Year 10

GCSE Art Graphics

In Key Stage 4 students undertake work to complete GCSE Art & Design.

We have arranged the curriculum to meet with AQA subject examination criteria. Projects are planned to enable freedom of choice regarding materials and techniques and we encourage students to pursue personal interests as a source of inspiration.

Schemes of work offer a range of starting points including observation, the work of others, as well as thematically based enquiry. This combines a realistic challenge for those who are initially less able and the opportunity to excel for those who are more confident. These courses suit students who enjoy being practical and creative and expressing their own ideas and feelings. Skills developed here will be easily transferable to other media or design-related subjects.

Key Stage 4 Art Graphics is based on a series of projects with an emphasis on practical work, using a range of hand and digital processes such as drawing, painting, collage, enlarging, layering, printmaking and Computer Aided Design.

Students will be encouraged to experiment with the formal elements (pattern, colour, texture, tone, form, shape and line), along with positive and negative space, composition and balance. Project topics cover a broad range of ideas, giving students the chance to explore feelings about themselves and respond to the world around them.

The final GCSE is made up of 60% coursework portfolio and 40% externally set assignment. Each project includes a balanced combination of:

– Observation and recording of ideas on sheets and in sketchbooks.
– Experimenting with a range of materials and processes.
– A series of studies showing progression from a starting point to a personal, original and creative response.
– Exploration and understanding of the work of other artists through both second hand and first hand contact.

The exam is practical, not written, and will take place in the Spring term of Year 11 over a 2-day period. We encourage all students to aim for the highest possible grade and will support them to attain the grade they deserve.

Students work on the first of two Portfolio projects.

This project begins in September and should be completed by the end of the Spring term. Students are expected to select and combine suitable materials and techniques (as explored in Year 9) when developing their ideas and producing their final outcome.

In the Summer term, students will choose and then begin their Mock Exam project (to be completed in Year 11).


GCSE Art Textiles

In Key Stage 4 students undertake work to complete GCSE Art & Design.

We have arranged the curriculum to meet with AQA subject examination criteria. Projects are planned to enable freedom of choice regarding materials and techniques and we encourage students to pursue personal interests as a source of inspiration.

Schemes of work offer a range of starting points including observation, the work of others, as well as thematically based enquiry. This combines a realistic challenge for those who are initially less able and the opportunity to excel for those who are more confident. These courses suit students who enjoy being practical and creative and expressing their own ideas and feelings. Skills developed here will be easily transferable to other media or design-related subjects.

Key Stage 4 Art Textiles is based on a series of projects with an emphasis on practical work, using textile processes such as applique, embroidery, print, dyeing, quilting, patchwork and felting amongst others. Students will be encouraged to experiment with a range of materials including fabric, fibre and found/unusual items in their work. Project topics cover a broad range of ideas, giving students the chance to explore feelings about themselves and respond to the world around them.

The final GCSE is made up of 60% coursework portfolio and 40% externally set assignment. Each project includes a balanced combination of:

– Observation and recording of ideas on sheets and in sketchbooks.
– Experimenting with a range of materials and textile techniques.
– A series of studies showing progression from a starting point to a personal, original and creative response.
– Exploration and understanding of the work of other artists through both second hand and first hand contact.

The exam is practical, not written, and will take place in the Spring term of Year 11 over a 2-day period. We encourage all students to aim for the highest possible grade and will support them to attain the grade they deserve.

In Year 10, students work on the first of two Portfolio projects.

This project begins in September and should be completed by the end of the Spring term. Students are expected to select and combine suitable decorative techniques (as explored in Year 9) when developing their ideas and producing their final outcome.

In the Summer term, students will choose and then begin their Mock Exam project (to be completed in Year 11).


BTEC Art and Design (Level 2)

A vocationally based qualification with links to industry.

This qualification is aimed at students who are interested in entering employment in the Art and Design industry. It is a vocationally based qualification, each unit containing an aspect relating to an industrial situation.

The qualification will provide students with a grounding in the essential skills and broad fundamentals crucial to this area of study and it gives the opportunity to further these by undertaking another Level 2 qualification or to progress to a qualification at Level 3, or alternatively to enter into their first job within this sector.

Art and Design comprises a wide range of different specialities and the course is structured to allow students to develop their interests at the same time as gaining a broad foundation and being introduced to new areas.

Year 10 – Unit 1: Introduction to Specialist Pathways in Art and Design.

Students will be set a range different design projects, these include:

  1. Visual Arts
  2. Graphic Design
  3. Fashion / Textile Design
  4. Product Design

After this you will then be given the opportunity to specialise in 1 or more of these pathways. This unit will provide a foundation for your independent exploration into the different pathways and vocations within Art and Design

Year 10 – Unit 6:  Investigating Contextual References in Art and Design.

