Information for Parents - Farlingaye High School
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Farlingaye High School (Maths, Computing and Creative Arts Specialist School) Information for Parents 2009-2010 NAMES OF STAFF FOR FIRST POINT OF CONTACT 2009/10 School Leadership Team Headteacher Ms Sue Hargadon Deputy Headteachers Mr Graham Smith Mr Angelo Goduti Lower School Co-ordinator Upper School Co-ordinator Sixth Form Co-ordinator Ms Rowena Mackie Mr Malcolm Crissell Mr Ian Piddington Assistant Headteacher Assistant Headteacher Mr Chris Moran Mrs Cathy Laird Learning Support Co-ordinator: Mrs Julie Capell (Acting) Year Co-ordinators Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Ms Fiona Stewart Mr Toby Read Mr Geoff Harris Miss Celia Pearce Mr Paul Macdonald Mr Peter McEwen Mrs Jo Whyatt Assistant Year Co-ordinators Year 7 Ms Heather Enright Mr Jason Rogers Year 8 Miss Stacey Deverson Mr Nik Baidoo Year 9 Mrs Caroline Farrall Miss Liz Cassedy Year 10 Mr Simon Lucking Ms Sally Maddams Year 11 Mr Luke Wakeley Miss Ruth Thurlow Year 12 Year 13 Mrs Claire Wagenaar Ms Penny Tyndale-Hardy Year 7 Ms Stewart Ass. Miss Enright Ass. Mr Rogers F A R L I N G Y E H S Miss Hassell Mr Smith Ms Martino/Miss Struth Mrs Merrett Mr Page Mr Cox Miss Fitch Miss Jackson Mr Harris Mr Duckett Miss Willis Year 10 Miss Pearce Ass. Mr Lucking Ass. Ms Maddams Miss Escribano Mr Sparkes Mr Trett Mrs Millican Mr Gemmell/Miss Woods Miss Payne Mr Jackson Mr White/Miss King Miss Johnstone Miss Pestell Mr Trethewey F A R L I N G Y E H S Temp Roo m Perm Room Year 8 Lower School Co-ordinator – Miss Mackie Temp Perm Mr Read Room Room Ass. Miss Deverson Ass. Mr Baidoo H1 S2 F Mrs Hetherington H12 A Miss Allen H11 A5 R Miss Crossley H10 T8 L Mr Thompson H9 LR3 I Ms Seals H8 H9 N Miss Hetherington H7 L1 G Mr Tait H6 S1 Y Miss Smith H5 LR2 E Mr Stuart H4 H Miss Crofton H3 M9 S Mr Howell Upper School Co-ordinator – Mr Crissell Temp Perm Year Mr Macdonald Room Room 11 Ass .Mr Wakeley Ass. Miss Thurlow M7 F Miss Harrison L2 A Ms Lansdowne-Phillips M10 R Miss Morton L9 L Ms Montague M1 I Mrs Rowe SF5 S3 S1 T4 S12 H11 S7 N G Y E H Mr Fitch Mrs Abbott Ms Harvey Mr Dadge Dr Hegarty Year 9 Temp Perm Room Room Mr Harris Ass. Mrs Farrall Ass. Miss Cassedy F Mrs Gadd T1 A Mr Harker S5 R Mr Todd E2 L Miss Simonds LR3 H4 I Mr Pattinson (Miss Heal) SF3 N Mr Payne E9 G Mr Picton A10 Y Miss Gilbert A9 E Mr Webb L1 H2 H Miss Cutting E7 S Miss Tallent M11 Sixth Form Co-ordinator – Mr Piddington Year Yr 12 – Mr McEwen Yr 13 – Mrs Whyatt 12/13 Ass. Mrs Wagenaar Ms Tyndale-Hardy S11 H14 H5 E6 T2 E3 H7 M4 S10 M2 A4 M12 Temp Room Perm Room T5 SF4 A11 H10 E4 M3 F A R L I Mr Noble Miss Alexander Mr Hatfield Mr Saunders Mrs Butcher H1 L6 L3 SF9 S9 N G Y E H S B C D O P W J X Mr Howard Mrs Burton Mrs Carrick Mr Craig Mr Edge Mr Harris Mrs Spearpoint Mrs Morris Miss Jermy Mr Spindler Miss Powell Mrs Duffell Mrs Keating Mrs Rudge A6 LR2 T8 H2 A5 H8 S8 T3 H13 S4 SF2 SF8 E8 L5 SF7 H3 M6 L8 E1 S6 H6 L4 E5 L7 DIARY 2009-10 More dates for trips and activities will be added as the year progresses Some dates may change September January 2 2 3 9 14 18 23 23 25 29 30 1 2 6 6 7 8 11 13-14 14 15 16 19 19-23 21 22 26-30 2 2-6 3 4 5 5 11 18 19 20 24 24 25 25 26 27 27 PD Day Year 11 on Work Experience Students return to school FHSF meeting Year 11 return from Work Experience Open Morning Year 10 Information Evening School Photographer in school Sponsored Walk FHSF AGM Year 10/11 HPV Injection 1 October 4 5 6 12 14 19 28 29 Year 6 Curriculum Day Year 11 trip Duke of Edinburgh Presentation Evening Year 11 Geography Field trip German Exchange arrives Open Evening FHSF Craft Fayre Sixth Form residential trip to Bramley Lakes German Exchange departs Rotary Club Young Chef Competition Open Morning Governors Meeting Our World and its Future Focus Super Rock Gold Duke of Edinburgh Training trip Half-term November 1 3 4 4 5 6-9 10 11 11 15-19 20 20 23 24 24-27 26 Gold Duke of Edinburgh Training trip returns Our World and its Future continues Year 7 Settling In Evening Year 7 Mountfitchet trip Senior Maths Challenge Open Morning Year 10/11 HPV injection 2 Year 11 Certificate Evening G + T Science Day (Yrs 7-10) PD Day Year 8 HPV injection 1 Maths Lecture trip (yrs 11-13) Year 11 Parents’ Evening Sixth Form Experience Morning Year 12/13 Art Photography trip Open Morning FHSF Quiz night 1 3 3 4 5 9 15 17-18 18 19 22-25 23 25 25 26 29-30 29-31 30 31 PD Day PD Day Students return to school Sixth Form Open Evening Year 8 HPV Injection 2 Year 9 – Architecture Workshop Year 10 Thinking Skills Day Open Morning February French exchange students to Farlingaye Year 12 Parents’ Evening Year 11 Poetry trip Intermediate Maths Challenge FHSF Wine Tasting Evening Year 10 Maths trip to Paris Third Reich trip departs French Exchange students depart Year 11 Revision Day Half-term French Exchange returns Third Reich trip returns Year 12 D + T Innovation Challenge Year 8 Civil War Day Musical Open Morning March Year 12 Psychology Conference School Experience Morning AS Recital Evening Year 9 Parents’ Evening Year 12 Geography Field Trip Primary Maths in Motion AS Sociology Conference Year 11 Residentials Year 11 Parents Revision Evening Years 7 and 8 CED Residentials German Exchange students to Germany French Exchange students to France Year 8 Parents’ Evening Open Morning Year 11 Residentials Primary Concert German Exchange returns Year 10/11 HPV Injection 3 December 2-3 2 3 4 8 10 11 14 15 16 18 18 Upper School production Scholastic Book Fayre Sixth Form Experience Morning Senior Citizens’ Concert Year 13 Parents’ Evening School Christmas Concert Open Morning St Mary’s Christmas Concert Year 13 Certificate Evening Maths in Motion30 Celebration Assembly End of Autumn term April 1 2 4 17-19 19 19-20 27-28 29 30 May 3 6 8-9 15 21 25 26 28 31 May-4 June May Day holiday Compact Mentor Presentation Duke of Edinburgh Bronze Award Training FHSF May Ball Readathon Year 8 HPV Injection 3 Year 7 Parents’ Evening Open Morning Half-term July 1 2 2 6-8 9 9 11 12 13 14 15 16 18 18 19-22 22 24 June 9 10 11 16 16 17 22 24 25 26-27 28 28 28 29 29 30 Year 10 Parents’ Evening GCSE Art Exhibition Year 7 Trip to France UCAS Evening A Level Art Exhibition Technology Coursework Information Evening Year 3 Marvellous Maths Morning Sports Day Open Morning Duke of Edinburgh Bronze Award Expedition New Intake Day Year 11 Prom Years 7 and 8 CED Years7/8 PSE half-day New Intake Evening Year 13 Prom Art Gifted + Talented Day End of Spring Term French Exchange returns Duke of Edinburgh Silver Award Expedition PD Day Year 11 Residentials Year 11 Residentials Junior Maths Challenge Open morning 19 24 New Staff Day UEA Open Day Year 10 Art trip Lower school production Enterprise Day Open Morning Elmhurst Park Concert Sports Award Evening Reserve Sports Day Attendance Celebration Commendations Celebration Celebration Assemblies Music Tour Departs Duke of Edinburgh Gold Expedition departs Activities Week End of term Music Tour returns August AS/A2 Results Day GCSE Results Day September 1 2 PD Day Students return ENTITLEMENT AND EXPECTATIONS OF OUR STUDENTS Students At This School Are Entitled To: be safe be given the opportunity to achieve the best possible exam results be taught the National Curriculum have access to the best resources available in the school high quality teaching and learning experiences be given work which is at an appropriate, yet challenging, level have work assessed regularly have regular and challenging homework be praised and have good work acknowledged have school-based problems investigated and solved wherever possible have the opportunity to join in clubs, extra-curricular activities and outings be treated with respect be prepared for life in the 21st century be prepared for the world of work Students At This School Are Expected To: treat others with respect allow others to learn produce their best quality work do all their homework when it is set and hand it in on time ensure the safety of others in the school bring the right equipment to all lessons have a good attendance record be punctual wear the correct uniform Students At This School Are Encouraged To: join clubs and lunchtime activities report matters which concern them or other students celebrate and share their achievements USEFUL INFORMATION Homework In this pack you will find homework guidelines. We will do our best to follow this, but there are certain to be times when it can’t be followed. Inevitably, some