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Curriculum Guide
KS4
Year 11
1
Key Stage Four Curriculum Guides
Dear Parent/Guardian
This following document contains the outline of work that your child will be studying this year. This is also
available on our school’s website in the designated ‘Curriculum Guide’ area.
Ms E Salsbury
Assistant Head
Contents
English
Maths
Science
History
Geography
Modern Foreign Languages
PBE
Design Technology
Performing Arts
 Music
 Drama
ICT & Computing Curriculum Guides
Media
Physical Education
Business
Art and Design
 Art and Design
 Textile Design
 Graphic Communication
Ethnic Minority Achievement and
English as an Additional Language
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English
Staffing
Ms Stabler (HOD) [email protected]
Ms J Smith (2ic KS4/ KS5)
Mr Reilly (KS3)
Ms Verber (with Drama)
Ms Kessler
Ms Masters-Vaager
Ms Peszkowski
Ms Robinson
Mr Sharpe
Ms L Smith
Why study.....?
In a multi-cultural and diverse modern society, it is essential that our students gain an awareness and
appreciation of other people’s experiences and values. The study of English Literature and Language
encourages our students to think critically about the world in which they live and to consider and
empathise with the experiences of others.
Our lessons promote critical thinking and allow students to explore their role within an ever-changing
society. Through close analysis of a range of classic and modern texts, we encourage our students to
develop their own original responses and interpretations and to articulate these in a variety of ways. Each
lesson should encourage students to explore their own ideas and to challenge and respond to other
students’ opinions.
Additionally, students will develop excellent literacy and communication skills which will enable them to
thrive in an increasingly competitive job market.
3
KS4 curriculum (English Language GCSE/ English Literature GCSE: Edexcel)
Unit 1
Unit 2
Unit 3
Unit 1
Unit 2
Unit 3
ENGLISH LANGUAGE
English Today – 2 Controlled Assessments (20%).
Exploring how language is used in media and non-fiction texts in modern English, preparing
students for the world of work and social texts. One controlled assessment focuses on
comparing how writers manipulate language, images and presentational devices for effect and to
achieve purpose. One controlled assessment allows students to create their own written nonfiction text where they are assessed on both their content and written accuracy.
The Writer’s Voice – Terminal Exam (60%)
‘Of Mice and Men’ and Writing for Purpose. Analysing how John Steinbeck uses language to
create effect in his novella – students will analyse an unseen extract and are expected to be able
to correctly identify both grammatical and literary techniques with correct terminology as well as
exploring their literary effect. The final question will ask students a writing task where they will be
assessed on their ability to cater for different purposes and audiences, structure, grammatical
accuracy and ambition.
The Spoken Word – Controlled Assessments (20%)
Exploring how spoken language is used in the world today. One controlled assessment explores
2 transcripts of spontaneous speech where students are expected to identify and explore the
purposes and effects of spoken language features. One controlled assessment asks students to
write for the spoken word – podcasts, presentations, speeches etc.
ENGLISH LITERATURE
Understanding Prose – Terminal Exam (50%)
‘Animal Farm’ and ‘Of Mice and Men’. Students will be asked to analyse an unseen extract from
George Orwell’s ‘Animal Farm’ exploring how Orwell uses literary devices for effect and thematic
impact. Students will then be asked to write an essay exploring a theme, character or setting of
John Steinbeck’s ‘Of Mice and Men’ focusing on how it fits into the historical context of 1930
Great Depression America.
Understanding Poetry – Terminal Exam (25%)
‘Clashes and Collisions’ Poetry Anthology and Unseen Poem analysis. Students will study 15
poems on the theme of ‘Clashes and Collisions’ from the Edexcel Anthology, which they could
be asked to explore and compare in the exam. We will also prepare them for the Unseen Poetry
section by exploring a range of poems across time and theme.
Understanding Drama – Controlled Assessment (25%)
Students will read Arthur Miller’s ‘A View From The Bridge’ and write an essay exploring how the
character of Eddie Carbone is presented. They will then compare how the theme of love is
presented in William Shakespeare’s ‘Romeo and Juliet’ and its 1960s film adaptation ‘West Side
Story’, focusing on linking to the historical context.
4
Mathematics
Staffing
Ms K Stewart – Acting Head of Mathematics
[email protected]
Mrs B Frith (HOD and Lead Practitioner – maternity leave)
Ms V Tampin (HOD – maternity leave)
Mrs P Davies
Mrs C Perrett (KS3 Coordinator)
Mrs A Jones
Ms A Bennin
Ms J Higgitt
Mr C Karingal
Mr M Proudfoot
Exam board: Edexcel
Web-site: www.edexcel.org.uk
Syllabus code: Higher and Foundation 1MA0
For all GCSE Mathematics syllabuses the National curriculum programmes of study and associated
statements form the subject content. In practice, this involves the study of Mathematics under the
headings of Statistics and Probability, Number and Algebra, Geometry and Measure. Elements of
Functional mathematics have been embedded into the new specifications and assessments. This
introduction ensures that students have the skills they need to use Mathematics in real life contexts.
The non-calculator paper emphasises the need for pupils to be numerate and to have a good grasp of
basic number work if they are to succeed at GCSE. Calculators also have to be used efficiently where
appropriate. Pupils will require a scientific calculator at GCSE.
Assessment:
Two written papers: each contributes 50% of the final grade
Tiered papers - This is a 2-Tier GCSE Course and can be taken at both Foundation and Higher level. This
ensures every pupil has a chance of achieving a Grade C.
Exam entry level
Foundation tier
Higher tier
Unit 1
GCSE grades available
C, D, E, F, G
A*, A, B, C, D(E allowed)
Number: calculation and accuracy
n
where n is positive or negative
denominators, and with multiples of π
ures (e.g. systematic numerical solution of
Unit 2
equations) to solve familiar and unfamiliar problems.
Algebra: expressing relations
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contextual situations
c and trigonometric relationships algebraically and
geometrically
of one variable, using equations in x and y and the cartesian plane
of familiar one-to-one functions
distributive over addition
.g. those involving surds, sine rule and algebraic fractions
Unit 3
Algebra: using equations and functions (includes pre-calculus)
-based problems algebraically
