Thursday December 5th 5.30 – 6.30 Year 11 Parents Consultation Evening ………. Thursday 12th December 3.30 – 6.30 Year 8 Parents Evening ………. Tuesday December 17th 8.45 – 9.30 Parents Coffee Morning Maths Revision     
STUDENTS
Parents

Home Learning

Home Learning2019-08-20T17:30:31+00:00

GCSE PE Spec
Sport Leadership
BBC Bitesize GCSE PE Revision
BBC SPORT
SKY SPORTS
Brian Mac
OCR National Sport Studies Specification
Exam board information

The following links will give more information on both qualifications

AQA GCSE Physical education

https://filestore.aqa.org.uk/resources/pe/specifications/AQA-8582-SP-2016.PDF

It is vital that students studying this course are involved in competitive sport outside of college and regularly attend extracurricular sporting activities.

OCR National Sports Studies

https://www.ocr.org.uk/Images/82412-specification.pdf

Pupils will complete 4 units.

2 core units. Unit 1 Contemporary issues in sport (Will be an 1 hour exam).

Unit 2 Developing sports skills.

2 optional units. Unit 3 Sports Leadership.

Unit 4 Sport and the media

In MFL we aspire to use the Target Language in every day college life, and to develop a knowledge of language to be used outside school: on holiday, in a future work situation for example. We are committed to learn all key and topic specific vocabulary as well as all grammar points and tenses. We are also committed be curious and to learn about the culture and customs of the people who live in French speaking countries. We are successful when we build on previous knowledge in order to achieve the higher grade we are capable of.

  Year 7 Year 8 Year 9 Year 10 Year 11
Vocabulary
  • Hobbies
  • Home
  • School and clothes
  • Daily routine
  • French speaking countries
  • Me & my family
  • Health
  • Media
  • Holiday
  • Customs
  • Free time
  • Home
  • School
  • Technology
  • Travel
  • Festivals
  • Technology
  • Global issues
  • Social issues
  • Post-16
  • Identity and Culture
  • Local, national and Global areas of interest
  • Study and Employment
Grammar
  • Masculine / feminine, singular / plural
  • Adjective, adverb, comparative, superlative
  • Conjugated verb + infinitive
  • Clauses
  • Masculine / feminine, singular / plural
  • Conjugated verb + infinitive
  • Adjective, adverb, comparative, superlative
  • Negative
  • Complex structures
  • Masculine / feminine, singular / plural
  • Adjective, adverb, comparative, superlative
  • Conjugated verb + infinitive
  • Negative
  • Clauses
  • Complex structures
  • Masculine / feminine, singular / plural
  • Adjective, adverb, comparative, superlative
  • Conjugated verb + infinitive
  • Negative
  • Clauses
  • Object pronouns
  • Complex structures
  • Masculine / feminine, singular / plural
  • Adjective, adverb, comparative, superlative
  • Conjugated verb + infinitive
  • Negative
  • Clauses
  • Object pronouns
  • Complex structures
Tenses
  • Present tense
  • Perfect tense
  • Near future tense
  • Present tense
  • Perfect tense
  • Future tense
  • Present tense
  • Perfect tense
  • Imperfect tense
  • Pluperfect tense
  • Near future tense
  • Future tense
  • Conditional
  • Present tense
  • Imperfect tense
  • Pluperfect tense
  • Subjunctive
  • Present tense
  • Perfect tense
  • Imperfect tense
  • Pluperfect tense
  • Near future tense
  • Future tense
  • Conditional
  • Subjunctive
Skills
  • Listening
  • Reading
  • Speaking
  • Writing
  • Listening
  • Reading
  • Speaking
  • Writing
  • Listening
  • Reading
  • Speaking
  • Writing
  • Listening
  • Reading
  • Speaking
  • Writing
  • Listening
  • Reading
  • Speaking
  • Writing

Crown Hills Community College IT & Computing Overview

The IT & Computing department presently has three dedicated rooms, each well equipped with PCs and an electronic white board for teaching purposes. A further room is to be built as part of the expansion of the college.

The college has a range of technology in each zone including Laptops, and iPads that can be hired out by each faculty.

Curriculum & Modes of Study Overview

Our vibrant and forward thinking Computing department teach the following modes of study to students in Key Stage 3:

Students in Years 7-8 have one discrete Computing lesson per week.

They are taught in mixed ability groups.

Schemes of work follow the National Curriculum and are constantly reviewed and updated to meet the ever changing needs of our students and governmental changes.

At key points in the curriculum students are assessed to reinforce their learning.

In Year 9 students are currently taught toward their KS4 GCSE, fine tuning skills taught through year7 and 8 with new emphasis on Computing Science, programming and computational thinking.

Key Stage 3 students will be able to:

  • Collaborate on projects
  • Use skills that combine multiple software applications across a range of devices
  • Collect and analyse data and information to meet the needs of a given target audience
  • Create, reuse and repurpose digital information and content
  • Understand and plan for copyright and intellectual property laws
  • Use two programming languages
  • Understand hardware and software components
  • Explain network topologies
  • Understand how to stay eSafe and advise others how to do the same
  • Understand maths for Computing – binary
  • Use control systems to model systems i.e. traffic lights

Key Stage 4 students

All our students will have the opportunity to take qualifications in aspects of GCSE Computing or Creative iMedia, which lead to progression for higher levels of study at college, or within a professional career.

ROUTES FOR PROGRESSION:

Students wishing to continue in this subject will be able to progress to A Level ICT. Students who do not wish to study ICT further will be able to use their ICT skills to assist other A Level subjects. Students wishing to go to College will be able to use their ICT skills to assist whichever course they pursue; Students going into Apprenticeships will clearly be able to show employers and trainers the level of their ICT competence using a recognised qualification, especially in the areas covered by the units outlined below.

Creative iMedia GCSE

Creative iMedia

If you like creating things on the computer, then Creative iMedia is the course you might choose.

It has 4 units, 3 of them are based on your coursework in making and changing images using Photoshop, making webpages and making games using Game Maker. One unit has a written exam to do, which is done in January of Year 10, but may be retaken if needed. All the 4 units are worth 25% of the overall grade each.

By taking this option you will be taking a Level 2 VCF course (not a BTEC) from OCR.

