All Year 10 and 11 pupils have a timetable which includes core subjects and their option choices.
Core Subjects
All pupils take English Language, English Literature and Mathematics. In Science, all pupils begin studying Double Award, with some stepping up to the Triple Award of separate Physics, Chemistry and Biology subjects in Year 11.
Other Compulsory Subjects
These give students a breadth of experiences in addition to their GCSE courses. PE and PSHRE are compulsory for all pupils. PSHRE includes PSHE (including SRE), RE, Citizenship and Careers education.
Optional Subjects
Pupils choose one of two possible routes:
ROUTE 1
The “English Baccalaureate (EBacc)” Route. The EBacc is a term that describes the following group of 6 GCSE subjects: English, Maths, 2 Sciences, a Humanity subject and a Language. To qualify for the EBacc, pupils must gain at least grade 4 in the EBacc subjects. Pupils opting for Route 1 must:
- choose a Humanity (either History or Geography)
- and a Language (either French or Spanish). Spanish can only be chosen if it has been studied in Year 9.
- then choose one additional subject from the list of optional GCSE subjects.
Because the EBacc is the established academic “gold standard”, the majority of pupils are encouraged to follow the EBacc Route, particularly if they are expected to gain high grades in the six EBacc subjects.
ROUTE 2
The “non-EBacc Route” is for those pupils who find languages or humanities (Geography/History) particularly difficult and who are unlikely to achieve high grades in the six EBacc subjects but either want to study all GCSEs, or a mixture of GCSEs and other qualifications. Here pupils must choose three subjects from the lists of optional subjects.
Individually tailored programmes:
A few pupils will be following individually-tailored programmes of study and activities. These may include work experience placements, practical activities in school, as well as studying appropriate subjects from the list of optional subjects.
Subject choices:
GCSEs
Art & Design, Business Studies, Computer Science, Drama, Design & Technology, Food Preparation & Nutrition, French, Geography, History, Music, Religious Studies, Physical Education, Spanish.
Others (OCR National and BTEC Tech Awards (L1 or L2))
Child Development (OCR National, Engineering (OCR National), Sport, Health & Social Care, and ASDAN Certificate of Personal and Social Effectiveness (PSE).
Art GCSE pupils follow the AQA Fine Art syllabus and are able to explore a range of techniques during the course. Particular emphasis is placed on working from direct observation and building skills in key areas such as painting, drawing, printmaking, photography and ceramics. Pupils are encouraged to develop their creative skills within a broad based course. Pupils work in a more independent manner for the externally assessed assignment and here they are allowed to develop their own line of enquiry from a range of initial starting points set by the examination board. The externally set assignment represents 40% of the GCSE grade.
Sketchbooks
May contain post-it notes to record comments made by the subject teacher.
Pupil Teams Channels
All teacher comments and pupil comments are recorded within individual Teams channels. Pupils are given space to reflect on advice given and which pieces of work need improving in order to achieve their target grade. Grades will be recorded within the Teams channel for bodies of work and key points in the year. However, these are subject to change if a pupil makes any improvements to their work. On a regular basis grades are used. However, at the end of a project final marks are given in accordance with the AQA mark scheme.
In Key Stage 4 pupils can opt to study OCR GCSE Business which involves learning about business functions such as marketing, finance, operations, human resources and the external business environment. The course is linear and requires pupils to complete two externally assessed examinations in Year 11, Paper 1 – Business activity, marketing and people as well as Paper 2 – Operations, finance and influences on business. This is a good choice for those wanting to learn about entrepreneurship, accountancy and the nature of business operations as well as those thinking about studying A-Level Business.
All Key Stage 4 Business students take part in Enterprise Challenge activities, where pupils are set the task of developing an innovative business concept which is then presented through a formal business presentation. This activity is a favourite with pupils as it gives them the freedom to be creative as well as the opportunity to apply their business knowledge. They get their opportunity to enter ‘The Dragon’s Den” with their innovative and often thought provoking concepts.
Graded/levelled work
Class or homework which is an exam question will be marked in line with exam board mark scheme. Non exam based work may remain marked but ungraded to push pupils to focus on how to make progress overtime to aid progress over time. End of topic point tests – peer marked in class. Past paper exams, marked and with feedbackfeedforward evidence in green pen.
Written formative comments
Teacher assessed work (class or homework) will have written comments on pupils’ work. Where appropriate, supported by verbal feedback in class on significant pieces of work
Verbal formative comments
Verbal feedback will be given where appropriate during a task if teachers note individual or group issues. Verbal feedback also given to support homework improvements as part of the feedback-feedforward process.
