Year 11 Support and revision

At The Castle School, we aim to support your child throughout year 11, helping them get ready for their important exams while also encouraging them to stay well and healthy.

Our Securing Success in Year 11 evening is held in November, and we addressed topics such as revision techniques, staying healthy and maximising your chances of success. You can find the Power-point slides below. There is also Year 11 Parents' Evening's at the beginning of December and end of March. If your student is in Year 11 we will send you details of these evening's in due course

In the meantime please contact the relevant subject teacher or your child's Tutor if you need any further advice or assistance. We will always endeavour to respond promptly, and often an email sent to cas-enquiries.tcs@cset.co.uk is the most efficient way of getting in touch.

‘The more parents are engaged in the education of their children, the more likely their children are to succeed in the education system. School improvement and School effectiveness research consistently shows that parental engagement is the one of the key factors in securing higher student achievement. The scale of the impact is evident across all social classes and ethnic groups’ (DfE Research Report 156, September 2011)

Parents do not need to be subject specialists to help their son/daughter as that is the role of the teacher. However, they do need to be well informed about the school curriculum and the examination process and their important role within it.

Under each of the Headings below there is detailed information to help you support your son/daughter and each Subject has included information to guide revision. If you require further information please talk to your son/daughter’s subject teacher.

Students should start revising early – the resources they make for the PPE exams in November and March can be stored and used again. Revision for the main GCSE's should start (at the latest) in January, in order to give time and reduce pressure.

Revision Newsletters

Key Dates in Year 11

6.11.19	PPE 1
5.12.19	Parents Evening 1
5.12.19	Report 2
24.2.20	PPE2
9.1.20	Year 11 Parents Evening STEP to Sucess
26.3.20	Parents Evening 2
26.3.20	Report 3
11.5.20	GCSE Exams Start

Under each subject heading below there is detailed information from each subject to guide revision. If you require further information please talk to your son/daughter’s subject teacher.

Attendance

There is a proven link between attendance and attainment at GCSE. Whenever a student is absent from school they are missing learning and feedback from their teacher. Castle School has an attendance target of 97%. We expect all students, including Year 11, to be aiming for this target. Attendance below this is the equivalent of missing a week or more of the year.

We appreciate that there are odd days when your son/daughter will not be well enough to come into school, however it is crucial they catch up on missed work.

Support at home

Talk to your son/daughter about how you can support them and what they will find helpful. If you are going to help with their revision then please source this information from the relevant exercise book or revision guide (if there is one), and use the Subject information under the headings on this page. Below are some examples of how you could effectively support your child through the remainder of Year 11:

Helping them to create a revision timetable (they have already started this in Life Skills last week)
Testing them on work
Sitting with them whilst they complete homework / revision
Making revision materials with them
Providing incentives for completing work to a good standard
Read through key texts / revision guides / text books with them. This could include asking them questions about it to help them explain things to you.

On a practical level you can also do the following:

Ensure they attend school
Agree the balance between work and social life and stick to the agreement
Show interest in what they are doing both in school and in revising for their exams
Make sure they get enough sleep (see below)
Make sure they take enough breaks to enjoy their hobbies and interests – they will focus much better with regular breaks
Provide a healthy balanced diet and ensure they drink plenty of water to stay hydrated
Provide materials for making revision materials (see below)
Provide a suitable place to study and revise – away from distractions

Equipment list

For revision

For exams

· Post-stick notes

· A4 lined and plain paper

· Flash cards and/or sheets of card

· Bright coloured pens/pencils

· Highlighters

· Folders/plastic wallets/dividers to organise notes

· Clear pencil case

· Several black pens

· Several pencils

· Pencil sharpener

· Rubber

· Ruler

· Highlighter (to annotate exam papers)

· Scientific calculator

· Other specialist equipment will be advised by teachers

If you need any assistance in providing these materials please contact your son/daughter’s tutor

Revision Strategies

Students should start revising early – the resources they make for the PPE exams in November and March can be stored and used again. Revision for the main GCSEs should start (at the latest) in January, in order to give time and reduce pressure.

The key to good revision is active learning. This means that students are doing something other than reading through their notes. By being active they are more likely to fully engage with the information moving it into their long-term memory. Through active learning students create resources they can use to revisit information in the run up to exams.

Examples of active learning methods for revision include:

Reading through book and making summary notes
Completing past paper questions
Highlighting key facts in your work
Cover up work and test yourself or ask someone else to test you
Key word/ Definition Flash cards
Recording information in a different format e.g. PowerPoint presentation, Pictures, Sound clips
Concept mapping / Mind Map
Hiding parts of mind map and recalling information
Annotating blank diagrams to check for understanding
Playing Pictionary or Articulate with the key terms
Playing word association games
Playing visual remembering games – adding pictures that link to content and are easy to recall
Creating pneumonics
Classification exercises

Under each subject heading below there is detailed information from each subject to guide revision. If you require further information please talk to your son/daughter’s subject teacher.

