ST CRISPIN’S SCHOOL 2012- 2013

A Specialist School in Maths & Computing and Leadership

CURRICULUM DETAILS

Art

Art opens up new ways of seeing and develop s creativity, explores values, deals with feelings and sensibility, appreciates cultural diversity and develops both physical and perceptual skills. “Creativity is not a special faculty with which some children are endowed and others are not but a form of intelligence and as such can be developed and trained like any other mode of thinking…..it requires discipline, previous experience and a firm grounding in knowledge.” The Arts in Schools 1982

The Art courses in this are based on the National Curriculum programme of study and include:

 Exploring and developing ideas  Investigating and making art, craft and design KEY STAGE  Evaluating and developing work  Developing knowledge and understanding 3 Emphasis is placed on the development of basic skills related to two and three dimensional work. Drawing is regarded highly and pupils are set regular homework tasks to develop this skill. During the three years of this Key Stage, pupils will experience a variety of materials and approaches to art within drawing, painting, printing, sculpture and ICT based projects.

At KS4 pupils follow the Edexcel Unendorsed Art and Design GCSE course. This course covers a range of skills in greater depth than at KS3, within the disciplines of drawing, painting, printing and sculpture. There is an emphasis on developing ideas and breadth of research whilst nurturing observational skills and an ability to work independently.

KEY STAGE The GCSE course comprises of: 4  Personal portfolio (60%) A body of work in a range of media with supporting work journals

 Examination (40%) Externally set theme with eight weeks to prepare for a 10 hour exam

At KS5 pupils follow the AQA Fine Art, or Unendorsed, Art and Design ‘A’ level courses. These courses are designed to develop visual awareness, self discipline and practical skills in a variety of different media. Pupils have the opportunity to develop personally motivated projects and some large scale work.

The AS/A2 Level courses: AS  Portfolio Unit 1 (50% of total AS marks / 25% of total A2 marks)  Examination Unit 2 (50% of total AS marks / 25% of total A2 marks) A2  Coursework Unit 3 (25% of total A2 marks)  Examination Unit 4 (25% of total A2 marks)

To see the range of work we produce visit our Art website: www.crispins.co.uk

Faculty of Business, Economics and Enterprise

As a department we believe that understanding the world in which we work is hugely important and students should leave the school with a profound understanding of how the business environment operates. We believe that the delivery of our courses is best done through a variety of teaching methods. We are particularly keen to develop students ICT and Maths skills and this forms a major part of the course. We have some excellent links with industry that allow the students to see the practical side of the subject. This involves visits from speakers as well as trips out to industry.

The students are involved in running a Young Enterprise company every year and our economics students enter the Bank of Interest Rate Challenge.

KEY STAGE No specific lessons although finance and enterprise are covered in the PSHCE scheme. 3

GCSE Business Studies (OCR specification). This course gives students a broad overview into a range of business topics. Covering: Marketing, People in Business, KEY Finance, Business Organisation, The External Environment, Production and Communication. Students undertake a controlled assessment based on marketing and STAGE enterprise. 4 Enterprise education: Students enjoy the equivalent of 4 days’ enterprise experience including 2 days working on enterprising skills at school.

A-level Business Studies (AQA specification). This course builds on the work covered in GCSE. We review the basic and then focus on the internal operation of a firm – the how and why of business operation. Covering: Business Objectives, Business Decisions, Business Behaviour, Marketing, Human Resources and Accounts. Students engage in forming their own company. For this they have to produce a business plan, break-even forecast and marketing strategy. Above all they are expected to make a profit for shareholders.

A-level Economics (AQA specification). This course allows students to look at how an KEY economy works and work that can be done to allow it to function more effectively. STAGE Students develop skills in analysis and evaluation that are transferable to all subjects. 5 Covering: Market Systems, Market Failure, The National and International Economy, Labour and Leisure, Development Economics and the EU.

National Diploma in Business (CTEC), Level 2 (OCR specification). This course is aimed at those who do not quite meet the requirements for A-level. The course is more vocationally focused with project work based on specific companies. Covering: Marketing, Business Development, Finance, Enterprise, Communications and Customer Service. Students enjoy a day-release scheme that enables them to gain work experience.

Design and Technology

Design and Technology contributes to the education of pupils in ways which are unique and also supports or uses knowledge gained in other curriculum areas. The subject is taught through five different areas, these are Food, Textiles, Resistant Materials, Graphics and Product Design. Projects are coordinated to ensure students have access to the curriculum and over should cover all disciplines.

Pupils experience, investigate and overcome problems (usually of a practical nature) which are often unfamiliar to them. This involves them in planning, investig ation and decision making activities which will lead to the making and testing of a solution.

The variety of skills and techniques, the ability to create and manufacture requires the facility to appreciate the whole of a problem in scientific, mathematica l, economic and ethical terms. The need to communicate verbally (with precision), graphically (with simplicity and clarity, showing the ability to utilise standard conventions) and through modelling all reflect the manner in which the subject draws togeth er the whole curriculum.

At its most modest it enables children to acquire basic skills, knowledge, simple concepts and some ideas of a design situation. At a higher level it covers the hierarchy of the cognitive domain (including synthesis) and offers a most significant contribution to the development, at a high level, of the psycho-motor activities (precision skills).

In Technology, we aim to prepare students for the technological challenge of a modern world. We present a breadth of technological experiences and opportunity thus encouraging students to develop their design skills.

