Plymstock School
Year 10 Subject Information
Booklet
Autumn 2015
Subject ............................................................................................................ Pages
Art ................................................................................................................ 1-2
Business Studies........................................................................................ 3
Catering ....................................................................................................... 4
Computer Science ...................................................................................... 5
Dance ........................................................................................................... 6-8
Drama .......................................................................................................... 9
English......................................................................................................... 10-11
Geography................................................................................................... 11-13
Health & Social Care .................................................................................. 13-14
History ......................................................................................................... 15-16
ICT ................................................................................................................ 16-17
Mathematics ................................................................................................ 17-19
Media Studies ............................................................................................. 19-20
Modern Foreign Languages....................................................................... 21-23
Music ........................................................................................................... 24
Performance Skills ..................................................................................... 25
Physical Education ..................................................................................... 26-27
Product Design ........................................................................................... 28-29
Religious Studies ....................................................................................... 30-31
Ethics Philosophy in Culture (Non Examination) ................................... 32
Science ........................................................................................................ 33-35
Travel & Tourism ........................................................................................ 35-36
Art
AQA GCSE Art and Design
Supporting Your Child to Succeed in GCSE Art
The GCSE Art course has two main components – coursework and exam. The
coursework counts for 60% of the overall mark, and the exam the remaining 40%.
The exam is generally timetabled for 6 weeks in January to March in Year 11. The
rest of the time in Year 10 and Year 11 is spent on coursework. The mock exam
usually runs from December to early January in Year 11. This serves a double
function, as both a practice run for the actual exam, but also as a way to generate
more work that can be put towards the coursework portfolio.
Coursework will typically consist of two or three fully developed and completed
projects. The exam consists of one project. The only difference between the
coursework and the exam are a limited time frame (the exam requires 6 weeks of
preparation, then 10 hours to make a final piece) and theme (themes for the exam
are set externally by the exam board). 75% of the marks in both coursework and
exam are for the preparation and development work, and 25% for the final pieces.
Successful work for both coursework and exam requires a complex mixture of skills.
To help support a student on the course we recommend asking the following
questions:
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Does this project show a journey from the beginning to the end, explaining
and showing the development of an idea?
Are there good examples of first and second hand observational studies (e.g.
drawings in a range of media, photographs, collected imagery) that are
relevant to the theme being explored?
Are there studies that show understanding of relevant work by other artists,
including visual emulations or copies of their work, as well as written analysis?
Do the sheets or sketchbooks show a record of experimenting with materials
and different art media, as well as with composition, visual content and
different possible meanings of the final piece?
Does the final piece or pieces link clearly to the ideas and preparation work on
the sheets?
Is the final piece well made, accurate in shapes and proportion if “realistic”,
showing good understanding of formal areas such as tone, texture, colour,
perspective, as well as being both personal and original (i.e. not a straight
copy of someone else’s work or ideas).
In addition to enquiring about and looking through your child’s art work and talking to
them about what they are doing two other things are crucial to success in this
subject.
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Having a space at home in which to make art and access to resources for
drawing, painting etc.
Supporting your child to make a regular commitment to working on their art at
home (AT LEAST AN HOUR A WEEK – slower paced students will need
longer). It is impossible to cram or catch up on art course/exam work at the
last minute – SUCCESS REQUIRES A STEADY, ONGOING APPROACH
OVER THE WHOLE OF Y10 AND Y11 (the coursework submitted at the end
of the course is drawn from the whole of the two year period, so quality work
is required from Year 10 as well as Year 11).
All students will clearly receive support from their teacher in lessons. In Art,
especially in Y11, the expectation is that students develop their own ideas and work
independently, so feedback is one-to-one and tailored to the individual student. We
encourage students to research and find their own supporting artists and to use
whatever visual making skills they feel most confident in (even if this is an area not
explicitly taught on the course – examples might be making animations or creating
items of clothing).
It is also possible to work in the Art Department after school throughout the week,
and on Tuesday nights there is a session where a teacher will be explicitly available
to give feedback and support.
If you need to contact your child’s teacher the best route is usually to use email. Our
KS4 team are;
Oliver Hurd-Thomas (Head of Art): OHurd-Thomas@plymstockschool.org.uk
Samantha Graves: SGraves@plymstockschool.org.uk
Naomi Clarke: NCClarke@plymstockschool.org.uk
Your child will benefit enormously from your interest and support, even if you don’t
consider yourself to be particularly “arty”. Thank you for your time and good luck –
you may even end up with something inspiring to hang on the wall!
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Business Studies
WJEC : GCSE Business Studies (4080)
Course outline:
External Examination (75%):
Students will cover topics of
 Business Environment
 External Factors
 Business and their Customers
 Production
 Finance
 Human Resources (year 11)
Written Controlled Assessments ( 25%): (6 weeks research (from Oct Yr 11 &
33 hours write up in January)
This will be in year 11 and will either be ‘Marketing a Product/Service’
or ‘Developing a Business in the Local Area’
How can you help your child in Business Studies?
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Encourage them to read newspapers regarding topical business issues. Read
these together and discuss the main points of the texts. Consider the key
aspects for main stakeholders involved in the issues.
Discuss your experiences in work and share good/bad practice. Discuss the
real life problems that affect the workplace and how they impact upon the
customer and other stakeholders.
Use their exercise books to test your child on the meanings of business
terminology. With the use of a newspaper, students could identify the key
words and consider their meaning in the context of the issue.
What additional support is available for my child?
All Business Studies teachers readily provide opportunities for additional help and
guidance outside of the classroom, where it is needed. This may be in the form of
the following:
After school sessions from 15.00-16.00 (Wednesdays)
The department also sells study guides to students and recommends useful
websites.
Head of Department: Mr G Hughes : GHughes@plymstockschool.org.uk
Subject teacher/Assistant Head : RCPearsall@plymstockschool.org.uk
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Catering
WJEC GCSE Catering
Controlled Assessment (Unit 1 60%)
Catering skills related to food preparation and service.
Two practical tasks selected from a bank of six WJEC exam board set tasks.
Internally assessed using WJEC set criteria and externally moderated.
We currently focus on dairy products in year 10 and in year 11 we focus on
international food.
Within the coursework structure 30% is practically assessed exams, 30% is
supportive written research and evaluation. Students will be expected to work
independently with guidance to develop their own ideas to meet the brief. The
coursework allows a great deal of creativity and freedom to show your catering skill
External Examination (Unit 2 40%)
Catering, food and the customer.
One written paper which will be externally set and marked. All questions compulsory
and targeted at the full range of GCSE grades. The paper will contain short-answer,
structured and free response questions drawn from the catering content.
How can you help your child in Catering?
 Encourage them to take an interest in cooking & food. Cooking meals at
home would be an advantage. In year 11 the opportunity to visit
international food restaurants or cook international food at home.
 If possible follow @PlymstockDT on twitter which has regular links to design
websites and advice for the controlled assessment.
 Ensure that all homeworks are completed to a high standard as this is
preparation for the exam.
 Use the WJEC exam board’s website for past papers and mark schemes:
http://www.wjec.co.uk/qualifications/hospitality-and-catering/
 Purchase a study guide – WJEC GCSE Hospitality & Catering.
 Key Websites:
 http://dtisfun.wordpress.com/other-resources/gcse-hospitalitycatering/
What additional support is available for my child?
All D&T teachers readily provide opportunities for additional help and guidance
outside of the classroom, where it is needed. Sessions are likely to be on
Thursdays from 3pm to 5pm. If a student cannot make the after school sessions,
arrangements can be made to attend at different times with prior consent from the
teacher.
Head of Department: Ms Pring Email: EJPring@plymstockschool.org.uk
Catering Teacher: Miss Goldsworthy Email:
KGoldsworthy@plymstockschool.org.uk
Catering Teacher: Mrs Worley Email: LLWorley@plymstockschool.org.uk
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Computer Science
AQA GCSE Computer Science
The website with information about the course is at:
http://www.aqa.org.uk/subjects/ict-and-computer-science/gcse/computer-science4512
Controlled Assessment (Unit 1 Practical Programming 60%):
This unit consists of two practical programming tasks, each worth 30%, where
students must design and create solutions to board-set assignments. They must
then test and evaluate their solutions and present their work in a written portfolio.
The two tasks will cover traditional text-based programming using Python and web
programming using Javascript, PHP and MySQL. Students will complete practice
tasks as part of their learning and preparation for the assignments.
External Examination (Unit 2 Computing Fundamentals 40%):
This unit covers a range of computing concepts from data representation of text,
numbers, sounds and images to computer hardware components such as CPUs,
memory and storage devices. It also covers networked systems and techniques for
developing and testing programming solutions.
