The Swaminarayan Senior School

Curriculum Plan

260 Brentfield Road, Neasden London, NW10 8HE

‘The heart of Education is the Education of the heart, of the mind and of the spirit. This is not achieved by chance but brought about by great effort and care, both by the students and the schooling system that meets these needs’

His Divine Holiness

CONTENTS

1. Letter from the Head Teacher 3

2. Senior School Curriculum 4

3. English 11

4. Performing Arts 15

5. Drama 16

6. Mathematics 18

7. Biology 19

8. Chemistry 22

9. Physics 24

10. French 26

11. Geography 29

12. History 30

13. Art & Design 31

14. Physical Education 33

15. Duke of Edinburgh 35

16. Religious Studies 37

17. Gujarati 39

18. Information Technology 41

19. Business Studies 43

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Dear Parents or Guardians,

I am happy to enclose a copy of the 'Curriculum Guide' for your information. It has been written to keep you more informed about all the subjects that are being offered in the school and the main topics that will be discussed at the various year groups. You will also find details of the main content of the curriculum at each year group and the variety of assessment tools that will be employed by the school in each subject to monitor the progress made.

May I particularly draw your attention to the sections on parental help for all the subjects, to enable you to help and support your children, in our joint efforts to bring out the best from them. You will also find the reading list for English, a useful guide to the type and variety of books that are expected to be read at each level.

I hope you find the information provided useful. May I add that if there are any questions which arise from the guide, or for that matter anything else, please do come and see me.

Yours sincerely,

Nilesh M Manani

Head Teacher

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4 The Senior School Curriculum______The curriculum of the Senior School is organised with the unique nature of the Swaminarayan School and the needs of our pupils in mind. It takes the best elements of the National Curriculum and mixes that with what we consider to be important for our children. Whilst all pupils study the widest range of subjects at Years 7 & 8 as outlined below, we narrow them down through our option system at Year 9. This is in line with the school’s aspiration to start the teaching of the GCSE syllabus a year early. It is designed to challenge and extend every pupil to their fullest potential and equip them with the necessary tools for academic success at GCSE.

The delivery of the curriculum is such that it stimulates and facilitates the curiosity of all our pupils, raising more questions for young inquiring minds to resolve, without ever losing direction. Though more challenging then general science or Double award, TSS has chosen to teach sciences separately as Biology, Chemistry and Physics throughout the school. There are some compulsory subjects which we consider important for a child’s growth into a successful adult in a western environment. In the Sixth Form in the first year, all students are required to select a minimum of four AS levels. The students may continue the same four AS levels to Advanced level. We place a lot of emphasis on pastoral issues, careers guidance and university applications. The senior school follows a two-week timetable with 55 minutes lessons.

The Curriculum up to GCSE_(Two Weeks timetable - 55 minutes lessons)______

SENIORS 1and 2 SENIORS 3, 4 and 5 (ages 11-12) (ages 13-16)

English English LAMDA Mathematics Mathematics Biology Drama Chemistry Biology Physics Chemistry French Physics Gujarati French RS Gujarati Business Studies/Economics* History History* Geography Geography * Art Art * Religious Studies Drama * ICT ICT * PA PE PE PHSCE Clubs Clubs or DoE PHSCE CT/Moral Education All subjects are compulsory * Optional subjects At Advanced Level______A level subjects offered: Accounting, Art, Biology, Chemistry, ICT, Drama, Economics, English Literature, French, Further Mathematics, Geography, History, Mathematics and Physics. Other subjects will be considered if there is demand. This plan is subject to change from year to year 5

ENGLISH AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

The English Department exists to develop the skills of pupils in the areas of speaking, listening, reading and writing. We set out to foster an awareness and enjoyment of language and literature; we further aim to provide pupils with opportunities to improve their powers of communication and to aid personal growth through sounder understanding and expression. Our syllabus reflects and celebrates the rich, cultural heritage of our pupils while enabling them to fully participate in the culture of England, Europe and America. Our ultimate objective is to prepare pupils for success in external examinations, in higher education and in the outside world.

Syllabus Overview

During S1 and S2, pupils are encouraged and expected to participate in a wide number of speaking, listening, reading and writing activities, including oral presentations, interaction with partners, sharing ideas in group discussions, drama and role-play. By senior 3, pupils should be able to demonstrate competence in explaining, describing, narrating, exploring, analysing, imagining, discussing, arguing and persuading through writing and speech. In Senior 3, 4 and 5, pupils prepare for their GCSE examinations in both English Language and English Literature. They are given the opportunity to read plays, prose and poetry, including texts from cultures other than English, pre-20th century literature, texts by 20th century writers and at least two plays by Shakespeare. Pupils are given opportunities to write in a wide variety of forms, including narrative, poetry, scripts, dialogue and non-fiction. Language, including close attention to Standard English, will be studied across the areas of speaking, listening, reading and writing. Once the new qualification of GCSE Digital English becomes available, it is expected that pupils will study for this examination alongside English Language an English Literature.

Homework and assessment

Homework is usually set at least twice a week in Senior 1 and 2. A short piece of work is often set during the week, with a longer written task being assigned over the weekend. Homework may also take the form of reading, preparing for speeches, discussion and role-play, of revising topics learnt in class or of researching topics for longer projects. From Senior 3, pupils will also be engaged in preparing for controlled oral and written assessments. Pupils’ knowledge and skills are regularly assessed through classroom questions, through marking of homework and classwork, through regular testing and internal examinations.

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External examination boards

At the end of Year 11, pupils will sit the Edexcel GCSE examinations in English and English Literature (Syllabus Codes 2EN01 and 2ET01 respectively) which are assessed through terminal papers and controlled assessments. All pupils will take the Higher Tier examinations at GCSE, which should yield grade A-D. At A and AS level, pupils currently follow the AQA Literature Course.

How you can help your child

As well as encouraging and guiding your child in the usual parental way, you could regularly read and share in your child’s written work, offering advice when necessary and praise when due. You could act as an audience for your child’s reading of his or her own work; you could also listen while your child reads out a favourite passage from a book. Ensuring that your child joins and regularly uses a local library would be of immense benefit, as would occasional purchase of relatively cheap editions of novels and collections of stories. Access to wider reading is one of the keys to success in English. To give some shape and purpose to your child’s wider reading perhaps he or she could keep a reading log; keeping a diary may help your child’s writing skills. Above all, it is essential to create a home environment where reading, writing, speaking and listening are valued. You may find the attached reading list of use when choosing books.

Core textbooks These are mainly to support teachers own material rather than form the basis for courses.

Senior 1 and 2: Oxford English Programme, Books 1-3, John Seeley, Frank Green and David Kitchen; the Heinemann English Programme, Books 1-3, John Seeley and David Kitchen; True or False?, Peter Ellison, Language A to Z, Book 1, David Crystal; Discovering Poetry, Denise Scott; Poetry Then and Now, Sheila Hales.

Senior 3 and 5: The Heinemann English Programme, Book 4, John Seeley and David Kitchen, Essential English for GCSE, Susan Davies, Language A to Z, Book 2, David Crystal; Parallel Poems, Mike Royston.

Years 12-13: Shakespeare: ‘Antony and Cleopatra’; Bronte ‘Wuthering Heights’, Hardy ‘ Selected Poems’, Hare ‘The Judas Kiss’ and AQA ‘AS’ and A2 text books.