We ensure that Technology is practical and real, encapsulating essential life skills.

The pupil’s experience in Design and Technology at Key Stage 3 is essentially about providing them with the opportunities to develop their capability, through combining their designing and making skills with knowledge and understanding in KEY STAGE 3 order to create quality products. In all areas there is an emphasis on ‘quality’ products as there is great benefit in students experiencing success and seeing and handling products that are well made. In addition we aim to prepare our pupils for citizenship in a technological society as a central activity within the subject.

Pupils select from the 5 Technology subject to study at GCSE. consists of a variety of challenging tasks designed to develop a more in-depth knowledge of their chosen Technology subject. involves the generation of a detailed design and make portfolio, which is a major component of the GCSE Grade.

The department also offers a BTEC level 2 diploma in Engineering. This course is a vocational course which is 100% coursework. Students cover 4 units:

UNIT 1: Working Safely and Effectively in Engineering UNIT 2: Interpreting and Using Engineering Information UNIT 10: Using Computer Aided Drawing Techniques in Engineering UNIT 19: Electronic Circuit Construction

We offer three Technology based subjects at AS and A2. These are Textiles, Food Technology and Product Design. Pupils experience a range of tasks aimed to develop their skills as independent learners.

The AS consists of: KEY STAGE 5 Unit 1. Materials and Components Unit 2. Design Project The A2 consists of: Unit 3. Manufacturing Processes/Design Capability Unit 4. Design Project

Drama Department

“Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to question and to bring change.”

Jude Kelly – Theatre Director

We believe that drama is an art form, a practical activity and an intellectual response. The ability to empathise with others is central to the human character, as are the skills necessary to communicate and express oneself effectively in different situations. Drama education is a holistic process and we encourage students to develop their creative and academic skills to the highest levels. We aim to promote as wide a range of stimuli and opportunities as possible, thus enabling students to draw on their own personal experiences, ideas and feelings and make use of language, space, symbol and metaphor.

Schemes of work in Years 7 to 9 are based on a range of contemporary and traditional texts

KEY STAGE and topics, including melodrama, Shakespeare, mask work, stage fighting, and the media. Formal assessment makes use of the National Curriculum English speaking and listening levels 3 and the Arts Council documentation for drama in schools.

The department follows the AQA GCSE Drama specification.

Controlled Practical assessments: 60% of final GCSE grade

Students study a range of performance skills including improvisation and acting. They may also have the opportunity to develop technical skills such as lighting and sound. Students are KEY STAGE required to prepare some research based written work, exploring the social, cultural and 4 historical aspects of their assessed pieces. Student’s work is assessed on a regular basis throughout the course and an AQA moderator formally assesses their final piece of coursework.

Written exam (1½ hours): 40% of final GCSE grade

Students will answer 2 out of 3 questions based on the work they have performed and the texts they have studied. These require strong essay writing skills but are broken into subsections.

The department follows the AS/A2 level Drama and Theatre Studies specification. This involves a combination of practical work and performance as well as the study of set texts and theatre practitioners.

Students will be expected to create and perform both scripted and devised pieces of work. KEY STAGE Over the two years students will study various styles and practitioners. Set texts will include 5 Ibsen’s “A Doll’s House” at AS level, and at A2 Timberlake Wertenbaker’s “Our Country’s Good” taught alongside Lee Hall’s “A Servant to two masters” (based on Goldoni’s original “The Servant of Two Masters”).

Practical work: 40% Written exam: 60%

KEY STAGE The Department follows the AQA GCSE Dance specification. 4 Controlled practical assessment: 80% Written Paper: 20% DANCE Students study a range of dance styles and dance practitioners throughout the course. They will also be involved in choreographing and performing their own work and the work of others. Their final practical exam takes place in Year 11 and will be moderated by an external examiner. The written paper contains both short and long essay questions and is 1 hour long.

English Department

We believe that one of the most important skills a student can acquire is the ability to communicate clearly and effectively in writing and when conversing. Good analytical skills will empower students, enabling them to form their own opinions about issues in both hypothetical and real life situations. In the study of literature we hope to promote enthusiasm for, and understanding of, the writer’s craft. We aim to support and motivate students allowing them to fulfil their true potential in all areas of study; this was recognised by OFSTED.

To support the work undertaken in lessons, the department regularly organises other activities. We work closely with the school’s library and information manager to support literacy projects in both reading and writing. Students are encouraged to take part in public speaking activities. In Year 7, students have the opportunity to present a speech of their own at the school’s open evening. In Years 8 & 9 students can take part in a national mock trial competition. Other events have included participation in the ‘Off by Heart Shakespeare’ competition run by the BBC and poetry readings for the Wokingham Literary Society. Year 11 students attend Poetry Live and hear many of the poems they have studied performed by the poets themselves, whilst gaining valuable tips from the Chief Examiner. When opportunities arise, theatre trips are organised to support the teaching of set texts at Key Stage 3, 4 and 5.

Schemes of work in this Key Stage are based on the new National Curriculum programmes of study and The Renewed National Strategy Framework for Teaching English. Students KEY STAGE are assessed throughout the year at word level, text level, sentence level and in speaking 3 and listening. The specified teaching objectives are progressive. Lessons are generally divided into four parts. The department also uses several of the new government initiatives to help students to build upon current levels of attainment.

The department follows AQA Specifications in both language and literature at GCSE.