homeworks are longer than others; if staff are away, homework is unlikely to be set; some homework will be project-based and therefore spread over 2-3 weeks. Your son/daughter should record homework on the left-hand side of the journal. If you have any concerns with homework, please contact either the subject teacher or your son/daughter’s Year Co-ordinator or tutor. In 2009/10 we are having a “zero tolerance” approach to not doing homework and will contact parents if a homework is not handed in. More and more homework is often also available on line. Journal Please sign this once a week, at the end of the week. Please check you’ve received any information listed, checked that homework has been done, noted any comments from school and praised your son/daughter for any commendations. Please use the journal to make any relevant comments or to explain absences. Please note that journals must not be doodled on or drawn on. If this happens, students are expected to replace them. Replacement journals will cost £2. Assessment and Marking We are currently re-writing our Assessment Policy. Broadly speaking, your daughter/son’s work will, in KS3, be awarded a grade for both effort and attainment. Some subjects may focus on an effort grade with a detailed written comment rather than an attainment grade. Attainment grades range from A to E as follows: A = attaining at the highest level for the year group. B = attaining at an above average level for the year group. C = attaining at the average level for the year group. D = attaining at a below average level for the year group. E = attaining at the weakest level for the year group. Effort grades range from 1 to 5 as follows:1 = excellent effort 2 = good effort 3 = satisfactory effort 4 = poor effort 5 = unsatisfactory effort Any 1 for effort results in a sticker/stamp in the journal. 3 stickers/stamps result in a commendation. In Years 10 and 11, the same effort grades apply; students will receive either a numerical mark, an attainment grade or a GCSE grade for that piece of work. In Years 12 and 13 work is marked individually. Commendations/Merit Awards Students collect commendations (in Years 7-9) and Merit Awards (in Years 10 + 11) for good effort in work as shown above. Year 10 and 11 are automatically recorded on the interim reports. They may also collect them for helpfulness, consistently good behaviour and representing the school. Awards are available:- Bronze collect from Year Coordinator Silver Collect from Ms Mackie or Mr Crissell Gold Collect from Ms Hargadon Years 7 and 8 20 commendations 35 commendations 50 commendations Year 9 10 commendations 20 commendations 30 commendations Years 10 and 11 10 Merit Awards 20 Merit Awards 30 Merit Awards All those who achieve a gold certificate, receive raffle tickets for prizes at the end of the year, with an extra raffle ticket for every extra 10 they get. We also hold a celebration tea party in the summer for all those students who achieve an exceptional number of commendations (and their parents). We have a cut-off date of July 1st when counting the commendations for this party and when printing the certificates. Another celebration tea party with spot prizes is held for those achieving 100% attendance throughout the year. Equipment and Books Students need the following equipment in school:Pencils – HB, 2H and 2B Blue or black biro, ink pen or thin nib fibre tip Set of coloured pencils Ruler Rubber Set square 360 degree protractor Pencil case to keep them all in! All of these can be purchased from the school’s Stationery Shop – a price list is attached. It is open on Tuesday from 1.05 pm to 1.35 pm outside the Library. They are also strongly advised to have:Calculator French/English dictionary and/or a German/English dictionary, depending on the language course(s) they follow All exercise books must be covered and there should be no graffiti or doodling on them. Where students bring textbooks home they need to take good care of them. Bus Passes County Transport have written to say they are changing the procedures for bus passes from September 2008. Instead of the current plastic cards they will be issuing plastic cards with photographs on them. The reasons they give are: to stop fraud to prevent illegal duplication of passes to increase the likelihood of lost passes being handed in to improve safety on buses Parents will receive a letter about this and instructions for them to return the application form and photos to County during the next month or so. However, from September 2008, only the photo cards will be accepted on the buses. To complicate matters further, the passes will be colour coded (blue for annual passes and red, purple and orange for termly passes). Replacement passes will be available from County at a charge of £5. The students need to know that if their pass is in two or more parts it needs to be replaced. Bus passes for the new year are posted to students at home. Lost ones can be replaced at a cost of £5. Temporary ones must be obtained from the school office whilst waiting for the replacement one. Bus drivers can refuse to take students who don’t have a bus pass. Problems/Behaviour on the Buses All students must wear seat belts on the buses. Any problem with bus routes should be referred to Mrs Laird, Assistant Headteacher. Poor behaviour on the buses will result in students having their passes removed for a fixed period of time or permanently. They will then need to make their own arrangements to get to school. Bicycles Where students travel to school by bike, it is our strong recommendation that they should wear a helmet and it is a parent’s responsibility to make sure they do so. All bikes need to be padlocked in the bike shed. Helmets, pumps, etc should be locked in a locker. We cannot guarantee the safety of bikes or other related equipment when on the premises. Driving to School Could I make another plea to parents not to drive into the school grounds unless absolutely necessary? Children should be dropped off and picked up at the bottom of Ransom Road if possible. Now that the school has become so large, we are always worried that the amount of traffic at the beginning and end of the day will cause an accident. Please consider each time whether it is really necessary for you to bring your car on site. If you collect your child at 5.00 pm, please park your car and don’t block the “turning circle”. Musical Instruments Students who bring musical instruments into school are responsible for their safety. They can be left in a storage room in the Creative Arts area or in a Year Co-ordinator’s office (if they can accommodate them), but we cannot accept responsibility for them. Smaller items should be locked in lockers. We strongly recommend that you update your house insurance to include these items so that they are covered if they go missing. Student Absence If your child is absent, please phone the school by 9.30 am on the first day of absence and each day they continue to be absent to let us know. There is a special number for this which is 01394 383714. We will do our best to contact parents in Years 7 to 11 that we haven’t heard from by lunchtime on that day. We must, however, have up-to-date phone numbers on our database to do this and may have to leave messages on answer phones if we can’t get through. This is currently taking a great deal of office time, so please ensure you help us by making that initial call by 9.30 am; it’s an answering machine, so you can call any time before school – during the night if you wish! Please note that, where students truant in the afternoon, it is very difficult for us to monitor and we are not able to guarantee that we will be able to telephone you to let you know that your child is not in school or their lesson. Holiday Absence The school must be sent a completed Request for Leave of Absence form if you wish to take your child out of school. The school does not condone parents taking their children out of school to go on holiday and expects parents to avoid this. Holiday leave of up to 10 days a year can only be granted, by the Headteacher, in exceptional circumstances. These are: service personnel and other employees who are prevented from taking holidays outside term-time; when a family needs to spend time together to support each other during or after a crisis or other exceptional circumstances; parents who are subject to a strict and un-negotiable holiday rota and evidence is provided to this