Useful websites from where information about examination syllabi can be obtained: http://www.edexcel.com/quals/gcse/gcse10/english/language/pages/documents.aspx http://www.edexcel.com/quals/gcse/gcse10/english/literature/pages/documents.aspx

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READING LIST

(Seniors 1-2)

The Wreck of the Zanzibar, Michael Morpurgo Private Peaceful, Michael Morpurgo War Horse, Michael Morpurgo Kingdom of Birds, N Manani My Year, Roald Dahl Boy, Roald Dahl Going Solo, Roald Dahl Lord of the Flies, William Golding Zed, Rosemary Harris A Wizard of Earthsea, Ursula Le Guin Emil and the Detectives, Erich Kastner Run For Your Life, David Line Across the Barricades, Joan Lingard The White Mountains, John Christopher Sherlock Holmes Stories, Arthur Conan Doyle Indian Tales and Legends, J. E. B. Gray Stories From Other Times (New Windmill) Mystery Stories of the Nineteenth Century (New Windmill) Whispers in the Graveyard, Theresa Breslin The Call of the Wild, Jack London White Fang, Jack London The Road to Canterbury, Ian Serrailler The Diary of Anne Frank, Anne Frank Six Shakespeare Stories, Leon Garfield Six More Shakespeare Stories, Leon Garfield A Christmas Carol,Charles Dickens Book of Greek Myths (New Windmill) The Odyssey, Robin Lister The Story of King Arthur, Robin Lister The Nature of the Beast, Janni Howker The Machine Gunners, Robert Westall The Hobbit, J. R. R. Tolkein The Chocolate War, Robert Cormier Fireweed, Jill Paton Walsh Tiger Eyes, Judy Blume The Secret Garden, F. Hodgson Burnett Dr. Jekyll and Mr. Hyde, R. L. Stevenson Treasure Island, R. L. Stevenson Gulliver’s Travels, Jonathan Swift Moonfleet, J. Meade Falkner Chocolat, Joanne Harris

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READING LIST

(Seniors 3-5)

Stone Cold, Robert Swindells Flowers for Algernon, Daniel Keyes 1984, George Orwell Silas Marner, George Eliot Great Expectations, Charles Dickens To Kill a Mockingbird, Harper Lee The Scavenger’s Son, Sivasankara Pillai The Fire Sacrifice, Susham Bedi The Wheel of Surya, Jamila Gavin The Withered Arm and Other Tales, Thomas Hardy Tess of the d’Urbervilles, Thomas Hardy The Major of Casterbridge, Thomas Hardy Far from the Madding Crowd, Thomas Hardy Dubliners, James Joyce The Mill on the Floss, George Eliot The Woman in White, Wilkie Collins Nineteenth Century Short Stories (New Windmills) Classic Short Stories (New Windmills) Northern Lights, Philip Pullman Things Fall Apart, Chinua Achebe The Village by the Sea, Anita Desai The Catcher in the Rye, J. D. Salinger Dr. Jekyll and Mr. Hyde, R. L. Stevenson Frankenstein, Mary Shelley Dracula, Bram Stoker Brighton Rock, Graham Greene A Kestrel for a Knave, Barry Hines David Copperfield, Charles Dickens Little Dorrit, Charles Dickens Bleak House, Charles Dickens The Secret Agent, Joseph Conrad Heart of Darkness, Joseph Conrad Jane Eyre, Charlotte Bronte Wuthering Heights, Emily Bronte Of Mice and Men, John Steinbeck

9 PERFORMING ARTS STUDIES ______

Overview of the Department

Despite the young age of the school the Performing Arts Department has already proved to be one of the major areas of the school curriculum, having been shortlisted as finalists at the National Festival of Music for Youth for four consecutive years. Furthermore, our pupils have performed at various venues including the ‘Victoria and Albert museum’. Brent Town Hall, Harrow Art Centre including community Festivals such as Under One Sky, and Music Talent Search etc.

In addition to the three full-time Performing Arts staff, pupils are regularly exposed to other forms of music and dance by arranging in-school workshops and demonstrations. Among the numerous such visiting artistes have included Sujata Banerjee, Vena Gheerawo, Jayendra Kalyani and lastly, but probably one that had the greatest impact on the pupils the influential tabla maestro Pandit Sharda Sahai, Tabla workshop by Pandit Suresh Gaitonde (2005), Pandit Sharad Sathe vocal workshop (2008), Vocal workshop and recital by a famous Indian female artist Smt. Kankana Banerjee and Pundit Ganesh Mohan (Sitar).

Much of the ground-breaking and unprecedented work that has been accomplished to date, will be consolidated, not only by reinforcing what has been achieved so far by the students and teachers, but also by encouraging an active involvement by the parent body.

In short, it is the department’s duty to provide the student’s of the school and indeed the Gujarati community itself, to which most of the student body belongs, the much needed exposure and appreciation of the rich and diverse musical and cultural heritage of the sub-continent of India.

Instrumental lessons We have always said that in addition to academic studies, children need to have other interests and hobbies that they enjoy. Learning to play an instrument can be one such enjoyable and rewarding activity. Furthermore, current research has suggested that it also develops the brain. Therefore, we encourage pupils to learn to play a musical instrument. At present, the following instrumental lessons are on offer: Piano, Drums, Flute, Sitar Harmonium and Guitar.

From February 2003 The Swaminarayan School has become an affiliated centre for ABGMVM, Bombay, to conduct music exams in all the disciplines. Students can also do diploma and degree course in Indian music. The Swaminarayan School is the only school in the country that has a record of achievements in Tablas. Two of the pupils have gained their Diploma in Tabla even before they have finished their ‘A’ levels, in 2006.

In the Year 2011, two of the candidates have achieved excellent results in music examinations. Shyam Mehta of Year 11 and Rikhil Raithatha Y 13 have completed their diploma in tabla and Hena Mistry (11years old) of Year 6R has achieved 98% marks in her grade -1 tabla examination.

10 There are numbers of students who are really a great asset to the school who have been contributing to the department from participating, composing and accompanying in all major festivals and events of the school. Children have been exposed to varieties of musical activities and participation such as to play dhol, octopad and other drum instruments with fusion music. Apart from classical singing of Khayaal dhrupad & Dhamaar, Bhajans and regional folk songs, Easter and Christmas songs are also taught to the children. Variety of dances including pure classical Kathak, Thumri, Garba dance and other Indian regional dances of India are in regularly performed in the school. Recently lunchtime Kathak classes for beginners from Y1 & Y2 have been introduced to give extra help in dance to the younger children.

Besides the School’s academic studies, talented pupils have also performed for charity concerts and communities such as Age Concern, Kamla Mehta School for Blind girls, Dadar, India. These concerts were organised by Mr Jatin Oza, Head of Performing Arts at Harrow Arts Centre, Winston Churchill Hall (Ruislip), Broadway Theatre (Barking), Arts Depot (Finchley), Peepul Centre (Leicester), Chrysallis Hall (Milton Keynes) etc. Jeel Pandya, Chandni Shah & Roshni Shah has performed Kathak dance for many community events including Diwali Festival event at the Trafalgar Square arranged by the ex-Mayor Ken Livingstone, Barclay Head Quarters etc.

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DRAMA AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

Education is a pleasure. Students across the years are guided and encouraged to gain and give pleasure from the sheer versatility of Drama as a creative and expressive art form and, consequently, to prosper as individuals from its many benefits. Drama is time-tabled for all students in Years 7 and 8 and then offered as a GCSE option at Year 9 onwards.

Dramatic theory is not taught in a vacuum but via application. With our focus on the craft of acting and directing, our approach is practical, with especial concern for learning through dramatic exercises, exploration and performance, providing the students, individually and collectively, as much feasible space as possible to take the lead in the lesson rather than seeking to be spoon-fed or becoming over-dependent on any pedestalled teacher. Indeed, this is entirely in keeping with the demands and expectations of the Edexcel syllabus we follow at GCSE and AQA at A Level.

The social, moral, psychological, cultural, professional and even therapeutic gains in studying Drama are well documented, let alone the cross-curricular assets of our subject. Drama contributes towards a student’s sense of confidence, self-esteem, leadership, initiative, ingenuity and teamwork. It nurtures and vitalizes the creative and imaginative potential of all its participants. In the words of one student, “Drama makes you feel better”. And, of course, Drama promotes and aids the development of the student’s verbal communication skills, so vital to members of the political, legal, commercial and media professions, and acknowledged as such by all universities.