English Language 4705 Unit 1 Understanding and producing non-fiction texts Examination – Section A: Reading, Section B: Writing 40% Unit 2 Speaking and Listening Controlled assessment - Presenting/Discussing and Listening/Role Play 20% Unit 3 Understanding spoken and written texts and writing creatively Controlled assessment - Extended reading/Creative writing/ Spoken language study 40%

English Literature 4710 KEY STAGE Examination – Section A: Modern prose or drama, Section B: Exploring Cultures 40% Unit 2 Poetry across time 4 Examination - Section A: Poetry Cluster, Section B: Responding to an unseen poem 35% Unit 3 The significance of Shakespeare and the English Literary Heritage Controlled assessment 25%

English only 4700 Unit 1: Understanding and producing non-fiction texts Examination – Section A: Reading, Section B: Writing 40% Unit 2: Speaking and Listening Controlled assessment – Presenting/Discussing and Listening/Role Play 20% Unit 3: Understanding and producing creative texts Controlled assessment - Part a: Understanding creative texts, Part b: Producing creative texts 40% Students have the option to study English Literature and/ or English Language and Literature English Lit AS and A2 students follow the AQA B spec. 1746/2746

The AS consists of units 1 and 2 The A2 consists of AS units plus units 3 & 4 KEY STAGE Unit 1 – Aspects of narrative Unit 3 – Texts and Genres Unit 2 – Dramatic Genres Unit 4 – Further and Independent Reading 5 English Language & Literature students follow the AQA B spec. 1726/2726

The AS consists of units 1 and 2 The A2 consists of AS units plus units 3 & 4 Unit 1 Intro to Lang & Lit study Unit 3 – Talk in life & Literature Unit 2 Themes in Lang & Lit Unit 4 – Text Transformation

Geography Department

Geography provokes and answers questions about the2007 natural Quote and human worlds, using different skills of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem solving skills both inside and outside the classroom. As such, it prepares pupils for adult life and employment.

Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As pupils study geography they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment.

Geography at St Crispin’s makes both a distinctive and wider contribution to the curriculum. It is an essential st component in preparing young people for life in the 21 century. Indeed, as the pace of change quickens, communication gets faster and challenges to the environment multiply, a knowledge and understanding of geography is more vital than ever before. (The Geographical Association 2000)

In Key Stage 3, one day fieldtrips are offered to Cheddar Gorge and Lulworth Cove. Five day residential field trips are offered in Years 10 and 12 to Somerset and Sierra De Gredos, Spain. Year 12 and 13 students have also attended conferences in London.

KEY STAGE Geography is taught as a separate subject to all pupils in Years 7-9. Classes are taught in their mixed ability form groups. Schemes of work as based on National Curriculum programmes of study. These 3 are regularly updated with new resources and teaching ideas. The Year 9 scheme of work currently includes units on Earthquakes, Energy and Resources, Fashion and Fair trade.

The department follows the Edexcel syllabus at GCSE. There are higher and foundation tier papers available to students. All students are taught in mixed ability groups.

Papers 1 & 2: Geographical Knowledge 50% Papers 3 & 4: Geographical Skills 25% KEY STAGE Coursework 25% 4 The department also offers a BTEC national diploma in Travel and tourism. This course is a vocational course which is 100% coursework. Students cover 3 units:

UNIT 1: The UK travel and tourism industry. UNIT 2: Customer Service Sector UNIT 3: Understanding the nature and effects of world travel

The department follows the OCR Syllabus A at AS and A2 level. This is a traditional mix of human, physical and Geographical skills topics examined in modules. KEY STAGE 5 The new AS specification offers a range of current topics which include managing resources in cold environments, Managing change in human environments, the energy issue and tourism, as well as some of the more traditional subject of managing river and coastal environments.

The role of Geography in a Maths & ICT Specialist School

The Geography department are committed to the use of ICT within the subject. All homework and resources are available on-line for key stages 3-5. Students have access to on line extension tasks to stretch and challenge. New laptops within the department are helping to encourage the use of ICT especially when completing project and coursework.

History Department

History is no longer a simple memory test of dates, battles and political events; it is the never ending study of human lives through centuries and across continents. History helps students to understand how society has changed through time and to understand that society has not always been as it is at present. History helps students to understand the world in which they live and the forces that have shaped that world.

Through the study of History students not only gain an appreciation of their cultural heritage; they will also acquire key skills which will equip them in their further study and lives beyond. History students balance different interpretations and handle a wide variety of literary and physical evidence to draw their own conclusions about the past. They examine how a range of causes contribute to a certain consequences and by so doing, they are not doomed to repeat the mistakes of the past.

In order to support and extend students’ learning in the classroom, the Department organises a number of trips from the Year 7 trip to Warwick Castle to the Year 11 residential trip to Berlin and the battlefields of the First World War in Belgium.

Students gain appreciation of the political, social and economic development of the British Isles from the victory of William of Normandy at Hastings in 1066 right KEY STAGE up to the present day. Beyond our shores students also study the Crusades of the Middle Ages and the conflicts of the twentieth century. Through these areas 3 of focus, students acquire and develop key skills of enquiry, understanding cause and consequence, change and continuity and evaluation of sources and historical interpretations.

At GCSE, the Department follow the OCR Modern World specification.

In Year 10 students examine the fallout of the Industrial Revolution with the extreme poverty which affected many British people, how these problems were solved and the emerging argument for women’s suffrage.