effect. If you feel that your request is exceptional you should complete a form which is available from the school office. Parents should also be aware that the Education Attendance Service, on behalf of Suffolk County Council, will issue fixed penalty notices in the following situations where unauthorised absence occurs: where a student has taken holiday during term time for 5 or more days and the absence is not authorised by the school; where a student is stopped with parents/carers during a truancy sweep and the absence is not authorised by the school; where a student has missed at least 10 sessions (5 school days) due to unauthorised absence in a school term. In every case a student will have lost a minimum of 10 sessions (5 school days) of unauthorised absence during the current term before a Penalty Notice is considered. It is important that you ensure that your child(ren) attend school regularly and if your child is absent from school you must make the school fully aware of the circumstances. Please remember that schools are limited in the reasons they can accept for absences and they are required to notify the Local Authority if a student is regularly missing school for unacceptable reason. Please note that one or half day absence for funerals, music, dance exams, etc. do not require a holiday request form. Uniform In this pack is a detailed list of our uniform. Any student who is unable to wear the appropriate uniform, for a valid reason, must see Mr Smith at 9.05 am with a letter of explanation from home. They will be given a pass for the day which they will need to show to staff. Students who are incorrectly dressed may be kept in at break and lunchtime until the correct uniform is purchased. Those students who wear trainers without a medical note will be given black plimsolls to wear. The school is entitled to ask for a doctor’s note to agree to trainers being worn. Shirts need to be tucked in and students wear jumpers between September and the end of May unless it is very hot. The second-hand uniform shop is run by Mrs Merrett and is open on Tuesdays from 1.05-1.35 pm. It can be open at other times on request. Phone the School Office to arrange a time if you would like to do this. I would like to emphasise to parents that coats other than the navy school fleeces are not allowed to be worn inside the school buildings at any time. Any student who is found wearing a non-school coat or sweatshirt indoors will have it confiscated until the end of the day. We are experiencing particular problems with ‘sports’ sweatshirts which some students are wearing. These are not allowed and will be confiscated. If they are confiscated more than once, parents will need to collect them. “Hoodies” are not allowed. Make up and Jewellery Heavy make-up (including bright nail varnish) and excessive jewellery should not be worn. Where ears have been pierced, two sleepers or small studs may be worn. These may, on occasion, have to be removed for reasons of safety. The school will accept no responsibility for the loss of any item inappropriately worn. Exotic hairstyles and colours are not suitable for school. Two rings are allowed, one bracelet, one necklace and two earrings in each ear. Nose studs must be covered with plasters. No other studs can be worn. These guidelines have been communicated in several Forum letters for parents at least once a year. Incorrect jewellery will be confiscated until the next school holiday. Mobile Phones I do understand that you may wish your child to carry a mobile phone for security, especially if they travel to and from school alone. However, we do not wish to encourage this and mobile phones are only allowed in school if they are switched off and remain in a student’s school bag or locker. Any mobile phones which are found to be switched on will be confiscated and returned at the end of the day. With a second offence, parents will have to collect them. We cannot accept any responsibility for mobile phones if they are lost or stolen and will not be able to spend time investigating any issue that arises out of a student bringing a mobile phone onto the premises. Please note that we cannot accept responsibility even if they have been confiscated. Please be aware that they are a very desirable item for the few thieves that we have. The camera part of mobile phones are not to be used on the premises for safety and security reasons. Advice on Students Using Social Networking Websites Tips for young people:Keep your personal information secret – do not put any personal information on your profile. If you do decide to put anything personal on the site, check with your parent or guardian. Remember it is public – the whole world could be tuning in. Check out the features – learn how to make your profile private so that you are in control. Think twice – profiles stay on-line forever. Not everyone is who they claim to be. Keep your on-line friends on-line and never meet someone you haven’t met so far in person without your parent or another responsible adult going with you. 8. Tell a trusted adult about anything that makes you feel uncomfortable. 1. 2. 3. 4. 5. 6. 7. Extra trips for parents: 1. 2. 3. 4. 5. 6. Stay involved – get your child to show you how social networking works. Join your child’s friends’ site to see what they are doing. Help your child set up their profile to make sure they do not put too much personal information on-line. Talk to your child about what they like about social networking and what some of the dangers are. Remember – social networking can be useful and fun if the risks are managed. Keep the lines of communication open with your children. If you are aware of any incidents to do with on-line safety, you should inform the police immediately on 01473 613500. Medicine, First Aid and Emergency In this pack you will find a form which you must complete if you want us to give your child paracetamol. Other medicines will only be administered through special arrangements with the office staff and Year Co-ordinators. We try to be as co-operative as possible, but have to follow LA and DfES guidelines. In the event of an accident or illness, we will take every care of your child. However, it is essential that we have an emergency contact number as well as work phone numbers for every child. Trips and Outings We will give you as much advance notice of trips and activities that we can. Students should pay for trips at the Sports Centre office from 8.45 to 9.15 am each morning. Cheques are easier for us to deal with than cash and are also more secure. It would also be helpful if you could write the name of your child on the back of the cheque. If you have financial problems paying for a trip on the date stated, then please contact the teacher organising the trip and, wherever possible, we will try to hold a place for your child. Please could all parents note that it is their responsibility to pick up their children at the time stated of the trip’s return. It is not fair on staff to have to hang around at the end of an often long and exhausting day for parents who turn up late! Smoking The school is a non-smoking site and no students are allowed to smoke in school or on the way to and from school. Students found smoking or having tobacco/cigarettes/matches/lighter in their possession will face a series of increasing lunchtime detentions. This will include students who are part of a group of smokers where we cannot identify exactly who is smoking. All lighters, tobacco, cigarettes, etc. are binned and not returned to the students or their parent/carer. Sex Education All students receive sex education lessons as part of the PSHE curriculum. You have the right to withdraw your child from these lessons if you wish to. Should you not wish your child to take part in sex education lessons, please write to Mrs Gemmell, PSHE Co-ordinator as soon as possible. RE Education Should you not wish your child to attend RE lessons in Years 7-9 or core RE aspects of Life Skills in Years 10 and 11, you should make this clear in writing to Ms Hargadon. Photographs In view of the concerns that have been raised in the press about photographs being taken in schools, I feel I should mention that, in the course of the year, photographs could be taken of students to be used in our brochure, on our website, or in various publications. Names would never be published on our website. Please complete the form at the front of this pack to indicate whether or not