MOULTON SCHOOL
and
SCIENCE COLLEGE
M S S C
CURRICULUM HANDBOOK
YEAR 11
2008 - 2009
INTRODUCTION
The purpose of this booklet is to provide you with information about the curriculum
that your son/daughter will study. Your child will already have received a Welcome
Booklet earlier this year which provides information about school routines.
We hope you find the booklet useful and that you will encourage your son/daughter
to complete those sections that are dependent on information received in
September.
CONTACTS
Name : ………………………………………………………………………………….
Form Group : ………………………………………….. Form Tutor : ………………
Deputy Head of House (Lower School Curriculum) :
TEACHING GROUPS AND NAME OF TEACHER
Pleas ask your child to complete this. This will help you to know who the most
appropriate person to contact is in a given situation.
English : .....................................................................................................................
Mathematics : .............................................................................................................
Science: : ....................................................................................................................
French : ......................................................................................................................
Design Technology : ...................................................................................................
History : ......................................................................................................................
Geography : ................................................................................................................
Religious Education : ..................................................................................................
Physical Education : ...................................................................................................
Personal & Social Education (PSE) : ..........................................................................
Music : ........................................................................................................................
Art : .............................................................................................................................
Drama : ......................................................................................................................
ICT : ...........................................................................................................................
The school telephone number is 01604 641600. Please telephone between 8.30 am
and 4.00 pm.
Fax No. : 01604 641601
Email address: admin.dept@moultonschool.co.uk
CONTACTING STAFF
Please contact the school to make an appointment as staff have timetabled
commitments for the majority of their time and are unlikely to available to see you
without discussing a mutually agreeable time.
WHO SHOULD I CONTACT?
Form Tutor
any queries
child’s form
contact you.
11A1
11H1
11R1
11S1
– Your son’s/daughter’s form tutor should be the first contact point for
both to do with progress and welfare. If, on ringing the school, your
tutor is unavailable, please leave a message and the form tutor will
Form tutors are as follows :
Mr I Rogers
Mr P Valentine
Mr C Jones
Miss C Desborough
Head of Althorp House
Head of Holdenby House
Head of Rockingham House
Head of Sulgrave House
Special Needs Co-ordinator
Gifted & Talented Pupil Co-ordinator
11A2
11H2
11R2
11S2
Mrs R Jeffery
Miss R Eke
Ms K Romaniw
Mr D Jackson
Miss A Scholey
Miss L Cavanagh
Mr Bland
Miss H Tovey
Mr P Crotty
Mr M Pinder
School Governors - If you require a list of the Governors please contact Mrs J
Buckby, Bursar.
Other useful contacts
Director of Studies – Mr P Quinn deals with admissions to the school and bus
passes.
Exams Officer – Mrs C Coulson
Student Services – Mrs H Delaney deals with all queries concerning pupils
School Nurse – Miss R Ambat
Music Tuition – Mr M Ives (Head of Music)
School Transport, Northampton County Council – 01604 236236
EWO – Mrs P Allan 01604 259599
Charity Matters – See list attached
LOCAL CHARITABLE TRUSTS
Trust
Clerk to the Trustees Area served
Richard Humfrey
Education Foundation
Mr R C Wood
Jesmond
Howard Lane
Boughton
Northampton NN2 8RS
Boughton
Thomas Roe Charity
Clerk to the Trustees
The Thomas Roe Charity
Highgate House
Creaton
Northampton NN6 8NN
Brixworth
Old School Charity
Mr T George
Pump Cottage
62 Main Street
Holcot
Northampton NN6 9SP
Holcot
(Children who are resident
or whose parents are
resident in the Parish of
Holcot only)
Moulton & Overstone
Educational Charity
Mr R A Hughes
3 Browns Close
Moulton
Northampton NN3 7AQ
Moulton & Overstone
Ekins Foundation
Mrs K Atkinson
4 Woodland Avenue
Northampton NN2 3BY
Northampton (C of E)
Scaldwell Charity
School
Mr P B Harriman
Browne & Wells
60 Gold Street
Northampton NN1 1RS
Scaldwell
Clara Alice Shipman
Clerk to the Trustees
The Shipman Scholarships
Northamptonshire County Council
John Dryden House
8-10 The Lakes
Northampton NN4 7YD
Northampton Borough
Connolly Thomas
Wilson Foundation
Mr A W Fookes
Wilcon Homes
Thomas Wilson House
Tenter Road
Moulton Park
Northampton NN3 6PZ
Northamptonshire
Kingsthorpe Free School
Charity
Clerk to the Trustees
The Kingsthorpe Free School
Charity
7 Spencer Parade
Northampton NN1 5AB
The old parish of
Kingsthorpe
Sir Thomas White’s Charity
Clerk to the Trustees
Sir Thomas White’s Charity
7 Spencer Parade
Northampton NN1 5AB
Northampton Borough
(aged 16 and over)
CALENDAR 2008-2009
Autumn Term
Tuesday 2 Sept
Monday 3 Nov
-
Friday 24 Oct
Friday 19 Dec
Spring Term
Monday 5 Jan
Monday 23 Feb
-
Friday 13 Feb
Friday 3 April
Summer Term
Monday 20 April
[May Day
Monday 1 June
-
Friday 22 May
Monday 4 May]
Friday 17 July
School is closed for Training Days on:
Monday 1 September
Friday 10 October
Wednesday 28 January
Friday 1 May
THE SCHOOL DAY
Mon, Wed, Thurs, Fri.
Tuesday
8.42
8.40
Registration
8.45 - 9.05
8.45 - 9.25
Lesson 1
9.05 - 9.55
9.25 - 10.10
Lesson 2
9.55 - 10.45
10.10 - 10.55
Break
10.45 - 11.02
10.55 - 11.12
Lesson 3
11.05 - 11.55
11.15 - 12.00
Lesson 4
11.55 - 12.45
12.00 - 12.45
Lunch and lunchtime
activities
12.45 - 1.37
12.45 - 1.37
Lesson 5
1.40 - 2.30
1.40 - 2.30
Lesson 6
2.30 - 3.20
2.30 - 3.20
Bell
MOULTON SCHOOL AND SCIENCE COLLEGE
– AN E-LEARNING SCHOOL!