KEY STAGE In Year 11 students study the rise to power of Adolf Hitler through the failure of the 4 fledgling Weimar democracy and the global economic crisis precipitated by the Wall Street Crash in 1929 and how a modern, Western society could be manipulated into voting the Nazis into power. Study continues with an examination of International Relations 1945-75 including the Cuban Missile Crisis and Vietnam War.

At AS and A2, the department follow the OCR History A specification.

At AS students study a unit on the Wars of the Roses in the Middle Ages and a source-based unit on the unification of Italy, 1815-70 KEY STAGE 5 At A2 students study a further examined unit on Russia and its rulers 1855-1964 comparing Tsarist and Communist rule and complete two pieces of coursework, an examination of historical interpretations of America in the 1920s and an investigation of their own choice.

ICT Department

As a department one of our main aims is to encourage our students to develop their understanding of ICT and become independent learners. The importance of school leavers being confident and competent users of computers with an awareness and appreciation of the impact of technology on society cannot be understated.

The ICT facilities across the whole school have developed considerably during recent years. We have a new computer suite with 4 classrooms along with computer areas in Technology, MFL, Maths, Science, Business Studies, Music and Humanities. As part of the Maths & Computing Specialist Status there are a number of new initiatives being undertaken by the department. Further information is available on the school website or via the school office.

The department hosts lunchtime and after school computer clubs for all year groups. This time can be used to complete academic study such as research and homework. However, it can also be used to learn or develop new skills.

KEY Students receive an ICT lesson each week in years 7, 8 and 9. All of the course learning materials are posted on the school e-learning site and are adapted by the teachers at regular intervals. Students will be encouraged to develop their STAGE 3 ICT capability and confidence using a range of software applications. All students are encouraged to make appropriate use of the school email system. ICT is used extensively across the curriculum and students will be expected to use ICT tools for homework assignments and project work. Pupils begin the OCR IT National Certificate course during year 9. More information about the course can be obtained at :- www.ttsonline.net As a department we run ONE standard course in Key Stage 4 that is equivalent to 1,2,3 or 4 GCSEs. KEY The OCR Nationals suite of qualifications provides candidates with high quality, industry-relevant qualifications geared to the specific requirements of key sectors. They are vocationally-related qualifications that provide STAGE 4 valuable opportunities for individuals to develop skills and gain knowledge and understanding which will support entry into work or progression to further studies through Further Education or Higher Education.

The OCR Level 2 Nationals in ICT have been developed to recognise candidates’ skills, knowledge and understanding of Information and Communication Technology functions, environments and operations. They have been designed to accredit candidates’ achievements in a modern and practical way that is relevant to the workplace.

These qualifications specifically aim to:

1 develop candidates’ knowledge and understanding of the Information and Communication Technology sector

2 develop candidates’ skills, knowledge and understanding in contexts that are directly relevant to employment situations, thereby enhancing their employability within the Information and Communication Technology sector

3 develop candidates’ ability to work autonomously and effectively in an Information and Communication Technology context

4 enable candidates to develop knowledge and understanding in specialist areas of Information and Communication Technology, and demonstrate the skills needed to participate in the operation and development of ICT specific or ICT non-specific

5 encourage progression by assisting in the development of skills, knowledge and understanding that candidates will need to access further or higher education programmes or occupational training on a full-time or part-time basis 6 encourage progression by assisting in the development of skills, knowledge and understanding that candidates will need to enter employment or enhance their current employment status 7 promote interaction between employers, centres and candidates by relating teaching and assessment to real organisations.

How will this qualification be assessed?

All units are centre-assessed and externally moderated by OCR. There are no timetabled exams for this qualification; candidates may complete units at a time that suits the centre. The full award and units from this qualification are graded as Pass, Merit or Distinction.

ICT Department/continued

KEY AQA AS/A2 Computer Studies. GCE Computing (2510) STAGE 5 At AS, candidates following this specification do not need prior knowledge of Computing or ICT. In the specification there are two units which allow candidates to demonstrate their knowledge of the fundamental principles of Computing.

Unit 1: Problem Solving, Programming, Data Representation and Practical Exercise

The specimen materials for Unit 1 have been prepared using Pascal. AQA does not recommend one specific programming language to centres for this specification and for the live examination the skeleton program will be available in a range of different languages.

Topic list Stages of problem solving

Drawing and interpreting simple state transition diagrams and transition tables

Introducing the term algorithm, expressing the solution to a simple problem as an algorithm

Programming in a high level programming language and the fundamentals of structured programming

The binary number system, number bases and information coding schemes

The stages of development of a hardware/software system.

Assessment

On-screen exam: 2 hours Weighting: 60% of total AS marks 30% of total A Level marks. More information is available on the school website and on the AQA website (www.aqa.org.uk)

Cisco Networking Academy Programme.

St Crispin’s is one of the relatively few schools in the country offering this globally accepted professional course in Networking. More information is available on the school website and on the Cisco website (www.cisco.com)

WJEC AS/A2 ICT. Students will be encouraged to:

Develop and sustain their own innovation, creativity and ICT capability, to recognise constraints and to produce high quality systems.

Develop a critical understanding of the influences of the processes and products of ICT activity.

Apply knowledge, understanding and skills of ICT processes to a range of activities and develop an understanding of commercial practices.

Use ICT to solve problems.