There is a one and a half hour exam taken at the end of the course.
How can you help your child in Computer Science?
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Ask them how they are getting on with their Controlled Assessment work and
whether they need to attend any of the catch up sessions that run at
lunchtime and after school.
 Encourage them to keep up to date with latest developments in technology. A
really good website for this is BBC Click. Alternatively a magazine such as
Computer Active would be useful.
 Get them to read sections in the paper or digital text books that have been
provided for every student.
 Key Websites:
http://www.bbc.co.uk/education/subjects/z34k7ty
http://www.ictworkout.co.uk/ (username plymstock, password table)
http://www.teach-ict.com
What additional support is available for my child?
Support with Controlled Assessments and examination technique is available for
students from their Computer Science teacher either at lunchtimes or after school on
Thursdays from 3pm to 4pm
Head of Department: Mr Rogers Email: SRogers@plymstockschool.org.uk
Mrs Swan: RSwan@plymstockschool.org.uk
5
Dance
AQA GCSE Dance (4230)
Unit 1: Critical appreciation of dance (42301) – 1 hour written examination
(20%)
Students study two of the prescribed professional works, 'Ghost Dance' by
Christopher Bruce and 'Overdrive' by Richard Alston.
Students will answer questions focusing on the critical analysis and perceptive
understanding of the two professional works selected above.
Questions will also refer to the candidate’s own performance and/or choreography
and how to improve and develop their understanding of their technical ability.
Criteria for assessment
Students should:
 Be able to give accurate descriptions, evaluations and analysis of the features of
two professional dance works
 Give accurate descriptions, evaluations and analysis of action, dynamic, spatial
and relationship content of the two chosen works
 Show an ability to use appropriate dance terminology
 Show an ability to reflect on own performance and choreographic work
Unit 2: Set dance (42302) – practical examination, externally assessed (20%)
Students will perform a solo dance that will be set by the exam board. The dance is
choreographed by professional dancers in styles from within the contemporary
dance genre.
Students will demonstrate their physical competence and effectiveness as
performers and their knowledge of safe working practice. The performance is
videoed and sent to the examiner for marking externally.
Criteria for assessment
Students will be assessed on their:
 Technical ability: posture, alignment, co-ordination, balance, strength, flexibility,
mobility and control
 Accurate reproduction of action and spatial content, with reference to the
choreography and the characteristic features of the particular chosen dance
 Interpretation of dynamic and expressive qualities
 Demonstration of style: ability to emulate the style and mood of the original
choreography
 Safe practice as a performer: execution of movements, clothing, jewellery, hair,
footwear, appropriateness of choice of same
 Overall sense of performance: focus, projection, musicality, sensitivity,
communication, energy, commitment
Unit 3: Performance in a duo/group dance (42303) – Practical Performance
Assessment (20%)
Students will perform in a group dance, between 3 and 4 minutes long, that relates to
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a professional dance work found in unit 1. Students will be assessed during a
performance which is assessed by an AQA examiner and the students’ dance
teacher.
Criteria for assessment:
Students will be assessed on their:
 Technical ability: posture, alignment, co-ordination, balance, strength, flexibility,
mobility and control
 Accuracy of action, dynamic and spatial content within the context of the group
 Communication of choreographic intent: empathy with the mood or meaning of
the dance and ability to interpret and communicate this
 Sensitivity to other dancers in a range of dance relationships: in time and space
and in group formations and dance relationships
 Safe practice as a performer within a group context: execution of movements,
clothing, jewellery, hair, footwear, appropriateness of choice of same
 Overall sense of performance within a group context: focus, projection,
musicality, sensitivity, communication, energy, commitment
Unit 4: Choreography – Practical Performance Assessment (40%)
Students will be assessed during a performance which is assessed by an AQA
examiner and the students’ dance teacher.
4a Solo Composition Task (42304/a) (15%)
Students will create a solo that lasts between 1 minute 30 and 2 minutes long and is
based on three motifs from one of the professional works from unit 1.
Criteria for assessment
Students will be assessed on their:
 Imaginative development of selected or given material through action, space and
dynamics
 Successful integration and linking of the motifs into the composition
 Structuring and use of choreographic devices and principles
 Analysis and evaluation to bring about improvement during the progress of the
piece
4b Choreography for Solo or Group (42304/b) (25%)
Students will choreograph dance based on one of the following starting points:
 words, a poem or piece of text (can include instructions, etc.)
 a photograph or a piece of 2-D or 3-D art
 a prop, accessory or object
 a feature of the natural world
 a piece of music composed before 1970
 an everyday activity, topical or historical event.
Students can choose to choreograph a solo or a group dance for 2, 3, 4 or 5
dancers. A solo dance must be between 11⁄2 to 2 minutes; a group dance must be
between 21⁄2 to 3 minutes.
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Criteria for assessment
Students will be assessed on their:
 Creative and imaginative response to selected stimulus/starting point
 Selection of action content and its application to relationships where appropriate
 Selection of dynamic content and its application to relationships where
appropriate
 Selection of spatial content and relationships content where appropriate
 Overall form and structure
 Use of choreographic devices and principles
 Choice of aural setting
 Overall communication of dance idea
How can you help your child in Dance?
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Encourage them to watch different and new dances on the internet. Watch these
together and discuss what you think it’s about and how it made you feel.
Consider what the purpose and audience of the dances are. This is an essential
skill for their written paper (unit 1).
If possible, watch the professional dances they are studying to encourage them
to personally interpret the dances and have their own opinions through
discussion.
Watch their choreography projects and discuss whether you feel the movement
is successful in communicating the dance idea – what next steps can they take?
Encourage them to access the AQA exam board website. This contains
resources and information about the Controlled Assessments and revision for
examinations as well as past papers: http://www.aqa.org.uk/subjects/drama-andperforming-arts/gcse/dance-4230
What additional support is available for my child?
GCSE support with Controlled/Practical Assessments and examination technique is
available for students from their dance teacher.
• After school tutorial sessions from 15.00-17.00
• Lunchtime tutorial sessions
Head of Department: Mr S Wookey - Email: SWookey@plymstockschool.org.uk
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Drama
AQA GCSE Drama (4240)
GCSE Drama course outline:
Drama Written Paper 40% - 1h 30mins
Comprises of 2 sections
A – Practical work completed during the course
B – Study and performance of a scripted play
Practical Work 60% - Externally moderated
Two practical assessments focusing on scripted and devised work
How can you help your child in Drama?
Please encourage your child to rehearse with their groups in their own time in the
run up to a practical assessment. Rehearsal is very important to the overall quality of
their work and can gain up to 15 extra marks in controlled assessment. Students
who make best use of the space after-school are more likely to gain a high grade in
Unit 2.
Students are asked to keep a log of rehearsals with detailed notes on the processes
they are exploring whilst developing their drama. 4 out of 6 questions in Unit 1 will
focus on your child’s development during their rehearsals.
Please try to avoid booking appointments during the times of practical assessments.
In the past we have had performers absent for doctor appointments, which meant
the rest of the group were affected. Your child will already have a clear idea on when
performance dates will be.
In the run up to the written exam please encourage your child to attend some
revision sessions in Drama. The more practice students get, the more chance of a
higher grade. There is a particular way of answering the questions in the GCSE
Drama exam paper so repetitive revision is key to success.
What additional support is available for my child?
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The Drama Studio is available most days after school for groups to rehearse.
Staff are often on hand to help with any practical ideas
The AQA website is full of exam questions and exemplar material for your
child to explore
There are lots of examples of written exam papers on display in Studio 1 and
Studio 2
Head of Department: Mr Chick - Email: KChick@Plymstockschool.org.uk
Mrs Lowe – Email: SLowe@plymstockschool.org.uk
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English Language and Literature
AQA GCSE English Language (8700)
AQA GCSE English Literature (8702)
(Two GCSEs)
English Language
Paper One (50% of GCSE): Explorations in creative reading and writing (1 hour 45
mins)
 Section A: Reading – one literature fiction text
 Section B: Writing – description or narrative writing
Paper Two (50% of GCSE): Writers’ viewpoints and perspectives (1 hour 45 mins)
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Section A: Reading – one non-fiction and one literary non-fiction
text.
Section B: Writing – writing to present a viewpoint
English Literature
Paper One (40%): Shakespeare and the 19th century novel (1 hour 45 mins)
 One Shakespeare play
 One 19th-century novel
Paper Two (60%): Modern texts and poetry (2 hour 15 mins)
 One modern prose or drama text
 A poetry anthology
 Unseen poetry
Course Outline for the two GCSEs
Year 10
Autumn Term: Shakespeare play and English Language skills.
Spring Term: Modern Text and English Language examination skills.
Summer Term: English Language examination and 19th-century novel.
Year 11
Autumn Term: Poetry and English Language papers.
Spring Term: Mock English Language paper practice.
Summer Term: Revision and examination.
How can you help your child in English?
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Encourage them to read newspapers and non-fiction texts. Read these
together and discuss the main points of the texts. Consider what the purpose
and audience of the texts are. This is an essential skill for their English
Language examination.
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If possible, read the literature texts that they are studying to encourage them
to personally interpret the text and have their own opinions through
discussion:
Encourage them to access the English Department website. This contains
resources for Controlled Assessments and revision for examinations such as
powerpoints, example answers and past papers:
http://plymstockenglish.wordpress.com/
Using the English pages in their school planner, test your child on the
meanings of the language and presentation terminology. With the use of a
newspaper, students could identify these language and presentational
features and consider how and why they have been used.
Purchase practice exam papers, question papers and answer booklets from:
www.cgpbooks.co.uk
Purchase study guides from the English department for their GCSE English
Language Unit 1 Exam and the GCSE English Literature ‘Poetry Across Time’
