2 Mr R Turner Science T12 p.tipple@minster.notts.sch.uk Mr A Vickers Part time Religious Education Mr M Walker Head of Thoresby House Physical Education m.walker@minster.notts.sch.uk Mr A Wall Assistant Head - Teaching & Learning Religious Education a.wall@minster.notts.sch.uk Ms H Wallis Director of Music Music The Minster School Parent/Carer Handbook 2014-2015 10 GENERAL INFORMATION —TEACHING STAFF Name Role Department Mr A Wall Assistant Head - Teaching & Learning RE Ms H Wallis Director of Music Music Tutor Group a.wall@minster.notts.sch.uk Miss A Walter Languages R5 Mr C Webster RE W12 T10 Mrs S Westerman Curriculum Team Leader — Languages Languages Mrs A Whiles Assistant Curriculum Team Leader —Music Music Mrs J Whitham AST Science T4 Mr M White Science C13 Mr D Williams Maths W15 R12 Mrs H Wilson Assistant Curriculum Team Leader —Biology Science Mr M Woodford Assistant Head Intervention & Maths Hub Maths Curriculum Team Leader — Technology & Design Technology & Design Email address m.woodford2@minster.notts.sch.uk Mrs J Woodhouse Mrs A Zannetou W8 a.zannetou@minster.notts.sch.uk LEADERSHIP GROUP Head Teacher: Mr M J Parris Deputy Head Pastoral: Mr R Price Deputy Head Curriculum: Mr C Stevens Deputy Head—Director Teaching School: Mrs M Atkinson Assistant Head—Student Behaviour: Miss C Bentley Assistant Head—Deputy Director of Teaching School: Mr D Boothroyd Assistant Head—Enrichments: Mrs N Lyons Assistant Head– e-learning: Mr J Partridge Assistant Head– Data Management and Exams: Mr P Stevens Assistant Head– Teaching and Learning: Mr A Wall Assistant Head– Intervention and Maths Hub: Mr M Woodford School Business Director: Mrs J Straw LEARNING SUPPORT Special Educational Needs Co-ordinator: Mrs L Green Teaching Assistant: Mrs S Beacock Assistant Head: Mrs A Cadman Assistant Head: Ms K Iremonger Assistant Head: Mrs H Nunn Assistant Head: Mrs F Plume Personal Care Assistant: Mrs R Towle If unsure who to approach please e-mail office@minster.notts.sch.uk and your message will be forwarded to the relevant member of staff. The Minster School Parent/Carer Handbook 2014-2015 11 GENERAL INFORMATION 90% IN A SUBJECT RULE WAYS TO SUPPORT STUDENT LEARNING It is our judgement that if the level of attendance for an individual student across the academic year falls below 90% the student should forfeit automatic entry for the subject and/or be made responsible for the costs of entry or withdrawal. Year 12 students have at least two personal progress interviews with their tutor per year and Year 12 tutor groups also have a one period per fortnight with tutors. PRIVATE STUDY EXPECTATIONS Year 12 It is expected that Year 12 students will spend a minimum of four hours per subject, per week on private study. In Year 13, as fewer subjects are studied, it is expected that students will spend a minimum of five hours per subject per week on private study. Year 12 students are expected to use the private study time available to them in school to consolidate their core learning from lessons. This time in school allows access to a wide range of learning resources, including the advice and guidance of subject tutors and peers, and text and Internet resources. 5 AS Subjects exceptional 4 AS Subjects normal plus 1 enrichment subject - Extended Project 3 AS subjects minimum 1 hour per fortnight with tutor group Associate Tutoring Sixth Form Assembly Higher Education Fair March/April 2015 UCAS Day 10th July 2015 Core RE COURSE CHANGES There may be any number of reasons why a student may wish to change his or her programme of study. However, this should only be requested after very careful thought and consultation with parents/carers, subject staff, tutor and the Director of Post 16 studies. It is then at the school’s discretion whether to authorise the change. For an approved change to take place documentation must be completed and countersigned by parents/carers. Only when the documentation is complete will a student be removed from the registers and exam entries amended. ENTRY TO YEAR 13 Entry to Year 13 is conditional upon a student achieving the Year 12 minimum outcome in three AS equivalent subjects of grade E (excluding enrichment subjects). If a student has only two grade E passes at the end of Year 12, they would not be able to access a full-time timetable for Year 13 and subsequently would not gain entry into Year 13. The Minster School ADDITIONAL SPECIFICS Year 13 Year 13 students have more independence than other year groups. When not in lessons, tutor activities or assembly, Year 13 students are permitted to work at home or off the school site. In Year 13 most students will drop one AS subject and study three A2 subjects. The Extended Project is not offered in Year 13. Year 13 students can expect to receive support and guidance with their application to university or other progression until the October half-term break. Any students wishing to attend university open days and interviews have permission to do so providing the Sixth Form Office is notified in advance. Please note, upon reaching the age of 18, parents/carers are still required to notify us of any student absence from school. The school year finishes for Year 13 students usually at the half-term at the end of May. Until this time, full attendance in lessons and tutor periods is required. Parent/Carer Handbook 2014-2015 12 GENERAL INFORMATION SUPPORTING STUDENT LEARNING Parents/carers can support learning in a number of ways – with homework, lesson work and revision. The information below suggests ways in which you can help your child to realise his/her potential. Don’t forget that if you have any concerns about your child in school, then the tutor is the first point of contact who will know your child well. Students should be aware that the overall guidelines are that they should look tailored and professional—dress should be suitable for office daywear. Boys Trousers—suit-style plus shirt and tie, jacket optional. Shoes (no boots) - must be appropriate. Sweaters or cardigans. ORGANISATION Looking at completed work. Talking with students to remind them of important dates for various school trips and activities. Asking if any letters have been received that require parent action. Girls Suits with skirt or trousers. Skirts – plain colour, smart, tailored. Trousers – plain colour, smart, tailored. Shirts and blouses—with collar and sleeves. Shoes (no boots) - must be appropriate. Sweaters or cardigans. SPECIFIC LEARNING Encouraging students to plan ideas for longer writing tasks. Helping students to solve problems or answer queries that arise from independent research such as using the internet or library sources or encouraging students to ask his/her teacher for extra help. Showing an interest in the work students are completing and talking to them about it. This helps to consolidate ideas. Conversations help to reinforce learning. Not Acceptable: Ugg type boots, short tunics covering leggings, jeans, black jeans type canvas trousers (or any other colour), T-shirts, denim jackets and denim shirts, lumberjack shirts, all polo shirts, but particularly those with logos/patterns etc, soft canvas shoes, off-theshoulder tops, strappy vest tops, hoodies, sweatshirts, ‘transparent’ tops. REVISION Encouraging active revision using past papers and mark schemes, designing posters of key information, talking through ideas that students find difficult with them. Encouraging students to collaborate with their revision and work with others to share information and ideas. Encouraging students to use revision methods that are not solely based on reading class notes as these may quickly be forgotten. Wearing a clearly visible ID card is a requirement for entry to the school. All Sixth Formers should display the whole of their card and lanyard with picture clearly visible at all times on the school site during the school day. Students not using lanyards should have the whole card and photo visible and fixed using a secure attachment such as a clip. UNIFORM Aims That Sixth Formers will look smart That they present themselves as role models to which the main school would aspire That the differences between their dress and the rest of the school mark them out as more mature responsible adults and are immediately recognisable as Sixth Formers. The Minster School SAFEGUARDING POLICY FOR MAINTAINING VISIBLE IDENTIFICATION OF POST-16 STUDENTS Exceptions: The first time a Sixth Form student does not bring their identity card due to a genuine oneoff mistake, the student may be permitted to wear visitors’ identification. Students in this situation will have one chance only. Any further occurrences within the same term, for whatever reason, will result in the student being sent home. Parent/Carer Handbook 2014-2015 13 GENERAL INFORMATION BUSES Thursday Students who travel on the school buses should be aware that they represent the school as they travel on the buses to and from school. They should behave in a way which brings credit to the school. All students should read the Nottinghamshire County Council guidelines and should behave sensibly at all times. Nottinghamshire County Transport are responsible for the behaviour and safety of students when they are on the buses. The school works closely with them when there are incidents of poor behaviour and in extreme or repeated cases students can be banned from travelling on the buses. Route A Halam, Edingley, Farnsfield, Bilsthorpe, Kirklington, Hockerton, Normanton, Upton The school has also arranged for late buses on some evenings to enable students to participate in after school activities. Any student who misbehaves on this bus may be banned from the bus and may therefore miss out on after school activities. Our late bus arrangements operate on Mondays, Tuesdays and Thursdays. Buses depart at 4.45pm. The timetable for this is given below: Monday Route A Morton, Fiskerton, Bleasby, Thurgaton, Hoveringham, Lowdham, Burton Joyce, Calverton Route B Halam, Edingley, Farnsfield, Bilsthorpe, Kirklington, Hockerton, Rolleston, Newark Tuesday Route A Morton, Fiskerton, Bleasby, Thurgaton, Hoveringham, Lowdham, Burton Joyce, Calverton Route B Morton, Fiskerton, Rolleston, Newark Travel is with Travel Wright of Newark. number is 01636 703813. The INSTRUMENTAL MUSIC TUITION All lessons are of 20 minutes duration and the majority of students will receive a shared lesson, in a group of 2. We are fortunate to receive the services of 18 instruments teachers covering voice, upper and lower stringed instruments, brass, woodwind, guitar, keyboard and percussion. Shared Individual Maintenance Cost at at at £80.00 per term £125.00 per term £13.00 per term Charges are reviewed annually. If your child is interested in receiving music tuition then please call at student services or the music department and collect an application form. SCHOOL EQUIPMENT Maths Pen, Pencil, Ruler, Compass, Protractor, Scientific calculator (Casio). Science Pen, pencil, eraser, ruler, etc, scientific calculator and 30cm transparent ruler. Lab coats are available for purchase from the department. Route B Halam, Edingley, Farnsfield, Bilsthorpe, Kirklington, Hockerton, Rolleston, Newark, Balderton The Minster School Parent/Carer Handbook 2014-2015 14 GENERAL INFORMATION SIXTH FORM USE OF THE LIBRARY FOR PRIVATE STUDY Please look at the daily door notices for access. The Library is a whole school resource there are times when it will not be available. Students choosing/changing books may do so at any time during lessons as long as they respect the Library as a quiet working area. Students are expected to wear the ID lanyard when using the Library, or they may be asked to sign in. EXPECTATIONS: Students will work quietly on their own (the Heartspace and the Sixth Form ICT suite are available for group work) Other students/staff should not be disturbed or distracted Work undertaken will be relevant to their studies Students will be respectful at all times A specific quiet place for undisturbed study Trained staff to help students find information Learning resources in a variety of formats that students can use or borrow The Library may not be the best place for students to work if they need company or work better in a group situation, so students may be asked to leave if they cannot reach the agreed expectations. As aspirational young adults and role models we rely on students to set a good example to lower school students using the Library. We also expect students not to bring food and drink into the Library (except bottled water) and not to make or take calls on mobiles. Students may use earphones as long as the sound is not audible to others and can ask to store bags in the Library Office if they need to go off for a coffee break. Please see the opening times Library windows for daily PC USE: Use of PCs need to be brief (10-15 minutes) for a maximum of 2 students at a time (please use the Sixth Form ICT suite for sustained computer use). At breaks and lunchtimes the PCs are reserved for Lower School student use. THE LIBRARY AIMS TO PROVIDE: The Minster School Parent/Carer Handbook 2014-2015 15 GENERAL INFORMATION RECYCLING The Minster School has been engaging students and the local community in a number of recycling initiatives. Paper – Whilst we would encourage students to reduce their paper use, particularly with printing, the school collects paper for recycling every Friday. This is known as ‘Green Friday’. Each classroom has a blue recycling bin for this purpose. In previous years, this programme has allowed the school to save well over 1 tonne of paper waste. Printer Ink – Ink cartridges are recycled through the ‘Recycool’ programme. The school has two red ‘Recycool’ collection boxes and the main box for students can be found in the ICT department. For each box of cartridges the school returns for recycling we receive a small amount of money which is used to purchase learning resources. Textiles and Shoes – The school has a permanent clothing, textiles and shoes recycling bank in the main car park area of the school grounds (just outside the main hall). At times, we collect old or unwanted games, toys and videos or DVD’s. This scheme has been developed with the Nottinghamshire Police Aid Convoys – look for the big blue metal bin. The school has explored the possibilities of recycling plastic and hopes to find a suitable solution in the future. HEALTHY SCHOOL AWARD – GOLD FOR MINSTER SCHOOL Local partnerships develop and assess healthy schools programmes which provide support to schools in the process of becoming healthier. The Minster School has been reaccredited a Gold Standard Healthy School. MSPTA The Minster School has an active Parent Teacher Association – the Minster School PTA (or MSPTA) - run by an enthusiastic voluntary group of parents/carers, elected as committee members. All parents/carers of children at the school are automatically members, as are teaching staff. Day-to-day business is conducted by the PTA Committee, who meet on a monthly basis. During these meetings, the Committee plans and organises a programme of social and fundraising activities throughout the year. The meetings generally last about two hours, in a friendly atmosphere. Parents/carers are welcome to attend any of these monthly meetings should they wish to introduce fresh ideas or suggestions. Further information can be found on the Minster School website. The Minster School Parent/Carer Handbook 2014-2015 16 GENERAL INFORMATION INSET DAYS 2014-2015 Tuesday, 2nd September 2014 – Administration Day Friday, 24th October 2014 Monday, 17th November 2014 Monday, 24th November 2014 The Minster School Parent/Carer Handbook 2014-2015 17 GENERAL INFORMATION SCHOOL RESIDENTIAL TRIPS Year Group Destination 8-12 Davos Ski Trip £950 8 Paris £500 8 Epinal £450 9 Netherlands £315 10 Battlefields (History students) £200 10 Barcelona £650 10 Opal Coast £450 10 Rhineland £450 12 Geography - Iceland (alternate years) £900 12 History - Russia (alternate years) 12 History – Medieval England (alternate years) £200 12 Study visit for French £370 12 Study visit for Spanish £500 12 Study visit for German £400 The Minster School Approximate cost Parent/Carer Handbook 2014-2015 £1050 18 GENERAL INFORMATION September 2014 Week beginning 1 Monday Tuesday HOLIDAY INSET Wednesday Thursday Friday Thursday Friday 8 Y12 EPQ library induction at Nottingham University P1-4 Y12 Tutor Evening 18.00 – 19.00 15 Y12 EPQ library induction at Nottingham University P1-4 22 29 AS Photography – INTERIM deadline this week October 2014 Week beginning Monday 6 Y12 & 13 English Theatre Visit to support study of set text 13 Y12/13 Food Tech visit this week 20 Y13 Btec Performing Arts performances this week 27 Half term Tuesday Wednesday Year 12 Geography Fieldwork visit Year 12 Geography Fieldwork visit Y13 AP1 home INSET Half term Half term Half term Half term Wednesday Thursday Friday November 2014 Week beginning 3 10 Monday Tuesday This week: A2 Fine Art first deadline Y12 Visit to Uni of Nottingham Theology Dept. Y12 English Language Day School at Sheffield Hallam Uni this week 17 INSET 24 INSET Y13 Parents’ Evening A2 Photography deadline this week This week: Y13 History visit to Nottingham Trent University A2 Photography Controlled Assessment (4hrs) Y13 Drama CA Y13 Drama devised performances Y12 Parents’ Evening Senior Maths Challenge (Y11, 12 & 13) Y12 AP1 home Please note: Some of these dates may be subject to change. Term dates and inset days will remain the same. An up to date school calendar is available on the school website. The Minster School Parent/Carer Handbook 2014-2015 19 GENERAL INFORMATION December 2014 Week beginning 1 8 Monday Tuesday Wednesday Thursday Friday This week: Y12 Btec Performing Arts showcase evening A2 Chemistry coursework AS Photography Controlled Assessment (4hrs) A2 Photography Controlled Assessment (4hrs) Y12 and 13 English Literature Day School at Sheffield Hallam University Y12 Drama theatre visit This week: AS Chemistry coursework Y12 Drama CA 15 Music Day Sixth Form Panto week January 2015 Week beginning 5 12 Monday Tuesday Wednesday Thursday Friday Y13 Drama CA this week 19 AS and A2 Photography and Fine Art final coursework deadlines this week 26 Y13 Btec Performing Arts performance evening this week Nottingham University AS Chemistry Afternoon & Thunder and Lightning Lectures Y13 AP2 home February 2015 Week beginning 2 9 Monday Tuesday Wednesday Thursday Friday Half term Half term Half term Half term This week: A2 Chemistry coursework AS PE Orals Y13 English Language Day School at Sheffield Hallam Uni This week: Y13 Drama theatre trip AS Chemistry coursework 16 Half term 23 This week: AS and A2 Chemistry coursework Y12 Btec Performing Arts T.I.E. project Y12 AP2 home Please note: Some of these dates may be subject to change. Term dates and inset days will remain the same. An up to date school calendar is available on the school website. The Minster School Parent/Carer Handbook 2014-2015 20 GENERAL INFORMATION March 2015 Week beginning Monday 2 This week: A2 PE Orals AS and A2 PE Conference 9 16 23 Tuesday Wednesday Y12 Rotary Challenge Heats P4 Y12 &13 Parent Forum Year 13 Geography Sherwood Forest visit Year 13 Geography Sherwood Forest visit Year 12 MFL study visits this week Sixth Form musical this week Y13 photos Y12 HE Fair P1-3 Y12/13 History and GPL trip 30 Thursday Friday Y12 Rotary Challenge Heats P4 Y12 Rotary Challenge Final 19.00 – 21.00 Y12/13 History and GPL trip Y12 AP3 home Bank Holiday Y12/13 History and GPL trip Y13 AP3 home This week: April 2015 Week beginning 6 13 20 27 Monday Tuesday Wednesday Thursday Friday Easter Holiday Easter Holiday This week: AS Photography exam (5 hours) & A2 Photography exam (15 hours) Y12 and 13 Biology and Physics Practical exams This week: AS Photography exam (5 hours) and A2 Photography exam (15 hours) Y12 and 13 Biology and Physics Practical exams Easter Holiday Easter Holiday Easter Holiday Easter Holiday Easter Holiday Easter Holiday Easter Holiday Easter Holiday Oxbridge Evening 18.00 – 19.00 INSET This week: May 2015 Week beginning Monday Tuesday Wednesday 4 May Day Y12 and 13 Biology and Physics EMPA papers Y12 Drama final exam this week AS Lit Mock exam 11 AS Fine Art final exam this week Half term Half term 18 A2 Fine Art final exam this week 25 Half term Thursday Friday Half term Half term Please note: Some of these dates may be subject to change. Term dates and inset days will remain the same. An up to date school calendar is available on the school website. The Minster School Parent/Carer Handbook 2014-2015 21 GENERAL INFORMATION June 2015 Week beginning 1 8 Monday 15 A2 teaching begins for Y12 Y12 students to complete their Student Comment this week 22 Y12 Biology Fieldwork this week Tuesday Wednesday Thursday Friday Thursday Friday Y12 UCAS Evening for Parents/Carers 18.00-19.00 Y12 UCAS Day Y12 Driver Safety Day Y12 reports home Y12 TAD trip to London 29 July 2015 Week beginning Monday 6 Y12 Performing Arts variety performance evening this week Tuesday Wednesday 13 20 Summer holidays begin Activities Day Please note: Some of these dates may be subject to change. Term dates and inset days will remain the same. An up to date school calendar is available on the school website. The Minster School Parent/Carer Handbook 2014-2015 22 GENERAL INFORMATION REPORTING TO PARENTS/CARERS The Minster School is committed to improving the quality of information we provide on the progress of students. At the present time we have three main routes of communicating student progress to parents/carers; these being assessment points, subject reports and Parent evenings. Please refer to the calendar contained in this booklet to see the publication dates for each of these. Assessment Points will contain a range of information. SUBJECT TARGET GRADES This is based on their GCSE grades and ALIS baseline test. ATTAINMENT—ALL SUBJECTS In completing attainment grades, teachers use their knowledge of a student's work over time, including written, practical and oral work in the classroom, homework and results of other school examinations or tests. will already be achieving above their target or will be expected to exceed it by the end. Other students may not be achieving the target and there is already a concern that they will not do so by the end of the course. This indicates that more work may be necessary. The following codes are used to show Progress towards the target. B - means the student is working below the target indicated. Knowledge, understanding and skills will need to develop to achieve this target. O - means the student is on target for achieving the target indicated. The target should be achieved with consistent effort and successful preparation. A -means the student is working above the target indicated. A higher level should be achieved with consistent effort and successful preparation. ADDITIONAL INFORMATION The assessment point will also contain details of student attendance, behaviour and additional achievements and participation. EFFORT—ALL SUBJECTS A school wide effort scale has been introduced to help indicate how hard a student is working. This is an overall judgment. Some students may be working hard at one aspect of the course but working less well elsewhere. A - excellent = you have consistently worked very hard, tried your very best and given maximum effort. B - good = you have worked well and usually shown good effort. C - satisfactory = you have made a reasonable effort which is just adequate D - unsatisfactory = you have made a limited effort and more effort is needed. You are under performing. E - very poor = you have made minimal, if any, effort. This is a serious concern. PROGRESS It is also important to show whether a student is likely to achieve their target by the end of the course. At an early stage in a course it may be that a student’s current attainment appears below the target. However, by the end of the course, this target should still be achieved because progress would be expected through the course. Some students The Minster School Assessment Points are published to parents/carers and sent through the postal system. Parents/ carers are encouraged to contact their child’s tutor in the first instance if they have any concerns regarding the assessments received. Developmental work is underway in school to enable this data to be available on line to parents/ carers, with on line reporting being formally introduced in September 2010. SUBJECT REPORTS Once a year you will receive an annual report covering all subject areas. It illustrates how your son or daughter is progressing in each subject. The report will show where your child deserves recognition for the hard work and success achieved, what areas need developing and where support and help should be focused if their potential is to be achieved. Students also complete an evaluation of their own achievements in each subject area and through discussion with their subject teachers develop their own targets. You will find a separate sheet enclosed with the report, which includes the end of Key Stage teacher assessment on attainment, progress and an effort grade for each subject. Parent/Carer Handbook 2014-2015 23 Year 12 Curriculum CURRICULUM—YEAR 12 AS ART & DESIGN—FINE ART (EDEXCEL 8FA01/02) Unit 1—Coursework Portfolio (60%) Students work from set themes, direct observation, personal experience and imagination to produce a portfolio of creative and personal art work. A broad range of media including digital