http://www.blandfordschool.org.uk
What your child
will be learning in
Key Stage 4
Parental Guide to the KS4 Curriculum
2014-2015
Dear Parents
The purpose of this booklet is to inform you how you can support your child’s learning in at Key Stage 4.
If you have any questions about the overall curriculum, or anything contained in this booklet, please contact:
Duncan Smith, Deputy Headteacher (phone: 01258 451121 ext. 243, or e-mail: dsmith@blandfordschool.org.uk).
For questions regarding individual subject content, please contact the staff listed below:
Subject
Subject leader
E-mail address
English
Mr S. Gillett
sgillett@blandfordschool.org.uk
Maths
Mr J. Knightbridge
jknightbridge@blandfordschool.org.uk
Science
Rev. T. Meachin
tmeachin@blandfordschool.org.uk
Art
Mrs L. Bowerman-Ellis
lbowerman@blandfordschool.org.uk
Business Studies
Mr R. Opalka
ropalka@blandfordschool.org.uk
Child Development
Mrs H. Sadler
hsadler@blandfordschool.org.uk
Performing Arts
Miss C. Kelly
ckelly@blandfordschool.org.uk
Design & Technology
Mr C. Davidson
cdavidson@blandfordschool.org.uk
Drama
Mrs L. Bowerman-Ellis
lbowerman@blandfordschool.org.uk
MFL
Ms L Guégan
lguegan@blandfordschool.org.uk
Geography
Miss H Buchanan
hbuchanan@blandfordschool.org.uk
History
Mr P Harrison
pharrison@blandfordschool.org.uk
ICT
Mrs K. Tylor
ktylor@blandfordschool.org.uk
Music
Mr J P Dubock
jdubock@blandfordschool.org.uk
PE
Mr A Young
ayoung@blandfordschool.org.uk
PSRE
Mr S. Harrow
sharrow@blandfordschool.org.uk
Heads of Year: Year 10: Mr G Clarke (gclarke@blandfordschool.org.uk)
Year 11: Mr D Spry (dspry@blandfordschool.org.uk)
Deputy Headteacher: Mr D Smith (dsmith@blandfordschool.org.uk)
The Blandford School
http://www.blandfordschool.org.uk
Key Stage 4 Curriculum
How you can support your child in:
English
Within the English Faculty students are divided into new classes which are designed to meet the needs of our
different students. The two routes at GCSE at present are:

AQA English Language and AQA GCSE English Literature
Students will study for two separate qualifications in Language and Literature and will be taught in A*C/D grade ability classes where they will do both controlled assessments and examinations.

Cambridge IGCSE First Language English and AQA GCSE English Literature
Students will study for two separate qualifications in Language and Literature and will be taught in C- G
grade ability classes. The IGCSE course is the equivalent of the GCSE English Language course but
includes coursework and Speaking & Listening assessments. The AQA GCSE English Literature has one
controlled assessment and two examinations.
AQA GCSE English Language
External examination
60% of the total GCSE marks
2 hours,15 minutes ~ 80 marks
Section A: Reading
20% of the total GCSE marks ~ 40 marks
Section B: Writing
20% of the total GCSE marks ~ 40 marks
Unit 3: Understanding spoken and written texts and
Controlled Assessment
40% of the total GCSE marks ~ 80 marks
Part a: Extended reading
15% of the total GCSE marks ~ 3–4 hours 30 marks
Part b: Creative writing
15% of the total GCSE marks ~ 3–4 hours 30 marks
Part c: Spoken Language Study
10% of the total GCSE mark ~ 2–3 hours 20 marks
Unit 2: Speaking and Listening
GCSE English Literature
External examination ~ Unit 1: Exploring modern texts
40% of the total GCSE marks - 1 hour 30 mins (60 marks)
Section A: Modern prose or drama
20% of the total GCSE marks - 45 mins (30 marks)
Section B: Exploring cultures
20% of the total GCSE marks - 45 mins(30 marks)
PLUS
External examination~ Unit 2: Poetry across time
35% of the total GCSE marks
1 hour 15 mins (54 marks)
Section A: Poetry cluster from the Anthology
23% of the total GCSE marks
45 mins (36 marks)
Section B: Responding to an unseen poem
12% of the total GCSE marks
30 mins(18 marks)
Higher Tier: Candidates answer one compulsory question about the poem (18 marks).
Foundation Tier: Candidates answer one compulsory question about the poem. The question will be in two
parts (18 marks).
• Part a will ask candidates about the ideas in the poem.
• Part b will ask candidates to write about the methods used by the poet.
Unit 3: The significance of Shakespeare and the English Literary Heritage (Controlled Assessment) 25% GCSE
marks
Candidates complete one Controlled Assessment task which asks them to make links between a play from
Shakespeare and any other text, of any genre, from the English (or Welsh or Irish) Literary Heritage (40 marks).
They may draw on multi-modal versions of the texts, for example stage productions, film and/or audio versions
to enrich and inform their understanding of the text.
Cambridge IGCSE First Language English
Component 1: External examination
40% of the total GCSE marks
1 hours 45 minutes -50 marks
Question 1: Reading - 20 marks
Question 2: Writing - 15 marks
Question 3: Reading &Writing - 15 marks
Component 4: Coursework
40% of the total GCSE marks 50 marks
3 written assignments
Candidates submit three assignments, each of
500–800 words.
Component 5: Speaking and Listening Test
20% of the total GCSE marks 30 marks
Candidates conduct an individual task and take part
in a discussion.
GCSE English Language Unit 1 Section A: general reading website links:
http://www.s-cool.co.uk/gcse/english/reading-non-fiction (Section A reading skills)
http://www.bbc.co.uk/schools/gcsebitesize/english/reading/ (Section A reading skills)
http://www.englishbiz.co.uk/mainguides/nonfiction.htm (Section A reading skills)
GCSE English Unit 1 Section B: writing website links:
http://www.bbc.co.uk/schools/gcsebitesize/english/writing/ (Section B skills for Questions 5 and 6 Foundation
and Higher Tiers)
GCSE English Literature Revision Web links
Unit 1: Section A
Lord of the Flies
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/proselordflies/
http://www.theenglishzone.org.uk/lordoftheflies.html
http://www.nobelprize.org/educational/literature/golding/
The Crucible
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramacrucible/
Unit 1: Section B
Of Mice and Men
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/prosemicemen/
http://www.universalteacher.org.uk/prose/ofmiceandmen.htm
http://www.youtube.com/playlist?list=PLC30080DA80562B94
http://www.tusitala.org.uk/?s=of+mice+and+men
Unit 2: Section A
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/poetrycharactervoice/
Maths
Students start their GCSE course in the Summer Term of Year 9 after their KS3 SATs in the March of that year.
Students will sit either the Higher Tier (grades A* to D) or Foundation Tier (grades C to G) of the Edexcel linear
exam (2MB01), this is broadly based on which ability group the students are in.
Set 1 and 2
Sets 1 and 2 will always cover the Higher Tier syllabus although there may be some students in set 2 who will be
entered for Foundation (a decision has to be made before the February of year 11).
Sets 3,4 and 5
Sets 3,4 and 5 will cover the Foundation tier syllabus, the highest grade students can achieve is a grade C.
Students will sit two exams at the end of year 11, a non calculator paper and a calculator paper, both 1hr 45m
long. There is no coursework, no modules and no practical work required.
Every student on the GCSE course will sit a mock exam at the end of each term, the results of which are used
to identify topics that the students are good at and topics that need more development. Their Maths teacher
will use the data to plan interventions to help all students overcome any difficulties.
The Maths Pages of FROG have further information including;
Grade descriptors
Links on how you can
help your child
Link to a student copy
of the syllabus via the
GCSE tab
Help is always
available
There are further links at the bottom of the Maths FROG page to the MyMaths revision materials.
Science

