Year 10 Curriculum Guide Autumn Term 2020-21 - Chestnut ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Curriculum Guide 2020-21
Year 10
Curriculum Guide
Autumn Term
2020-21
1
Curriculum Guide 2020-21
Contents
CURRICULUM MAP .................................................................................................................. 4
HOMEWORK TIMETABLE........................................................................................................ 5
LITERACY ................................................................................................................................. 6
NUMERACY .............................................................................................................................. 6
LIBRARY ................................................................................................................................... 6
KEYDATES ............................................................................................................................... 6
ENGLISH ................................................................................................................................... 7
MATHEMATICS ........................................................................................................................ 9
COMBINED SCIENCE..............................................................................................................10
BIOLOGY .................................................................................................................................11
CHEMISTRY .............................................................................................................................12
PHYSICS ..................................................................................................................................13
GEOGRAPHY...........................................................................................................................14
HISTORY ..................................................................................................................................15
FRENCH ...................................................................................................................................16
SPANISH ..................................................................................................................................17
COMPUTER SCIENCE .............................................................................................................18
DIGITAL ARTS .........................................................................................................................19
VISUAL ART ............................................................................................................................21
MUSIC ......................................................................................................................................23
DRAMA ....................................................................................................................................24
DANCE .....................................................................................................................................26
BTEC BUSINESS .....................................................................................................................28
BTEC DIGITAL INFORMATION TECHNOLOGY .....................................................................30
DESIGN AND TECHNOLOGY .................................................................................................32
PHILOSOPHY, BELIEFS AND ETHICS (PBE) ........................................................................38
BI-LINGUAL .............................................................................................................................40
HEALTH ...................................................................................................................................42
2Curriculum Guide 2020-21
Dear Parent/Guardian
Welcome to the Year 10 Curriculum Guide, the guide contains the outline of work that
your child will be studying this year. Along with information about the important
nationwide changes to the GCSE’s.
The Chestnut Grove curriculum provides a rigorous, knowledge-rich, transformational
education, encapsulated through our PROUD values, which prepares our students to succeed
at university and lead fulfilling lives. It is the embodiment of our ethos of a creative learning
community, which marries traditional values with dynamic approaches to teaching and learning
The next two years will see the students prepare for their GCSE, the booklet is here to
support you in understanding what is required of them to allow them to achieve their full
potential.
If you require any further support or information please contact your child’s tutor in the
first instance.
Tutor Group Tutor Email Address
RSL – Y10 Mr O’Keeffe dokeeffe@chestnutgrove.wandsworth.uk
10 Blake Mr Brady cbrady@chestnutgrove.wandsworth.uk
10 Da Vinci Ms Maybey jmaybey@chestnutgrove.wandsworth.sch.uk
10 Hepworth Ms Kumi ekumi@chestnutgrove.wandsworth.sch.uk
10 Kahlo Ms Robinson rrobinson@chestnutgrove.wandsworth.sch.uk
10 Kapoor Mr Clucas kclucas@chestnutgrove.wandsworth.sch.uk
10 Turner Ms Sanz asanzlamoneda@chestnutgrove.wandsworth.sch.uk
Yours Faithfully
Mr O’Keeffe
3Curriculum Guide 2020-21
GCSEs and Assessment
As you are aware the Government has introduced new GCSEs. The aim is to increase the
academic rigour and challenge for young people nationally to better prepare them for the work
place or further study. This new system is being phased in and Grades 9 to 1 will be awarded
instead of letters A*-G. Grade 9 is considered the highest, Grade 1 is the lowest and a Grade 5
is considered as a ‘strong pass’, a Grade 4 is considered as a Standard Pass.
The table below shows how the new number grades relate to the old GCSE grades
New GCSE 1 2 3 4 5 6 7 8 9
grades
Old GCSE G/F- F/E E+/D C C+/B- B/B+ A A+/A* A* +
grades
Curriculum Map
Subject breakdown for the week.
Option A Option B Option C Option D
Triple Science French Computer Science French
English/Maths Spanish Geography Spanish
DT History Digital Art
Visual Art Film Textiles
History Music Geography
Drama Italian BTEC Business
Dance VOC Sport
VOC-CiDA
4Curriculum Guide 2020-21
HOMEWORK TIMETABLE
Time spent on homework should be AT LEAST one hour per subject, per week. This
should be doubled for English and Maths.
Students should also be revising topics throughout year 10 to help them prepare for
their end of term assessments. This could be making notes, spider diagrams, cue cards,
BBC bitesize online, working through revision books.
Where possible, please provide your child with a quiet space in which to complete
homework, with access to a desk or table.
Students are set work for every subject. If you are concerned that homework is not in
the diary please contact your child’s subject teacher or his/her tutor.
YEAR 10 HOMEWORK TIMETABLE 2020-21
Monday Tuesday Wednesday Thursday Friday
Maths English Maths Science English
Science Triple Science: PBE(X) PBE(Y)
Physics
Triple Science: Triple science:
Chemistry Biology
HEALTH OPTION C OPTION B OPTION D
Film Computing Business
Geography Drama Digital Art
History Dance French
ICT DT Geography
Music French Spanish
PE History Textiles
Spanish
Visual Art
5Curriculum Guide 2020-21
Literacy
Literacy is one of the most important skills that students require and it is embedded into
curricula across all subjects. This means that all teachers address literacy through their teaching
and marking. To support students’ oral literacy all members of staff insist upon Standard
English as the language of the classroom.
You can support the development of your child’s literacy by:
Supporting him or her with homework, checking that they are writing extensively.
Encouraging your child to read for 30 minutes every night.
Checking that your child is proof reading work for grammar and spelling errors before
considering it complete.
Encouraging your child to speak in Standard English whenever appropriate.
Promoting a love of reading at home and suggesting books from the reading list on the
school website: the school library is also happy to help with this.
You can find useful advice for students on the BBC Bitesize website at
http://www.bbc.co.uk/education/subjects/z3kw2hv
Numeracy
Increasingly, students are required to have strong numerical skills across a range of subjects,
as well as in mathematics. As with literacy, numeracy is embedded into the curricula across all
subjects.
As with English it is a requirement that students still in the sixth form must have a Grade 5+ or
are studying Math’s to allow them to stay within the sixth form or college they would like to
attend.