photography, printmaking and 3D are used. Students study the work of other artists and designers from early 20th century to contemporary genres, styles and traditions making links to their own practice. Unit 2—Externally Set Task (40%) Working from a set theme students produce a portfolio of supporting studies leading to a timed final outcome (8 hours). Assessment Objectives AO1—Develop AO2—Experiment AO3—Record AO4—Realise Skills technical competency – working with 2&3D materials and new media. creative skills – imagination, problem solving. study skills – research, time management, planning, organising. Use of ICT: research and presentations, digital photography, Photoshop. Literacy: words. spelling and grammar; use of key Learning Opportunities: independent research, choice of starting points and media. Assessment Opportunities: self and peer assessment. Review of work and target setting. DIGITAL PHOTOGRAPHY (OCR H163) Unit 1 Coursework Portfolio (60%) Students are offered a rounded exposure to different aspects of photography, allowing them to display their abilities through a variety of genres and demonstrate their understanding of these contexts. Initially students work through an introductory project which will then develop into a major personal project to form a portfolio of photographic work. The focus is on including work that shows exploration, research, acquisition of techniques and skills. Students are introduced to the work of other photographers, artists and designers, developing an appreciation and understanding of the concepts, ideas and meanings addressed in photographic and art and design practice. The course is a specialism within an Art and Design Specification therefore the delivery is creative and experimental with students keeping personal notebooks and sketchbooks to support their ideas and practical work. The course is intensive as portfolios are presented for final assessment in January of Year 12. Unit 2 Externally Set Task (40%) Students select one starting point from an early release exam question paper in February, with the final exam taking place in April. During this period of time they produce a portfolio of photographic imagery consisting of supporting research studies. Students are then given 5 hours of exam time to create a digitally edited image or set of images to realise their personal intentions. Assessment Objectives AO1—Develop AO2—Experiment AO3—Record AO4—Present Skills: The aims of this course are to encourage students to develop: • technical competency: using cameras including Single Lens Reflex and digital software; • intellectual, imaginative, creative and intuitive powers; • investigative, analytical, experimental, practical, and expressive skills, aesthetic understanding and critical judgement; • independence of mind in relation to developing their own ideas, refining their own intentions and personal outcomes; • an interest in, enthusiasm for, and enjoyment of photography and art and design practice, organisation, planning and time management; • an understanding of the interrelationships between photography and art and design processes and an awareness of the contexts in which they operate; Use of ICT: research and presentations, digital manipulation. Literacy: words. spelling and grammar; use of key Learning Opportunities: independent research, choice of starting points, genres and media. Assessment Opportunities: self and peer assessment. Review of work and target setting. Mrs J Sprawson The Minster School Parent/Carer Handbook 2014-2015 25 CURRICULUM—YEAR 12 AS BIOLOGY (AQA) Unit 1 - Biology and Disease The digestive and gas exchange systems are examples of systems in which humans and other mammals exchange substances with their environment. Substances are transported from one part of the body to another by the blood system. An appreciation of the physiology of these systems requires students to understand basic principles including the role of enzymes as biological catalysts, and passive and active transport of substances across biological membranes. The systems described in this unit, as well as others in the body, may be affected by disease. Some of these diseases, such as cholera and tuberculosis, may be caused by microorganisms. Other non-communicable diseases such as many of those affecting heart and lung function also have a significant impact on human health. Knowledge of basic physiology allows us not only to explain symptoms but also to interpret data relating to risk factors. The blood has a number of defensive functions which, together with drugs such as antibiotics, help to limit the spread and effects of disease. Unit 2 - The Variety of Living Organisms Unit 2 builds on concepts developed in Unit 1. Although a species may be defined in terms of similarity, there is frequently considerable intraspecific variation and this is influenced by genetic and environmental factors. DNA is an information carrying molecule, and similarities and differences in the sequence of bases in DNA result in genetic diversity. The variety of life is extensive and is reflected in similarities and differences in its biochemical basis and cellular organisation. Factors such as size and metabolic rate affect the requirements of organisms and this gives rise to adaptations such as specialised exchange surfaces and mass transport systems. Originally, classification systems were based on observable features but more recent approaches draw on a wider range of evidence to clarify relationships between organisms. Variation that exists at the interspecific level contributes to the biodiversity of communities and ecosystems. Unit 3 - Externally Marked Practical Exam This unit will assess your practical and analytical skills via an externally marked exam. Skills application of scientific knowledge in new and unfamiliar situations analysis of data evaluation of practical methodologies and validity of data ICT: research, handling presentations, data logging. data, making Literacy: development of key word vocabulary necessary for the subject. Numeracy: simple calculations. Development of arithmetical and computations skills and use of statistical tests such as standard deviation. Learning Opportunities: We expect each student to undertake 2 to 4 hours of personal study, reading around the subject, using websites provided in the AS and A2 student guide. In this way students will supplement their learning in class and will develop a broader knowledge and understanding of the subject. Assessment Opportunities: There are a range of assessment opportunities throughout and at the end of each unit, including teacher marked, self and peer assessment. Mrs H Wilson Classification is a means of organising the variety of life based on relationships between organisms and is built round the concept of a species. The Minster School Parent/Carer Handbook 2014-2015 26 CURRICULUM—YEAR 12 AS BUSINESS STUDIES (AQA 1131) Unit BUSS1 – Planning and Financing a Business This unit provides students with an introduction to the scope of Business Studies within the context of starting a new business. Students will be expected to have an understanding of the range of activities involved in setting up a small business. They will also develop an understanding of key financial concepts essential for the planning of small businesses. External examination 1 hour 15 minutes – June of Year 12. Short answer questions and extended responses based on a mini case study. 60 marks – 40% of AS, 20% of A Level. Unit BUSS2 – Managing a Business In this unit, students will examine topic areas such as finance, people, operations management and marketing in relation to the core theme of improving the effectiveness of a business. Students should be able to calculate and be able to interpret data measuring the effectiveness of a business. External examination 1 hour 30 minutes – June of Year 12. Compulsory, multi-part data response questions 80 marks – 60% of AS, 30% of A Level. Assessment Objectives AO1 - Knowledge and understanding of content. AO2 - Application of knowledge and understanding to problems and situations. AO3 - Analysis of problems, issues and situations. AO4 - Evaluation, judgements and distinction between fact and opinion. Skills Use of ICT: Research and manipulation of information. presentations, Literacy: Reading/understanding text; spelling and grammar; use of key words; extended writing. Numeracy: calculations. Construction of graphs and Learning Opportunities: Independent research; investigating case studies, using recent newspaper articles and business reports. Assessment Opportunities: Peer assessment, use of assessment criteria for exam questions, reflection on learning, self-assessment, sharing learning goals. Mr P Bowes The Minster School Parent/Carer Handbook 2014-2015 27 CURRICULUM—YEAR 12 AS CHEMISTRY (OCR A) Aims: The aims of the course are to encourage candidates to: develop their interest in, and enthusiasm for chemistry, including developing an interest in further study and careers in chemistry; appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society; develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of How Science Works; develop essential knowledge and understanding of different areas of chemistry and how they relate to each other. The specification is divided into chemical topics, each containing different key concepts of chemistry. Once the key features of a chemical topic have been developed, applications are considered. For assessment purposes, knowledge and understanding of key concepts are treated separately at AS. While the teaching of practical skills may be integrated with the theoretical topics, they are assessed separately. Units F321: Atoms, Bonds and Groups • Atoms and Reactions • Electrons, Bonding and Structure The Periodic Table This topic includes mainly inorganic chemistry, with a strong focus upon atomic structure and how this influences bonding and chemical reactions. This is assessed as a written paper worth 30% of the AS level qualification. It is examined in June. F322: Chains, Energy and Resources • Basic Concepts and Hydrocarbons • Alcohols, Halogenoalkanes and Analysis • Energy Resources This topic includes mainly organic and physical chemistry, with a strong focus upon carbon chains, functional groups and how these molecules are used by society. This is assessed as a written paper worth 50% of the AS level qualification. It is examined in June. The Minster School F323: Practical Skills in Chemistry 1 Practical and investigative skills developed within contexts encountered during course are assessed by means of three types of task qualitative, quantitative and evaluative. The qualitative and quantitative tasks will test skills of observation, recording and reaching valid conclusions. The Evaluative task will test the ability to analyse and evaluate the procedures followed and/or the measurements made. Students may also be asked to suggest simple improvements that would increase the reliability or accuracy of an experiment. Tasks will be chosen from a selection provided by OCR. Each task is internally assessed and students may attempt more than one task from each task type with the best mark from each type being used to make up the overall mark. This unit is worth 20% of the AS level qualification and tasks are usually completed between December and May. Skills: knowledge of key chemical principles and processes, Computational, analytical, graphical, and descriptive skills. ICT: research, handling presentations, data logging. data, making Literacy: development of key word vocabulary necessary for the subject. Numeracy: calculations that can be tackled with Higher tier GCSE maths skills. Learning opportunities: a course textbook is provided by school, OCR AS Chemistry A Student Book and Exam Cafe CD by Pearson Education Limited, a course specific textbook written in a modular format that mirrors the specification structure. Assessment opportunities: throughout the course students will complete regular standardised assessed homework and end of topic tests. Students will also sit an October course entrance test, a January mock and further mock exams towards the beginning of the Summer term. Students are expected to complete past exam papers as part of their independent study. Parent/Carer Handbook 2014-2015 Mrs M Burlington 28 CURRICULUM—YEAR 12 AS COMPUTING (OCR) F451 – Computer Fundamentals Examination in January (50%) Students learn about the basic functioning of a computer system, including how data is stored and represented. They learn about the different components of a computer system and how they interact. F452 – Programming Techniques and Logical Methods Examination in June (50%) Students learn about programming in a highlevel language. They look at variable and constants, as well as simple data structures and standards within programming. Skills: An understanding of: components of a computer system software data – representation, structure and management in an information system hardware data transmission implications of computer use designing solutions to problems structure of procedural programming data types and data structures common facilities of programming languages writing maintainable programs testing and running a solution Literacy: Report writing, discussions, key words. Numeracy: sizes – dimensions and file size handling data complex mathematical operators space, proportion and sizing others dependent on exam board tasks Learning Opportunities: independent research use of software outside of school following tutorials example exercises to follow individual coursework feedback library of resources to support practical task real client research and project development Assessment opportunities: summative tests in class exercises past paper revision mark schemes guidance on progress exemplar products skills videos Mr S Lang Use of ICT: Students will use a variety of programs to develop their understanding of high-level programming languages, they will mostly use VB.net, which is a free environment downloadable from Microsoft. We will also use Flowol and Scratch, to demonstrate the procedures involved with programming. The Minster School Parent/Carer Handbook 2014-2015 29 CURRICULUM—YEAR 12 AS GCE DESIGN AND TECHNOLOGY (AQA) FOOD TECHNOLOGY (2540) At AS level, students will have the opportunity to study nutrition and design and making in the human context. Knowledge of food science and of a wide range of materials and components used in the making of food products will be developed. Unit 2, the coursework element, students will be given the opportunity to develop and solve a problem relating to food design and making. They will gain an understanding of industrial and commercial practices within the area of Food Technology. Students develop an understanding of the physical properties of a broad range of ingredients and components. They understand why these are used in specific applications, with particular emphasis on the life-cycle of products including manufacture, use and disposal. Students have a good understanding of the methods by which ingredients and components can be manipulated to make products. Through study and first-hand experience in practical project work, students will also develop knowledge of the health and safety issues relevant to working with materials. In addition to this, through study and detailed analysis of a wide range of products, students begin to develop knowledge and understanding of the broader issues for the designer, such as environmental sustainability of products, health issues and social factors, the influences of culture, and consumer safety. The coursework element is the AS internally assessed component. This is a design-andmake unit where knowledge of the AS subject content is applied to the design and making of the student’s own projects. In this unit, students consider design and making in a human context. PRODUCT DESIGN (Textiles) (2560) Students have the opportunity to study and work with a variety of textile materials to enable them to understand the working characteristics, physical properties, cost and availability which influence the choice of materials in design situations. Knowledge will be required of a wide range of components used in the making of textile products. The Minster School Students develop a broad knowledge of the manufacturing systems used in the manufacture of textile materials and products for apparel, household and industrial applications. Through critical appraisal of specified products, they understand how materials and components are worked to become parts of a design realisation, initially as toiles, prototypes or models. Students are encouraged to explore practical applications of processing methods as appropriate to the products they design and make. Students plan suitable production systems for the industrial manufacture of finished prototypes which take into consideration quality assurance and quality control. Students develop knowledge and understanding of the basic elements of design in order to encourage the application of personal judgment and appropriate criteria in the appraisal of textile products and systems. At the same time, this knowledge influences students in their approach to designing and making quality products that meet specific needs of identified users. Students have the opportunity to work in both two- and three-dimensional forms, engaging in creative activities in which ideas take forms, which satisfy the claims of originality, excellence and utility. Students develop designs from a variety of starting points and respond in an intuitive as well as a systematic manner. Students gain an understanding of industrial and commercial practices within the area of design and market influences on design in the areas of textiles. Graphic communication is used to illustrate construction processes within design portfolios. The use of ICT is an integral part of the course. The coursework element is the AS level internally assessed component. This is a design -and-make unit where knowledge of the AS level subject content is applied to the design and making of the student’s own projects. In this unit, students consider design and making in a human context and is completed as a portfolio consisting of two final products, which address different aspects of the assessment criteria. Parent/Carer Handbook 2014-2015 30 CURRICULUM—YEAR 12 AS GCE DESIGN AND TECHNOLOGY (AQA) (Continued) PRODUCT DESIGN (Textiles) (2560) Unit 1: Materials, Components and Application - External examination in June Written Paper 50% of the total AS marks 2 hours 25% of the total A Level marks This paper is based primarily on Materials and Components, consisting of three sections Section 1 contains compulsory limited response questions Section 2 offers a choice of one question from two Section 3 contains one compulsory question Students will be expected to revise throughout the course in order to achieve successful results. There are 80 marks for Unit 1 Unit 2: Learning Through Designing and Making- Internally assessed, externally moderated Coursework 50% of the total AS level marks Approximately 50 hours 25% of the total A Level marks Written (or electronic) design portfolio Manufactured outcome(s) Coursework takes the form of a portfolio of work, or single coursework with set deadlines for each criterion, which students are expected to meet in order to achieve successful results. There are 80 marks for Unit 2 The Minster School Skills: creative thinking, thinking skills, problem solving, communication, presentation, practical skills, financial capability, enterprise and entrepreneurial skills, work-related lea rn in g , educ at ion f or su sta i nab l e development. Use of ICT: use of a range of computer aided design packages including, SpeedStep. Computer aided manufacture including digital printing and computer numerical control embroidery. Use of other packages including the use of databases, spreadsheets and word processing, Food for PC. Literacy: reading, interpreting and analysing text, spelling and grammar, extended writing through evaluations. Numeracy: weighing, measuring, calculating cost, diameter. Addition, subtraction, multiplication and division. Learning Opportunities: individual coursework project. working on Assessment Opportunities: through portfolio sections, use of Assessment for Learning tasks to launch sections. Peer assessment. Final examination. Parent/Carer Handbook 2014-2015 Mrs A Zannetou 31 CURRICULUM—YEAR 12 PRODUCT DESIGN—GRAPHIC PRODUCTS (EDEXCEL 8GR01 AND 8GR02) Unit 1 Portfolio of Creative Skills In this unit, students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation, design and manufacturing activities. Students will produce one portfolio with three distinct sections which will demonstrate their creativity and flair when investigating, designing and making products. This unit gives students the opportunity to choose different products for the three distinct sections as they are not being asked to perform one large design and make exercise but three smaller and more focused tasks which build up to provide a detailed portfolio of their skills. When designing, students can be creative and adventurous. There is no requirement to realise the designs produced. There will be no material or manufacturing restrictions and no limitations to design possibilities. Graphic Products pathways: has two clearly defined Conceptual design incorporates a wide range of 3D products with associated graphics, for example: packaging design product/industrial design point of sale display vehicle design The built environment focuses on humankind surroundings that provide setting for human activity, for example: architecture interior design exhibition design theatre sets garden design the the It is important for students, as designers, to learn about materials and processes so that they can develop a greater understanding of how products can be designed and manufactured. Students will also learn about industrial and commercial practices and the importance of quality checks and the health and safety issues that have to be considered at all times. The knowledge and understanding students develop in this unit can be easily applied to their Unit 1: Portfolio of Creative Skills. The unit content is divided into four sections, with each section outlining the specific knowledge and understanding required by the student. Specific materials and processes are named and these are the only examples with which students need to be familiar for this examination. Externally marked examination 1 hour 30 minutes: 40% of AS level (20% of total GCE) Skills: designing Skills – creativity, imagination, sketching, computer aided design. practical skills – time management, planning, hand skills, computer aided manufacture . presentational skills – layout, communication, rendering, ICT. personal skills – showing evidence of progression. interpersonal skills – communication and group work/discussions. cognitive skills – reflection and review of own and others’ work, problem solving. Use of ICT: research, presentation, CAD/CAM, databases, internet, CD ROMs. Literacy: reading/understanding text, spelling and grammar, use of key words. Internally assessed (externally moderated): 60% of AS level (30% of total GCE) Numeracy: use of materials, costing, handling statistics/results, using formulae. Unit 2 Design and Technology in Practice In this unit, students will develop a knowledge and understanding of a wide range of materials and processes used in the field of design and technology. Learning research. Opportunities: independent Assessment Opportunities: review work, act upon advice given. Mrs A Zannetou The Minster School Parent/Carer Handbook 2014-2015 32 CURRICULUM—YEAR 12 PRODUCT DESIGN—RESISTANT MATERIALS TECHNOLOGY (EDEXCEL 8RM01 AND 8RM02) Unit 1 Portfolio of Creative Skills In this unit, students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation, design and manufacturing activities. Students will produce one portfolio with three distinct sections which will demonstrate their creativity and flair when investigating, designing and making products. This unit gives students the opportunity to choose different products for the three distinct sections as they are not being asked to perform one large design and make exercise but three smaller and more focused tasks which build up to provide a detailed portfolio of their skills. When designing, students can be creative and adventurous. There is no requirement to realise the designs produced. There will be no material or manufacturing restrictions and no limitations to design possibilities. A resistant materials technology product is defined as a fully functioning product that matched its specification. It must be manufactured to full size using resistant materials, for example materials defined in Unit 2: Design and Technology in Practice. Where a resistant materials technology product contains elements of textiles, systems and control or graphics work, this should not exceed one third of the content of the practical outcome or the portfolio. Internally assessed (externally moderated): 60% of AS level (30% of total GCE) Unit 2 Design and Technology in Practice In this unit, students will develop a knowledge and understanding of a wide range of materials and processes used in the field of design and technology. It is important for students, as designers, to learn about materials and