examination.
Key Websites:
 http://www.englishbiz.co.uk/
 http://www.s-cool.co.uk/gcse/english
 www.sparknotes.com
 www.bbc.co.uk/schools/gcsebitesize/english/
 http://revisionworld.co.uk/gcse-revision/english
Geography
AQA Geography A 9030
Assessment Structure
Unit 1: Physical Geography (1hr 30minutes written exam, worth 75 marks)
Unit 2: Human Geography (1hr 30minutes written exam, worth 84 marks)
Unit 3: Local Fieldwork investigation (20hr controlled assessment written piece,
worth 60 marks)
Summary of Content
Unit One: Physical Geography – 37.5%
Unit one comprises of three key topics: Restless Earth, Living World and the Coastal
Zone.
The aim of this unit is to develop an understanding of the processes and forms
associated with tectonic, geomorphological and biological processes in different
environments, and the need for management strategies, governed by sustainability
and consideration of the direct and indirect effects of human interaction with the
earth and the atmosphere.
Unit Two: Human Geography - 35%
Unit two comprise of three key topics: Globalisation, Tourism and Population
change.
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The aim of this unit is to develop and understanding of factors that cause a variety of
human environments to form and how the dynamic nature of such environments
results in changes. Students will explore why sustainable management is needed as
a results of such change, whilst recognising the environments that may provide
future challenge and opportunities.
Unit Three: Controlled Assessment – 25%
This unit is underpinned by local fieldwork investigation at Looe, supported by the
collection of a variety of data, aimed at addressing an overarching question or
hypothesis. The Local Fieldwork Investigation is marked out of 60, with a maximum
word guidance of 2000 words. Following the fieldwork, there is a 6-hour high control
write-up under the supervision of the teacher. Research involving primary and/or
secondary data collection forms part of a preliminary activity. Controlled assessment
will begin in the summer term of year 10.
Marking of controlled assessment: Teachers will mark the candidates’ work that
will then be moderated by the exam board.
Additional support available
GCSE support with examination technique is available for students from their
Geography teachers. All Geography teachers readily provide opportunities for
additional help and guidance outside of the classroom, where it is needed. This may
be in the form of the following:
• After school sessions run on an invitation basis initially, with students grouped
according to level, topic area, assessment score and estimated GCSE grade.
• Lunchtime sessions, the geography department has a student work area
which is available and staffed
 The G-Book, an online revision resource will be available via a link on the
school website to enable students to access lesson PowerPoints, past exam
questions, key word glossaries and more.
How can you help your child in Geography?
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Encourage, as we do, a strong work ethic and aspirational desire to reach and
exceed their target
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Purchase a Revision and Study Guide
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Ensure your child catches up on any work missed due to absences
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Use the AQA website to access key revision materials such as past papers and
mark schemes
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Ensure all Homework is completed, punctual and to the appropriate standard.
Support and guidance will be made available to anyone who asks. Homework
tracker booklets are available for each topic.
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Key websites and texts:
• AQA website: http://web.aqa.org.uk/
• S-Cool Geography; http://www.s-cool.co.uk/gcse/geography
• Revision world; http://revisionworld.co.uk/gcse-revision/geography
• BBC Bitesize; http://www.bbc.co.uk/schools/gcsebitesize/geography/
• CGP GCSE Geography AQA A Revision Guide, ISBN 978 1 84762 378 2
• CGP GCSE Geography AQA A Exam Practice Workbook – Higher, ISBN 978 1
84762 379 9
• CGP GCSE Geography AQA A Exam Practice Workbook – Foundation, ISBN 978
1 84762 3812
• CGP GCSE Geography Complete Revision & Practice, ISBN 978 1 84146 374 2
• Understanding GCSE Geography for AQA A: Revision Toolkit Student Workbook,
ISBN 9780435341404
Staff contacts:
 Head of Department: Ms A. Bartlett - Email: ABartlett@plymstockschool.org.uk
 Key Stage 4 Manager: Mrs K. Blundy - Email: KBlundy@plymstockschool.org.uk
 Mr R.Diment - Email: RDiment@plymstockschool.org.uk
 Mr J. Wright - Email: JWright@plymstockschool.org.uk
Health & Social Care
OCR J406 Single Award
Year 10 - Health, Social Care and Early Years Provision:
This year we look at the different types of services available to individuals and how
these are organised.
Assessment is by a series of Controlled Assessment tasks focussing on an Early
Years Setting.
Example topics covered in the Controlled Assessment: Methods of Referral,
Barriers to Access, Early Years Framework, Communication Skills, Care Values,
and Qualification Pathways.
The Controlled Assessment is worth 60% of the final mark.
Year 11 - Understanding Personal Development & Relationships:
The focus of this unit is to develop an awareness of the development of individuals
in the different life stages from infancy to old age. We then move on to look at the
factors that can affect human growth and development and contribute to the
development of self-concept. Finally we look at the major life changes and
sources of support. This is an Exam Unit worth 40% of the final mark.
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Controlled Assessment Overview:
Term 1
Sep-Oct
Task 1
Task 2
Term 2
Nov-Dec
Task 1
Task 3
Term 3
Jan - Feb
Task 1
Task 4
Term 4
Mar-Apr
Task 1
Task 5
Term 5
May-Jun
Exam Unit
Term 6
Jun-Jul
Exam Unit
Task 1 – Action Planning, Research and Preparation for the Controlled Tasks
Task 2 – How the service can be obtained and possible barriers to accessing the
service
Task 3 – The needs of a client group and the types of service that exist to meet
their needs
Task 4 – The role of a care practitioner who works in the service
Task 5 - Conclusion
Homework tasks:
A911 (Controlled Assessment unit) Health, Social Care & Early Years Provision
Controlled Assessment preparation including action planning and research
activities.
Example Research Topics:
The range of care needs of major client groups – Infancy & Childhood
Referral Procedures
www.plymouth.gov.uk/documents-eystrucutre.pdf
Barriers preventing access to services
www.plymouth.gov.uk/education/earlyyearsandchildcare/information
forparents/me2funding.htm
Legislation for Early Years Providers
https://www.gov.uk/.../early-years-foundation-stage-framework
Principles of care
www.skillsforcare.org.uk/...library/...care/Commoncoreprinciples.pdf
Qualifications, skills & qualities of people who provide health, social care and early
years services
Supportive Resources:
Fisher. A et al, GCSE Health & Social Care for OCR 2009 Oxford University Press
Oxford
Walsh. M GCSE Health & Social Care for OCR 2009 Harper Collins London
Thomson. H et al, OCR Health & Social Care for GCSE 2009 Hodder Education
London
www.ocr.org.uk/.../gcse-health-and-social-care-single-double-award-j406j412from-2012
Staff Contact:
Mrs L Dover – LDover@plymstockschool.org.uk
14
History
Edexcel GCSE History SHP 2HB01
All GCSE students will study the three examined units that make up this GCSE and
the Controlled Assessment element each worth 25% of their final mark
GCSE History course outline:
External Examination (Unit 1)
Germany 1919-1945 1 hour 15 minutes (25%)
studied in year 10
External Examination (Unit 2)
Medicine Through Time
1 hour 15 minutes (25%) studied in year 11
External Examination (Unit 3)
Surgery
1 hour 15 minutes (25%)
Controlled assessment
(25%)
studied in year 11
taken in Year 10
The topic studied for the Controlled Assessment is the Vietnam war.
Students will be required to do independent research and essay planning.
How can you help your child in History?
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Instil in students a work ethic and aspirational desire to reach and exceed
their target
Know that only study and learning in the classroom matched with hard work
at home will make the difference
Purchase a Revision and Study Guide
Access the school Teaching & Learning Drive through the school website:
www.plymstockschool.org.uk - where all the lessons and extension
materials can be accessed
 Use the relevant support pages for each of the four GCSE History units
accessed through our own website: www.historynetwork.co.uk
 Use the above to ensure that any absence does not result in learning being
missed
 Use the GCSE Revision section on the Teaching & Learning Drive to
access a wide range of support materials for both revision and lesson by
lesson consolidation of learning. Teachers have introduced students to a
wide range of learning and revision styles and we expect students to know
what works for them. Time and money has gone into ensuring access to a
wide range of material to make learning accessible to all students of all
abilities. Please ensure you are aware of the provision.
 Ensure all Homework is completed, punctual and to the appropriate
standard.
15
What additional support is available for my child?
GCSE support with Controlled Assessments and examination technique is
available for students from their History teachers. After school sessions run from
15.00-16.00 and students are able to attend lunchtime sessions.
Head of Department: Mr A Withey Email: AWithey@plymstockschool.org.uk
Key Stage Manager: Miss H Barr Email: HBarr@plymstockschool.org.uk
Mr D Willcocks: DWillcocks@plymstockschool.org.uk
Mrs N Withey: NWithey@plymstockschool.org.uk
ICT
Edexcel GCSE ICT
The website with information about the course is at:
http://www.edexcel.com/quals/gcse/gcse10/ict/Pages/About_GCSE_ICT.aspx
GCSE ICT course outline:
External Examination (Unit 1 Living in a Digital World 40%):
In this unit, students explore how digital technology impacts on the lives of
individuals, organisations and society. Students learn about current and emerging
digital technologies and the issues raised by their use in a range of contexts
(learning and earning, leisure, shopping and money management, health and wellbeing, on the move). They develop awareness of the risks that are inherent in
using ICT and the features of safe, secure and responsible practice.
There is a one and a half hour exam taken at the end of the course.
Controlled Assessment (Unit 2 Using Digital Tools 60%):
This is a practical unit. Students broaden and enhance their ICT skills and
capability. They work with a range of digital tools and techniques to produce
effective ICT solutions in a range of contexts. Students learn to reflect critically on
their own and others’ use of ICT and to adopt safe, secure and responsible
practice. They put into practice what they learned about digital technology in
Unit 1.
The students work through a Controlled Assessment Brief (CAB) provided by
the exam board. This takes at least 40 hours to complete, as there are both
practical and written tasks that must be completed. It is broken up into four
activities, with each activity having a number of tasks within it. These range from
creating a logo or animated web banner to a spreadsheet model or mini website.
16
How can you help your child in ICT?
 Ask them how they are getting on with their Controlled Assessment work and
whether they need to attend any of the catch up sessions that run at
lunchtime and after school.
 Encourage them to keep up to date with latest developments in technology. A
really good website for this is BBC Click.
 Use the Revision Guides and Revision Workbooks that have been provided
by the ICT department for every student.
 Key Websites:
 www.bbc.co.uk/education/subjects
 http://www.ictworkout.co.uk/ (username plymstock, password
table)