Homework

Students are responsible for recording all homework that is set in their diary. It would be helpful to go through this with them, discussing deadlines, helping them manage their time and checking that homework has been done.
We ask parents to support us in seeing that homework is done conscientiously and in the best possible conditions. To do their homework well students need somewhere quiet, where they can sit comfortably, at a table to work. Parents should ask to see their child's Homework Diary and sign it each week, to indicate that they have looked at it, before the form tutor countersigns it.
Children work at different speeds and so home learning tasks will take longer for some than for others. If there is a repeated difficulty, we encourage parents to contact the subject teacher or form tutor. Similarly we will make contact if we are concerned about home learning problems which parents could help resolve.
As part of the revision timetable students have been putting together in Life Skills they have been looking at how to plan for homework, yet still allowing time for revision.

Sleep

To help make sure your son/ daughter is getting enough sleep try some of these tips:

Stick to regular bedtimes
Make sure they get regular exercise
Allow time to relax and switch off before going to bed
Don’t try to force them to sleep if they are feeling very active
Avoid caffeine after 6.00pm
Avoid ‘blue light’ devices an hour before bedtime i.e. Mobile phones, laptops, tablets etc.
Remove phones and tablets from bedrooms at night
It is generally recommended that teenagers aim for at least 8 hours of sleep a night

Spotting and supporting students suffering with stress and/or anxiety

The Castle School is committed to supporting all students who feel unable to cope at times. Tutors, teachers and the Student Centre staff are able to offer some guidance. There are also some online resources which can help:

https://www.studentminds.org.uk/examstress.html#

https://stem4.org.uk/?gclid=EAIaIQobChMI4a2A48DK2AIVzJPtCh3YVAmWEAAYAiAAEgIPAPD_BwE

https://youngminds.org.uk/find-help/feelings-and-symptoms/problems-at-school/?gclid=EAIaIQobChMIsdiRr_TK2AIVrp3tCh2cRw4gEAAYBCAAEgIO8_D_BwE

https://www.nhs.uk/conditions/stress-anxiety-depression/coping-with-exam-stress/

Fine Art

Course overview

This is a two year course which follows the AQA specification. Students are expected to use a range of materials and techniques and usually complete two coursework projects over the two years.

Coursework projects run up until Christmas of year 11 and then exam questions are then given out in January. The exam runs until May with students using lessons to plan, research and generate a range of work which ultimately results in them producing a final piece in a ten hour (two day) exam.

The course is split 60% coursework 40% exam. Students generally work independently on their projects with the help of teachers and can choose from a massive range of materials to use. The course is exciting and highly creative and students who complete the course gain a huge amount of experience at using materials, researching, planning and most importantly are able to formulate their own ideas and work independently. This gives them confidence and resilience to see ideas through.

Useful revision resources

http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-4200

http://www.thisiscolossal.com/

http://creativeskillset.org/job_roles

https://www.pinterest.co.uk/

Activities you can do with your son/daughter

· Taking photographs of things to do with their subject

· Drawing from these photos or other images

· Collecting interesting things – materials/objects/images

· Looking at others art work

· Discussing ideas

· Writing down why they like certain art work and why

· Making things and taking photos of this

· Encourage to take photos of anything interesting when away anywhere

· Visit galleries and museums

· Email teacher of things to do if you are unsure

Key Contact for Faculty

Emma Wilson – Head of Art - Emma.Wilson@CSET.co.uk

Art and Commercial and Fine Art

Course overview

This is a two year course which follows the AQA specification. Students are expected to use a range of materials and techniques and usually complete two coursework projects over the two years.

This subject differs to Art as students are expecting to work to a brief and skills taught, tend to be far more related to vocational contexts- including Graphic Design and 3D modelling. Coursework projects run up until Christmas of year 11 and then exam questions are then given out in January. The exam runs until May with students using lessons to plan, research and generate a range of work which ultimately results in them producing a final piece in a ten hour (two day) exam.

The course is split 60% coursework 40% exam. Students generally work independently on their projects with the help of teachers and can choose from a massive range of materials to use. The course is highly creative and offers students the chance to work and plan ideas like a designer. Students gain a huge amount of experience at using materials, researching, planning and most importantly are able to formulate their own ideas and work independently. This gives them confidence and resilience to see ideas through.