processes so that they can develop a greater understanding of how products can be designed and manufactured. The Minster School Students will also learn about industrial and commercial practices and the importance of quality checks and the health and safety issues that have to be considered at all times. The knowledge and understanding students develop in this unit can be easily applied to their Unit 1: Portfolio of Creative Skills. The unit content is divided into four sections, with each section outlining the specific knowledge and understanding required by the student. Specific materials and processes are named and these are the only examples with which students need to be familiar for this examination. Externally marked examination 1 hour minutes: 40% of AS (20% of total GCE) 30 Skills: designing Skills – creativity, imagination, sketching, CAD. practical skills – time management, planning, hand skills, CAM. presentational skills – layout, communication, rendering, ICT. personal skills – showing evidence of progression. interpersonal skills – communication and group work/discussions. cognitive skills – reflection and review of own and others’ work, problem solving. Use of ICT: research, presentation, CAD/CAM, databases, internet, CD ROMs. Literacy: reading/understanding text, spelling and grammar, use of key words. Numeracy: use of materials, costing, handling statistics/results, using formulae. Learning research. Opportunities: independent Assessment Opportunities: review work, act upon advice given. Parent/Carer Handbook 2014-2015 Mrs A Zannetou 33 CURRICULUM—YEAR 12 AS DRAMA AND THEATRE STUDIES 8DR01 (EDEXCEL) Two Units are studied in Year 12. In these, students are introduced to the skills of creating, analysing and performing which are integral to the performance process. Students are given opportunities to experiment with script and to perform to a paying audience. ICT is used for research and for writing up coursework. Assessment for learning takes place through peer evaluation and teacher feedback and interim assessments. All the work in Drama encourages students to work independently, and to take responsibility for their own learning. Students are expected to learn script, develop character and prepare first draft coursework independently. Unit 1: Exploration of Drama and Theatre. Unit Code 6DR01 This Unit involves the practical exploration of two contrasting plays, written at different times and in different styles. The two plays are chosen by the School. This year, they will be ‘Metamorphosis’ by Stephen Berkoff and ’Cabaret’ by Christopher Isherwood. Students will need their own copy of each play script. Unit 2: Theatre Text in Performance. Unit Code 6DR02 Students will be involved in two performances. a monologue or duologue from a scripted play—performed in February. a group performance of part of a scripted play—performed in May. They may choose either an acting role or a technical skill in this Unit. Assessed by visiting examiner – students will be marked on their acting or design skills and the effect their work has on an audience. The monologue/duologue is marked out of 40 – 30 for performance skills (character, voice, movement), 10 for a 500 word written piece about your character. The group performance is marked out of 40 – all for performance skills (character, voice, movement, engagement with the audience). This Unit amounts to: 60% of AS level; 30% of total A Level. Mrs A Spinks Students will undertake a range of practical work to explore the plays. This Unit also involves a visit to the National Theatre’s production of ‘War Horse’ in London. Assessed by coursework – marks are awarded for: practical work throughout the Autumn term (marked out of 25). a written portfolio – max 3000 words (marked out of 20). a written evaluation of the ‘War Horse’ performance – max 1000 words (marked out of 15) Written coursework will be completed under controlled conditions, according to the new Examination Board regulations. This Unit amounts to: 40% of AS; 20% of total A Level. The Minster School Parent/Carer Handbook 2014-2015 34 CURRICULUM—YEAR 12 AS ECONOMICS (OCR H061) Assessment Objectives Unit F581 – Markets in Action This unit examines the reasons for individuals, organisations and societies having to make choices. It also looks at competitive markets and how they work and market failure and government intervention . AO1 – External examination 1 hour 30 minutes – June of Year 12. Candidates are required to answer questions based on a particular theme or case study, including some short-answer and some datainterpretation questions, plus one question which requires an answer written in extended continuous prose. AO4 – 60 marks –50% of AS level, 25% of A Level. Literacy: reading/understanding text; spelling and grammar; use of key words; extended writing. Unit F582 – The National and International Economy This unit examines aggregate demand and aggregate supply and their interaction. Students will also examine government economic policy objectives and indicators of national economic performance and the application of macroeconomic policy instruments and the international economy. External examination 1 hour 30 minutes – June of Year 12. Candidates are required to answer questions based on a particular theme or case study, including some short-answer and some datainterpretation questions, plus one question which requires an answer written in extended continuous prose. AO2 – AO3 – Knowledge and understanding of economic content. Application of knowledge and understanding to economic problems and situations. Analysis of economic problems, issues and situations. Evaluate economic arguments and evidence, making informed judgements. Skills Use of ICT: research and manipulation of information. Numeracy: calculations. construction of Learning Opportunities: research; investigating case recent newspaper articles. presentations, graphs and independent studies, using Assessment Opportunities: peer assessment, use of assessment criteria for exam questions, reflection on learning, self-assessment, sharing learning goals. Mr P Bowes 60 marks –50% of AS, 25% of A Level. The Minster School Parent/Carer Handbook 2014-2015 35 CURRICULUM—YEAR 12 AS ENGLISH LANGUAGE (AQA) Unit 1 – ENGB1 Categorising Texts The aim of this module is to introduce students to the many ways of looking at language both spoken and written. They will learn how to group texts and how to use some new methods to think about how language is used. Section A – Text Varieties This question requires students to apply their linguistic knowledge by exploring how a range of texts can be grouped. Section B – Language and social contexts This section covers three topics which consider how language is influenced by context and students will explore how we use language differently depending on social factors, eg: Language and Power – How do teachers exert control in the classroom? How can jargon be used to exclude people? Is there a place for Political Correctness? Why do teenagers constantly invent new words? Language and Gender – Do women really talk more than men? Do men really swear more than women? Why are men so reluctant to use the intensifier ‘so’? Language and Technology - Is ‘textspeak’ destroying the English language? How do greet people on Facebook? How is communication technology changing global politics? Assessment - Exam – 2 hours. Unit 2 ENGB2 Creating Texts This module is the coursework element and requires students to write two texts, each with a different purpose and aimed at a different audience. Each piece must be accompanied by a commentary in which students explain the language choices they have made. The total word count for the two pieces must be 1500 -2500 words and the total for the commentaries is 1000 words. The Minster School Here are some examples of types of writing they might choose from: Writing to entertain: a soap opera script, an extract from an autobiography, a dramatic monologue. Writing to persuade: an editorial, a letter, a speech. Writing to inform: travel writing, a leaflet about health issues, a manual. Writing to advise/ instruct: a leaflet giving advice on how to cope with coursework, a guide to texting for novices, an article on how to survive a music festival. Assessment – coursework folder Skills: analysing how language is used in different situations developing accurate and perceptive knowledge of linguistic methods understanding the effect of contextual factors on language production using appropriate terminology and coherent, accurate written expression clear, perceptive understanding of links between genre and language choices. ICT: coursework is likely to be word-processed; ICT can be used for independent research and presentations. Numeracy: there is opportunity quantitative analysis in ENGB4. for Literacy: literacy is embedded at the heart of the AS level and English Language syllabus. Learning Opportunities: independent reading and research; individually negotiated coursework tasks. Assessment Opportunities: assessment criteria are shared with the students to promote self and peer-assessment. Parent/Carer Handbook 2014-2015 Mr M Oxley 36 CURRICULUM—YEAR 12 AS ENGLISH LITERATURE (OCR) Unit 1 60% AS level marks Unit 2 40% A2 marks Focus Focus The focus of this unit is on studying and comparing the ways in which stories are told. This unit is the coursework element requires students to write two texts. and Mode of Assessment: Coursework Students should expect to: pay close attention to how narrative works in texts. make connections across texts through exploring their narratives. Texts typically studied include: ‘The Great Gatsby’, ‘Frankenstein’ and the poet Emily Dickinson. Mode of Assessment: Exam 2 hours There will be two sections to the paper. Students will be required to answer one question from each section. Section A Will have one question on poetry where students are required to write a critical analysis. Section B Students are required to produce an analytical essay on a set prose text focussing on narrative methods and linking to other readers’ interpretations. Assessment will be by the production of a coursework portfolio of two pieces of work. This will consist of: A close critical analysis of a section of Post1900 text An essay exploring connections between texts Skills: reading texts critically and creatively developing a variety of strategies for reading exploring comparisons between texts identifying how values are expressed in texts using literacy critical concepts and terminology with understanding investigating other ‘readings’ ICT: coursework is likely to be wordprocessed. ICT can be used for independent research and presentations. Numeracy: there is opportunity quantitative analysis in ENGB4. for Learning Opportunities: independent reading and research; Individually negotiated coursework tasks. Assessment Opportunities: assessment criteria are shared with the students to promote self and peer-assessment. Mr M Oxley The Minster School Parent/Carer Handbook 2014-2015 37 CURRICULUM—YEAR 12 AS GEOGRAPHY (AQA) Use of ICT: research and presentations. GIS used throughout the course. Assessment Outline Geog 2: 30% of AS level grade. The exam is a skills paper and is taken in June of Year 12. This is linked to fieldwork that the students have completed. Geog 1: 70% of AS level grade. Exam taken in June of Year 12. This is a mixture of short questions and 15 mark essay questions on the key themes. 4 Key Themes Rivers Glaciation Population Food Supply Numeracy: completion of population pyramids, working out dependency ratios, completion of climate graphs, average speed of rivers, River discharge, Hydraulic radius, cross-sectional area, gradient calculations, Choropleth maps, statistical techniques such as Spearman’s rank. Learning Opportunities: independent research; investigating case studies. Skills: practical skills – Fieldwork skills- collection of data, field sketches, environment and perception surveys, Mapping skills such as trip lies, desire lines, Isolines, time management, personal organisation. presentational skills – addressing audiences using a variety of media and forms. personal skills – showing evidence of progression. interpersonal skills – communication and group work. cognitive skills – reflection and review of own and others’ performances. The Minster School Literacy: reading/understanding text; spelling and grammar; use of key words; extended writing. Assessment Opportunities: regular past paper questions are completed with students using exam mark schemes for guidance but also for peer and self assessment. Students are made aware of their target grades and given regular feedback to support progression. The school moodle has revision materials with exam questions and advice for students. Parent/Carer Handbook 2014-2015 Mrs J Chappell 38 CURRICULUM—YEAR 12 AS GOVERNMENT AND POLITICS (EDEXCEL 8GP01) Unit 1: People and Politics The four topics in Unit 1 also allow for an introduction to the world of Politics and political vocabulary. Students will gain the opportunity to take part in some active role play such as forming a pressure group and a political party that participates in a “mock” election using differing election systems. Throughout this unit and, indeed the whole AS and A2 level course, knowledge of current affairs and topical events is actively encouraged. The four areas covered in Unit 1 are: Democracy and Political Participation Party Policies and Ideas Elections Pressure Groups Examinations are external and there is no coursework. Unit 1 exam is sat in June of Year 12 with a structure of answering two questions from a choice of 4 with a total of 80 marks for the examination. judiciary. The external examination is 1hr and 20 minutes and taken in June of Year 12. Students complete two questions: one based on stimulus material and one essay question. There are a total of 80 marks for this examination. Skills: A01 – knowledge and understanding A02 – evaluation and analysis A03 – communication and coherence Use of ICT: web research, webquest, presentations, word processing of tasks for marking. Literacy: reading/understanding text; spelling and grammar; use of key words; developing political vocabulary; extended writing using evaluation and analysis. Numeracy: understanding election results and effects of differing electoral systems; using political data to look at trends - e.g. voter turnout. Learning Opportunities: independent research; investigating case studies. Assessment Opportunities: peer assessment of work using past exam questions. Modelling from past papers. Return of marked work. Unit examination. Unit 2: Governing the UK The Constitution Parliament The Prime Minister and Cabinet Judges and Civil Liberties Unit 2 investigates the more formal aspects of British politics with a particular focus on the workings of Parliament, the components of the constitution, and the balances between the three the executive, legislature and the The Minster School Parent/Carer Handbook 2014-2015 Mrs P Bowes 39 CURRICULUM—YEAR 12 AS HISTORY (AQA) Course Content Students will study two units in Year 12. There are two specifications on offer for Year 12 AS level History. Modern History: HIS1L: Britain 1906-51. This unit is examined in June of Year 12 and is worth 50% of the AS level grade and 25% of the A level as a whole. HIS2L: The impact of the Stalin dictatorship, 1924-41. This unit is examined in the June of Year 12 and is worth 50% of the AS level grade and 25% of the A level as a whole. Medieval History: HIS1A: The Crusading Movement and the Latin East, 1095–1204. This unit is examined in June of Year 12 and is worth 50% of the AS level grade and 25% of the A level as a whole. HIS2A: Conqueror and Conquest, c1060–1087. This unit is examined in the June of Year 12 and is worth 50% of the AS level grade and 25% of the A level as a whole. Skills: research comparison of sources source analysis debating The Minster School presentational skills – addressing audiences using a variety of media and forms interpersonal skills – communication and group work extended writing Use of ICT: students are encouraged to use ICT to help complete homework. In lessons students use ICT to assist in research and presentation of work. Literacy: students will continue to develop their skills in writing good explanations and judgements, using a wide range of sources in writing answers, how to support and develop arguments, and note-taking and research skills. Numeracy: students use statistics and data in the form of sources used in lessons. Learning Opportunities: independent research and project work gives students the chance to develop their work. Students are expected to read around the subject to further their own understanding. Assessment Opportunities: students use mark-schemes and sample answers are used with assessments. Students are given feedback after assessments and set targets for future work. Exam papers are also regularly used in lessons. Students will spend lessons after Easter on exam preparation, involving extensive use of past papers and examiner’s reports. Miss R Foy Parent/Carer Handbook 2014-2015 40 CURRICULUM—YEAR 12 AS ICT (0CR) G061 – Information, Systems and Applications Examination in June (60%) Students learn about a range of theory topics, generally focusing on the use of ICT in business. Students learn about different core software packages, and their uses within business. They also learn about how data is represented using ICT and the implications of ICT on society. G062—Structured Tasks Coursework submission in January (40%) Students complete a series of tasks set by the exam board based on a fictional set of scenarios. These tasks are based around the needs of a fictional business, and require candidates to decide on a solution to given small problems. Skills: An understanding of: data, information, knowledge and processing software and hardware components on an information system characteristics of standard application software spreadsheet concepts relational database concepts application software used for presenting and communicating role and impact of ICT a range of products to support a business scenario, previous examples: spreadsheet database website mail merge system The Minster School Use of ICT: the coursework element changes each year, and as such so does the focus on different software types. Generally students will make use of all standard Office packages (spreadsheet, database, word processing and presentation), they will also make use of creative software such as web design and graphics editing depending on the nature of tasks set by the exam board. Literacy: words. report writing; discussions; key Numeracy: sizes – dimensions and file size; handling data; complex mathematical operators; space, proportion and sizing. Learning Opportunities: independent research; library of resources to support practical tasks; use of software outside of school following tutorials; individual coursework feedback. Assessment Opportunities: summative tests; in class exercises; past paper revision; mark schemes; exemplar products; skills videos. Parent/Carer Handbook 2014-2015 Mr S Lang 41 CURRICULUM—YEAR 12 LANGUAGES—AS FRENCH (AQA) Topics covered: Media: TV, advertising and communication technology. Popular culture: cinema, music and fashion/ trends. Healthy living/lifestyle: exercise, health and well-being and holidays. Family/relationships: relationships within the family, friendships and marriage/ partnerships. Unit 1- Listening, reading and writing Externally examined: 70% of total AS level 35% of total A Level marks. Unit 2—Speaking test 30% of total AS level 15% of total A Level marks. Skills: AO1 - Understand and respond, in speech and writing, to spoken language. AO2 - Understand and respond, in speech and writing, to written language. AO3 - Show knowledge of and apply accurately the grammar and syntax prescribed in the specification. French should enable students to: derive enjoyment and benefit from language learning. acquire knowledge, skills and understanding for practical use, further study and/or employment. communicate with speakers of the language take their place in a multilingual global society. Use of ICT: The Language Lab is used for a variety of language learning activities. Opportunities are available to develop listening, reading, writing and oral skills. Students access electronic resources which support the course textbook and access websites for current affairs and news items. Research work and PowerPoint presentations are also required. Language activity websites: www.zut.org.uk www.tv5.fr www.tf1.fr www.languagesonline.org.uk www.google.fr Literacy: reading and understanding text, spelling, punctuation and grammar, extended writing, developing ideas and producing persuasive arguments . Numeracy: statistics and data in texts/audio recordings. Learning Opportunities: independent research on each of the topics covered. Using newspaper/website articles as a source of information for discussion. Independent work using the electronic resources which complement the textbook. Television and radio programmes, films and books in the target language. Assessment Opportunities: peer assessment, formal assessment, exam style questions and past papers are used, mark schemes discussed and students given feedback on their performance, along with targets for improvement. Mrs S Westerman The Minster School Parent/Carer Handbook 2014-2015 42 CURRICULUM—YEAR 12 LANGUAGES—AS GERMAN (AQA) Topics covered: media: TV, advertising and communication technology popular culture: cinema, music and fashion/ trends healthy living/lifestyle: exercise, health and well-being and holidays family/relationships: relationships within the family, friendships and marriage/ partnerships. Unit 1 - Listening, reading and writing Externally Examined: 70% of total AS level 35% of total A Level marks. Unit 2—Speaking test 30% of total AS level 15% of total A Level marks. Use of ICT: the Language Lab is used for a variety of language learning activities. Opportunities are available to develop listening, reading, writing and oral skills. Students access electronic resources which support the course textbook and access websites for current affairs and news items. Research work and powerpoint presentations are also required. Language activity websites: www.gut.org.uk www.google.de www.tivi.de www.languagesonline.org.uk www.tatsachen über Deutschland Literacy: reading and understanding text, spelling, punctuation and grammar, extended writing. Skills: AO1 - Understand and respond, in speech and writing, to spoken language. AO2 - Understand and respond, in speech and writing, to written language. AO3 - Show knowledge of and apply accurately the grammar and syntax prescribed in the specification. German should enable students to: derive enjoyment and benefit from language learning. acquire knowledge, skills and understanding for practical use, further study and/or employment. communicate with speakers of the language take their place in a multilingual global society. Numeracy: statistics and data in texts/audio recordings. Learning Opportunities: independent research on each of the topics covered. Using newspaper/website articles as a source of information for discussion. Independent work using the electronic resources which complement the textbook. Television and radio programmes, films and books in the target language. Assessment Opportunities: peer assessment, formal assessment- exam style questions and past papers are used, mark schemes discussed and students given feedback on their performance, along with targets for improvement. Mrs S Westerman The Minster School Parent/Carer Handbook 2014-2015 43 CURRICULUM—YEAR 12 LANGUAGES—AS SPANISH (AQA) Topics covered: media: TV, advertising and communication technology. popular culture: cinema, music and fashion/ trends. healthy living/lifestyle: exercise, health and well-being and holidays. family/relationships: relationships within the family, friendships and marriage/ partnerships. Unit 1- Listening, reading and writing Externally Examined: 70% of total AS/35% of total A Level marks. Students answer a range of questions based on approximately 5 minutes of heard material and on a selection of written stimulus texts. They also respond in writing to a question based on one of the AS topics. Unit 2—Speaking test 30% of total AS/15% of total A Level marks. Students discuss a target-language stimulus card based on one of the AS topics and take part in a conversation covering three further AS topics. Skills: AO1 - Understand and respond, in speech and writing, to spoken language. AO2 - Understand and respond, in speech and writing, to written language. AO3 - Show knowledge of and apply accurately the grammar and syntax prescribed in the specification. Spanish should enable students to: derive enjoyment and benefit from language learning. acquire knowledge, skills and understanding for practical use, further study and/or employment. communicate with speakers of the language take their place in a multilingual global society. Use of ICT: the Language Lab is used for a variety of language learning activities. Opportunities are available to develop listening, reading, writing and oral skills. Students access electronic resources which support the course textbook and access websites for current affairs and news items. Research work and PowerPoint presentations are also required. Language