http://www.teach-ict.com
What additional support is available for my child?
GCSE support with Controlled Assessments and examination technique is available
for students from their ICT teachers in lunchtime sessions and after school sessions
from 3pm to 4pm
Head of Department: Mr Rogers Email: SRogers@plymstockschool.org.uk
Ms Reeve: SReeve@plymstockschool.org.uk
Mathematics
Edexcel GCSE Mathematics (9-1)
GCSE Mathematics course outline:
External examination 100% exam based.
No coursework/controlled assessment.
Students will be assessed through three final examinations taken at the end of year
11. Each exam will be 1 hour 30 minutes. There will be one calculator and two noncalculator papers, each worth one third towards the final grade.
Grades will range from 1 to 9 (9 being the highest). The new GCSE includes more
content than the current GCSE.
How can you help your son/daughter in Mathematics?

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
Discuss how to revise effectively – what works for them?
Mind maps, posters, flashcards, spider diagrams etc.
Ultimately, the best way to revise Maths is to do lots of questions and past
papers after doing the notes, posters etc.
Encourage your son/daughter to revise regularly at home – not just for tests –
so that ideas/formulae etc. stay fresh in their minds.
Ensure that he/she has the correct and necessary equipment for Maths
lessons (there is a full list in the Student planner).
Ensure that homework is completed for the due date.
17