variable
contexts, including
equations that require rearrangement, e.g. rational; and simultaneous equations in two variables
(linear/linear or linear/quadratic)
graphical notations
the full range of familiar functions
points of quadratic functions
graphs, and mechanics problems, such as those involving collisions and momentum.
Unit 4
Ratio, proportion and rates of change (includes pre-calculus)
similarity
-based
problems
interest, including using powers
solve problems such as loan repayment
representations (chords and tangents), including with velocity and acceleration.
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Unit 5
Geometry and measures (includes pre-calculus)
parallelograms and trapezia; use formulae for volume and surface area of spheres, pyramids and
cones
s such as momentum in science
geometrically
dimensions
reflection, translation and enlargement; identify, describe and construct shapes transformed by stretch
parallel to an axis; know the invariants of each transformation
diagrammatic and column representations
including using vector notation with combinations of translations
-dimensional contexts
Unit 6
Probability
theoretical probability
e the probability of independent and dependent combined events, including tree diagrams
and other representations, understanding underlying assumptions
that empirical samples tend towards theoretical probability distributions, with sufficient
sample size and provided there is lack of bias.
Statistics
properties of populations or distributions from a sample
central tendency and spread, and cumulative frequency
pret and sketch trend lines through scatter plots, make
predictions, interpolate and extrapolate trends.
What can you do to support your child?
 Encourage your child to do his/her Maths homework: they are given a homework booklet each half
term and will need to complete the relevant section every week.
 Check my child at school.
 Encourage them to do a sudoku, logic or numeracy puzzle.
 Buy a revision guide for them to work from, so they are encouraged to do extra mathematics
outside school
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Science
Staffing
Mrs Reeve – Head of Science [email protected]
Ms Collister – 2iC Science
Ms Douglas – Physics teacher
Mr NgO – Physics teacher
Ms Barnett – Chemistry teacher
Ms Budd – Biology teacher
Mr Cooke – Biology teacher
Ms Benyon – Physics teacher
Ms Morris – technician
Mr Bull - technician
GCSE Pathways
The GCSE courses currently consist of 75% exam and 25% coursework. All GCSEs taught in the
department are the OCR Gateway specification.
Triple science: This course is taught over 6 hours of lessons per week and results in 3 GCSEs at the end
of year 11, one in Biology, Chemistry and Physics. Students will study units 1-6 in each of the 3 science
subjects.
Additional science: This course is taught over 4 hours per week and results in 2 GCSEs at the end of year
11, Core and Additional Science. Students will study units 1-4 in each of the 3 science subjects.
B1
Description
Understanding organisms
To stay healthy we need to understand how our body work, so that we can adopt behaviours that
help us keep healthy. In this module pupils will learn about what they need to eat to keep them
healthy, why exercise is important and how our immune systems fight infectious diseases. They
will also look at the role of hormones and the effect of drugs.
C1
Carbon Chemistry
Many materials we use every day are made from crude oil. It is vital to modern life; however, it
often is the cause of many devastating news stories. Pupils will learn about both the positive
uses of crude oil and its negative effects.
P1
Energy for the home
We use many different forms of energy each day, from heating our homes to communicating
with technology. Pupils will explore the ways in which energy is transferred, and how energy loss
can be minimised to save energy. They will extend on this to discover global issues of energy
transfer, including cancer caused by Ultraviolet light and energy in the earth’s core resulting in
earthquakes.
B2
Understanding our environment
Out of millions of different organisms on this planet only the best adapted survive. Pupils will
learn about adaptations, competition and how different organisms are classified. Finally the
effect of human pollution will be examined.
C2
Chemical resources
Earthquakes & volcanoes are often in the news, with devastating effects. Scientists
understanding of the earth’s structure will be covered in this module. The Earth’s structure as a
source of valuable source of raw materials will also be explored.
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P2
Living for the future
Our use of electricity and methods of transport are leading to changes in climate and a rapid
depletion of natural resources. Pupils will learn in this module how we generate electricity now
and our options for the future. Pupils will also learn about the Earth’s place in the Universe and
how our ideas of it have changed over time.
B3
Living and growing
In this module pupils with learn about some of the main areas of medical research, such as
regenerative medicine, ageing and gene therapy. How the genetic code is involved in the making
of proteins, and their importance as enzymes will be covered. Pupils will also learn about
controversial topics such as selective breeding, genetic engineering and genetically modified
crops.
C3
Chemical Economics
How some chemical reactions like rusting can be very slow, but others like fireworks can be very
fast, and how some reactions take in heat but others release heat, will be investigated by pupils
in this module. Pupils will then look at how chemical industries are working hard to be more
sustainable and economic, using their numeracy skills. Finally pupils will investigate how
pharmaceutical drugs are developed, tested, manufactured and marketed.
P3
Forces and motion
Physics can be used to determine the motion of objects, which pupils will learn, and develop the
skills in order to represent this in a graphical form. Pupils will also learn about how to make
predictions of what will happen in different conditions. This will enable pupils to work out
stopping distances of cars under different conditions, and how the design of cars is important in
ensuring any possible injuries in a car crash are minimised.
B4
It’s a green world
Photosynthesis is one of the most important biological processes; it traps the energy for the
entire living world. In this module pupils will learn about photosynthesis and other processes of
plants. In addition food preservation and food production will be covered.
C4
The period table
In this module pupils will learn about the structure of atom, and what type of bonding elements