DRAMA SYLLABUS are to enable each student:

1. to use drama form creatively to respond to a variety of stimuli; 2. to actively identify with a variety of roles and situations and to use the drama form to develop a deeper understanding of any chosen context; 3. to order experience through drama by recalling, recognizing and finding form to explore ideas, issues and feelings; 4. to develop imagination, sensitivity and self-confidence through the medium of drama; 5. to encourage personal and group creative expression, co-operation and teamwork; 6. to gain a practical understanding of various dramatic skills and forms which may be employed to communicate with and entertain an audience; 7. to critically appreciate and understand drama as an art form by students creating their own performances, through working on scripts and texts, or by means of devising, in a practical context and through experiencing live theatrical performance work as an audience member; 8. to develop investigative, analytical, experimental and interpretative capabilities; to further the aesthetic and critical appreciative skills; 9. to develop a knowledge and understanding of drama within a social, cultural and historical context; 10. to appreciate the playwright’s craft, from the classics, through Shakespeare to the present day.

12 Syllabus Overview

Year 7 and Year 8: The primary aim is to lay the foundations for effective drama activities and experiences, enabling young actors to enjoyably make the transition from their private world of ‘make-believe’ and pretence to one connecting communicatively and publicly with their audience. Exploratory and creative exercises in both the craft of acting and directing are used, as well as drama games, short sketches, plays and script composition. Emphasis throughout is on performance and its necessary skills: spatial and vocal awareness; diction and articulation; physical control and movement; role playing and simple characterisation; manipulation of form and structure; co-operative and interactive participation; and learning to give critical and evaluative feedback to others. In addition, students are taught the basics of lighting and the use of live and recorded music and dance.

Year 9, Year 10 and 11: DRAMA as a GCSE option

GCSE Drama starts in starts in Year 9 at a preparatory level in which the Edexcel syllabus is more freely followed to allow students to adapt to its creative and analytic demands, thus paving the way for more fluent and imaginative input at Year 10 and Year 11 when two six-hour workshop practicals (exploring a topic/exploring a major play) are held for internal assessment followed by a performance exam externally examined.

Unit Percentage Marks Assessment Unit 1 30% Total 60 Six hour practical exploration; (5DR01) Practical taken at any point to be Exploration – 40 decided by the teacher; Drama Documentary documentary response max 2000 words Exploration Response – 20 Unit 2 30% Total 60 Six hour practical exploration, based on a play (5DR02) Practical text; completed at any point decided by the Exploration – 30 teacher; documentary evidence max 1000 Exploring Response – 10 words. Written response to Live Theatre max Play Texts Response to 2000 words Live Theatre – Response to 20 Live Theatre Unit 3 40% Total 80 Performance in response to an (5DR03) Voice and assignment brief to a visiting examiner. This Movement – 20 must take place Drama Roles and between February and May in the year of Performance Characterisation entry. - 20 Communication - 20 Content, Style and Form – 20

A LEVEL DRAMA Demand arising, our elected syllabus would be the AQA which concentrates on both the theoretical, critical and practical works of the major dramatists with particular concern for the ideas and works of Ibsen, Stanislavsky, Bertolt Brecht and our contemporary theatre. Practical work counts for 60% of the overall marks, the remaining 40% being achieved through project and written examination based on set plays and the interpretation of an unseen extract from a director’s point of view.

EXTRA-CURRICULAR DRAMA

13 We have our own theatre company (The SSTC). Performances are given in-house and we are regular participants in the annual ISA Drama Competition which we have won on a number of occasions. We treasure our collaborations with the PA Department and the English Department, and we enjoy close and supportive ties with the LAMDA and Public Speaking activities at the school. Theatre outings to the West End, the Fringe and the provinces are regularly organized.

MATHEMATICS AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

We aim to provide the conditions within which students achieve the highest possible exam grades and develop fully as young mathematicians. The specific topics which we are required to teach by the exam boards are chosen for many reasons, but they can all be taught intelligently with reference to the future mathematical needs of the students. Furthermore, every student takes one of the UK Mathematics Challenges every year as part of our enrichment policy.

Syllabus Overview In Senior 1, students are not ‘set’ and work in form groups. In Senior 2, the ‘express’ group begins its GCSE course with a view to its competition at the end of Senior 3. School policy states that pupils who can show that they can achieve A or A* should be encouraged to sit the GCSE early. In 2010, we found it possible to enter the whole Senior 3 express group two years early with 100% achievement of A or A*. The ‘academic’ group works steadily towards its GCSE, hitherto on the modular system, but in the future it looks as though they will have to work on the linear system if government policy changes. The express group is extended by careful preparation for the UK Intermediate Maths Challenge, by taking the GCSE in Statistics and by taking the IGCSE in Further Pure Mathematics offered by the Edexcel exam board. Such students will not find any difficulty adjusting to the requirements of the A level course. They will already have looked in depth at several of the topics in the first year of A level. In the Sixth Form, we follow the Edexcel Modular courses for AS, A and Further Mathematics qualifications. We offer all four disciplines: Pure Mathematics, Mechanics, Statistics and Decision Maths. Students studying Further Maths may also be prepared for the Advanced Extension Award and the STEP exam (Sixth Term Examination Papers) for Oxbridge Entrance. All students are required to participate in Leeds University’s UK Mathematics Challenges once a year, at Junior, Intermediate or Senior level.

ASSESSMENT AND HOMEWORK: Major internal examinations in take place November and June of each year. School policy requires that half-term tests are helped and marks centrally collated. The department also sets bi or tri weekly topic tests for all students. Homework is set twice weekly, self-marked by students where appropriate and thoroughly monitored. Testing is the basic method of assessment which informs the pace and style of our teaching.

HOW YOU CAN HELP YOUR CHILD: Pupils should use the methods we give them, set out workings clearly and leave no incorrect work uncorrected. Many students have access to friends of relatives and tutors who can help them and this makes a great contribution to our success. Students who have particular difficulties find the members of the Departments always willing to help. Students who are in need of support in Senior 1 & 2 are encouraged to use MathWhizz, an ISA recommended computer tutor of proven effectiveness which is very good value in relation to the cost of a live tutor.

There is no doubt that systems like Kumon increase the speed and fluency of students’ mental processes and are worthwhile as memory and speed are the main qualities exams test.

14 For broader stimulation the web-site nrich is excellent and there are many others. For good-value live-authored on-line tuition, LiveMaths can be recommended. Useful websites from where information about examination syllabus, sample coursework and past papers can be obtained: www.edexcel.com www.pearsonschoolandcolleges.co.uk/ExamZone.aspx

BIOLOGY AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

Biology is taught as a separate subject throughout the Senior School. The Essentials of Science will be used to introduce biology to those working to Key Stage 3 of the National Curriculum in Science, Exploration and discovery are prevailing themes in the National Curriculum and these are certainly important components in this book. However, the following introductory topics are also an integral part of Biology for Senior One:

- Safety rules: safe and effective use of laboratory apparatus. - Planning and writing up experiments. - Characteristics of living things.