Website
The school website contains a range of useful information for parents. This includes
latest news, term dates and important policy documents. The school website can be
found at www.moultonschool.co.uk
WE HAVE SUBSCRIBED TO TWO INTERNET SITES FOR WORKING
AT HOME :
CHAMPS – a Learning Skills Course
You can access the Internet course now at www.learntolearn.org by “Entering the
course” and going to the “First time user” link. Click the relevant school button. Type
in the school’s unique access code, choose your own user name and then choose
your own individual password (we suggest you use your mother’s first name).
Submit your entry and then re-log with your user name and password. Access to
the online course is completely free. The unique access code for Moulton
School is UWQ527.
SAM Learning
SAM Learning, is a top quality eLearning service that has been proven to
improve exam results through exam practice and related revision. Access to
this service is free at home or at school. To access the service at
www.samlearning.com Students need three details:
Centre ID NN3MS
:
Username Date of birth followed by two initials, first name
:
initial and then last name initial
Example 010890DJ is the User ID for David Jones
born 1 August 1990
Password Initially same as User ID. Students may wish to
:
change this to the password they use on the
school system.
PERSONAL AND SOCIAL EDUCATION
PSE is an essential part of your curriculum and will help you with the cope with the decisions
and challenges facing you as you approach adulthood.
Our main aim is to prepare and motivate you for the choices affecting your future education,
training, career and life as a responsible member of society.
The lessons will focus on three main areas;
Personal well being
Economic well being
Financial capability
The lessons will help you become;
 successful learners who enjoy learning, make progress and achieve
 confident individuals who are able to live safe, healthy and fulfilling lives
 responsible citizens who make a positive contribution to society.
Your PSE lessons will help to develop your understanding in the following areas:
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Personal skills and qualities needed to make the most of your talents.
How to help you learn in a way that suits you and helps you become successful.
Your opinions and to respect those of others
Respect for the differences between people.
Good relationships.
A healthy, safe lifestyle
Checking your Progress, Target Setting and Action Planning to help you make
progress in lessons and in your personal life.
Careers Education.
Drugs Education.
Citizenship.
Personal and social development (eg friendships, relationships, bullying, cooperation.
Community and environmental issues.
ART
Coursework (60%)
You will complete three projects over the two years plus the exam in Year 11.
Coursework Assessment
Each project will be graded between A-G. All projects will be handed back after marking
with advice notes on how to upgrade the project.
Homework – given weekly for both courses and marked out of A-E (A being top).
Exam (40%)
Titles will be given out a least one month before the exam. The exam will be completed over
a set time of 10 hours. Preparation and final exam piece will constitute the final mark.
How to research a topic
 Collect visual information on your chosen theme or topic. This will be – primary source
material (actual objects to work directly from), exploring visual and tactile qualities such
as – form, tone, texture, colour, pattern. Also visiting galleries and experiencing art
firsthand
 Secondary source material (photographs, illustrations and post cards of artists’ work) to
use as reference material. These should include references to artists, designers,
architects, musicians, writers, the media, inspirations from your own home life, religion,
history, popular culture, another culture – anything that is relevant to your chosen theme
or topic and that can inspire you.
 In Years 10 and 11 there will be trips to a major art gallery (usually the Tate Gallery and
National Gallery in London).
 Use the school and local libraries, the internet, art CDs.
The Nature of Projects
The starting points for the two internally set projects will be :
Still life/Contrast – using real objects and observations as the basis for research and
development looking at Cubism and abstraction for the construction of individual art works.
This project then develops on to:
Movement – looking at different ways of capturing or describing movement within life both
human/living and mechanical.
Environment – focusing on your life experiences, immediate environment or contrasting
environments and social groupings as the start point for development of art works in a
variety of media.
Within these projects you will be assessed on :
 Collecting ideas, research, photos, drawing, visiting galleries.
 Looking at artists, images and artefacts using ideas explaining thoughts and opinions using
an art vocabulary.
 Developing ideas experimenting with media and ideas, explaining successes, failures and
intentions.
 Producing a strong conclusion and explaining links to artists.
All of the coursework and exam themes will show evidence of the above approaches on the
study sheets and the final piece.
Progress Record
Present Grade
PROJECT 1 Sketch books,
Study Sheets &
Final piece
PROJECT 2 Sketch books,
Study Sheets &
Final piece
EXAM
Study Sheets
Final Piece
Target Grade
ABCDEFG
ABC
ABCDEFG
ABC
ABCDEFG
ABCDEFG
ABC
ABC
WORD BANK
Abstract
Abstract – expressionism
Armature
Blaue Reiter
Block print
Colour range
Complementary colour
Composition
Conceptual
Constructivism
Contour
Contrast
Cross-hatching
Cubism
Expressionism
Fauve
Focal point
Foreshortening
Form
Framing
Frottage
Futurism
Genre
Hue
Impasto
Impressionism
Layering
Lino-cut
Linear
Linear-composition
Masking
Maquette
Mixed Media
Monochrome
Mood
Movement
Overlapping
Perspective
Pop Art
Repetition
Relief
Sensationalism
Sgriffito
Silk-screen
Stencilart
Still life
Surrealism
Symbolism
Symmetry
Tonal range
Tone
Texture
Underpin
Vanishing point
DESIGN & TECHNOLOGY
Design and Technology prepares pupils to participate in tomorrow’s rapidly changing
technologies. They learn to think and intervene creatively to improve the quality of life. The
subject calls for pupils to become autonomous and creative problem solvers, as individuals
and as members of a team.
Students look for needs, wants and opportunities and respond to them by developing a
range of ideas and making products and systems. They combine practical skills with an
understanding of aesthetics, social and environmental issues, function and industrial
practices.
The Design Faculty offers the following key stage 4 GCSE Single Award courses:
RESISTANT MATERIALS TECHNOLOGY
FOOD TECHNOLOGY
TEXTILES TECHNOLOGY
GRAPHIC PRODUCTS
Assessment:
Examination 40%
Coursework 60%
Syllabus :
OCR
Expectations:
It is expected that students provide for themselves the following essential writing and
drawing equipment:
Pen (blue or black), pencil (HB), 300mm ruler, range of coloured pencils.