You will have the potential to gain GCSE grades 1 – 9 on successful completion of the course. A sample of typical units is listed below with explanation of the skillset assessed on the unit.

  • R081: Pre-production skills.  This is a compulsory unit, based on all aspects of planning projects from Mood boards to Gantt Charts. It will also develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. For the assessment of this unit, the students will be entered for an exam, which may be retaken if needed.
  • R082: Creating digital graphics.  This is also a compulsory unit, in which Photoshop is used to edit photographs and images to suit given situations. For the assessment of this unit, students will complete a 10 hour controlled assessment which is marked by the teaching staff and externally moderated.
  • R085: Creating a multiple website. In this unit, Students will have the opportunity to understand the basics of creating multiple websites through this unit. They will also be able to demonstrate their creativity by combining components to create a functional, intuitive and aesthetically pleasing website using Dreamweaver or Web Plus. For the assessment of this unit students will complete a 10 hour controlled assessment which is marked by the teaching staff and externally moderated.
  • R092: Developing digital games. Through this unit, students will examine the basics of creating digital games and their environments for the creative and digital media sector. They will also develop the know-how to create a playable game from an existing design or brief. For the assessment of this unit, students will complete a 10 hour controlled assessment which is marked by the teaching staff and externally moderated.

Click here for Information about OCR iMedia GCSE Qualification

Crown Hills Community College IT & Computing Overview

The IT & Computing department presently has three dedicated rooms, each well equipped with PCs and an electronic white board for teaching purposes. A further room is to be built as part of the expansion of the college.

The college has a range of technology in each zone including Laptops, and iPads that can be hired out by each faculty.

Curriculum & Modes of Study Overview

Our vibrant and forward thinking Computing department teach the following modes of study to students in Key Stage 3:

Students in Years 7-8 have one discrete Computing lesson per week.

They are taught in mixed ability groups.

Schemes of work follow the National Curriculum and are constantly reviewed and updated to meet the ever changing needs of our students and governmental changes.

At key points in the curriculum students are assessed to reinforce their learning.

In Year 9 students are currently taught toward their KS4 GCSE, fine tuning skills taught through year7 and 8 with new emphasis on Computing Science, programming and computational thinking.

Key Stage 3 students will be able to:

  • Collaborate on projects
  • Use skills that combine multiple software applications across a range of devices
  • Collect and analyse data and information to meet the needs of a given target audience
  • Create, reuse and repurpose digital information and content
  • Understand and plan for copyright and intellectual property laws
  • Use two programming languages
  • Understand hardware and software components
  • Explain network topologies
  • Understand how to stay eSafe and advise others how to do the same
  • Understand maths for Computing – binary
  • Use control systems to model systems i.e. traffic lights

Key Stage 4 students

All our students will have the opportunity to take qualifications in aspects of GCSE Computing or Creative iMedia, which lead to progression for higher levels of study at college, or within a professional career.

ROUTES FOR PROGRESSION:

Students wishing to continue in this subject will be able to progress to A Level ICT. Students who do not wish to study ICT further will be able to use their ICT skills to assist other A Level subjects. Students wishing to go to College will be able to use their ICT skills to assist whichever course they pursue; Students going into Apprenticeships will clearly be able to show employers and trainers the level of their ICT competence using a recognised qualification, especially in the areas covered by the units outlined below.

Computer Science

This carefully planned course gives students a real in-depth understanding of how computer technology works.

It offers an insight into what goes on ‘behind the scenes’, including computer programming.

For suitable KS4 Computing students they will learn to do the following:

  • Develop their understanding of current and emerging technologies and how they work.
  • Look at the use of algorithms in computer programs
  • Become independent and discerning users of IT
  • Acquire and apply creative and technical skills, knowledge and understanding of Computing in a range of contexts
  • Develop computer programs to solve problems
  • Evaluate the effectiveness of computer programs/solutions and impact of computer technology in society

Assessment:

You will have the potential to gain a GCSE Computing Science qualification graded 1-9; with exam and range of topics supplied by OCR.  This is an Ebaccalaureate subject option.  The course is assessed by a written paper, which has a mixture of short and long answer questions, some of which require students to write program code.  This course is 100% assessed by external examination.

Click here for Information about OCR GCSE Computing Qualification

Key Stage 3

Students complete a 2 year Key Stage 3 course, studying topics across Biology, Chemistry and Physics

The areas of study are:

Year 7 Topics

Safety
Speed and Gravity
Movement and Cells
Acids and Alkalis and Metals and Non Metals
Particle Model and Separating Mixtures
Potential Difference and Resistance and Current
Variation and Human Reproduction
Energy Costs and Energy Transfer
Interdependence and Plant Reproduction
Earths Structure and Universe
Sound and Light

Year 8 Topics

Contact Forces and Pressure
Periodic Table and Elements
Breathing and Digestion
Electromagnets and Magnets
Wave Effects and Wave Properties
Respiration and Photosynthesis
Chemical Energy and Types of Reaction
Work and Heating and Cooling
Climate and Earths

Key Stage 4

Students study for their GCSE across Years 9, 10 and 11.

The Science GCSE is a double award and students receive 2 grades.

Students will take 6 exams at the end of the course; there is no controlled assessment.

Students study topics across Biology, Chemistry and Physics

Biology Chemistry Physics
1. Cell Biology 8. Atomic structure and the periodic table 18. Energy
2. Organisation 9. Bonding, structure, and the properties of matter 19. Electricity
3. Infection and response 10. Quantitative chemistry 20. Particle model of matter
4. Bioenergetics 11. Chemical changes 21. Atomic structure
5. Homeostasis and response 12. Energy changes 22. Forces
6. Inheritance, variation and evolution 13. The rate and extent of chemical change 23. Waves
7. Ecology 14. Organic chemistry 24. Magnetism and electromagnetism
  15. Chemical analysis  
  16. Chemistry of the atmosphere  
  17. Using resources  