The following topics will be covered in Senior One in Term 1:  Safety and presentation of work  The microscope  Structure of animal & plant cells  Cell specialisation & organisation of life  Cell growth and reproduction  Key words and comprehension  Scientific investigation  Testing, understanding and Data analysis and graph work

Term 2  Reproduction  Animal & Human  Menstrual cycle  Birth

Term 3  Adaptation & Habitat  Adaptation & seasonal changes  Feeding relationships  Food webs and competition

Senior 2 – Term 1  The seven food groups  Healthy diet and food tests  Digestion  Enzymes, absorption and transpoa  Keywords, comprehension  Scientific investigation

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Term 2  Aerobic respiration  Respiration in living things  Lungs and gas exchange  Transport of O2, glucose and CO2.  Microbes and disease (project on Health)  Barriers to Infection Term 3  Interaction within Environment  The Plant Kingdom  Sampling Techniques  Pyramid of Numbers  Data analysis, graph work  Scientific investigation

Senior 3 begin GCSEs with Module 1 Syllabus in GCSE High achievers are allowed to sit the exam at the end of Year 9, otherwise they do so in January of the Year 10 year. New Syllabus starts from Sep 2011 for Year 9 pupils. Senior 4’s sit modules early – at the end of the Year 10 or in January of Year 11 Senior 5’s sit module 3 in January of Year 11 or end of Year 11.

Senior 4 & 5 Syllabus if AQA – 4411 Triple Science 3 year course and 1 invidual skills assessment Carried out in summer term of Senior 4 Year 10/11

Senior 6 Modular Biology AQA AS/A 5416/6416 Unit 1 - 4 Pupils take the Unit 1 exam in January of Year 12, and module 2 in June of Year 12 and if they decide to go on, Unit 3 in January of 2nd year, leaving only Unit 4 in June of 2nd year. Students are required to produce 2 individual skills assessments, one in each year. The 2nd ISA requirement is a fieldwork study. L6 intending to move to the A2 year are required to attend a non residential field centre for 2 days, presently delivered at Amersham field centre in July of the 1st year.

How parents can help their child? In order for pupils to have the opportunity to fulfil their maximum potential, it would be beneficial for the pupil if parents could: a. Check that homework is completed and is well presented. b. Discuss marks and feedback.

Any additional Biology textbooks for the GCSE course would provide more support for your child, however this is optional. Below is a list of suitable books.

One from this list will suffice: 1. Biology GCSE – KS4 Revision + Study Guides + Workbooks Core Textbooks Senior 1-2 - The Essentials of Science Year 7, 8, 9 Senior 3 - Co-Ord. Science Biology by B. Beckett & R. M. Gallagher + workbook texts Senior 4-5 - GCSE Biology by D. G. Mackean Senior 6 - A variety of texts are used for the new courses which began in September 2000.

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CHEMISTRY AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

The Chemistry Curriculum is taught as a separate science across the 11-18 age range. The teaching and learning scheme is based along the lines of the National Curriculum. In the early years the scheme is intended to stimulate curiosity, interest and enjoyment in Chemistry. At GCSE level, the school is presently following the AQA syllabus, a well designed course which enables the pupils to acquire systematic chemical knowledge, develop an understanding of Chemistry and relevant skills and to stimulate pupils’ interest in the subject and encourage them to undertake future studies.

At AS/A Level the school offers the OCR Course which provides well designed studies of experimental and practical Chemistry, a worthwhile educational experience.

Syllabus Overview

Unit 1 C1.1 The fundamental ideas in Chemistry a) Atomic Structure b) Rocks and building materials c) Metals, alloys and their uses d) Organic Chemistry e) Earth Science Unit 2 C2.1 Structure and Bonding Macromolecular structures Nano Particles Quantitative and Qualitative Chemistry Rates of Reaction Energy Transfer Acids, bases and salts Electrolysis Unit 3 C3.1 The Periodic table Water Energy from reactions Further analysis and quantitative chemistry Production of Ammonia Further Organic Chemistry

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Unit 4 C3.6 In addition there is a practical component Controlled Assessment (CAI/ISA)

Homework and Assessment Policy Homework is set on a regular basis. This may involve writing up experiments, small projects and research work based on related topics taught. Assessment include check point questions, end of topic tests, formal termly tests and end of year examinations.

External Examination At GCSE and A level, there are two units sessions of external examinations – January and June offered by AQA examination board. Candidates are permitted to resit units once, before seeking GCSE, AS or A level award, and the better result will count.

How parents can help To enable students to fulfil their potential and to reach the achievement and qualifications of which they are capable, parental support is essential. This can set an environment where scientific inquiry and genuine learning can be carried out, both for pupils and staff. It would be appreciated if parents can actively monitor and support the targets agreed which are laid down in their Records of Achievement. Parents should encourage and make constructive suggestions based on regular assessment results so as to improve their child’s performance. With a close check on homework recorded in their diaries, parents should ensure that work is completed. Student’s diaries can also be used as a communication channel for sending in any messages they wish to share with science staff.

Core Textbooks

Years 7 and 8 Oxford Coordinated Science Chemistry

Year 9, 10 & 11 Collins AQA GCSE text book

AS & ‘A’ Level AQA chemistry by Nelson Thornes www.aqa.org.uk www.aqa.org.uk/students-and-parents.php www.bbc.co.uk/schools/gcsebitesize/science/aqa

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PHYSICS AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

Physics at the School is taught as a separate subject throughout the Senior School years. The course at each age group is designed to stimulate interest in the subject through a combination of experimental and investigate work. The knowledge, understanding and skills base is slowly improved through written work, use of equation in physical applications, use of apparatus in practical work, discussion and project work. It is hoped that after completion of the course at Years 7 and 8, students will be better able to cope with the demands of GCSE Physics. The separate science approach will clearly be of enormous benefit to the students. Students are encouraged to inquire and question things as far as possible. Nothing is true unless confirmed!

Syllabus Overview

The content of the syllabus revolves around several core topics: Measurement Heat transfer Mass and weight Energy Electricity Light Magnetism Forces and Motion Pressure Waves including sound The Solar System & beyond (Astronomy)

Students learn to grasp the basic principles in Senior 1 and 2, upon which the contents at GCSE are then based. Topics such as Electromagnetic Waves, Radioactivity, Electronics and Geophysics are added at this stage.

Homework and Assessment

Homework is set regularly at the end of each lesson. It can take the form of writing-up the practical work or problem solving or note taking or research on a topic or reading and project work. It is often based on the work being done in school.

The progress of the pupils is monitored through questions in lessons, practical work, marking homework, end of topic tests, and formal end of term and year examinations.

External Examinations

Students will be entered for the AQA Examination Board modular Physics GCSE at higher level. This involves four units. Three of these consist of a 60 minute written examination, and a further unit based on ‘controlled’ practical work/assessment tests. They can be taken at various suitable and allowable dates.

At A level students are prepared for the OCR Board “Modular” (Syllabus A) examination. The single science Physics GCSE adequately prepares students for A level study. They should normally gain a minimum of grade B pass to study for an A level in Physics. After completing each “module” students may sit the examination in January or June as necessary. There is an opportunity to gain an Advanced Supplementary level certificate at the end of the first year.

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How parents can help their child

Physics is a subject that has unlimited potential in terms of the resources that students could tap- on. Parents will need to ensure that their children are members of the local library. The resources available from the library will be especially useful in completing the topic based research projects, which will be set throughout the year. There are also many useful CD ROM’s available on the market (and Websites) for all age groups and parents should invest in a couple.

Students will often be given notes in the class room. Parents should encourage children to re- write the notes with reference to the relevant section in the textbooks. This will re-inforce the work done in the classroom during the day and clarify some of the points missed during the lesson.

Students will also be set homework on writing up Physics investigations and practical work. Parents can ensure that their child uses the observations from the investigations, including the textbook to write these up. Clarity of language is essential in scientific subjects and parents should make random checks whenever possible, encouraging them to use the dictionary and scientific terms.

The fourth field of homework will be problem solving. Here, the correct use of equations is a significant step forward in arriving at the solution. Too often children form a habit of simply writing the answer. The method of arriving at the answer carries more marks than the final answer. The only way to gain confidence in using the Physics equations is by using them to solve a variety of problems with different applications. Repetition of usage engraves the equation in the minds of students. A final sobering thought: equations are not given in GCSE examinations!

