Year 11

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.

Year 11 is a crucial year for completing the second of two Portfolio projects submitted as 60% of their final grade. In the Autumn term, this is the Mock Exam project. From January to April, students choose and complete their externally set assignment, which is worth 40% of their final grade.


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.

Year 11 is a crucial year for completing the second of two Portfolio projects submitted as 60% of their final grade. In the Autumn term, this is the Mock Exam project. From January to April, students choose and complete their Externally Set Assignment, which is worth 40% of their final grade.


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 11 – Unit 4: Communicating Ideas in 3D.

Students will investigate how artists, craftspeople and designers communicate in 3D via exploring a range of working practices by selecting and using materials, equipment and techniques – including Computer Aided Design to generate 3D visual outcomes.

This unit is students’ Progress Exam and is intended to provide the opportunity to secure skills in readiness for the Year 11 exam. This unit starts towards the end of Year 10.

Year 11 – Unit 2: Creative Project in Art and Design. (Controlled Assessment set by exam board).

This unit is set by the exam board and is a controlled assessment which takes place in Year 11. The unit starts in January and students are given 20 hours of preparation time. During this time students are expected to explore a theme and work towards developing a design solution/outcome.

Students will complete their Art and Design outcome during the exam time (10 hours). This unit is intended to assess the knowledge and application of the skills developed during the course.


English

Students will study for their GCSE English Language exam in Year 11 and will be entered for their formal GCSE exam in Term 3. They will achieve a grade in GCSE English Language at the end of this year.

In Term One of Year 11, students will study:
– Reading (paper one): Students will be required to answer questions on an unseen fiction extract. They will be taught skills in responding to literary prose fiction (20th and 21st century); language and structural analysis; and evaluation of texts. Writing: studies will focus on descriptive and narrative writing and general writing skills.
– Reading (paper two): Students will be required to answer questions on two unseen non-fiction extracts. They will be taught skills in responding to non-fiction and literary non-fiction (20th and 21st century); synthesis, language analysis and comparison. Writing: studies will focus on writing to argue, persuade, instruct/advise and explain. Students will also learn the features of articles, speeches, letters, essays and leaflets.

In Term Two of Year 11, students will study:
– January Progress Exams: Paper 1 and Paper 2.
– Reading (paper one): Students will use their feedback on their mock exam to improve their responses to Paper 1. They will be taught further skills in responding to literary prose fiction (20th and 21st century); language and structural analysis and evaluation of texts. Writing: studies will focus on descriptive and narrative writing, and general writing skills in greater depth.
– Reading (paper two): Students will use their feedback on their mock exam to improve their responses to Paper 1. They will be taught further skills in responding to non-fiction and literary non-fiction (20th and 21st century); synthesis, language analysis and comparison. Writing: studies will focus on writing to argue, persuade, instruct/advise and explain. Students will also learn the features of articles, speeches, letters, essays and leaflets. They will learn how communicate their own viewpoint effectively in writing for different purposes and audiences.

In Term Three of Year 11, students will revise all the skills required for Paper 1 and Paper 2. Students will sit their GCSE exam this term.


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.

Year 11 is a crucial year for completing the second of two Portfolio projects for 60% of their final grade (the Mock Exam in term 1).  From January to April, students are ending their course with their externally set task, worth 40% of their grade.


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 explore the interrelationships between places and environments at local and national scales.

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 11 include:
– Weather, Climate and Ecosystem.
– Consolidation and Revision.


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 11 our programme focusses around ‘spiral learning’. We re-visit the four units of key stage 4 and we encourage our students to stretch their understanding and deepen their knowledge of the topics. This is done through regular assessment and a very structured syllabus. We promote further comprehension through the use of enquiry questions and projects that encourage independent thought.

We have regular formal assessments every half term in year 11.


ICT

Students will prepare for the exam unit in the 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, review, working with others and communicating creative concepts effectively.

Year 11 students will complete the exam unit – Unit R081: Pre-production skills.

This unit will enable students to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process.

Planning is an essential part of working in the creative and digital media sector. This unit will enable students to acquire the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application.


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 11, we study theme 3, followed by exam preparation and revision.

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 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 digitally 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 will have the opportunity to consider and research future educational choices and will be given advice on CV writing and how to complete application forms. They will also revisit some of the key themes studied in previous years including more specific advice on exam preparation and how best to revise. Students will be helped to create revision timetables and personalised support with exam preparation will be offered.


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 11 we take time to review the key ideas of our 5 year curriculum, and bring this together with opportunities to enhance revision and study skills, Scientific literacy and maths applications in Science. Wed structure the learning as there are 4 blocks outlined below. These are flexible to meet the needs of learners, so are subject to change.

Block 1 will cover the following topics:
– Biology – Biodiversity review
– Chemistry – Organic Chemistry
– Biology – Fertility and Osmoregulation.
– Physics – Magnetism and Electromagnetism
– Chemistry – Chemical Analysis

Block 2 will cover the following topics:
– Biology – Evolution.
– Chemistry – The Rate and Extent of Chemical Change
– Physics – Forces review.

Block 3 will cover the following topics:
– Key Ideas Focus Biology
– Key Ideas Focus Chemistry
– Key Ideas Focus Physics
– Maths and Exams Skills Focus lessons

Block 4 will concentrate on the following:
– Scientific Literacy
– Required Practicals Focus-Maths skills, RP’s etc.
– DIRT activities
– Booster sessions


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 11 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.


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 – Cambridge Nationals Level 1 and 2

In Year 11, students will be preparing for their Health and Wellbeing exam in January. Alongside this they will complete another piece of practical coursework in which they develop an activity and deliver it to a child under 5.


Vocational Education – Health and Social Care BTEC Tech Award Level 1 and 2

At the end of Year 11, students will have completed 4 pieces of coursework and an exam. This course discontinues in 2019, the current Year 10 will be continuing with the Cambridge Nationals.