Knowledge Mats

Biology Paper 1 Knowledge Mats

Biology Paper 2 Knowledge Mats Part 1

Biology Paper 2 Knowledge Mats Part 2

Biology Paper 2 Knowledge Mats Part 3

Chemistry Paper 1 Knowledge Mats

Chemistry Paper 2 Knowledge Mats

Biology Paper 1 Knowledge Mats

Physics Paper 2 Knowledge Mats

Knowledge Organisers

Year 10 Trilogy AQA Knowledge Organisers

Year 11 Trilogy AQA Knowledge Organisers

PLC

PLC Trilogy Biology Paper 1

PLC Trilogy Biology Paper 2

PLC Trilogy Chemistry Paper 1

PLC Trilogy Chemistry Paper 2

PLC Trilogy Physics Paper 1

PLC Trilogy Physics Paper 2

Physics Formulae       

AQA GCSE Physics Revision Questions & Answers

 PIXL RP Powerpoint Videos

Biology Chemistry Physics
Decay Chromatography Density
Enzymes Electrolysis Force & Extension
Field Investigations Identification Of Ions Or Species Force, Mass & Acceleration
Food Tests Neutralisation by titration IR Radiation & Absorption
Microbiology Preparation Of A Salt IV
Microscopy Rates Of Reaction Light
Osmosis Temperature Changes Resistance
Photosynthesis Water Specific Heat Capacity
Plant Responses   Waves
Reaction Time    


Practice Exam Questions

Biology

Cell Biology Organisation Infection and Response Bioenergetics Homeostasis and Response Inheritance, Variation and Evolution Ecology
Cell Biology-Foundation Organisation Foundation-Higher Infection and Response-Foundation Bioenergetics Foundation Homeostasis-and-Response Foundation Inheritance-Variation-and-Evolution Foundation Ecology Foundation
Cell Biology-Foundation-Higher Organisation Higher Infection-and-Response Foundation-Higher Bioenergetics Foundation-Higher Homeostasis-and-Response Higher-Foundation Inheritance-Variation-and-Evolution Foundation-Higher Ecology Foundation-Higher
Cell Biology-Higher   Infection-and-Response Higher Bioenergetics Higher Homesostasis-and-Repsonse Higher Inheritance-Variation-and-Evolution Higher Ecology Higher

Biology Reproduction Year 11 Revision

Chemistry

Atomic Structure Structure and Bonding Quantitative Chemistry Chemical Changes Energy Changes Rate of Reaction Organic Chemistry (Triple) Chemical Analysis Chemistry of the Atmosphere Using Resources
Atomic-Structure-Extended Writing Structure-and-Bonding-Extended Writing Quantitative-Chem-Extended Writing Chemical-changes-Extended Writing Energy-changes-Extended Writing Rate-of-Reaction-Extended Writing Organic-Chem-Extended Writing Chemical-analysis-Extended Writing Chemistry of the Atmosphere-Extended Writing Using-Resources-Extended Writing
Atomic-Structure-Foundation Structure-and-Bonding-Foundation Quantitative-Chem Foundation Chemical-changes-Foundation Energy-changes-Foundation Rate-of-Reaction-Foundation Organic-Chem-Foundation Chemical-analysis-Foundation Chemistry of the Atmosphere-Foundation Using-Resources-Foundation
Atomic-Structure-Higher Structure-and-Bonding-Higher Quantitative-Chem-Higher Chemical-changes-Higher Energy-changes-Higher Rate-of-Reaction-Higher Organic-Chem-Higher Chemical-analysis-Higher Chemistry of the Atmosphere-Higher Using-Resources-Higher

Physics

Energy Electricity Particle Model of Matter Atomic Structure Forces and Motion Waves Magnetism Space (Triple) Investigative Skills Questions
Energy-Extended-Writing-Questions-Higher and Foundation Electricity-Extended-Writing-Questions-Higher and Foundation Particle-Model-Extended-Writing-Questions-Higher and Foundation Atomic-Structure-Extended-Writing-Questions-Higher and Foundation Forces-and-Motion-Extended-Writing-Questions-Higher and Foundation Waves-Extended-Writing-Questions-Higher and Foundation Magnetism-Extended-Writing-Questions-Higher and Foundation Space-Extended-Writing-Questions-Higher  
Energy-Foundation Electricity-Foundation Particle-Model-of-Matter-Foundation Atomic-Structure-Foundation Forces-and-Motion-Foundation Waves Foundation Magnetism-Foundation   Investigative-Skills-Questions-Foundation
Energy-Higher Electricity-Higher Particle-Model-of-Matter-Higher Atomic-Structure-Higher Forces-and-Motion-Higher Waves Higher Magnetism-Higher Space Higher Investigative-Skills-Questions-Higher
All pupils at Crown Hills Community College have two lessons a week on Citizenship and PSHEE (Personal Health and Economic Education) in KS3.

Citizenship education is about enabling pupils to make their own decisions and to take responsibility for their own lives as well as taking in interest and participating in local, national and international issues.

We encourage students to understand their rights and responsibilities and become ‘model’, ‘good’ and ‘active’ citizens both in school and in their futures.

We encourage pupils to relate to real life events, controversial and topical issues that encourage and develop thinking, research and debating skills as well as numeracy and literacy skills.

Our PSHEE lessons develop self-confidence and strategies to deal with lifes challenges and explore opportunities of adult and working life.

Citizenship and PSHEE is about developing :

•Knowledge and understanding:

•Skills and aptitudes: Critical thinking, analysing information, expressing opinions, taking part in discussions, debates, negotiating, conflict resolution and participating in community action.

•Values and dispositions: Respect for justice, democracy and the rule of law, openness, tolerance, courage to defend a point of view and a willingness to listen to, work with and stand up for others.

Citizenship and PSHEE is important because it addresses real issues, relating to social justice, human rights, community cohesion and developing students SMSC awareness (Social, Moral, Spiritual and Cultural) both now and in the future.