A3 Folder (available through Design department @ £2.50)
Enrichment Opportunities and Costs:
It is highly recommended that all students have their own personal copy of the revision guide
appropriate to their chosen course of study (available through the department approx.
£5.50).
Contribution towards the cost of materials/ingredients will be requested.
GCSE Coursework will be periodically assessed internally.
Please note that completed objective submission dates are as follows:
- unless otherwise directed by your subject specific teacher
Objective 1 – End of April 2009
Objective 2 - End of May 2009
Objective 3 – End of June 2009
Objective 4 - End of September 2009
Objective 5 - End of October 2009
Objective 6 - End of November 2009
BUSINESS STUDIES
SUBJECT CONTACT : MR B WILLIAMS
Examination Board : OCR
Assessment Pattern :
Syllabus Number : 1951
2 examination papers plus a controlled
assessment.
Course content:
Higher Education and Career Links
Business Studies
Business Behaviour
People in organisation
Environment of Business
Controlling Business
Communication and Marketing
Controlling Business Activity
Have you bought an MP3 player?
Have you seen an advert for the product?
What country did the product come from?
Does the company make a profit?
It you answer yet to any of the above
questions, you have already experienced the
world of business. In today’s world, we are
constantly involved in business activity every
day, either as a consumer, producer or
stakeholder. It is desirable that we have a
knowledge of the business world that affects
our every day lives and activities. The course
will cover business topics such as setting up a
business, marketing a business and marking a
profit, interest and exchange rates.
If you have any further questions please see
Mr Williams, Mr Jones, Mrs Nelson or Mr
Grant.
A qualification in Business Studies can quite
literally take you wherever you want to go in
life, whenever you want to go there. It is a
dynamic, versatile and exciting subject with
pathways into all kinds of vocations and
careers.
It is also welcomed by all universities and is
the UK’s most studied subject.
APPLIED BUSINESS STUDIES
Examination Board : OCR
Syllabus No. 1491
Course content:
Unit 1 : Investigating Business (coursework)
Unit 2 : People and Business (coursework)
Unit 3 : Business Finance (examination)
Topics covered :
SUBJECT CONTACT : MR B WILLIAMS
based portfolios rather than a two hour exam,
then this is the course for you and we look
forward to seeing you in September.
If you feel that perhaps your best work could
be produced through a one-off exam at the
end of two years of studying, then perhaps the
traditional GCSE in Business Studies may
better suit your learning style. Either way, if
you feel you need further information please
see Mr Williams, Mr Jones, Mrs Nelson or Mr
Grant.
Marketing
Accounting
Finance
Operations management
Economics
Human Resources
Customer Service
Assessment Pattern :
Applied Business Studies is an interactive
subject and is going on around us all the time.
It is also an academic subject that has
generated intense study and debate over
recent centuries. To reflect this, there are two
GCSE courses that students can choose from.
A qualification in Business Studies can quite
literally take you wherever you want to go in
life, whenever you want to go there. It is a
dynamic, versatile and exciting subject with
pathways into all kinds of vocations and
careers.
The Applied GCSE is a vocational
qualification. The main features of the course
are :
It is also welcomed by all universities and is
the UK’s most studied subject.

Worth 2 GCSEs rather than 1

Studied for 6 lessons a week rather than
three.

Exams account for only 33% of your two
final grades.

Two coursework portfolios account for
67% of your 2 final grades.

Completing 2 coursework assignments
allows you to investigate real life
businesses and how they operate. You will
also be able to participate in visits and
field trips to the business you are studying.
Think carefully. If you know you are the kind
of student who is diligent, hardworking, enjoys
completing written assignments and activities,
enjoys participating in research activities and
investigations, and feel that you can produce
your best work by completing coursework
2 coursework assignments
1 external examination
67%
33%
Higher Education and Career Links
GCSE Drama – Year 11
Course Element
Paper 1
Unit 1 ~ Exploration of an issue /
theme
Unit 2 ~ Exploration of a
published play
Paper 2 Either:
Scripted performance
Devised Performance
Performance support
costume design)
(set
or
Moulton School
Drama Department
Area
of
Assessment
Practical
80%
Written
20%
Responding
13.3%
6.6%
Developing
13.3%
6.6%
Evaluating
13.3%
6.6%
Performing
/ Design
40%
EXAM
Two 6 hour practical exams.
Two portfolios broken down
into 3 essays on each area of
assessment. An evaluation
of a live professional theatre
performance.
Final performance
visiting examiner.
to
Course Overview
Students will develop their skills in the four areas of assessment. They will take part in a
number of workshop projects that will introduce them to a range of performance styles and
techniques. Students will also learn about the Drama strategies, mediums and elements as
well as applying them practically to their work. They will be given the opportunity to go and
see and experience live professional theatre. Students will explore a range of topics and
issues and published plays considering the social/cultural/historical context of their work.
YEAR 11
Workshop Projects:
Performance skills 3 ~ Students will learn how to use the lighting equipment in a more
sophisticated way. They will be taken through a series of workshops that will further
enhance their understanding of the Drama strategies, mediums and elements.
Paper 1 – Unit 2 Exam ~ Students will explore a play, by examining the
social/historical/cultural context through a range of workshop activities. They will develop a
broader understanding of the possible interpretation and explore a range of ways the text
could be presented.
Performance skills 4 (Page to Stage)~ Students will be lead through a series of workshop
activities guiding them through ways to direct, rehearse and perform a polished piece of
theatre in preparation for their Paper 2 exam. They will then work in groups and
independently prepare a text or devised piece for their exam.
Following the Paper 1 examinations students will be guided through the written coursework.