Library
Due to the pandemic, our physical library has been replaced with the online one. We are
currently in the process of setting it up, but once this process is completed, our student will
have immediate access to 1250 ebook and audio book titles. The library will continue to offer
a collage of literary events, competitions and initiatives.
All students will be issued with their log in details as soon as practicably possible.
KEYDATES
Autumn term assessment (Week Beginning 19th November)
Spring term diagnostic assessment (Week Beginning 4th Feb) to be marked by student
End of Year Exam (Week Beginning 17th June)
6Curriculum Guide 2020-21
English
Exam Board: Edexcel Syllabus Code: 1EN0 and Website:
1ET0 https://qualifications.pearson.com
Staffing:
In charge of KS4: Meera Shekar
Email: mshekar@chestnutgrove.wandsworth.sch.uk
HOD: Joanne Smith
Email: jsmith@chestnutgrove.wandsworth.sch.uk
Assessment: (External assessment info End Of Course)
English Language:
Paper 1: Fiction and Imaginative Writing - 40% - 1 Hour 45 Minutes - Exam
Section A – Reading: questions on an unseen 19th-century fiction extract.
Section B – Writing: a choice of two writing tasks. The tasks are linked by a
theme to the reading extract
Paper 2: Non-fiction and Transactional Writing 60% - 2 Hours – Exam
Section A - Reading: questions on two thematically linked, unseen non-fiction
Extracts.
Section B - Writing: a choice of two writing tasks. The tasks are linked by a
theme to the reading extracts.
English Literature:
Paper 1: Shakespeare and Post-1914 Literature – 50% - 1 Hour 45 Minutes – Exam
Section A – Shakespeare (Romeo & Juliet): a two-part question, with the first task focused on an extract
of approximately 30 lines. The second task is focused on how a theme reflected in the extract is explored
elsewhere in the play.
Section B - Post-1914 British play or novel (Animal Farm – George Orwell): ONE essay question.
Paper 2: 19th-century Novel and Poetry since 1789 – 50% - 2 Hours 15 Minutes – Exam
Section A - 19th-century novel (Great Expectations – Charles Dickens): a two part question, with the first
part focussed on an extract of approximately 400 words. The second part is an essay question exploring
the whole text.
Section B - Part 1: ONE question comparing a named poem from the Pearson Poetry Anthology
collection to another poem from that collection. The named poem will be shown in the question paper.
Part 2: ONE question comparing two unseen contemporary poems.
Assessment: (This term internal/external)
Term 1a. A full Great Expectations Literature mock exam in the final week of half-term which will be
marked using the GCSE criteria.
Term 1b. A full Great Expectations Literature mock exam and a creative writing task from English
Language Paper 1. Week Beginning 11th November
Course description/overview:
Studying English allows students to imagine, discover and experience worlds without boundaries. At
Chestnut Grove the English curriculum strives to embed in students a love of literature, as well as the
means to express themselves using excellent standard English, thoroughly preparing them for the future
7Curriculum Guide 2020-21
of employment and further study. Our results at key stage 4 are consistently outstanding.
KS4 is a challenging time for students, encompassing as it does the range of texts and skills demanded
by the new GCSE curriculum. During Year 10 students will study the majority of the course content for
both their Language and Literature GCSE exams. The linear nature of these courses necessitates this so
that there is a significant period of time available in Year 11 for exam preparation. The key skills of
reading and writing are more important than ever in the new courses and will form the focus of each and
every lesson and piece of homework.
What can you do to support your child?
Supporting your children with their homework, by ensuring it is completed on time, and seeing
whether it could be developed further.
Encouraging your children to read for 30 minutes every night
To ensure your children are proof-reading work for grammar and spelling errors.
Encourage your children to read quality non-fiction texts eg/ the Guardian
Encourage your children to speak in Standard English when appropriate
Promote a love of reading at home, suggesting books from the reading lists on the school website
Read and discuss the core texts with them
Purchase revision guides for the core texts. E.g. York Notes
Wider reading and useful web-sites or activities to support learning:
http://www.bbc.co.uk/education/subjects/z3kw2hv
www.sparknotes.com
www.schmoop.com
Reading lists on the school website
www.edomdo.com
Homework:
Students will receive two extended and pieces of homework per week. This may include practice essay
questions, reading and analysing or creative writing tasks. There will also be a whole year homework set
weekly which will be uploaded onto ww.edmodo.com and read by students. Students will then discuss
this in their lessons.
8Curriculum Guide 2020-21
Mathematics
Exam Board: Edexcel Syllabus Code: Website: see below
(1MA1)
Staffing:
Mr. Mark Green Head of Department
mgreen@chestnutgrove.wandsworth.sch.uk
Ann Marie Jones Lead Teacher KS4
ajones@chestnutgrove.wandsworth.sch.uk
Assessment:
Term Year 10 Year 11
Autumn Unit 1 Post-learning Assessment Unannounced pop-up assessment
Unit 2 Post-learning Assessment
Unit 3 Post-learning Assessment PPE1 - 3 papers taken from 1 exam season
Unit 4 Post-learning Assessment
Unannounced pop-up assessment
Shadow assessment (November)
Spring Unit 5 Post-learning Assessment Unannounced pop-up assessment
Unit 6 Post-learning Assessment
Unit 7 Post-learning Assessment PPE2 3 papers taken from 1 exam season
Unit 8 Post-learning Assessment
Unannounced pop-up assessment
Shadow assessment (March)
Summer End of Year Exam Paper 1 (w/c 4th May) Practice exam papers
End of Year Exam Paper 2 (w/c 29th June)
Unannounced pop-up assessment
End of Year Exam (Week Beginning 15th
June)
What can you do to support your child?
Provide a quiet place for your child to do their homework.
Check homework diary each night to see what homework is being recorded.
To help instill a fruitful work ethic it is imperative that students develop a good sleep
pattern. Therefore we advise a restricted use of mobile phones and electronic games at
night time.