The Life Skills KS3 Curriculum at a glance

Year 7 Year 8 Year 9
Citizenship 1 = Rules, fairness, rights & responsibilities, the work of the school council, having your say and democracy. Citizenship 1 = Rules, fairness, rights & responsibilities, the Law, ASBO’s, young offenders, gangs, mock trial, sentencing and the youth offending team. Citizenship 1 = Rules, fairness, responsibilities, justice, Human Rights, police rights, surveillance, terrorism, freedom of information and equality.
Citizenship 2 = Communities and identities, being good and active citizens, changing our community and bringing communities together. Citizenship 2 = Local communities and local government involves understanding local issues, the work of the council, stereotyping, racism, sexism, discrimination and the law. Citizenship 2 = National Government and National Politics, political parties, various voting systems, role of MP’s, Houses of Parliament, law making, pressure groups, UK Government and the monarchy.
Citizenship 3 = Being a global citizen, understanding child labour, Fair trade, charity and volunteering. Citizenship 3 = Human rights in a global community, refugees, migration, media and the free press. Citizenship 3 = Britain and the world: Europe, the Commonwealth, United Nations, Northern Ireland and South Africa.
PSHEE 1 = Understanding yourself and relationships. (Including anti-bullying week). Dealing with homework, family issues, domestic violence etc. PSHEE 1 = Understanding yourself and relationships looks at self-esteem, shyness, leisure time, beating boredom, divided families, domestic violence, friendship, culture, lifestyle and influences. We also investigate stereotypes. PSHEE 1 = Understanding yourself and relationships looks at becoming an adult, dealing with loss and bereavement, assertive behaviour, mental illness and racism.
PSHEE 2 = You and your money, looks at money management and being a consumer. PSHEE 2 = You and your money investigates financial risks and gambling awareness. PSHEE 2 = You and your money looks at banking, savings and being a green consumer.
PSHEE 3 = You and work, looks at skills, qualities, qualifications, doing market research, designing, marketing and presenting a product as a group. PSHEE 3 = You and work looks at the organisation of firms, employment and unemployment, different industries, finance, risk and profit. PSHEE 3 = You and work looks at decision making, knowing our strengths, skills and qualities.(including the Options module) and undertaking careers research.
PSHEE 4 = You and your body: looks at puberty and the awareness of drugs and smoking. PSHEE 4 = Keeping healthy looks at the risk and awareness of alcohol and drugs, physical safety at home and in the streets PSHEE 4 =You and your body looks at adolescence, eating disorders, drugs awareness, positive body image, physical safety, relationships and STI’s

In KS4, (year 10 and 11) pupils undertake a GCSE in Humanities (AQA Board), this integrates religious studies, history, geography and Life Skills.

Students look at four key areas, they are examined on this and the exam is worth 75% of their final grade.

In addition, pupils work independently to complete a 2,000 word essay in controlled conditions with support from their Life Skills teacher.

This is worth 25% of the final grade.

Pupils are provided with a source booklet prior to the exam to work from, annotate and prepare for prior to the exam.

Culture and Core Beliefs

• Understanding common and contrasting cultures

• Understanding simple and complex cultures

• Understanding subculture, agents of socialisation, identity and IQ

• Understanding the nature V nurture debate

• Understanding laws, morals values, beliefs and rituals

• Understanding migration and multiculturalism

• Investigating social, moral, political or religious issues (capital punishment, euthanasia, medical ethics, the monarchy etc)

Conflict and Cooperation

• Understanding causes and effects of conflict.

• Understanding Human Rights, freedoms and responsibilities.

• Conflict at a local level (bullying)

• Conflict at a national level (apartheid and South Africa)

• Conflict at an international level (Rwanda)

• Students have the opportunity to select other conflicts i.e. Syria, Palestine, Afghanistan, Iraq as case studies etc.

Environment

• Environmental problems (pollution, global warming, habitats, climate change, exploitation, tourism etc.)

• Understanding renewable and non-renewable resources

• Looking at the energy crises

• Individual and group responses to the environment, the work of political groups, pressure groups and business

• Solutions to environmental problems

• Investigating case studies: Tropical rainforests, deforestation, coral reefs etc.

• Investigating sustainable solutions

• Investigating National Parks

People and work

• Understanding the relevance of work in different cultures

• Motivations for work

• Understanding leisure and work satisfaction

• Understanding the impact of unemployment

• Understanding the impact of technology

• Understanding the three main employment sectors

• Explaining globalisation and multinational companies and the change in working patterns

• Looking at economic migration

• Investigating case studies involving conflict in the workplace, equality legislation and the role of trade unions

In 2016, the faculty has also started delivering Citizenship GCSE at KS4

This is 100% exam based and includes the following topics

RIGHTS, THE LAW AND THE LEGAL SYSTEM IN ENGLAND AND WALES DEMOCRACY AND GOVERNMENT THE UK AND THE WIDER WORLD
Rights and responsibilities Democracy, elections and voting in the UK Identities and diveristy in the UK society
The law National, local, regional and devolved government The UK and its relations with the wider world.
The legal system The British Constitution  
  The economy, finance and money  
  The role of the media and free press  
  Citizenship participation and action  
  Politics beyond the UK  

Please encourage your child to use sophisticated vocubulary, watch/read the news and develop an opinion on what is going on locally, nationall and internationally.

Try to discuss current affairs with them and encourage them to attend the numerous revision sessions that the school offers during lunchtimes and after school.

Revision booklets are provided closer to the exams.

In addition we teach a one off Life Skills lesson which prepares students for the wider world.

Students look at:

Financial Management Work SRE British Values
Consumer/Banking/ Debt/ Financial Management Economic Enterprise/understanding payslips/insurance CV’s, letters of application, UCAS, personal statements, charity work and volunteering Teenage Parent Contraception lesson SR awareness Forced marriage Mental Health Eating disorders Homophobia Legal Highs/Shisha Smoking SEN/Drug Awareness Diabetic awareness Cancer awareness Radicalisation Gang Culture Knife Crime Anti-Social Behavior

HISTORY CURRICULUM

Year 7

Autumn – Spring Term

Crown Vs the people – A study looking at the actions of different monarchs and key characters in history between 1066 and 1400 and considering how these have shaped Britain including people such as William the Conqueror, Simon de Montfort, Henry II, Thomas Becket. We also look at what life was like in this time considering issues such as the Black Death.

Spring – Summer Term

Turbulent Tudors- An in depth look at the different Tudor monarchs and how they helped to shape Britain. We consider the changes to religion they brought as well as moving on to look at the Stuarts.

Year 8

Autumn term

Empire to equality – An outline study considering the Slave trade and its abolition, as well as life for Black Americans in 20th Century America.

Spring term

The Industrial Revolution – A depth study considering the changes in Britain between 1750 and 1850 including the rise of factories and the working conditions for child labourers.

Summer term

Conflict in the twentieth century- A thematic study looking at how conflict has evolved and developed over the last 100 years considering events such as WW1, WW2, the dropping of the atomic bomb, the Vietnam was as well as modern day terrorism.

