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Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19 Wanstead High School Education with Character

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Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19 Wanstead High School Education with Character WansteadYear Eleven Curriculum High 2018 - 19School Education with Character Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19 Wanstead High School Education with Character 2018 Dear Parents and Guardians, The Year 11 curriculum booklet is an outline of the syllabus covered in each subject. It is a guide so you can continue to help and encourage your child in their studies. We have now extended our afternoon tutor time. This will provide an opportunity for the tutor to be an integral part of your child’s progress. Students and tutors will use this time to discuss the day. Homework continues to be of great importance. Homework helps consolidate concepts taught in class. All books must be kept up to date and clear so they can be used for revision purposes. Homework diaries will be checked by tutors. Please monitor your child’s homework diary and inform us of any problems that may arise. This curriculum booklet outlines what homework your child will study in each subject. Yours sincerely, Mr. R. Hamlyn Mr H Ali Headteacher Head of Year 11 Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19 Contents Assessment in KS3 at Wanstead High School - A Parent’s Guide 6 - 7 Homework 8 Art and Design 9 Business Studies 10 Computer Science 11 Dance 12 Drama 13 English 14 Food & Design Technology 15 French 16 Geography 17 History 18 Mathematics 19 Media 20 Music 21 PE 22 PSHCE 23 Religion and Philosophy 24 Science 25 Spanish 26 - 27 Sociology 28 Textiles 29 1 Year Eleven Curriculum 2018 - 19 Assessment in KS3 at Wanstead High School A Parent’s Guide Prior to joining Wanstead High School, students will have been assessed in KS2. We benchmark the progress that students are making against these outcomes. Our approach is built around the concept of mastery and the building of fundamental subject-specific skills that enable students to master the subject and ensure that they are always working with eventual success in mind. The principles behind the approach are as follows: • We want to let students and parents know the progress they are making, relative to their starting points from the end of KS2. • We don’t want to limit what students think they can achieve, so we don’t set them ‘targets’ – we want to raise their aspirations. Staff know what eventual targets will be on the basis of KS2 prior attainment but students all need to strive for the best that they can do. • We want to celebrate the progress of all students, from all starting points. • We want students to understand that if they are currently not making expected progress, this doesn’t need to be a bad thing. An important aspect of learning anything is to know what we are good at, but also what we need to focus on more, in order to improve further. It is important that students are challenged sufficiently so that they can make mistakes and subsequently learn from them. • When students come to us from primary school, we look at two key pieces of data on them – their KS2 Maths score and their KS2 reading score. We use these two pieces of data because there is a very strong correlation between this data and how students eventually perform at GCSE. Their ‘expected progress’ is determined depending on how their entire national cohort performs. We will ‘band’ students on the basis of prior attainment ONLY for the purposes of reporting home on progress, the bands are otherwise not referred to. Threshold Description Students with an average scaled score of 111 – 120. These students should achieve Excellence grades 8 and 9 at the end of KS4. Students with an average scaled score of 101 - 110. These students should achieve Secure grades 6 and 7 at the end of KS4. Students with an average scaled score of 90 - 100. These students should achieve at least grades 4 and 5 by the end of KS4. A grade 5 is broadly in line with what the best Developing available evidence tells us is the average PISA performance in countries such as Finland, Canada, the Netherlands and Switzerland. Students with an average scaled score of 80 -89. These students should achieve at least Foundation grade 3 at the end of KS4. Teachers will be aware of students’ end of KS4 expected progress but these will not be shared explicitly with students themselves at KS3. This is to avoid complacency amongst students with high prior attainment and dis- illusionment amongst those with a lower prior attainment. We don’t want to set a ceiling on students’ potential and subsequently, curriculum plans and teaching will strive to enable all students to be skilled-up to achieve the highest standards – staff have undertaken a lot of work into a ‘growth mindset’ approach to curriculum planning and delivery. We