activity websites: www.studyspanish.com www.bbc.co.uk/mundo www.languagesonline.org.uk www.colby.edu/~bknelson/SLC/index www.eslconnect.com/spanish/spanish www.languagesresources.co.uk/ spanish_resources Literacy: reading and understanding text, spelling, punctuation and grammar, extended writing. Numeracy: statistics and data in texts/audio recordings. Learning Opportunities: independent research on each of the topics covered. Using newspaper/website articles as a source of information for discussion. Independent work using the electronic resources which complement the textbook. Television and radio programmes, films and books in the target language. Mrs S Westerman The Minster School Parent/Carer Handbook 2014-2015 44 CURRICULUM—YEAR 12 AS MATHEMATICS Areas of study Students work through the Edexcel AS level Mathematics Specification. Students take all three units in June – Core 1, Core 2 and Statistics 1. In the Core 1 Module teaching includes concepts such as Algebra, Coordinate Geometry, Differentiation and Integration. In Statistics students learn how to display, summarise and analyse data, Probability, Correlation, Regression and the Normal Distribution. In Core 2 students extend their knowledge of Trigonometry, Algebra, Sequences and Series, Coordinate Geometry, Differentiation and Integration. Skills: problem Solving; Thinking Skills; Group Work; Independent Learning; Functional Maths; Proof. ICT: use of Autograph; Excel; PowerPoint and Geometers Sketchpad to explore and present findings. Numeracy: the course aims at enabling students not to just solve abstract problems but to apply their understanding in to a real world context. Literacy: reading and understanding text; interpreting questions, use of key words; writing to explain or justify. They are also issued with CDRoM containing all the past and practice exam papers for each module which may be used in preparation for examinations. Students have a booklet of Assessed Homework tasks that will be completed and handed in to their teacher at appropriate times throughout the year. These are key tasks in the revision and consolidation process and must be completed. Assessment Opportunities: assessed homework at the end of each unit, Starters/ Plenaries, practice papers. There will be a ‘Mock’ Core 1 paper in December which will enable early identification of students who are struggling so support can be put in place in preparation for the June examination. Opportunities for Support: students requiring help or support with any aspect of class work, homework or exam preparation are more than welcome to attend the Post 16 Maths Club after school every Thursday. Note: This course is challenging. Students will need to have attained a ‘B’ grade or higher at GCSE for entry to the course. Any student entering the course on a GCSE ‘B’ grade (or are identified by assessment early in the course as needing support) will be required to attend a Tuesday after school consolidation session. Learning Opportunities: students have their textbook which may be used as a resource for additional question practice. The Minster School Parent/Carer Handbook 2014-2015 Ms H McGregor 45 CURRICULUM—YEAR 12 AS FURTHER MATHEMATICS Areas of study Students work through the Edexcel AS level Further Mathematics Specification. They work towards taking the Decision Mathematics 1, Further Pure 1 and Statistics 2 in June. In Decision Mathematics students cover topics such as Critical Path Analysis and Linear Programming. In Further Pure 1 students cover topics such as Matrices, Complex Numbers and Proof by Induction. In Statistics 2 students cover topics such as Hypothesis Testing, Binomial and Poisson Distribution and Continuous Random Variables. Skills: problem Solving thinking Skills group Work independent Learning functional Maths proof ICT: use of Autograph Excel PowerPoint and Geometers Sketchpad to explore and present findings Literacy: reading and understanding text; interpreting questions, use of key words; writing to explain or justify. Learning Opportunities: students have their textbook which may be used as a resource for additional question practice. They are also issued with CDRoM containing all the past and practice exam papers for each module which may be used in preparation for examinations. Assessment Opportunities: assessed homework at the end of each unit, Starters/ Plenaries, practice papers. Opportunities for Support: students requiring help or support with any aspect of class work, homework or exam preparation are more than welcome to attend the Post 16 Maths Club after school every Thursday. Note: This course is challenging. Students will need to have attained a high A or A* grade at GCSE for entry to the course. Ms H McGregor Numeracy: the course aims at enabling students not to just solve abstract problems but to apply their understanding in to a real world context. The Minster School Parent/Carer Handbook 2014-2015 46 CURRICULUM—YEAR 12 AS MEDIA STUDIES (WJEC) MS1-Media Representations and Responses Three compulsory questions, including one on unseen audio-visual or print based material. Questions focus on issues of representation, genre, narratives, technical codes and audiences. MS2-Media Production Processes Students currently choose from one of two tasks: Creating a short horror movie trailer or producing the front cover, contents page and feature length article for a niche magazine. They write about the processes and evaluate their productions. External Assessment: 2 ½ Hrs Written Paper; 50 % of AS level marks. Internal Assessment: Three components: one pre-production. one production which develops from the preproduction. one report on the production process 50% of AS level marks. create own media texts in print or audiovisual formats using appropriate software technologies. become independent in research skills and encourage the development students’ own views and interpretations. ICT: use of media technologies including imovie software. Literacy: developing written skills and critical media vocabulary. Numeracy: students quantify responses from audience focus groups and present them in charts and graphs. Learning Opportunities: individ ual coursework tasks negotiated with class teacher. Assessment Opportunities: focus group offers peer assessment and Learning Objectives for each Unit are shared with classes at the outset of the course. Model answers are provided throughout the course in order that students see and learn from ‘A’ grade responses. Skills: acquire an understanding of the media and its role in people’s daily lives. develop critical understanding of the media through engagement with media products. The Minster School Parent/Carer Handbook 2014-2015 Mrs M Oxley 47 CURRICULUM—YEAR 12 MUSIC (EDEXCEL) Autumn Term Performing Music students perform as soloists and/or as part of an ensemble including recital concerts, school concerts and concerts in the community. Composition students develop compositional skills and select one brief out of four given by the board for the creation of a three-minute piece. Developing Musical Understanding analysis of Instrumental and Vocal music – Students study set works from the Anthology listening - Students learn to use a score to identify harmonic and tonal and other musical features, and then apply these principles in the completion of an SATB texture. Spring Term Performing Music students prepare and perform an assessed 5six minute recital. Composition students create and submit a three-minute piece in response to a chosen brief. developing Musical Understanding analysis of Instrumental and Vocal music listening Summer Term Revision and practice questions for the Unit 3 examination. awareness of occasion and/or ensemble (performing/realising) creating and developing musical ideas with technical control and expressive understanding making use of musical devices, conventions and resources (composing/arranging) demonstrating understanding of and commenting perceptively on, the structural, expressive and contextual aspects of music (appraising). Use of ICT: use of MIDI software to compose: Sibelius and Reason are all available. use of the Internet to research information related to the areas of study and to broaden listening experience use of word processing. Literacy: analysis of set works; read and synthesise information; write essays. Numeracy: interpretation of symbols. Learning Opportunities: research information related to the areas of study. collaborate and negotiate with others for rehearsals, performances and recordings. create action plans for coursework within the specified time scale. Assessment Opportunities: the assessment criteria for performing and composing are used as a reference from the outset of the course. levelled exemplar materials, marking schemes and examiner reports are used for Unit 3 practice questions. Skills: interpreting musical ideas with technical and expressive control and a sense of style and The Minster School Parent/Carer Handbook 2014-2015 Miss H Wallis 48 CURRICULUM—YEAR 12 AS MUSIC TECHNOLOGY (EDEXCEL) Units of study for 2015 examination Autumn Term Unit 1: Music Technology Portfolio 1 students will learn sequencing skills using music technology as a tool. students will create a sequenced realised performance of a song prescribed by Edexcel. students will learn how to use the recording studio and Cubase to capture, process and mix a musical performance to make a highquality multi-track recording. Unit 2: Listening and Analysing students will develop a technical vocabulary and understanding of relevant musical theory and terminology. students will study the development of popular music styles from 1910 through to the present day. students will study the development and influence of technology on music since 1910 including: instruments involving music technology; recording practice; and related developments in contemporary art music. Spring Term Unit 1: Music Technology Portfolio 1 students will develop an original arrangement of a song in one of two styles prescribed by Edexcel using ProTools or Reason. students will record and submit a performance of a piece of music of their own choice. Unit 2: Listening and Analysing students will study two special focus styles: Soul and Indie Rock Summer Term Revision and practice questions for the Unit 2 examination. Skills: interpreting musical ideas with technical and expressive control and a sense of style and awareness of occasion and/or ensemble (realising). creating and developing musical ideas with technical control and expressive understanding making use of musical devices, conventions and resources (arranging). The Minster School demonstrating understanding of and commenting perceptively on, the structural, expressive and contextual aspects of music (appraising). demonstrating effective use of music technology to capture, edit and produce musical outcomes. demonstrating understanding of and comment perceptively on the technical processes and principles that underpin effective use of music technology. Use of ICT: use of Music Instrument Digital Interface (MIDI) software to sequence and arrange, record and edit: Sibelius, ProTools and Reason are all available. sample audio or MIDI files from the Internet. use of the Internet to research information related to the areas of study and to broaden listening experience use of word processing. Literacy: analyse the main styles and trends during the development of popular music. Read and synthesise information. Numeracy: collect and interpret data for sequencing. Make calculations about the recording space and its acoustic properties. Learning Opportunities: research information related to the areas of study. collaborate and negotiate with others for rehearsals, performances and recordings. create action plans for coursework within the specified time scale. keep an up-to-date record of the sequencing and recording process. Assessment Opportunities: the assessment criteria for sequencing and recording are used as a reference from the outset of the course. levelled exemplar materials and marking schemes are used for Unit 2 practice questions. Parent/Carer Handbook 2014-2015 Miss H Wallis 49 CURRICULUM—YEAR 12 AS GCE PHYSICAL EDUCATION (OCR H154) Unit G451 anatomy and physiology [Section A]. acquiring movement skills [section B]. socio cultural studies relating to participation in physical activity [section C]. Unit G452 performance. evaluating and planning for the improvement of performance. assessment weightings = practical and evaluation assessment 40%. written examination 60%. Skills practical skills – physical competence, involvement and effectiveness. STUDENTS SHOULD BE REGULARLY PLAYING/COMPETING IN BOTH OF THEIR CHOSEN SPORTS. Observation, analysis and critical evaluation –their own and others’ performance. Application of knowledge and understanding to optimise performance and the effects on leading a healthy and active lifestyle. Use of ICT: Ubersense. research and presentations. Literacy: quality of written communication so that it is legible. Accurate punctuation, spelling and grammar so that the meaning is clear. Selecting and use a form and style of writing appropriate to purpose and to complex subject matter. Organising information clearly and coherently using specialist vocabulary when appropriate. Numeracy: interpretation and design of graphs to explain for example Drive theory or the analysis of results associated with basic biomechanical principles. Learning Opportunities: peer and self assessment; variety of inclusive approaches to allow choice such as the presentation method used to utilise strengths and maximise learning; independent research; investigating case studies. Assessment Opportunities: peer and self assessment, teacher assessment, final examination in preparation for A2. Recommended Text : Carnell,D., et al OCR Physical Education AS, level Heinemann, 2008. a revision guides is available to accompany the recommended text and is particularly useful. Mrs S Gratton The Minster School Parent/Carer Handbook 2014-2015 50 CURRICULUM—YEAR 12 AS PHYSICS A (AQA) Unit 1: Particles, quantum phenomena and electricity. the nucleus including particles, antiparticles and photons; hadrons and leptons; the quark model. quantum phenomena including electricity, energy levels and emission, wave particle duality. electricity including resistivity, circuits alternating current. photo photon electrical quantities, and components, This is a written paper worth 20% of the total A level marks. Unit 2: Mechanics, materials and waves mechanics, including motion along a straight line, projectile motion, Newton’s laws of motion, energy and power. properties of materials, including density and the young modulus, waves, including longitudinal and transverse waves, progressive and stationary waves, refraction, diffraction and interference. This is a written paper worth 20% of the total A level marks. Unit 3: Externally Assessment Marked Practical analyse, interpret, explain and evaluate the methodology, results and impact of their own and others experimental and investigative activities in a variety of ways This unit will involve externally practical and investigative skills. This is a written paper worth 10% of the AS level marks. Skills knowledge of key physical principles and processes. computational, analytical, descriptive skills. graphical, ICT: research, handling presentations, data logging. data, and making Literacy: development of key word vocabulary necessary for the subject. Numeracy: some complex calculations, no more demanding than higher tier GCSE. Assessment Opportunities: self and peerassessment of end-of unit tasks using Assessment for Learning framework. Self and peer-assessment of Individual Skill Assessment (ISA) training tasks. Practice module tests. Learning Opportunities: AQA Physics revision guide; AS textbook. demonstrate and describe ethical, safe and skilful practical techniques process and select appropriate qualitative and quantitative methods make, record and communicate reliable and valid observations The Minster School assessed Parent/Carer Handbook 2014-2015 MR D Monteith 51 CURRICULUM—YEAR 12 AS PSYCHOLOGY (AQA) Unit 1 - PSYA1 Cognitive Psychology - Memory Models of memory - the multi-store model of memory, encoding, capacity and duration of memory and evaluation of model. The working model of memory- and evaluation. Memory in Everyday Life - eyewitness testimony and factors affecting the accuracy, e.g. age, anxiety. The use of cognitive interviews. Strategies for memory improvement. Developmental Psychology - Early Social Development attachment explanations of attachment, learning theory and evolutionary theory (Bowlby). Types of attachment-secure, insecure and research by Ainsworth. Cultural variations in attachment. Disruption of attachment-failure to form an attachment (privation) and the effects of institutionalisation. Attachment in Everyday Life - impact of day care on children’s social development, including peer relations and aggression. Implications of research into attachment and day care for child care practices. Research Methods - methods and techniques, investigation design, data analysis and presentation, will be embedded throughout each topic. June Exam and is 1hour 30 minutes This exam is worth 50% of the overall AS level. Unit 2 - PSYA2 Biological Psychology –Stress stress as a bodily response-the body’s response to stress, pituitary-adrenal system and the sympathomedullary pathway in outline stress related illness and the immune system life changes and daily hassles as sources of stress workplace stress including the effects of workload and control personality factors, including Type A and Type B behaviour, hardiness psychological and biological methods of stress management, including stress inoculation therapy and drug therapy Social Psychology - Social Influence Social Influence conformity (majority influence) and explanations of why people conform, including informational social influence and normative social influence types of conformity, including internalisation and compliance obedience to authority, including Milgram’s work and explanations of why people obey Social influence in Everyday Life explanations of independent behaviour, including locus of control, how people resist pressures to conform and resist pressures to obey authority how social influence research helps us to understand social change; the role of minority influence in social change Individual Differences – Psychopathology (Abnormality) Defining and explaining psychological abnormality definitions of abnormality, including deviation from social norms, failure to function adequately and deviation from ideal mental health, and limitations of these definitions of psychological abnormality the biological approach to psychopathology psychological approaches to psychopathology including the psychodynamic, behavioural and cognitive approaches Treating Abnormality Biological therapies, including drugs and ECT Psychological therapies, including psychoanalysis, systematic de-sensitisation and Cognitive Behavioural Therapy June Exam and is 1hour 30 minutes This exam is worth 50% of the overall AS level. Skills: develop knowledge and understanding of concepts, theories and studies; To use analysis, evaluation skills and apply these to the topic area; Application of research methods and ethical issues to topic area; Carry out experimental and investigative activities in a range of contexts; Communicate information and ideas in appropriate ways using appropriate terminology. ICT: PowerPoint presentations, analysis of data, research. Literacy: use of appropriate terms/concepts of psychological theory. Reading, understanding theory, spelling, grammar. Short and extended writing tasks. Numeracy: data analysis, use of measures of central tendency. Learning Opportunities: independent research, group work, opportunities to show wider reading, carry out investigation, write up conclusion. Assessment Opportunities: timed essays/short extended; Quick questions; Mock exams; End of term exams. Mr P Bowes The Minster School Parent/Carer Handbook 2014-2015 52 CURRICULUM—YEAR 12 AS RELIGIOUS STUDIES: AND ETHICS (OCR H172) PHILOSOPHY Unit G571: AS Philosophy of Religion ancient Greek influences on philosophy of religion. the philosophies of Aristotle and Plato. Judaeo-Christian influences on philosophy of religion. the concepts of God as Creator and the Goodness of God. traditional arguments for the existence of God. a critical analysis of the Cosmological, Teleological, Ontological and Moral arguments. challenges to religious belief. a reflections on the problem of evil and Scientific challenges to the existence of God. Unit G572: AS Religious Ethics ethical theories; a study of a range of approaches to the issue of ethics including utilitarianism, natural law, kantian ethics, moral relativism, moral absolutism and religious ethical systems. applied ethics topics; application of the different ethical systems studied to the issues of abortion, right to a child, genetic engineering, euthanasia and war and peace. Skills debating skills – students engage in class and small group discussion/debates. evaluation skills – students must analyse their own views in comparison with those of different philosophical and ethical viewpoints. The Minster School independent thinking skills – students are encouraged to think independently and form their own beliefs and values on a range of ethical and philosophical issues. empathy skills – students are asked to consider issues from a range of perspectives. group work skills – students are encouraged to work together and develop team work and co-operative skills. Use of ICT: class laptops used for research and investigation. Use of online and multimedia resources. Literacy: students’ are taught the skills necessary to produce extended pieces of writing through explanation and evaluation of the different theories studied. Use and explanation of key terms and meanings are an integral part of the course. Learning Opportunities: homework tasks are set to extend learning and on line resources accompany the course. Students are expected to use personal reading in order to extend their knowledge and understanding of the issues being studied. Assessment Opportunities: use of mark schemes, model answers, peer and self assessment. End of unit assessment for each topic. Parent/Carer Handbook 2014-2015 Mrs H Feehily 53 CURRICULUM—YEAR 12 EDEXCEL LEVEL 3 BTEC—SUBSIDIARY DIPLOMA IN PERFORMING ARTS (ACTING) BTEC Nationals are qualifications that are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment. This course is part of the BTEC framework of qualifications. The Subsidiary Diploma is equivalent to a full A Level. Students are graded at Distinction*, Distinction, Merit or Pass, which are equivalent to Grade A*, Grade A, Grade C and Grade E, respectively, at A Level. Students taking on the BTEC National must complete the full two year course to gain the qualification. There is no interim qualification after one year. There are six Units, spread over the two years. Three Units are completed in Year 12: Unit 19 Principles of Acting Understanding the essential principles of acting is the springboard from which successful performances are launched. This unit has the necessary practical focus that professional actors use and will provide opportunities to practise techniques that can help the actor to characterise a performance both physically and vocally. Students will also be taught how to interpret and realise text and how to communicate this text effectively to an audience. Assessment will be based on the students’ work in lessons, an Actor’s Log and two performances of extracts from scripted plays. Unit 10 Theatre in Education Having the skills to research, devise and perform work, as well as possessing the organisational abilities to create, market and tour a Theatre in Education (TIE) project, will be extremely useful to any aspiring performing artist who wishes to make a living as a professional. The Minster School Theatre in Education offers artists and practitioners professional employment opportunities and an important role in enriching the life and learning experiences of their audiences in an enjoyable way. Students will gain the abilities and skills required to work as a member of a touring TIE company. They will be encouraged to take control of their project, and to be independent in the way they work. They will need to take on personal responsibilities, such as corresponding with schools and coordinating touring details, organising rehearsal schedules, writing scripts, constructing sets, creating props, masks and costumes, writing, editing and organising the pre-project documentation and post-project follow-up material. Assessment will be based on the students’ work in lessons, an Actor’s Log and performances of the project in two Schools or other suitable venues. Unit 15 Variety Performance The world of the variety performer is, as the term suggests, multi-faceted. Variety refers to any type of performance that an audience may find entertaining. The roots of variety lie in the worlds of music hall, circus, cabaret and vaudeville. Variety performers use a range of skills to develop material that they can present to an audience as an act or ‘turn’. The unit enables students to develop performance techniques appropriate to the work of the variety entertainer and to create an individual repertoire. For