Recognise the social, moral, spiritual and cultural values inherent in ICT activity, and develop critical evaluation skills in technical, ethical, economic, environmental, social and cultural contexts.

Develop as discerning users of ICT able to make informed choices.

Develop positive attitudes of co-operation and citizenship and work collectively.

IT1 - 30 % 2 hours 15 minutes Written Paper 80 marks (120 UMS) A written paper of two sections, A and B, presented in a question and answer booklet. There are no optional questions. Quality of Written Communication is assessed in two questions. Candidates will be required to prepare a spreadsheet on a specific topic, defined by WJEC, in advance of the written paper. Hard copies of the spreadsheet are taken into the examination and used to answer questions in Section B. This spreadsheet is submitted with the completed examination paper.

IT2 - 20% Internal Assessment 80 marks (80 UMS) Candidates undertake DTP and multimedia tasks, presenting the outcome for internal assessment and moderation by WJEC. More information is available on the school website and on the WJEC website at :-

http://www.wjec.co.uk/uploads/publications/4658.pdf

The Learning Support Department

We have:

 a dedicated small group teaching area  an independent study skills area  supervised break and lunch time activities for those who need extra support.  computers with a range of specialist software  hand-held computers for students who have difficulty writing  a comprehensive Year 7 intervention programme  many support groups for vulnerable pupils  learning mentors  coursework and subject support for Year 10 and 11 pupils  ASDAN GCSE course  lots of understanding and expertise

St Crispin’s is committed to a policy of inclusion. The teaching, learning, achievements, attitudes and well being of all students matter. We aim to identify and overcome barriers to learning and to make sure the needs of all the students are met. At St Crispin’s we believe that all young people regardless of ability, behaviour and need are valued equally. The Learning Support Department will put in the support needed to ensure that all students have access to a broad and balanced curriculum which is differentiated to meet their individual needs.

A copy of the Special Educational Needs Policy can be provided by the school office, should you require further details. Prospective parents are welcome to discuss matters of particular concern with a senior member of staff or the Director of Learning Support

The department is well staffed with a full time Director of Learning Support, a part time literacy/study skills teacher and highly skilled Learning Support Assistants (LSAs), who support students in every department.

We offer a comprehensive range of support. Identified students are withdrawn from classes for small group support in Literacy; others are supported within the classroom. We try to match the needs of the pupils to the support we give. A Provision Map is put in place for all students who are receiving extra help and I.E.P’s for pupils with statements. Exam concessions are applied for in time for the SATs and GCSE exams.

We work closely with the Directors of Achievement and Well-being and teaching staff to identify pupils who need our support. Students are encouraged to participate in the decision making process in relation to their education and their views are sought and taken into account.

Support from Outside Agencies

We work closely with: Wokingham Educational Psychology Service, The CAF team, Education Welfare Officer, BEST (Behavioural and Emotional Support Team), Child and Mental Health Service, Connexions, Schools Counselling Service, ARC (counselling and information for young people), and Traveller Education.

Mathematics Department

We believe that one of the most important skills a student can acquire is the ability to apply their Numerical and Mathematical knowledge. Good problem solving techniques and analytical skills will empower the student to form their opinions about issues in both hypothetical and real life situations. We aim to support and motivate students allowing them to fulfil their true potential in all areas of study.

To support the work undertaken in lessons the department regularly organises other activities. Students take part in the National Maths Challenge at junior, intermediate and senior level; this has taken place for the last five years. At Key Stages 3 & 4 a monthly Maths Challenge is organised by the department.

Schemes of work in this Key Stage are based on the National Curriculum programmes of study and KEY STAGE the National Numeracy Strategy for Teaching Mathematics. Students are assessed throughout the 3 year in the form of ‘end of topic tests’. In the summer term Years 7, 8 and 9 sit the National Optional Test. These results are used for any set adjustment and for KS4 sets.

Students may follow ONE of the following at GSCE: (External assessments for each syllabus are at the end of the two year course.) Edexcel GCSE in Mathematics B 2MB01 Unit Title Duration Weighing 5MB1F Unit 1 1hr 15min 30% 5MB1H Calculator 5MB2F Unit 2 1hr 15min 30% 5MB2H No calculator 5MB3F Unit 3 1hr 30min 40% 5MB3H Calculator 1hr 45min OR Edexcel GCSE Mathematics A IMAO Unit Title Duration Weighing KEY STAGE Paper 1 (non- 1F/1H 1hr 45min 50% 4 calculator) Paper 2 (calculator 2F/2H 1hr 45min 50% allowed)

Unit 1 – Statistics and Probability Unit 2 – Number, Algebra, Geometry 1 Unit 3 – Number, Algebra, Geometry 2

AQA Statistics, specification 4312 Unit Title Duration Weighing 43101H Unit 1 2 hrs 75% Controlled 43102 Unit 2 25% Assessment The statistics option is only available to some students.