Year 9

Autumn – Spring Term

America 1910-1929- Starting the GCSE syllabus this module looks at developments in America such as the intolerance faced by immigrants, political factions and black Americans. We also look at the economic issues surrounding the economic boom of the 1920s leading to eventual Wall Street Crash in 1929. We finish the topic looking at the social side of the 1920s looking at what people did for fun and attitudes to women and how these developed over the period.

Spring – Summer Term

The development of Germany 1919-1991- our second GCSE module looks at the development of Germany from 1919 with the signing of the Treaty of Versailles through Hitler’s reign all the way through the cold war culminating in the tearing down of the Berlin wall in 1989 and the aftermath and impact on Germany.

Year 10- Eduqas specification

Autumn Term

The Elizabethan Age, 1558-1603- We look at how Elizabeth gained control over the country, the issues she had with religion and foreign powers alongside how her reign impacted upon normal people in society.

Spring Term

Changes in Health and Medicine in Britain, c.500 to the present day- We look thematically at key figures and influences in the changing of medicine.

Year 11

Recap of the year 9 and 10 modules with focussed revision.

RELIGIOUS STUDIES CURRICULUM

Year 7

Autumn Term

Introduction to Religious studies, Philosophy and Ethics – A study of the identity of God across religions

Creation Theory and Identity of God – A study of views of creation with a philosophical look to scientific and religious creation theory.

Spring Term

Founders and Pilgrimage – A study of founders, key figures and pilgrimage within religion

Festivals

Summer Term – No RS as Humanities rotations

Year 8

Autumn – Spring Term

Holy books and Moral codes – A study into holy books and moral codes with an investigation into medical ethics

Spring – Summer Term

Founders and Pilgrimage – A study of founders, key figures and pilgrimage within religion

Year 9 Autumn – Spring Term

Founders and Pilgrimage – A study of founders, key figures and pilgrimage within religion

Spring – Summer Term

Worship Beliefs and Practices – A study of beliefs and practices of religious groups

Year 10 – WJEC Eduqas GCSE in Religious Studies

Autumn Term

COMPONENT 2 – Christian Beliefs and Teachings

COMPNENT 3 – Hindu Beliefs & Teaching

Spring Term

COMPONENT 1 – Issues of Relationships

COMPONENT 1 – Issues of life and death

Summer Term

COMPONENT 2 – Christianity Practices

Year 11 – OCR B Religion Philosophy and Applied Ethics

Autumn Term

Philosophy 2 – Good and evil

Ethics 2 – Religion, Peace and justice

Spring Term

Philosophy 2 – Religion and Science

Ethics 2 – Religion and the Media

Summer Term

Revision

Philosophy and Ethics Quotes

EDUQAS Philosophy Religion and Ethics Exam Questions

GEOGRAPHY CURRICULUM

Year 7

Pupils are taught on a rotation so will either study Geography or History for the first half term and then swap in the second half term.

Autumn – Spring Term

An Introduction to Geography incorporating geographical skills e.g. map work

Spring – Summer Term

Weather and climate

Ecosystems

Year 8

Autumn – Spring Term

Coasts

Population

Spring – Summer Term>

Natural hazards

Rivers and flooding

Year 9

OCR A Specification- Geographical Themes.

The course is comprised of 3 units

2 content exams: Living in the UK today (1hr) and The world around us (1hr)

1 fieldwork skills exam

Autumn Term

Paper 1 – Living in the UK today

Landscapes of the UK

People of the UK

Spring Term

Paper 1 – Living in the UK today

Environmental challenges in the UK

Summer Term

Paper 2 – The world around us

Ecosystems

Year 10

Autumn Term

Paper 2 – The world around us

People of the Planet

Environmental Threats

Spring Term

Geographical Skills and fieldwork

Summer Term

Focused and personalised revision to prepare for Mock examinations

Year 11

Recapping of year 9 and 10 topics, practising exam skills and personalised revision

In Leicester City there are 288 children who have a hearing impairment.

Some hearing losses are greater than others; therefore individual students will require different levels of support.

The majority of students attend their local main stream schools and are support by a Peripatetic Teacher of the Deaf within that setting.

However, there are students who, for a variety of reasons, need more intensive support.

These students are placed here at Crown Hills Community College where there is a unit designed to support Deaf students both academically and socially.

Every day they have access to Teachers of the Deaf and support staff that are specifically trained to teach and support them.

The teacher of the Deaf deliver language based subjects in the unit.

These include English, Humanities and Life Skills.

The rest of the curriculum is delivered in the mainstream setting with support from the specialist staff.

Tutorials are also a big part of the unit support.

During these sessions the students are given time to consolidate subject specific language on a one to one basis.

The unit setting also allows the students to develop their language and communication skills, both of which will be significantly delayed.

Over the years, the number of students who have attended the unit has fluctuated between twelve and one.

At the present time we have four students in the unit: two year 11 and two year 9.

There are a further four students who are taught in the mainstream of the school with support from a Teacher of the Deaf (on a regular basis but not in the unit)

The new facilities in the unit are superb.

The sound proof rooms mean that the students are getting the best possible access to the curriculum.

Hearing tests and equipment checks can be carried out with confidence, knowing that the outcome will be accurate.

GCSE PE Spec
Sport Leadership
BBC Bitesize GCSE PE Revision
BBC SPORT
SKY SPORTS
Brian Mac
OCR National Sport Studies Specification
Exam board information

The following links will give more information on both qualifications

AQA GCSE Physical education

https://filestore.aqa.org.uk/resources/pe/specifications/AQA-8582-SP-2016.PDF

It is vital that students studying this course are involved in competitive sport outside of college and regularly attend extracurricular sporting activities.

OCR National Sports Studies

https://www.ocr.org.uk/Images/82412-specification.pdf

Pupils will complete 4 units.

2 core units. Unit 1 Contemporary issues in sport (Will be an 1 hour exam).

Unit 2 Developing sports skills.

2 optional units. Unit 3 Sports Leadership.

Unit 4 Sport and the media

In MFL we aspire to use the Target Language in every day college life, and to develop a knowledge of language to be used outside school: on holiday, in a future work situation for example. We are committed to learn all key and topic specific vocabulary as well as all grammar points and tenses. We are also committed be curious and to learn about the culture and customs of the people who live in French speaking countries. We are successful when we build on previous knowledge in order to achieve the higher grade we are capable of.