are involved in because of this. In addition pupils will investigate reactivity patterns in the
periodic table, and explain in terms of atomic structure. How water is treated and tested for
different pollutants will also be investigated.
P4
Electricity, waves, and radiation
In this module pupils will learn about the different types of electricity and their dangers, including
static, current and mains electricity. Pupils will also explore waves in more detail, how they can
pass through our bodies for use in medicine, and how radiation can be formed from unstable
nuclei.
B5
The living body
In this module pupils will focus on the human body, the changes that occur during adolescence,
and body systems. The controversial issue of medicine moving towards ‘spare-part’ surgery will
be also explored.
C5
Quantitative Analysis
Pupils will apply their numeracy skills, and practical skills a great deal in this module, to
understand the importance of quantities in the manufacture of substances. The course will cover
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how to determine formulae and concentrations theoretically and practically, the production and
importance of sulphuric acid, and how to test for ions in water and unknown solutions.
P5
Space for reflection
In this module pupils will learn about forces and motion, relating to how satellites stay in orbit,
which are essential to scientific research, communication, navigation & home entertainment,
among other things. Pupils will also look at how waves travel and how we utilize this. They will
also discuss the development of theories and how Sir Isaac Newton has been proved wrong.
B6
Beyond the microscope
Pupils will explore the early work of scientists in the field of microbiology. They will build on this
to find out what we know today about microbes in this module, the types, how they can be
harmful, beneficial or useful, how the diseases they cause can be transmitted and treated.
Finally pupils will find out about the impacts of human pollution, and the high-tech uses of
microbes in food, medicine and detergents.
C6
Chemistry out there
Chemistry has many benefits to us, but also has caused many unforeseen issues we are still
trying to reverse. In this module pupils will look into both, including the importance of electrolysis
and fuel cells for a greener future, and the devastating impacts of CFCs.
P6
Electricity for gadgets
Electricity has become a fundamental part of our lives. For us to design new devices and repair
old ones, we must understand the physics behind them. This module will address this by
including components of electrical circuits, control of devices with logic gates, dynamos among
many other things.
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 slight discount 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.
Wider reading and useful web-sites or activities to support learning
 http //www.bbc.co.uk/schools/gcsebitesize/
 SAM learning
 Letts and Lonsdale Essentials OCR Gateway GCSE Science Revision Guide, ISBN 978-1-90589628-8
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History
Staffing
Mr J. Buchanan – Head of History [email protected]
Ms A. Fisher – Head of Kahlo house/ Induction
Ms R. Butler - Assistant Head
Mr J. Taylor – Assistant Head / Head of Sixth Form
Ms J. Robertson
Mr S. Malik
Ms R. Esber
Unit 1
Unit 2
Unit 3
Unit 4
Description
Life in Germany, 1918-1945 (Edexcel History B, Unit 2C). Students will investigate the impact of
the First World War on Germany, the Weimar Republic and the rise of Adolf Hitler and the
NSDAP.
Controlled Assessment: The USA 1919-1941 (Edexcel History B, Unit 4). Students will investigate
the Boom and Bust years of American society, investigating reasons for the economic down-turn
and the socio-economic impact of the Great Depression. Students will also carry out an
investigation into the Franklin Delano Roosevelt and the extent of recovery achieved by his New
Deal for the American people.
Crime and Punishment in Britain c50AD to the present day (Edexcel History B, Unit 1B). Students
will plot the process and developments of crimes and punishments in Britain. Students will
investigate the Bloody Code, the Gunpowder Plot through to modern issues such as online crime
and terrorism.
Protest, law and order in the twentieth century (Edexcel History B, Unit 3B). Students will analyse
sources for a source-based exam on the Suffragettes, the General Strike, the Miners’ Strike and
the Poll Tax Riots.
What can you do to support your child?
Encourage your child to do his/her homework. Check the Homework Timetable for when your child will
receive his/her homework. Encourage your child to read around the subject. Reading lists are provided by
the History Department so please get in contact for more information. Engage with your child in discussion
at home. He/she will have lots of questions! Encourage your child to keep up-to-date with current news
stories and national and international events. Encourage your child to read through his/her work, check for
mistakes and ensure that there is a high-standard of presentation.
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Geography
Staffing
Ms D Gostling – Acting Head of Geography
[email protected]
Mr B McCarthy – Second in Charge of Geography
Mr K Reeve
Ms R Esber
Ms R Jackson – Senior Assistant Head Teacher
Mr C Kingsley – Head Teacher
Why study Geography?
“Geography illuminates the past, explains the present and prepares us for the future. What could be more
important than that?”
Michael Palin, President Royal Geographical Society
Geography is the study of the relationship between people and their physical environment. Crucially, the
subject allows us to think about how the world will change in the future, how that will affect us and what
we can do to improve life on our planet. Pupils learn about natural disasters, climate change, global
economics, international relations and conflict, population change and physical processes including plate
tectonics, coasts, glaciation and rivers. The subject also covers key countries and regions including the
UK, Russia, Africa, India, China and the Middle East. Geography also teaches pupils about the value of
the natural environment and encourages them to revel in awe at its beauty
KS4 Curriculum
Pupils study the Edexcel Geography A syllabus and are examined at the end of Year 11.
Unit 1 Geographical Skills and Challenges for the Planet
Map Skills, Data Handling, Investigation Skills, Climate Change, Sustainability, Deforestation
Unit 2 Natural Environments
Rivers, Coasts, Plate Tectonics, A Watery World (Water Resources)
Unit 3 Changing Human Environments
Population, Settlement, Economic Development, A Moving World (Migration)
Unit 4 Controlled Assessment (assessed via fieldwork)
What can you do to support your child?