Please do not hesitate to contact your son/daughter’s Maths teacher for any
help or advice, either by phone on 402679 or email. They are only too happy
to help with/discuss any worries or queries you may have.
What students can do to help themselves:



Complete all homework for the due date.
Know how to revise. Different methods work for different people – use what
works for them, not their friends! All revision MUST include practice – doing
questions and past papers (as many as possible).
Set aside time to revise at home as well as taking up opportunities on offer at
school
Websites to help:
We subscribe to the following websites and students each have their own login and
password that is on a sticker in their student planner.

My maths: www.mymaths.co.uk
Interactive lessons and online homework/revision that is marked for them.

www.mathswatchvle.com
This has interactive tutorials with questions (that students can do as they go
along) and worked solutions, worksheets and revision tips/timetables.
Students log in using the mymaths logins mentioned above.
The following sites are commercial revision websites that are also very good:
 www.emaths.co.uk has past papers and mark schemes.
 www.mrbartonmaths.com has lots of hints and tips as well as resources/exam
practice.
 www.bbc.co.uk/schools/gcsebitesize
Revision guides:
 CGP revision guides and workbooks: www.cgpbooks.co.uk
 Collins: www.collins.co.uk/category/Revision
What additional support is available for my child?
Support with work and examination technique is available for students from their
mathematics teachers. All mathematics teachers provide opportunities for additional
help and guidance outside of the classroom. This may be in the form of the
following:
 After school sessions from 15.00 – 16.00
 Lunchtime sessions
Head of Department: Miss Monelle: email: EMonelle@plymstockschool.org.uk
Key Stage 4 Manager: Mrs Ward: DCWard@plymstockschool.org.uk
Miss Marshall KMarshall@plymstockschool.org.uk
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Mrs Maxwell: AMaxwell@plymstockschool.org.uk
Mr Leal: JLeal@plymstockschool.org.uk
Miss Graham: LGraham@plymstockschool.org.uk
Miss Pelley: SMPelley@plymstockschool.org.uk
Mrs Wright: RWright@plymstockschool.org.uk
Mr Pearsall: RCPearsall@plymstockschool.org.uk
Mr Pringle: JWPringle@plymstockschool.org.uk
Mr Wallace; MWallace@plymstockschool.org.uk
Miss Dodson: SDodson@plymstockschool.org.uk
Mrs Daw: LDaw@plymstockschool.org.uk
Media Studies
AQA GCSE Media Studies (4812)
External Examination (Unit 40%):
Investigating the Media 1 hour 30 minutes
Four compulsory questions / tasks which are based on a pre-released topic with
stimulus materials. There will be three writing tasks and one design task in this
exam. Previous exam topics have been Action Adventure Films, The Music Press,
TV Crime Drama, and Television News.
Written Controlled Assessments (60%):
Understanding the Media
Three controlled assessment tasks with both an analytical and a design element.
The tasks are taken from a bank of assignments set by the exam board and students
will do most of the work in lessons but may finish work at home and homework will
often require them to do so. The majority of CA work takes place in Yr10 and ideally
will be completed by the start of the Spring Term in Yr11. The CA folder is out of 90
marks, broken down below:
Assignment 1 – Introduction to the Media (15 marks):
Students complete two written analyses (totalling approx.750 words) of Media texts
and then design one media product. A typical example would be analysing two
adverts and then designing an advert for a product of their choice. The key Media
concepts of focus for this assignment are Media Language and Media Audiences.
Assignment 2 – Cross Media Study (30 marks):
Students study two media products / texts from two media platforms and produce a
written analysis of approx.1200 words. They also produce two creative pieces based
on the work studied in this unit. The key Media concepts of focus for this assignment
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are Media Representations and Media Institutions. Currently students study film
promotional techniques for this unit.
Assignment 3 – Practical Production and Evaluation (45 marks):
Students are required to undertake a practical production which addresses all four
key concepts (Audiences, Representations, Institutions and Media Language) from
conception to realisation, together with a written evaluation of approx. 1000 words.
Currently students study magazine production for this unit.
How can you help your child in Media Studies?
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Encourage them to read newspapers, magazines and watch / listen to the
news, watch films etc. to have a wider understanding of the media in action.
Discuss current issues in the news media to encourage debating and critical
thinking skills.
Encourage them to access the resources on the school’s Media Studies
Learning and Teaching area. These are designed to help them with
controlled assessments or exam preparation.
Ensure deadlines are met. A huge part of the course requires students to
work independently and completing assignments can sometimes take
longer if they do not meet initial work deadlines.
Use the AQA exam board’s website for past papers and mark schemes:
http://www.aqa.org.uk/subjects/media-studies/gcse/media-studies-4810
Remind them that they may stay behind to use the computer room after
school if they wish to get work done – liaise with their Media teacher to
arrange this.
Key Websites:
 http://www.bbc.co.uk/education/subjects/ztnygk7
 http://www.mediaknowall.com/gcse/gcse.php
What additional support is available for my child?
GCSE support with Controlled Assessments and examination technique is
available for students from their Media teachers.
 Early bird sessions before school (e.g. from 07.45-8.30)
 After school sessions from 15.00-16.00
 Lunchtime sessions
Students should liaise with their teacher to discuss the best times for supported
study.
Head of Department: R Cohen Email: RCohen@plymstockschool.org.uk
Miss Grainger MGrainger@plymstockschool.org.uk
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Modern Foreign Languages
AQA GCSE French (4658); German (4668); Spanish (4698)
During the course, students will cover topic areas of:
Free Time and the Media; Holidays; Home and Local Area; Environment; Health;
Relationships and Choices; Work and Education
External Examination (Unit 1 Listening 20%; Unit 2 Reading 20%):
Listening exam – Foundation level grades G-C 35 minutes
Higher level grades E-A* 45 minutes
Reading exam 30 minutes – Foundation level grades G-C
Higher level grades E-A* 45 minutes
Student tier entry depends on individual ability and not class. Entry may be to a
different tier for each unit.
In both exams students respond to a range of texts (either written or recorded).
Answers are written in English and details must be recorded accurately.
Controlled Assessments: Unit 3 Speaking 30%; Unit 4 Writing 30%):
Students must submit two pieces of speaking work and two pieces of writing.
This is prepared during normal teaching but once the students know the task no
further input from the teacher is allowed (including marking). Therefore it is vital
that students keep their books up to date and hand them in for marking when
asked. For each piece students may bring 40 words (no verbs) with them as a
memory jogger. These must have been checked by a teacher prior to the
assessment taking place.
The speaking takes place as formal one to one oral exams, which are recorded
and marked internally before being sent to the exam board for moderation.
Writing takes place in classrooms, under exam conditions, and is marked by
AQA exam board.
Controlled Assessments in Year 10
Speaking 1: November 2015
Speaking 2: March 2016
Writing 1: June 2016
How can you help your child in Languages
The controlled assessments rely a lot on students learning at home. Your
involvement in this makes a real difference. Short, frequent chunks of ACTIVE
revision are the best way forward. Revision for Languages should involve doing
something, never just sitting and reading something over.
Speaking
 Test your child. You don’t have to understand what they are saying.
Simply having your child’s work in front of you and listening to them speak
from memory, you can advise them on words / sentences they missed out
21
and really make a difference.
 Get your child to record themselves reading out their work – then allocate
ten minutes a day where they listen to it over and over again.
 Remind your child that he/she can type written work into the websitetextto-speech.imtranslator.net. They can then listen to what their work should
sound like in the target language, which will help to improve pronunciation
and intonation.
Writing
 Your child will need to write about one and a half sides of A4 paper. This
will be the most difficult thing they will do, but practice makes perfect.
Encourage your child to work ‘little and often’. Four lots of fifteen minutes
are better than an hour in one go.
 Please help your child to plan a timetable for when they are going to
revise for their assessment and try to get them to stick to it.
 Buy a pack of post it notes and get your child to pick out key words that
they will need to use in their assessment. Stick them anywhere and
everywhere as a reminder of how important these words are.
Listening and Reading




Regularly practising listening and reading skills will play a vital role in the
success of your child in this exam.
Encourage your child to visit language websites such as BBC GCSE
Bitesize, where students can revise and be tested on the various topics
studied in the GCSE course.
Encourage your child to make a list of words which they don’t know,
perhaps by topic, and keep these in a revision folder at home. Test your
child on these tricky words once a week and soon they will be able to stick
in their memory.
Access vocabulary lists from the Learning and Teaching drive of the
school website – L&T-MFL-KS4-GCSE REVISION PACK
General support
 Purchase practice exam papers, question papers and answer booklets
from: www.cgpbooks.co.uk
 Purchase study guides from the MFL department.
 Key Websites:
 www.linguascope.com
 www.textivate.com
 www.languagesonline.org.uk