instance, they may develop comedy material that could be ‘stand up’ or for a routine involving other performers. Alternatively, they could use pre-existing songs or new material to create a song-and-dance act or deploy techniques such as dance, singing, instrumental performance, magic, acrobatics, ventriloquism, impersonation, mime, illusion or clowning as an integral part of a speciality act. Assessment will be based on the students’ work in lessons, an Actor’s Log and a public performance of the Variety Show. Parent/Carer Handbook 2014-2015 54 CURRICULUM—YEAR 12 EDEXCEL LEVEL 3 BTEC—SUBSIDIARY DIPLOMA IN PERFORMING ARTS (ACTING) continued... Teaching and Learning Methods This course will follow on directly from the work done in Years 10 and 11, and will build on the skills already developed. It is an active course: the majority of the work is practical; discussing, creating, rehearsing and performing. Groupwork and inter-personal skills are a key area of focus, as students will work in groups, of various sizes, throughout the Course. They will take part in a range of small and larger scale performances; to their own class and to other audiences. They will also produce an Actor’s Log, in which they will keep a record of what they have learnt. This can be in written form, or an on-line Blog, including photos, video clips of their work, audio commentary, etc. Students will be encouraged to make full use of ICT in the capturing of their learning in the Actor’s Log. Independent Learning To achieve the Distinction and Distinction* grades, students must be able to work independently, and show leadership and initiative in their groups. Mrs A Spinks Assessment Methods There are no written examinations in this course. All the Units are teacher-assessed. Students will be marked on their performances, their work during lessons, their contribution and ideas. The Minster School Parent/Carer Handbook 2014-2015 55 CURRICULUM—YEAR 12 problem solving skills - taking decisions critically, creatively and flexibly to achieve planned outcomes including use of new technologies where appropriate, to solve problems. evaluation - outcomes incorporate own learning and performance and selection/ usage of a range of communication skills and media to convey and present evidenced outcomes and conclusions. Students will be required to: presentational skills – ability to express succinctly themes and ideas and convey them to a non-specialist audience. Use of ICT: class laptops used for research & investigation. Use of online and multimedia resources. THE EXTENDED PROJECT QUALIFICATION AQA Equivalent UCAS points to a full AS Level up to A* The qualification is a single piece of coursework involving either: mostly written work (5,000 words). mostly Artefact (1,000 word write-up). combination of both. choose an area of interest. draft a project title. draft aims of the project. plan, research and carry out the project. provide evidence of all stages of project production. deliver a presentation to a specified audience. evaluate their own learning Skills design and planning - necessary for completion of an individual piece of work, applying organisational skills and strategies to meet stated objectives. resource management - Obtaining and selecting information from a range of sources, analyse data, apply relevantly and demonstrate understanding of any appropriate linkages, connections and complexities of the topic. The Minster School Learning Opportunities: the nature of the project means students are expected to use personal reading and individual planning and investigation in order to extend their knowledge and understanding of the issues being studied. Assessment Opportunities: previous sample projects, self assessment and supervisor feedback. Parent/Carer Handbook 2014-2015 56 CURRICULUM—YEAR 12 YOUNG ENTERPRISE Young Enterprise provides Y12 students with an opportunity to nurture and realise their enterprise and financial capability as well as develop general business and economic understanding. Volunteers from local businesses w o r k i n partnership with teachers to support the programme. Students set up and run their company over the course of one academic year. They elect a board of directors, raise share capital, and market and finance a product or service of their own choice. Weekly meetings are held to make key decisions and students will then work within their own role to try to make a profit. Students are expected to trade with the general public and will organise their own finances, paying tax at the end of the year. At the end of the year they write a company report and create a presentation, which are used to compete against other Young Enterprise teams at local, regional and national levels. This year’s company ‘Zues’ achieved Best Area Company and came second in Best Company at County Level. As a result of running a Young Enterprise company, students gain: an understanding of how a business works and how wealth and employment are created; the ability to work in a team; improved communication skills; more enthusiasm and self confidence; a willingness to take responsibility and initiative; time management skills; experience of key business functions such as marketing, financial management, sales, customer care and personnel management. The Minster School Students who would like to participate in Young Enterprise should apply in the first two weeks of term by writing a letter (1 page A4 maximum) which describes what they would hope to achieve from being a part of the scheme. More information is available by contacting Mrs C McKeever Williams at: c.mckeever@minster.notts.sch.uk DUKE OF EDINBURGH The Minster Open Group will be accepting applications for the Gold Award from candidates who have passed the Silver Award and who are aged 16. At Gold level the sections are the same but for longer periods. Volunteering must be done for 12 months, one other section also for 12 months and the other one for 6 months. The expedition will be for 4 days/3 nights and done in wild country. In addition they must undertake a purposeful residential activity for 5 days away from home with people they do not know. Those achieving the award will be presented with their certificates at one of the Royal Palaces in London. For those eligible a meeting will be arranged in the Autumn. Please watch out for details in the weekly school bulletin and for school announcements. For more details contact Alan Dearden aldofe@talktalk.net or on 07979074789. Parent/Carer Handbook 2014-2015 57 Year 13 Curriculum CURRICULUM—YEAR 13 A2 LEVEL ART & DESIGN – FINE ART (EDEXCEL 9FA01/02) Unit 3 Coursework Portfolio (60%) Students submit a proposal for a Personal Study Project. Students are guided into relevant areas of study and produce a sustained personal enquiry analysing the work of other artists and/or designers as well as producing a portfolio of their own practical work. The personal study consists of 1,000 to 3,000 words of continuous prose. Unit 4 Externally Set Task (40%) Working from a set theme students produce a portfolio of supporting studies leading to a timed final outcome (12 hours). Assessment Objectives (equal weighting) AO1—Develop AO2—Experiment AO3—Record AO4—Realise Skills Technical competency: working with 2 and 3D materials and new media. This study consists of 1,000 to 3,000 words of continuous prose linking to and informing their own practical work and area of interest. Coursework is submitted for assessment in January. Unit 4 Externally Set Task (40%) Students select one starting point from an early release exam question paper in February, with the final exam taking place in April. During this period of time students produce a portfolio of photographic imagery consisting of supporting research studies. Students are then given 15 hours of exam time to create a digitally edited image or set of images to realise their personal intentions. Assessment Objectives (equal weighting) AO1—Develop AO2—Experiment AO3—Record AO4—Present Skills: The aims of this course are to encourage students to further develop: Assessment Opportunities: self and peer assessment. Review of work and target setting. • technical competency: using cameras including SLR and digital software; • intellectual, imaginative, creative and intuitive powers; • investigative, analytical, experimental, practical, and expressive skills, aesthetic understanding and critical judgement; • independence of mind in relation to developing their own ideas, refining their own intentions and personal outcomes; • an interest in, enthusiasm for, and enjoyment of photography and art & design practice, organisation, planning and time management; • an understanding of the interrelationships between photography and art & design processes and an awareness of the contexts in which they operate; A2 LEVEL ART & DESIGN PHOTOGRAPHY (OCR H563) DIGITAL Use of ICT: research and presentations, digital manipulation, Photoshop Unit 3 Coursework Portfolio (60%) Students submit a proposal for a personal study project; they are then guided into relevant areas of study. Students produce a portfolio of photographic images exploring and researching their chosen theme with a focus on including work that shows exploration, research, acquisition of techniques and skills all leading towards a personal final outcome. Students also produce a sustained personal enquiry analysing the work of other photographers, artists and/or designers. Literacy: extended writing, spelling and grammar; use of key words, critical and analytical vocabulary. Creative skills: imagination, problem solving. Study skills: research, planning, organising. time management, Use of ICT: research and presentations, digital imaging, Photoshop. Literacy: words. spelling and grammar; use of key Learning Opportunities: independent research, choice of starting points and media. The Minster School – Learning Opportunities: independent research, choice of starting points and media. Assessment Opportunities: self and peer assessment. Review of work and target setting. Parent/Carer Handbook 2014-2015 Mrs J Sprawson 59 CURRICULUM—YEAR 13 A2 BIOLOGY (AQA) Unit 4 - Populations and the Environment Living organisms form structured communities within dynamic but essentially stable ecosystems through which energy is transferred and chemical elements are cycled. Humans are part of the ecological balance and their activities affect it both directly and indirectly. Consideration of these effects underpins the content of this unit and should lead to an understanding that sustainability of resources depends on effective management of the conflict between human needs and conservation. Unit 5 - Control in Cells and Organisms Multi-cellular organisms are able to control the activities of different tissues and organs within their bodies. They do this by detecting stimuli and stimulating appropriate effectors: plants use specific growth factors; animals use hormones, nerve impulses or a combination of both. By responding to internal and external stimuli, animals increase their chances of survival by avoiding harmful environments and by maintaining optimal conditions for their metabolism. Cells are also able to control their metabolic activities by regulating the transcription and translation of their genome. Although the cells within an organism carry the same genetic code, they translate only part of it. In multicellular organisms, this control of translation enables cells to have specialised functions, forming tissues and organs. The sequencing and manipulation of DNA has many medical and technological applications. The Minster School Unit 6 - Externally Marked Practical Exam (EMPA) This unit will assess your practical and analytical skills via an externally marked exam. Skills application of scientific knowledge in new and unfamiliar situations data handling analysis of data evaluation of practical methodologies and validity of data ICT: research, handling presentations, data logging. data, making Literacy: development of key word vocabulary necessary for the subject. Numeracy: simple calculations. Use of statistical tests such as Standard Deviation, Chi Squared, t test and Spearman’s Rank Correlation. Learning Opportunities: we expect each student to undertake 2 to 4 hours of personal study, reading around the subject, using websites provided in the AS and A2 level student guide. In this way students will supplement their learning in class and will develop a broader knowledge and understanding of the subject. Assessment Opportunities: self and peerassessment of end-of unit tasks using Assessment for Learning framework Self and peer-assessment of practical training tasks. Practice module tests. Synoptic revision. Parent/Carer Handbook 2014-2015 Mrs H Wilson 60 CURRICULUM—YEAR 13 A2 BUSINESS STUDIES (AQA 2131) Unit BUSS3 – Strategies for Success: In this unit, students will examine topic areas such as finance, marketing, operational strategies and human resources in relation to setting objectives, measuring performance and devising strategy. This unit will draw upon AS material which students should use to respond to A2 questions. External examination: 1 hour 45 minutes – June of Year 13. Questions requiring extended answers based on an unseen case study. 80 marks –25% of A Level. Unit BUSS4 – The Business Environment and Managing Change This unit is designed to be synoptic and draws upon all other units of the specification, including the AS level Units. This unit should be studied through a variety of real business contexts to allow students to understand how the impact of and response to change varies. External examination: 1 hour 45 minutes – June of Year 13. Pre-release research tasks leading to the first section of a two section examination. Second section will consist of choice of essays. All questions will be essay style and synoptic therefore drawing upon knowledge from all four units. 80 marks –25% of A Level. The Minster School Assessment Objectives: AO1 – Knowledge and understanding of content. AO2 – Application of knowledge and understanding to problems and situations. AO3 – Analysis of problems, issues and situations. AO4 – Evaluation, judgements and distinction between fact and opinion. Skills Use of ICT: research and manipulation of information. presentations, Literacy: reading/understanding text; spelling and grammar; use of key words; extended writing. Numeracy: calculations. construction of graphs and Learning Opportunities: independent research; investigating case studies, using recent newspaper articles and business reports. Assessment Opportunities: peer assessment, use of assessment criteria for exam questions, reflection on learning, self-assessment, sharing learning goals. Parent/Carer Handbook 2014-2015 Mr P Bowes 61 CURRICULUM—YEAR 13 A2 Chemistry (OCR A) Aims: The aims of the course are to encourage candidates to: develop their interest in, and enthusiasm for chemistry, including developing an interest in further study and careers in chemistry appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of How Science Works develop essential knowledge andunderstanding of different areas of chemistry and how they relate to each other The specification is divided into chemical topics, each containing different key concepts of Chemistry. Once the key features of a chemical topic have been developed, applications are considered. However at A2 level the important links between different areas of chemistry are largely assessed synoptically and therefore exam questions may cover several different topic areas. While the teaching of practical skills may be integrated with the theoretical topics, they are assessed separately. Units F324: Rings, Polymers and Analysis • Rings, Acids and Amines • Polymers and Synthesis Analysis This topic includes mainly organic chemistry, with a strong focus upon carbon chains, functional groups and how these molecules are used by society. This is assessed as a written paper worth 15% of the A2 level qualification. It is examined in June. F325: Equilibria, Energetics and Elements • Rates, Equilibrium and pH • Energy Transition Elements This topic includes mainly inorganic and physical chemistry. This is assessed as a written paper worth 25% of the A2 level qualification. It is examined in June. The Minster School F326: Practical Skills in Chemistry 2 Practical and investigative skills developed within contexts encountered during course are assessed by means of three types of task qualitative, quantitative and evaluative. The Qualitative and Quantitative tasks will test skills of observation, recording and reaching valid conclusions. The Evaluative task will test the ability to analyse and evaluate the procedures followed and/or the measurements made. Tasks will be chosen from a selection provided by OCR. Each task is internally assessed and students may attempt more than one task from each task type with the best mark from each type being used to make up the overall mark. This unit is worth 10% of the AS level qualification and tasks are usually completed between December and May. Skills knowledge of key chemical principles and processes. computational, analytical, graphical, and descriptive skills. ICT: research, handling data. Literacy: development of key word vocabulary necessary for the subject. Numeracy: calculations that can be tackled with Higher tier GCSE maths skills. Learning Opportunities: two course textbooks are provided by school. OCR A2 Chemistry A Student Book and Exam Cafe CD by Pearson Education Limited. The second text is a course specific textbook written in a modular format that mirrors the specification structure and Salters Advanced Chemistry: Chemical Ideas: AS, A2 by Pearson Education, which although not specific to this course provides an excellent all round non-modular Chemistry theory book. Assessment Opportunities: throughout the course students will complete regular standardised assessed homework and end of topic tests, and students will sit a January mock and further mock exams towards the beginning of the Summer term. Students are expected to complete past exam papers as part of their independent study. Parent/Carer Handbook 2014-2015 Mrs M Burlington 62 CURRICULUM—YEAR 13 A2 COMPUTING (OCR) F453 – Advanced Computing Theory Examination in January (60%) Students learn about advanced computer theory, based around the functioning computer system. They learn about high-level and lowlevel languages, including some programming experience of both. They review how data is held and learn about complex structures for holding data within a program. F454 – The Project Coursework submission in February (40%) Students complete a single large project based on a real life scenario they have chosen. They must use a high-level programming language, although the choice of which is open. They should attempt to identify and solve a realistic problem using what they have learnt through the course. Skills: An understanding of: the functions of an operating system the functions and purposes of translators computer architecture data representation data structures and data manipulation high-level programming paradigms programming techniques low-level languages databases Students also work on the completing of a large project in which they work with a real end user to produce a solution to a problem, the sections are: Analysis of existing problem Design of solution Production of the solution Testing Evaluation Writing a user guide The Minster School Use of ICT: Students control the coursework choice and as such the focus on different software types. Generally students will make use word processing software to present their report. They will need to use a high-level programming language to complete their project, they have an open choice of which to use from any that are complex enough to meet the criteria (guidance is given on this to students). Literacy: report writing, discussions, key words. Numeracy: sizes – dimensions and file size. handling data. complex mathematical operators. space, proportion and sizing. others dependent on student project choice. Learning Opportunities: independent research. use of software outside of school following tutorials. individual coursework feedback. library of resources to support practical tasks. real client research and project development. Assessment Opportunities: summative tests in class exercises past paper revision mark schemes exemplar projects skills videos Parent/Carer Handbook 2014-2015 Mr S Lang 63 CURRICULUM—YEAR 13 A2 GCE DESIGN AND TECHNOLOGY (AQA) FOOD TECHNOLOGY (2540) At A2 level, the specification offers candidates the opportunity to further develop the knowledge and practical skills from AS level. Candidates will continue to develop design work alongside an understanding of food science, processes and commercial food manufacture. Students learn about food science, processes and manufacture. The content has been divided into three sections: Section A: Materials and Components Section B: Design and Market Influences Section C: Processes and Manufacture Students will have a knowledge and understanding of Materials and Components, gained as a result of studying the subject content at AS level and developing this through their coursework in Unit 2. At A2 level this knowledge and understanding will be developed through Unit 4 coursework and a further study of how materials and components play a major part in the design and manufacture of food products. PRODUCT DESIGN—TEXTILES (2560) The A2 level content enables students to further develop their knowledge and understanding of materials and components, design and market influences and processes and manufacture. The synoptic assessment will focus particularly on knowledge of materials and components in relation to the context of application, market demands and through processes and manufacture. A2 level coursework allows students the opportunity to further illustrate their understanding of all three strands of the specification at a level higher than that produced for AS level. Within the coursework unit knowledge of the AS and A2 level subject content is applied to the design and manufacture of the students’ own project. Unit 3: Design and Manufacture – External Examination June written paper: 2 hours - 25% of the total A Level marks this paper is based primarily on design and manufacture, consisting of two sections (with three questions in each section) with a choice of three questions from six The Minster School students are required to answer one question from each section and also a final question from either section. This written paper includes synoptic assessment to test students understanding of the connections between the different elements of the subject and their holistic understanding of the subject there are 84 marks for Unit 3 Unit 4: Design and Making Practice Internally assessed, externally moderated coursework of approximately 60 hours 25% of the total A Level marks written (or electronic) design folder manufactured outcome students submit evidence of a single, substantial designing and making activity intermediate deadlines are set for each criterion and students are expected to meet these in order to be able to successfully review work for final submission of each criterion within the time frame. there are 85 marks for Unit 4. Skills: creative thinking, thinking skills, problem solving, communication, presentation, practical skills, financial capability, enterprise and entrepreneurial skills, work-related learning, education for sustainable development. Use of ICT: use of a range of CAD packages including Speed Step. CAM including digital printing and CNC embroidery. Use of other packages including the use of databases, spreadsheets and word processing, Food for PC. Literacy: reading, interpreting and analysing text, spelling and grammar, extended writing through evaluations. Numeracy: weighing, measuring, calculating cost. Addition, subtraction, multiplication and division. Learning Opportunities: working on individual coursework project. Assessment Opportunities: through coursework sections, use of Assessment for Learning tasks to launch sections. Peer assessment. Final examination. Parent/Carer Handbook 2014-2015 Mrs A Zannetou 64 CURRICULUM—YEAR 13 A2 PRODUCT DESIGN—GRAPHIC PRODUCTS (EDEXCEL 8GR03 AND 8GR04) Unit 3: Designing for the Future In this unit, students will develop their knowledge and understanding of a range of modern design and manufacturing practices and contemporary design issues. The modern designer must have a good working knowledge of the use of ICT and systems and control technology in the design and manufacture of products. They must also be aware of the important contributions of designers from the past which may provide inspiration for future design. It is increasingly important that students develop an awareness of the impact of design and technological activities upon the environment. Sustainable product design is a key feature of modern design practices. The unit content is divided into four sections, with each section outlining the specific knowledge and understanding required by the student. Specific examples are given and these are the only ones with which students need to be familiar for this examination. Externally marked examination 2 hours: 20% of total GCE. Unit 4: Commercial Design In this unit, students are encouraged to be creative and adventurous in their work. There are no limits to project selection beyond