  Year 7 Year 8 Year 9 Year 10 Year 11
Vocabulary
  • Hobbies
  • Home
  • School and clothes
  • Daily routine
  • French speaking countries
  • Me & my family
  • Health
  • Media
  • Holiday
  • Customs
  • Free time
  • Home
  • School
  • Technology
  • Travel
  • Festivals
  • Technology
  • Global issues
  • Social issues
  • Post-16
  • Identity and Culture
  • Local, national and Global areas of interest
  • Study and Employment
Grammar
  • Masculine / feminine, singular / plural
  • Adjective, adverb, comparative, superlative
  • Conjugated verb + infinitive
  • Clauses
  • Masculine / feminine, singular / plural
  • Conjugated verb + infinitive
  • Adjective, adverb, comparative, superlative
  • Negative
  • Complex structures
  • Masculine / feminine, singular / plural
  • Adjective, adverb, comparative, superlative
  • Conjugated verb + infinitive
  • Negative
  • Clauses
  • Complex structures
  • Masculine / feminine, singular / plural
  • Adjective, adverb, comparative, superlative
  • Conjugated verb + infinitive
  • Negative
  • Clauses
  • Object pronouns
  • Complex structures
  • Masculine / feminine, singular / plural
  • Adjective, adverb, comparative, superlative
  • Conjugated verb + infinitive
  • Negative
  • Clauses
  • Object pronouns
  • Complex structures
Tenses
  • Present tense
  • Perfect tense
  • Near future tense
  • Present tense
  • Perfect tense
  • Future tense
  • Present tense
  • Perfect tense
  • Imperfect tense
  • Pluperfect tense
  • Near future tense
  • Future tense
  • Conditional
  • Present tense
  • Imperfect tense
  • Pluperfect tense
  • Subjunctive
  • Present tense
  • Perfect tense
  • Imperfect tense
  • Pluperfect tense
  • Near future tense
  • Future tense
  • Conditional
  • Subjunctive
Skills
  • Listening
  • Reading
  • Speaking
  • Writing
  • Listening
  • Reading
  • Speaking
  • Writing
  • Listening
  • Reading
  • Speaking
  • Writing
  • Listening
  • Reading
  • Speaking
  • Writing
  • Listening
  • Reading
  • Speaking
  • Writing

Crown Hills Community College IT & Computing Overview

The IT & Computing department presently has three dedicated rooms, each well equipped with PCs and an electronic white board for teaching purposes. A further room is to be built as part of the expansion of the college.

The college has a range of technology in each zone including Laptops, and iPads that can be hired out by each faculty.

Curriculum & Modes of Study Overview

Our vibrant and forward thinking Computing department teach the following modes of study to students in Key Stage 3:

Students in Years 7-8 have one discrete Computing lesson per week.

They are taught in mixed ability groups.

Schemes of work follow the National Curriculum and are constantly reviewed and updated to meet the ever changing needs of our students and governmental changes.

At key points in the curriculum students are assessed to reinforce their learning.

In Year 9 students are currently taught toward their KS4 GCSE, fine tuning skills taught through year7 and 8 with new emphasis on Computing Science, programming and computational thinking.

Key Stage 3 students will be able to:

  • Collaborate on projects
  • Use skills that combine multiple software applications across a range of devices
  • Collect and analyse data and information to meet the needs of a given target audience
  • Create, reuse and repurpose digital information and content
  • Understand and plan for copyright and intellectual property laws
  • Use two programming languages
  • Understand hardware and software components
  • Explain network topologies
  • Understand how to stay eSafe and advise others how to do the same
  • Understand maths for Computing – binary
  • Use control systems to model systems i.e. traffic lights

Key Stage 4 students

All our students will have the opportunity to take qualifications in aspects of GCSE Computing or Creative iMedia, which lead to progression for higher levels of study at college, or within a professional career.

ROUTES FOR PROGRESSION:

Students wishing to continue in this subject will be able to progress to A Level ICT. Students who do not wish to study ICT further will be able to use their ICT skills to assist other A Level subjects. Students wishing to go to College will be able to use their ICT skills to assist whichever course they pursue; Students going into Apprenticeships will clearly be able to show employers and trainers the level of their ICT competence using a recognised qualification, especially in the areas covered by the units outlined below.

Creative iMedia GCSE

Creative iMedia

If you like creating things on the computer, then Creative iMedia is the course you might choose.

It has 4 units, 3 of them are based on your coursework in making and changing images using Photoshop, making webpages and making games using Game Maker. One unit has a written exam to do, which is done in January of Year 10, but may be retaken if needed. All the 4 units are worth 25% of the overall grade each.

By taking this option you will be taking a Level 2 VCF course (not a BTEC) from OCR.

You will have the potential to gain GCSE grades 1 – 9 on successful completion of the course. A sample of typical units is listed below with explanation of the skillset assessed on the unit.

  • R081: Pre-production skills.  This is a compulsory unit, based on all aspects of planning projects from Mood boards to Gantt Charts. It will also develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. For the assessment of this unit, the students will be entered for an exam, which may be retaken if needed.
  • R082: Creating digital graphics.  This is also a compulsory unit, in which Photoshop is used to edit photographs and images to suit given situations. For the assessment of this unit, students will complete a 10 hour controlled assessment which is marked by the teaching staff and externally moderated.
  • R085: Creating a multiple website. In this unit, Students will have the opportunity to understand the basics of creating multiple websites through this unit. They will also be able to demonstrate their creativity by combining components to create a functional, intuitive and aesthetically pleasing website using Dreamweaver or Web Plus. For the assessment of this unit students will complete a 10 hour controlled assessment which is marked by the teaching staff and externally moderated.
  • R092: Developing digital games. Through this unit, students will examine the basics of creating digital games and their environments for the creative and digital media sector. They will also develop the know-how to create a playable game from an existing design or brief. For the assessment of this unit, students will complete a 10 hour controlled assessment which is marked by the teaching staff and externally moderated.

Click here for Information about OCR iMedia GCSE Qualification

Crown Hills Community College IT & Computing Overview

The IT & Computing department presently has three dedicated rooms, each well equipped with PCs and an electronic white board for teaching purposes. A further room is to be built as part of the expansion of the college.