Opportunity for pupils to act upon feedback
Where appropriate, time for acting on feedback will be given in class (often at the start of the lesson when homework is returned). Pupils will be asked to address the targets set to improve/correct their work. This is evidenced in green pen.
Pupils follow the AQA GCSE Computer Science course. During Year 10, pupils study all of the theory pertaining to GCSE Computer Science and they are regularly tested and assessed. They implement the three core algorithms in a range of circumstances so that they become confident programmers. They re-visit all of the theory again in Year 11 to consolidate and develop their knowledge whilst coding a solution to the exam board’s annually-set project. We believe the practical programming aspect of this course to be of absolute importance, despite the qualification resting on the strength of two written exams; we shall continue to prepare our pupils as practical and self-reliant programmers ready for further challenges.
Written formative comments – Written on homework tasks and in pink theory books.
Verbal formative comments – At the time the pupils are working on the task.
Opportunity for pupils to act upon feedback – At subsequent CA sessions or for theory lessons in the lesson following marking.
Graded work – Regular testing of knowledge using AQA GCSE past-paper questions.
Pupils can opt for one or more D&T subjects to study during KS 4. These include both GCSE and BTEC. We encourage pupils to choose subjects that they enjoy and which will develop skills that they will need in the future. Design and Technology provides a different learning experience from other subjects and is therefore a good option for a broad and balanced KS 4.
The subjects we offer (depending on numbers) include:
Food Preparation and Nutrition GCSE
Child Development – Cambridge Technical Level 1/2
Assessed / Graded work
Food: Practical tasks. Homework. Class work units. Controlled assessment.
Child Development: Homework. Key class work tasks. Summer – Year 10. External written exam.
Written formative comments
Food: Unit booklets with feedback feed forward comments.
Child Development: Formative unit tests with feedback- feedforward comments.
Verbal formative comments
Food: Comments/ discussion on practical outcomes. Portfolio discussion.
Child Development: Question /Answer. Coursework discussion.
Opportunity for pupils to act upon feedback
Food: Pupils record responses in a different colour on work. Pupils develop coursework.
Child Development: Pupils record responses in a different colour on work. Pupils develop coursework.
At Key Stage 4, we follow the AQA syllabus for English and English Literature. The course encourages students to develop original and independent responses to a wide range of texts from Dicken’s “A Christmas Carol” to Priestley’s “An Inspector Calls”. In writing, there is a focus on their abilities in planning, organising and expressing ideas effectively as well as on the production of a wide range of text types from sophisticated narratives to formal persuasive newspaper articles. Students are also given opportunities to practise and demonstrate their skills in oral presentations.
The department runs a number of extra-curricular activities both at lunchtime and after school including a drama group and two reading groups. We also organise trips to local theatres to see a variety of different productions throughout the year.
Graded/levelled work
At least once every half term, at the end of each half termly unit.
Written formative comments
Once every 2-3 weeks; on interim pieces and practice paragraphs and on final assessments at the ends of units, in blue assessment books which are kept in school.
Verbal formative comments
Weekly, as students complete practice exercises in class, linked to work in green books and blue assessment books.
Opportunity for pupils to act upon feedback
As per formative comments above; whenever a teacher marks a piece of work with a WWW, EBI comment in the pupil’s blue assessment book, the pupil will be given the opportunity to respond to this feedback and act on it, in a lesson following this marking, in blue assessment books which are kept in school.
GCSE Geography – OCR A Geographical Themes
- Unit 1: Living in the UK Today. This unit has 3 main themes: Landscapes of the UK; People of the UK and UK Environmental Challenges (1 hour examination).
- Unit 2: The World Around Us. This unit has 3 main themes: Ecosystems of the Planet; People of the Planet; Environmental Threats to our Planet. (1 hour examination)
- Unit 3: Geographical Skills & Fieldwork Skills. Pupils must complete at least 2 days of fieldwork in two contrasting locations; currently Appleby and Leeds. (1½ hour examination).
- Assessment: The units are equally weighted and worth 25%.
Graded work
• Work assessed every 3 weeks
• Most assessment will be from past papers and will be marked / graded. Other assessed work could be graded extended writing or ATL graded
• End of unit tests
• Mock examinations Exercise books/folders Written formative comments
• Grade or marks e.g. /10 given with above
• Positive comment
• Improvement comment
• SPaG
• Presentation
• Marked using GCSE mark scheme, a copy of which may be given to students.