you wish your child to be photographed. Reports Each year group receives 5 or 6 interim reports during the year. Tutors write once a year about your child’s non-academic progress and there’s also a report summarising their exam results. There are Consultation Evenings once a year for parents in each year group and a Concerns Evening for parents of specified students in Years 10, 11, 12 and 13. I strongly urge you to attend these. Support for Students We have several ways in which we support students who in this school. We have trained some of our Sixth Formers to be “buddy mentors” to students in Years 7-9. They meet regularly with their students and give them help in coping with such things as bullying, heavy workload, problems at home and friendship issues. We also have a trained counsellor who can see students in school if necessary, as well as a Relationships Clinic for students in Year 9 and over. This clinic is operated by a trained National Health nurse. It is held on Monday lunchtimes, in our Student Support Lounge, and students are able to access this easily. The advice which is given is totally confidential between students and the nurse, unless issues arise related to child protection or illegal activities. W e also have a scheme called “Aunts and Uncles”. These are trained Year 11 students to be attached to each Year 7 form. They will be available to help students become familiar with the school, assist at tutor times, encourage students to join lunchtime clubs and generally be a point of reference for students. Early Arrival at School Would parents please note that we are unable to accommodate students arriving at school before 8.15 am (unless they are attending a specific club) and that 8.30 am is the earliest at which we can accept responsibility. If any parent has problems, please let Ms Hargadon know. Stationery Shop Price List September 2009 Tuesdays 1.05-1.35 pm Outside Library Second Hand Files 50p Book Covers (clear) 40p Book Covers A4 (clear) 45p Compass 30p Correction Pens £1-60 Crayons (pack) £1-95 CD-RW (boxed) 50p Disk Boxes large 80p small 45p Disks 25p Stick-a-Disk / Stick-a-CD 45p Erasers 15p File Dividers 20p Hand Hugger Pens 45p Index Cards £1-00 Labels - blank Strip of 8 5p Memory Sticks £7-00 Padlock £3-00 Paper A4 Refill 40 leaf 70p Paper A4 Refill 200leaf £1-90 Pencils 2H,H,HB,B,2B 10p Pencil Sharpeners (metal/plastic) 25p Pencil Case (clear) £1-05 Pens - Biros 15p - Farlingaye Biros 40p - Fountain £1-00 - Cartridges (x2) 5p - Gel 85p Pens - Highlighter 60p - Retractable Biro 30p - Show Me Board 40p Plastic Pockets each 2p Plastic Pockets 10 15p Plastic Pockets box 100 £1-50 Post It Notes 3”x3” 90p Post It Flags £1-80 Pritt Stick large £1-75 Pritt Stick medium £1-00 Pritt Stick small 60p Protractors 55p Report Files 25p Reinforcing Rings 70p Ring Binders Recycled Board 75p Rough Books 35p Rulers 15cm 10p Rulers 30cm 20p Scissors Sellotape Set squares Shorthand Notebooks Show Me Boards Templates Wallet Folders Exam Pack Stationery Pack each Set of 2 Bottles of Tippex are NOT allowed 95p 50p 80p 40p £1-40 £1-50 15p £2-00 £5-50 FARLINGAYE HIGH SCHOOL Uniform List 2009 Boys’ Uniform Girls’ Uniform From £ To £ Shirt (twin pack ) Jumper Trousers 10.50 16.95 15.95 14.95 25.95 24.95 Fleece 11.50 15.95 Blouse (twin pack) Jumper Trousers &/or Skirt Fleece From £ To £ 10.50 16.95 15.95 12.50 11.50 14.95 25.95 20.95 15.95 15.95 7.50 9.99 3.95 3.00 3.99 9.95 13.99 7.50 3.75 15.99 12.50 9.95 19.95 16.50 12.50 Sports Kit Polo Shirt Rugby Shirt Navy Shorts Navy Socks White PE Socks (3 pairs) Sweatshirt Tracksuit Trs. 7.50 15.99 3.95 3.00 3.99 9.95 19.95 7.50 3.75 9.99 12.50 13.99 16.50 Polo Shirt Sweatshirt Navy Shorts Navy Socks White PE socks (3 pairs) Rugby Shirt Tracksuit Trs. Games Skirt Items in italics are optional Supplier: W D Coe Ltd 20-28 Norwich Road Ipswich IP1 2NH Tel: 01473 256061 Fax: 01473 254531 Email: Info@coes.co.uk Online shop: www.coesschoolwear.co.uk NB All prices are correct at the time of writing but are subject to alteration at any time. FARLINGAYE HIGH SCHOOL Throughout the year we hold OPEN MORNINGS when prospective parents and students can tour the school, have coffee with senior staff and visit lessons. These start at 9.45 am and for the year 2009-2010 are on:September 18th October 16th November 6th November 27th December 11th January 29th February 26th March 26th April 30th May 28th June 25th * Our OPEN EVENING for prospective parents and students will be held on 8th October 2009 from 6.30-9.00 pm. * Our OPEN EVENING for prospective Sixth Formers and their parents will be held on January 12th 2010 from 7 pm. * Our SCHOOL EXPERIENCE MORNING for parents is on March 3rd 2010. More details will be available nearer the time. Farlingaye High School Association This is your association! Please do your best to support its events and think about joining the committee - new members are always welcome! We have a lovely committee and some fun activities to raise funds. AGM – Tuesday, 29th September 7.00 pm Wine and nibbles to be followed by workshops. On the night parents can choose two 30 minute workshops out of the following:*Internet Safety *Understanding our VLe (Virtual Learning Environment) *Our work on target setting and supporting students Sunday, 11th October – Craft Fayre HOMEWORK - STATEMENT TO PARENTS 2009-2010 1. Farlingaye regards homework as an important part of every student’s programme of study. Homework helps to develop understanding of work covered in lessons and allows the student to work independently to reinforce knowledge and extend skills. 2. Homework tasks will take a variety of forms. All tasks should be recorded in the Home-School Journal. These are checked regularly by the form tutor. A deadline for completion will be given and students are expected to keep to this. Students are welcome, indeed encouraged, to use the quiet study rooms and/or library at lunchtime to research or work on homework tasks. 3. Parents can assist by: a b c d e f g appreciating the need for independent study and providing a place where distractions are limited; supporting the student by showing interest and encouragement; seeking an explanation of the set task which can develop the students’ understanding and reasoning skills; helping the student to plan his/her time to meet the requirements; signing the Home-School Journal weekly - this enables you to see what is expected; Keeping the attached homework timetable for your own reference; using the Home-School Journal to communicate with us. 4. Frequency And Duration Of Homework As students progress through the school the amount of homework set increases. In general, students in the Lower School (Years 7-9) can expect one or two set pieces of homework per subject in each cycle of the timetable. In the Upper School (Years 10-11) and the Sixth Form, two homeworks per subject in each cycle of the timetable will generally be given. i.e. Year 7 Year 8 Year 9 Year 10 Year 11 Years 12/13 25 mins/subject 30 mins/subject 35 mins/subject 40 mins/subject 45 mins/subject varies but on average will be 5 hours per week for each ‘A’ Level subject. It is recognised that the amount of time given to complete homework will vary according to the task set and to the needs of individual students. Lower School Homework The maximum number of homeworks to be set in one cycle of the timetable in Years 7 to 9: Maths English MFL Art 2 2 3 2 Drama, Music and PE do not set homework History Science ICT 2 2 1 Geography RE Technology 2 1 2 CURRICULUM FOLLOWED 2009/2010 Subject: ART I’ve written in examples of projects - about 2 per term. We don’t cover a specific topic each term other than still life which is autumn term - projects are selected from a list to cover: Print, 3D, Clay, ICT, Textiles, Drawing, Paint, Collage, Graphic and Artist Reference. Autumn Term Spring Term Summer Term } Induction Dragons - print/clay Birds - 3D Year 7 } Project paint Gaudi - Towers Clay Fish woven textiles Usually } Inside the body and under the Flowers – print/textiles Journeys – mixed media approx. 4 microscope Alphabet books Plants and bugs textiles projects } Still Life (Painting artist ref)+ drawing Design sheet followed up from still life Induction Cupcakes – print African masks - print textiles/clay Year 8 Project paint Ceramic figure work Sound – print usually Jasper Johns/Terry Frost Cellular structures Insects - 3D approx. 