the time and resources available and the appropriateness of selection in matching individual students’ potential. Students are expected to take ownership of all aspects of their work in this unit, in order to allow them total control of their responses and to target assessment criteria effectively, and to maximise their achievements. In order to reach high attainment levels, students must adopt a commercial design approach to their work, reflecting how a professional designer might deal with a design problem and its resolution. The choice of design problem should have a real commercial use, in that it should be useful to a wider range of users beyond an individual, unless it has been specifically commissioned as a ‘one-off’. The design problem should provide opportunities for a client or user-group to have input into decision making at various stages of the design and make process. A client or user group is defined as any third identified by a student, that is referred to and which can give informed critical feedback at various stages throughout the design process. Clients and user-groups do not need to be specialists or experts; they can be drawn from any relevant group of people and may include other students, friends or family members. A key feature of this unit is for students to consider issues related to sustainability and the impact their product may have on the environment. A student may choose to design and make a sustainable product, but if they do not, they should still consider the issues of sustainability at relevant points in their designing and making activities. Sustainable issues could include materials production and selection, manufacturing processes, use of the product and its disposal/recycling. Internally assessed 30% of total GCE. (externally moderated): Skills: designing Skills – creativity, imagination, sketching, computer aided design practical skills – time management, planning, hand skills, computer aided manufacturing presentational skills – layout, communication, rendering, ICT personal skills – showing evidence of progression interpersonal skills – communication and group work/discussions cognitive skills – reflection and review of own and others’ work, problem solving Use of ICT: research, presentation, CAD/CAM, databases, internet, CD ROMs. Literacy: reading/understanding text, spelling and grammar, use of key words. Numeracy: use of materials, costing, handling statistics/results, using formulae. Learning Opportunities: independent research. Assessment Opportunities: review work, act upon advice given. Mrs A Zannetou The Minster School Parent/Carer Handbook 2014-2015 65 CURRICULUM—YEAR 13 A2 PRODUCT DESIGN —RESISTANT MATERIALS TECHNOLOGY (EDEXCEL 8RM03 AND 8RM04) Unit 3: Designing for the Future In this unit, students will develop their knowledge and understanding of a range of modern design and manufacturing practices and contemporary design issues. The modern designer must have a good working knowledge of the use of ICT and systems and control technology in the design and manufacture of products. They must also be aware of the important contributions of designers from the past which may provide inspiration for future design. It is increasingly important that students develop an awareness of the impact of design and technological activities upon the environment. Sustainable product design is a key feature of modern design practices. The unit content is divided into four sections, with each section outlining the specific knowledge and understanding required by the student. Specific examples are given and these are the only ones with which students need to be familiar for this examination. Externally marked examination 2 hours: 20% of total GCE . Unit 4: Commercial Design In this unit, students are encouraged to be creative and adventurous in their work. There are no limits to project selection beyond the time and resources available and the appropriateness of selection in matching individual students’ potential. Students are expected to take ownership of all aspects of their work in this unit, in order to allow them total control of their responses and to target assessment criteria effectively, and to maximise their achievements. In order to reach high attainment levels, students must adopt a commercial design approach to their work, reflecting how a professional designer might deal with a design problem and its resolution. The choice of design problem should have a real commercial use, in that it should be useful to a wider range of users beyond an individual, unless it has been specifically commissioned as a ‘one-off’. The design problem should provide opportunities for a client or user-group to have input into decision making at various stages of the design and make process. A client or user group is defined as any third identified by a student, that is referred to and which can give informed critical feedback at various stages throughout the design process. Clients and user-groups do not need to be specialists or experts; they can be drawn from any relevant group of people and may include other students, friends or family members. A key feature of this unit is for students to consider issues related to sustainability and the impact their product may have on the environment. A student may choose to design and make a sustainable product, but if they do not, they should still consider the issues of sustainability at relevant points in their designing and making activities. Sustainable issues could include materials production and selection, manufacturing processes, use of the product and its disposal/recycling. Internally assessed 30% of total. (externally moderated): Skills: designing Skills – creativity, imagination, sketching, computer aided design practical skills – time management, planning, hand skills, computer aided manufacturing presentational skills – layout, communication, rendering, ICT personal skills – showing evidence of progression interpersonal skills – communication and group work/discussions cognitive skills – reflection and review of own and others’ work, problem solving Use of ICT: research, presentation, CAD/CAM, databases, internet, CD ROMs. Literacy: reading/understanding text, spelling and grammar, use of key words. Numeracy: use of materials, costing, handling statistics/results, using formulae. Learning Opportunities: independent research. Assessment Opportunities: review work, act upon advice given. Mrs A Zannetou The Minster School Parent/Carer Handbook 2014-2015 66 CURRICULUM—YEAR 13 A2 LEVEL DRAMA AND THEATRE STUDIES (EDEXCEL 9DR01) Two Units are studied in Year 13. In these, students build on the skills of creating, analysing and performing which have been introduced in the AS level Units. ICT is used for research and for writing up coursework. AfL takes place through peer evaluation and teacher feedback and interim assessments. All the work in Drama encourages students to work independently, and to take responsibility for their own learning. For the written examination, students have to create an individual Director’s and Designer’s concept for a scripted play. Unit 3: Exploration of Performance (unit code 6DR03) Dramatic Students devise an original piece of Drama for presentation to an audience. They may choose either acting, directing, or a technical skill in this module. The starting point for the work will be a play, ‘Beast on the Moon’ by Richard Kalinoski. Assessed by coursework – marks are awarded for: Contribution to the devising process (marked out of 15). A written portfolio – max 3500 words (marked out of 30). Performance skills (marked out of 15). Written coursework will be completed under controlled conditions, according to the new Examination Board regulations. This Unit amounts to: 40% of A2 level 20% of total A Level Unit 4: Theatre Text in Context (unit code 6DR04) This module has two parts: practical study of a play set by the Board – ‘Lysistrata’ by Aristophanes. study of a play written in one of two time periods: Shakespearean/Restoration, Victorian/Edwardian. This play has not been chosen yet. The decision will be taken later in the year, when we have programmes available for theatres locally and in London. This is because we have to see a live, professional performance of the play as part of the study. It is likely to be a Royal Shakespeare Company production. Assessed by written examination 2½ hours. In Section A, the students will be asked questions about ‘Lysistrata’, which they must answer from the point of view of a theatre director. In Section B, the students will evaluate the performance which they saw, and compare it with the original staging conditions of the play. This Unit amounts to: 60% of A2 level 30% of total A Level Mrs A Spinks The Minster School Parent/Carer Handbook 2014-2015 67 CURRICULUM—YEAR 13 A2 ECONOMICS (OCR H461) Unit F583: Economics of Work and Leisure This unit focuses principally on the economic concepts and theories that help economists to understand and analyse labour market issues. It considers leisure industries in terms of models of market structure and the ways in which leisure needs have a bearing upon the demand and supply of labour. External examination: 2 hours – June of Year 13. This question paper has two sections. Section A: Candidates are required to answer one mandatory data-response question. Section B: Candidates are required to answer one structured question from a choice of three. Each structured question is split into two parts. Candidates answer two questions in total. This unit is synoptic. 60 marks – 25% of A Level. Unit F585: The Global Economy This unit provides the conceptual framework for the understanding, analysis and evaluation of macroeconomic performance in national, regional and global contexts. It considers the causes and consequences of economic growth in: developed economies, such as the UK; regional blocs such as the EU; developing economies; and the wider global economy. It emphasises the ways in which individual economies and regional blocs are interdependent through trade, the process of economic integration and the increasing globalisation that characterises current economic activity. Candidates are required to answer questions based upon pre-released stimulus material. Some questions may involve data interpretation. Most questions will require an essay-style answer of varied lengths written in continuous prose. This unit is synoptic. 60 marks – 25% of A Level. Assessment Objectives: AO1 - Knowledge and understanding of economic content. AO2 - Application of knowledge and understanding to economic problems and situations. AO3 - Analysis of economic problems, issues and situations. AO4 - Evaluate economic arguments and evidence, making informed judgements. Skills Use of ICT: research and manipulation of information. presentations, Literacy: reading/understanding text; spelling and grammar; use of key words; extended writing. Numeracy: calculations. construction of Learning Opportunities: research; investigating case recent newspaper articles. graphs and independent studies, using Assessment Opportunities: peer assessment, use of assessment criteria for exam questions, reflection on learning, self-assessment, sharing learning goals. Mr P Bowes External examination: 2 hours – June of Year 13. The Minster School Parent/Carer Handbook 2014-2015 68 CURRICULUM—YEAR 13 A2 ENGLISH LANGUAGE (AQA) Unit 3: ENGB3 Developing Language 60% A2 marks The aim of this unit is to develop the student’s understanding of the key concepts and theories surrounding language study. They will be developing skills and knowledge from their AS studies, with an additional focus on two new topics. These are: the acquisition of language by children – in other words how children learn to talk, read and write, using data, transcripts, children’s books and examples of their writing the development of and changes in English over time – in other words looking at, for example, how and why new words emerge and how old words can change their meaning. How many Old English words remain in daily use? What was the impact of the invention of the first dictionary? How are new technology words created? This unit takes further the study of social contexts, genres of speech, writing and multimodal texts first explored at AS level by embedding questions about language development in particular contexts of use. a language investigation - e.g., how the conductors of jazz and classical bands vary their language use; how the language of cookery books has changed over time; how language is used to create humour in ‘The Office’; the difference between how boys and girls use language on Facebook a media text – aimed at a non-specialist audience, which is linked to and based on the investigation topic, e.g. a magazine article on how heroines are presented in Mills and Boon novels from the past and present; an editorial on the language of game shows. Assessment will be by the production of a written coursework portfolio. Skills analysing how language is used in different situations developing accurate and perceptive knowledge of linguistic methods understanding the effect of contextual factors on language production using appropriate terminology and coherent, accurate written expression clear, perceptive understanding of links between genre and language choices Assessment will be by one written exam paper of 2 ½ hours. Use of ICT: coursework is likely to be wordprocessed; ICT can be used for independent research and presentations. Unit 4: ENGB4 40% A2 marks Numeracy: there is opportunity quantitative analysis in ENGB4. Investigating Language The aim of this coursework unit is to develop the student’s ability to explore and analyse language data through a variety of methods. It should enable the student to build upon the key concepts and ideas gained during the course of their AS level studies, as well as to demonstrate expertise in areas of individual interest. The coursework folder will individual pieces of writing: comprise two for Literacy: literacy is embedded at the heart of the AS and English Language syllabus. Learning Opportunities: independent reading and research; individually negotiated coursework tasks. Assessment Opportunities: assessment criteria are shared with the students to promote self and peer-assessment. Mr M Oxley The Minster School Parent/Carer Handbook 2014-2015 69 CURRICULUM—YEAR 13 A2 ENGLISH LITERATURE (AQA) Unit 3: LITB3 60% A2 level marks Focus The focus of this unit is to develop ideas on the significance of genre. Students will study texts in one of two categories: Elements of the Gothic or Elements of the Pastoral. A2 students should expect to: Evaluate and explore individual texts against some of the commonly accepted principles of the chosen genre. Compare three texts (or more) as representatives of that genre. Texts typically include: ‘Wuthering Heights’, ‘Macbeth’, ‘Dr Faustus’ and ‘The White Devil’. Students will study a minimum of three texts. At least one text will have been written between 1300 and 1800. Mode of Assessment: Exam 2 hours There will be two sections to the paper. Students will be required to answer one question from each section. Section A Students should answer one question on one text. Section B Students should answer one question. Each question will expect students to compare aspects of the chosen topic across at least three texts. Unit 2: LITB4 40% A2 level marks Focus There are a number of aims to this unit. The first is to introduce students to the study of a wide range of texts, some of which, in negotiation with their teachers, they may choose for themselves. The second is to introduce them to different ways of reading texts for study, including independently. The third is to introduce them to some critical ideas and how these influence interpretations of texts. The Minster School Content Students must study at least three texts. One of the three will be a pre-released anthology of critical writing – including Marxism and feminism - which they will apply to a piece of literature. Mode of Assessment Assessment will be by the production of a coursework portfolio of two pieces of work. They are equal in mark weightings. Each piece of work will be marked out of 30 to produce an overall mark out of 60 for the unit. The coursework portfolio will consist of: A comparative study of an aspect of two texts of the student’s choice. This piece should be 1500-2000 words. The application of critical ideas taken from the pre-released anthology to a text or texts. This piece should be 1200-1500 words. Skills for AS and A2 English Literature considered reading and analysis of challenging texts appreciation of the characteristics of a particular genre developed personal response to alternative interpretations Use of ICT: coursework is likely to be wordprocessed. ICT can be used for independent research and presentations. Numeracy: there is no requirement for numeracy in ENGB4. Literacy: literacy is embedded at the heart of the AS and English Literature syllabus. Learning Opportunities: independent reading and research, individually negotiated coursework tasks. Learning Opportunities: assessment criteria are shared with the students to promote self and peer-assessment. Parent/Carer Handbook 2014-2015 Mr M Oxley 70 CURRICULUM—YEAR 13 A2 GEOGRAPHY (AQA) Assessment Outline Geog 3—30% A2 grade Exam is taken in June of Year 13 Geog 4B—20% A2 grade. Exam taken in June of Year 13. This is a mixture of short questions and essay questions on a topical issue. The Issue evaluation is released 2 months before the exam for studying in lessons. Students have 1 extra lesson of geography a week to complete AS World Development WJEC Exam - 70% of AS June of Year 13. Article reviews. 30% of AS level done throughout the course. Students will cover the content for the exam during their human geography lessons. 4 Key Themes Natural Hazards Weather and Climate Globalisation and Development Contemporary conflicts and challenges Skills practical skills – fieldwork skills- collection of data, field sketches, environment and perception surveys, Mapping skills such as trip lies, desire lines, Isolines, time management, personal organisation The Minster School presentation skills – addressing audiences using a variety of media and forms personal skills – showing evidence of progression interpersonal skills – communication and group work cognitive skills – reflection and review of own and others’ performances Use of ICT: research and presentations. GIS used throughout the course. Literacy: reading/understanding text; spelling and grammar; use of key words; extended writing. Numeracy: completion of population pyramids, working out dependency ratios, completion of climate graphs, average speed of rivers, River discharge, Hydraulic radius, cross-sectional area, gradient calculations, Choropleth maps, statistical techniques such as Spearman’s rank. Learning Opportunities: independent research; investigating case studies. Assessment Opportunities: regular past paper questions are completed with students using exam mark schemes for guidance but also for peer and self assessment. Students are made aware of their target grades and given regular feedback to support progression. The school portal has revision materials with exam questions and advice for students. Parent/Carer Handbook 2014-2015 Mrs J Chappell 71 CURRICULUM—YEAR 13 A2 GOVERNMENT AND POLITICS (EDEXCEL (9GP01) Many of the topics covered in Year 12 are extended in the A2 level course. For example, party politics becomes a more detailed understanding of the current policies of the main parties. Skills of evaluation and analysis become more important particularly in assessing the similarities and differences in current political viewpoints and how they relate to post 1979 UK politics. The first Unit of A2 level is based on the politics of the UK and covers 4 main areas of government policy: Unit 3: UK Political Issues economic Policy social welfare, health and education law, order and criminal justice environmental policy This unit is examined in June of Year 13. Students must do three short-answer questions and one essay question. The total marks for this paper is 90. The final Unit is based on Global Politics which links well with many potential University courses: The external examination for this Unit takes place in June of Year 13. Students must do three short-answer questions and one essay question. The total marks for this paper is 90. Skills A01 – Knowledge and understanding A02 – Evaluation and analysis A03 – Communication and coherence Use of ICT: research and presentations; making work available for marking and for the benefit of other students. Literacy: reading/understanding text; spelling and grammar; use of key words; extended writing with greater emphasis on evaluation and analysis. Numeracy: assessing political data such as crime figures and government spending on the welfare state. Learning Opportunities: independent research; investigating case studies; extended writing on key topics and preparation for class debate. Mr P Bowes Unit 4: Global Political Issues poverty and international aid conflict, war and terrorism human rights and humanitarian aid global environmental issues The Minster School Parent/Carer Handbook 2014-2015 72 CURRICULUM—YEAR 13 A2 HISTORY (AQA) Course Content Students will study two units in Year 13. There are two syllabuses on offer for Year 13 A2 level History Modern HIS3K Triumph and Collapse – Russia and the USSR 1941-91. This unit is examined in June of Year 13 and is worth 60% of the A2 level grade and 30% of the A level as a whole. Medieval H1S3B The triumph of Elizabeth – Britain 1547-1603. This unit is examined in June of Year 13 and is worth 60% of the A2 level grade and 30% of the A Level as a whole. HIS4X All History students, both modern and medieval will also compare a historical enquiry. Historical Enquiry. Students will study a course on “Life, liberty and the pursuit of happiness?” The USA, 1775-1914. Students then negotiate a title and conduct research and writing of an essay of c.3500 words under the guidance of staff. The assignment is handed in around Easter of Year 13 and is worth 40% of the A2 level grade, and 20% of the A level as a whole. Skills: research comparison of sources source analysis debating presentational skills – addressing audiences using a variety of media and forms interpersonal skills – communication and group work extended writing Use of ICT: students are encouraged to use ICT to help complete homework. In lessons students use ICT to assist in research and presentation of work. Literacy: students will continue to develop their skills in writing good explanations and judgements, using a wide range of sources in writing answers, how to support and develop arguments, and note-taking and research skills. Numeracy: students use statistics and data in the form of sources used in lessons. Learning Opportunities: independent research and project work gives students the chance to develop their work. Students are expected to read around the subject to further their own understanding. The Historical Enquiry is designed to give students the freedom and responsibility to take more responsibility for their own learning. Miss R Foy The Minster School Parent/Carer Handbook 2014-2015 73 CURRICULUM—YEAR 13 A2 ICT (0CR) G063: ICT Systems, Applications and Implications Examination in January (60%) Students learn about more advanced ICT theory, such as networking and Information Systems. They look at how these and other areas affect businesses and how ICT can and should be deployed effectively within a business environment. Students look at social implications of ICT and consider how this can be managed. G064: Project Coursework submission in May (40%) Students complete a single large project based on a real life scenario they have chosen The choice of software to use is open to the student, and should be decided based on the needs of their end user. Students should produce a realistic solution to a given problem using what they have learnt in the course so far. Skills: An understanding of: the system cycle designing a computer based information system networks and communications the applications of ICT implementing computer-based information systems the implications of ICT a single large project in which they work with a real end user to produce a solution to a problem, the sections are: Analysis of existing problem Design of solution Production of the solution Testing Evaluation Writing a user guide Use of ICT: students control the coursework choice and as such the focus on different software types. Generally students will make use of all standard Office packages (spreadsheet, database, word processing and presentation), they will also make use of creative software such as web design and graphics editing depending on the nature the project chosen. Literacy: words. report writing; discussions; key Numeracy: sizes – dimensions and file size; handling data; complex mathematical operators; space, proportion and sizing. Learning Opportunities: independent research; library of resources to support practical tasks; use of software outside of school following tutorials; individual coursework feedback. Assessment Opportunities: summative tests; in class exercises; past paper revision; mark schemes; exemplar products; kills videos. Mr S Lang The Minster School Parent/Carer Handbook 2014-2015 74 CURRICULUM—YEAR 13 A2 LANGUAGES—FRENCH (AQA 2560) Topics covered: Environment - pollution, energy and protecting the planet. The multi-cultural society - immigration, integration and racism. Contemporary social issues - wealth and poverty, law and order and the impact of scientific and technological progress. Unit 1: ‘La Haine’ Study of a film by Mathieu Kassovitz. Unit 2: l’occpation Study of the occupation of France during World War Two. Unit 3: Listening, reading and writing Students answer a range of questions based on approximately 6 minutes of heard material and on a selection of written texts. They also respond in writing to a question based on one of the four A2 level cultural topic areas. Externally examined: 35% of total A Level marks. Speaking test: 15% of total A level marks. Unit 4: Speaking Candidates will present a point of view based on a target-language stimulus card from one of the A2 level topic areas and take part in a conversation covering two further A2 topics. Skills: AO1 - Understand and respond, in speech and writing, to spoken language. AO2 - Understand and respond, in speech and writing, to written language. AO3 - Show knowledge of and apply accurately the grammar and syntax prescribed in the specification. Use of ICT: the Language Lab is used for a variety of language learning activities- opportunities are available to develop listening, reading, writing and oral skills students access electronic resources which support the course textbook and access websites for current affairs and news items research work and PowerPoint presentations are also required Language activity websites: www.zut.org.uk www.languagesonline.org.uk www.google.fr www.tf1.fr www.tv5.fr Literacy: reading and understanding text, spelling, punctuation and grammar, extended writing, developing and supporting arguments and a stance on a certain topic. Numeracy: statistics and data in texts/audio recordings. Learning Opportunities: independent research on each of the topics covered using newspaper/website articles as a source of information for discussion independent work using the electronic resources which complement the textbook television and radio programmes, films and books in the target language Assessment Opportunities: peer assessment, formal assessment- exam style questions and past papers are used, mark schemes discussed and students given feedback on their performance, along with targets for improvement. French should enable students to: Derive enjoyment and benefit from language learning. Acquire knowledge, skills and understanding for practical use, further study and/or employment. Mrs S Westerman Communicate with speakers of the language take their place in a multilingual global society. The Minster School Parent/Carer Handbook 2014-2015 75 CURRICULUM—YEAR 13 A2 LANGUAGES—A2 GERMAN (AQA 2660) Topics covered: Environment—pollution, energy and protecting the planet. The multi-cultural society—immigration, integration and racism. Contemporary social issues—wealth and poverty, law and order and the impact of scientific and technological progress. Unit 1: The Work of the Dramatist - Der .. Besuch der alter Dame by Durrenmatt Unit 2: The work of the Director Sophie Scholl die letzten Tage by Marc Rothemund. Unit 3: Listening, reading and writing Externally Examined: 35% of total A Level marks. Students answer a range of questions based on heard material and on a selection of written texts. They also respond in writing to a question based on one of the four A2 level cultural topic areas. Unit 4: Speaking Candidates will present a point of view based on a target-language stimulus card from one of the A2 topic areas and take part in a conversation covering two further A2 topics. 