Check your child’s planner and encourage him/her to invest time in completing homework for
Geography.
Encourage your child to watch the news and watch factual documentaries.
Download geographical apps on your smart phone or tablet including:
o Outside (access to Ordnance Survey maps)
o Spotzi Atlas
o The World in Numbers (Economist)
Encourage your child to develop a knowledge of where countries are in the world and the names of
prominent cities. These can be tested online through fun games and applications.
Discuss topical world events with your child and try to encourage them to think about the impacts
that these will have on different groups of people and the environment.
Encourage them to look at maps of local places, Ordnance Survey maps and atlas maps.
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Modern Foreign Languages
French, Spanish and Italian
Exam board: EDEXCEL
Web-site: www.edexcel.com
Head of Department: Mrs. H Holding [email protected]
Miss K Gerrard (2i/c),
Mrs Ortuno
Miss Lamenada
Text books: Expo Rouge, (French) Mira, (Spanish) Amici, (Italian)
Revision List
Revision List
 Free Time & hobbies
 School & uniform
 Personal description and family
 Personality
 Food & drink
 House & home
 Holidays
 Healthy lifestyles
 The environment and social issues
Exam dates:
May 2015
Wider reading and useful web-sites or activities to support revision
 www.bbcbitesize.com
 www.linguascope.com (please contact the department for details)
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Philosophy, Beliefs & Ethics
Staffing
Ms J Taylor – Head of Philosophy, Beliefs & Ethics
[email protected]
Mr S Malik
Ms J Robertson
Why study Philosophy, Beliefs & Ethics (PBE)?
England is a multi-cultural and multi-faith society, a fact that brings great benefits, but can also lead to
misunderstandings and conflict. Prejudices are easily formed; if students are not to misunderstand
different beliefs and attitudes, they must be well-informed. Yet, under pressure from testing and
bombarded by the mixed messages of the media, students are often short of time to reflect on life's larger
questions.
Religious Education is now known as Philosophy, Beliefs & Ethics, a title which better describes the
breadth of the subject. Students no longer merely study religious texts: they examine religious beliefs,
moral, ethical and cultural issues and the interaction between them. There is, of course, no shortage of
topics for discussion: genetic engineering, war, the paranormal, illegal and legal drugs, relationships and
many more.
Students in English schools are required to study PBE. Unlike other schools, here at Chestnut Grove
Academy, we think it better that their years of study should lead to a qualification; all our students sit the
GCSE exam at the end of year 11
KS4 curriculum (GCSE)
Students follow the Edexcel specification for the GCSE, which divides the subject into two units: ‘Religion
and Life’ and 'Religion and Society.’ In each unit, they study issues from Christian, Muslim and atheist
perspectives.
This will prepare students who wish to study the subject at A-level or at university. It is also an extremely
useful qualification for all students to have, providing employers with the confidence that they understand
different beliefs and current global issues. In addition, students will develop a range of transferable skills
which can be applied far beyond the study of philosophy and of world religions.
Year 11
Unit 1 Rights and Responsibilities: How Christians make moral decisions including
Situation Ethics / Human Rights / Democratic Processes / Genetic Engineering
Unit 2 Environmental and Medical Ethics: Global warming / Pollution / Natural
resources / Stewardship / IVF and other fertility treatments / Organ transplants
Unit 3 Revision
What can you do to support your child?
 Encourage your child to read a newspaper at least once a week; this develops their literacy skills
and keeps them informed of current ethical issues that they can discuss in their work.