Wider reading and useful web-sites or activities to support learning:
The school subscribes to www.mymaths.co.uk. Students can also use the following
sites, both of which offer revision videos and topic booklets, including solutions
www.mathsgenie.co.uk
www.corbettmaths.com
Homework:
Your child’s teacher will set homework either online, using www.mymaths.co.uk , or on
paper each week. If your child has difficulty completing homework because they do not
understand the topic please encourage them to see their maths teacher
9Curriculum Guide 2020-21
Combined Science
Exam Board: Syllabus Code: Trilogy 8464 Website:
AQA http://www.aqa.org.uk/subjects/science/gcse/co
mbined-science-trilogy-8464
HOD: Mr Gordon
Email: agordon@chestnutgrove.wandsworth.sch.uk
In charge of Y9 & 10 Science: Ms Holmes
Email: sholmes@chestnutgrove.wandsworth.sch.uk
Assessment: (External assessment info End Of Course)
Biology paper 1; 1 hr 15 min; 16.7%
Biology paper 2; 1 hr 15 min; 16.7%
Chemistry paper 1; 1 hr 15 min; 16.7%
Chemistry paper 2; 1 hr 15 min; 16.7%
Physics paper 1; 1 hr 15 min; 16.7%
Physics paper 2; 1 hr 15 min; 16.7%
Assessment: (This term internal/external)
1. Lockdown learning review
2. Autumn term assessment (Week Beginning 9th November) – Biology exam
Course description/overview:
Combined Science is taught from year 9 to year 11. Students have 3 lessons a week in year 9, increasing
to 4 hours a week in year 10 and 11. The qualification is graded based on a 17-point scale: 1-1 to 9-9
where 9-9 is the best grade.
What can you do to support your child?
Ensure that your child has bought the relevant revision guides. These are available from the Science
department at a discounted rate of £3.50 and can be paid for through ParentPay.
Ensure that your child is completing the homework set each week. Homework will be set as per the
whole school homework timetable every week, without fail!
Encourage your child to seek help from his or her teachers if needed. Ensure that they attend all
intervention provided that is relevant for them
Ensure your child understands how to access work if they have to self-isolate or shield and the
process for continuing their studies if there is a future lockdown.
Wider reading and useful web-sites or activities to support learning:
http://www.chestnutgrove.wandsworth.sch.uk/Science
• www.primrosekitten.com
• www.s-cool.co.uk
• www.bbc.co.uk/education/subjects
• www.khanacademy.org
• www.docbrown.info
• www.mrsmillersblog.wordpress.com
• www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes
Homework: Science sets one hour of homework a week, mostly exam paper questions. If is important
that on top of this students are making revision notes on new content learnt each week to help prepare for
examinations.
10Curriculum Guide 2020-21
Biology
Exam Board: AQA Syllabus Code:8461 Website:
http://www.aqa.org.uk/subjects/scien
ce/gcse/biology-8461
Staffing: Mr Young, Mr Smith
HOD: Mr Gordon
Email: agordon@chestnutgrove.wandsworth.sch.uk
In charge of Y9 & 10 Science: Ms Holmes
Email: sholmes@chestnutgrove.wandsworth.sch.uk
Assessment: (External assessment info End Of Course)
Biology paper 1; 1 hr 45 min; 50%
Biology paper 2; 1 hr 45 min; 50%
Assessment: (This term internal/external)
1. Exam questions Bio, Chem & Phys
2. Autumn term assessment (Week Beginning 9th November) – Biology end of topic exam
Course description/overview:
Biology is part of Triple Science. It is taught from year 9 to year 11. Students have 3 lessons a week in
year 9, increasing to 6 hours a week in year 10 and 11, two hours of each Science. In additional to this
students have one lesson after school on a Tuesday each week of either extra English or Science on a
rotation. This term it will be English. The qualification is graded based on a 9-point scale: 1 to 9 where 9 is
the best grade.
What can you do to support your child?
Ensure that your child has bought the relevant revision guides. These are available from the
Science department at a discounted rate of £4 and can be paid for through ParentPay.
Ensure that your child is completing the homework set each week. Homework will be set as per the
whole school homework timetable every week, without fail!
Encourage your child to seek help from his or her teachers if needed. Ensure that they attend all
intervention provided that is relevant for them
Ensure your child understands how to access work if they have to self-isolate or shield and
the process for continuing their studies if there is a future lockdown.
Wider reading and useful web-sites or activities to support learning:
http://www.chestnutgrove.wandsworth.sch.uk/Science
• www.primrosekitten.com
• www.s-cool.co.uk
• www.bbc.co.uk/education/subjects
• www.khanacademy.org
• www.docbrown.info
• www.mrsmillersblog.wordpress.com
• www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes
Homework:
Science sets one hour of homework a week, mostly exam paper questions. If is important that on top of
this students are making revision notes on new content learnt each week to help prepare for
examinations.
11Curriculum Guide 2020-21
Chemistry
Exam Syllabus Website: http://www.aqa.org.uk/subjects/science/gcse/chemistry-
Board: AQA Code: 8462 8462
Staffing: Ms Wills, Ms Brooke
HOD: Mr Gordon
Email: agordon@chestnutgrove.wandsworth.sch.uk
In charge of Y9 & 10 Science: Ms Holmes
Email: sholmes@chestnutgrove.wandsworth.sch.uk
Assessment: (External assessment info End Of Course)
Chemistry paper 1; 1 hr 45 min; 50%
Chemistry paper 2; 1 hr 45 min; 50%
Assessment: (This term internal/external)
1. Exam questions Bio, Chem & Phys
2. Autumn term assessment (Week Beginning 9th November) – Chemistry end of topic exam
Course description/overview:
Chemistry is part of Triple Science. It is taught from year 9 to year 11. Students have 3 lessons a week in
year 9, increasing to 6 hours a week in year 10 and 11, two hours of each Science. In additional to this
students have one lesson after school on a Tuesday each week of either extra English or Science on a
rotation. This term it will be English. The qualification is graded based on a 9-point scale: 1 to 9 where 9 is
the best grade.
What can you do to support your child?
Ensure that your child has bought the relevant revision guides. These are available from the
Science department at a discounted rate of £4 and can be paid for through ParentPay.
Ensure that your child is completing the homework set each week. Homework will be set as per the
whole school homework timetable every week, without fail!
Encourage your child to seek help from his or her teachers if needed. Ensure that they attend all
intervention provided that is relevant for them
Ensure your child understands how to access work if they have to self-isolate or shield and
the process for continuing their studies if there is a future lockdown.