AQA 5361/ 6361 Examination Offered: Mathematics AS/A2 Level

Level Module Units Assessment AS 1 Core 1 1hr 30 min Exam 33 1/3% (16.2/3%) 2 Core 2 1hr 30 min Exam 33 1/3% (16.2/3%) 3 Mechanics 1 1hr 30 min Exam 33 1/3% (16.2/3%) A2 4 Core 3 1hr 30 min Exam 16 2/3% 5 Core 4 1hr 30 min Exam 16 2/3% 6 Statistics 1 1hr 30 min Exam 16 2/3% KEY STAGE AQA 5371/6371 Examination Offered: AS/A2Further Mathematics 5 Level Module Units Assessment AS 1 Decision 1 1hr 30 min Exam 33 1/3% 2 Decision 2 1hr 30 min Exam 33 1/3% 3 Further Pure 1 1hr 30 min Exam 33 1/3% A2 4 Further Pure 2 1 hr 30 min Exam 16 2/3% 5 Mechanics 2 1 hr 30 min Exam 16 2/3% 6 Further Pure 4 1 hr 30 min Exam 16 2/3% More information about the course can be found at: www.aqa.org.uk

Media Studies

Mark Cousins, Director, Writer, Film Historian (Film and Media Studies, Stirling 1987): “For me, Media is more important – we need to equip the next generation with the visual reading skills they need in order to make sense of the screen-dominated world in which we live.” Source: Media Guardian What is the Media?

'The media' refers to the different channels we use to communicate information in the everyday world. 'Media' is the plural of medium (of communication), and the main media are…Television, Magazines, Film, Radio, Advertising, Pop music, Newspapers, The Internet. Media Studies involves the close analysis of the images, sounds and text that we experience via the media.

As well as essays, research, and reports, Media Studies also involves practical work, where you learn the techniques involved for the production of your own media text. Students might produce film posters or trailers, TV commercials, magazine advertisements, computer animation, photo-essays and documentary videos. Media is a 'learn by doing' subject, and students get to compare their own experiences with what the 'professionals' go through. Most of our production in school is done digitally (i.e. using computers) and we have the latest software and equipment to help with this.

Media Studies can be taken as an AS or A-level course and many students go on to study it at university. Success in this subject comes from a combination of creativity and understanding. It is a unique fusion of practical and theoretical learning, which, although it can be hard work and very time consuming, is always rewarding. It's also a lot of fun - what other subject deals with your favourite movies, pop stars and TV programmes?

Why is it so important? As we progress into the 21st century, communications are becoming faster and faster and faster. Think of the millions of different media images you are bombarded with every day. It is as important now to be able to read and make sense of those images, as it has been to be able to read ordinary text.

Media Studies is also about appreciating the skill and creativity which goes into the production of media texts. Just as analysing the different techniques used in the creation of a poem or novel helps students appreciate the talent of the writer, so does learning about media techniques help you appreciate value the skill with words and pictures that the creators of a media text must possess.

St Crispin’s Media Crew Lower school students have the opportunity to collaborate with sixth form students and become part of St Crispin’s Media Crew. Students can get involved in filming and photographing school events and trips. They also have the opportunity to edit videos using the media suite of I Macs.

BBC School News Report We take part in the BBC School News Report which gives year 7 and 8 Students the opportunity to become journalists for the day and work with a BBC mentor.

No specific lessons although each year group covers a media unit as part of their Key Stage 3 English studies.

No specific lessons although each student has to produce a media piece of GCSE Key Stage 4 coursework.

At Key Stage 5 we follow the AQA GCE Media Studies syllabus. Aims of the course: This course is designed to facilitate the development of media literacy skills to Key Stage 5 enable students to achieve critical independence in their knowledge, experience and enjoyment of the media. The development of technical and creative production skills encourage imaginative and aesthetic activity in media contexts.

Modern Foreign Languages

Learning a foreign language is both important and relevant in a world which is constantly changing to increase the range of opportunities for living, working and travelling overseas. The study of one or more foreign languages provides pupils with an exciting intellectual stimulus and represents a worthwhile challenge.

At St Crispin’s we aim to promote enjoyable and successful language learning, where pupils of all abilities are able to progress with a sense of enjoyment, confidence and achievement.

Our aims are: 1. Linguistic (a) To enable pupils of all abilities to understand and use the target language effectively for practical communication in listening, speaking, reading and writing. (b) To provide positive, successful and enjoyable learning experiences which may encourage pupils to continue their study of the same or another language for leisure or work purposes. (c) To provide a foundation for further study. (d) To develop an ability in the pupils to analyse the language studied and, from that, to develop a greater awareness of their own language. (e) To promote learning skills of a more general application e.g. memorising, drawing of inferences, analysis, etc. (f) To encourage pupils to experience and learn language through the medium of ICT. (g) To develop awareness of literacy and numeracy.

2. Cultural (a) To encourage positive attitudes to foreign language learning and a sympathetic approach to other cultures and civilisations. (b) To equip pupils with sufficient competence to communicate with foreign language speakers in this country and abroad (c) To give first-hand experience of the relevant foreign language speakers and their countries to pupils through visitors, exchanges, penfriends and visits.

(d) To encourage tolerance and to counter prejudice concerning other ways of life.

(e) To develop a sense of citizenship for all pupils.

The schemes of work are based upon the Modern Foreign Language Key Stage 3 KEY STAGE framework. Students are assessed according to National Curriculum levels throughout the 3 year at word level, sentence level, texts: reading and writing, listening and speaking and cultural knowledge.

Students may opt to take French, German or both to GCSE and follow the OCR KEY STAGE Specification. Students are assessed in the four skills – listening, speaking, reading and 4 writing.

AS and A2 students follow the Edexcel specification.