They will be taught how to approach the written styles, and various ways in which they can
present their experience of practical Drama in a written form.
a
ENGLISH GCSE
Examination - 60%
Unit 1:
Non-Fiction and Media Texts
30% - response to unseen reading (non-fiction)
- response to unseen reading (media)
- continuous writing (inform/explain/describe)
Unit 2:
Literary Texts
30% - response to reading
(short stories/novel from different
cultures)
- continuous writing (analyse/review/comment)
- continuous writing (argue/persuade/advise)
Coursework – 40%
Unit 4: Written Coursework
20% - continuous writing (explore/imagine/entertain)
- response to reading (Shakespeare and pre-1914 poetry)
Unit 5: Speaking and Listening Coursework
20% - Drama focused activity
- group activity
- individual extended contribution
TARGETS
WORDS I OFTEN MISSPELL
FINAL COURSEWORK DEADLINE :
ENGLISH LITERATURE GCSE
Examination – 70%
Unit 1 : Post 1914 Drama
20% (Whose Life Is It Anyway?)
Unit 2 : Post 1914 Poetry and Prose
50% (OCR selection of short stories)
Coursework – 30%
Unit 3 – 30%
- Pre 1914 Drama (Shakespeare)
- Pre 1914 Poetry
- Pre 1914 Prose
TARGETS
One comparative
essay and one
background essay.
WORDS I OFTEN MISSPELL
IMPORTANT QUOTATIONS TO LEARN
FINAL COURSEWORK DEADLINE DATE :
EXTERNAL EXAMINATION DATES :
ENGLISH GRADE :
YEAR 11 EXAMS
LITERATURE GRADE :
WHERE I DID WELL
WHERE I NEED TO IMPROVE
GEOGRAPHY – YEAR 11
GCSE GEOGRAPHY
During year 11 two of the four Units of the course are studied plus 1 piece of coursework.
UNIT
(in the order they are taught)
MAJOR CASE STUDIES
(to help organise revision)
4. People, Work and Development
East Midlands – change in a local/regional
economy.
UK – how change has affected our national
economy.
Jamaica – development of an LEDC.
1. Climate, Environment and People
British Isles – climate and economy.
Tundra – an extreme environment.
Amazon – regional to global issues
associated with this environment.
The use of specific examples, CASE STUDIES, is very important. They are used to
illustrate ideas from the syllabus, for example sustainable development. You should learn
the detailed facts of these and the reasons to explain locations, changes, problems or
solutions that arise. After each case study is finished you should re-read it and underline
these facts and reasons. You will also use a variety of SKILLS which can range from
reading or drawing simple maps and graphs to decision-making or researching a topic.
Again you should make time to practise these skills to help you with exams and coursework.
This range of skills is very attractive to employers and Geography combines very well with
any of the Arts, Science, Social Science courses at Advanced level and beyond.
COURSEWORK
One piece of coursework will be completed this year, The Study is worth 15% of your final
grade. This will be based upon a fieldtrip around Northampton looking at differences in
housing, service provision and differences in peoples’ quality of life.
HOMEWORK

Homework needs to be more flexible at KS4, it will be set as appropriate. Tasks may be
written work, research, making items, reviewing or revising.
HOW PARENTS CAN HELP




Look out for news items (newspapers/TV) related to the course.
Discuss topics pupils are studying and of local interest.
When visiting other places discuss issues like travel arrangements and how the place is
similar/different to your home area.
Check that homework is completed to a high standard and handed in on time.
RECOMMENDED RESOURCES



Internet web sites e.g. www.ocr.org.uk – syllabus and some past papers free to
download; www.averyhill.org.uk – additional resources on-line.
Published revision guides – use carefully to practise skills and to improve understanding;
do not use them to learn new case-studies.
No single textbook covers the course, therefore we are reluctant to recommend any.
HISTORY (OCR – 1937) – YEAR 11
Course Outline
You will be studying the Modern World OCR B Syllabus, details of which are shown below.
Paper 1 – International Relations, 1919 – c1989, with USA 1919-41
TOPICS
International Relations (Core)
1.
Were the Peace Treaties of 1919-1923 fair?
2.
To what extent was the League of Nations a success?
3.
Why had international peace collapsed by 1939?
Depth Study: USA, 1919-41
1.
How far did US economy boom in 1920s?
2.
How far did US society change in 1920s?
3.
What were the causes and consequences of the Wall Street crash?
4.
How successful was the New Deal?
EXAM DETAILS
PAPER 1 - CORE 1, 2, 3, USA, 1919-41 - 2 HOURS – 45%
Section A -
1 source based question (Core)
Section B -
1 question from 2 (Core)
Section C –
1 compulsory source based question
1 question from 2
PAPER 2 – 30%
Paper 2 will consist of a source based investigation of an historical line taken from the British
Depth Study



The Liberal Reforms
Women’s Suffrage
Home Front during WW1
6 questions - 1½ hours
You will need to have a broad contextual knowledge of the topic but the focus of this paper is
your ability to use and evaluate historical evidence. The questions assess your ability to
consider the reliability and usefulness of sources, why they were published at a particular
time and your ability to use the sources to test a particular hypothesis (eg “women gained
the vote as a result of the First World War” – how far do you agree?)
Coursework – 25%
a)
“Germany, 1919-45”. The Rise of Adolf Hitler.
Essay based assignment
b) The Munich Putsch : success or failure?
Source based assignment.
Deadlines for completion of the above
1 piece has to be completed by the end of July; the other piece by the end of
January.
It is important that this is done to the best of your ability as it will boost your overall
grade.
OTHER INFORMATION
Section A (Compulsory question)
What is the message of the cartoon? – 6 marks
Explain – 9 marks
Section B (One 3 part question from choice of two)
Describe – 4 marks
Explain – 6 marks
Essay question – 10 marks
Section C
One compulsory 3 part question on 3 different sources – 20 marks
Plus, one three part question from choice of tow
Describe – 4 marks
Explain - 6 marks
Essay question – 10 marks
Assessment/Achievement
Year 11
Homeworks for which I have achieved good marks or grades.