Wider reading and useful web-sites or activities to support learning:
http://www.chestnutgrove.wandsworth.sch.uk/Science
• www.primrosekitten.com
• www.s-cool.co.uk
• www.bbc.co.uk/education/subjects
• www.khanacademy.org
• www.docbrown.info
• www.mrsmillersblog.wordpress.com
• www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes
Homework:
Science sets one hour of homework a week, mostly exam paper questions. If is important that on top of
this students are making revision notes on new content learnt each week to help prepare for
examinations.
12Curriculum Guide 2020-21
Physics
Exam Board: Syllabus Code: Website: http://www.aqa.org.uk/subjects/science/gcse/physics-
AQA 8463 8463
Staffing: Mr O’Keeffe, Mr Gordon
HOD: Mr Gordon
Email: agordon@chestnutgrove.wandsworth.sch.uk
In charge of Y9 & 10 Science: Ms Holmes
Email: sholmes@chestnutgrove.wandsworth.sch.uk
Assessment: (External assessment info End Of Course)
Physics paper 1; 1 hr 45 min; 50%
Physics paper 2; 1 hr 45 min; 50%
Assessment: (This term internal/external)
1. Exam questions Bio, Chem & Phys
2. Autumn term assessment (Week Beginning 9th November) – Physics end of topic exam
3. One additional piece of work specific to each class.
Course description/overview:
Physics is part of Triple Science. It is taught from year 9 to year 11. Students have 3 lessons a week in
year 9, increasing to 6 hours a week in year 10 and 11, two hours of each Science. In additional to this
students have one lesson after school on a Tuesday each week of either extra English or Science on a
rotation. This term it will be English. The qualification is graded based on a 9-point scale: 1 to 9 where 9 is
the best grade.
What can you do to support your child?
Ensure that your child has bought the relevant revision guides. These are available from the
Science department at a discounted rate of £4 and can be paid for through ParentPay.
Ensure that your child is completing the homework set each week. Homework will be set as per
the whole school homework timetable every week, without fail!
Encourage your child to seek help from his or her teachers if needed. Ensure that they attend all
intervention provided that is relevant for them.
Ensure your child understands how to access work if they have to self-isolate or shield
and the process for continuing their studies if there is a future lockdown.
Wider reading and useful web-sites or activities to support learning:
http://www.chestnutgrove.wandsworth.sch.uk/Science
• www.primrosekitten.com
• www.s-cool.co.uk
• www.bbc.co.uk/education/subjects
• www.khanacademy.org
• www.docbrown.info
• www.mrsmillersblog.wordpress.com
• www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes
Homework:
Science sets one hour of homework a week, mostly exam paper questions. If is important that on top of
this students are making revision notes on new content learnt each week to help prepare for
examinations.
13Curriculum Guide 2020-21
Geography
Exam Board: Syllabus Code: Website:
AQA 8035 http://www.aqa.org.uk/subjects/geography/gcse/geography-
8035
HOD: Mr Reeves
Email:kreeves9.212@lgflmail.org
Assessment: (External assessment info End Of Course)
Paper 1: Living with the physical environment. 1 hr 30 mins. 88 marks. 35% of GCSE.
Paper 2: Challenges in the human environment. 1hr 30mins. 88 marks. 35% of GCSE.
paper 3: Geographical applications. 1hr 15mins. 76 marks. 30% of GCSE.
ALL exams sat in May/June 2018. There are no tiers, all students sit the same exam papers.
Assessment: (This term internal/external)
1. UK Physical Landscape Exam Question Booklet
2. Rivers Exam Question Booklet
3. Coasts Exam Question Booklet
4. Urban Issues Exam Question Booklet
Autumn term assessment Week Beginning 14th November
Course description/overview:
This exciting course is based on a balanced framework of physical and human geography. It allows
students to investigate the link between the two themes, and approach and examine the battles between
the man-made and natural worlds.
The subject content is split into four units: 3.1 Living with the physical environment, 3.2 Challenges in the
human environment, 3.3 Geographical applications and 3.4 Geographical skills.
3.1: Section A: Challenge of Natural Hazards – Tectonic Hazards/Weather Hazards/Climate Change
Section B: The Living World – Ecosystems/Tropical Rainforests/ Cold Environments.
Section C: Physical Landscapes in the UK – Coastal Landscapes/ River Landscapes
3.2: Section A: Urban issues and challenges.
Section B: The changing economic world.
Section C: Resource management
3.3: Section A: Issue evaluation (decision making paper based on a geographical issue)
Section B: Fieldwork – in a physical and human environment. There will be no coursework, assessment is
exam based.
3.4 The following skills will be assessed: Cartographic (maps), Graphical (graphs/charts), Numerical
(statistical testing), Use of data, Enquiry and argument.
What can you do to support your child?
Support in homework
Sign up to The Guardian Environment and other similar websites which examine the themes throughout
the GCSE and in particular this term.
Wider reading and useful web-sites or activities to support learning:
As above.
BBC Bitesize is always useful for processes and landforms.
Homework:
1 homework will be set weekly and will build upon learning in class. The tasks will be varied in their
nature.
14Curriculum Guide 2020-21
History
Exam board: Syllabus Code: Website:
Edexcel 1HI0 https://qualifications.pearson.com/en/qualifications/edexcel-
gcses/history-2016.html
HOD: Ms L Adams
Email: ladams@chestnutgrove.wandsworth.sch.uk
Assessment:
Paper 1: 10 Crime and punishment in Britain, c1000-present and Whitechapel, c1870-1900: crime,
policing and inner city.
Written examination: 1 hour and 15 minutes / 30% of the qualification / 52 marks
Paper 2: B1 Anglo-Saxon and Norman England, c1060-88
26/27 Superpower relations and the Cold War, 1941-91
Written examination: 1 hour and 45 minutes / 40% of the qualification / 64 marks
Paper 3: 31 Weimar and Nazi Germany, 1918–39
Written examination: 1 hour and 20 minutes / 30% of the qualification / 52 marks
Marking of class work and assessment will be a mixture of book marking and home learning work on
Teams. Class teachers will also use their professional judgement to evaluate whether specific students
would make more progress through book marking or home learning marking on Teams.