Students will study a range of contemporary and historical artworks from different art movement/periods in history, these include:

  1. The work of different artists and explore a range of materials and techniques.
  2. Investigations to write a journal where you compare and contrast the work of selected artists.

This unit will provide a foundation for your independent exploration into historical and contemporary art and design.


English

Students will study for their GCSE English Literature exam in Year 10 and will be entered for their formal GCSE exam in Term 3. They will achieve a grade in GCSE English Literature at the end of this year.

In Term One of Year 10, students will study:
– A Shakespeare play, either Macbeth OR Romeo and Juliet. Students will be taught to look at extracts and then broaden out to whole text. Study will focus on character, theme, imagery, language and structure.
– Pre-1900 Novel. Students will study either Dr Jekyll and Mr Hyde, Pride and Prejudice or A Christmas Carol. Students will be taught how to respond to an extract and broaden out to the text as a whole.

In Term Two of Year 10, students will study:
– A modern drama text. Students will be studying Inspector Calls, Blood Brothers or A Taste of Honey. They will focus on AO’s throughout the term building on the following skills: response to literary fiction prose (20th and 21st century), literature essays.
– Revision: Shakespeare and Pre-1900 Novel.

In Term Three of Year 10, students will study spoken language. Preparation and assessment (presentation and discussion or Q and A session) of their Spoken Language assessment which is a compulsory part of their GCSE English Language as well as revision across all units in preparation for their GCSE examination.


Fine Art

In Key Stage 4 and 5 we have arranged the curriculum to meet with the AQA subject examination criteria. Projects are planned to enable freedom of choice regarding materials and techniques and we encourage students to pursue personal interests as a source of inspiration.

The final GCSE is made up of 60% coursework and 40% controlled test. Each project includes a balanced combination of:

  • Observation and recording of ideas on sheets and in sketchbooks.
  • Experimenting with a range of materials and techniques.
  • A series of studies showing progression from a starting point to a personal, original and creative response.
  • Exploration and understanding of the work of other artists through both second hand and first hand contact.

The exam is practical, not written, and will take place in the Spring term of Year 11 over a 2-day period. We encourage all students to aim for the highest possible grade and will support them to attain the grade they deserve.

Students work in Year 10 on the first of two Portfolio projects for 60% of their final grade. This project is to be handed in complete by end of half term 5. Students then start preparing for their Mock Exam in Art which takes place in Year 11.


Geography

Geography at Batley Girls’ High School has been designed to help students widen their understanding of both human and physical geography. Topics are designed to provide an opportunity for all students to understand more about the world and the challenges it faces.

Over the course of their learning, students will deepen their understanding of geographical processes, the impact of change and of complex people-environment interactions. They will also explore the interrelationships between places and environments at local and national scales.

Year 10 students are also given a range of opportunities to visit places of geographical interest and regularly take part in fieldwork to help develop their geographical skills.

Students at BGHS follow the WJEC Eduqas A specification and develop their skills and understanding of the subject over three years.

Themes covered in Year 10 include:
– Rural-Urban Links.
– Development and Resource Issues.
– Social Development.
– Further Fieldwork Investigation.


History

Key stage 4 History contains the following:

– One period study

– One thematic study

– One wider world depth study

– One British depth study including the historic environment.

We study a 3 year GCSE with AQA which enables our students to cover the content comprehensively and to be able to use spiral learning revision techniques to ensure the best possible outcomes.

In year 10, our students study 2 units. A British depth study and a wider world depth study. For our British study, we look at ‘Elizabethan England, c1568–1603’. This option allows students to study in depth, the last 35 years of Elizabeth I’s reign and during this unit, we also make a site visit. This year we visited Hardwick Hall. The site visit changes every year and the place is determined by the exam board. We also cover a unit entitled, ‘Conflict and tension, 1918–1939’. This wider world depth study focuses on the causes of the Second World War and seeks to show how and why conflict occurred, and why it proved difficult to resolve the issues which caused it.

We have regular formal assessments every half term in year 10.


ICT

Students will complete 2 units from Cambridge National Certificate in Creative iMedia. The qualification encourages independence, creativity and awareness of the digital media sector, it will equip our students with a range of creative media skills and provide opportunities to develop transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively.

Year 10 students will complete 2 optional units – Unit R085: Creating a multipage website

Multipage websites are the basis of internet content and are therefore used extensively in the creative digital media sector, whether for mobile phones or computers in all their forms.

This unit will enable students to understand the basics of creating multipage websites. It will enable students to demonstrate their creativity by combining components to create a functional, intuitive and aesthetically pleasing website. It will allow them to interpret a client brief and to use planning and preparation techniques when developing a multipage website.