5 Still Life (Paint) Hats 3D Stuart Morris mixed media collage projects Features – drawing project per year }Induction project in mixed media Exploration of thinking skills to develop Continuation of development of ideas in range of Year 9 exploring the notion of Portfolio and personalized creative projects through a range media Usually Sketch Book of media eg Clay, Paint, Print, Textiles, ICT, Collaborative group task around 4 }Sweets/Picasso/fastenings Photo, sculpture Presentation of work from portfolio and projects }Still life (mixed media) and extension sketchbook per year task Artist in Residence GCSE course followed: Trips may vary as to which term they take place in. Topics covered: We don’t keep to the same themes - these are an example of work covered Year 10 Term 1 Year 10 Term 2 Year 10 Term 3 Year 11 Term 1 Year 11 Term 2 Year 11 Term 3 IME Nine Trial Test e.g. Actual exam Completion of PROJECT 1 Drawing in PROJECT 2 Drawing task on different media ‘barriers’ and Still-life coursework and Still Life (mixed completion of pod Still-life painting putting up display media) clay Trial examination Art trip ED EXCEL AS + A2 level course followed: Year 12 Term 1 Year 12 Term 2 Year 12 Term 3 Year 13 Term 1 Year 13 Term 2 Year 13 Term 3 Introduction Complete final Final examination Write up special Actual examination Units 1 + 2 PROJECT 2 Start Unit 3 workshops piece of Finish coursework special artist artist study Complete (AS) Kate Stephens coursework Mount exhibition study Create final coursework workshop project Start Unit 3 Kate Stephens coursework piece Mount exhibition Units 3 + 4 Trip to London Planning for real workshops workshop Start planning (A2) Still Life examination Still Life exam with Coursework London trip workshops Self chosen Develop project coursework final idea and start final piece CURRICULUM FOLLOWED 2009/2010 Subject: BUSINESS STUDIES GCSE course followed: Topics covered: Single Award Edexcel Year 10 Term 1 Year 10 Term 2 Year 10 Term 3 Year 11 Term 1 Year 11 Term 2 Year 11 Term 3 Unit 1: Introduction to small business Unit 1: Introduction to small business Unit 1: Introduction to small business Unit 3: Building a business Unit 3: Building a business Unit 3: Building a business Revision Marketing Unit 1 Exam May Marketing for large firms Managing people Identifying business opportunity Wider world issues Unit 3 Exam The business economic environment Unit 2: Controlled assessment (timed coursework) Enterprise Financial management (possible resit of Unit 1) Putting ideas into practice ‘A’ level course followed: Economics & Business Studies Edexcel CURRICULUM FOLLOWED 2009/2010 Subject: SOCIOLOGY GCSE course followed: Topics covered: AQA 5191 Year 10 Term 1 Year 10 Term 2 Year 10 Term 3 Year 11 Term 1 Family Education CI.ME and Deviance Social inequality Year 11 Term 2 Exam on Unit 1 REVISION Mass Media ‘A’ level course followed: AEB 0638 Modular without coursework Year 11 Term 3 CURRICULUM FOLLOWED 2009/2010 Subject: DRAMA The following projects are available but we don’t divide them up into specific terms. Autumn Term Year 7 1. 2. 3. 4. 5. Spring Term ‘The Listeners’ poem, Mystery Encounters ‘Bugsy Malone’ Gang Warfare ‘School’ - Bullying - dispelling fears about secondary school ‘Performing Genre’ (looking at a variety of theatre genres) Introduction to Drama – introduction to skills and techniques Animal rights and wrongs 5. Work - comparing modern to Victorian times ‘Fight’ - coping with racism ‘Huckleberry Finn’ - different life-styles ‘Streets of London’ – Homeless ‘African Theatre’ ‘Status’ – improvisational skills ‘Romeo + Juliet’ – family conflict 6. ‘A Game of Soldiers’ - The Falklands War 7. ‘The Gallows Haunting’ Exploration of lonely, elderly parents and ghost story 8. ‘Burning Everest’ - fostering and rejection by biological mother. 9. ‘Beauty and the Beast’ physical theatre 10. ‘School Under Siege’ terrorism ‘Pleasantrice’ - prejudice 5. Teenagers Leaving Home - Conflict in family + homeless teenagers 6. ‘Rainman’ - Disability 7. The Legend of Oedipus Adoption/Prophecies 8. Commedia del Arte Learning a basic commedia script and performing it. 9. Worse than Prison’ - difficulties at school Theatre in Education – issue-based performance + workshop to Year 7 Year 8 1. 2. 3. 4. 5. Year 9 1. ‘Plants & Girls’ - a mentally unstable character 2. ‘Streetgangs’ - Aggression in gangs 3. ‘Kes’ Conflict in family and social deprivation 4. ‘Red Riding Hood’ ethical issues ‘Fame’ – exploring the perils of being famous ‘Get up, stand up’ – standing up for yourself, Rosa Parks, Antigone ‘I don’t like Mondays’ – consequences of teenage gun crime ‘The Amazon Adventure’ Exploration of Other worlds 6. ‘Whale’ Creation myths and legends. Environmental issues 7. The Turbulent Term of Tyke Tiler School issues. 8. ‘Antigone’ – Greek theatre Summer Term 9. 10. 11. 12. 13. 14. 15. 16. 11. 12. 13. 14. 16. 10. 11. 12. 13. 14. 15. 16. 17. 18. ‘What Happened to Lulu’ poem Disappearance of a teenager ‘Elidor’ - Fantasy World Other Places/Other Worlds - Time Travel The Oregon Trail – travel across America Tracey Beaker. Foster homes Jamie – Drama . Home problems dominate a boy’s school life. ‘The Green Children’ – Racism Witches – the exploration of spells and witchcraft Waste (Physical Theatre) ‘War of the Worlds’ - Science Fiction adventure ‘The Car’ - gangs of teenagers/bullying Mariza’s story – street children of Brazil Darkwood Manor ‘Differences’ issues of prejudice ‘The New Planet’ Hug the Trees - environment issues ‘Stand by Me’ Teenagers growing up ‘John - What is he really like? - disability ‘To Kill a Mocking Bird’ Isolation of character in community ‘Across the Barricades’ conflict in N.Ireland Anne Frank The Party – a child isolated from the community. Famous for Fifteen Minutes. A person forced to live rough. Big Brother – based on TV series. GCSE course followed: Topics covered: Year 10 Term 1 1. ‘Incident at Police St. [Racial Abuse] 2. ‘Lisa Isn’t Coming Back’ [Death in family] 3. ‘Squatters’ 4. ‘Let Him Have it Chris’ [Chris Craig & Derek Bentley] 5. ‘Alive & Kicking’ [Drug Abuse] Drama Texts (a range of starting points as stimuli) We don’t cover specific projects in a term but select our own over the year Year 10 Term 2 Year 10 Term 3 Year 11 Term 1 6. ‘Blood Brothers” 11. “Death and the Maiden” Caroline Farrall GCSE Exam [Social issues in [Torture and Paper 1. family] persecution in a Unit 2 ‘Blood Brothers’ 7.‘The Color Purple’ dictatorship] Ms Cowley, Mr Duckett and Ms Treatment of 12. “Whose Life is it Lansdowne-Phillips GCSE Exam Women/sex stereoAnyway?” Unit Paper 1 Unit 2 ‘East is East’ types (Euthanasia) 8. Mental health using 13. “A Taste of Honey” choral work (Family relationship and 9 “Teechers” by John tensions) Godber 14. “An Inspector Calls” 10. “Two” by Jim 15. “Oh What a Lovely Cartwright War” War 16. “Oh Brother Where Art Thou” “Of Mice and Men” ‘A’ LEVEL DRAMA Year 12 Unit 1 Practical Introduction to new Drama techniques and practitioners, eg African Theatre, Dumb Show, Cicely Berry and the physical theatre initiated by the theatre company, Shared Experience. Other practitioners explored are: Stephen Berkoff, Stanislawski, Augusto Boal, Peter Brook and the dance company, DV8. Two texts are used for the Unit One Exam and these are examined through practical workshops and written coursework. the texts are “Road” by Jim Cartwright and “Blood Wedding “ by Federico Lorea. Students are required to experience a live theatre performance and submit an evaluation. Year 12 Unit 2 Rehearsals leading to the performance of a play. Performance of monologues or duologues Marked by external examiner Year 13 Unit 3 Students have to create a unique and original piece of theatre. Students are assessed on both the process of creation and the finished product in the form of a performance to an invited audience. Written evidence reflecting the research and development work is needed. Students are also required to complete an evaluation on both the process and performance of their work. Year 11 Term 2 Ms Cowley GCSE exam. Unit 1 Paper 1. ‘Moments of Terror’ Mrs Farrall. Unit 1 Paper 1 ‘Power’ Ms Lansdowne – Phillips “Injustice”. Year 11 Term 3 Examination of Unit 2 A devised group performance assessed by an external examiner Year 13 Unit 4 This is a written unit in the form of a 2 hour and 30 minute written paper. One play text is studied from the point of view of a director. then a live performance of a play from a chosen historical period must be experienced and evaluated and a comparison made with the original