Test results
Year 11 examination result
What I need to improve upon
My target grade is:
OCR National First Award in ICT – YEAR 11
Course Element
Assessment
Unit 01
ICT skills for business
66%
Portfolio of evidence
Unit 21
Creating computer graphics
33%
Portfolio of evidence
Course Overview
The First Award in ICT helps prepare candidates for a world increasingly dominated by the
use of ICT systems, particularly the workplace. Studying this course will help provide the
analytical, communication and technical skills that are needed by active participants in this
exciting and dynamic world. It develops the use of e-mail, presentation, publication and
spreadsheet software to complete the assignment. The course will provide an essential
foundation in ICT skills and leads to the OCR Level 2 National First Award in ICT, equivalent
to a GCSE at A* - C level.
Students will complete two units of work during Years 9, 10 and 11. Each of the units
requires that the student produces a portfolio of ICT evidence which will be assessed by the
course tutor and then externally moderated by a visiting moderator.
Unit 01 - ICT Skills for Business
Students will need to show that they understand:
 good working practices, including the organisation of files using appropriate file and
folder names and the regular backing up of files
 features of email software
 methods of searching for information on the Internet
 methods of integrating different types of files into a document or presentation
 the appropriate software to use for different tasks
 methods of storing, retrieving and analysing data.
Unit 21 - Creating Computer Graphics
By completing this unit students will develop their knowledge of different types of computer
graphics that can be used in webpages.
Students will need to show that they can:
 research, collect and describe a range of existing graphics/images for use in web pages
plan the production of a range of graphic images for a client, to be used on their website
 create a navigation bar or menu bar
 create a set of navigation buttons
 create an advertising banner
 present work to a client for a specific purpose, using a suitable format for display.
MATHEMATICS – YEAR 11
In Year 11 all students continue to follow the AQA GCSE modular course.
There are two tiers of entry, Higher and Foundation.
The grades available are:
Higher A* - D
Foundation C – G
The course consists of 3 modules. These are assessed by examinations. There is no
coursework.
There is an opportunity to re-sit modules taken in year 10. Students should discuss this with
their class teacher.
In Year 11 the pupils take the third module (Module 5). This consists of algebra and shape,
space and measures.
The tier of entry of module 5, the last module, determines the final range of grades available
to a student.
Assessment Pattern :
June (Year 11)
Module 5 Terminal Module exam (55%)
Paper 1 – Non-calculator (1 hour 15 minutes)
Paper 2 – Calculator (1 hour 15 minutes)
Please note: students are expected to provide all their own equipment including a
ruler, a protractor, a pair of compasses and a scientific calculator.
MODERN FOREIGN LANGUAGE
You will study the following topics
Context 1
Everyday activities
 home life
 school life
 eating and drinking
 health and fitness
Context 2
Personal and social life
 people – the family and new contacts
 free time (social activities, sports, personal interests, weekends and days off school,
entertainment)
 making appointments
 special occasions
Context 3
The world around us
 local and other areas
 shopping and public services
 environment
 going places
Context 4
The world of work
 jobs and work experience
 careers and life-long learning
Context 5
The international world
 the media
 world issues, events and people
 tourism and holidays
 tourist and holiday accommodation
The coursework that you submit must be from three different contexts. You must aim to use the past,
present and future in each piece.
FRENCH
IMPORTANT VERBS
Infinitive
Imperfect
Perfect
Present
Future
aller
to go
J’allais
I used to go
I was going
Je suis allé(e)
I went
Je vais
I go
J’irai
I will go
avoir
to have
J’avais
I used to have
J’ai eu
I had
J’ai
I have
J’aurai
I will have
étre
to be
J’étais
I was
J’ai été
I have been
Je suis
I am
Je serai
I will be
manger
to eat
Je mangeais
I used to eat
I was eating
J’ai mangé
I ate
Je mange
I eat
Je mangerai
I will eat
boire
to drink
Je buvais
I used to drink
I was drinking
J’ai bu
I drank
Je bois
I drink
Je boirai
I will drink
faire
to do
Je faisais
I used to do
I was doing
J’ai fait
I did
Je fais
I do
Je ferai
I will do
regarder
to watch
Je regardais
I used to watch
I was watching
J’ai regardé
I watched
Je regarde
I watch
Je regarderai
I will watch
Other useful verbs
il y a
il y avait
il y aura
c’est
c’était
ce seru =
=
there is/ there are
=
there was/there were
=
there will be
=
it is
=
it was
it will be
Present Tense
This is used to describe what you are doing now, or to describe what you usually do (every
week, Saturday etc)
ER
travailler
Je travaille
Tu travailles
Il travaille
Nous travaillons
Vous travaillez
Ils travaillent
RE
vendre
Je vends
Tu vends
Il vend
Nous vendons
Vous vendez
Ils vendent
IR
choisir
Je choisis
Tu choisis
Il choisit
Nous choisissons
Vous choisissez
Ils choisissent
Perfect Tense
This is used to talk about events that have happened in the past, that are completely finished.
Avoir verbs
1
J’
Tu
Il
Nous
Vous
Ils
2
ai
as
a
avons
avez
ont
Irregular verbs need to be learnt, eg
(to do )
faire
(to write)
écrire
(to drink)
boire
(to put)
mettre
(to understand)
comprendre
(to know)
savoir
 fait
 écrit
 bu
 mis
 compris
 su
ETRE verbs
Monter
Retourner
Sortir
Descendre
Aller
Venir
Entre
Naître
Tomber
Rester
Arriver
Mourir
Partir
monté
retourné
sorti
descendu
allé
venu
entré
né
tombé
resté
arrivé
mort
parti
(to go up)
(to return)
(to go out)
(to go down)
(to go)
(to come)
(to enter)
(to be born)
(to fall)
(to stay)
(to arrive)
(to die)
(to leave)
3
regardé
mangé
perdu
vendu
choisi
fini
er  é
re  u
ir  i
J’ai fait
Tu as écrit
Il a bu
Nous avons mis
Vous avez compris
Ils ont su
Je suis
Tu es
Il est
Elle est
Nous sommes
Vous êtes
Ils sont
Elles sont
Rule
monté(e)
retourné(e)
sorti(e)
descendu(e)
allé(e)s
entré(e)(s)
nés
tombées
 for a girl add an ‘e’
 for more than one person add an ‘s’
Imperfect Tense
This is used to talk about things that used to happen in the past, for descriptions in the past.