• Exercise books/folders
Verbal formative comments – During lessons and catch up sessions
Opportunity for pupils to act upon feedback
• Assessed work should be fed forward every 3 weeks.
• Regular opportunities for Peer and SelfAssessment especially following staff assessment to allow more opportunities for feedforward, putting the onus on the pupils. This may incorporate the use of GCSE mark schemes. Exercise books/folders
History is a popular choice for students at both GCSE and A-level. At GCSE (AQA) students have the opportunity to develop their Year 9 work. The examination topics covered include the USA 1920-1973, The Korean War and Vietnam War, Medicine through Time 1000-present and Norman England. In the Sixth Form we believe that it is important to offer a range of topics. We follow the OCR specification and students study Modern Russia 1894-1941, Britain 1783-1846 and American Civil Rights 1865-1992. Every year we support the applications of students to study History at a full range of universities, including Oxford and Cambridge.
Graded/levelled work
Exam practice, end-of-unit tests and mocks.
Written formative comments
Exam practice and end-of-unit tests are given relevant written feedback.
Verbal formative comments In lessons – files and pupil voice should evidence.
Opportunity for pupils to act upon feedback
Detailed feedback and feedforward (green pen) following all exam practice answers, end-of-unit tests and mocks.
Special circumstances/Notes
Key Stage 4 use lever arch files and A4 assessment books for exam practice and end-of-unit tests. Each pupil uses the same assessment book throughout Year 10-11.
Pupils can opt for one or more D&T subjects to study during KS 4. These include both GCSE and BTEC. We encourage pupils to choose subjects that they enjoy and which will develop skills that they will need in the future. Design and Technology provides a different learning experience from other subjects and is therefore a good option for a broad and balanced KS 4.
The subjects we offer (depending on numbers) include:
- Engineering BTEC
- Design and Technology (Systems) GCSE
- Design and Technology (Timber) GCSE
Graded work
Year 10 will be graded throughout as this is a year of carrying out ‘trial’ work in readiness for Year 11. Year 11 will be graded at the end of each section (informally) then a final grade given at the end of April.
Written formative comments
All Year 10 written work will be annotated. Year 11 technically not allowed, therefore there will be no direct teacher marks on their work.
Verbal formative comments
This is ongoing and is not formally recorded.
Opportunity for pupils to act upon feedback
This is expected in Year 10 as they are marked on responding to feedback within mark scheme. Year 11, pupils are given lessons to respond to feedback. Catch up lessons also provided.
Special circumstances/Notes
Controlled Assessment guidelines are followed throughout KS4. Year 10 will get enough feedback to prepare the pupils to work independently and efficiently in Year 11.
At Key Stage 4 we follow a linear GCSE using the AQA syllabus. Both key stages cover topics within number; algebra; ratio, proportion and rates of change; statistics; geometry and probability. In addition the Mathematics curriculum develops a student’s creativity by combining understanding and reasoning to construct new knowledge as well as using existing mathematical knowledge to create solutions to unfamiliar problems. Pupils will learn that Mathematics is fundamental in providing tools for understanding science, engineering, technology and economics and our students will learn some of the skills used to model, interpret or represent situations.
Graded/levelled work
Grades will not be given as part of the weekly formative cycle. They appear on reports or after the summer exam.
Written formative comments
Brief formative comments are written at each teacher’s discretion when marking homework. This occurs at a minimum of once every two weeks.
Verbal formative comments
These occur during lesson time when the teacher is circulating the room and they may refer to class work or homework. Starters are often used to address misconceptions that the teacher has identified in homework.
Opportunity for pupils to act upon feedback
Pupils will act upon feedback in a variety of ways including but not limited to:
• A pupil may be able to complete a question once a teacher has helped them in class.
• After a teacher has gone over a misconception a similar question is posed to the class either in class time or for homework.
Special circumstances/Notes
Towards the end of Year 11 teacher marking focuses on practice papers rather than books. Books will tend to be self marked.
Graded/levelled work
All lesson objectives lead to a written outcome that will be written up in blue exercise book. Outcomes will be graded using ‘Content/Range/Accuracy’ mark scheme that gives a score out of 10 and a grade in Year 11, and a score out of 18 and a number up to 9 in Year 10.
Written formative comments
Written in exercise books on these outcomes.
Verbal formative comments
Sometimes individual; sometimes whole class feedback.
Opportunity for pupils to act upon feedback
Pupils are given mark/grade/ T (target to improve) and are required to feedforward on their errors (sometimes in green pen). For key pieces, teachers will give positive feedback and advice for improvement.