staging conditions of the play. CURRICULUM FOLLOWED 2009/2010 Subject: ENGLISH Autumn Term Spring Term Summer Term Autobiographical writing in different formats. Poetry – pre and post 1914. English literary Heritage. Non-fiction writing – instructions and to Drama – characterization, interaction and Myths and legends. inform. Narrative writing. dramatic conversation. Script writing. Media Production and analysis. Post 1914 fiction – reading for meaning and Writing to entertain, imagine and describe. Non-fiction writing to persuade, analyse and review. understanding the author’s craft. Drama – Reading text and script writing Other cultures and traditions Reading and responding to poetry Year 8 Pre-1914 fiction text Personal writing English literary heritage – Analysis and evaluation Writing to inform, explain and describe Shakespeare/myths and legends Poetry – pre and post 1914 Exam skills/practice – reading and writing Media and moving image Year 9 Forms and figurative language skills GCSE Poetry unit – poems from other cultures Post 1914 fiction text Shakespeare text (for SATs) including analytical essay and speaking coursework. Analysis and evaluation Each half-term module also includes work on handwriting, punctuation, grammar, spelling, vocabulary, speaking and listening, comprehension, personal reading. All units are studied at word, sentence and text level in compliance with the National Literacy strategy. GCSE course followed: Topics covered: Year 10 Term 1 Year 10 Term 2 Year 10 Term 3 Year 11 Term 1 Year 11 Term 2 Year 11 Term 3 English Poems from different Media (C) Twentieth-century Twentieth-century prose Shakespeare (C) Exam revision (E) and cultures (E) drama (C) (E) Two twentieth Speaking & listening English Prose study (C) century poets (E) Speaking and Speaking and (C) Literature Speaking and (C) coursework listening (C) listening (C) Pre-1914 poetry GCSEs (E) exams listening (C) bank (E) Writing to inform, Non-fiction and media (AQA-A) explain or describe (E) texts (E) Original writing (C) Speaking and listening (C) Writing to argue, persuade or advise (E) A Level Literature (WJEC) Year 12 AS Unit I: Poetry and Drama (2.5 hour exam) Year 13 A2 Unit 3: Period and genre study (coursework) Unit 2: Prose study and Creative Reading (coursework) Unit 4: Poetry and Drama 2 (2.5 hour exam) ` Year 7 A Level Language (AQA B) Year 12 AS Unit 1: Categorising texts (2 hour exam) Unit 2: Creating texts (coursework) Year 13 A2 Unit 3: Developing Language (2.5 hour exam) Unit 4: Investigating Language (coursework) GCSE Media (OCR) studied post-16 Students will cover the following three key concepts: Media Languages and categories Media Producers and Audiences Media Messages and Values They apply the concepts to the study of audio-visual, print and IT-based media texts. Assessment is by coursework (50%) and examination (50%) CURRICULUM FOLLOWED 2009/2010 Subject: FRENCH Year 7 Year 8 (Sets 1-5) Year 8 (Set 6) Year 9 (Set 1) Year 9 (Sets 2, 3 and 4) Year 9 (Sets 5 + 6) Year 10 Year 11 Autumn Term Course book: Métro 1 Mod 1: Alphabet, numbers 1-31, months, belongings, colours Mod 2: Family, pets, appearance Mod 3: Telling the time, describing school, clothes Course Book: Métro 2 Units 1 – 5 Revise Yr 7 grammar, nationalities, weather, town, negatives, past tense. Course Book: Salut Mod 1: Revision of Year 7 basics Mod 2: Nationality, family, appearance Course Book Métro 3 Rouge Units 1-3 Revise Yr 8 grammar, past and present tenses, nationalities, town, French geography, holidays, jobs, exchange visits, shopping, imperfect tense Course Book: Métro 3 Units 1 – 5 Revise Yr 8 grammar, illness and health, special occasions, jobs, opinions. Course Book Escalier 2 + Allez-y Unit 1: Finding the way. Directions in town. Giving directions. Find out how far it is. Town plans. Unit 2: Buying petrol. Understanding road signs. Car breakdowns. Edexcel GCSE Family, friends, personal information. Interests, hobbies, home and local environment. Healthy living, jobs and work experience, leisure, shopping. Year 12 A/S and Year 13 A2: EDEXCEL Spring Term Summer Term Mod 4: Sports, free time, weekend, weather Mod 5: House and home, bedroom furniture Mod 6: Holidays, places and directions, shopping, food Units 6 – 10 Future tense, arrangements, food and drink, recipes, clothes, comparisons, plans, appearances. Units 11 and 12 Past tense accounts, revision of all topics and grammar. Mod 3: School, time, clothes Mod 4: Sports, hobbies, weather Mod 5: House and home, prepositions Mod 6: Travel, directions, town, food and drink Units 4 + 5 Unit 6 Fitness, diet, clothes, problems, character Weather, world problems, world travel, accidents Units 6 – 9 Exchange trips, environment, opinions, negatives, sports, town and country, past and future. Unit 3: Food and drink. Finding a table. Ordering a meal. Settling the bill. Ordering drinks. Understanding menus. Unit 4: Banks. Changing money - Bureau de Change. Understanding the time. Unit 5: Accommodation. Finding suitable accommodation. Campsite, Youth Hostel, Hotel. Reservations. Facilities. Units 10 – 12 Switzerland, food, routine, talking about the past. Unit 6: Illness, injury and emergency. Saying what is wrong. Finding the way to medical facilities. End of Year exams. Hospital/surgery conversations. Asking for medicines. Taking action. Unit 7: Leisure and pleasure. Recreational facilities. Inviting someone to go with you. Replying to invitations. Arranging a meeting. Gaining admission to places of entertainment. Paying for the use of recreational facilities. Daily routine, school and future plans, home life. Travel, transport, directions. Tourism, accommodation, services. Personal relationships, environment, education, careers, future plans, social issues. Revision CURRICULUM FOLLOWED 2009/2010 Subject: GEOGRAPHY Year 7 Autumn Term Conservation Crime Year 8 Ecosystems Year 9 Natural hazards Natural Hazards Spring Term Who do you think Tourism you are? Africa London 2012 Japan Ecosystems Summer Term Use and Abuse of Cross Curricular Rivers Adventure Sustainable Music Landscapes Festivals Environmental issues Sustainable development GCSE course followed: Year 10 OCR B/Year 11 WJEC ‘Avery Hill’ Year 10 (New GCSE course) Rivers and Coasts Economic Development (sustainable Decision Making Exam) Coursework: fieldwork focus and issue investigation, 25% final mark Year 11 Climate, Environment and People People, Work and Development Coursework (Term 1/2) The Study, 15% final grade AS/A2 level course followed: AQA CURRICULUM FOLLOWED 2009/2010 Subject: ICT Autumn Term Year 7 Year 8 ICT in the real world Presenting information Christmas Project Finding and presenting information Web design and creation Websites Global communications GCSE course followed: Year 10 – 11 ICAA B Year 10 Term 1 Year 10 Term 2 Coursework – 40% of Coursework – 40% of course course Year 9 AS/A2 level course followed: OCR Year 12 BCS Level 2 ICT Course Spring Term Summer Term Selecting, refining and using information Modelling Control Data Handling Modelling Data Handling Control Wider Aspects of ICT Integrated tasks Global communications Integrated Tasks Year 10 Term 3 Coursework – 40% of course Key Skills Exam 20% of Course Year 11 Term 1 Timed practical coursework – 20% Year 11 Term 2 Theory work in preparation for written exam Year 11 Term 3 Theory Work in preparation for exam – 20% of course CURRICULUM FOLLOWED 2009/2010 Subject: GERMAN Autumn Term Spring Term Summer Term Year 8 Echo Express 1 Greetings, personal information, alphabet, school items, school, food and drink, clothes Family, appearance, characteristics, pets, sports, hobbies, going out, time indicators House and home, rooms, opinions, towns and cities, places in town, transport, directions, snacks, holiday plans Year 9 Echo Express 2 Holidays past and present, past tense, fruit and vegetables, cafes, shops and items, pocket money TV programmes, likes and dislikes, clock times, trips, body parts, illnesses, health, sport Invitations, clothes, daily routine, problems, parties GCSE course followed: Edexcel Textbook: Edexcel GCSE German Topics covered: Year 10 Term 1 Year 10 Term 2 Spelling, numbers, Sports, invitations, family, pets, events, describing appearance, house films and books, and home, bedroom, countries, household tasks, nationalities and meeting and greeting, weather, holidays, school, hobbies, tv, accommodation, past tense info on holiday areas, home town, finding the way, transport ‘A’ level