Useful revision websites
On FROG – go to SUBJECTS then SCIENCE then GCSE Science
http://www.bbc.co.uk/news/science_and_environment/
http://www.bbc.co.uk/news/technology/
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/
http://www.footprints-science.co.uk/

Useful Science Websites:
http://www.bbc.co.uk/schools
/gcsebitesize/
Exam/coursework weighting and Controlled Assessments - what they are and how students can
prepare for them
Coursework is worth 25% of each GCSE in science and takes place during normal lessons (but under exam
conditions). They are called ISAs, each one takes about 5 lessons and includes 2 written examinations. You
must be present for all 5 lessons in order to complete the ISA. You can’t retake an ISA. Each written exam is
worth 25% of the GCSE. If you are taking Further Science you will do an ISA for each subject (i.e. 3). If you
are not taking Further Science you will do an ISA for Core Science and an ISA for Additional Science. For all
examinations and ISAs your literacy skills will be very important. Being able to write neatly, spell correctly
and read scientific English will help you – read scientific articles to help prepare for this.

The exam board
AQA

Key dates
ISAs will take place in the Autumn and Spring terms during lessons. Teachers will inform students of ISAs in
advance so that you can ensure that you are able to attend the lessons involved. Apart from ISAs, all of your
examinations will be in the summer of year 11.

How students can prepare for exams
Working on past papers is an excellent way of doing this.
http://www.sciencelab.org.uk/support/question-papers-mark-schemes.php
We strongly advise you to buy a revision guide – you will receive information about this early in the Autumn
term – we proved them much more cheaply than you could buy them in a bookshop.

Useful equipment
It is essential to bring pens (black is required for controlled assessment and examinations), pencils and an
eraser, a 30cm ruler, a protractor and a calculator to all science lessons.

Newspapers/magazines to which students may wish to subscribe
Many newspapers include a section about science, environment or technology.
They also have websites e.g.
http://www.guardian.co.uk/science
http://www.guardian.co.uk/environment
http://www.guardian.co.uk/technology
Most public libraries will stock science magazines such as ‘New Scientist’, National Geographic, Scientific
American, and Nature. They also often have good websites e.g. http://www.nature.com/
Art(AQA GCSE Fine Art)
Useful revision websites:

BBC BITESIZE Art and Design,

Tate Britain,

National Gallery, London,

MOMA,

National Portrait Gallery
KS4
Year 10
2013
Year 11
2013
Autumn Term
Research and Experimenting
Finding and recording patterns/
textures from our environment
through. Making patterns and
printing them using a variety of
different techniques.
Research trip; Finding and
recording animals and their
environments investigating
different surface textures and
form, using a variety of
techniques and materials to
explore how to achieve these
elements. Techniques will involve
watercolour, ink, fabric resist
techniques.
Researching other artists’
techniques in how they record
these animal forms and textures.
The Art rooms are open most
lunchtimes as well as after
school on a Thursday.
Pizza night will be once a month
until 7pm. Students will be
notified.
Developing
My Abstract World Final
composition reflecting the
previous research based on the
different studies and artists
explored. Completed by October
half term.
Animal final piece refined relating
to GCSE course,3D or Art craft
and design. Christmas.
All coursework has to be
completed by Christmas 2014.
The Art rooms are open most
lunchtimes Pizza night will be
once a month until 7pm.
Students will be notified.
Spring Term
Research and Experimenting
Continued research from the
Autumn Term until Half term.
Developing ideas and developing
patterns from the previous
research work.
Exploring still life through
photography and drawing using a
variety of viewpoints on different
materials like clay, polystyrene
blocks, which will then be
developed using scanners in
developing ideas.
Pizza night will be once a month
until 7pm. Students will be
notified.
Externally set work
Externally set paper given out ;
week of 12th January 2015.
Each lesson will have a different
research experiment and
individual task. It is important
that students attend all the
sessions so that they have all the
visual research to get a good
grade. If a student misses the
lesson they will be expected to
complete the task in their own
time. After school sessions; every
Thursday.
Pizza night will be once a month
until 7pm. Students will be
notified.
Summer Term
Developing
Mock exam.
Developing a 3D piece of
work using the research
previously explored to
inspire and explore a variety
of 3D media.
Research on sculpture and
ceramics.
Drawn development of
ideas.
April 2014; timed 10 hour
exam for final piece
reflecting all the
researchcompleted on the
chosen starting point.
ART Course is completed as
soon as the 10 hour timed
exam is over.
Success criteria (where appropriate)
Below are the assessment criteria that your art work will be marked against. Every project you complete is marked and the same marking
criteria are always used. Make sure you understand what each box means so that you can work hard to reach your full potential in each
area.
Exam/coursework weighting:


Coursework 60%; Exam work 40%.
Students work for four terms on their coursework and one term on their exam work. Students will
complete three Units for their coursework and the best two are picked. Students have to produce a final
piece that has all the research for it. This research includes thorough artist research related to the topic,
experiments and media tests, subject matter investigated that informs the student's ideas and their
development. Sixty out of eighty of the marks are awarded for the sketchbook research work.
For students aiming to achieve an 'A' grade in Art, students need to show:
 Thoroughly researched work in all areas which includes confident and competent drawing and
experimental work, very knowledgeable about the characteristics of their chosen media and the art
elements, reflecting through all their research their intent and knowledge of the artists and all
techniques used in their work and the work of others.
 Attention to fine detail and understanding of light direction and how to achieve these elements in their
work helps to make a more refined final piece.
For students aiming to achieve a 'B' grade in Art, students need to show:
 Sound observational recording skills using drawing as well as other methods like photography.
 Good research skills, reflecting their interests, experiments and knowledge of the media and materials
used works well in developing their pieces.
For students aiming to achieve a 'C' grade in Art, students need to show:
 How they carefully plot their projects, developing their skills to show good presentation and care in the
sketchbook.
 Understanding how to achieve good composition and balance in their work helps the final composition
as well as students reviewing their work using connectives helps to secure a pass grade.
Key dates:
This is the marking details produced by the exam board, AQA:
AO1
Develop their ideas through
investigations informed by
contextual and other sources
demonstrating analytical and
cultural understanding.



AO2
AO3
AO4
Refine their ideas through
experimenting and
selecting appropriate
resources, media,
materials, techniques and
processes.
Record ideas,
observations and insights
relevant to their
intentions in visual and/or
other forms.
Present a personal, informed and meaningful
response demonstrating analytical and
critical understanding, realising intentions
and where appropriate, making connections
between visual, written, oral or other
elements.
December 2015Coursework should be completed.
January 2016 Exam paper handed out.
April 2016 ten hour exam time starts.
How students can prepare for exams:
 Completion of all tasks set are reflective of all the necessary assessment objectives . Drawings of the
chosen subject matter are important as well as the experimenting, ideas and development and artist
connections. All these need to be reflected in the final piece/s along with reviews as well as justifying
their choices.
Controlled Assessments - what they are and how students can prepare for them:

Students have to show 45 hours worth of work in their two coursework projects. This work can be seen
in their sketchbook research work as well as their two final pieces.
The timings of lunchtime and after school clubs:
 Two after school sessions are held every week and often the art rooms are open during lunchtimes.
Students can work in any room and use the advice of any teacher in those particular rooms as well as
their usual GCSE teacher.
Useful equipment :
 The Art Department puts together material packs so that all students have the main artist materials to
start the course. This includes for £12; set of paintbrushes, watercolour tin, rubbers, pencil set,
A3 sketchbook, A3 wet weather plastic folder. If you tried to get the same quality of materials from
a good art retailer it would cost a lot more.

We would strongly suggest that students also invest in a pack of acrylic paints so that they can
complete work at home.
Newspapers/magazines:
 Newspaper articles about artists, art works and exhibitions are always useful to have so that students
can quote from them or stick them into their books. These could be put into a scrap book.
Business Studies
Exam board: OCR
Exam/coursework weighting:
Belief and Ethics
At KS4 students study two courses: Religion & Life and Religion & Society
examined by Edexcel.
The Units studied include:
Religion & Life
Believing in God
Matters of Life and Death
Marriage & Family Life
Religion and Community Cohesion
Assessed by a 90 minute exam at the end of Year 11: 50% of total
mark.
Religion & Society
Rights & Responsibilities
Environmental & Medical Ethics
Conflict & Peace
Crime & Punishment
Assessed by a 90 minute exam at the end of Year 11: 50% of total mark.
Key dates:
May 2015: Yr 10 Mock exam
Nov 2014: Yr 11 Mock exam
May 2015: 2 x 90 minute GCSE exams
Exam Preparation
 Students practise past exam questions throughout the course.
 Homework tasks on FROG comprising key word tests and past questions
 Mark schemes available on FROG for students to self assess their work
 Revision Guides for both courses on FROG with practice questions and key exam information
 Revision sessions prior to exams
Extra study recommendations:
Students would do well to be aware of any moral issues arising in the news or in film/tv programmes. Also news
items showing the impact of religion and beliefs on society/global affairs.
Useful PSRE Websites:
http://www.bbc.co.uk/schools/websites/11_16/
http://www.bbc.co.uk/religion/religions/buddhism/
http://www.bbc.co.uk/religion/religions/christianity/
https://www.youtube.com/watch?v=wjxT-4wFZDY
https://www.youtube.com/watch?v=yUwGaImqhZE
GCSE Child Development
Child Development is a GCSE option subject available to Key Stage 4 learners (Years 10 and 11) and is studied for 5
hours each fortnight. The GCSE grade awarded is made up of 3 units; a written examination (worth 40%), the
Research Task (20%) and the Child Study (40%). There is one tier of entry for all learners.
After completion of this course learners can proceed into Higher Education to study nursing (including
midwifery), social work, youth work or teacher training after studying at Post 16 level. Other learners can go on
to pursue careers as nursery workers, nannies, child minders etc.
Summary of subject content
The subject content of this specification can be divided into the following sections:

Parenthood

Pregnancy

Diet, health and care of the child

Development of the child

Support for the parent and child
This content covers many topics from the nature of the family, and the stages of pregnancy from conception to birth.
Learners will be able to study the wider care of the developing child; looking at ways in which the child develops and
possible factors that may affect this development.
Meet the team
Mrs Sadler
Mrs T Carter
Mrs V Moore
Key Stage 4
The course follows the AQA GCSE specification and consists of 3 units (one tier of assessment) as follows:
Unit 1: Written exam paper (carries 40% of final grade)
Unit 2: Research Task (carries 20% of final grade)
Unit 3: Child Study (carries 40% of final grade)
This is a study of a single child under the age of 5.
Extra-curricular and enrichment activities
During this course learners will have the opportunity to experience our ‘Virtual Baby Programme'. This parenting
simulation is designed to help young adults understand the challenge of caring for a newborn baby.
Wherever possible, we actively seek speakers to come and talk to the classes about their field of expertise (e.g. school
nurse, ‘new mothers' etc)
Graphic Design
What students will study
In Year 10 students will complete a series of design and make tasks designed to build their skills in
communicating and realising their design ideas. Students will have the opportunity to work with plastics, card
and modelling boards, 3D printer and foam modelling to develop their 3D modelling skills. Sketching and
designing tasks will be carried out using a variety of techniques, to include: CAD (Sketchup, 2D Design,
Coreldraw), marker rendering, shading and tonal work, isometric and Oblique drawing and observational
drawing.
These skills will be applied to projects in Y10 based around the themes of Promotional Materials, Packaging,
Architecture and Interior Design.
In the Summer Term of Y10 students will begin their major coursework task, constituting 60% of their final GCSE
grade.
How students will be assessed?
i) Written Paper - 40% of the total marks [120 marks] One paper, 2 hours, with two sections:
Section A: 30 marks - A design question based on context supplied before the exam
Section B: 90 marks - Covers all aspects of the specification content and all questions are compulsory
ii) Controlled Assessment - 60% of the total marks [90 marks].

A single design-and-make activity selected from a choice of set tasks, consisting of the development of a
made outcome and a concise design folder and/or appropriate ICT evidence. These tasks are reviewed
every two years.
The design folder should consist of approximately:



20 pages of A3 paper or equivalent A4 paper
It is expected that students should spend approximately 45 hours on this activity.
As part of the evidence submitted, students should include photographs of the finished products as well
as photographs at various stages of the process
Useful equipment:
Students must have the following; a pen, HB pencil[s], pencil sharpener, eraser, ruler, a small selection of
coloured pencils. A USB memory stick is also useful for transferring files to and from CAM equipment.
Study Guides
A study guide is available from the department for £3.25 but can be found at a lower cost on line at Amazon.
Useful websites



www.technologystudent.com
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.dtonline.org/
How can parents help?
It is essential that students keep up to date with the coursework for the controlled assessment task. Encourage
them to use Design Club sessions which are offered after school. Regularly visiting the revision website and
developing this as a habit rather leaving it until the end of the course is a good idea.
Food Technology
Year 10
Autumn Term
Nutrition work and Focused practical tasks
related to: Special diets
 Use of meat
 Sauce making
 Use of staple foods
Design and make task.
Cake making methods
Decorating techniques.
Year11
Autumn Term
Unit 2 Controlled assessment work.
Spring Term
Bread Making skills.
Design and Make a multicultural bread product.
Focused practical skills related to pastry making.
Functions of Ingredients
Sensory Analysis
Product Analysis
Spring Term
Unit 1 Theory
Focused revision work, which is guided by the pre release
material from the Examination board.
Included should be some related practical tasks.
Summer Term
Year 10 Internal Examination.
Focused practical skills related to dessert making.
Working properties of setting agents.
Decorating techniques
Portion control
Start of controlled Assessment work
Summer term
Final revision
Work on past papers.
May/June
Final Design and Written Examination paper.
45 hours is given by the exam board to complete both a final
portfolio of design work and associated practical work
resulting in a final outcome.
This is independent work
Completion date: January/February of year 11
Useful websites:
 http://www.s-cool.co.uk/gcse/food-technology.html - whole subject
revision
 http://www.foodforum.org.uk/cgi-local/glossary.pl - glossary of terms
 http://www.bbc.co.uk/schools/gcsebitesize/ - whole subject revision
 http://www.aqa.org.uk/qual/gcse/des_tec_ft_assess.php - past papers
 http://www.bbc.co.uk/food/ - basic food knowledge and recipes etc.
 http://www.foodafactoflife.org.uk/Index.aspx - Excellent all round
information
 http://www.food.gov.uk/- Latest news, legal aspects and law, general
food info
 http://www.dtonline.org/apps/infopage/app?3&4&1&0&1&0 – General Food Information
Product Design
What students will study
In Year 10 students will undertake two projects over the course of the Autumn
and Spring Terms. These projects will be aimed at building skills in readiness for
starting the final GCSE coursework task. We will be exploring the areas of lighting
and storage during these two design and make
exercises. The controlled assessment task will
start in the summer term and run through until
the end of the autumn term in year 11. In the
spring term of the final year stage of the course
there will be various focused tasks to explore
further processes and materials in conjunction
with preparation of the set study topic for the
final examination.
How students will be assessed:
i) Written Paper - 40% of the total marks [120 marks]
One paper, 2 hours, with two sections:
Section A: 30 marks - A design question based on context supplied before the
exam
Section B: 90 marks - Covers all aspects of the specification content and all
questions are compulsory
ii) Controlled Assessment- 60% of the total marks [90 marks].