Useful revision resources

http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-4200

http://www.thisiscolossal.com/

http://creativeskillset.org/job_roles

https://www.pinterest.co.uk/

Activities you can do with your son/daughter

· Taking photographs of things to do with their subject

· Drawing from these photos or other images

· Collecting interesting things – materials/objects/images

· Looking at others art work

· Discussing ideas

· Writing down why they like certain art work and why

· Making things are taking photos of this

· Encourage to take photos of anything interesting when away anywhere

· Visit galleries and museums

· Email teacher of things to do if you are unsure

Key Contact for Faculty

Emma Wilson – Head of Art - Emma.Wilson@CSET.co.uk

Week beginning	Topic / Key Question	Reference points
21/1	Research Theme create an annotated ideas board / Take Photos / Drawing Attend Art Revision/Catch Up sessions	AQA Question paper Art Dept Powerpoint Pinterest – Art @castle Internet research
28/1	Research Artists / Theme / Take Photos / Drawing Attend Art Revision/Catch Up sessions	As above
4/2	Work in artists style / Take Photos / Drawing Attend Art Revision/Catch Up sessions	As above
11/2	Work in artists style / Take Photos / Drawing Attend Art Revision/Catch Up sessions	As above
18/2 (Half Term)	Holiday Homework - Take Photos / Draw from photos / Develop ideas	As above
25/2	Draw from photos / Develop ideas using artists styles Attend Art Revision/Catch Up sessions	As above
4/3	PPE Week	PPE Week
11/3	Develop ideas using artist’s styles, consider final piece composition. Draw thumb nail sketches and annotate. Attend Art Revision/Catch Up sessions	As above
18/3	Start to consider final piece composition, create 2/3 alternate designs Attend Art Revision/Catch Up sessions	As above
25/3	Start to consider final piece composition, create 2/3 alternate designs Attend Art Revision/Catch Up sessions	As above
1/4	Finalise composition, draw out final piece. Attend Art Revision/Catch Up sessions	As above
8/4 (Easter)	Drawing	As above
15/4 (Easter)	Drawing	As above
22/4	GCSE Art Exam	As above
29/4	GCSE Art Exam	As above

GCSE (9-1) Business

Course overview

Theme 1 – Investigating a small business

Externally assessed exam – Year 11:

Enterprise and entrepreneurship

Spotting a business opportunity

Putting a business idea into practice

Making the business effective

Understanding external influences

Theme 2 – Building a business

Externally assessed exam – Year 11:

Growing the Business

Making marketing decisions

Making operational decisions

Making financial decisions

Making Human Resource decisions

Useful revision resources

· Edexcel GCSE (9-1) Business

Pearson

Helen Coupland-Smith, Andrew Redfern, Catherine Richards, Ian Rowbory, Julie Smith

ISBN 978 1 29217 984 1

· There is also a revision guide due to be published

Activities you can do with your son/daughter

Suggest activities parents could do to support their child. Examples include:

· Making flash cards and testing them

· Downloading past papers from Pearson Edexcel GCSE Business 1-9

· Create glossary of key terms from their folders and materials

· Weekly revision (mymaths/bitesize etc)

· Watch documentaries – e.g. The Apprentice, Hotel Inspector, Investigates

· Watch the news regularly – BBC, Channel 4, (or social media)

Key Contact for Faculty

clare.bowden@cset.co.uk or Julie.turner@cset.co.uk

Subject : Business Studies – Edexcel Revision Guide.

Week beginning	Topic / Key Question	Reference points
21/1	Topic 1.1 – Enterprise & Entrepreneurship	Pages 1-7
28/1	Topic 1.2 – Spotting a Business Opportunity	Pages 8-10
4/2	Topic 1.2 – Spotting a Business Opportunity	Pages 11-14
11/2	Topic 1.3 – Putting a Business Idea into Practice	Pages 15-119
18/2 (Half Term)	Topic 1.3 – Putting a Business Idea into Practice	Pages 20-24
25/2	Topic 1.4 – Making the Business Effective	Pages 25-32
4/3	PPE Week	PPE Week
11/3	Topic 1.5 – Understanding External Influence of Business	Pages 33-37
18/3	Topic 1.5 – Understanding External influence of Business	Pages 38-42
25/3	Topic 2.1 – Growing the Business	Pages 49-53
1/4	Topic 2.1 – Growing the Business	Pages 54-58
8/4 (Easter)	Topic 2.2 – Making Marketing Decisions	Pages 59-62
15/4 (Easter)	Topic 2.2 – Making Marketing Decisions	Pages 63-66
22/4	Topic 2.3 – Making Operational Decisions	Pages 67-72
29/4	Topic 2.4 – Making Financial Decisions	Pages 73-76
6/5	Topic 2.5 – Making Human Resource Decisions	Pages 77-80
13/5	Topic 2.5 – Making Human Resource Decisions	Pages 81-85

Computer Science (8520)

Course overview

The course is split into two main components. The theoretical component of the course is 80% and is split equally over two written examinations, each 1 hour and 30 minutes. Paper 1 will examine

students’ understanding of computational thinking, problem solving and code tracing as well as fundamentals of algorithms and programming.