course followed: Zeitgeist EDEXCEL AS/A2 Year 10 Term 3 Train travel, comparing English and German towns, shopping, post office, lost property Year 11 Term 1 Money, eating out, making excuses, festivals in Germany, daily activities, healthy lifestyle, illness and injury, accidents, teenage problems Year 11 Term 2 Jobs, work experience, personalities, environment Year 11 Term 3 Exam practice Oral exam preparation Revision CURRICULUM FOLLOWED 2009/2010 Subject: MATHEMATICS Autumn Term Year 7 Mixed Ability – some withdrawal groups for weaker and most able students. Year 8 2 bands divided into 3 groups 6 Higher groups 4 Intermediate groups 2 Foundation groups Year 9 2 bands divided into 3 groups 6 Higher groups 5 Intermediate groups 2 Foundation groups Year 10 + Year 11 12 Ability Sets 6 Higher groups 6 Foundation groups Years 12 and 13 Spring Term Summer Term Year 7 students follow a new scheme of work based on big mathematical ideas that incorporate the content of the Maths framework. There will be great emphasis on problem solving. Years 8 and 9 students follow a course based on The National Numeracy Strategy. Over the next two years, schemes of work will change, moving towards the same format as Year 7. Problem solving will also be a large part of the lessons. GCSE Mathematics: AQA Specification B – Modular Mathematics. There are two tiers of entry. Higher offering grades A* to D, Foundation offering grades C to G. The course is assessed through 3 modules as follows. Module 1 (18%) – This is the statistical part of the course and will be examined in the summer of Year 10. Module 3 (27%) – Number and Algebra – this module is mainly number work with some algebra and will be examined in the spring of Year 10. Module 5 (55%) – This is the largest module and will consist of the rest of the algebra and the shape and space topics. It will be the final exam in the summer of Year 11. ‘A’ level course followed: OCR (MEI) Specification 6 modules = 1 ‘A’ level 3 modules = 1 AS In Year 12 all students do an AS level involving Core 1, Core 2 and Decision. In Year 13 those students going on to do the full ‘A’ level study Core 3, Core 4 and Statistics. Further Maths – In Yr 12 students student Further Pure 1 “Numerical Methods & Mechanics 1”; In Yr 13 students study Further Pure 2 “Differential Equations and Mechanics 2” Year 12 GCSE: Students are given the opportunity to retake the modules from their GCSE as required, all students must retake the final module. CURRICULUM FOLLOWED 2009/2010 Subject: MUSIC Year 7 Year 8 Year 9 Module 1 (6 weeks) Elements of Music Module 2 (6 weeks) Graphic Notation Module 3 (6 weeks) Introduction to keyboard Module 4 (6 weeks) Steps and leaps in melody Module 5 (6 weeks) Composing and using ostinatos World Music (Ragas and Drones) Using chords in performance Performance including the primary chords Writing own chord sequence and adding a melody Chromaticism Programme Music Ground Bass Twelve Bar Blues Composition using the 12 Bar Blues Song writing GCSE course followed: Topics covered: Year 10 Term 1 Syllabus Area of study 1: EDEXCEL Structure in Western Classical Music 1600-1899 Year 10 Term 2 Area of study 3: Popular music in context Year 10 Term 3 Area of study 4: Indian raga, African music and fusions Year 11 Term 1 Area of study 2: Changing directions in Western Classical music from 1900 EDEXCEL 1 2 3 Performing Music Composing Develop Music Understanding A2 UNITS: Composition and Performance on keyboards Composition tasks Song arrangements Year 11 Term 2 Year 11 Term 3 Coursework focus Revision and general listening Composition and performance tasks are completed throughout the year. AS UNITS: Module 6 (6 weeks) 4 Extended performance 5 Composition and Technical Study 6 Further Musical Understanding CURRICULUM FOLLOWED 2009/2010 Subject: PHYSICAL EDUCATION Autumn Term and Spring Term (variable) Summer Term Gymnastics; Football (Boys); Rugby(Boys); Games for Understanding; Athletics; Cricket; Rounders; Tennis Netball(Girls); Basketball; Health Related Fitness; Dance (Girls) Year 8 Gymnastics; Football(Boys); Dance(Girls); Rugby(Boys); Netball(Girls), Athletics; Cricket; Rounders; Tennis Badminton; Health Related Fitness; Basketball Year 9 Gymnastics; Rugby; Basketball; Badminton; Football; Health Related Fitness; Athletics; Cricket; Rounders; Tennis Dance (Girls) Year 10 In Year 10 students select an activity pathway where they take part in at least one game and 4 other PE activities Year 11 In Year 11 students make options and elect 2 key areas to focus on. Activities will vary depending on student choices As a supplementary GCSE option Physical Education is available in Year 10 and 11. AS + A2 Physical Education offered as an option in Year 12 and 13. The OCR syllabus is followed. Year 7 CURRICULUM FOLLOWED 2009/2010 Subject: HISTORY Autumn Term Spring Term Summer Term Medieval Realms 1066-1500 The Italian Renaissance Year 8 Medieval Realms 1066-1500 Visit to Mountfitchet castle The Tudors and the Stuarts The English Civil War The Industrial Revolution Slavery and Civil Rights Year 9 The First World War The Suffragette movement Europe in the interwar years The Second World War Post 1945: A Changing World Year 7 GCSETopics covered: Year 10 Terms 1 and 2 Year 10 Term 3 Examination topic – Medicine through time Skills paper – medicine through time. Exam in the summer A Level – AS Module 1 Document Study Democracy and Dictatorship in Germany 1933-63 Module 2 Period study – the Reign of Elizabeth – 1558-1603 Year 11 Term 1 Year 11 Term 2 Modern World study – Terrorism. Examination topic – American West Year 11 Term 3 Revision and examination A2 Module 1 – Tudor Revolts – an examination topic Module 2 – The war in Vietnam – internally assessed Module 3 – Independent personal study - coursework CURRICULUM FOLLOWED 2009/2010 Subject: RE Autumn Term Spring Term Summer Term Year 7 Sikhism Judaism Hinduism/Islam Year 8 Symbols Christian controversy Buddhism Year 9 Ethics Spirituality Beliefs and Values GCSE course followed: EDEXCEL Unit A & H Topics covered: Year 10 Term 1 Year 10 Term 2 Believing in God Marriage and the Matters of life and Family death Religion and Community Cohesion Year 10 Term 3 Year 11 Term 1 Year 11 Term 2 Year 11 Term 3 Religious Rights and Responsibilities Environmental issues Medical Ethics Crime and Punishment Peace and Conflict Unit 1 Revision Unit 8 Revision OCR AS + A level course followed: AS Term 1 Term 2 Term 3 A2 Term 1 Term 2 Term 3 Greek Philosphy and Christian Theology Absolute and Relative Ethics Arguments for the existence of God Utilitarianism Categorical Imperative Problem of Evil Science and Relivion Practical Ethics, including medical ethics Body/soul dilemmas After Life Conscience Free Will and Determinism Revelation, including scripture and miracles Religious Language Practical Ethics, including sexual ethics and environmental ethics War and Peace Virtue Ethics Free will and determination Applied ethics Revelation Religious Language Miracles Nature of God Conscience Meta-ethics CURRICULUM FOLLOWED 2009/2010 Subject: SCIENCE The following units are taught as a rotation in each year Year 7 Balanced Science Biology Chemistry Physics Tissues and transplants Acids and Alkalis Energy and Sustainable Living The Solar System and beyond Food Glorious Food Going for Gold Materials and recycling Forces and Transport Year 8 Balanced Science Biology Chemistry Physics Year 9 Balanced Science Biology Chemistry Physics On the farm Cleaning up Record breakers Crime Scene Investigation Sex and Science Bubbles, Bangs and Burning Electrical Circuits Materials from Earth Classified All that Glitters Light Explaining Earth Sound and Hearing Science and fiction Building for the future Science and Fiction Building for the future Flying Materials Dam it! Ecology What a waste! The way of the Dodo Water Forces and their effects Heat transfers Sculpture Park Satellites and Space Buying Materials Doctors and Disease A Model career Sculpture Park Satellites and Space Buying Materials A model career Cognitive acceleration through Science Education (CASE) is delivered throughout Key Stage 3 GCSE course followed: Topics covered: Year 10 OCRB Gateway Science Unit 1 2 3 Unit Titles B1 – Understanding C1 – Carbon P1 – Energy for the Ourselves Chemistry home B2 – Understanding our C2 – Rocks and P2 – Living for the Environment metals future ‘Can Do’ tasks and report on science in the news Year 11 OCRB Gateway Science: Additional Science