The college has a range of technology in each zone including Laptops, and iPads that can be hired out by each faculty.

Curriculum & Modes of Study Overview

Our vibrant and forward thinking Computing department teach the following modes of study to students in Key Stage 3:

Students in Years 7-8 have one discrete Computing lesson per week.

They are taught in mixed ability groups.

Schemes of work follow the National Curriculum and are constantly reviewed and updated to meet the ever changing needs of our students and governmental changes.

At key points in the curriculum students are assessed to reinforce their learning.

In Year 9 students are currently taught toward their KS4 GCSE, fine tuning skills taught through year7 and 8 with new emphasis on Computing Science, programming and computational thinking.

Key Stage 3 students will be able to:

  • Collaborate on projects
  • Use skills that combine multiple software applications across a range of devices
  • Collect and analyse data and information to meet the needs of a given target audience
  • Create, reuse and repurpose digital information and content
  • Understand and plan for copyright and intellectual property laws
  • Use two programming languages
  • Understand hardware and software components
  • Explain network topologies
  • Understand how to stay eSafe and advise others how to do the same
  • Understand maths for Computing – binary
  • Use control systems to model systems i.e. traffic lights

Key Stage 4 students

All our students will have the opportunity to take qualifications in aspects of GCSE Computing or Creative iMedia, which lead to progression for higher levels of study at college, or within a professional career.

ROUTES FOR PROGRESSION:

Students wishing to continue in this subject will be able to progress to A Level ICT. Students who do not wish to study ICT further will be able to use their ICT skills to assist other A Level subjects. Students wishing to go to College will be able to use their ICT skills to assist whichever course they pursue; Students going into Apprenticeships will clearly be able to show employers and trainers the level of their ICT competence using a recognised qualification, especially in the areas covered by the units outlined below.

Computer Science

This carefully planned course gives students a real in-depth understanding of how computer technology works.

It offers an insight into what goes on ‘behind the scenes’, including computer programming.

For suitable KS4 Computing students they will learn to do the following:

  • Develop their understanding of current and emerging technologies and how they work.
  • Look at the use of algorithms in computer programs
  • Become independent and discerning users of IT
  • Acquire and apply creative and technical skills, knowledge and understanding of Computing in a range of contexts
  • Develop computer programs to solve problems
  • Evaluate the effectiveness of computer programs/solutions and impact of computer technology in society

Assessment:

You will have the potential to gain a GCSE Computing Science qualification graded 1-9; with exam and range of topics supplied by OCR.  This is an Ebaccalaureate subject option.  The course is assessed by a written paper, which has a mixture of short and long answer questions, some of which require students to write program code.  This course is 100% assessed by external examination.

Click here for Information about OCR GCSE Computing Qualification

Key Stage 3

Students complete a 2 year Key Stage 3 course, studying topics across Biology, Chemistry and Physics

The areas of study are:

Year 7 Topics

Safety
Speed and Gravity
Movement and Cells
Acids and Alkalis and Metals and Non Metals
Particle Model and Separating Mixtures
Potential Difference and Resistance and Current
Variation and Human Reproduction
Energy Costs and Energy Transfer
Interdependence and Plant Reproduction
Earths Structure and Universe
Sound and Light

Year 8 Topics

Contact Forces and Pressure
Periodic Table and Elements
Breathing and Digestion
Electromagnets and Magnets
Wave Effects and Wave Properties
Respiration and Photosynthesis
Chemical Energy and Types of Reaction
Work and Heating and Cooling
Climate and Earths

Key Stage 4

Students study for their GCSE across Years 9, 10 and 11.

The Science GCSE is a double award and students receive 2 grades.

Students will take 6 exams at the end of the course; there is no controlled assessment.

Students study topics across Biology, Chemistry and Physics

Biology Chemistry Physics
1. Cell Biology 8. Atomic structure and the periodic table 18. Energy
2. Organisation 9. Bonding, structure, and the properties of matter 19. Electricity
3. Infection and response 10. Quantitative chemistry 20. Particle model of matter
4. Bioenergetics 11. Chemical changes 21. Atomic structure
5. Homeostasis and response 12. Energy changes 22. Forces
6. Inheritance, variation and evolution 13. The rate and extent of chemical change 23. Waves
7. Ecology 14. Organic chemistry 24. Magnetism and electromagnetism
  15. Chemical analysis  
  16. Chemistry of the atmosphere  
  17. Using resources  

Knowledge Mats

Biology Paper 1 Knowledge Mats

Biology Paper 2 Knowledge Mats Part 1

Biology Paper 2 Knowledge Mats Part 2

Biology Paper 2 Knowledge Mats Part 3

Chemistry Paper 1 Knowledge Mats

Chemistry Paper 2 Knowledge Mats

Biology Paper 1 Knowledge Mats

Physics Paper 2 Knowledge Mats

Knowledge Organisers

Year 10 Trilogy AQA Knowledge Organisers

Year 11 Trilogy AQA Knowledge Organisers

PLC

PLC Trilogy Biology Paper 1

PLC Trilogy Biology Paper 2

PLC Trilogy Chemistry Paper 1

PLC Trilogy Chemistry Paper 2

PLC Trilogy Physics Paper 1

PLC Trilogy Physics Paper 2

Physics Formulae       

AQA GCSE Physics Revision Questions & Answers

 PIXL RP Powerpoint Videos

Biology Chemistry Physics
Decay Chromatography Density
Enzymes Electrolysis Force & Extension
Field Investigations Identification Of Ions Or Species Force, Mass & Acceleration
Food Tests Neutralisation by titration IR Radiation & Absorption
Microbiology Preparation Of A Salt IV
Microscopy Rates Of Reaction Light
Osmosis Temperature Changes Resistance
Photosynthesis Water Specific Heat Capacity
Plant Responses   Waves
Reaction Time    