Take the “nous” form of the verb and add the following endings
nous travaillons
Je ………….
Tu…………..
Ill …………..
Nous……….
Vous ……….
Ils ………….
ais
ais
ait
ions
iez
aient
Je travaillais
Tu allais
Future Tense
This is used to describe events that will happen in the future.
Take the infinitive and add the following endings:
travailler
Je ………………ai
Tu …………….. as
Il ………………. a
Nous …………. ons
Vous …………. ez
Ils ……………. ont
Some examples
Je mangerai – I will eat
Tu porteras – You will wear
Irregular verbs need to be learnt
Some useful words
Ensuite
Puis
Donc
Par la suite
Tout à coup
Vraiment
Tout d’abord
De temps en temps
Quelquefois
Il faut
Lorsque
Y compris
Au bout de
D’habitude
Peu à peu
Au lieu de
Malheureusement
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
afterwards
then
therefore
following
suddenly
truly/really
first of all
from time to time
sometimes
it is necessary
when
included
at the end of
usually
gradually
instead of
unfortunately
EXAM DETAILS
There are two levels -
FOUNDATION – Targets G to C
HIGHER – Targets D to A*
There are three sections 1,2 and 3.
People taking the Foundation level sit sections 1 and 2.
People taking the Higher level sit sections 2 and 3.
There are four sections to the examination:
Reading
Listening
Speaking – completed in March
Writing – coursework completed by April
READING – No dictionaries are allowed
Questions in English – answer in English.
Questions in French – answer in French.
Questions in German – answer in German
LISTENING – No dictionaries are allowed
Questions in English – answer in English.
Questions in French – answer in French.
Questions in German – answer in German
1. Revise vocabulary on a regular basis.
2. In the examination if you do not understand something do NOT panic. Go on to the next question
so you do not lose your place.
3. Fill in gaps at the end.
SPEAKING – No dictionaries are allowed
Section One - a role play with instructions in English.
Section Two - a role play with instructions in English.
Section Three - a role play with pictures and words in French or German. Students must be able to
express and justify their emotions and opinions.
Everyone must give a presentation.
This must be well prepared in advance. You may take pictures, cue cards in with you.
Everybody must be prepared for a general conversation.
1.
2.
3.
4.
Revise role plays.
Revise speaking questions.
Be well prepared for your presentation - go through it with a friend, with your teacher.
Do not leave preparation until too late. Give yourself at least one month to be completely ready.
COURSEWORK
3 pieces of coursework will be submitted to the examining board. One of these must be done in
controlled conditions. You may use a dictionary. Your three best pieces of work on different topics
will be selected at the end of Year 11.
1
2
3
4
5
6
7
8
9
Controlled
Independent
/30
A*-G
Approximate Grade Boundaries for coursework
A* = 27
A* A, B
C, D
E, F
G
U
A = 25
B = 22
C = 19
= 140 – 150 words
= 90 – 100 words
= 40 – 85 words
= 20 – 40 words
= 20 + under
D = 15
E = 12
F=8
G=5
10
MUSIC GCSE – YEAR 11
Guidelines for Schemes of Work
The two year course follows the Edexcel Syllabus and is based around the study of four
areas of study, composition and performance tasks as outlined below.
Four areas of study are:
 Structure in Western Classical Music 1600-1899
 Changing directions in Western Classical Music from 1900
 Popular music in context
 Indian Raga, African Music and fusions
Candidates are required to complete the following coursework elements and examinations:
Performing
Solo Performance – coursework assessment : 15%
Ensemble Performance Coursework Assessment 15%
*Performing using Music Technology - sequencers or microphones (30%)
(*This is an alternative means of satisfying the course for non-instrumentalists).
Composing
Composition 1 : chosen from same area of study as performance 1 – coursework
assessment : 15%
Composition 2 : chosen from a different area of study – coursework assessment : 15%
Listening and Appraising (1½ hours)
Listening Paper – questions on all four areas of study – examination : 40%
For further details see the course structure handout, coursework details sheet, keywords,
music links and coursework dates. These are available to download from the Moulton
School website music page GCSE or in printed form from the Music Department.
GCSE Physical Education (Section A)
Factors Affecting Participation and Performance
Practical Assessment - 50%
Analysing & Improving (Written Coursework) - 10%
Examination - 40%
A3) Skill
related fitness
A2) Health, fitness, exercise and performance
A1) Reasons for taking part
in activity
Section
Must Know:
Recognise that physical activity can help an individual feel good factor
Recognise that physical activity can help an individual enhance their
body shape
Recognise that physical activity can help an individual relieve
stress/tension and related illnesses
Recognise and explain how membership of sporting clubs and
participation in sporting activities can stimulate a) cooperation, b)
competition, c) physical challenge, d) aesthetic appreciation
Explain how physical activity encourages the development of
friendships & social mixing
Understand a definition of health as a " state of complete mental,
physical and social well-being not merely the absence of disease or
infirmity" and explain how this can be accomplished
Understand a definition of fitness as "the ability to meet the demands of
the environment" and explain this in respect of physical activity
Understand a definition of exercise as a "form of physical activity done
primarily to improve one's health and physical fitness" and explain this
in respect of physical activity
Understand the link between performance and how well a task is
performed
What is CV fitness and why is it important to a healthy lifestyle?