A single design-and-make activity selected from a choice of set tasks, consisting of the development of a
made outcome and a concise design folder and/or appropriate ICT evidence. These tasks are reviewed
every two years.
The design folder should consist of approximately:



20 pages of A3 paper or equivalent A4 paper
It is expected that students should spend approximately 45 hours on this activity.
As part of the evidence submitted, students should include photographs of the finished products as well
as photographs at various stages of the process
Useful equipment:
Students must have the following; a pen, HB pencil[s], pencil sharpener, eraser, ruler, a small selection of
coloured pencils. A USB memory stick is also useful for transferring files to and from CAM equipment.
Study Guides
A study guide is available from the department for £3.25 but can be found at a lower cost on line at Amazon.
Useful websites



www.technologystudent.com
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.dtonline.org/
How can parents help?
It is essential that students keep up to date with the coursework for the controlled assessment task. Encourage
them to use Design Club sessions which are offered after school. Regularly visiting the revision website and
developing this as a habit rather leaving it until the end of the course is a good idea.
Textiles Technology
Exam Board: AQA - Qualification Code: 4572
Useful revision websites




On FROG – go to SUBJECTS then Design then GCSE Textiles
http://www.bbc.co.uk/news/technology
http://www.bbc.co.uk/schools/gcsebitesize/Design/textiles
http://web.aqa.org.uk/
YEAR 10
Year 11
Project 1: The Hoodie project!
Unit 2: Controlled Assessment:
This Design and make brief allows the pupils to add to their knowledge
from KS3 textiles and re enforces the textiles practical skills.
45 hours is given by the exam board to
complete both a final portfolio of design
work and a finished piece of supporting
practical work to go with it.

Pupils are shown how to use a commercial pattern which they
may adapt.
This is independent work


Pupils learn a variety of both technical and embellishment skills
in readiness for their controlled assessment in year 11
Theory Work:
o Pupils learn about a range of fibres and their
properties
o Fabric finishes
o Variety of Decorative techniques
o Research
o Mass manufacture
Completion date: March of year 11
Project 2: The bag project
Unit 1: Theory
The bag project allows pupils the opportunity to extend their
knowledge in textiles and
Focused revision work, pupils are guided
by the exam boards Pre – release
materials and given the time to develop
their answers to this section of the exam
paper.




Design and develop their own pattern pieces.
Draw on skills already acquired, and use them more
independently.
Make more informed design decisions
Work to a tight deadline in preparation for their final
controlled assessment in year 11.
What does an A grade pupil look like?
A pupil should be able to demonstrate consistently those key skills, communication, application of number and
information as well as good use of communication technology along side the wider skills of ‘improving their
own learning and performance, working with others effectively and being able to problem solve effectively and
independently’. AQA
How can a parent help?
 Look at the school frog site as all the key dates for Design and technology
are on the design page for textiles.
 Ask to read your child’s design portfolio regularly as it develops.
 Encourage your child to make use of extra-curricular Design club on a
Wednesday and Thursday after school
 Test your son / daughter, using their revision notes.
 Check their homework diary regularly, they should have their homework
written into it, it is set every week.
 Revision guides can be purchased for £3.25 from your teacher.
There will also be revision sessions available in design club to support your revision
as well as extra support for Controlled Assessment Task. See your teacher for details.
French
Studying French for GCSE enables students to continue developing the language skills they have acquired at KS3
and to learn to use the language more independently as well as gaining a greater insight into the culture of the
French-speaking world.
Useful websites include:
 www.languagesonline.org.uk (particularly good for grammar practice)
 www.s-cool.co.uk/gcse/french
 www.aqa.org.uk (exam board website, includes past papers and
assessment criteria)
The examination comprises 4 components, namely:

listening, speaking, reading and writing.
Listening and reading each count for 20% of the total examination marks, writing and speaking for 30%. Whilst
reading and listening are tested in examinations at the end of the course, there are 2 controlled assessments in
speaking and writing respectively.
We complete one of these at the end of Year 10 and the remaining 3 during Year 11, when students are more
confident at manipulating the French language.
All the controlled assessments require students to prepare and produce under examination conditions a piece of
writing/conversation on a given topic. During the preparation phase, they receive individual help and advice on
how to achieve the highest grade possible.
In order to do well your child is required to know off by heart an extended piece of complex writing.
Historically pupils have found this task challenging and parental support has proved vital to their success.
In order to prepare themselves for the examinations, students need to learn the key vocabulary of each topic
and build up a good understanding of basic French grammar, such as verb tenses and adjective endings. To help
them in their studies, it would be a good idea to:
 buy a French-English dictionary,
 buy a GCSE revision guide and perhaps
 subscribe to the magazine Ça va, which features a range of articles designed to appeal to teenage
learners of French!
German (AQA)

Controlled assessments (60%): The students complete four tasks, two written and two spoken.
Each speaking assessment lasts 4-6 minutes. Writing assessments last one hour. Students
know in advance what the task is and have plenty of support in doing the preparation.

Final examinations: Listening (20%) Reading (20%)

We use the Nelson Thornes AQA German GCSE textbook with additional on-line
resources (Kerboodle).

Specimen exam material is available on the AQA web-site (www.aqa.org.uk)

Recommended languages sites are:
 www.languagesonline.org.uk
 www.logo.de (authentic material to stretch the more able)

In order to succeed at GCSE German students need to be prepared to work hard on preparing the controlled
assessments. We provide the students with vocabulary lists so that they can learn the key language
required for the final exams. Practice exams are held in Year 10 and before Christmas in Year 11.
Spanish
Studying Spanish for GCSE enables students to continue
developing the language skills they have acquired at KS3 and
to learn to use the language more independently as well as
gaining a greater insight into the culture of the Spanishspeaking world.

Useful websites include :

www.languagesonline.org.uk (particularly good for grammar practice)

www.123teachme/Spanish

www.aqa.org.uk (exam board website, includes past papers and assessment criteria)

The examination comprises 4 components, namely listening, reading, writing and speaking. Listening
and reading count for 40% and are tested in examinations at the end of the course.