Paper 2 will examine students’ knowledge and understanding of computer networks, cyber security and the ethical, legal and environmental impact of digital technology on wider society.

Note: Data representation and computer systems are generic topics which may be examined in one or both of these papers.

The Non-Examined Assessment (NEA) makes up the final 20% of the qualification and will enable students to demonstrate their ability to plan, develop, test and evaluate a coded solution to a problem set by AQA. This work may only be completed in lesson time, under supervision, and will be completed by the end of Term 2.

Useful revision resources

AQA GCSE (9-1) S Robson and PM Heathcote

CGP GCSE Computing revision guide.

Past papers and mark schemes available online:

http://www.aqa.org.uk/subjects/computer-science-and-it/gcse/computer-science-8520/assessment-resources

SAM Learning

BBC Bitesize

Activities you can do with your son/daughter

· Making flash cards and testing their understanding across all topics listed above.

· Downloading past papers and encouraging them to complete them and review their answers.

· Create a list of topics covered so far with a traffic light system to guide revision.

· Create glossary of key terms and definitions to review regularly.

· Weekly revision (SAM Learning/bitesize) sessions.

· Checking the student is up to date with Non Examined Assessment.

Key Contact for Faculty

Chris Pegler - Head of Computer Science and ICT chris.pegler@CSET.co.uk

Subject Computing

Week beginning	Topic / Key Question
21/1	Computational thinking – pseudocode, flowcharts, Search Algorithms, Sorting Algorithms
28/1	Programming Basics – data types, operators, constants and variables, strings Program flow – selection and iteration Boolean operators, Random Number Generation.
4/2	Programming – Arrays, records, file handling, subroutines
11/2	Programming – procedures and functions, validation and authentication,
18/2 (Half Term)	determining the purpose of algorithms trace tables
25/2	Trace tables and time efficiency Translators
4/3	PPE Week
11/3	Data representation – Logic, Units, Binary, Hex, Characters
18/3	Data representation – Images, Sound, Compression, Run-Length Encoding, Huffman
25/3	Computer systems –Boolean logic, Software (OS and application), The CPU, Secondary storage, Memory
1/4	Fundamentals of networks – Wired and Wireless, Topologies, Protocols,
8/4 (Easter)	Cyber Security threats
15/4 (Easter)	Issues – Ethical, Legal, environmental issues
22/4	Paper 1 – Practise
29/4	Paper 1 – Practise
6/5	Paper 2 – Practise
13/5	Paper 2 – Practise

Dance

Course overview

Dance GCSE AQA Course code 8236

60% practical in performance and choreography 40% Theory including anthology of six set works.

1 hour 30 Min written theory paper on set works and student’s own practice and knowledge of skill.

Practical assessment in three components

· Performance of two short set dances

· Performance in a Duo /Trio

· Choreography-choreographing a solo or group dance

Written exam has three sections

· A-Knowledge and understanding of own choreography

· B-Knowledge and understanding of performance

· C-Knowledge and understanding of the six set works which make up the anthology.

Useful revision resources

Look at the AQA website GCSE Dance new specification where specimen and past papers can be found. Also video links to the taught set phrases the students need to know.

YouTube for some of the links to the set works. Emancipation of Expressionism by Blue Bot Entertainment,

A Linha Curva – Rambert , Infra- Wayne Mcgregor , Shadows – Christopher Bruce , Artificial Things – Lucy Bennett , Within Her Eyes – James Cousins.

Google Classroom for resources from teachers.

Their own phones for photographed resources .

Lots of resources available in Dance studio –posters for each work and packs for each. Also Interactive guides for several set works. These have been purchased from Artspool and are very helpful. Students cannot take them home but have access to them in school.

Activities you can do with your son/daughter

Remind themselves of the resources available and USE them. Ensure any photographed resources are in clearly marked files.

Ensure all paper files are organised. Subject dividers needed to separate each set work and also sections on choreography skills (8 sections in all).

Downloading of past papers together with the mark scheme.

Making revision flash cards and regularly testing their child on the key information about each work –costume, music, setting and choreographic intention. They have photos of all this.

Supporting teachers in making sure homework is done and that any suggested additional sessions offered are attended.