If in doubt, after all this, ask!

Core textbooks

Years 7 to 8 - 11-14 Longman Physics by J L Lewis and G E Foxcroft Years 9 to 11 - GCSE Physics by Tom Duncan, Collins AQA GCSE Science books 1, 2 and 3 A Level - Physics 16-19 by Robert Hutchings Advanced Physics by Tom Duncan Advanced Physics Questions book by Akrill, Bennet and Miller . AS and A2 OCR Physics book, published by Heinemann.

Useful websites from where information about examination syllabus, sample coursework and past papers can be obtained: www.aqa.org.uk www.aqa.org.uk/students-and-parents.php www.bbc.co.uk/schools/gcsebitesize/science/aqa www.iop.org.uk www.ocr.org.uk

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FRENCH AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

1. a) To maintain and stimulate lasting pupil curiosity, interest and equipment in the chosen Modern French Language. To create an atmosphere where pupils wish to learn, so that they come to enjoy the chosen Modern Foreign Language, because they are active participants in it and where staff enjoy teaching, so that they give of their very best.

b) To enable each pupil to achieve his/her potential in a variety of situations, using all available resources appropriately, to ensure the highest level of achievement for each pupil.

c) To develop the ability to use the chosen Modern Foreign Language effectively for purposes of practical communication.

2. a) To enable pupils to be familiar with a body of knowledge, principles, skills and vocabulary in the chosen Modern Foreign Language.

b) By exposing pupils to a wide range of material (both literary and media) we aim to enable pupils to see the chosen Modern Foreign Language as:

* a major cultural feature, * part of a wider body of knowledge and skills e.g. analysis, memorising, drawing inferences and scanning texts for information.

3. a) To enable pupils to develop a range of desirable personal qualities such as politeness, perseverance, initiative, confidence and independence.

b) To encourage positive attitudes to learning a foreign language and to speakers of another language and a sympathetic approach to other cultures and civilisations.

c) To enable pupils to work independently and as part of a team in varied activities, so at the chosen Modern Foreign Language contributes to the development of core skills such as IT, reading, writing and speaking.

4. a) To employ teaching methods and resources that allow all pupils (irrespective of their gender, ethnic origin, academic ability, etc.) to have equal access to the chosen Modern Foreign Language and to experience success and enjoyment in their work.

21 b) To value each individual and so encourage each pupil to feel the value and worth of others. In doing so, to encourage empathy, so that each pupil approaches issues of race, gender and ability with tolerance and insight.

Assessment and Homework 1. Listening

Students are required to listen to a wide range of authentic, recorded material spoken by native speakers. Materials can include instructions, telephone messages, short narratives, descriptions, advertisements, etc. They are assessed on their ability to identify and note main points, extract specific details, identify points of view and draw conclusion.

2. Reading Students are required to read a range of authentic written material of varying lengths and are assessed on their ability to note main points and detail, recognise attitudes and emotions, draw inferences and conclusions.

3. Speaking Students are required to carry out role-play tasks and take part in conversations. They are assessed on their ability to communicate in the language and to demonstrate their linguistic skills.

4. Written Students are required to complete tasks in the language, ranging from pieces which require short sentence answers to longer pieces of writing on a variety of topics. They are assessed on their ability to communicate in writing and to demonstrate linguistic skills.

Homework is set each week, to take up to 1 hour, with several days between settings and collection for practice, research or clarification of issues.

Obviously, ‘informal’ assessment is ongoing during all lessons in response to oral work, team work, practical experiments, skill development, project work, etc.

French GCSE

The Edexcel GCSE in French consists of four units based on the following skills: speaking, listening, reading and writing.

Qualification structure

Unit/ skill % Assessment Unit 1 20% Examination in June Listening & understanding

22 Unit 2 30% Controlled assessments Speaking Internally assessed

Unit 3 20% Examination in June Reading & Understanding Unit 4 30% Controlled assessments Writing Internally set and externally marked

Throughout the GCSE course learners will concentrate on the following four topic areas: • Out and about • Customer service and transactions • Personal information • Future plans, education and work

Unit 1: Listening and understanding Overview of Content  This unit draws on vocabulary and structures from across the four specified common topic areas.  Students will be tested on their ability to understand spoken French. Testing is through a variety of tasks which require a response, written or non-verbal, to demonstrate understanding.

Overview of assessment  The examination consists of a number of passages or interactions in French with a variety of question types.  The spoken material heard will include both formal and informal speech  Timing 35 minutes  Total number of marks is 40.

Unit 2: Speaking

Overview of content  The focus of the speaking unit will be chosen by the teacher in consultation with the student and will relate to one or more of the following themes: media and culture, sport and leisure, travel and tourism or business, work and employment.

Overview of assessment

 This unit is internally assessed under controlled conditions.  Students must demonstrate the ability to use French language for different purposes and in different settings, and will be assessed on two speaking activities chosen from the following task types: an open interaction, a picture-based free flowing discussion or a presentation with discussion following.

23  Each activity must last for 4-6 minutes  These controlled speaking assessments can be carried out at any time during the course  Total number of marks is 60.

Unit 3: Reading and Understanding

Overview of content  This unit draws on vocabulary and structures from across the four specified common topic areas  Students will be tested on their ability to understand written French. Testing is through a variety of tasks which require a response, written or non-verbal, to demonstrate understanding

Overview of assessment  The examination consists of a number of short texts, notices or new reports in French which include arrange of settings and styles, both formal and informal  Timing: 50 minutes  Total number of marks is 40

Unit 4: Writing

Overview of content  The focus of the writing unit will be chosen by the teacher in consultation with the student and will relate to one or the following themes: media and culture, sport and leisure and tourism or business, work and employment.

Overview of assessment  This unit is internally assessed under controlled conditions.  The student must complete two separate writing tasks and each of these must be undertaken in controlled conditions in a single assessment session of no more that one hour.  Students aiming for grade C or above will need to demonstrate extended writing skills and are expected to produce over 200 words in each task.  The controlled assessments can be undertaken at any time during the course  Total number of marks is 60.

We also offer the OCR Asset qualifications for students who complete their GCSE early.

Parental involvement

Not every parent has had the opportunity to learn a foreign language. Some of you may have a very limited knowledge of French, if any at all, and therefore believe that you cannot help your child. Yet you can by:

* Showing an interest in the language

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Share your knowledge of French language and France with your child. If you do not have any, pretend you do, your child will be more than happy to put you on the right tracks and it will give them a great sense of satisfaction and achievement.

* Look into their books

Their book is divided into two. At the front is the ‘reference book’ in which we write what we learn. Everything in the reference book must be learnt by heart and known by your child. In order to check that they have acquired all the knowledge form their reference book, each week you child is being tested in writing.

* Help them prepare these small tests

The ‘reference book’ contains the French we learn, together with its English meaning. Test your child by giving them the English and expecting the French. You will roughly know from the spelling in front of you if they are right or wrong. If they take too long in giving the answer, it means they do not know it well enough. Send them to a quiet room to learn it again and ask them again a little later.

* Test their spelling

Ask them to write words and compare their spelling with that in the reference book.

* Check their homework

The back of their book is used for exercises and homework. Check that homework is thoroughly done. NEVER take their word for it. Homework is set every week.

Learning a foreign language is hard work and your child needs your support. If we work together as a team, we can make their learning a little easier and lead them to success.

Textbooks used

Encore Tricolore 1: Senior 1 (New edition) Expo 2: Senior 2 Encore Tricolore 3: Senior 3 (New edition) Encore Tricolore 4: Senior 4 & 5 (New edition)

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GEOGRAPHY AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

The syllabus is designed to consider a series of key ideas and concepts. In particular we aim to create in our pupils an awareness of some of the spatial and environmental patterns within the United Kingdom, the European Union and the world at large.