AS consists of Unit 1 – Spoken Expression and Response in French / German

KEY STAGE Unit 2 – Understanding and Written Response in French / German

5 A2 consists of Unit 3 – Understanding & Spoken Response in French / German Unit 4 – Research, Understanding & Written Response in French / German

Music Department

“We are the music makers, and we are the dreamers of dreams.” Arthur O'Shaughnessy

In the Music Department we learn through practical music making. We aim to make lessons both challenging and enjoyable and to improve the skills, understanding and independence of each student as a musician. As well as the focus on practical music, we also value listening and appraising skills and, through a topic based approach, integrate the core skills of performance, composition and listening. We study music from many different cultures, eras and traditions and hope to broaden students’ cultural horizons as well as supporting them to follow their own interests. .

Each year of the Key Stage 3 Music course is divided into 6 half term units of study. Different musical styles and genres are explored and pupils experience a wide variety of music from the renaissance to reggae. KEY STAGE In all units pupils compose and perform music, applying their newly acquired skills and 3 knowledge from the unit topic studied.

Each unit also contains an element of listening and appraising music. Assessment in these areas takes place at the end of each unit.

In Key Stage 4 we build upon the skills and knowledge developed in Key Stage 3. The department follows the Edexcel specification for GCSE. This course involves KEY STAGE performance and composition coursework and a listening exam. Students are 4 encouraged to develop their individual skills in each of these areas through a wide range of musical activities, including the use of Music Technology.

In Key Stage 5, the department follows the Edexcel specification for both AS/A2 Music and AS/A2 Music Technology. Music A level examines skills in performance, composition, compositional techniques, listening and analysis. Students increasingly KEY STAGE follow their own interests in music, whilst developing a broader and deeper 5 understanding of a range of musical styles. In Music Technology students learn about the development of Popular Music and the role of music technology within it. Music Technology A level examines skills in recording, production, sequencing, arranging, composing and listening.

Instrumental/Vocal Tuition

The school offers instrumental tuition primarily through Berkshire Maestros. Lessons in a wide range of instruments such as violin, guitar, drums, woodwind and brass are available. Singing lessons are also available, both in the classical style and in contemporary styles.

Extra-curricular

We offer a wide range of different extra-curricular activities at different times, including Chamber Orchestra, Foundation Orchestra, Recorder Club, Junior Choir, Music Theory Club, Brass Ensemble, Guitar Club and Chamber Choir. Please see the published timetable for details of which clubs are currently running as the schedule varies each term. Students from these clubs, as well as students from class lessons, are invited to perform in the school’s termly concerts. The Music Department also works together with the Drama Department to produce the Autumn Gala and the School Production, which takes place in July.

Personal, Social, Health, Citizenship & Economic Education

PSHCEE concerns the development of a range of skills, concepts and knowledge that will be relevant to students throughout their lives. It enables young people to develop an awareness of themselves and their relationship with others as they assume adult roles in the world of education, employment, family and home. The school’s provision of personal and social development for our students is chiefly through special themed days for each year group, but is also underpins and reinforces the whole curriculum.

Since September 2008 PSHCEE has been delivered via Focus Days by a combination of specialist outside agencies and St Crispin’s staff providing high quality, targeted sessions.

Students in KS3 will have two Focus Days per year, whose themes are:

(1) Self-Esteem + Relationships Year 7 (2) Personal Safety

(1) Healthy Lifestyle Year 8 (2) Drugs and Alcohol

(1) Sex Education Year 9 (2) Global issues & Human Rights

Students in KS4 have one Focus Day on Work Skills in Year 10 (in addition to three Enterprise Days) which is linked to their Work Experience week with the Year 10 aim of developing their awareness of the demands of business, working in a team and problem solving.

Year 11 have 2 Focus Days, one on Study Skills and the other on Finance for Year 11 Life Skills.

Some topics previously covered in PSHCEE are taught in subject lessons Democracy and the function of Parliament  History Aspects of conflict resolution, bullying and peer pressure  Drama Prejudice & Stereotyping  RE

The team building weekends we run for all our year groups serves to develop the independence, self-confidence and interpersonal skills of our students. Physical Education Department

St Crispin’s Physical Education Department aims to provide a high quality and personalised curriculum that develops students’ competence and confidence in a range of activities through carrying out a variety of roles such as performer, official and leader. Pupils will be able to effectively plan and follow an individual pathway into sport, valuing the need to follow a healthy and active lifestyle.

Physical Education consists of far more than simply ‘playing’ sport. As part of the wide-ranging curriculum we aim to educate students, emphasising the importance of a knowledge of health and fitness in adult life. This ranges from basic cardio-respiratory knowledge in KS3 through to in depth sports science at A-Level. We aim to deliver this knowledge in an enjoyable and supportive environment

To support the work undertaken in core lessons the department organises recreational sports clubs and school teams in a wide variety of sports. Teams regularly achieve success in local, district and county competitions. Students consistently have gone on to perform at county and national levels.

The resources and facilities available to the department are excellent and include a very large playing field, tennis and netball courts, gymnasium, sports hall, squash courts and fitness gymnasium.

Schemes of work in this Key stage are based on the National Curriculum programmes of study. In year 7 pupils will be exposed to a wide range of activities across all areas of the curriculum. Pupils will then have the KEY STAGE opportunity to follow a more individual activity pathway for the remainder of the 3 Key Stage to facilitate progress and give them a more personalised experience of the subject.

In Year 9 all pupils begin a PE GCSE short course.