Key Contact for Faculty

Fran Henderson - Fran.Henderson@CSET.co.uk

Subject Dance

Week beginning	Topic / Key Question	Reference points
21/1	Revision of Trios- working in dance studio with staff. Revision of skills associated with performance of trio (Section A and B)	Watch back work on google classroom. Refer to resources on google classroom Own notes Use of AQA resources- the performances of set phrases. Use of interactive guides and all laminated materials
28/1	Revision of set phrases- Revision of skills associated with performance of set phrases (Section A and B)
4/2	Revision of all technical components apart from own choreography. Revision of skills associated with practical work (Section A and B)
11/2	Revision of Artificial Things
18/2 (Half Term)	Completing exam questions on Artificial Things
25/2	Revision in prep for PPE exam
4/3	PPE Week	PPE Week
11/3	Shadows work and revision questions associated with all aspects of the work
18/3	Shadows work and revision questions associated with all aspects of the work
25/3	Revision of Section A and B
1/4	Revision of section C Emancipation of Expressionism
8/4 (Easter)	Revision of A Linha Curva
15/4 (Easter)	Revision of Infra
22/4	Revision of Within Her Eyes
29/4	Revision of Shadows
6/5	Revision of Artificial Things
13/5	Section A and B with exam questions

GCSE Design and Technology

Course overview

AQA GCSE Design and Technology 8552 - 50% exam, 50% NEA

Written exam – One paper, 2 hours, 100 marks, and 50% of GCSE. The paper is split into three sections. Section A (20 marks) covers the core technical principles and will consist of 10 multiple choice questions and short answer questions. Section B’s content (30 marks) is specialist technical principles where students will answer questions based on certain material areas (eg Timber-based materials, Metals and Alloys, Polymers, Textiles, Electronic systems, and Paper and board. Finally Section C (worth 50 marks) will examine the designing and making principles.

Non-exam assessment (NEA) – Students have 35 hours to complete this assessment. It is worth 100 marks, 50% of the GCSE. The NEA consists of a substantial design and make task which begins in Term 6 of year 10. The deadline for this assessment is 29th March 2019.

Useful revision resources

http://filestore.aqa.org.uk/resources/design-and-technology/specifications/AQA-8552-SP-2017.PDF Link to Specification :

Useful websites:

http://www.technologystudent.com/

http://www.bbc.co.uk/schools/gcsebitesize/design/

Useful apps:

http://www.dtapp.info/

Activities you can do with your son/daughter

· Follow the revision strategies highlighted at the front of the handbook

· Ensure your child attends D&T catch-up sessions during lunchtime and afterschool. These sessions will provide NEA support as well as revision sessions.

· Watch documentaries about great designs and designers, new technologies, how things are made and environmental, sustainability issues.

· For product inspiration visit design, fashion, science and engineering museums.

· Practice using specialist software (Eg SolidWorks, Fusion 360 Yenka) by accessing the student remote desktop. These skills would benefit their NEA work.

Watch Mr Ridley’s revision YouTube videos https://www.youtube.com/channel/UC9aOpwkXEoJbR-VnXF2gtFw

Key Contact for Faculty

Dave Cowan (Head of Faculty) - David.Cowan@CSET.co.uk

Subject: AQA GCSE Product Design

Instructions: Each year 11 student has a Collins AQA Revision Guide, the reference points will allow them to find the chapters containing the topics below.

Week beginning	Topic / Key Question	Reference points
21/1	New and emerging technologies	Page 122
28/1	Energy generation and storage	Page 46
4/2	Systems approach to designing	Page 10
11/2	Mechanical devices	Page 48
18/2 (Half Term)	Material categories	Page 60
25/2	Research and Investigation	Page 24
4/3	PPE Week	PPE Week
11/3	Using and working with materials	Page 81
18/3	Selection of materials or components	Page 78
25/3	Forces and stresses	Page 48
1/4	Ecological and social footprint	Page 16
8/4 (Easter)	Sources and origins	Page 60
15/4 (Easter)	Stock forms, types and sizes	Page 62
22/4	Specialist techniques and processes	Page 94
29/4	Surface treatments and finishes	Page 76
6/5	Environmental, social and economic challenge	Page 16
13/5	The work of others	Page 12

Drama

AQA Drama

Written paper = 1 hr 45 mins

Sect A: multi-choice questions on theatre general knowledge

Sect B: Answer on set play “Hansel and Gretel”

Sect C: Answer on 1 live theatre performance

Useful revision resources

1. Vocabulary sheets (in folders and on Google Classroom)

2. Websites for “Noughts and Crosses” and “Wise Children” Productions

3. Sample answers and questions from AQA (in folders)

4. Revision materials on Hansel and Gretel (in folders and on Google Classroom)

Activities you can do with your son/daughter

· Read “Hansel and Gretel” with them – and get them to explain each character (what they are like and how they develop through the play, what Karl Grose is trying to show in each scene)

· Discuss each scene and what it would be important to achieve (in terms of acting in character/ action/ mood)

· Discuss how they would use acting / lighting / sound / set / costumes to achieve this

· Look at the websites for the live performances and especially the gallery photos: discuss what they remember was happening and what lighting/ set / costume/ acting is shown in the photo….can they explain why/ what effect this had