Course description/overview:
This new GCSE course means that students now have the opportunity to explore medieval history as well
as modern history at GCSE level. Students should be able to make links with their learning from KS3,
particularly year 7 when they studied the Norman invasion. At GCSE the exploration of the history is
more rigorous and students are expected to understand multi stranded causation, be critical about
interpretation, make judgments about usefulness, consider change and continuity alongside similarity and
difference and of course come to clear reasoned judgments about key historical debates.
The subject content is divided into three papers as seen above in the assessment section.
What can you do to support your child in History?
Discussions based on what students have learnt.
Engaging with political, spiritual, social, cultural and moral issues.
Visiting places of historical interest in the local area.
Reading and watching the news and having an awareness of current issues around the world.
Wider reading and useful websites or activities to support learning:
www.bbc.co.uk/education
www.history.com
Hodder education – Making sense of History / SHP series
Pearson education resources
Homework:
Set once a week
Refer to Academy expectations for homework
15Curriculum Guide 2020-21
French
Exam Board: Syllabus Website:https://uk.pearson.com/secondary-
Edexcel Code:1FR0 educators/subjects/secondary-languages.html
HOD: Mrs H. Holding
Email:hholding@chestnutgrove.wandsworth.sch.uk
Assessment: (External assessment info End Of Course)
Listening exam at the end of Year 11 25%
Speaking exam at the end of Year 11 25%
Reading exam at the end of Year 11 25%
Writing exam at the end of Year 11 25%
Assessment:
Family & relationships Speaking booklet
Free time activities & when I was younger Writing assessment
Daily routine & food and drink customs Speaking booklet
Shopping, social media & technology writing assessment
Autumn term reading and listening exams during the Autumn term assessment week.
Course description/overview:
The aims of the course are to enable students to:
Develop their confidence in communicating in French in speech and writing
Express and develop thoughts and ideas spontaneously and fluently
Deepen their knowledge of how language works
Develop awareness and understanding of the culture and the identity of the countries and
communities where the language is spoken
What can you do to support your child?
Test them frequently on new vocabulary covered in class
Make sure that they complete their homework every week
Wider reading and useful web-sites or activities to support learning:
CGP revision guides
http://www.bbc.co.uk/education/subjects/zgdqxnb BBC Bitesize
www.linguascope.com Please ask your child’s class teacher for the username and login
Homework:
Homework will be set once a week and there will be a learning homework (vocabulary) in addition to a
reading or writing task.
16Curriculum Guide 2020-21
Spanish
Exam Board: Edexcel Syllabus Code:2SP01 Website:
https://uk.pearson.com/secondary-
educators/subjects/secondary-
languages.html
HOD: Mrs H. Holding
Email:hholding@chestnutgrove.wandsworth.sch.uk
Assessment: (External assessment info End Of Course)
Listening exam at the end of Year 11 25%
Speaking exam at the end of Year 11 25%
Reading exam at the end of Year 11 25%
Writing exam at the end of Year 11 25%
Assessment:
Family & relationships Speaking booklet
Free time activities & when I was younger Writing assessment
Daily routine & food and drink customs Speaking booklet
Shopping, social media & technology writing assessment
Autumn term reading and listening exams Week Beginning 14th November
Course description/overview:
The aims of the course are to enable students to:
Develop their confidence in communicating in Spanish in speech and writing
Express and develop thoughts and ideas spontaneously and fluently
Deepen their knowledge of how language works
Develop awareness and understanding of the culture and the identity of the countries and communities
where the language is spoken
What can you do to support your child?
Test them frequently on new vocabulary covered in class
Make sure that they complete their homework every week
Wider reading and useful web-sites or activities to support learning:
CGP revision guides
http://www.bbc.co.uk/education/subjects/zgdqxnb BBC Bitesize
www.linguascope.com Please ask your child’s class teacher for the username and login
Homework:
Homework will be set once a week and there will be a learning homework (vocabulary) in addition to a
reading or writing task
17Curriculum Guide 2020-21
Computer Science
Exam Board: OCR Syllabus Code: GCSE Website:
Computer Science https://www.ocr.org.uk/qualifications/gcse/computer-
science-j277-from-2020/
HOD: Mr. Emmanuel Solate
Email: esolate@chestnutgrove.wandsworth.sch.uk
Assessment:
Exams 100% of final grade
Coursework to demonstrate practical programming skills
Course description/overview:
The newly revised Computer Science qualification is engaging and practical, encouraging creativity and
problem solving. It encourages students to develop their understanding and application of the core concepts in
computer science. Students also analyse problems in computational terms and devise creative solutions by
designing, writing, testing and evaluating programs.
Curriculum breakdown:
Component 01: Computer systems (50% - Exam)
Introduces students to the central processing unit (CPU), computer memory and storage, data
representation, wired and wireless networks, network topologies, system security and system
software. It also looks at ethical, legal, cultural and environmental concerns associated with
computer science.
Component 02: Computational thinking, algorithms and programming (50% - Exam)
Students apply knowledge and understanding gained in component 01. They develop skills and
understanding in computational thinking: algorithms, programming techniques, producing robust
programs, computational logic and translators.
Programming Project
Students are to be given the opportunity to undertake a programming task(s) during their course of
study which allows them to develop their skills to design, write, test and refine programs using a
high-level programming language. Students will be assessed on these skills during the written
examinations, in particular component 02 (section B).
Students should be offered 20 hours timetabled time to complete their Programming Project. The
Programming Project does not count towards a candidate’s final grade but is a requirement of the
course.
What can you do to support your child?
Where possible, provide them with a computer, which has Python IDLE (software development environment)
on it for them to practice programming. Ask questions about the programs they are developing both at school
and independently.
Ask about the components required for computers to work effectively and how they are inter-related.
Wider reading and useful websites or activities to support learning:
Theory:
http://teach-ict.com/2016/GCSE_Computing/OCR_J276/OCR_J276_home.html
YouTube Videos: https://www.youtube.com/playlist?list=PLCiOXwirraUAvkTPDWeeSqAKty3LAG37-
Programming:
www.codecademy.com
www.khanacademy.com
Homework:
Homework will comprise written research assignments or past paper questions, which reinforce the teaching
being done in class. It will be set weekly online and should be handed in by the agreed deadline, which can be
up to a week.