will report home on the basis of what progress each child is making in respect of their own prior attainment. Interim Progress Checks will happen each term and they will look something like this: 6 Year Eleven Curriculum 2018 - 19 Homework Effort Behaviour Progress Teacher March 2017 March 2017 March 2017 March 2017 Ms. B. Ook Outstanding Outstanding Outstanding Expected Progress English Next Step: Start to evaluate differences of approach by writers in different texts. Mr. N. Umber Outstanding Good Good More than E.P. Mathematics Next Step: To be able to solve functional problems. Ms. P. Aint Good Outstanding Good Expected Progress Art Next Step: To investigate new paint techniques. Mr S. Tage Good Outstanding Outstanding Expected Progress Drama Next Step: Make a stronger effort to develop pauses and silences that support telling the story effectively. Ms. M. Ovement Good Outstanding Good Expected Progress Dance Next Step: More challenging motif developments are needed to make your dance more complex. Ms W. Orld Outstanding Outstanding Outstanding Expected Progress Geography Next Step: Use evidence from the real world to support the quality of your written answer. Ms. S. Ource Good Outstanding Outstanding Expected Progress History Next Step: Give detailed knowledge to support your answer. We will report on the progress your child is making in relation to their statistically derived end of KS4 target, your child’s homework completion and quality rate, behaviour in class and the effort they are putting in. There are also subject-specific next steps that your child can work on in the subsequent term. 7 Year Eleven Curriculum 2018 - 19 Homework • In book-based subjects, homework tasks are designed to develop and consolidate learning that has taken place in lessons. These will be set weekly or fortnightly depending on how often the subject occurs (see booklet). • In practical subjects students should expect to be set ILAs (Independent Learning Assignments) which will require them to carry out independent research. Students will have an extended period time to complete these. Details of the ILAs will be published on the school website. How can parents help? • Please check and sign planners each week. Is homework being written down? Is it being completed? • Keep a copy of the homework timetable on view at home. • Help your child to organise their workload over the course of the week rather than leaving tasks to the last minute. 8 Year Eleven Curriculum 2018 - 19 Art and Design Students in Year 10 and Year 11 receive 5 lessons of Art & Design each fortnight. The exam code is AQA Art & Design 8202. Mastering Art and Design • Students will be expected to demonstrate skills in all of the following: • Appreciation of different approaches to recording images, such as observation, analysis, expression and imagination • Awareness of intended audience, meaning or purpose • Appreciation of different way of working, using appropriate resources, media, materials, techniques and processes. • Understanding of pictorial space, composition, rhythm, scale and structure • Appreciation of colour, line, tone, texture, shape and form • Understanding of the conventions of figurative/ representational and non-representational/abstract imagery or genres (contextual understanding) What will we be studying? When will we be What will we be doing? studying it? Students will begin to explore their Autumn Term 1 Students will begin a sustained project developed in Urban Environment/Architecture response to a subject, theme, task or brief evidencing and respond to the work of the journey from initial engagement with an idea(s) to Antonio Gaudi and Dan Mountford. the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understand- ing from across their course of study. Students will be issued their Autumn Term Following receipt of the externally set assignment 2nd Externally Set Exam paper. 2 & 3 Jan. onwards, Year 11 students will select one starting A preparation period which can point from which to develop their own work. begin on or after 2 January is • Students will begin planning/discussing their starting followed by 10 hours of supervised points with the teacher. unaided work in which students • Preparatory work/Individual/independent study will are required to realise their commence which may be presented in any suitable intentions. Deadline 1st May two- or three-dimensional format such as mounted (subject to change). sheets, sketchbooks, journals, design proposals, models and maquettes, digital or non-digital presentations. How can parents help? By encouraging students to be fully equipped in all lessons, the Dept. also runs a successful printer charge programme, students pay for unlimited use of the printer to support their personal research and development of work. To monitor and check students planners fortnightly for homework set (2hrs a week) and when deadlines are due.
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