Encourage your child to complete additional research, either through using books and the internet
(under your supervision) or through discussing the issues with members of your community.

Help your child master the ability to reason and evaluate by debating issues with them. Make sure
they learn to use evidence and clear examples to support their points, whether arguing about
politics or about doing the washing up!
14
Design Technology
Staffing
Mr. J Wildman - Head of Department, Head of Hepworth House
[email protected]
Mr. T Stokes – D&T Teacher
Ms. D Lewin: D&T Technicia
Key Stage 4
Design & Technology at GCSE is a fluid progression from what is taught at Key Stage 3. Students work
independently and are guided by their teacher through mini-projects ending in a final Controlled
Assessment in Year 11. All Key Stage 4 students currently follow the AQA GCSE Product Design course.
Year 11
Project
1
Controlled Assessment: Students continue to spend 40 hours of work designing and
making a product(s) from a chosen AQA Product Design brief. This coursework has four
elements to it:
 Investigating the design context
 Development of design proposals
 Making
 Testing and evaluating
What can you do to support your child?

Visit exhibitions and galleries which would keep your child informed of current and past design
movements, designers, architects and illustrators.

Encourage your child to complete additional research.
Websites such as
www.technologystudent.com and www.bbc.co.uk/schools/gcsebitesize/design/ are great for
building independent learning skills.

Encourage your child to do his/her D&T homework. In Key Stage 3 students will receive
homework once every two weeks and once a week in Key Stage 4. These homeworks are often
theory based and backup the practical element of D&T we complete in lesson times.

Encourage your child to attend D&T club (KS3) and intervention sessions (Ks4). D&T
enriches what is taught in lessons and runs every Friday 3.05pm-4pm. Intervention sessions run
at the same time for year 10 and 11 students in order for them to achieve the highest possible
grade for their GCSE in Product Design.
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Performing Arts
Staffing

Ms. E Salsbury - Head of Performing Arts – Teacher of drama & dance – Assistant Head

Ms. E Durban – HOD Music

Ms. K Striesow- Music Teacher (HOH Turner, Teacher in charge of MAGTA)

Mr C Burstow – Music Teacher

Ms. N Verber - Head of Drama (HOH DaVinci, teacher of English)

Mr. M Reilly - Teacher of Drama & English

Ms. S Crawford – HOD Dance

Mr A Kiley - Teacher Music Technology and Performing Arts Technician
Why study.....?
Creativity is the now considered the highest order skill and Performing Arts encourages students to be
creative and in class by composing, choreographing and devising. The Arts are a vital part of the
curriculum and skills learned and honed in performing arts lessons will support students in all other areas
of study, as well as being fun. Studying the Performing Arts develops transferable skills in teamwork,
problem solving, resilience & leadership. Music, Dance & Drama are available to study at KS4 & 5 at
Chestnut Grove.
We are very proud of our students, please visit our website www.chestnutgroveperformingarts.co.uk or
follow us on twitter @CGAPerformers to keep up with our latest events or watch some videos on
youtube.com/missdurbanmusic to see some of our exemplar work.
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Music
Music GCSE is offered as an option. This course, which follows AQA syllabus, is split into four sections:
Listening – 20%, Composition – 20%, Composing and Appraising – 20%, and Performance (one solo, one
ensemble) – 40%. The course is 80% coursework, much of which is controlled (supervised) and students
focus on this aspect of the course in many of their lessons. Compositions are completed using Sibelius in
order for students to create a notated score. Students explore three different strands of music: Western
Classical, World Music and Popular music since 1960.
Within these strands students focus on five areas
of study:

AOS1 Rhythm and Metre

AOS2 Harmony and Tonality

AOS3 Texture and Melody

AOS4 Timbre and Dynamics

AOS5 Structure and Form
Year 11
Unit 1 Autumn Term
Unit 2 During two Lessons per week students will be working on compositions under controlled
coursework conditions. This will be a composition based on Unit 2 composition – focus; popular
music of the 20th & 21st century. All research must be logged to form part of their appraisal. The
appraisal will be completed by December to send to the exam board.
Students will complete a performance assessment w/c 17th October.
Students will also be studying for the unit 1: Listening. They shall be investigating music from the
1600-present day and testing their ability to use musical keywords accurately.
Unit 3 Spring Term
Unit 4 During two Lessons per week students will be working on compositions under controlled
coursework conditions. This will complete Unit 4 – composition.
Students will take part in the GCSE recital evening on the 19th March 2015.
All performances must be ready to send off by 20th March 2015.
Students will also be studying for the unit 1: Listening. Listening. In lessons they will cover the
Area of Study Harmony and Tonality & Timbre and Dynamics. Students will investigate keywords
and playing techniques both through practical and written work.
Unit 5
Unit 6 Summer Term
Students will also be studying for the unit 1: Listening. . In lessons they will cover the Area of
Study Structure and Form through practical and listening tasks.
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Drama
Unit1: Drama Exploring
Unit 2: Exploring play text
Unit 3: Drama performance
Unit 1
Unit 2
Unit 3
Unit 4
Students have to then explore a play for their mock exam for Unit 2.
Students do their mock workshops which helps to prepare them for their written exam.
Unit 1 Exploring the theme Fame
Students complete their Unit 1 and Unit 2 practical workshops.
Students explore the different styles of performance, learning about different practitioners and
the history of the style of theatre.
Unit 2 Exploring the play ‘Blue Remembered Hills’ by Dennis Potter.
Students explore the play ‘Blue Remembered Hills’ by Dennis Potter
Students then watch a live theatre performance and then prepare for the written exam. They
then have to write a review about the play.
Unit 5 Drama Performance in front of an external examiner
Students rehearse and perform their final performances in front of an external examiner for Unit
3.
This mark is worth 40% of their final mark.
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ICT & Computing Curriculum Guides
Staffing
 Mr P Hepworth – Head of Computing [email protected]
 Mr V Ting 2ic and KS3 computing coordinator
 Mr D Tinkorang
 Mr N Gulley
 Mr D Dobbs
Why Study Computing?
Our Computing programme helps open the doors to a rewarding profession that emphasizes multiple skill
sets, problem solving, logical thinking and allows the student to pursue various options in traditional IT,
traditional communications, or in new combined careers.
Computing professionals support the emerging goals and cultures of the people and organizations they
serve. The demand for ICT and computing skills is growing. As an emerging field, ICT and computing
jobs generally pay well and provide leadership challenges and opportunities that contribute to a satisfying
career. Computing can lead to technical jobs and technology consultation.
KS4 curriculum (OCR)
BTEC first award in IT (Y11)
Unit 1
In this unit you will:
investigate online services and online communication
investigate components of the internet and how digital devices exchange and
store information
investigate issues with operating online.
Unit 2
In this unit you will:
Design a digital portfolio
Create and test a digital portfolio
Review the digital portfolio.
Unit 3
In this unit you will:
Understand the applications and features of digital animation products
Design a digital animation product
Create, test and review a digital animation product.
Unit 6
In this unit you will:
Understand the applications and features of digital graphic products
Design digital graphic products
Create, test and review digital graphic products.
What can you do to support your child?
Your child should keep up to date with the latest technological developments by using websites such as
www.bbc.co.uk/click and www.pocketlint.com. To be updated with the latest developments in Computer
Science, visit http://www.computingatschool.org.uk/ and www.code.org.
In a number of cases the software we use with in the school is free to download, if you are unsure how to
do this or if it is freely available then please contact the Computing department for further support.
Having the software at home will give students a great opportunity to practice and demonstrate the topics
they are learning in Computing, if however if this is not possible, the school library and ICT rooms (pre
booked through class teacher) can be made available.
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Media
Staffing
Ms A.Molyneux (HOD)- [email protected]
Mr A.Sharp (KS4)
Mr E.Ejueyitchie
Ms A. Carvahlo (KS5)
Why study Media Studies?
Media Studies at Chestnut Grove is a successful, popular subject that challenges students to be creative
and critical thinkers. Our students are equipped with a wide range of skills to succeed in the modern
world. We pride ourselves on the range of curriculum pathways, that offer a range of practical, academic
and creative options. The department has invested heavily in industry standard equipment to allow our
students to achieve the best possible results. We have a dedicated mac suite with editing software of
Final Cut Express and iMovie as well as a range of audio-visual equipment. We encourage our students
to be independent and reflective learners and students across the key stages set up their own blogs to
record, monitor and share their work. Media Studies is an essential subject in our increasingly visual
society and equips students with a range of transferable skills for the modern workplace as well as open
mindedness and a high standard of media literacy.
KS4 curriculum (GCSE)
Unit 1 Introduction to Media Skills: Short Film Making, Understanding representation and developing
textual analysis skills
Unit 2 Moving Image Analysis and Representation: Action Adventure Genre, Narrative, Gender
Representations and Stereotypes
Unit 3 Advertising Practical Production/Team Planning/TV and Print advertising
Unit 4 Introduction to TV News /Codes and Conventions/News Values
Unit 5 Practical Production Group/TV News Programme for Teenage Audience
Unit 6 TV Comedy Institutions/Scheduling/Appealing to Audiences and Uses and Gratifications
What can you do to support your child?
Encourage your child to do his/her homework: this is recorded in their diaries and is set once a week.
Encourage your child to proof read his or her writing and to write out words he or she finds difficult to
spell, three times with a focus on key terminology found in glossaries.
Engage in a discussion at home, based around the texts they are studying at school.
Encourage your child to read a newspaper and to discuss current affairs.
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Physical Education
Staffing

Mr. J Tobin - Head of Physical Education - [email protected]