Writing and speaking count for 60% of the total examination marks. These are controlled assessments
which require students to prepare and produce under examination conditions a piece of
writing/conversation on a given topic. During the preparation phase, they receive individual help and
advice on how to achieve the highest grade possible.
In order to do well your child is required to know off by heart an extended piece of complex writing.
Historically pupils have found this task challenging and parental support has proved vital to their
success.

At the start of year 10 students are given a vocabulary booklet and it is essential that they learn topic
vocabulary on a regular basis. They also need to build up a good understanding of Spanish grammar,
such as verb tenses, pronouns and adjective endings.

To help them in their studies, it would be a good idea to buy a Spanish-English dictionary, a GCSE
revision guide and perhaps to subscribe to the magazine El Sol, which features a range of articles
designed to appeal to teenage learners of Spanish!
Geography
Why study Geography at GCSE?
The world in which we live is likely to change more in the next 50 years than it has ever done before. Geography
explains why, and helps to prepare you for those changes.
Exam Board: AQA Geography A
Assessment:
The course is spit into 3 units
 Unit 1 Physical Geography
 Unit 2 Human Geography
 Unit 3 Local Fieldwork Investigation (Controlled Assessment)
Unit 1 Physical
Geography (37.5%)
90 minute written
examination.
75 marks.
Unit 2 Human Geography
(37.5%)
90 minute written
examination.
84 marks.
Unit 3 Local Fieldwork Investigation
(25%)
A local field trip to collect
information.
60 mark. Approx. 2,000 words.
Approximately 20 hours including the
fieldtrip to be spent on this.
In Unit 1 and 2, three topics will be studied.
For Year 10 students, the topics covered this year will be:
Tourism (Unit 2), The Coastal Zone (Unit 1), Population Change (Unit 2), Living World (Unit 1) and Restless Earth
(Unit 1)
For Year 11 students, the topics covered this year will be:
Completion of Restless Earth (Unit 2), Unit 3 Controlled Assessment and either:
Globalisation (Unit 2) OR The Development Gap (Unit 2)
Revision and exam preparation
Throughout the course students will be assessed with quick
knowledge tests, exam style questions, timed exam practice as well
as revision worksheets and activities.
After school support for Controlled Assessment Task will occur.
Students to speak to their teacher during this time period.
Revision booklets will be available during this year. Revision
sessions will be held during lunch times and after school.
Useful equipment:

It would be useful to have an atlas at home to familiarise yourself with the world!

There is an opportunity to subscribe to the magazine ‘Wideworld’ whichis to support GCSE
geographers. Ask your teacher for details.
Useful Geography Websites:
www.bbc.co.uk
www.bbc.co.uk/newsround
www.bbc.co.uk/gcsebitesize
www.coolgeography.co.uk
www.ciaworldfactbook
www.dorsetforyou.com
www.googlemaps.com
www.usgs.gov
History
Assessment
Students follow the ‘Edexcel Modern World History A’ specification. A copy of this specification can be
found in Frog (Subjects/Humanities/History/GCSE/Information for Parents) along with past papers.
Your son daughter will study four units and each unit is worth 25% of the final assessment










Unit 1: International Relations 1943-91
Unit 2: The USA 1919-41
Unit 3: Britain 1903-29
Unit 4: The Vietnam War 1965 -75
Units 1-3 are assessed through an
examination at the end of Year 11.
Each examination lasts 1 hour and 15
minutes.
Unit 4 (The Vietnam War) is assessed
through ‘Controlled Assessment.
For ‘Controlled Assessment’ students
are given approximately 15 hours to carry out research and assemble relevant notes.
They are then given 2 hours and 30 minutes to complete three questions using their notes.
This time is spread over a number of sessions and is carried out in Year 11.
Revision

From the end of the spring term in Year 11 we will be carrying out revision lessons in class, however
students will need to ensure they have a thorough revision programme of their own.
 Revision booklets are made available
 These booklets include a guide to the key skills, essential information and exam questions.
 Copies of these booklets are available in the Frog folder ‘Information for Parents’ referred to earlier.
 Students are made aware that reading through these booklets is only a first step to success.
 It is important that they use them, and any other resources, to make their own revision notes.
 Advice is given to students on how to do this by using record cards / mind-mapping / diagrams etc
 As a parent you can also play a valuable role here by testing your son / daughter, using their revision
notes.
 Useful websites include:
www.johndclare.net/
http://www.bbc.co.uk/schools/gcsebitesize/history/mwh
KS4 ICT/Computing:
Year 10 ICT
There are two option groups for ICT:
BTEC First Award in Information & Creative
Technology
Students will study 4 units of work over 2 years:
Core units that must be completed:
Unit 1: The Online World
Unit3: Digital Portfolios
Optional Units: students will complete 2 of these:
Unit4: Creating Digital Animation
Unit6: Creating Digital Graphics
Unit7: Creating Digital Video
Unit8: Mobile App development
GCSE ICT:
Unit 1: Living in a Digital World
In this unit, students explore how digital technology impacts on the lives of individuals, organisations
and society. They 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 and on the move). They develop an awareness of the risks that are inherent in using ICT and
the features of safe, secure and responsible practice.
Unit 2: Using Digital Tools
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. They
learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible
practice.
Year 11 ICT
ICT (Core)
Students will continue with the Cambridge National Certificate
ICT that they started in Year 9. This is worth one full GCSE. The
course is graded pass, merit, distinction, distinction*. All
students are required to complete four units. Students should
have completed 2 units:


in
In Year 9 they completed Unit 6: Creating Digital Images
in year 10 they completed Unit 2: Using ICT to create business solutions
Autumn Term:
Students will be working on Unit 1: Understanding Computer Systems. This will be assessed by an external
examination in Dec/Jan.
Spring & Summer term:
Students will be designing and creating multimedia content for a multimedia product. Students will complete a
10hr controlled assessment on this unit. This unit is externally assessed.
.
ICT (Option)
These students are studying for the OCR Cambridge National Diploma in ICT which is equivalent to two
GCSE’s.
In Year 11 students will study two of the following units:



Unit R011: Project Management
Unit R007: Creating Dynamic Products using video
and audio
Unit R008: Introduction to programming.
Music
Edexcel GCSE Music (2009) Syllabus
http://www.edexcel.com/quals/gcse/gcse09/music/Pages/default.aspx
Useful information
For a full list of useful resources please see our Virtual Learning Environment (Subject resources/Performing
and creative arts/ music/GCSE year 10 and 11) http://www.frogserver.blandfordschool.org.uk/
Course Outline
Areas of study:
1. Western classical music 1600-1899
2. Music in the 20th century
3. Popular music in context
4. World music
40% exam on listening and appraising the Areas of Study in one final exam.
30% performance – one solo performance, one ensemble performance.
30% composition – two pieces of music in the genres associated with the
Areas of Study.
Important Dates for 2014-2015 exam group (Year
11)

Performances deadline:
21st December 2014
 Draft Composition deadline: 21st December
2014
 Compositions final deadline:
28th April 2014
 Listening exam:
May 2015
Important Dates for 2015-2016 exam group (Year 10)
First Performance deadline:
19th July 2015
Draft Composition deadline:
20th December 2015
Compositions final deadline:
25th April 2016
Listening exam:
May 2016
How can a parent help?
 Take your child to visit local performances of music as often as
you can.
 Talk to your child about the music that they listen to.
 Ask to see/ hear your child rehearse their instrument
 Perhaps invest in extra tuition.
 Encourage your child to compose music - if you have a computer try to obtain music software;
there are a lot of free/reasonably pricedprogrammes available but you will need to buy a USB
MIDI keyboard. (we use Logic express)
 Encourage them to become involved in extra-curricular performance at school or out of school.
This will enrich their musical experience and will help them to improve their skills and results. Music
staff are always available by email or telephone if you have any questions.
GCSE Performing Arts


AQA GCSE Performing Arts
Qualification Code: 4882
How students are assessed:
Unit 1 – 48801: Skills development
Portfolio evidence
Controlled Assessment
70 marks – 60%
Plus
Unit 2 – 48802: Showcase performance
Externally set brief - internally marked
60 marks – 40%
Useful Websites/Background reading:


AQA GCSE Performing Arts Student Guide
ISBN-13: 978-1408504222
AQA Website http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/performing-arts-4880
N.B: Assessment is continuous; all work is assessed from the beginning of the course and contributes towards the student’s
final GCSE grade.
Autumn Term
Year 10
Spring Term
Year 10
Summer Term
Year 10
Autumn Term
Year 11
Spring/Summer Term
Year 11
The TBS Variety Show
(assessed at Christmas)
Puppetry and Masks
(assessed at Easter)
Devising
Performance Work:
Play into Production
(assessed at the end
of the summer term)
Preparation for Unit 2
Showcase
(assessed at Christmas)
Unit 2 Showcase
(externally
assessed before
May half term)
Submit Unit 1 Portfolio
(beginning of May)
What does an A grade student look like?
Candidates will be able to recall, select, use and communicate their detailed knowledge and understanding of the working
contexts, skills and processes involved. They will demonstrate a sensitive awareness of performance works and the
relationship between them and their cultural and social contexts in the generation, exploration and development of ideas.
They will experiment with and apply effectively a range of skills, processes and techniques to communicate in
performance and will display a high degree of creativity, originality and innovation in the execution of their work.
Candidates will demonstrate a high level of awareness and contextual understanding of the relationship between their
own working practices and those in the performing arts industry. They will clearly demonstrate well developed analytical
and reflective skills. There will be evidence of insight and sensitivity in clear well reasoned reflections on the development
and execution of their own work and that of others.
What does a C grade student look like?
Candidates will be able to recall, select, use and communicate their sound knowledge and understanding of the
working contexts, skills and processes involved. They will show some awareness of performance works and the
relationship between them and their cultural and social contexts in the generation, exploration and
development of ideas. They will experiment with and apply securely some appropriate skills, processes and
techniques to communicate ideas and some creativity, originality and innovation will be evident in their work.
Candidates will show some appropriate awareness and contextual understanding of the relationship between
their own working practices and those in the performing arts industry. They will use analytical and reflective
skills appropriately showing critical awareness of the development and execution of their own work and that of
others.
How can a parent help?


Visit local performances as often as you can.
Talk to your child about the effectiveness of performance and performance support in live theatre,
dance, music, film and TV. Ask your child to justify his or her opinions.
Ask to read your child’s portfolio to check that he/she is being reflective and evaluative in his or her work, and
encourage them to attend one of our portfolio clubs.
Check the spelling of specialist terminology.
Encourage your child to become involved in extra-curricular Performing Arts at school. This will enrich
the GCSE experience.



GCSE Physical Education – Edexcel
Subject make-up



50% practical assessment – 4 sports
40% theory assessment – 1½ hour written paper
10% Analysis of Performance – sport of choice,
including Personal Exercise Plan
How to be successful in GCSE PE?
Practical
Students will receive 2 lessons per fortnight of practical-based
lessons.
The breakdown of the assessment criteria is available at the
GCSE link on the PE page of the school website.
Students are expected to attend extra-curricular clubs in order
to achieve their targets.
Analysis of Performance


Students will examine performance through practical and theory lessons.
Developing knowledge of video analysis and the skills required for observational feedback are key in this
area.
Theory
Students will receive 3 lessons per fortnight of theory-based lessons.
Exercise and Fitness
Definitions of Health, Exercise,
Fitness and Performance
Assessing readiness for exercise
Components of Fitness and Testing
Principles and methods of training
Food for Sport
Healthy Lifestyles
Understanding the reasons why
people participate in sport.
Understanding the 4 stages of the
Sports Participation Pyramid
Understanding things that influence
people’s participation.
Understanding the different roles
available for people
Understanding different sporting
initiatives.
Body Systems
Cardiovascular System
Respiratory System
Skeletal System
Muscular System
Effects of exercice
Key Dates