Our students will use a text editor – Notepad++ and use html and css to create their website.

Their second option will come from one of these units:
– Unit R083: Creating 2D and 3D digital characters.
– Unit R084: Storytelling with a comic strip.
– Unit R086: Creating a digital animation.
– Unit R087: Creating interactive multimedia products.


Mathematics

The new grades for the Maths GCSE (from Summer 2017) will be numbered 1-9, where 9 is the highest. Falling below the standard required for a 1 will result in a U grade. This means there will be a total of ten possible outcomes, unlike the nine grades of A* to U.

Maths will continue to be tiered, though the split will be different. A greater proportion of students than in previous years will now be entered for Foundation, as opposed to Higher. The Foundation Tier will give access to grades 1-5, and the Higher Tier 4-9.

The specific content to be covered for both tiers is summarised in the Schemes of Work (shown in the image) with a brief summary below.

 

 

Foundation
– 50% number, ratio, proportion and rates of change
– 20% algebra
– 30% data, shape and measures

Higher
– 35% number, ratio, proportion and rates of change
– 30% algebra
– 35% data, shape and measures


MFL

The GCSE course begins in Year 10, following a preparation year in Year 9. The topics are split into 3 ‘themes’.

In Year 10, we study themes 1 and 2:

Theme 1: Identity and Culture
– Me, my family and friends.
– Technology in everyday life.
– Free-time activities.
– Customs and festivals in French speaking countries.

Theme 2: Local, national, international and global areas of interest
– Home, town, neighbourhood and region.
– Social issues.
– Global issues.
– Travel and tourism.

Theme 3: Current and future study and employment
– My studies.
– Life at school/college.
– Education post-16.
– Jobs, career choices and ambitions.

Scope of study

Listening: understand and respond to spoken language

Students are expected to be able to:
– Demonstrate general and specific understanding of different types of spoken language.
– Follow and understand clear standard speech using familiar language across a range of specified contexts.
– Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events.
– Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes.
– Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.

Speaking: communicate and interact in speech.

Students are expected to be able to:
– Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts.
– Take part in a short conversation, asking and answering questions, and exchanging opinions.
– Convey information and narrate events coherently and confidently, using and adapting language for new purposes.
– Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate.
– Initiate and develop conversations and discussion, producing extended sequences of speech.
– Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events.
– Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view.
– Use accurate pronunciation and intonation to be understood by a native speaker.

Reading: understand and respond to written language

Students are expected to be able to:
– Understand and respond to different types of written language.
– Understand general and specific details within texts using high frequency familiar language across a range of contexts.
– Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events.
– Deduce meaning from a variety of short and longer written texts from a range of specified contexts.
– Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts.
– Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate.
– Translate a short passage from French into English.

Writing: communicate in writing

Students are expected to be able to:
– Communicate effectively in writing for a variety of purposes across a range of specified contexts.
– Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information.
– Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings.
– Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events.
– Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register.
– Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince.
– Translate sentences and short texts from English into French to convey key messages accurately and to apply grammatical knowledge of language and structures in context.

Language lessons require pupils to be actively involved in their learning. There are many opportunities to practise the four skills using a variety of techniques and materials, such as pair work, group work, role-play, films, songs and ICT as well as more traditional work from the textbook.

We use a range of materials. Translation skills will be a focus in writing also.

Homework
Homework is set once a week, usually a learning vocabulary homework.

There is an assessment at the end of each topic (half-termly), but there is continuous assessment taking place during lessons, especially in speaking and listening tasks.


Performing Arts and Media

At KS4 students follow the WJEC L1/2 Award in Creative and Media which is a multidiscipline course exploring a wide range of Performing Arts and Media skills. The course comprises of 3 units, 2 of which are internally assessed and an externally set and marked written paper.

Unit 3 – Stage Acting Skills Development
Students participate in a variety of workshops exploring some of the most common genres of acting such as Soap Opera (Naturalism), Pantomime (Non-Naturalism), Theatre in Education and Musical Theatre. They will compile evidence of what they have done and how they have improved their performance skills.

Unit 2 – Performing to a Brief
In this unit, students are commissioned by the PSHCE department or a local Primary school to create a Theatre in Education performance which will be performed to a live audience of students. Students chart the development of their piece and evaluate the learning that subsequently takes place in the performance.

Unit 1 – Response to a Brief
In December, WJEC issue students with a brief for which they have to create a proposal. They need to think about their target audience, artistic intentions and professional practise. There is a preparation time of 30 hours, 20 of which are independent non-taught time where learners are to produce 4 sides of notes to act as an aide memoire in the written exam.