18Curriculum Guide 2020-21
Digital Arts
Exam Board: Syllabus Code: Website:
Edexcel 1GC0 http://qualifications.pearson.com/en/qualifications/edexcel-
gcses/art-and-design-2016.html
HOD: Mr J Wildman
2ic: Ms M Horne
Email:
jwildman@chestnutgrove.wandsworth.sch.uk
mhorne@chestnutgrove.wandsworth.sch.uk
Assessment:
Year 10:
Coursework unit 1 – 60% of final grade
Externally set exam (8 week project which includes a 10 hour exam to complete a final piece for the exam
project) – 40% of final grade.
Assessment:
Coursework Unit 1 – Natural Forms
Coursework Unit 2 - Identity
Course description/overview:
Graphic Communication introduces students to a visual way of recording using Adobe Photo Shop and a
range of I pad drawing apps. Students will begin each unit of work by taking their own images relating to
the theme of the project. Students will then experiment with ways in which they can respond to their
primary images. The responses may be in the form of traditional drawing, print or collage. Students
explore artists in relation to the theme and are encouraged to source their own inspirational artists
through visiting relevant galleries. Artist response are developed, adapted and refined digitally and then
students plan a final outcome which pulls together threads from the artists, techniques and ideas explored
throughout the unit.
Students will complete two coursework units from the September of Year 10 to the February of Year 11.
Curriculum breakdown:
This term student will commence their first coursework unit entitled ‘Natural Forms’. Students will be
introduced to a variety of artists and photographers who explore the theme of Natural forms and then
vanitas art within Natural Forms. Students will complete creative tasks in order to develop their Photo
shop skills whilst learning to combine traditional drawing skills with more contemporary digital art
techniques and processes.
What can you do to support your child?
Ensure that Digital Art students are spending a minimum of 2 hours of independent study each week on
their Digital Arts GCSE. Students would also benefit from visiting as many art galleries and exhibitions in
19Curriculum Guide 2020-21
order to collect as much independent research as possible. Visiting exhibitions, it an excellent way to
inspire, motivate and increase the cultural capital of GCSE students.
Wider reading and useful web-sites or activities to support learning:
New British Artists www.newbritishartists.co.uk
Photographers’ Gallery www.photonet.org.uk
Royal Academy www.royalacademy.org.uk
San Francisco Museum of Modern Art www.sfmoma.org
Science Museum www.sciencemuseum.org
The Artchive www.artchive.com
The British Museum www.britishmuseum.org
Centre Pompidou www.cnac-gp.fr
Crafts Council www.craftscouncil.org.uk
Design Museum www.designmuseum.org
Guggenheim www.guggenheim.org
Imperial War Museum www.iwm.org.uk
The Lowry www.thelowry.com
Metropolitan Museum of Art www.metmuseum.org
Minneapolis Institute of Art www.artsmia.org
Museum of Modern Art www.moma.org
National Galleries of Scotland www.nationalgalleries.org
National Gallery www.nationalgallery.org.uk
National Media Museum www.nationalmediamuseum.org.uk
National Portrait Gallery www.npg.org.uk
Natural History Museum www.nhm.ac.uk
New Art Gallery Walsall www.artatwalsall.org.uk
Tate online www.tate.org.uk
Victoria and Albert Museum www.vam.ac.uk
Yorkshire Sculpture Park www.ysp.co.uk
Homework:
Students will be expected to complete one hour of homework each week. Each student will be provided
with extension tasks to develop coursework. The extension tasks help to add individuality and evidence
deeper understanding of the artists explored.
20Curriculum Guide 2020-21
Visual Art
Exam Syllabus Website:
Board: Code: 1FA0 http://qualifications.pearson.com/en/qualifications/edexcel-
Edexcel gcses/art-and-design-2016.htmm
Staffing:
HOD: Mr J Wildman
2ic: Ms M Horne
Email:
jwildman@chestnutgrove.wandsworth.sch.uk
mhorne@chestnutgrove.wandsworth.sch.uk
Assessment:
Coursework unit 1 – 60% of final grade
Externally set exam (8 week project which includes a 10 hour exam to complete a final piece for
the exam project) – 40% of final grade.
Assessment:
Coursework unit 1 – Distort, Distress, Destroy
Coursework unit 2 – identity
Course description/overview:
Fine Art may be defined as work developed primarily to communicate aesthetic, intellectual or
purely conceptual ideas and meaning, rather than to serve a practical or commercial function.
For example, work could be the outcome of personal experiences, thoughts and feelings, or
simply to observe and record people, places and things in new and unique ways. Fine-art work
will demonstrate an understanding and application of formal elements and creative skills,
including mark making. Students will use visual communication sensitively and thoughtfully to
document their artistic journey and fully support their intentions.
What can you do to support your child?
Ensure that Digital Art students are spending a minimum of 2 hours of independent study each
week on their Digital Arts GCSE. Students would also benefit from visiting as many art galleries
and exhibitions in order to collect as much independent research as possible. Visiting
exhibitions, it an excellent way to inspire, motivate and increase the cultural capital of GCSE
students.
Wider reading and useful web-sites or activities to support learning:
New British Artists www.newbritishartists.co.uk
Photographers’ Gallery www.photonet.org.uk
Royal Academy www.royalacademy.org.uk
San Francisco Museum of Modern Art www.sfmoma.org
Science Museum www.sciencemuseum.org
The Artchive www.artchive.com
The British Museum www.britishmuseum.org
Centre Pompidou www.cnac-gp.fr
Crafts Council www.craftscouncil.org.uk
Design Museum www.designmuseum.or g
Guggenheim www.guggenheim.org
Imperial War Museum www.iwm.org.uk
The Lowry www.thelowry.com
Metropolitan Museum of Art www.metmuseum.org
Minneapolis Institute of Art www.artsmia.org
21Curriculum Guide 2020-21
Museum of Modern Art www.moma.org
National Galleries of Scotland www.nationalgalleries.org
National Gallery www.nationalgallery.org.uk
National Media Museum www.nationalmediamuseum.org.uk
National Portrait Gallery www.npg.org.uk
Natural History Museum www.nhm.ac.uk
New Art Gallery Walsall www.artatwalsall.org.uk
Tate online www.tate.org.uk
Victoria and Albert Museum www.vam.ac.uk
Yorkshire Sculpture Park www.ysp.co.uk
22Curriculum Guide 2020-21
Music
Exam Board: Eduqas Syllabus Code: Website: www.eduqas.co.uk
HOD: Ms. E. Dydymska
Email: edydymska@chestnutgrove.wandsworth.sch.uk
GCSE
Performance Coursework = 30% Composition Coursework = 30%
Appraising - 1hr 15min written exam = 40%
Year 10 Autumn Term Learning Goals:
Performance
To prepare their solo performance for their assessment in December.