Mr. J Hallsworth - 2 i/c

Ms Fletcher - Head of Kapoor House

Ms A. Ayris - i/c girls P.E

Sharna Longville - PE Technician
Why study.....?
This course will appeal to you if you have a keen interest in sport and recreation and always look forward
to your PE lessons, you take part in sport/recreation outside of class time, you want to follow a course that
develops knowledge and understanding through practical involvement, you want to know more about the
benefits of sport and exercise. The course builds on the knowledge, understanding and skills established
in your high school. It will give you exciting opportunities to be involved in a number of different physical
activities. You can perform in one or all of the following roles: player/participant, leader or official. You will
learn to: develop your knowledge and practical skills in a range of physical activities, the effects of
exercise and how training can improve performance, ways to improve your own development in a variety
of roles, identify ways to develop and maintain a healthy and active lifestyle through participation in
physical activity.
GCSE Yr 11
Description
Unit 1 Characteristics and benefits of leisure and recreation
Understanding the difference between leisure and recreation, and the role of both.
Why people have more time for sport and benefits this can bring?
Unit 2 Personal exercise programme
Completion of personal exercise programme which goes towards final GCSE
grade.
Unit 3 Cultural and social factors
Examining the different social and cultural factors that can influence participation in
sports.
Unit 4 International and social factors
Looking at international issues in sport and world games. The role sport plays on a
world scale. Effects of international events.
Unit 5 Exam preparation and revision
Preparation for the final exam through focused revision and developing
examination technique.
Unit 6
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In year 10 and 11 students opt into a chosen pathway of activity that they feel suits them best. They will
take part in arrange of activities, where they will develop and refine skills and develop leadership skills. In
both Year 10 and 11 students will participate in structured competition in sports. Here they will experience
the range or roles required to run competitive sports from organiser, official and participant. The Aim of
PE in year 10 and 11 is to prepare students for continued participation and to develop a healthy and
active lifestyle.
Year 11 Core
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Description (3 sentences maximum)
Choice of activities from Football, Badminton and Netball developing and refining
skills tactics and beginning to develop leadership skills.
Choice of activities from Badminton, Handball and Fitness developing and refining
skills tactics and beginning to develop leadership skills.
Choice of activities from Handball, Netball and Badminton developing and refining
skills tactics and beginning to develop leadership skills.
Sports education competition taking place in Volleyball, students to take the roles
organisers, officials and performers to successful run a competition over a period of
weeks.
Choice of activities from Football, Fitness and Trampling developing and refining
skills tactics and beginning to develop leadership skills. .
Unit 6
What can you do to support your child?
Parents can help and support learning by:
• ensuring that PE kit is brought to every lesson and should be clearly marked with the student’s name,
• encouraging physical activity as part of a healthy lifestyle,
• encouraging students to join in the many extra-curricular activities on offer; the Department runs a
number of sports teams.
The PE department welcomes the support of parents at extra-curricular fixtures and is always pleased to
deal with any queries. Initial contact should be made with your child’s PE teacher
22
BUSINESS
Staffing
 Ms F Lee - Head of Business (on maternity leave)
 Mr D Dobbs (Head of Business materntiy leave cover)
 Mr N Gulley
 Mr D Tinkorang
 Mr V Ting
Why study Business?
Why do shops charge £2.99, 99p, and £9.99 rather than £3, £1 and £10? Why can profitable businesses
still go bankrupt? How does the Sales of Goods Act impact on your rights as a consumer? All these
questions and many more are answered in the study of Business at Chestnut Grove.
Business studies provides students with a unique insight into the world of work. Through its study,
students discover how businesses operate and learn about their key elements and essential business
functions.
Students will understand current Business-related events in local, national and global contexts. They learn
how to use relevant terms, concepts and methods effectively to describe business and economic
behaviour. Students also consider business ethics and the impact of business on the environment.
This knowledge, and the holistic understanding that develops, is invaluable to those students who are
approaching or currently in the workplace. It offers an excellent foundation for those wishing to pursue
careers in management, marketing, project management, business accounting, management
consultancy, human resources, and business journalism as well as those interested in continuing on to
further study.
KS4 curriculum (BTEC L2)
Description
Unit 1
Enterprise in the Business World
What is a Business and what does it do? What types of ownership are there? In this unit
students will know how trends and current business environment may impact on a business,
plan an idea for a business and present a model for a business start-up company.
Unit 2
Finance for Business
Businesses spend money to make a profit. In this unit students will understand the costs
involved in business and how profit is created. Learning about how businesses plan for
success, measure success and identify areas for improvement is also important for this unit.
Unit 4
Principles of Customer Service
This unit develops and broadens student’s understanding of customer service in different
businesses. Included as learning aims are understanding how businesses provide customer
service and demonstrating appropriate customer service skills in different situations.
Unit 8
Recruitment, Selection and Employment
In this unit students will be introduced to the variety of job roles that exist within businesses and
the various functions that are performed by individual roles, as well as the types of
organisational structures used in businesses.
Learning aims include knowing about job roles and functional areas in business, producing
documentation for specific job roles and demonstrating interview skills and plan career
development.
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What can you do to support your child?
Encourage your child to take an interest in Business matters; in the news and online. Reading Business
related publications such as the Economist, New Statesman and daily publications such as the Financial
Times. Daily columns in mainstream daily papers will also help broaden student’s appreciation of the
impact of their subject on not only society but directly on their own lives and circumstances.
Encourage your child to complete work outside of the lesson at home. The nature of the BTEC course
strongly lends itself to completing coursework assignments from anywhere there is internet access.
Coupled to the storage of Business resources, accessed from Fronter, students should be able to
download helpful resources to support work outside of the lesson.
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Art and Design
Exam board: Edexcel
Syllabus codes: 2AD01
Web-site: www.edexcel.com
Head of Department: Mr A. Butcher
Subject: Visual Arts
Learning Objective
1


Learning to generate ideas for the new topic, Linking to the brief
2


Learning how to evaluate and choose the for best site linking to the Art Brief
To be able to respond to respond to the work of Still Life art using a variety of
drawing techniques.
3


Learning how to develop their own ideas in response to their research
Learning
how
to
present
4


Learning how to research artists and art
Understanding how to analyse artworks
5

Learning how to refine and review their work through evaluations
6


Exploring materials, processes and techniques.
Working from collected primary sources using formal elements
7