· Go over vocab sheets and help them to find verbs, adverbs, adjectives that help them explain really accurately

Key Contact for Faculty

Lindsay Hall - Lindsay.hall@cset.co.uk

Subject Drama

Week beginning	Topic / Key Question	Reference points
21/1	Hansel & Gretel Opening - Notes and practice answer	Script & Pages on Google Classroom
28/1	Hansel & Gretel Act 1- Notes and practice answer	Script
4/2	Live Performance - Oresteia	Pages on GC
11/2	Live Performance - Oresteia	Pages on GC
18/2 (Half Term)	Theatre Roles and Knowledge Live Performance – Wise Children	Pages on Google Classroom & Website
25/2	Live Performance – Wise Children	Pages on GC & Website
4/3	PPE Week	PPE Week
11/3	Hansel & Gretel – Act 1 Notes and practice answer	Script and notes
18/3	Hansel& Gretel – Act 1 Notes and practice answer	Script and notes
25/3	Hansel & Gretel – Act 2 Notes and practice answer	Script and notes
1/4	Hansel & Gretel – Act 2 Notes and practice answer	Script and notes
8/4 (Easter)	Reread Hansel & Gretel & notes – Act 1 & 2	Script and notes
15/4 (Easter)	Reread notes on Live Performances Practice answers	Notes and pages on GC
22/4	Reread notes on Live Performances Practice answers	Notes and pages on GC
29/4	Theatre Roles and Knowledge	Pages on Google Classroom
6/5	Hansel & Gretel – practice answers	Script and notes
13/5	Hansel & Gretel – practice answers	Script and notes

English Language

Course overview

The Eduqas English Language GCSE course is split into two components.

Component 1 is worth 40% of the marks and is a 1 hour 45 minute written exam. In Section A (1 hour) students will be presented with an extract of literature from the 20^th century. They will need to read the extract and answer 5 questions. Students will be tested on their ability to retrieve information from the text; to analyse the writer’s use of language and structural devices and to evaluate a particular aspect of the text. In Section B (45 minutes) students will have to write their own narrative text. They will have a choice of 4 titles and will need to construct a straightforward plot to suit their chosen title. It is recommended that students write from their own personal experience. Students will be tested on the ideas within their story, as well as their organisation, spelling, punctuation and grammar.

Component 2 is worth 60% of the marks and is a 2 hour written exam. In Section A (1 hour) students will be presented with two extract of non-fiction writing, one from the 19^th century and one from the 21^st century. They will need to read the extracts and answer 6 questions. Students will be tested on Students will be tested on their ability to retrieve information from the text, to analyse the writer’s use of language and structural devices and to evaluate a particular aspect of the text. They will also be asked to compare certain elements of the texts. In Section B (1 hour) students will need to complete two pieces of transactional writing, spending 30 minutes on each. These could be a speech, article, letter, review, report or leaflet. Again students will be tested on the ideas within their writing, as well as their organisation, spelling, punctuation and grammar.

Useful revision resources

· Oxford Eduqas Language Revision Workbook. ISBN: 978-0198359210

· CGP WJEC Eduqas English Language Workbook. ISBN 978-1-78294-372-3

· BBC Bitesize website

· YouTube (Mr Bruff is very good)

· http://resources.eduqas.co.uk/

Activities you can do with your son/daughter

· Practise answering exam questions within the time limits.

· Practise tracking a text from beginning to end. For example, following an argument or identifying a sequence of events.

· Read extracts together and discuss how a writer creates tension and drama.

· Practise writing stories, creating tension and drama.

· Create revision posters for the different writing types e.g. speeches, articles, letters, reviews, reports and leaflets.

· Learn the spelling of high frequency words and homophones.

· Improve technical aspects of writing: spelling, punctuation, grammar, tenses paragraphing etc. using the CGP Spelling, Punctuation and Grammar for GCSE workbook.

· Encourage them to proof-read and edit their work after every lesson.

Key Contact for Faculty

Mrs L Williams – Louise.Williams@CSET.co.uk

English Literature

Course overview

The Eduqas English Literature GCSE course is split into two components.

Component 1 is worth 40% of the marks and is a 2 hour written exam. In Section A (1 hour) students will be tested on the Shakespeare play that they have studied. They will need to respond to an extract question and then write an essay on a particular character or theme. In Section B (1 hour) students will be tested on the Eduqas Poetry Anthology. They will be presented with one poem from the anthology and they will need to write about how a particular theme is presented. They will then need to choose one other poem from the anthology to compare to the printed poem. Context is also assessed for this question. This exam is closed book so students will need to learn quotations from the play and from each of the poems.