All KS4 and 5 students are studying the Eduqas music syllabus. Pupils taking GCSE and A-Level Music are also offered free instrumental lessons to assist them with the performing aspect of the course.
Graded/levelled work
Homework is given a mark and/or graded
Mock performance assessment (October and March y10 and October y11) – data can be found in teacher mark books.
Free composition (started Easter y10 – marked summer y10 and October y11) found in student folders and copies kept by teachers. Final marking at Easter of Year 11
Brief Composition (started Oct y11 – marked at Christmas and Feb ½ term) n.b. both compositions are then worked on simultaneously until the deadline at the end of April.
Listening and theory exercises are completed regularly in lessons. Mock exam papers are often also done over a series of lessons with marks being recorded in teacher mark books.
Written formative comments
Written feedback is given on compositions on the above dates for each unit. This can be found in pupils folders or teachers have copies of feedback.
Verbal formative comments
Verbal feedback is given on a regular basis during the composition process – times this occurs is written in teacher mark book (c) (see example #3) Opportunity for pupils to act upon feedback Pupils are given time to act upon feedback at regular times. Pupils spend an approximate total of 52 hours writing 2 compositions over the course of 2 years. Given that there are regular feedback points (as listed above) the pupils are given many opportunities to act upon feedback.
Special circumstances/Notes
GCSE pupils are responsible for organizing their own notes and sheets from lessons into folders, in a neat a tidy manner. These are checked at various points in the year.
The pupils follow a broad and balanced curriculum with a mix of individual and team sports. They receive one hour of physical education per week in Years 10 and 11. In years 7 to 11 all pupils follow a set program rotating every half term. The program includes all the major games (hockey, netball, rugby, basketball, tennis, rounders, cricket, badminton and football) as well as gymnastics, dance, trampolining, athletics and cross-country. Year 10/11 also have the opportunity to participate in the fitness suite, aerobics, table tennis, handball and orienteering.
The department offers GCSE PE and A-level PE. GCSE PE offers a single award qualification. The course includes both theory and practical elements and covers a wide range of sporting topics, anatomy and physiology, media/sponsorship/health and safety in Sport.
Graded/levelled work
Records whether on target, AtL and comment. Pink file-unit tests, usually end of a number of topics.
Written formative comments
In exercise books, could be on classwork questions. Pupils undertake an assessment piece (8 mark exam question) twice per half term. This is marked by AO1/AO2/AO3 with a WWW/EBI given by the teacher. AO1/AO2/AO3 colour coded by pupil in exercise books.
Verbal formative comments
Given throughout lesson in response to Q and A or in general.
Opportunity for pupils to act upon feedback Beginning of GCSE lesson, 5 minutes to reflect on teacher’s comments. In green pen in exercise books.
Special circumstances/Notes
Pink files to contain end of unit tests, keyword lists, syllabus and examination papers. Controlled assessment with teachers.
Year 10-11 (GCSE) follows the Eduqas Religion Philosophy and Ethics course. This includes a study of the beliefs, teachings and practices of Christianity and Islam as well as philosophical and ethical topics such as arguments for and against the existence of God, beliefs about life after death, the problem of evil; attitudes towards animal rights, poverty, violence and pacifism. This includes the option of visiting places of worship around Carlisle as part of a study on the style and purpose of worship.
Graded/levelled work
Summative assessments throughout a unit of work – typically part c) and d) essay questions. Contained within an assessment booklet. Comments for improvement are given End of unit tests giving a GCSE grade and comments for improvement
Written formative comments
On essays or essay cover sheets. Verbal formative comments In lessons. Teacher circulates and gives either individual feedback or addresses whole class if there is a specific issue.
Opportunity for pupils to act upon feedback
Pupils may be asked to re-write an essay depending upon the situation i.e. if it is of a particularly poor standard. Otherwise, at the next assessment opportunity.
Provision at KS4 is for double combined science or triple separate science. The most able pupils follow the AQA separate science courses. All pupils receive 6 hours of science a week over Years 10 and 11.
Graded work
A4 document folders, kept in school. On average work will be graded once per specification section.
Written formative comments
Found in the document folders.
Verbal formative comments
Given in lessons either as part of general class feedback or specific feedback to an individual.
Opportunity for pupils to act upon feedback
Formative feedback can be acted upon during summative assessments. Regular “practice papers” will also provide opportunities to act on feedback. “Follow up” tasks after assessment. Core skills such as data interpretation will be revisited several times during a year.