Exploring materials, processes and techniques.
Working from collected primary sources using formal elements
Assessments
 Ongoing self assessment and evaluation
Wider reading and useful web-sites or activities to support learning
http://www.sitespecificart.org.uk/
http://en.wikipedia.org/wiki/Site-specific_art
http://www.site-specific-sculpture.com/
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work
Textile Design
Exam board: Edexcel
Syllabus codes: 2TE01
Web-site: www.edexcel.com
Head of Department: Mr. Butcher
Fashion Textiles
1

To clearly introduce theme and complete Title Page, Mindmap, Photomontage. Complete
in a range of media and textiles. Present creatively.
2

To clearly introduce theme and complete Title Page, Mindmap, Photomontage. Complete
in a range of media and textiles. Present creatively.
3-4

To create primary research based on theme. This includes photographs, rubbings, drawing
in a variety of media/textiles. Select areas from photographs and create further studies
concentrating on for example line, tone, colour, pattern and text.
Create fashion designs influenced from above studies.
Complete a collaged Fashion design made from places/objects imagery. Relate to Artist.


5-6


To analyse and evaluate at least 3 artists/designers work.
Develop & Explore. Create a mini outcome relating to the ideas and processes of each
artists analyses.
Wider reading and useful web-sites or activities to support learning
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Graphic Communication
Exam board: Edexcel
Syllabus codes: 2GC01
Web-site: www.edexcel.com
Head of Department: Mr Butcher
Graphic Communications

1
2
3
4
6













To be able to respond to respond to the work of Still Life art using a variety of drawing
techniques.
To be able to evaluate drawings through discussion of the formal elements.
To know how to research the life work of Georgio O’Keefe
To be able to produce a computer aided response to the work of O’Keefe which also
combines first hand observational drawings.
To be able to adapt and refine work as it progresses through various forms of assessment.
To be able to evaluate the art work. Discussing process and techniques used.
To know how to research the life work of Zoe Leonard.
To make personal responses to the artists work.
To be able to destruct the art work and then recreate the work, bringing the art work back to
life in a completely different format.
To develop the artwork through use of Photoshop manipulation.
To be able to respond to the work of Luis Melendez through use of observational drawing.
To be able to adapt and refine your drawings as they progress.
To be able to demonstrate the control of art materials such as oil pastels and watercolours.
To research and develop an understanding of the art movement of Dada and photomontage
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Ethnic Minority Achievement and
English as an Additional Language
Subject Curriculum
Bilingual students receive in-class support and team teaching, so that language is learned in the
context of curriculum subjects. As well, there are additional language and reading withdrawal lessons.
All bilingual learners in Key Stage 3, 4 or 5 are welcome to come to Homework Club, where you can use
the computers and get help with your homework. Homework Club is after school on Mondays in the Room
28, which is the Art computer room (CAD room).
We also have links with community groups in the area that can provide 1 to 1 mentoring in a specific
subject (e.g. Maths, Chemistry, History, etc.) and aiming at any target grade, from G to A*. This is usually
for students who are studying at GCSE and A-Level.
Bilingual students might also be able to take a GCSE or A-Level language exam in your home language.
Currently, the exam boards offer the following languages: Arabic, Bengali, Chinese, Dutch, French,
German, Gujurati, Greek, Hebrew, Italian, Japanese, Persian/Farsi, Polish, Portuguese, Punjabi, Russian,
Spanish, Turkish, and Urdu. These exams can be taken in Year 9, 10 or 11. If you want to improve your
writing and vocabulary in your home language after school or on the weekends, we may have information
about supplementary schools. Talk to the EMA/EAL department if you are interested.
At Key Stage 4, we are offering the iGCSE in ESL (International GCSE in English as a Second
Language) as a timetabled option to students who would like to improve their English writing and
vocabulary skills. The units in Year 10 are The Natural World and Human Achievements. In Year 11, the
units are: Leisure and Entertainment; Work and Education; People and Relationships; and Ideas and the
Future. Students sit an exam at the end of Year 11 which includes a Speaking Test (15%), a Listening
Paper (15%) and a Reading and Writing Paper (70%).
In addition, all bilingual students at all levels of English should read regularly in English and in their
home languages. Read anything that you are interested in – comics, news, novels, science information,
websites about your favourite music, etc. This improves vocabulary, spelling, grammar and general
knowledge, and is very important for making progress and maintaining your skills in your home language.
The department has a range of English language books that are for students who are new to learning
English. These can be borrowed through staff in the office.
Activities to Support Learning

Ensure that your child reads for at least 20-30 minutes every day in English and/or in home
languages. You can read a novel, a science textbook, the newspaper, a comic book, a website, or
anything else you can find to read. Discuss what you are reading – in any language! – in order to
develop critical thinking skills.

Encourage your child to explore topics they study in all subjects as much as possible, through
visits to the library, museums, galleries, parks etc. Watch the news – from any country, in any
language! – and discuss what is happening in the world.

Practice spellings of key words from your subjects, or commonly misspelt words in general English.
Write the words down 5 times, and then challenge your child to spell them out loud.
28
Useful websites:
For students:
http://www.bbc.co.uk/bitesize/
www.channel4.com/homework
http://oup-bookworms.com/
http://www.bbc.co.uk/worldservice/learningenglish/
http://learnenglish.britishcouncil.org/en/
For families:
www.bbc.co.uk/schools/parents
www.bbc.co.uk/education/dynamo/parents
http://www.multilingualfamily.org.uk/
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