Curriculum Overview Senior One and Two (Years 7 and 8) The following geographical themes are investigated:

Map reading weather and climate economic activities Landforms population settlement

At the same time emphasis is placed upon the study of countries, particularly the United Kingdom, India and Brazil. There is fieldwork in both urban and rural environments.

The “Key Geography” series of textbooks provides the backbone of the course, but a wide variety of other books, videos and materials is used.

Senior Three, Four and Five (Years 9, 10 and 11) Pupils follow the new Edexcel specification 2GA01 (Geography A). It consists of four units of work each worth 25% of the final mark:

11. Geographical Skills 12. The Natural Environment 13. The Human Environment 14. Investigating Geography (fieldwork with controlled assessment)

Sixth Form (Years 12 and 13)

Pupils are prepared for the new AQA Geography Specification 2030. At AS level the 2 units of study are:

1. Physical and Human Geography 2. Geographical Skills

At A2 level a further 2 units are studied. They are:

1. Contemporary Geographical Issues 2. Geography Fieldwork Investigation

Parental involvement

26 In addition to checking on homework assignments and personal investigations, parents are encouraged to take their children to visit places of interest such as the Thames Barrier, markets in London’s East End and London Docklands.

Useful websites from where information about examination syllabus, sample coursework and past papers can be obtained: www.edexcel.com www.pearsonschoolandcolleges.co.uk/ExamZone.aspx

HISTORY AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

We aim to stimulate interest in and enthusiasm for the study of the past, linking it where appropriate with the present.

Curriculum Overview Senior One and Two (Years 7 and 8)

Pupils are taught the following study units:

Medieval realms: Britain 1066 to 1500 The making of the United Kingdom: 1500 to 1750 Expansion, trade and industry: Britain 1750 to 1900 The twentieth century world

“Access to History” is the main series of textbooks used. Other books and materials are used where appropriate. From time to time visits are arranged to places of interest which have relevance to the topics of study and to personal investigations.

Senior Three, Four and Five (Years 9, 10 and 11)

Pupils follow the Edexcel specification 2HA01 (History A). It consists of four units of work each worth 25% of the final work:

1. International Relations 1943 – 1991 2. Germany 1918 – 1939 3. War and the transformation of British Society 1931 – 1951 4. The Indian subcontinent: The road to independence 1918 – 1947

Senior Six (Years 12 and 13)

Pupils are prepared for the AQA History specification 2040. At AS level the 2 units of study are: 1. Britain 1906 – 1951 2. Life in Nazi Germany – 1933 – 1945

At A2 level a further 2 units are studied. They are: 1. The making of Modern Britain 1951 – 2007 2. Historical Enquiry (coursework)

27 Wide reading is essential for success at this level. Pupils are encouraged to read as much as possible using both the departmental library and the extensive range of texts on this period which can be found in public libraries.

Parental Involvement As well as checking on homework assignments parents are asked to encourage children to watch historical programmes on television which can add an important dimension to their understanding. www.aqa.org.uk www.aqa.org.uk/students-and-parents.php

ART AND DESIGN AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

1. Nurture and promote the visual facility.

2. To encourage and provide a channel for the positive expression of youthful imagination.

3. To provide a vehicle for personal development and discipline through the intrinsic structures of the visual process.

4. To engender an interest and enjoyment of the arts, and an appreciation of their historical, social and cultural significance.

Curriculum Overview

 Regular sketchbook work which develops drawing skills and other techniques to a high level of ability.  Proficiency in use of paint and other media.

Year 7 & 8 - Practice of basic skills. These include: Drawing, painting, pattern making, collage, simple 3D work, and lettering in Year 7; colour, painting and Design in Year 8. All pupils have a sketchbook for work assignments.

Year 9, 10 & 11 – Pupils can choose Art and Design as a GCSE option (OCR syllabus) to follow a three year course in Fine Art (Drawing, painting, printmaking, sculpture, alternative media). Pupils are encouraged to work independently and to show personal responses to themes or subjects. Visits to art galleries and exhibitions are a major feature of the course. Assessment based on controlled assessment coursework project (60%) and a final examination with preparation work of 10 hours (40%).

Year 12 & 13 – A Level based upon the OCR examination syllabus. The course specialises in painting and Drawing (Fine Art) with assessment based on Coursework and a final examination with Preparation (5 hours AS/15 hours A2)).

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Parental support

To help fulfil an important role in their child’s art education and to be as informed as possible in any communication or discussions with teachers. Parents are requested and encouraged to the extent feasible;

 To ensure that their child has the basic equipment necessary for their proper participation in art lessons.  To show an interest in and to ask questions about the artwork and activities in which their child is currently engaged at school and/or at home.  Periodically to look at, to ask questions about and to comment meaningfully on, the child’s art work and homework sketchbook.  To ensure that the child industriously completes any set homework. Homework is set every two weeks and written in the child’s homework diary. Pupils should spend at least sixty minutes on their homework and should be encouraged not to ‘give up’ if they find the work difficult. (Marks are always given for effort). Homework may include such tasks as collecting information from a library, studying advertisements in a magazine, or watching a particular television programme, as well as the more obvious tasks concerned with producing images and artefacts.  To provide their child with opportunities to see some television programmes concerned with art and to visit local or other art exhibitions.  To communicate to the Art teacher any concerns or difficulties, interests or aspirations that are either specific to, or that are seriously affecting their child’s art education.

The Summer Examination In order to encourage independent methods of work, pupils in Years 7, 8 and 9 are expected to do research and compile an art project from a choice of themes. The content of the project should include sketches, drawings, ideas, relevant information and pictures from various sources and also studies of artists who are connected with the theme. During the school examinations the pupil will prepare and complete cover designs for their project. This is to encourage Independent Learning which will be a vital requisite for those pupils who wish to opt for GCSE or A level.

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30 PHYSICAL EDUCATION AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

The Physical Education Department is a thriving aspect of the Senior School. With two specialist teachers with sole responsibility for the subject, this area has been subject to critical changes and the implementation of professional expertise. The department has a rigid structure, curriculum and ethos.

As an academic discipline, indeed a foundation subject of the National Curriculum PE is a stimulating, challenging and exciting part of the school.

Facilities Facilities include a fully equipped gymnasium, changing rooms, use of grass pitches and a newly developed tennis court area including marked court surfaces:

Indoor Sports Hall Facilities: 4 Badminton Courts 1 Full size Basketball Court 1 Full Size Netball Court 1 Full size 5 a side Football pitch

Gymnastics Facilities include: Purpose made gymnasium wall bars Gymnastic Ropes Extensive Gymnastic trestles, landing mats and benches

Outside facilities include: 2 full size Tennis Courts 1 Full size Netball Court 1 full size 5 a side Football Pitch 1 Full size Basketball Court Several marked grass pitches in municipal area

Both PE teachers are qualified First-Aiders.

At present there is a diverse array of activities on offer for the Senior School. These vary from the traditional team games of rugby and hockey to the introduction of health related fitness and outdoor adventurous activities to the individually expressive forms of gymnastics.

All the years follow units of work that last half-term, thereby participating in at least six different activities a year. Activities differ as skills develop from Year 7 to Year 11. Distinctions are made between the winter, spring and summer programmes but the emphasis on fitness, fair play, competition and diligence are pursued.

Syllabus Overview The syllabus fully meets the KS3 and 4 requirements of the National Curriculum with all six strands being catered for.

Games Over 26 different activities on offer. Outdoor These aims are met in conjunction with the Duke of Educational activities Edinburgh Awards Scheme plus residential visits to OAA sites. The pupils also participate in off-site activities such as skiing and kayaking at local centres

31 Dance Is encountered within the Performing Arts Department. Gymnastics Has seen a major boost with the purchase of a school trampoline and fitted wall bars in the gymnasium. Athletics Both Track and Field activities are on offer

Assessment is a key feature of the pupil’s progress and is undertaken throughout the lessons, specific self-assessment and activity specific assessment as well as through half-termly and monthly reports.