Component 2 is worth 60% of the marks and is a 2 hour 30 minute written exam. In Section A (45 minutes) students will be tested on the modern novel/drama that they have studied. They will need to respond to an extract question on a particular character or theme and then make links to the wider text. In Section B (45 minutes) students will be tested on the 19^th century novel that they have studied. They will need to respond to an extract question on a particular character or theme and then make links to the wider text. Context is also assessed for this question. In Section C (1 hour) students will be presented with two unseen poems. They will write about the first poem individually and will then write a comparison of both poems. This exam is closed book so students will need to learn quotations from the two set texts.

Useful revision resources

· York Notes Revision Guides

· Hodder Revision Guides

· CGP Revision Guides

· CGP Workbooks

· Literary Eye Magazines

· Lit Charts Website

· Spark Notes Website

Activities you can do with your son/daughter

· Re-read all three set texts at least twice: revising key events, characters and themes.

· Create revision cards for each topic.

· Purchase revision guides for the set texts.

· Learn key quotations for all set texts including the poetry anthology.

· Practise the unseen poetry question.

· Attend performances of set texts (cinema or theatre).

· Ask them to explain a particular plot, character, theme or poem to you.

· Encourage them to proof-read and edit their work after every lesson.

Key Contact for Faculty

Mrs L Williams - louise.williams@CSET.co.uk

Subject English (Language & Literature)

Week beginning	Topic / Key Question	Reference points
21/1	Poems from the anthology that were not revised for PPEs e.g. Ozymandias, London, Living Space.	CGP Eduqas Poetry Anthology Revision Guide/Classwork
28/1	English Language Comp 2 Non-fiction Reading Questions: Finding information, How and Evaluate.	Oxford Eduqas Workbook or CGP Eduqas Workbook/Classwork
4/2	English Language Comp 2 Non-fiction Reading Questions: Comparing texts.	Oxford Eduqas Workbook or CGP Eduqas Workbook/Classwork
11/2	Transactional Writing: Letters, articles and speeches.	Oxford Eduqas Workbook or CGP Eduqas Workbook/Classwork
18/2 (Half Term)	Revisit Poetry Anthology	CGP Eduqas Poetry Anthology Revision Guide/Classwork
25/2	Transactional Writing: Reviews, Reports and Leaflets.	Oxford Eduqas Workbook or CGP Eduqas Workbook/Classwork
4/3	PPE Week	PPE Week
11/3	Modern text (An Inspector Calls or Lord of the Flies) Plot.	Various revision guides available/Google Classrooms/Classwork
18/3	Modern text (An Inspector Calls or Lord of the Flies) Character and theme questions.	Various revision guides available/Google Classrooms/Classwork
25/3	Unseen Poetry: Writing about an individual poem.	CGP Unseen Poetry Revision Guide/Classwork
1/4	Unseen Poetry: Comparing poems.	CGP Unseen Poetry Revision Guide/Classwork
8/4 (Easter)	Revisit C19th text (Jekyll and Hyde or A Christmas Carol). Theme questions.	Various revision guides available/Google Classrooms/Classwork
15/4 (Easter)	Reread Shakespeare text (Macbeth or Romeo and Juliet) in preparation for Ter 4.	Set text
22/4	Shakespeare text (Macbeth or Romeo and Juliet) Character and theme questions.	Various revision guides available/Google Classrooms/Classwork
29/4	English Language Comp 1 Fiction: Reading and Writing Practice Questions.	Example papers in Oxford Eduqas Workbook or CGP Eduqas Workbook/past papers from teacher
6/5	English Language Comp 2 Non-fiction: Reading and Writing Practice Questions.	Example papers in Oxford Eduqas Workbook or CGP Eduqas Workbook/past papers from teacher
13/5	English Literature Comp 1 exam is this week (Shakespeare Text and Poetry Anthology).

GCSE French

Course overview

Exam Dates: Speaking exam – between 23^rd April and 3^rd May

Listening and Reading exams – Tuesday 14^th May

Writing exam – Friday 17^th May

Exam requirements

Listening exam: Foundation tier 35 mins, Higher tier 45 mins. You will listen to passages of French and answers questions on what you have heard. Some questions will be in French requiring answers in French, some questions will be in English requiring answers in English.

Speaking Exam: Foundation tier 7-9 mins, Higher tier 10-12 mins. At both Foundation and Higher tier you will have to complete a photo card task (worth 15 marks), a role play (worth 15 marks) and conversation on 2 themes (worth 30 marks). The conversation lasts 3-5 minutes at Foundation tier, and 5-7 minutes at Higher tier. You will be able to nominate one theme for the conversation.

Reading exam: Foundation tier 1 hour, Higher tier 1 hour 15 mins. You will read passages of French and answers questions on them. Some questions will be in French requiring answers in French, some questions will be in English requiring answers in English. The final task is a translation of a short passage of French into English.