Define the following and recognise their importance to performance a)
muscular strength, b) muscular endurance, c) flexibility, d) body
composition
Identify specific activities and explain the impact of developing a)
muscular strength, b) muscular endurance, c) flexibility, d) body
composition
Define and understand a) agility, b) balance, c) co-ordination, d) power,
e)reation time f) speed
Identify specific sporting situations and explain the impact
(positive/negative) of a) agility, b) balance, c) co-ordination, d) power,
e) reation time f) speed
A4) Principles of
training
A5) Methods of training
A6) Diet, health and Hygiene
Define and explain the SPORT terms a) Specificity, b) progression, c)
overload d) reversibilty e) tedium
What is meant by meeting an individual needs and thresholds of
training (aerobic/anaerobic)
Understand the FITT principle (frequency, intensity, time and type)
How can the above principles be applied in the planning of a PEP
(personal exercise programme) to improve cv fitness, muscular
strength, muscular endurance, flexibility
Desribe, with examples a) isotonic contractions, b) isometric
contractions and explaing the differences between them by using
examples
Describe different training methods a) circuit, weight, interval,
continuous, cross and fartlek - how do they link to different activities
Plan, perform, monitor and evaluate a 6 week PEP (applying section
A4)
Show an understanding of the exercise session (warm up, main
activity, cool down)
Explain the role of aerobic/anaerobic activity in relation to activity
Describe the immediate effects of exercise, the effects of regular
training and exercise and the long term benefits of exercise on the cv
and respiratory system
Understand what is meant by recovery rates; plot examples on a graph,
and evaluate results
Understand the nutritional requirements of a balanced dietand the
importance and use of carbohydrates, proteins, fats, vitamins, minerals,
water & fibre for maintaining body requirements when undertaking an
exercise programme
Explain the use of carbohydrates, proteins, fats, vitamins, minerals,
water & fibre in energy production
Define terms overweight, over fat, and obese. Recognise hoe
over/under eating can affect body weight and performance
Somatotyping - describe endo; ecto & mesomorph and what effects
they have on sporting performance
How and why an individual's diet is affected by the sport they are
training for.
How & why optimum weight varies according to height, sex, bone
structure and muscle girth - how does this effect participation in
different sports
Explain the effects of smoking, alcohol and socially unacceptable drugs
on general health and performance
What are the dangers of misusing drugs to improve performance
Why is hygiene important to participation in sports
What is athlete's foot and verrucae; and describe how to recognise,
prevent & treat them
GCSE Physical Education (Section B) Safety Aspects and Risk
Assessment
B2) Sports Injuries
B1) Prevention
of injury
Section
Must Know:
Understand the value of the rules of the game
Understand the value of the correct clothing/footwear; protective
clothing/equipment for different sports
Understand the value of balanced competition in terms of grading /skill
level/weight/age/sex
Understand the value of warm up and cool down routines
Be able to identify the risks and explain the prevention measures
applicable in both specific sporting activities and general exercise in the
following:
Fractures
Joint Injuries - dislocation; tennis elbow;cartilage of the knee;twisted
ankle
Unconsciousness/consciousness
Soft tissue injuries
Skin damage - cuts/grazes/blisters
Dehydration and hypothermia
DRABC and resuscitation
Recovery position
RICE
GCSE Physical Education (Section C)
Applied Anatomy and Physiology
C2) The Respiratory System
C1) The Circulatory System
Section
Must Know:
Be able to idetify the following: atria, ventricles, septum, tricuspid,
bicuspid and semi-lunar valves, aorta, vena cava, pulmonary artery and
pulmonary vein and explain their importance and how they affect
exercise
Describe how the heart acts as a pump in a double circulatory system,
specifically during the stress of exercise
Define heart rate, stroke volume, and cardiac output and explain the
effects of physical exercise in relation to changes in them
Compare arteries, capillaries and veins (including reference to
oxygenated and deoxygenated blood) in terms of thickness of vessel
walls, internal lumen, presence or absence of valves, blood pressure
and direction of flow and explain how these might be affected under the
stress of exercise and competition
Describe the functions of red blood cells, white cells, platelets and
plasma in terms of transport and body defence and their importance in
relation to sports potential, exercise, training and competition
Identify the position of the larynx, trachea, bronchi, bronchioles, and
alveoli and explain the effects of training and exercise upon them
Describe the function of the nasal passages and the lungs with respect
to sporting activities and explain the effects of exercise and training
upon them
Describe the mechanisms of breathing (inspiration and expiration) at
rest and explain, with particular reference to the movement of the ribs
and diaphragm, the adaptations resulting from exercise
Describe the biochemical aspects of respiration, especially the need to
support exercise, with particular reference to the use of glucose and
oxygen
Describe the production of carbon dioxide, water and the release of
energy in response to physical activity and specifically compare normal
conditions with training and competition
Know the relative composition of inhaled and exhaled air
Understand what is meant by the terms: oxygen debt, vital capacity and
tidal volume and how physical exercise affects them
Know the terms aerobic and anaerobic and recognise their role in
relation to exercise
Understand how lactic acid is produced in the muscles and its effect
during exercise
C4) Joints, tendons & ligaments
C3) Bones
Describe the process of ossification and identify the composition of
bones
Outline bone growth, development and importance in terms of body
shape, size and their effect on body weight, optimum weight and sports
performance. Explain the importance of diet and exercise in
maintaining bone strength throughout life
Relate the general functions of the human skeleton to participation in
physical activity, and give examples with particular reference to a)
shape, b) protection, c) movement, d) shape, e) blood production
Be able to identify the cranium, the sternum, ribs, ilium, humerus, ulna,
radius, femur, patella, tibia, femur, fibula, scapula, clavicle, tarsals,
metatarsals, and phalanges, and the five regions of the verebral
column and explain their importance in body movement, with specific
reference to sporting activities
Be able to classify the above named bones as long, short, flat, and/or
irregular and explain their functional inportance in the skeletal system,
with specific reference to sporting activities
Relate examples of differing types of bone to specific joint movement
during sporting activities, with specific reference to how body type
affects different types of performance
Define the term joint and understand its importance and usage in
exercise and sport
Name and locate the components of a synovial joint and explain its
structure. Understand the dangers of potential injuries ofexercise and
sporting activities
Describe cartilage and its function, in sporting activities in relation to
joints in the body
Recognise and describe, with examples, the sub-classification of such
freely moveable joints as hinge, pivot, ball & socket. Understand and
explain the importance of the freely moveable joint in sport and old age
Describe the range of movement at specific joints: flexion; extension;
adduction; abduction; and rotation in relation to particular skills and
sporting actions
Recognise and describe the distinctions between tendons and
ligaments, in terms of the structure to which they are attached
Describe how, when and why tendons and ligaments opperate, and
how they can be affected by participation in sport
C5) Muscles and Muscles in action
Classify muscles as voluntary, involuntary and cardiac
Give examples of each type of muscle type and identify their
importance in relation to sport, fitness and training
Describe the functions of: triceps, biceps, deltoids, pectorals, trapezius,
gluteals, quadriceps, hamstrings and gastronemius, latissimus dorsi
and abdominals, with specific reference to actions in particular sports
Explain the functioning of antagonistic pairs of muscles as illustrated by
the bicep and tricep in the flexion and extension of the arm at the elbow
and, the hamstring and quadricep at the knee and explain their
importance specifically to movements in sporting actions
Explain what is meant by fast and slow twitch muscle fibres and explain
their relevance to particular types of sporting activity
Explain the term muscle tone, with reference to posture, and its
significance to fitness
Describe posture and explain the importance of maintaining good
posture to enhance body shape and develop self esteem
Explain how muscle strength, endurance, size and actioncan be
enhanced by fitness and training for: sporting activities, daily tasks,
rehabilitation
Other Information:
www.samlearning.co.uk
www.arrowvale.worcs.sch.uk
www.sportengland.org
www.topmarks.co.uk
www.bbc.co.uk/sportsacademy
www.sportsinjuryclinic.net
www.teachpe.com
http://www.arrowvale.worcs.sch.uk/sportscollege/pestudy.htm
BTEC PE – YEAR 10
Aims of the subject
To allow pupils an insight into how Physical Education can lead to a career within one of 3
areas within the sports sector. Pupils have varying passions and strengths, and as a result
they may have interest in different aspects of the sports industry. This interest may be
stimulated by the study in a particular unit e.g. the body in sport – masseur; planning and
leading sports activities – teacher; practical sport – performer or coach.