Composition
To complete a composition brief and completed composition using BandLab based on song structure, due
end of November 2020.
Appraising
To understand and apply the elements of music, including demonstrating an understanding of music
notation.
To understand the historical context and development of Popular Music since 1950.
To understand the historical context and key features of Toto’s ‘Africa’ and apply this to exam-style
questions.
To know the key words in the music glossary and be able to use them when discussing and writing about
music.
Year 10 Assessment & Marking:
Work is continually assessed to ensure develop of musical skills and understanding. A formative
assessment is carried out at the end of December on each of the three skill areas:
Performing – solo piece marked using exam criteria.
Composing – BandLab composition final edit marked using exam criteria
Appraising – Exam questions and knowledge test on work covered over the term.
Year 10 Homework:
Students are expected to practice their instrument for 20 minutes every day.
Weekly homework tasks are set to consolidate and extend their class room learning. These will be
listening and written tasks.
What can you do to support your child?
Watch and listen to as much music as possible. This can be at live events or through television or
other media. It is important for students to listen to a wide range of music of all different genres and
styles to expand and deepen their musical knowledge and understanding.
Encourage your child to do his/her Music homework. In Y10 students will receive homework once
a week. These tasks are often theory or wider listening based and backup the practical elements of
music completed in lesson times.
Encourage your child to practice their instrument every day. Performance accounts for 30% of
their GCSE and in addition by being better players they will develop their composition and their
appraising skills.
Wider reading and useful web-sites or activities to support learning:
Encourage your child to complete additional research and engage in wider listening.
YouTube has a plethora of tutorials and guides for learning to play pieces or work on particular aspects of
technique.
Spotify is useful in allowing access to a broad range of music for listening to.
Radio stations are a way into broadening musical listening – BBC6 Music, Radio 3, Classic FM, Jazz FM
as well as Radio 1, Kiss FM and Absolute Radio will provide a good range of styles and artists for
students to listen to.
Websites such as and www.bbc.co.uk/schools/gcsebitesize/music/ are great for building independent
learning skills.
*Illuminate Publishing: WJEC/Eduqas GCSE Music Revision Guide ISBN-13: 978-1911208419
*Rhinegold Education: Step Up to GCSE Music: Get Up to Speed with Stave Notation and the Core
Requirements in Just Two Weeks ISBN-13: 978-1785581755
23Curriculum Guide 2020-21
Drama
Exam Board: Syllabus Code: Website:
Eduqas C690 www.eduqas.co.uk/qualifications/drama-and-theatre/gcse/
HOD: L Merritt
Email: lmerritt5.212@lgflmail.org
GCSE OVERVIEW:
70% written (portfolio, evaluation and written exam) 30% practical (devised piece and scripted
performance)
Autumn Term:
Component 2: Performing from a Text
Students will explore a selection of play texts to develop their understanding of interpreting text for
performance. Students will work either individually or as a pair to interpret a script using their
knowledge of drama and theatre to realise their artistic intentions. Students are assessed on their
application of performance skills to realise their artistic intentions, their interpretation, contribution
and whether they sustain audience interest.
Spring Term:
Theatre Practitioners:
Students will develop their understanding of seminal theatre practitioners and devising techniques
in a series of workshops. Students will explore the practitioners works and theories practically
developing their physical, vocal skills and interpretive skills
Component 1: Devising Theatre (mock)
Students will participate in the creation, development and performance of a piece of devised
theatre using the techniques of influential theatre practitioners, in response to a stimulus. Students
will work collaboratively to generate, develop and communicate ideas, contribute as an individual to
a theatrical performance and reflect on and evaluate their own work and the work of others.
Summer Term:
Component 3: Interpreting Theatre
Students will demonstrate their knowledge and understanding of how drama and theatre is
developed and performed through the study of a performance text (DNA by Dennis Kelly) and
through responding to live theatre.
Year 10 Assessment & Marking:
There will be no formal assessments but after completion of each component, the component will
be marked and moderated.
Year 10 Home Learning:
Drama home learning will be set weekly, tasks will include research, lesson reflections and theatre
analysis.
What can you do to support your child?
To help students gain a wider experience in drama, it is great if students have the opportunity to
see live drama at the theatre. This could be a variety of different performances ranging from plays
to musicals. Explore your local areas’ theatres; Wandsworth and Lambeth have some great smaller
venues including: Battersea Arts Centre, Ovalhouse and Stockwell Playhouse. Also, both The
Royal Court and the National Theatre are excellent venues for live theatre that provide a range of
different performances throughout the year. Tickets can be purchased for as little as £12.
The Victoria and Albert Museum has performance related exhibitions and is an excellent place to
visit to extend students’ knowledge of theatre. In addition, the National Theatre has an excellent
website where students can discover online the backstage workings of the theatre.
24Curriculum Guide 2020-21
Wider reading and useful web-sites or activities to support learning:
BBC Bitesize: https://www.bbc.co.uk/bitesize/subjects/zbckjxs
National Theatre: http://www.nationaltheatre.org.uk/
Royal Court Theatre: https://royalcourttheatre.com/
Soho Theatre: https://sohotheatre.com/
Victoria and Albert Museum: http://www.vam.ac.uk/page/t/theatre-and-performance/.
CGP, New Grade 9-1 GCSE Drama Revision Guide. Product code: DMR41 ISBN:
9781782949626
CGP, New Grade 9-1 GCSE Drama Play Guide – DNA Product code: DMPD41 ISBN:
9781782949633
DNA by Dennis Kelly (School Edition) Paperback
25Curriculum Guide 2020-21
Dance
Exam Board: Specification Code: Website:
AQA 8236 https://www.aqa.org.uk/subjects/dance/gcse/dance-
8236
HOD: C Atkinson
Email: catkinson7.212@lgflmail.org
GCSE
60% Practical (30 % Choreography, 30% Performance)
40% Written Exam
Year 10 Autumn Term:
Professional Work 1 & 2:
Students will study their first and second professional work learning about the consistent
features of the dance, the choreographic process and the meaning behind the work.