A full extra curricular programme is offered both during and after school hours. Please look at the clubs list attached. Activities vary from football and netball to badminton club on offer every day. They are not solely for those who want to play competitively, perhaps for school teams, but also for those who want to participate in a recreational manner ‘for fun’, as well as taking part in the wide range of sports awards schemes on offer. The peak of our endeavours has resulted in successful football tours abroad to Holland and Spain and a girl’s hockey tour to Holland.

Honours We are currently Middlesex Plate Cricket Champions and Brent Football 5 ‘a’ side champions and Brent Football 5 ‘a’ side champions at various age groups. We are currently the Brent Netball League champions for Year 8 and U14 & U16 girls Brent Badminton champions. The girls teams have also now started competing in the ISA and Middlesex netball tournaments. Please look at the trophy cabinets in the foyer to get a taste of our accomplishments. So there are a lot of competitive opportunities available for the girls. It is recognised that via a school kit, identity is promoted and achieved. Keeping within considerations of cost, comfort and appearance the kit is both smart and practical. Staff are always happy to help with various clubs, and links are also established with other schools and specialist clubs. At the Swaminarayan Senior School your child could participate in all of the following activities:

Swimming, Outdoor Adventurous Education, Orienteering, Gymnastics, Trampolining, , Athletics, Games, Football, Rugby League, Cricket, Hockey, Volleyball, Badminton, Netball, Tennis, Short Tennis, Basketball, Rounders, Kayaking, Indoor Climbing.

Additionally, the Duke of Edinburgh Award Scheme is heavily integrated into the PE extra curricular ethos of the school.

DUKE OF EDINBURGH AWARD AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy The Duke of Edinburgh Award Scheme (DoE) is an award that has been running in the Senior School for a number of years. Every year we regularly guide the vast majority of upper school students through the Silver Award. We are one of the most active schools in the region participating in the Award.

It is widely recognised worldwide as offering a challenge pursuit for young people between the ages of 14-25. This recognition from employers, universities and colleges has made the Award Scheme reach a level of prestige in educational establishments offering it.

32 The scheme is a balanced, progressive programme of extra curricular activities giving opportunities for personal development and achievement through community and social involvement. There are also elements of adventure and the discovery of new talents and interests.

Pupils in the senior school have successfully followed various programmes over the past few years.

The programme is divided into 4 parts.

Volunteering Pupils have in the past worked in charity shops, helped out at old people’s homes, worked with the Police and also worked with the Fire Brigade.

Expeditions Pupils have completed a number of expeditions over the past year culminating in preparing for a 3 days camping expedition in rural lowland following their own routes up to a maximum of 46km. Pupils need to navigate, set up tents and cook for themselves over the weekend.

The past year has seen residential trips to Dartmoor, Buckinghamshire and Hertfordshire. Navigation mornings organised for pupils to familiarise themselves with their map skills Taster days Friday – Saturday to familiarise pupils with basic camp craft Practice weekends in preparation for the Assessed Weekend.

Skills Pupils have learned new skills such as First Aid, Photography, Singing, Pottery, Guitar playing as well as various sports.

Physical Recreation Pupils have undertaken a course of instruction in various sports such as football, cricket, netball, hockey etc.

It is encouraging to see a large percentage of the Upper Seniors having the commitment and dedication to pursue the award every year and we should see even more students participating in the programme.

The DoE department currently has a well stocked equipment room sufficient for the numbers participating in the award ranging from tents to cooking stoves and specialist navigation equipment. It has proved to be a very valuable scheme that has led to students gaining confidence, co-operative skills, teamwork and initiative skills.

Have a look around and if you have any questions please do not hesitate to ask. There is a Duke of Edinburgh notice board on the top corridor in the Humanities/maths areas, which will give you an impression of what the school currently offers.

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RELIGIOUS STUDIES AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

The principal aim of Religious Studies in the Senior School is to stimulate interest and enquiry in to and educate our pupils about other world faiths and traditions in order to make them global citizens. In order to do this pupils are taught how to investigate Religions, this enable them to be enquirers as well as learners.

Assessment is on going, with regular testing, project work and report writing.

WHY HAVE WE INTRODUCED HINDUISM IN THE SCHOOL? For many people all over the world, religion is a way of life. Their lives and attitude are affected by their religious beliefs. Hence the study of Religion is paramount for the pupils of the Senior School. It is important that Hindu children have the opportunity to look at life issues from a Hindu perspective and to understand the views of others from their perspective. Religious beliefs have been a crucial element in the forming of history for . It is therefore important that pupils gain an awareness of the rich Hindu traditions, the contributions they have made, and continue to make within the areas of culture, art, music and history.

1) To awaken and develop an awareness of the Hindu way of life. 2) To develop a spirit of enquiry into the beliefs of Hindu religion and ethos. 3) To understand how religious beliefs and practices affect our own lives. 4) To discover the significance of commitment to the Hindu way of life. 5) To care about and contribute to the Hindu Ethos within a multi-faith community. 6) To develop an understanding of the Major World Faiths and their links with the Hindu Community. 7) To promote the values of love, respect and tolerance towards all faith communities. 8) To look to build bridges within the multi cultural society we live in, by drawing on our similarities as faith communities and non faith communities alike.

Syllabus Overview Our pupils study the following Modules and Content:

Senior 1

1st Term Recognising Religions Module

1. Introduction 2. Signs and Symbols 3. Religious Signs and Symbols 4. The Major Six World Religions

34 World Religions 1 Module

Judaism: 1. Introduction to Judaism 2. Abraham’s Story 3. Moses’ Story 4. The Ten Plagues of Egypt 5. Passover-The Sedar Meal 6. The Ten Commandments (Torah) 7. The Synagogue 8. The Shabbat

Christianity: 1. Introduction to Christianity 2. Who was Jesus (Jesus’ World) 3. The Birth of Jesus 4. The Baptism of Jesus 5. Temptations in the Desert 6. Jesus meets the Tax Collector (Zacchaeus) 7. The formation of the Christian Church (Bible) 8. Aspects of a Church 9. The Trial and Death of Jesus

Islam: 1. Introduction to Islam 2. The life of Muhammad 3. Angel Jibril and Muhammad 4. The Five Pillars of Islam 5. Hajj (Pilgrimage) and Zakat (Charity) 6. Qur’an 7. Mosque

2nd Term Project on the

3rd Term Project on the Life of Krishna (Krishna Leela)

Senior 2 1st Term World Religions 2 Module

Sikhism: 1. Introduction to - Key Sikh Beliefs and practices 2. Life of Guru Nanak 3. Khalsa 4. The Five K’s 5. Guru Granth Sahib 6. Respect and Sikhism

35 7. The Mool Mantar 8. The Gurdwara 9. Sikh Pilgrimage (Golden Temple Amritsar)

Buddhism: 1. Introduction to 2. Nature of Suffering and Happiness 3. The journey of Siddhartha Gautama 4. The 3 Universal Truths (Buddhas Teachings) 5. The Four Noble Truths (Buddhas Teachings) 6. The Eightfold Path (Buddhas Teachings) 7. Roleplay Exercise on the Eightfold Path 8. Nirvana

Jainism: 1. Introduction to Jainism 2. The life of Lord Mahavir 3. Jain Groups 4. Jain Derasars

2nd Term The Life of Lord Swaminarayan Project

3rd Term Hinduism Project and Introduction to GCSE Religious Studies

Senior 3-5 GCSE Hinduism

UNIT 6 RELIGION AND LIFE BASED ON A STUDY OF HINDUISM This unit requires students to study the relationship between Hinduism and life in the UK. There are four sections covering believing in God, matters of life and death, marriage and the family, and religion and community cohesion.