Our aim through Key Stage 4 is to enable pupils to develop a more specialised knowledge of their favourite sports and give them the tools necessary to continue to follow an active lifestyle when they leave school. In order to achieve this we offer a number of accredited coaching/leadership courses and introduce pupils to new activities, some of which are off site. KEY STAGE GCSE and BTEC in Sport 4 All students have the option to complete the PE short course in Year 10. Students who have a keen interest in Physical Education are able to extend their knowledge by taking either the full GCSE course or the BTEC in sport qualification.

All students receive 1 hour of sporting activity in the 6th form. We also have regular fixtures against local opposition.

A Level Physical Education students follow the AQA syllabus:

KEY STAGE AS Unit 1: Opportunities for and the effects of leading a healthy and active lifestyle 5 Unit 2: Analysis and Evaluation of physical activity as a performer, leader or official (choose 2) A2 Unit 3: Optimising performance and evaluating contemporary issues

within sport. Unit 4: Optimising practical performance in competitive situations.

Religious Education At St. Crispin’s students will explore and consider the beliefs of others as well as being encouraged to begin to reflect upon, and express, their own in an environment where all students’ opinions are valued. Throughout the Key Stages students are asked to approach different topics with an open mind whilst also being encouraged to think critically about religious and non – religious viewpoints.

In Year 9 students begin the OCR GCSE Religious Studies: Philosophy and Ethics course. Within this course students engage with challenging philosophical questions such as ‘Does God exist?’ and ‘What happens to us when we die?’ Students also consider moral issues and questions surrounding a number of topics including medical ethics, human relationships and war.

The Department runs a trip to St. Paul’s Cathedral and the Hindu Mandir at Neasden for Year 7 students. 6th form students have the opportunity to take part in a trip to Auschwitz as well as attending a number of revision conferences.

The KS3 programme of study follows the Wokingham Agreed Syllabus for Religious Education. The newly revised syllabus (2012) places an emphasis on encouraging students to begin to think critically and ask questions about the nature of religious belief. Key Stage In Years 7 and 8 students explore various aspects of religious beliefs including major religious festivals, religious art, and different forms of worship. As well as studying the 3 nature of religious belief students also explore the impact religious belief may have on the life of both believers and non-believers. In line with the agreed syllabus students focus on the following religions at KS3: Christianity, Islam and Buddhism.

In Year 9, 10 and 11 all students follow the OCR GCSE Religious studies Philosophy and Ethics course. This leads to a full GCSE that is composed of 4, 1 hour exams that will be sat at the end of year 11. There is no coursework. The units studied are as follows:

Year 9: Religion and Science Religion and Equality Key Stage Religion Peace and Justice. 4 Year 10: Religion and Human Relationships Religion and Medical Ethics The End of Life Year 11: Belief about Deity Good and Evil Throughout the GCSE course students are encouraged to consider and begin to develop their own views towards philosophical questions and ethical issues as well as exploring and considering religious viewpoints.

At KS5 students follow the OCR Religious Studies Philosophy and Applied Ethics course. Within the Philosophy units students study the ideas of a range of philosophers from Plato, to David Hume to Richard Dawkins as well as beginning to evaluate the ideas of others and begin to form arguments to key philosophical issues themselves. The Ethics units introduce a number of Ethical theories and then ask students to apply them to a number of practical moral issues including medical ethics, human relationships, business ethics and war. Key Stage AS 5 Unit 1: Philosophy of Religion 1 Unit 2: Religious Ethics 1 Students sit two 1 ½ hour exams where students answer 2 essay questions from 4. There is no coursework. A2 Unit 3: Philosophy of Religion 2 Unit 4: Religious Ethics 2 Students sit two 1 ½ hour exams where students answer 2 essay questions from 4. There is no coursework. Science Department

Science stimulates and excites people’s curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge. Science links direct practical experience with ideas. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. This encourages critical and creative thought.

Aims and Objectives

It is intended that through their lessons in Science pupils will:  Become actively involved in their own learning;  Enjoy learning about Science and find interest, challenge and fulfilment;  Achieve the highest level of success commensurate with their age, ability and aspirations;

 Develop an increased awareness of the relevance and significance of Science in today’s world and of its social, economic and environmental applications and implications;  Be encouraged to become scientifically literate members of society by improving their knowledge and understanding of Science;  Become equipped for adult life by developing scientific skills such as curiosity, objectivity and perseverance, and by exposure to scientific processes such as observing, criticising and evaluating information.

Good use is made at all Key Stages of the departments dedicated ICT lab and greater use of data logging to enhance the practical nature of Science is being developed with our status as a Maths and Computing Specialist School.

 The department follows the QCA programme of study using GO Science, KEY STAGE The course is topic based generally in areas of Biology, Chemistry and Physics. 3  The course also aims to develop independent thinking within the context of Science as well as other areas of the curriculum.

The department offers the AQA Science Suite:

 AQA Science A 4406 x2 written exam papers and X1 Controlled assessment

 AQA Additional Science 4409 x2 written exam papers and X1 Controlled assessment KEY STAGE 4  AQA Triple Science o Biology 4401 x 3 written exam papers (75%) & x o Chemistry 4402 1 controlled assessment (25%) o Physics 4403

BTEC Applied Science is offered as an additional qualification for some students

The department offers the following AS / A2 courses:

KEY STAGE  OCR Biology AS H021 A2 H421

5  OCR Advancing Physics AS H159 A2 H559  OCR Chemistry (spec A) AS H034 A2 H434

Printed September 2012