What additional support is available for my child?
GCSE support with Controlled Assessments and examination technique is
available for students from their Languages teachers and can be arranged on an
individual basis for example:
 Early bird sessions before school (e.g. from 07.45-8.30)
 After school sessions from 15.00-16.00
 Lunchtime sessions
22
The department also runs a variety of more structured group sessions, such as
pronunciation workshops prior to speaking exams, how to revise sessions and
bookable sessions with our Foreign Language Assistants (Lucas and Lea).
Head of Department: Ms Baker Email: NBaker@plymstockschool.org.uk
Key Stage 4 French Manager: Mrs Kent Email:
RMKent@plymstockschool.org.uk
Key Stage 4 German Manager: : JBindon@plymstockschool.org.uk
Mr Downes: JDownes@plymstockschool.org.uk
Mrs Duff: LDuff@plymstockschool.org.uk
Mrs Oaten: TVOaten@plymstockschool.org.uk
Mrs Richards: MRichards@plymstockschool.org.uk
Mrs Sainsbury: EMSainsbury@plymstockschool.org.uk
Miss Ziegler: JZiegler@plymstockschool.org.uk
23
Music
AQA GCSE Music (4270)
Unit 1: Listening / Appraising (listening / written paper – 20% of final mark)
Students will study the following Areas of Study and answer questions about
them in a listening exam, taken in June of year 11.
 Rhythm and Metre
 Harmony and Tonality
 Texture and Melody
 Timbre and Dynamics
 Structure and Form
Unit 2: Composing / Appraising (externally assessed – 20% of final mark)
Students will compose a piece of music in response to a brief set by the exam
board. They will also appraise the composition in a 2 hour controlled
assessment.
Unit 3: Performing Music (controlled assessment – 40% of final mark)
Students will complete two performances on any instrument or voice. One must
be a solo performance and the other must be an ensemble performance. Marks
are awarded for how well they perform and for the difficulty of the piece they
play.
Unit 4
Composing Music (controlled assessment – 20% of final mark)
Students complete a further composition in a style of their choice. They must
present a recording and a score of the piece.
How you can help your child at home
It is expected that music students will be regularly practising their
instrument/singing in order to complete the performance section of the course.
Please encourage them to keep this up and to let us know when they have a
piece at performance standard so we can record it.
Students should be encouraged to listen to as wide a variety of music as
possible.
Further to this, students can supplement and consolidate their learning by
visiting any of the following websites to support their music theory and contextual
learning. ‘Musictheory.net’ will take students through many aspects of reading
music. Another good website for this is www.mymusictheory.com. Also the
BBCBitesize – Music website is a useful resource for revision and self-testing
What additional support is available for my child?
Mrs Lowe and Miss Attwood will be available at lunchtimes and after school for
one-to-one sessions to help with performance and composition coursework. This
time must be booked in advance. Also, participation in the extra-curricular music
groups will greatly enhance ensemble performance opportunities.
Mrs S Lowe SLowe@plymstockschool.org.uk
Miss K Attwood KAttwood@plymstockschool.org.uk
24
Performance Skills
NCFE V-CERT Performance Skills with Acting
Unit One
Developing Skills for Performance - Internally assessed portfolio of evidence
Unit Two
Prepare and Perform - Externally assessed assignment
Optional Units
Performance Production in Practice - Internally assessed portfolio of evidence
Performance design and Technology in Context - Internally assessed portfolio of evidence
How can you help your child in Performance Skills?

Please encourage your child to rehearse with their groups in their own time in the
run up to a practical assessment. Rehearsal is very important to the overall quality
of their
work and this exploration will need to be evidenced within the portfolio.

Students are asked to keep a log of rehearsals with detailed notes on the processes
they are exploring whilst developing their drama. A portfolio of evidence will need to
be detailed and kept up to date with all the research and work covered in class or at
home.

Performances/Assessments - Please try to avoid booking appointments during the
times of practical assessments. In the past we have had performers absent for
doctor appointments, which meant the rest of the group were affected.

Students will be expected to follow a format of PLAN; DO; REFLECT; DECIDE
throughout all written and practical work. It is important that a rehearsal diary is kept
to evidence this process
What additional support is available for my child?

The Drama Studio is available most days after school for groups to rehearse.
Staff are often on hand to help with any practical ideas.

Students are encouraged to watch a variety of Live Theatre to help with their
optional units. Details of theatre trips will be given to students at various times
during the year.
Head of Department: Mr Chick - Email: KChick@plymstockschool.org.uk
Mrs Lowe – Email: SLowe@plymstockschool.org.uk
25
Physical Education
OCR GCSE Physical Education J586 Full Course
Course outline:
Over the two year period the following topic areas will be covered:
1. Key Concepts in Physical Education
2. Key Processes in Physical Education
3. Opportunities, pathways and participation in Physical Education
4. Developing knowledge in Physical Education
Externally assessed exam 40% (end of year 11)
This written paper is divided into two parts.
Section A will contain multiple choice questions.
Section B will consist of longer structured questions.
The aim of the question paper is to enable students to show their knowledge and
understanding, apply theoretical knowledge to practical situations and to recall facts. Both
sections cover the four units of study:
a) Key Concepts in Physical Education
b) Key Processes in Physical Education
c) Opportunities, pathways, and participation in Physical Education
d) Developing knowledge in Physical Education
Controlled Assessment (practical component) 60% (internally marked and externally
moderated)
Part A accounts for 50% of the practical component. The activities covered may be from
traditional game activities or from the physical education curriculum over the two year
period. The best four activities are used. Areas could include Games, Outdoor and
Adventurous, Swimming and Exercise activities, Athletics and Dance. Students will also
be tested on their ability to coach, officiate and observe and analyse performance in a
practical environment.
Part B accounts 10% of the practical component. There are two written controlled
assessments, each worth 5%. One focuses on analysing lifestyle and the other on
performance. Students prepare for the assessments which are then sat under exam
conditions in class.
26
How can you help your child in Physical Education?