15% of total A Level marks Skills: AO1 - Understand and respond, in speech and writing, to spoken language. AO2 - Understand and respond, in speech and writing, to written language. AO3 - Show knowledge of and apply accurately the grammar and syntax prescribed in the specification. Use of ICT: the Language Lab is used for a variety of language learning activities- opportunities are available to develop listening, reading, writing and oral skills students access electronic resources which support the course textbook and access websites for current affairs and news items research work and PowerPoint presentations are also required Language activity websites: www.gut.org.uk www.die welt.de www.google.de www.tivi.de www.tatsachen über Deutschland Literacy: reading and understanding text, spelling, punctuation and grammar, extended writing, developing and supporting arguments and a stance on a certain topic. Numeracy: statistics and data in texts/audio recordings. Learning Opportunities: independent research on each of the topics covered using newspaper/website articles as a source of information for discussion independent work using the electronic resources which complement the textbook television and radio programmes, films and books in the target language Assessment Opportunities: peer assessment, formal assessment- exam style questions and past papers are used, mark schemes discussed and students given feedback on their performance, along with targets for improvement. German should enable students to: derive enjoyment and benefit from language learning aquire knowledge, skills and understanding for practical use, further study and/or employment communicate with speakers of the language take their place in a multilingual global society The Minster School Parent/Carer Handbook 2014-2015 Mrs S Westerman 76 CURRICULUM—YEAR 13 A2 LANGUAGES—SPANISH (AQA 2695) Topics covered: Environment—pollution, energy and protecting the planet. The multi-cultural society—immigration, integration and racism. Contemporary social issues—wealth and poverty, law and order and the impact of scientific and technological progress. ` Unit 1: La transicion espanda Study of the Spanish transition dictatorship of France to democracy from the ` Unit 2: La lengua de las mariposas Study of the film ‘La Lengua las mariposas’ by Jose Luis Cuerda. Unit 3: Listening, reading and writing Externally Examined: 35% of total A Level marks. Students answer a range of questions based on approximately 6 minutes of heard material and on a selection of written texts. They also respond in writing to a question based on one of the four A2 level cultural topic areas. Unit 4: Speaking Candidates will present a point of view based on a target-language stimulus card from one of the A2 topic areas and take part in a conversation covering two further A2 topics. 15% of total A Level marks. Skills: AO1 - Understand and respond, in speech and writing, to spoken language. AO2 - Understand and respond, in speech and writing, to written language. AO3 - Show knowledge of and apply accurately the grammar and syntax prescribed in the specification. Use of ICT: the Language Lab is used for a variety of language learning activities- opportunities are available to develop listening, reading, writing and oral skills students access electronic resources which support the course textbook and access websites for current affairs and news items research work and PowerPoint presentations are also required Language activity websites: www.studyspanish.com www.bbc.co.uk/mundo www.languagesonline.org.uk www.eslconnect.com/spanish/spanish www.languagesresources.co.uk/ spanish_resources Literacy: reading and understanding text, spelling, punctuation and grammar, extended writing. Numeracy: statistics and data in texts/audio recordings. Learning Opportunities: independent research on each of the topics covered using newspaper/website articles as a source of information for discussion independent work using the electronic resources which complement the textbook television and radio programmes, films and books in the target language Assessment Opportunities: peer assessment, formal assessment- exam style questions and past papers are used, mark schemes discussed and students given feedback on their performance, along with targets for improvement. Spanish should enable students to: derive enjoyment and benefit from language learning acquire knowledge, skills and understanding for practical use, further study and/or employment communicate with speakers of the language take their place in a multilingual global society The Minster School Parent/Carer Handbook 2014-2015 Mrs S Westerman 77 CURRICULUM—YEAR 13 A2 MATHEMATICS Areas of study Students work through the Edexcel A2 level Mathematics Specification. They work towards taking all three modules in June – Mechanics 1, Core 3 and Core 4. In the Mechanics 1 Module students will cover concepts such as Kinematics, Vectors, Moments, Statics and Dynamics. In the Core 3 and the Core 4 Module students cover more Coordinate Geometry, Trigonometry, Differentiation and Integration. Skills: problem solving; thinking skills; group work; independent learning; functional maths; proof ICT: Use of Autograph, Excel, PowerPoint and Geometers Sketchpad to explore and present findings. Numeracy: the course aims at enabling students not to just solve abstract problems but to apply their understanding in to a real world context. Literacy: reading and understanding text; interpreting questions, use of key words; writing to explain or justify. Learning Opportunities: students have their textbook which may be used as a resource for additional question practice. They are also issued with CDRoM containing all the past and practice exam papers for each module which may be used in preparation for examinations. Students are provided with a booklet containing all Assessed Homework tasks to be completed at regular intervals throughout the year. These must be completed as they form a vital part of the revision and consolidation process. Assessment Opportunities: assessed homework at the end of each unit, Starters/ Plenaries, Practice papers. at AS for entry to the course. A2 FURTHER MATHEMATICS Areas of study Students work through the Edexcel A2 level Further Mathematics Specification. They work towards taking all 3 modules in June – Mechanics 2, Further Pure 2 and Further Pure 3. This course is ideal for students wishing to study Mathematics or Engineering at University. Skills: problem Solving; Thinking Skills; Group Work; Independent Learning; Functional Maths; Proof ICT: use of Autograph, Excel, PowerPoint and Geometers Sketchpad to explore and present findings. Numeracy: the course aims at enabling students not to just solve abstract problems but to apply their understanding in to a real world context. Literacy: reading and understanding text; interpreting questions, use of key words; writing to explain or justify. Learning Opportunities: students have their textbook which may be used as a resource for additional question practice. They are also issued with CDRoM containing all the past and practice exam papers for each module which may be used in preparation for examinations. Assessment Opportunities: assessed homework at the end of each unit, Starters/ Plenaries, Practice papers. Opportunities for Support: students requiring help or support with any aspect of class work, homework or exam preparation are more than welcome to attend the Post 16 Maths Club after school every Thursday. Requiring Opportunities for Support: students requiring help or support with any aspect of class work, homework or exam preparation are more than welcome to attend the Post 16 Maths Club after school every Thursday. Ms H McGregor Note: This course is challenging. Students will need to have attained at least a ‘D’ grade The Minster School Parent/Carer Handbook 2014-2015 78 CURRICULUM—YEAR 13 A2 MEDIA STUDIES MS3 - Media Investigation & Production Students carry out an investigation into narratives, genre or representation within music video and write a report of 1500 words. This then leads into a production task of either: producing a music video or producing a Music DVD front cover and inserts; the production is then evaluated in a written report. MS4 - Text, Industry and Audience Students study three media industries including film, music and television and answer questions which test their understanding of the relationship between media texts, their audience and the industries which produce and distribute them. Internal Assessment Three components: a written investigation into media texts based on concepts of genre, narrative and/or representation a media production an evaluation of how the production is informed by the investigative research 50% of A2 level marks. External assessment 2½ hours written paper 50% of A2 level mark ICT: use of media technologies including iMovie software and Publisher. Literacy: developing written skills and critical media vocabulary. Numeracy: considering financing costs terms of media production and industries. Learning Opportunities: individ ual coursework tasks negotiated with class teacher. Assessment Opportunities: learning Objectives for each Unit are shared with classes at the outset of the course. Model answers are provided throughout the course in order that students see and learn from ‘A’ grade responses. Self and peer assessment are both used regularly as a matter of good practice. Skills create own media texts in print or audiovisual formats using appropriate software technologies become independent in research skills and encourage the development of students’ own views and interpretations develop students’ knowledge and understanding of the relationship between media texts, their audiences and the industries which produce and distribute them understanding of the media will also be more informed by appropriate theoretical perspectives The Minster School in Parent/Carer Handbook 2014-2015 Mr M Oxley 79 CURRICULUM—YEAR 13 A2 MUSIC (Edexcel) Autumn Term Extended Performance students perform as soloists and/or as part of an ensemble in recital concerts, school concerts and concerts in the community Composition and Technical Study students work on one composition and one technical study each selected from topics published by Edexcel Further Musical Understanding analysis of Instrumental and Applied Music students learn to write perceptively about set works in context, in particular comparing, contrasting and commenting as appropriate Spring Term Extended Performance students prepare and minute assessed recital perform a Composition and Technical Study students complete and submit composition and one technical study 12-15 one Further Musical Understanding aural analysis instrumental music applied music demonstrating understanding of and commenting perceptively on, the structural, expressive and contextual aspects of music (appraising) Use of ICT: use of Music Instrument Digital Interface (MIDI) software to compose: Sibelius and Reason are both available use of the internet to research information related to the areas of study and to broaden listening experience use of word processing Literacy: analysis of set works, reading and synthesising information, writing essays. Numeracy: interpretation of symbols. Learning Opportunities: research information related to the areas of study collaborate and negotiate with others for rehearsals, performances and recordings create action plans for coursework within the specified time scale Assessment Opportunities: the assessment criteria for Performing and Composing are used as a reference from the outset of the course levelled exemplar materials, marking schemes and examiners’ reports are used for Unit 6 practice questions. Summer Term Revision and practice questions for the Unit 6 examination. Miss H Wallis Skills interpreting musical ideas with technical and expressive control and a sense of style and awareness of occasion and/or ensemble (performing/realising) creating and developing musical ideas with technical control and expressive understanding making use of musical devices, conventions and resources (composing/arranging) The Minster School Parent/Carer Handbook 2014-2015 80 CURRICULUM—YEAR 13 A2 MUSIC TECHNOLOGY (Edexcel) Units of study Autumn Term Unit 3: Music Technology Portfolio 2 students will create a sequenced integrated performance of a song prescribed by Edexcel that integrates sequenced tracks with live audio students will develop compositional skills including: the study of a range of styles and genres, and developing musical ideas within chosen forms and structures students will start a 12-24 track recording that has a focus either on recording acoustic instruments or recording percussion instruments Unit 4: Analysing and Producing students will learn how to make comparisons between musical extracts using appropriate musical vocabulary Spring Term Unit 3: Music Technology Portfolio 2 students will compose and submit a piece 3-4 minutes long to fit a brief prescribed by Edexcel using music technology students will complete and submit a multitrack recording Unit 4: Analysing and Producing students will learn how to interpret data, follow a score and compare it to a recording of the music students assemble four tracks to produce a balanced stereo mix Summer Term Revision and examination. practice for the Unit 4 Skills: interpreting musical ideas with technical and expressive control and a sense of style and awareness of occasion and/or ensemble (realising) creating and developing musical ideas with technical control and expressive understanding making use of musical devices, conventions and resources (arranging) demonstrating understanding of and commenting perceptively on, the structural, expressive and contextual aspects of music (appraising) demonstrating effective use of music technology to capture, edit and produce musical outcomes demonstrating understanding of and comment perceptively on the technical processes and principles that underpin effective use of music technology Use of ICT: use of Reason or ProTools MIDI software to sequence and arrange, record and edit sample audio or MIDI files from the internet use of the internet to research information related to the areas of study use of word processing Literacy: analyse music of different styles including: western popular styles and music for film read and synthesise information Numeracy: collect and interpret data for sequencing and make calculations about the recording space and its acoustic properties Learning Opportunities: research information related to the areas of study collaborate and negotiate with others for rehearsals, performances and recordings create action plans for coursework within the specified time scale keep an up-to-date record of the sequencing and recording processes Assessment Opportunities: the assessment criteria for sequencing and recording are used as a reference from the outset of the course levelled exemplar materials, marking schemes and examiners’ reports are used for Unit 4 practice questions Miss H Wallis The Minster School Parent/Carer Handbook 2014-2015 81 CURRICULUM—YEAR 13 A2 GCE PHYSICAL EDUCATION (H554 OCR) Unit G453 Socio–cultural options [option A2] Comparative studies Scientific options [option B1] Sports Psychology Exercise and Sport Physiology [option B3] Practical skills –performance and evaluation including an oral examination Assessment weightings =AS 50% Written A2 examination 35% Practical 15% Skills: Practical skills – physical competence, involvement and effectiveness STUDENTS SHOULD BE REGULARLY COMPETING/PLAYING THEIR CHOSEN SPORT observation, analysis and critical evaluation – their own and others performance application of knowledge and understanding to optimise performance and the effects on leading a healthy and active lifestyle Use of ICT: Ubersense. Research and presentations. Literacy: quality of written communication so that it is legible, with accurate punctuation, spelling and grammar so that the meaning is clear; Selecting and using a form and style of writing appropriate to purpose and to complex subject matter, organising information clearly and coherently using specialist vocabulary when appropriate. Numeracy: interpretation and design of graphs to explain for example Drive theory or the analysis of results associated with basic biomechanical principles. Learning Opportunities: peer and self assessment; variety of inclusive approaches to allow choice such as the presentation method used to utilise strengths and maximise learning; independent research; investigating case studies. Assessment Opportunities: peer and self assessment, teacher assessment. Recommended Text: Carnell,D, et al OCR Physical Education A2, Heinemann, 2009. A revision guide is also available to accompany the recommended text. Mrs S Gratton The Minster School Parent/Carer Handbook 2014-2015 82 CURRICULUM—YEAR 13 A2 PHYSICS (AQA) Unit 4: Fields and Further Mechanics further mechanics, including momentum, circular motion and simple harmonic motion fields, including gravitational fields, electric fields, capacitors, magnetic fields, electromagnetic induction This is a written paper worth 20% of the total A level marks. Unit 5: Nuclear Physics, Thermal Physics and optional topic There is a choice to specialise in one of four options. Centres will choose to enter candidates for one option from: Astrophysics Medical Physics Applied Physics Turning Points in Physics Each option will have a question paper comprised of 4/5 compulsory structured questions. This is a written paper worth 20% of the total A level marks. make, record and communicate reliable and valid observations analyse, interpret, explain and evaluate the methodology, results and impact of their own and others experimental and investigative activities in a variety of ways This is a written paper worth 10% of the total A level marks. Skills application of scientific knowledge in new and unfamiliar situations data handling. analysis of data evaluation of practical methodologies and validity of data ICT research handling data making presentations data logging Literacy: development of key word vocabulary necessary for the subject. Numeracy: some complex calculations, no more demanding than higher tier GCSE. Practical Learning Opportunities: Collins Physics A2 textbook; Revision Guides. demonstrate and describe ethical, safe and skilful practical techniques process and select appropriate qualitative and quantitative methods Assessment Opportunities: self and peerassessment of end-of unit tasks using Assessment for Learning framework. Self and peer-assessment of individual skills assignment training tasks. Practice module tests. Unit 6: Externally Assessment marked Mr D Monteith The Minster School Parent/Carer Handbook 2014-2015 83 CURRICULUM—YEAR 13 A2 PSYCHOLOGY (AQA Specification A) Unit 3: PSYA3 Topics in Psychology Students will develop knowledge, understanding and skills of analysis and evaluation in relation to 3 topics: Biological Rhythms & Sleep: Biological Rhythms – Circadian, infradian and ultradian rhythms, including the role of endogenous pacemakers and exogenous zeitgebers in the control of circadian rhythms: disruption of biological rhythms, for example shift-work and jet lag sleep – The nature of sleep, functions of sleep and lifespan changes in sleep disorders of Sleep –Explanations for other sleep disorders including, Insomnia, sleep walking and narcolepsy Aggression social psychological approaches to explaining aggression social psychological theories of aggression, for example, social learning theory, deindividuation institutional aggression biological explanations of aggression neural and hormonal mechanisms in aggression genetic factors in aggressive behaviour evolution and human aggression evolutionary explanations of human aggression, including infidelity and jealousy evolutionary explanations of group display in humans, for example sport and warfare Cognition & Development: development of thinking- Theories of cognitive development, including Piaget and Vygotsky Applications of cognitive development theories to education. development of moral understanding. Kohlberg’s theory of moral understanding. development of social cognition. development of the child’s sense of self, including Theory of Mind. development of children’s understanding of others, including perspective taking for example, Selman. biological explanations of social cognition, including the role of the mirror neuron system. The Minster School External examination: 1 hour 30 minutes –June Exam worth 50% of the A2 level year. 3 essay style questions, quality of written communication will be assessed in each answer. Unit 4: PSYA4 Psychopathology, Psychology in Action & Research Methods Candidates will be expected to learn theories and studies, analyse and evaluate the theories and studies and undertake practical activities involving the collation, analysis and interpretation of quantative and qualitative data. Psychopathology: Students will be expected to develop a knowledge and understanding of depression and apply knowledge and understanding of models, classification and diagnosis to depression. In relation to their chosen disorder: depression, candidates should be familiar with the following: clinical characteristics of the chosen disorder issues surrounding the classification and diagnosis of their chosen disorder, including reliability and validity biological explanations of their chosen disorder, for example, genetics, biochemistry psychological explanations of their chosen disorder, for example, behavioural, cognitive, psychodynamic and socio-cultural biological therapies for their chosen disorder, including their evaluation in terms of appropriateness