UNIT 13 HINDUISM This unit requires students to study the nature of Hinduism and its effects on the lives of Hindu believers in the UK. There are four sections covering beliefs and values, community and tradition, worship and celebration, and living the Hindu life.

The GCSE in Religious Studies requires a detailed study of Unit 6 and 13 of the Edexcel Examination. The topics covered are: Unit 6 Section 1 Believing in God Unit 6 Section 2 Matters of Life and Death Unit 6 Section 3 Marriage and the Family Unit 6 Section 4 Religion and Community Cohesion Unit 13 Section 1 Beliefs and Values Unit 13 Section 2 Community and Tradition Unit 13 Section 3 Worship and Celebration Unit 13 Section 4 Living the Hindu Life

36 GUJARATI AT THE SWAMINARAYAN SCHOOL

Aim and Philosophy

The syllabus at GCSE is OCR.

The aims of the course are:

1. To develop the ability to use Gujarati effectively for purposes of practical communication.

2. To form a sound base of the skills, language and attitudes required for further study, work and leisure.

3. To offer insights into the culture and civilisation of areas and communities where Gujarati is used.

4. To develop an awareness of the nature of language and language learning

5. To develop and encourage bilingual skills where appropriate.

6. To provide enjoyment and intellectual stimulation.

7. To encourage positive attitudes to all language learning and to speakers of all language and to informed approach to other cultures and civilisations.

8. To promote learning skills of a more general application e.g. analysis, memorising, drawing of inferences.

Syllabus Overview

The content is defined as follows

Gujarati is made up of the four mandatory units. This unit are Listening, Speaking, Reading and Writing.

There are 2 GCSE Short Courses available, candidate may enter for speaking and listening or reading and writing, which are assessed at the same standard as the corresponding two year GCSE course.

Topics and Setting:

a) Home and Local Area b) Health and Sport c) Leisure and Entertainment d) Travel and the Wider World e) Education and Work

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Speaking

There are two parts to this Speaking test Part 1 – Topic presentation and discussion Part 2 – General conversation For both they need to use a variety of vocabulary, different type of sentences and different verb tenses. It is important also to speak clearly and confidentially with accurate pronunciation and intonation.

Listening

Demonstrate their understanding with a variety of non-verbal responses and some short answers in English.

Reading

Read, Identify and note main points and extract some detail from written texts. Short answers in English and short responses in the target language.

Writing

Must complete writing tasks in Gujarati to maximum of 150 words, they can choose the format, e.g. Email, Magazine Item, Script of an imaginary interview or conversation.

Grammar and Vocabulary

Candidates are required to show knowledge and understanding of a nationally agreed list of Grammar and Vocabulary.

Assessment Objectives

The candidates will be tested on one target paper from foundation to highest ability to achieve A* to C.

A* - 91 to 100 A - 81 to 90 B - 71 to 80 C - 61 to 70

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INFORMATION TECHNOLOGY AT THE SWAMINARAYAN SCHOOL

Information Technology Qualification Stage 1 (ITQ) scheme at KS3.

1.1 INTRODUCTION

This course is aimed for students in Year7 (S1) to Year8 (S2).

There are no formal candidate entry requirements for the RSA Computer Literacy and Information Technology Stage 1 (ITQ) scheme.

1.2 AIMS

The qualification aims to:

1 develop candidates’ knowledge of standard IT hardware and software and their ability to operate equipment correctly and safely 2 develop candidates’ knowledge of a range of different software applications and their ability to use different applications effectively to complete tasks 3 develop candidates’ ability to manage documents and data in a variety of applications 4 develop candidates’ ability to enter data accurately 5 develop candidates’ skills and knowledge in contexts that are directly relevant to employment situations 6 encourage progression by assisting in the development of skills and knowledge that learners will need to undertake further study.

1.3 STATEMENT OF LEVEL

ITQ has been designed to assess skills at Level 1/Foundation Level of the National Qualifications Framework, and is comparable in demand to NVQs at Level 1 and GNVQs at Foundation Level.

Aim and Philosophy

1. To develop, maintain and stimulate students' curiosity, interest and enjoyment in IT.

2. To develop students with appropriate IT skills, concepts, principles, methods and vocabulary .

3. To encourage students to develop personal qualities such as politeness, perseverance, initiative, empathy, self confidence, independence and an ability to work effectively in a group.

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4. To enable all students to have equal access to IT and to experience success in their work.

5. To allow students to develop transferable skills and informed opinions about their IT and to be able to support them by reasonable arguments.

6. To encourage all subject teachers to see how IT and their subject expertise fit together to enable the use and delivery of IT as well as the teaching of their own discipline.

7. To accept that IT is a necessary part of the overall Development Plan for the School and not a separate aspect.

Syllabus Overview

An introduction to Information Technology and Information systems

Data capture and input

The memory, Files and backing storage

Output

Operating systems

Communicating information

Handling information

Spreadsheet and modelling

Measurement and control systems

The social impact of information systems

Assessment:

Students are assessed on their ability to use information technology appropriately in a range of contexts to:

1. select, communicate and handle information;

2. analyse real or hypothetical situations and design and develop corresponding models;

3. measure and control physical variables and movement.

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How parents can help their children: Parents can help their child/children by providing them with a computer at home. This will allow the child/children to build on the knowledge, understanding and skills that they have learned at school.

INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

ADVANCED AND ADVANCED SUPPLEMENTARY

OXFORD AND CAMBRIDGE EXAMINATION AND ASSESSMENT COUNCIL

1. Introduction

1.1 Syllabus And Examinations

These ICT syllabuses fit into one coherent assessment scheme.

The scheme is arranged so that the papers needed for the Advanced Supplementary award are a subset of those needed for an Advanced award. This enables Advanced and Advanced Supplementary courses to be taught together.

The scheme allows candidates to complete the assessment requirements either by parts or as a whole: either: by working papers in June , with credits being accumulated , certified and stored, then aggregated at the end of the course ; or: by working all papers at the conclusion of the course.

The ICT syllabuses which follow contain all the subject core material agreed by the School Curriculum and Assessment Authority (SCAA).

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42 BUSINESS STUDIES Aim and Philosophy

The GCSE Business Studies programme of study is a two year course. The syllabus followed is EDEXCEL GCSE Business.

Syllabus Overview

The course consists of three units

Unit 1: Introduction to small business – assessed by a compulsory multiple choice and objective test question exam worth 25% of the final marks. The course content is comprised of:  Spotting an opportunity  Showing enterprise  Putting a business idea into practice  Making the start up effective  Understanding the economic context

Unit 2: Investigating a small business Assessed by controlled study of a small business in the content areas of Unit 1, worth 25% of the final marks. The controlled study comprises 6 hours of research and a 3 hour write up. Unit 3: Building a business, assessed by an exam comprising of multiple-choice, short- and extended-answer, data response and scenario based questions worth 50% of the final marks. The course content is comprised of:  Marketing  Meeting customer needs  Effective financial management  Effective people management  The wider world affecting business

The textbook used is EDEXCEL Business Studies for GCSE, Marcouse, Billington and Stubbs, Hodder Education.

Key Subject Aims The qualification encourages students to be inspired moved and challenged by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors. The GCSE also prepares students to make informed decisions about further learning opportunities and career choices.

The GCSE qualification in business enables students to:  Actively engage in the study of business to develop as effective and independent students, and critical and effective thinkers with enquiring minds;.  Use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make judgements;  Develop and apply their knowledge to contemporary issues in a range of local, national and global issues;  Appreciate the range of perspective of different stakeholders in relation to business activities;  Consider the extent to which business can be ethical and sustainable. Further information can be found at http://www.edexcel.com/

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