Encourage them to read over their hand-outs on a regular basis. If possible,
regular testing of previous material to encourage consolidation of the subject
material.
Encourage them to access the Physical Education Department (teaching and
learning) on the school network. This contains resources for Controlled
Assessments and revision for examinations such as power-points and podcasts.
Using the Physical Education pages in their school planner, test your child on the
meanings of the language and terminology
Key Websites:
 http://www.bbc.co.uk/education/subjects/znyb4wx
 http://www.s-cool.co.uk/gcse/pe
 http://www.teachpe.com/gcse.php
What additional support is available for my child?
GCSE support with Controlled Assessments and examination technique is available for
students from their Physical Education teachers. All Physical Education teachers readily
provide opportunities for additional help and guidance outside of the classroom, where it
is needed. This may be in the form of the following:
 Break time sessions
 Lunchtime sessions
 After school sessions from 15.00-16.00
The department also issues each student with an ‘Unlocking the question’ booklet which
allows for students to appreciate the language used in the exam with many examples of
past questions. This also doubles up as an ideal revision tool. Flash cards and a revision
programme also support your child’s progress.
Head of Department: Mr MA Taylor Email: mataylor@plymstockschool.org.uk
Department members:
Mr N Bellamy Email: NBellamy@plymstockschool.org.uk
Mrs M Kirk Email: MKirk@plymstockschool.org.uk
Mrs S Steward Email: SSteward@plymstockschool.org.uk
Mr M K Taylor Email: MKTaylor@plymstockschool.org.uk
Mrs K Tyrrell Email: KTyrrell@plymstockschool.org.uk
27
Product Design
AQA GCSE Product Design
GCSE Product Design course outline:
External Examination (Unit 1 40%):
2hr exam paper to assess students’ knowledge of design & technology such as the design
process, sustainability, manufacturing processes etc…
Controlled Assessment (Unit 2 60%):
A design and make project in which students will choose a theme from the exam board.
The controlled assessment is made up of five criteria; these are, investigating the design
context, development of the design proposal (including modelling), making, testing &
evaluation, communication.
How can you help your child in Product Design?
 Encourage them to take an interest in the design world, look at new products that
they like and use new interesting technology.
 If possible follow @PlymstockDT on twitter which has regular links to design
websites and advice for the controlled assessment.
 Ensure that all homeworks are completed to a high standard as this is preparation
for the exam.
 Purchase study guides from the Design & Technology department for their exam
preparation.
 Key Websites:
 http://www.technologystudent.com/
 http://www.bbc.co.uk/education/subjects/zybc87
 http://www.mr-dt.com/designing/pdcourseworkdocs.htm
Apps for Product Design
Flos 50 - An interactive immersive journey into the 50 years anniversary celebration
of the famous lighting company FLOS. Pupils can tap on binders and objects in the
room. Swipe, pinch, pull and tap their way through 50 years of history. This app is
fantastic for inspiring ideas, learn about Form Vs Function and to learn about the role
of a Product Designer.
Fancy - is the place to discover, collect and buy from a crowd-curated catalogue of
amazing goods, wonderful places and great stores. It is a perfect researching tool to
look for product inspiration and for gaps in the market.
Open Buildings - Find, discover, learn about and share the buildings around you.
Whether the pupil is an aspiring architect or is just interested in the cultural
significance of buildings around us locally, nationally and internationally.
Wallpaper Case Studies - Wallpaper magazine is the world's number one global
design publication, championing the best in art, architecture, interiors, fashion and
contemporary lifestyle. This is an awesome tool that enables you to quickly pick a
topic and flick through many a creative design with instant access to information
about the design and the designer.
The Design Museum Collection - App for iPad presents 59 remarkable objects
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from London’s Design Museum; these key pieces from the collection are explored
through film, audio, text and photographs. Search options include: time, material,
colour, location, manufacturer and designer. Classic pieces include: the Anglepoise
lamp, the Dyson vacuum.
Cool Hunting - is synonymous with seeking inspiration - their stories and videos
highlight creativity and innovation in design, technology, style, culture, food and
travel. With a global team of editors and contributors they create an award-winning
publication, consisting of daily updates and weekly mini-documentaries.
SightSpace - View designs created in Trimble SketchUp, the Trimble 3D
Warehouse, and Google Earth with intuitive touch controls. Interact with your model
in the real world and virtually walk through it by aiming your device with the
Augmented Reality feature. Accurately display your designs on-site, annotate
models on-the-go, bookmark views, take screenshots, and share notes and photos.
PTC Creo View - Instantly visualize 3D Creo View models on your iPad or iPhone.
This includes models developed in other CAD tools and then published in the Creo
View format. Wherever you are, Creo View Mobile gives you up-to-date product
visibility.
DO - DesignObserver.com is the leading site at the intersection of design,
photography, illustration, architecture, urbanism, sustainability, social innovation and
visual culture. Students can you this site as a quick reference for design blogging.
The design blogs here cover a range of media and are easily filtered. Students can
also ‘favourite’ stories that interest them and save them into a Mondrian style wall.
Dezeen - The world's most influential architecture, interiors and design magazine,
packed full of video’s and interviews with designers who deal with current issues.
This helps with listening, reading and evaluating relevant and current product design.
Pinterest - is a tool to find your inspiration and share it with others. Use it to collect
things you love, organise and plan important projects and more.
MoCoLoco - is a web magazine dedicated to everything related to modern
contemporary design and architecture.
Revision and lesson theory:
J. Plimmer - The successful DT App has now been split into individual subjects so
you can learn and revise the subject of your choice at a fantastic price. The
application includes information and revision quizzes for Resistant Materials as well
as general guidance for coursework and controlled assessment tasks.
Kerboodle – Kerboodle is an online resource that links directly to the Nelson
Thornes textbook for KS3, GCSE and A Level. Pupils can access the Textbook and
activities for every chapter.
What additional support is available for my child?
GCSE support with Controlled Assessments and examination technique is available
for students from their D&T teachers. Tuesday and Thursday PM 3.00pm-5.00pm
If a student cannot make the after school sessions arrangements can be made to
attend at different times with prior consent from the teacher.
Head of Department: Ms Pring Email: EJPring@plymstockschool.org.uk
Mr Frappart: TFrappart@plymstockschool.org.uk
29
Religious Studies
OCR GCSE Philosophy and Ethics (Religious Studies) Full Course
All sections of the exam paper have questions of increasing value, including asking
for students’ point of view. Students must only answer two sections in each paper
[The quality of written communication will be assessed in Part E of all Questions]
External Examination (Unit 601 - 25%):
Philosophy 1: Deity, End of Life and Religious and Spiritual Experience
1 hour exam
Section A
Section B
Section C
Belief about Deity.
The End of Life.
Religious and Spiritual Experience
[Optional for some targeted students]
External Examination (Unit 602 - 25%):
Philosophy 2: Good and Evil, Religion and Science and Religion, Reason and
Revelation 1 hour exam
Section A
Section B
Section C
Good and Evil.
Religion and Science.
Religion, Reason and Revelation
[Optional for some targeted students]
External Examination (Unit 603 - 25%):
Ethics 1: Relationships, Medical Ethics and Poverty and Wealth 1 hour exam
Section A
Section B
Section C
Relationships.
Medical Ethics.
Religion, Poverty and Wealth
[Optional for some targeted students]
External Examination (Unit 604 - 25%):
Ethics 2: Peace & Justice, Equality and Media 1 hour
Section A
Section B
Section C
Peace and Justice.
Equality.
Religion and the Media
[Optional for some targeted students]
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How can you help your child in Philosophy and Ethics and what revision
materials are there?
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Encourage them to read newspapers and non-fiction texts. Read these
together and discuss the concepts and social reactions that occur. Consider
how different religions may approach issues and what their values are.
If possible, read the texts that they are studying and discuss newly-learnt
concepts and religions in order to encourage them to personally interpret the
text and have their own opinions through discussion.
Use the OCR exam board’s website for past papers and mark schemes:
http://www.ocr.org.uk/
Purchase practice exam papers, question papers and answer booklets from:
www.cgpbooks.co.uk
‘Uncomplicated’ in-house revision guides.
Key words and syllabus check lists.
A vast array of resources available on the Learning and Teaching Drive on the
school network.
Key Websites:
 www.rsrevision.com
 www.bbc.co.uk/ethics
 www.thestudentroom.com
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www.bbc.co.uk/schools/gcsebitesize/rs/
www.revisionworld.com/gcse-revision/rs-religious-studies
What additional support is available for my child?