Curricular Outline
Students complete 3 units; 1 core Unit and 2 specialist units.
Core Unit
The Body in Sport
Specialist Units
Planning and Leading Sports Activities
Practical Sport
Students are assessed continuously throughout the two year course. They are assessed on
their practical work which is supported by a portfolio of evidence documenting their research,
learning and process. There is no end of course final assessment.
Homework
Homework is set regularly. It can take various formats; from watching sport for analysis
purposes, or researching key information to be used in a pupils’ portfolio of evidence. The
range of pass grades attained by pupils: from pass to distinction*, will depend upon the
quality of work that an individual does during their research homework.
How Can Parents Help
Parents can support the work that the children do by:



Encouraging them to make the use of extra-curricular provision;
Supporting their interest in taking an active role in leadership activities e.g. helping
coach younger school teams, organising House sport teams;
Checking that sufficient time is invested in homework tasks to ensure the best quality
of work is produced.
RELIGIOUS STUDIES SHORT COURSE 3067
Syllabus AQA Unit 2 : Key beliefs, Ultimate Questions and Life Issues.
100% exam – 1 hour 45 mins
Section A : One compulsory question on key Christian beliefs.
Section B : One question on Questions of Meaning from the following topics:



The evidence for and against belief in God
The question of suffering in the world
Life after death
Section C : One question on Life Issues from the following topics:



Abortion
War and peace
Religion and prejudice
Section D : One question on Planet Earth from the following topics:



The origins of life
Human attitudes to animals
The care of the planet
Assessment objectives : Candidate’s must demonstrate their ability to :
AO1 Recall, select organisations and deploy knowledge of the syllabus content.
AO2 Describe analyse and explain the relevance and application of a religion or
religions.
AO3 Evaluate different responses to religions and moral issues, using relevant
evidence and argument.
SCIENCE GCSE: YEAR 11
Course Structure
Science is a modular course made up of topics covering Biology, Chemistry and
Physics. The three subjects are combined to give a Science GCSE.
Students at Moulton School follow the OCR Gateway B syllabus.
Double Science: Most students will follow a Science course leading towards two
Science GCSEs. These students will have studied the Core Science GCSE in
year10, and will study Additional Science in year 11. The Additional Science course
consists of 6 modules, 2 for each subject taught in six periods per week.
Triple Science: Studying this course have six periods a week as for the Additional
Science course. However, Biology, Chemistry and Physics are taught as discrete
subjects towards three Science GCSEs. In yr11, students will study 9 modules, 3 for
each subject as in yr10.
Single Science: Students studying Science for 3 periods a week, will study the OCR
Gateway B Core Science GCSE in yr11. As for the other Science GCSEs, the
course covers topics for each subject area.
Assessment – Double Science
Examinations – There are two written examinations in year 11 focusing on course
content, one in January and one in June. Each constitutes 33.3% of the total GCSE
marks. Each examination is a 60 mark, 60 minute paper.
Coursework – there are 3 elements to the coursework for Additional Science:
 Research Study (24 marks)
 Data Task (30 marks)
 Practical Skills (6 marks)
The coursework constitutes 33.3% of the total GCSE marks.
All written papers are set in one of two tiers: Foundation and Higher. Foundation tier
assesses grades G to C, Higher tier assesses grades D to A*. The coursework is not
tiered.
Assessment – Triple Science
Examinations – There are three written examinations, one for each subject in June.
Each paper constitutes 33.3% of the total GCSE marks. Each paper is a 60 mark,
60 minute paper.
Coursework – there are 3 elements to the coursework for Triple Science, in year 11:
 Research Study (24 marks)
 Data Task (30 marks)
 Practical Skills (6 marks)
The coursework constitutes 33.3% of the total GCSE marks.
All written papers are set in one of two tiers: Foundation and Higher. Foundation tier
assesses grades G to C, Higher tier assesses grades D to A*. The coursework is not
tiered.
Assessment – Single Science (Core Science)
Examinations - There are two written examinations in year 11 focusing on course
content, one in January and one in June. Each constitutes 33.3% of the total GCSE
marks. Each examination is a 60 mark, 60 minute paper.
Coursework – Skills assessment consists of two elements:
 Can-do tasks (24 marks)
 Report on Science in the News (36 marks)
The coursework constitutes 33.3% of the total GCSE marks.
All written papers are set in one of two tiers: Foundation and Higher. Foundation tier
assesses grades G to C, Higher tier assesses grades D to A*. The coursework is not
tiered.