Students need to be able to perform in a group, work independently and to be creative and prepared to experiment.


Physical Education

Students in Years 10 and 11 opt-in to their choice of activities to allow them to specialise and focus on their area of interest. The options include Dance/Fitness, Individual Games (Tennis, Badminton, Trampolining), and Games. The aim is to encourage students to focus on the fitness elements within their option, further develop leadership skills and independence, and also explore and implement higher level tactical ideas.


Photography

In Key Stage 4 and 5 we have arranged the curriculum to meet with the AQA subject examination criteria. Projects are planned to enable freedom of choice regarding techniques and we encourage students to pursue personal interests as a source of inspiration.

The final GCSE is made up of 60% coursework and 40% controlled test. Each project includes a balanced combination of:

– Observation and recording of ideas digitally and on sheets and in sketchbooks
– Experimenting with a range of materials and techniques
– A series of studies showing progression from a starting point to a personal, original and creative response
– Exploration and understanding of the work of other artists through both second hand and first hand contact

The exam is practical, not written and will take place in the spring term of the year 11 over a 2 day period. We encourage all students to aim for the highest possible grade and will support you to attain the grade you deserve.


PSHE

The core aims of our Personal, Social and Health Education (PSHE) programme are:

– Building resilience.
– Developing our students’ skills and awareness so that they are able to keep themselves safe.
– Knowing how to build healthy relationships.
– Promoting humanitarian and British Values.

Students continue their work on ‘My Life, My Choice’ continuing to follow the key themes:

– Careers and future planning: including careers talks and the careers convention.
– An introduction to financial management including basic budget management.
– Democracy and citizenship, including what makes a good citizen.
– Healthy mind and body – including diet, sleep and personal hygiene.
– Keeping myself safe – including in practical situations for e.g. road safety and in virtual situations for e.g. online usage and social media.


Religious Education

Students study GCSE full course RE with AQA. This includes a detailed study of both Christian and Muslim beliefs and practises.
Students also study important philosophical and ethical topics such as marriage and medical ethics.  These are studied from both religious and non religious view points.


Science

In Year 10, there are 3 blocks to study. Triple Science classes follow this order – triples need to include extra triple content where appropriate.

Term 1, Block 1
– Biology – Digestion & Enzymes.
– Biology – Microbes & Disease.
– Chemistry – Using Resources.
– Physics – Electricity.
– Physics – Waves.

Term 2, Block 2
Students will study the following topics which will also include a series of progress tests after completing each topic. Students will also do an end of year examination.
– Biology – Human Organs.
– Biology – Dividing Cells.
– Chemistry – Chemical Changes.
– Chemistry – Chemical Analysis.
– Physics – Magnetism and Electromagnetism.

Term 3, Block 3
– Biology – Evolution.
– Chemistry – Energy Changes.
– Chemistry – Chemistry of the Atmosphere.
– Physics – Particle Model of Matter.

Triple Science students complete the content as outlined above, but are working more quickly through the topic content. They work at a faster and more demanding pace and this requires considerable commitment to keep up with the demands of the course.


Sociology

Sociology follows the AQA GCSE course which has 4 core units which are examined over two papers at the end of Year 11.

In Year 10 we study the following units:

– Families and households.
– Education.

In addition to the core units, students study sociological research methods and the work of key sociological researchers. Students are also introduced to themes which are addressed in all units which collectively are known as the sociological approach.

They include the following:

– Consensus.
– Conflict.
– Nature.
– Nurture.
– Social structures.
– Theories of society.


Urdu

In Key Stage 4, students study GCSE full course Urdu with AQA.

The course enable students of all abilities to develop their Urdu language skills to their full potential, equipping them with the knowledge to communicate in a variety of contexts with confidence.

This qualification is linear which means students will sit all their exams at the end of the course.

GCSE Urdu has a Foundation Tier (grades 1-5) and a Higher Tier (grades 4-9). Students will be required to take all four question papers at the same tier and in the same series.

The specification covers three distinct themes.
Theme 1: Identity and Culture.
Theme 2: Local, National, International and Global Areas of Interest.
Theme 3: Current and Future Study and Employment.

Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries and communities where Urdu is spoken.


Vocational Education – Childcare OCR Cambridge National Level 1 and 2

In Year 10, students work towards a Health and Wellbeing exam that can be sat in January of Year 11. Alongside this they also complete one coursework unit looking at the equipment and nutritional needs of children from birth to age 5.


Vocational Education – Health and Social Care Cambridge Nationals Level 1 and 2

In Year 10, students begin controlled coursework. The two-year course will include three pieces of coursework and one exam. Students will also complete two units of coursework which will include practical activities.