GCSE support with revision and homework is available for students from their
Religious Studies teachers. All Religious Studies teachers readily provide
opportunities for additional help and guidance outside of the classroom, where it is
needed. This may be in the form of the following:
 After school revision and homework support sessions from 15.00-16.00 every
week on Thursday
 Lunchtime revision and homework support sessions every week on Tuesday
The department also provides revision work to students and
recommends useful websites.
Head of Department: Mrs Slade Email: DSlade@plymstockschool.org.uk
Mrs Skingle: LSkingle@plymstockschool.org.uk
Mr Sprenkel: WSprenkel@plymstockschool.org.uk
Mrs Wilkins: TWilkins@plymstockschool.org.uk
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Ethics Philosophy in Culture
Non examination
The journey for our students continues in years 10 and 11 and follows the themes of
Religion, Relationships and Spirituality all of which will be built upon the discipline of
Philosophy and Ethics. The scheme of work has been developed specifically for the
needs of our students helping them to develop both their knowledge and
understanding in these areas of study. The course also aims to provide opportunities
within and beyond the school for learning that involves first hand experiences and
activities involving people, places and events. There will be a key focus upon
contemporary issues through the use of different media including that of film.
Throughout this journey, students analyse and interpret a wide range of religious
philosophical and ethical concepts in increasing depth. They will investigate issues of
diversity within and between religions and the ways in which religion and spirituality
are expressed in philosophy, ethics and the arts. They will expand and balance their
evaluations of the impact of religions on the individual, communities and societies,
locally, nationally and globally.
Special note needs to be made that the department will adapt the scheme of work at
any time to reflect what is happening in the world. This could be looking at changes
in the law with regards to medical research or issues raised by the right to die or
issues of human rights or the advent of War for instance. This department is dynamic
it reflects the interests of our students and has the ability to be part of a dialogue with
often controversial issues as they arise.
There will be end of module Assessments that are based upon examination style
questions. This will help develop literacy skills and gives the opportunity for extended
writing which will in turn help our students across all of their chosen curriculum
areas.
The areas we will be looking at throughout years 10 and 11 are Relationships,
Medical Ethics, Peace and Justice and Equality, Money and Wealth
Head of Department: Mrs Slade Email: DSlade@plymstockschool.org.uk
Mrs Skingle: LSkingle@plymstockschool.org.uk
Mr Sprenkel: WSprenkel@plymstockschool.org.uk
Mrs Wilkins: TWilkins@plymstockschool.org.uk
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Science
AQA GCSE Core Science (4405) /Additional Science (4408)
Further Additional Science (4410)
The majority of students will complete two GCSEs in Science (Core Science examined in Year
10 and Additional Science in Year 11)
Some students have chosen (as one of their options) to study Further Additional Science. They
will have lessons towards this in Year 10 and Year 11and will be examined at the end of Year
11.
GCSE Core Science course outline (Examined in Year 10)
External Examinations (75%):
Physics (25%)
Chemistry (25%)
Biology (25%)
Practical ISA Controlled Assessments (25%):
- Students carry out research and write a method to a given hypothesis
- Section 1 exam tests students’ research and asks them to write a plan to test
the hypothesis
- Practical and Graphical Analysis
- Section 2 exam tests students’ analysis of data and application of data in
different contexts
GCSE Additional Science course outline (Examined in Year 11)
External Examinations (75%):
Physics (25%)
Chemistry (25%)
Biology (25%)
Practical ISA Controlled Assessments (25%)
- Students carry out research and write a method to a hypothesis that students
write
- Section 1 exam tests students’ research and asks them to write a plan to test
the hypothesis
- Practical and Graphical Analysis
- Section 2 exam tests students’ analysis of data and application of data in
different contexts
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GCSE Further Additional Science course outline
External Examinations (75%):
Physics (25%)
Chemistry (25%)
Biology (25%)
Practical ISA Controlled Assessments (25%):
- Students carry out research and write a method to a hypothesis that students
write
- Section 1 exam tests students’ research and asks them to write a plan to test
the hypothesis
- Practical and Graphical Analysis
- Section 2 exam tests students’ analysis of data and application of data in
different contexts
How can you help your child in Science?
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All students have been given a revision guide that they can use to review
lessons.
Students have been given log in details for online resources:
www.doddlelearn.com and www.learnerscloud.com
Use the AQA exam board’s website for past papers and mark schemes:
http://web.aqa.org.uk/subjects/science.php
Purchase practice exam papers, question papers and answer booklets from:
www.cgpbooks.co.uk
Purchase workbooks from the Science department to support the work
students are doing in lessons.
Key Websites:
 http://www.science-spark.co.uk
 http://www.s-cool.co.uk/gcse/science/
 www.sparknotes.com
 www.bbc.co.uk/schools/gcsebitesize/science/
What additional support is available for my child?
GCSE support and examination technique is available for students from their
Science teachers. All teachers readily provide opportunities for additional help and
guidance outside of the classroom, where it is needed. This may be in the form of
the following:
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After school sessions from 15.00-16.00:
-Tuesday Chemistry
- Wednesday Physics
- Thursday Biology
Lunchtime sessions in Sc13
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Head of Department: Mr Baker Email: RBaker@plymstockschool.org.uk
Deputy Head of Science: Ms Birchnall Email: JBirchnall@plymstockschool.org.uk
Ms Strohmaier: VBStrohmaier@plymstockschool.org.uk
Dr Burdett: ABurdett@plymstockschool.org.uk
Mr Luscombe: ALuscombe@plymstockschool.org.uk
Miss Merritt: KBMerritt@plymstockschool.org.uk
Mrs Parsons: EParsons@plymstockschool.org.uk
Miss Evans: BEvans@plymstockschool.org.uk
Mr Harrison: MAHarrison@plymstockschool.org.uk
Miss Windeatt: KWindeatt@plymstockschool.org.uk
Mr Osborne: AOsborne@plymstockschool.org.uk
Mr Armstrong: SArmstrong@plymstockschool.org.uk
Mrs Johns: CJohns@plymstockschool.org.uk
Travel & Tourism
Edexcel BTEC Level1/Level2 First Award in Travel and Tourism
Course Outline
Students complete four units over the course of two years, two in Year10 and two in
Year 11.The qualification is equivalent to one GCSE. The course is a level 2
qualification and grades achievable are Level 2 Pass, Level 2 Merit, Level 2
Distinction and Level 2 Distinction*. Learners who do not achieve at Level 2 may be
awarded a Level 1 grade. The course presents knowledge in a work-related context.
75% of the qualification is internally assessed through the production of portfolio
based assessments and the remainder (25%) is assessed by external assessment.
There are two compulsory units and two optional specialist units.
Year 10
Unit 2: UK Travel & Tourism Destinations (Internally Assessed 25%)
This unit focuses on the industry in this country and where people visit and why.
Unit 6 : The Travel & Tourism Customer Experience(Internally Assessed 25%)
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This unit focuses on developing and identifying customer service skills within the
industry.
Year 11
Unit 4 : International Travel & Tourism Destinations ( Internally assessed 25%)
This unit looks at destinations around the world and students focus on selecting and
identifying appropriate destinations for different types of customers.
Unit 1: The UK Travel & Tourism Sector (externally assessed 25%)
This takes the form of a one hour exam to be completed in June of Year 11,
questions range from multiple-choice to more extended responses.
How can you help your child in Travel & Tourism?
Ask them what they are doing in the subject and actively discuss some of the key
issues. If you are booking a holiday get them involved in the process or ask them to
do some research for you on the different destinations. There are a number of
resources and information available on the Learning and Teaching area which can
be accessed from home under Leisure & Tourism, BTEC First Award. Students have
been taught how to access this. Encourage them to use key websites and improve
their use of numeracy, literacy and ICT skills, as well as supporting them with
understanding Customer Service skills, especially if you work with customers
yourself.
Edexcel online has some very helpful information about the course and past papers
and other resources from here are available in the Learning and Teaching section of
the school site.
Key Text: BTEC First Travel & Tourism by Appleyard,Aston,Dale,Jeffries et al.
published by Pearson
ISBN: 978-1-4469-0627-9
Copies available in class.
What additional support is available for my child?
As the majority of work is by portfolio based work completed in class there are no
Controlled Assessments similar to those in many other subjects. However, support is
available for students completing portfolio work to deadlines, students are given
these as part of their assignment briefs and a portfolio clinic is available after school
on Thursdays from 3-4. Other times may be available in consultation with Mr Butler.
Email Contact: DButler@plymstockschool.org.uk
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