Unit Unit Titles Weighting 33⅓% B3–Living + Growing C3 Periodic Table 33⅓% C4 Chemical B4 It’s a green world economy 33⅓% Coursework P3 Forces for transport P4 Radiation for Life Triple Science Option: Pool B1, B2, B3, B4, B5, B6 + C1, C2, C3, C4, C5, C6 P1, P2, P3, P4, P5, P6 } } Year 10/11 } Coursework for Biology, Chemistry and Physics. B5 – The Living B6 – Beyond the Microscope C5 – How much? C6 – Chemistry out there? P5 – Space for Reflection P6 Electricity for gadgets ‘A’ level course followed: OCR Chemistry AS/A 3882/7882 OCR Physics 7883 AQA Biology 6411 OCR Applied Science H175 } } Year 13 } Year 12 AQA Biology A Syll. No. 5411/6411 OCR Physics A Syll. No. 3883 OCR Chemistry AS/A2 Applied Science A2 } } } } Year 12/13 } } CURRICULUM FOLLOWED 2009/2010 Subject: TECHNOLOGY Resistant Materials Year 7 Jewellery box Electronics Graphic Products LED card Food Textiles Biscuits Galore Cushions Packaging design: perspective drawing Healthy Eating: Scone/bread making Pencil cases Blister Pack Design Isometric drawing Travel game You are what you Eat, using fruit and vegetables Laminate project Light Sensing Device Shell structures vacuum forming Information Technology Mechanisms Network & Windows: Word. Publisher Newspapers Design with text & Graphics Excel: PowerPoint ICT in Society Database: handling & manipulating information Robolab – control Creating a website ICT in Society Business: Project: Using Excel. DTP, Word, Databases Creating a website Control ICT in Society Laser Project Year 8 Year 9 Systems + Control Flashing circuit Hold-alls Information Technology in Years 7, 8 and 9: Each student has one lesson per week throughout the year. GCSE course followed: Topics covered: RESISTANT MATERIALS Year 10 Term 1 Project 1 Stool, hammer, bevel gauge Year 10 Term 2 Project 2 Guitar Designing skills GRAPHIC PRODUCTS Basic drawing skills and designing techniques FOOD - functionality of ingredients - sensory analysis - catering for special diets Drawing skills Modeling skills Designing techniques cookery methods setting agents presentation - Food Hygiene - Trialling + modelling TEXTILES Intro to textiles/fashion, fibres and fabrics, industrial manufacture, printing systems + quality control. Make a toy Electronics Computer simulation Skills and Access coursework Make an outfit Soups, Sauces, Pastry, HACCP, Catering Estab High tea, buffets, bar food, yeast cookery, food service, menu planning, planning events SYSTEMS ICT CATERING Year 10 Term 3 Project 3 Guitar Major project Coursework project Year 11 Term 1 Project 3 Major Project Year 11 Term 2 Theme set by Exam Board. Year 11 Term 3 Examination preparation and revision Revision. Coursework continued Revision. - Coursework - Raising + setting agents - disassembly - HACCP - systems & control - specifications - coursework - revision - exam papers Fashion Show Coursework Coursework - revision - coursework - environmental, sustainability, moral issues - CAD-CAM Theme work Revision Exam preparation and revision Exam preparation and revision Exam preparation and revision Industrial practice project first Materials Mechanisms Skills and Excel coursework CAD/CAM Coursework Coursework Keys Skills exam prep and PowerPoint, DTP coursework Food commodities, meal planning Practical task 1 Multi-cultural Convenience foods Timed practical coursework Timed practical coursework Advanced cookery skills Practical task 2 equipment - environmental concerns - contract cleaning - exam preparation ‘A’ level course followed: OCR - Design & Technology (Product Design) H 453 - exam preparation - revision - fire legislation Information for Parents on Farlingaye’s Child Protection Policy (Policy outlined over the page) Child abuse usually comes to the notice of teachers in one of four ways:1 a disclosure is made by the child; 2 a report is received from a friend or relative; 3 the child shows significant behaviour changes; 4 the child has obvious injuries for which no reasonable explanation is offered. We have a duty to INFORM other agencies (usually Social Services). We do not undertake investigations of any kind. If a child asks to speak with any of us, our immediate response is “you may tell me anything you like but I may have to tell someone else what you tell me.” Students who do approach us usually do so because they want an adult to take on the responsibility for action. We listen, without question, in a supportive atmosphere. As soon as we can we record what has been told to us, using the student’s words where possible. We then involve Social Services, usually by phone, and then formally using the Suffolk County Council Referral Form if this is considered appropriate; a copy of this is sent to the Area Education Office. There is no hard and fast rule about who informs parents. We act on the advice given to us by the Social Worker who takes the referral. In most cases, Social Services assume this role. Once a referral has been made we continue to support the student as sensitively and unobtrusively as possible. The matter is not a subject for general discussion and the majority of staff will not be aware of the matter. If a case conference is called, a senior member of staff will attend. Child Protection is not an easy matter and it is not taken lightly. The theory that underpins the practice is printed in bold type in the policy. We think all parents will support this. Our Child Protection Policy has the acceptance of governors and staff. FARLINGAYE HIGH SCHOOL Child Protection Policy There are many areas where the school has to address child protection, examples in the widest sense could be drug and alcohol abuse but this policy focuses on Child Abuse. Child Abuse is looked at under four headings:1 Physical Abuse - where a child is physically hurt; 2 Sexual Abuse - where a child is exploited by an adult(s) who uses the child to meet his or her sexual desires; 3 Neglect - where those with parental responsibility fail to meet the basic and essential needs of the child: food, clothes, warmth and medical care; 4 Emotional Abuse - where a child consistently faces a lack of love or affection or is frequently exposed to taunting, shouting or other forms of verbal attack. All children have the right to grow up unharmed, to have the opportunity to develop fully and have their basic needs met. Further, they have the right to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. To this end the school aims to create an environment where: 1 Students can approach staff secure in the knowledge that they will be listened to and supported within the framework in which the school must work. 2 All staff have the skills to listen to pupils within the Suffolk Safeguarding Children Board (SCB) framework and the knowledge to deal with issues and concerns raised. 3 All staff have an awareness of the signs of abuse and know how to record and take action on any concerns using the Suffolk SCB Procedures. Students are assisted in being confident and open in expressing their views through: the established pastoral system within the school the agreed classroom principles the Year/School Council forum the OK/Not OK decision making exercises and assertiveness work built into the PSE Programme Staff are assisted in their role by: guidance in the staff handbook INSET work involvement of Year Co-ordinators in some Child Protection case conferences personal feedback (as allowed by the need to know guidelines) from senior staff personal support following a disclosure involvement of key staff (YCs, SENCO, etc) in regular safeguarding meetings Rowena Mackie is the member of staff identified as having responsibility for Child Protection issues (matters relating to Years 12/13 should be discussed with the Headteacher). The role of the CP Co-ordinator involves reporting directly to the Headteacher, taking the responsibility for referring cases of suspected abuse to the investigative agencies (usually Social Services), informing the LEA of referrals made, attending case conferences called by the SCB and providing reports for these, maintaining active liaison with Social Services covering our catchment area and maintaining a restricted file on pupils placed on the Child Protection register. The school will assist the CP Co-ordinator in this role by ensuring they have the opportunity to attend courses to update their knowledge and skill. The School will publish an annual statement to parents explaining the role of the school in cases of suspected and disclosed abuse.