and effectiveness psychological therapies for their chosen disorder, for example, behavioural, psychodynamic and cognitive-behavioural, including their evaluation in terms of appropriateness and effectiveness Psychology in Action: Students will be expected to develop knowledge, understanding and critical thinking in relation to the psychology of addictive behaviour, apply their knowledge and understanding of research methods, approaches, issues and debates and develop an appreciation of the relationship between research policy and practices in applying psychology in everyday life. Parent/Carer Handbook 2014-2015 84 CURRICULUM—YEAR 13 A2 PSYCHOLOGY (AQA Specification A) continued... The psychology of addictive behaviour models of addictive behaviour- Biological, cognitive and learning approaches to explaining initiation, maintenance and relapse, and their applications to smoking and gambling vulnerability to addiction - Risk factors in the development of addiction, including stress, peers, age and personality media influences on addictive behaviour reducing addictive behaviour - The theory of planned behaviour as a model for addiction prevention types of intervention and their effectiveness, including biological, psychological and public health interventions Psychological Research & Scientific Method: the application of scientific method in psychology – the major features of science, the scientific process, validating new knowledge and the role of the peer review designing psychological investigations – selection and application of research methods. Implementing sampling techniques. Issues of reliability. Assessing and improving validity. Ethical considerations data analysis and reporting on investigations – appropriate selection and representation of graphical representations. Probability and significance. Factors affecting choice of statistical test. The use of inferential statistical tests. Analysis and interpretation of qualitative data. Conventions of reporting on psychological investigations Skills: practical skills – time management, personal organisation and planning presentational skills – addressing audiences using a variety of media and forms personal skills – showing evidence of progression, developing knowledge of analysis and evaluation interpersonal skills – communication and group work cognitive skills – develop an appreciation of the issues and debates in psychology Use of ICT: research, presentations and essay writing. Literacy: reading/understanding text; spelling and grammar; use of key words; extended writing. Learning Opportunities: independent research; investigating theories and concepts. Assessment Opportunities: used in each topic to assess understanding and mock exams before each formal exam. Mr P Bowes External examination: 2 hours – June Exam worth 50% of A2 level marks comprising of two essay style questions, where the quality of written communication will be assessed in each answer. one compulsory structured question. The Minster School Parent/Carer Handbook 2014-2015 85 CURRICULUM—YEAR 13 A2 RELIGIOUS STUDIES: AND ETHICS (OCR H572) PHILOSOPHY Unit G581: A2 Philosophy of Religion Religious language: A study of different theories on the importance and use of language including Verification, Falsification, Via Negative, Myth. Symbol and Analogy Experience and religion: A critical study of the concepts of Private and Corporate religious experiences and the effects they have on individuals Nature of God: A look at different understandings of the nature of God and evidence for each approach Life and death: A study of different theistic and atheistic understandings of life after death and the distinction between body and soul Miracle: An assessment of the validity of Miracle claims and an understanding of what constitutes a miracle Unit G582: A2 Religious Ethics Meta-ethics: A study of the importance and use of language within ethics, including a study of ethical naturalism, intuitionism, emotivism and prescriptivism Free will and determinism: A critical approach to the issues of ‘what it means to be free’ and ‘can we have true freedom?’ through the works of Darrow, Honderich, Hume and Locke Conscience: A look at the different views of the conscience as Godgiven, innate or instilled by society, parents, authority figures Virtue ethics: A study of the principles of Virtue ethics from Aristotle as well as more modern approaches Applied ethics topics: Application of the different ethical systems studied to the issues of Environmental and Business ethics and Sexual ethics The Minster School Skills debating skills – students engage in class and small group discussion/debates evaluation skills – students must analyse their own views in comparison with those of different philosophical and ethical viewpoints independent Thinking skills – students are encouraged to think independently and form their own beliefs and values on a range of ethical and philosophical issues empathy skills – students are asked to consider issues from a range of perspectives group work skills – students are encouraged to work together and develop team work and co-operative skills Use of ICT: class laptops used for research & investigation. Use of online and multimedia resources. Literacy: students’ are taught the skills necessary to produce extended pieces of writing through explanation and evaluation of the different theories studied. Use and explanation of Key terms and meanings are an integral part of the course. Learning Opportunities: homework tasks are set to extend learning and on line resources accompany the course. Students are expected to use personal reading in order to extend their knowledge and understanding of the issues being studied. Assessment Opportunities: use of mark schemes, model answers, peer and self assessment. End of unit assessment for each topic. Parent/Carer Handbook 2014-2015 Mrs H Feehily 86 CURRICULUM—YEAR 12 AND 13 EDEXCEL LEVEL 3 BTEC—SUBSIDIARY DIPLOMA IN PERFORMING ARTS (ACTING) BTEC Nationals are qualifications that are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment. This course is part of the BTEC framework of qualifications. The Subsidiary Diploma is equivalent to a full A Level. Students are graded at Distinction*, Distinction, Merit or Pass, which are equivalent to Grade A*, Grade A, Grade C and Grade E, respectively, at A Level. Students taking on the BTEC National must complete the full two year course to gain the qualification. There is no interim qualification after one year. There are six Units, spread over the two years. Three Units are completed in Year 13; the first two relate to the same performance project: Unit 7 Performing to an Audience This unit gives students the opportunity to prepare and perform a role as part of a performing arts company presenting a full-scale performance to an audience. It can therefore be seen as the ‘icing on the cake’, the culmination of work carried out in training and skills development in Acting. Vocational practice will be reflected as much as possible in delivering this unit and students will be given as realistic as possible an experience of ‘treading the boards’. This will include auditions, production meetings, budgeting, a concrete and exhaustive rehearsal and preparation schedule and the use of the School’s professional standard Theatre. and base a performance set in the chosen space. The performance could be based in and around a place of historical interest or importance or a more contemporary space such as a car. The students can make choices about the target audience and the intentions of the piece. Learners will also need to understand and demonstrate the work of a professional theatre company, in particular the risk assessment and planning of a site-specific performance. They will also need to take part in marketing the performance. Unit 23 Film and TV Acting Acting for the camera is an essential skill for students who wish to work in the film and television industry. The growth of independent screen productions and digital broadcasting offers more employment opportunities for actors who have trained and developed the necessary skills of acting for the camera and have gained experience of working as a member of a creative team within the studio environment. This specialist unit offers students the chance to hone the particular skills required for acting to the camera. Learners will develop their voice and physical expression for this specific medium, using techniques that are markedly different from those used for acting on stage. Working in a studio environment and on location, assimilating knowledge of the filming and editing processes, analysing screenplays, scripts, styles and genres, will enable students to apply their knowledge and understanding. Students will take part in a workshop with professional TV actors as part of this Unit. Assessment will be based on students’ performance work on camera, a short film which they will devise, film and edit themselves, and a presentation. Assessment will be based on the students’ work in lessons, an Actor’s Log and a public performance of the Show. Unit 6 Site Specific performance This is an exciting unit in which students will be asked to create and perform a piece of theatre based in and around a specific site. They will take part in research to find a place of interest The Minster School Parent/Carer Handbook 2014-2015 87 CURRICULUM—YEAR 12 AND 13 EDEXCEL LEVEL 3 BTEC—SUBSIDIARY DIPLOMA IN PERFORMING ARTS (ACTING) continued... Teaching and Learning Methods This course will follow on directly from the work done in Years 10, 11 and 12, and will build on the skills already developed. It is an active course: the majority of the work is practical; discussing, creating, rehearsing and performing. Groupwork and inter-personal skills are a key area of focus, as students will work in groups, of various sizes, throughout the Course. They will take part in a range of small and larger scale performances; to their own class and to other audiences. They will also produce an Actor’s Log, in which they will keep a record of what they have learnt. This can be in written form, or an on-line Blog, including photos, video clips of their work, audio commentary, etc. Students will be encouraged to make full use of ICT in the capturing of their learning in the Actor’s Log. Independent Learning To achieve the Distinction and Distinction* grades, students must be able to work independently, and show leadership and initiative in their groups. Mrs A Spinks Assessment Methods There are no written examinations in this course. All the Units are teacher-assessed. Students will be marked on their performances, their work during lessons, their contribution and ideas. The Minster School Parent/Carer Handbook 2014-2015 88 CURRICULUM—YEAR 12 AND 13 SPORTS LEADERS—LEVEL 2 Unit 1 plan lead and evaluate sport/activity session 21 Guided learning hours [GLH] 21 [including 10 hours voluntary]. This unit can ONLY be signed off after ALL other units are passed including 10 hours. Unit 2 Developing leadership skills. GLH 3 Unit 3 Lead activities that promote a healthy lifestyle GLH 5 Unit 4 Making activity sessions inclusive GLH 4 Unit 5 Positive role models in sport GLH 3 Unit 6 Organise and deliver a sports event or competition. GLH 4 Unit 7 Pathways in Sports and recreation. GLH 3 Unit 8 Using leadership skills GLH 5 Candidates must achieve all units plus 10 hours leadership which may be done at Minster to qualify. Use of ICT: research, communications with outside agencies. Literacy: reading and understanding supporting worksheets/booklets, letters to partnership schools, completion of log books. Numeracy: tournament scoring, fitness components e.g. heart rate. measuring Learning Opportunities: choice of placement for Unit 8, choice of fitness activity to present at lunch time and choice of sports event/ competition they wish to organise, choice as part of sub-group for festival. Assessment Opportunities: on-going tutor assessment for each unit 1-7, internal verification of at least three separate units, written feedback from external supervisor for unit 8, moderated festival for feeder primary schools. Maximum GLH = 48 Mrs S Gratton Skills: practical skills: ability to improvise, action planning, development of leadership skills presentational skills: addressing an audience, use of demonstrations, giving instructions personal skills: fulfilling responsibilities, meeting deadlines interpersonal skills: communication, group work, ability to delegate cognitive skills: reflection of own and others’ performances The Minster School Parent/Carer Handbook 2014-2015 89 CURRICULUM—YEAR 12 AND 13 RECOMMENDED TEXTBOOKS AND WEBSITES Business (AQA) AS and A2 course textbooks by Wolinski & Coates (Philip Allan Updates) www.tutor2u.net/blog/index.php/businessstudies www.bbc.co.uk/news/business You are also encouraged to follow Mr Bowes on Twitter @bowesy269 where up to date news stories will be posted. This is particularly important in Year 13. Computing AS/A2 Online reading BBC Click - New technology, future developments. http://news.bbc.co.uk/1/hi/ programmes/click_online/default.stm Books OCR Computing - Course textbook Economics (OCR) AS and A2 course textbooks by Bamford, Grant and Walton (Heinemann) www.tutor2u.net/blog/index.php/economics/ www.bbc.co.uk/news/business/economy/ www.philipallan.co.uk/economicreview/ index.htm You are also encouraged to follow Mr Bowes on Twitter @bowesy269 where up to date news stories will be posted. This is particularly important in Year 13. AS and A2 English Language Study Guide – Revision Express. Alan Gardiner. This one is really worth buying for yourself as it covers all topics for AS. You will be issued with the Grammar section from this book – consolidate all areas. AS Student Unit Guide Unit 1 AQA Spec B Philip Allen. This is very helpful for the first part of the AS exam. Rediscover Grammar - David Crystal The Cambridge Encyclopedia of Language by David Crystal – Includes lots of fascinating stuff on all sorts of language related topics. Worth dipping in to in the library if you have a spare 5 minutes. Don’t be put off by the size, it is very readable. A2 A2 students should read around the topic of their individually negotiated coursework focus. Teacher will advise on texts. the library covering a range of topics related to the A2 coursework task. There are also extracts from this series on a range of topics on the school system accessible to students. www.englishbiz.co.uk useful section on grammar. www.englishlangsfx.blogspot.com postings of topical language debates and links to other useful sites. www.universalteacher.org.uk - covers all the basic topics Emagazine - This is an on-line resource and the passwords are: Username: emagazine8, Password: h379zz English Literature As a priority AS students should read the texts their group is studying in the Autumn Term (these vary depending on teacher and students and will be notified by letter the preceding July). A2 students should complete the reading advised by their particular AS class teacher. Both AS and A2 students should read another text by their “set texts” authors. A2 students should read texts in the library on the Gothic genre A2 students should read and be very familiar with the ideas emerging from the AQA Critical Anthology Emagazine. This is an on-line resource and the passwords are: Username: emagazine8, password: h379zz Sparknotes where relevant for text being studied Geography AS Level AQA Geography Philip Allen OR Nelson Thornes A2 Level AQA Geography Philip Allen OR Nelson Thornes http://web.aqa.org.uk/qual/gce/humanities/ geography_noticeboard.php?id=10&prev=10 Specification and past paper materials. http://www.s-cool.co.uk/a-level/geography @minstergeog to follow recent news and relevant extra reading RECOMMENDED TEXTBOOKS AND WEBSITES (continued) Intertext Series – There are several of these in The Minster School Parent/Carer Handbook 2014-2015 90 CURRICULUM—YEAR 12 AND 13 GPL AS Government and Politics for AS: Neil McNaughton Essential of UK Politics: Andrew Heywood http://www.tutor2u.net www.bbc.co.uk/news politicalcompass.org GPL A2 Global Politics; Andrew Heywood http://www.tutor2u.net www.bbc.co.uk/news politicalcompass.org Year 13: You are also encouraged to follow Mr Owen on Twitter @CliveOwen3 where up to date news stories will be posted. Year 12: Modern History HIS1L C Collier History AS Britain, 1906–1951 Nelson Thornes, 2008. 9780748782628 (copy provided to each student by the department) R Rees Britain, 1890–1939, (Heinemann Advanced History) Heinemann Educational, 2003 0435327577. A Thorpe Britain 1916–1940 Sempringham, 1998 095157647X C Rowe Britain, 1929–98 (Heinemann Advanced History), AS section Heinemann Educational, 2004 0435327380 HIS2L J Laver The Impact of Stalin’s Leadership in the USSR 1924–1941, Nelson Thornes,2008, 9780748782673 (copy provided to each student by the department) S Lee Stalin and The Soviet Union Routledge, 1999 0415185734 D Evans Stalin’s Russia Teach Yourself, 2005 0071452125 S Phillips Stalinist Russia Heinemann, 2000 0435327208 Year 12: Medieval History HIS1A T Madden A New Concise History of the Crusades, Rowman and Littlefield, 2005 0742538230 I Merrall The Crusades, Nelson Thornes, 1999 074874343X J Phillips The Crusades, 1095–1197 Longman, 2002 0582328225 J Phillips Holy warriors A Modern History of the Crusades, 2009, 9780224079372 J Riley-Smith The Atlas of The Crusades, Guild, 1991 0723003610 The Minster School HIS2A T Purser Medieval England 1042–1228, Heinemann, 2004 0435327607 H Thomas The Norman Conquest: England After William the Conqueror, Rowman and Littlefield, 2007 0742538400 M Chibnall Anglo-Norman England 1066–1166, Blackwell, 1987 0631154396 G Barrow Feudal Britain, Edward Arnold, 1983 0713156252 M Bennett Campaigns of the Norman Conquest, Osprey, 2001 1841762288 HIS3K John Laver A2 History: Triumph and Collapse:Russia and the USSR, 1941–1991, Nelson Thornes, 2009 M Lynch Stalin and Khrushchev: The USSR 1924– 1964, Chapters 3, 4, 6 and 7 Headline Book Publishing, 2001 0340781440 J Keep Last of the Empires: A History of the Soviet Union 1945–1991, Oxford Paperbacks, 2002 0192803190 W Thompson The Soviet Union under Brezhnev, Longman, 2003 0582327199 D Filtzer The Khrushchev Era, Palgrave Macmillan, 1993 0333585267 M McCauley Gorbachev, Longman, 2000 058243758X H1S3B Michael Tillbrook, A2 History The Triumph of Elizabeth: Britain 1547-1603. Nelson Thornes, 2009 B Mervyn, The Reign of Elizabeth 1558-1603. Hodder Murray, 2001 A. Anderson and T. Imperato , Access to History: An Introduction to Tudor England 1485-1603, Hodder and Stoughton, 2001 HIS4X D Reynolds America: Empire of Liberty? Penguin, 2010 9780141033679 H Brogan The Penguin History of the USA, Penguin, 1999 9780140252552 H Zinn A Peoples’ History of the United States, HarperCollins, 2003 978006083865 P Jenkins A History of the United States, Palgrave MacMillan, 2007 0023050678X ICT AS/A2 Online reading BBC Click - New technology, future developments. http://news.bbc.co.uk/1/hi/ programmes/click_online/default.stm Tech Radar - News relating to technology. http://www.techradar.com/ Parent/Carer Handbook 2014-2015 91 CURRICULUM—YEAR 12 AND 13 Books OCR ICT for A2 - Course textbook OCR ICT for AS - Course textbook AS & A2 ICT through diagrams - on-going revision and topic understanding RECOMMENDED TEXTBOOKS AND WEBSITES (continued) Advanced Database Projects in Access 2007 by Ian Rendell and Julian Mott Spreadsheet Projects in Excel 2007 by Ian Rendell and Julian Mott Languages - French AS AQA AS French (nelson thornes) Kerboodle (online package to access at home or in school) Elan grammar workbook (Oxford University Press) www.lemonde.fr (AS and A2 French) www.liberation.fr (AS and A2 French) www.tv5.org (AS and A2 French) www.wordreference.com/ (online dictionary) Languages - French A2 AQA A2 French (nelson thornes) Kerboodle (online package to access at home or in school) Elan grammar workbook (Oxford University Press) www.lemonde.fr (AS and A2 French) www.liberation.fr (AS and A2 French) www.tv5.org (AS and A2 French) www.wordreference.com/ (online dictionary) Languages - German AS AQA AS German (nelson thornes) Kerboodle (online package to access at home or in school) Grammar resources: Authentik German Grammar practice (AS/A2) http://www.languagesonline.org.uk/ www.wordreference.com/ (online dictionary) Languages - German A2 AQA A2 German (nelson thornes) Kerboodle (online package to access at home or in school) Grammar resources: Authentik German Grammar practice (AS/A2) http://www.languagesonline.org.uk/ www.wordreference.com/ (online dictionary) Languages - Spanish AS The Minster School AQA AS Spanish(nelson thornes) Kerboodle (online package to access at home or in school) Spanish pronouns and prepositions by Dorothy Richmond. Passport Books Complete Spanish Grammar by Gilda Nissenberg, McGraw Hill www.oye.org.uk www.linguascope.com www.atantot.com http://www.languagesonline.org.uk/ www.bbc.co.uk/languages/spanish http://www.asisehace.net/ http://www.aprender.org.uk/ http://www.elmundo.es/ (AS & A2) www.wordreference.com/ (online dictionary) Languages - Spanish A2 AQA A2 Spanish (nelson thornes) Kerboodle (online package to access at home or in school) Websites as above Maths AS/A2 Heinemann Modular Maths revision guides for Edexcel. www.mymaths.co.uk CD provided by school with revision resources and all past papers with solutions www.cgp.co.uk – any of the revision resources for Edexcel Modular Maths Media Studies Barbara Connell Exploring the Media Auteur Publishing Revision Express Media Studies AS&A2 Pearson Education Anthony Bateman et al A2 Media Studies: The Essential Introduction for WJEC Essentials Websites and Blogs (Follow on Twitter / Facebook/RSS) http://www.englishandmedia.co.uk/mm/ index.html http://themediablog.typepad.com/ http://www.huffingtonpost.co.uk/ http://www.bbc.co.uk/news/ http://www.guardian.co.uk/media http://www.guardian.co.uk/media/ mediamonkeyblog http://www.guardian.co.uk/media/greenslade http://www.guardian.co.uk/media/organgrinder Music Edexcel AS Music Study Guide 3rd Edition Product code: RHG333 Rhinegold publication Price £19.95 Parent/Carer Handbook 2014-2015 92 CURRICULUM—YEAR 12 AND 13 Edexcel A2 Music Study Guide 4th Edition Product code: RHG302 Rhinegold publication Price £21.95 RECOMMENDED TEXTBOOKS AND WEBSITES (continued) Edexcel A2 Music Listening Tests 3rd Edition Product code: RHG359 Rhinegold publication Price £21.95 Music Technology Edexcel AS/A2 Music Tech Listening Tests 2nd Edition Product code: RHG317 Rhinegold publication Price £21.95 Edexcel AS/A2 Music Technology Study Guide 2nd Edition Product code: RHG316 Rhinegold publication Price £21.95 PE OCR Physical Education at AS – Dave Carnell, John Ireland, Ken Mackreth, Claire Miller, Sarah van Wely [Published by Heinmann] OCR PE Revision Guide – as above. http://www.ocr.org.uk/qualifications/type/gce/ blt/pe/index.html http://www.ocr.org.uk/qualifications/type/gce/ blt/pe/index.html http://www.uksport.gov.uk/ http://www.sportengland.org/ http://www.london2012.com/ http://www.teachpe.com/ Philosophy and Ethics Understanding Philosophy of Religion for AS & A2 (OCR) - Textbook (A Level RE) ISBN-13: 978-1850082767 Understanding Religious Ethics: A Complete Guide for OCR AS and A2 Student Book (A Level Re) ISBN-13: 978-1850085256 OCR Religious Ethics for AS and A2 [Paperback] ISBN-13: 978-0415468251 OCR Philosophy of Religion for AS and A2 [Paperback] ISBN-13: 978-0415468244 Psychology AS The complete Companion Mike Cardwell, Cara Flanagan publisher: Oxford Press Psychology AQA A Cardwell, Clark, Meldrum publisher: Collins Exploring Psychology For AS Matt Jarvis, Julia Russell publisher: Oxford Press Psychology A2 The complete Companion Flanagan The Minster School Mike Cardwell, Cara Psychology A2 AQA A Cardwell, Clark, Meldrum publisher: Collins Science Biology A wide range of books and revision guides to borrow and to buy are available from the department. Useful website: http://www.biologymad.com/ Chemistry A wide range of books and revision guides to borrow and to buy are available from the department. Useful websites: http://www.4college.co.uk/ Doc Browns http://www.docbrown.info/ BBC Bitesize for Scottish Highers (some topics) http://www.bbc.co.uk/scotland/learning/ bitesize/higher/chemistry/ Physics A wide range of books and revision guides to borrow and to buy are available from the department. Useful website: http://www.antonine-education.co.uk/ antonine_education_contents.htm TAD Textiles Textiles at the Cutting Edge Lesley Cresswell ISBN 978-1899527175Technology of Textile Properties Marjorie Alice Taylor ISBN-: 978-0901762825 Graphics A Level Design and Technology for Edexcel: Graphic Products: 3rd Edition (ISBN 978 0 435757 79 3) Resistant Materials A Level Design and Technology for Edexcel: Product Design: 3rd Edition (ISBN 978 0 435757 78 6) Food AS Home Economics and Nutrition for GCSE Author Anita Tull ISBN 978-0-340-98397-3 Food A2 OCR Home economics for AS Food,nutrition and health today Authors – Alexis Rickus and Bev Saunder ISBN 978-0-340-96803-1 OCR Home Economics for A2 Food , nutrition and health today Authors- Alexis Rickus and Bev Saunder Parent/Carer Handbook 2014-2015 93 The Minster School Nottingham Road, Southwell, Notts NG25 0LG Tel: 01636 814000 Fax: 01636 817358 Email: office@minster.notts.sch.uk Web: www.minster.notts.sch.uk
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