Controlled Assessments – Practical assessments every 5 weeks
External Practical Moderation – Thursday 26th and Friday 27th March, 2015
Theory Examination – May, 2015
Revision websites:




http://www.bbc.co.uk/schools/gcsebitesize/pe/
http://www.edexcel.com/quals/gcse/gcse09/pe/Pages/default.aspx
http://www.brianmac.co.uk
http://pponline.co.uk
BTEC Level 2 Certificate First In Sport - Edexcel
Subject make-up
Students will complete:
 Unit 1 – Fitness For Sport and Exercise
 Unit 2 – Practical Sport
 Unit 4 – The Sports Performer in Action
 Unit 5 – Training for Personal Fitness
Important Information




The course is 80% coursework and 20% external examination.
It is also important to understand that although we aim to make the course as practical as possible due
to the final evidence having to be written down a lot of the time there will be a number of lessons taking
place in the computer rooms.
We do expect however the written part of the course to be completed as homework.
A lunchtime club in the computer room is run throughout the year on Friday lunchtime to help support
pupils who may struggle with written coursework or require extra help.

It is highly recommended that pupils invest in a memory stick so that they can back up their work and so
that they can carry on working on their assignments from home.
Useful Websites:



http://news.bbc.co.uk/sport
http://www.brianmac.co.uk
http://news.bbc.co.uk/sport1/hi/olympics/7569006.stm
Year 10 Homework Timetable (2014-2015)
Students at The Blandford School are encouraged to become independent learners. We believe homework supports this. If,
for any reason, homework is not set, students are encouraged to spend their ‘homework time’ reading or undertaking activities
on our VLE (FROG) or other excellent subject-specific websites (to which your teachers will direct you).
Week A
LEFT (L)
RIGHT (R)
Monday
Maths
Belief and Ethics
Science
(R1 SPR; R2 MAJ; R3 WOR)
English
Science
Option D
Maths
(L1 JOB, L2 MAJ, L3 WOR)
Science (R1 MET, R2 MAJ, R3 SPR)
Option B
Option C
Option B
Belief and Ethics
Option D
Option C
Science
Tuesday
Wednesday
Thursday
(R1 MAJ, R2 GRE, R3SPR)
Friday
Option A
English
Option A
English
Week B
LEFT (L)
RIGHT (R)
Maths
Belief and Ethics
Science
Maths
Science
Monday
(L1 JOB, L2 MAJ, L3 WOR)
Tuesday
(R1 SPR, R2 MAJ, R3 WOR)
Option C
Option D
Science
English
(R1 MET,m R2 MAJ, R3 SPR)
Wednesday
Option B
Option C
English
Belief and Ethics
Science (R1 MAJ)
Thursday
Maths
Option D
Maths
Science (R2 GRE)
Option A
Science
Option A
Friday
(L1 MAJ, L2 GRE, L3 SPR)
Option A:
Option B:
Asdan
IT
Bs
Bs
Mu
Fd
Sp
Gg
Option CL
Option CR
PE
Cd
Ar
Ls
Bs
Fr
Sport
Gg
Hi
Pa
IT
Hi
Sp
Hi
Gr
Sc
Sc
Pa
Option DL
Option DR
Year 11 Homework Timetable (2014-2015)
Students at The Blandford School are encouraged to become independent learners. We believe homework supports this. If,
for any reason, homework is not set, students are encouraged to spend their ‘homework time’ reading or undertaking activities
on our VLE (FROG) or other excellent subject-specific websites (to which your teachers will direct you).
Week A
LEFT (L)
RIGHT (R)
Belief and Ethics
(L1 COG; L3 CRB)
Monday
ICT
Belief and Ethics
(L2 DOR; L4 TYR)
(R2 COG; R3 ROS)
Science
Option C
(L1 KIL; L2 MAJ; L3 ROB; L4 MET)
Option D
Science
Tuesday
Science
(L1 GRE; L2 WOR; L3 ROB; L4 MET)
(R1 MAJ; R2 GRE; R3 SPR)
Maths
Wednesday
Option A
Option B
Option A
Option B
Thursday
Option C
English
Maths
English
Belief and Ethics (L2 HAO)
Maths
Science
Friday
Option D
(L1GRE; L2 MAJ; L3 JOB; L4 ROB)
Week B
LEFT (L)
RIGHT (R)
Belief and Ethics (L4 ROS)
ICT (L1 TYR; L2 DOR)
Option C
Option B
Maths
Science
Belief and Ethics (R2 COG;R3 ROS)
ICT (R2 TYR; R3 DOR)
Option D
(L1 KIL; L2 MAJ; L3 ROB; L4 MET)
(R1 WOR; R2 GRE; R3 MAJ)
Monday
Tuesday
Option B
Science
Belief and Ethics (L2 ROS)
English
Science
Wednesday
(L1 GRE; L2 WOR; L3ROB; L4 MET)
English
Maths
Belief and Ethics (R1 HAO)
Thursday
Option D
Maths
Science (R3 – SPR)
Friday
Option A
Option A
Option C
Option A:
Option B:
Bs
Fd
Cd
PA
Ar
Sp
PA
Hi
Gg
Hi
Gg
Sport
Bs
Hi
Sp
Fd
Cd
Pd
Gn
ICT
Bs
Gg
Sc
Tx
El
Hi
Asdan
Fr
PE
Option CL
Further Sc
Option CR
Option DL
Option DR
ICT
ICT
Be
Be
Extra-curricular clubs and activities at
The Blandford School
Details of the timings of clubs will be published to students at the start of each term.