Students will develop their skills in choreography, performance and appreciation and will
create a piece of dance based off one of the professional works.
Lessons will be broken down into a blend of Choreography, Performance and
Appreciation.
In Choreography classes students will learn about the creative process of the professional
work and will experiment with the practices and process that the choreography uses for
that work.
In Performance classes students will build on their technique and learn repertoire from the
professional work. They will learn and build on performance skills as well as gain an
understanding of the professional work.
In Appreciation classes, students will learn more about the constituent features of the work
(movement, costume, lighting, music, setting etc.) and their contribution to the works
choreographic intent and stimulus. Students will also learn and build on their writing skills
for dance. For each professional work students will build a bank of information and
revision materials in preparation for their written exam in Year 11.
Year 10 Assessment & Marking:
There is no formal assessment in Year 10, however at the end of each professional work,
students will have a go at an exam question and either a choreography or performance
mock assessment. This is to track progress and address any areas of concern in the next
unit.
Year 10 Homework:
Dance Home work will be set weekly. Homework will either be practical continuation of what was
done in lessons or analysis of the professional works that are being studied depending on the
needs of the cohort.
What can you do to support your child?
Ensure your child completes the weekly written homework’s as these are an essential part of
the course to prepare students for the written exam.
Talk to your child about what they have been up to in lessons and encourage them to show you
their practical work and/ or and talk through the professional works they are studying.
Ensure that your child is attending any intervention or extra rehearsals/ classes/ performances
to keep on top of their practical work and continuing their development in performance and
choreography skills.
26Curriculum Guide 2020-21
Ensure your child brings their dance kit.
Encourage your child to attend dance club and classes outside of school to develop their dance
technique.
A variety of companies, theatres and businesses often run classes, talks and performances that
you could take you child to see/ participate in. Some of these companies are listed below with their
websites.
Wider reading and useful web-sites or activities to support learning:
Watching dance companies such as Rambert, Netherlands Dance Company, Phoenix
Dance Company, Stopgap and Ballet Boyz on YouTube for choreography inspiration and
free classes.
Watching different choreographers work such as: Christopher Bruce, Matthew Bourne,
Akram Khan, Alvin Ailey, Martha Graham, Katherine Dunham, Merce Cunningham,
Richard Alston, Ana Teresa Der Keersmaker, Pina Bouche, Siobhan Davis and Trisha
Brown on YouTube for choreography inspiration.
Attending Dance classes/ events.
The Place- https://www.theplace.org.uk/
Rambert Dance- https://www.rambert.org.uk/
Southbank Centre- https://www.southbankcentre.co.uk/
One Dance- https://www.onedanceuk.org/
Studio 68- https://studio68london.net/
Pineapple Dance Studio- https://www.pineapple.uk.com/
Royal Academy of Dance- https://www.royalacademyofdance.org/
Royal Opera House- https://www.roh.org.uk/
City Academy- https://www.city-academy.com/
Siobhan Davis Dance- https://www.siobhandavies.com/
27Curriculum Guide 2020-21
BTEC Business
Exam Board: Syllabus Code: Website:
Pearson 603/1916/1 https://qualifications.pearson.com/en/qualifications/btec-
tech-awards/enterprise.html
HOD: Mr. E Solate
esolate@chestnutgrove.wandsworth.sch.uk
Assessment:
Component 1: Exploring Enterprises
o Assessment type: Internal; Percentage of qualification: 30%
Component 2: Planning for and Pitching an Enterprise Activity
o Assessment type: Internal; Percentage of qualification: 30%
Component 3 - Promotion and Finance for Enterprise
o External assessment set and marked by Pearson, completed under exam conditions; 2
hours, 60 marks; Percentage of qualification: 40%
Assessment in Year 10:
Component 1: Exploring Enterprises - In this component, learners will have the opportunity to develop
knowledge and understanding of the different types of enterprise and their ownership, looking at the
characteristics of small and medium enterprises (SMEs) and entrepreneurs with reasons for levels of
success. students will understand the importance of having a clear focus on the customer and the
importance of meeting their needs. Enterprises can struggle if they do not carry out market research. It is
important for learners to develop relevant skills in market research and to analyse and be able to interpret
findings to support understanding of customers and competitors.
Learners will explore why enterprises are successful, looking at the impact of factors both inside and
outside the control of the enterprise, and investigate ways in which situational analysis can be used to
support decision making. Learners will discover how success can be monitored in an SME.
This component will give learners an understanding of the factors that contribute to a successful
enterprise. learners will develop transferable skills, such as research and data analysis, which will
support learner’s progression to Level 2 or 3 vocational or academic qualifications.
Component 3 - Promotion and Finance for Enterprise
The performance of an enterprise can be affected by both internal and external factors. To monitor and
improve an enterprise’s performance, learners need to be aware of the impact of these factors
and the strategies learners can use to make the most of opportunities and minimise any threats.
In this component, learners will assess and analyse financial information in an enterprise context to
monitor the performance of an enterprise and strategies to improve its performance. Learners will
investigate cash flow forecasts and statements, exploring the effects that positive and negative cash flow
can have on an enterprise, and suggesting ways to improve them. Learners will consider the different
elements of the promotional mix in order to be able to identify target markets and put forward strategies
that enterprises can use to increase their success in the future.
Learners will develop skills in analysing information and giving advice for a specific purpose, which will
support progression to Level 2 or 3 vocational or academic qualifications.
Course description/overview:
The Pearson BTEC Level 2 Tech Award in Enterprise (603/1916/1), is for learners who wish to acquire
knowledge and skills through vocational contexts by studying the knowledge, behaviours and skills
related to researching, planning, pitching and reviewing an enterprise idea as part of their Key Stage 4
learning. The qualification enables learners to develop their technical skills, such as market research
skills, planning, promotional and financial skills using realistic work scenarios, and personal skills, (such
as monitoring own performance, time management and problem solving) through a practical and skills-
based approach to learning and assessment. Learners will acquire knowledge, understanding and skills
to underpin their practical activities in assessment, which will complement their GCSEs. The qualification
will broaden their experience and understanding of the varied progression options available to them.
28You can also read