Writing exam: Foundation tier 1 hour 15 mins, Higher tier 1 hour 30 mins.

The Foundation paper has 4 tasks. For question 1 you will have to write 6 sentences. This is worth 12 marks. For question 2 you will have to write 60 words on a given theme addressing 3 areas. This is worth 16 marks. For question 3 you will have to write 90-120 words on a theme addressing 3 areas and be able to show that you can use past and future tenses. This is worth 20 marks. For question 4 you will have to translate 5 sentences into French. This is worth 12 marks.

The Higher writing paper has 3 tasks. For question 1 you will have to write 90-120 words on a theme addressing 3 areas and be able to show that you can use past and future tenses. This is worth 20 marks. For question 2 you will have the choice of two tasks and will need to write 150-180 words on the task you choose showing the range of linguistic competence you are capable of. This is worth 28 marks. For question 3 you will have to translate a passage of English into French. This is worth 12 marks.

Useful revision resources

The Eduqas website has all the details of the exams as well as a list of vocabulary for the whole specification: www.eduqas.co.uk/qualifications/french/gcse

http://www.bbc.co.uk/schools/gcsebitesize/french/

Recently updated and provides very useful Reading and Listening revision and mini exam-style tests at Foundation and Higher level.

www.languagesonline.org.uk

Try the Games link on the left for topic vocabulary revision.

Click on French from the Quick Links, then choose topic vocabulary to revise. There are some useful revision exercises in the main French section – scroll down to the Topics link for some useful reading exercises.

http://www.language-gym.com Use the Game Room and the Boxing Game to practise a range of vocabulary.

http://frenchrevision.org.uk/KS4 Work through the Key Vocab section. Make a note of new words and learn them.

https://quizlet.com/ Sign up for this site and you can use pre-prepared revision cards and games as well as create your own revision vocabulary cards to play and learn with.

Google “German vocab revision” and follow the first link. There are useful vocabulary revision links as well as lists. Here’s the link:

http://frenchvocabrevision.pbworks.com/w/page/14423248/FrontPage

www.linguascope.com username: thecastle password: schloss

Choose the Intermediate Section and click on the French flag for French, then select the topic area you want to revise.

http://www.ashcombe.surrey.sch.uk Click on the Language College tab, then select the MFL resources, then the French Video quizzes. These are excellent for Listening practice and testing. Here’s the link:

http://www.ashcombe.surrey.sch.uk/07-langcoll/MFL-resources/french/fr-video-index.shtml

If you need to use an online dictionary you can try:

www.leo.org or www.dict.cc

Apps – get them on your phone or tablet

cRamiT

Memrise

Duolingo

Activities you can do with your son/daughter

For practising for the speaking and writing components

Examples of effective learning activities are:

· Students record themselves speaking the material prepared onto a phone or mp3 player. Listen to the recording frequently to learn the material.

· Practise with a friend or family member.

· Prepare revision cards: questions on one side, answers on the other.

· Write out the prepared answers on mini white boards (available at school from the languages department).

· Highlight key answers or difficult sections.

· Gett a friend or family member to test them.

The most effective use of revision time is to do little, but often. For example, three 15-20 minute focused sessions will probably be more beneficial than a 1 hour revision sitting.

For practising for the listening and reading components

Examples of effective learning activities are:

· Revise vocabulary as you would for a test

· Prepare vocabulary revision cards: German on one side, English on the other.

· Choose any texts from the textbook and complete the comprehension questions.

· Use the suggested websites to practise listening comprehension.

Key Contact for Faculty

Janice Bradshaw - Janice.Bradshaw@CSET.co.uk

Subject French

Week beginning	Topic / Key Question
21/1	Learn the work topic & vocab sheet about work
28/1	Learn the school topic & vocab sheet about school
4/2	Learn the my town topic & vocab sheet about my town
11/2	Learn the personal relationships topic & vocab sheet about personal relationships (clothes, personality adjectives)
18/2 (Half Term)	Learn the holidays topic & vocab sheet about holidays (countries)
25/2	Go over the five topics learnt so far – check your learning and re-learn where there are gaps
4/3	PPE Week
11/3	Preparation for PPE oral exam
18/3	Revise food & drink
25/3	Learn health & fitness topic (leisure) & vocab sheet about health & fitness
1/4	Learn environment & social issues vocab sheet about environment & social issues
8/4 (Easter)	Final revision for oral exam (role plays)
15/4 (Easter)	Final revision for oral exam (photo cards – 6 topics)
22/4	Listening & Reading Theme 3 – school, work and future plans
29/4	Listening & Reading Theme 2 – home, local area, transport, holidays, environment
6/5	Listening & Reading Theme 1 – personal relationships, family, health

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