Practice Exam Questions

Biology

Cell Biology Organisation Infection and Response Bioenergetics Homeostasis and Response Inheritance, Variation and Evolution Ecology
Cell Biology-Foundation Organisation Foundation-Higher Infection and Response-Foundation Bioenergetics Foundation Homeostasis-and-Response Foundation Inheritance-Variation-and-Evolution Foundation Ecology Foundation
Cell Biology-Foundation-Higher Organisation Higher Infection-and-Response Foundation-Higher Bioenergetics Foundation-Higher Homeostasis-and-Response Higher-Foundation Inheritance-Variation-and-Evolution Foundation-Higher Ecology Foundation-Higher
Cell Biology-Higher   Infection-and-Response Higher Bioenergetics Higher Homesostasis-and-Repsonse Higher Inheritance-Variation-and-Evolution Higher Ecology Higher

Biology Reproduction Year 11 Revision

Chemistry

Atomic Structure Structure and Bonding Quantitative Chemistry Chemical Changes Energy Changes Rate of Reaction Organic Chemistry (Triple) Chemical Analysis Chemistry of the Atmosphere Using Resources
Atomic-Structure-Extended Writing Structure-and-Bonding-Extended Writing Quantitative-Chem-Extended Writing Chemical-changes-Extended Writing Energy-changes-Extended Writing Rate-of-Reaction-Extended Writing Organic-Chem-Extended Writing Chemical-analysis-Extended Writing Chemistry of the Atmosphere-Extended Writing Using-Resources-Extended Writing
Atomic-Structure-Foundation Structure-and-Bonding-Foundation Quantitative-Chem Foundation Chemical-changes-Foundation Energy-changes-Foundation Rate-of-Reaction-Foundation Organic-Chem-Foundation Chemical-analysis-Foundation Chemistry of the Atmosphere-Foundation Using-Resources-Foundation
Atomic-Structure-Higher Structure-and-Bonding-Higher Quantitative-Chem-Higher Chemical-changes-Higher Energy-changes-Higher Rate-of-Reaction-Higher Organic-Chem-Higher Chemical-analysis-Higher Chemistry of the Atmosphere-Higher Using-Resources-Higher

Physics

Energy Electricity Particle Model of Matter Atomic Structure Forces and Motion Waves Magnetism Space (Triple) Investigative Skills Questions
Energy-Extended-Writing-Questions-Higher and Foundation Electricity-Extended-Writing-Questions-Higher and Foundation Particle-Model-Extended-Writing-Questions-Higher and Foundation Atomic-Structure-Extended-Writing-Questions-Higher and Foundation Forces-and-Motion-Extended-Writing-Questions-Higher and Foundation Waves-Extended-Writing-Questions-Higher and Foundation Magnetism-Extended-Writing-Questions-Higher and Foundation Space-Extended-Writing-Questions-Higher  
Energy-Foundation Electricity-Foundation Particle-Model-of-Matter-Foundation Atomic-Structure-Foundation Forces-and-Motion-Foundation Waves Foundation Magnetism-Foundation   Investigative-Skills-Questions-Foundation
Energy-Higher Electricity-Higher Particle-Model-of-Matter-Higher Atomic-Structure-Higher Forces-and-Motion-Higher Waves Higher Magnetism-Higher Space Higher Investigative-Skills-Questions-Higher
All pupils at Crown Hills Community College have two lessons a week on Citizenship and PSHEE (Personal Health and Economic Education) in KS3.

Citizenship education is about enabling pupils to make their own decisions and to take responsibility for their own lives as well as taking in interest and participating in local, national and international issues.

We encourage students to understand their rights and responsibilities and become ‘model’, ‘good’ and ‘active’ citizens both in school and in their futures.

We encourage pupils to relate to real life events, controversial and topical issues that encourage and develop thinking, research and debating skills as well as numeracy and literacy skills.

Our PSHEE lessons develop self-confidence and strategies to deal with lifes challenges and explore opportunities of adult and working life.

Citizenship and PSHEE is about developing :

•Knowledge and understanding:

•Skills and aptitudes: Critical thinking, analysing information, expressing opinions, taking part in discussions, debates, negotiating, conflict resolution and participating in community action.

•Values and dispositions: Respect for justice, democracy and the rule of law, openness, tolerance, courage to defend a point of view and a willingness to listen to, work with and stand up for others.

Citizenship and PSHEE is important because it addresses real issues, relating to social justice, human rights, community cohesion and developing students SMSC awareness (Social, Moral, Spiritual and Cultural) both now and in the future.

The Life Skills KS3 Curriculum at a glance

Year 7 Year 8 Year 9
Citizenship 1 = Rules, fairness, rights & responsibilities, the work of the school council, having your say and democracy. Citizenship 1 = Rules, fairness, rights & responsibilities, the Law, ASBO’s, young offenders, gangs, mock trial, sentencing and the youth offending team. Citizenship 1 = Rules, fairness, responsibilities, justice, Human Rights, police rights, surveillance, terrorism, freedom of information and equality.
Citizenship 2 = Communities and identities, being good and active citizens, changing our community and bringing communities together. Citizenship 2 = Local communities and local government involves understanding local issues, the work of the council, stereotyping, racism, sexism, discrimination and the law. Citizenship 2 = National Government and National Politics, political parties, various voting systems, role of MP’s, Houses of Parliament, law making, pressure groups, UK Government and the monarchy.
Citizenship 3 = Being a global citizen, understanding child labour, Fair trade, charity and volunteering. Citizenship 3 = Human rights in a global community, refugees, migration, media and the free press. Citizenship 3 = Britain and the world: Europe, the Commonwealth, United Nations, Northern Ireland and South Africa.
PSHEE 1 = Understanding yourself and relationships. (Including anti-bullying week). Dealing with homework, family issues, domestic violence etc. PSHEE 1 = Understanding yourself and relationships looks at self-esteem, shyness, leisure time, beating boredom, divided families, domestic violence, friendship, culture, lifestyle and influences. We also investigate stereotypes. PSHEE 1 = Understanding yourself and relationships looks at becoming an adult, dealing with loss and bereavement, assertive behaviour, mental illness and racism.
PSHEE 2 = You and your money, looks at money management and being a consumer. PSHEE 2 = You and your money investigates financial risks and gambling awareness. PSHEE 2 = You and your money looks at banking, savings and being a green consumer.
PSHEE 3 = You and work, looks at skills, qualities, qualifications, doing market research, designing, marketing and presenting a product as a group. PSHEE 3 = You and work looks at the organisation of firms, employment and unemployment, different industries, finance, risk and profit. PSHEE 3 = You and work looks at decision making, knowing our strengths, skills and qualities.(including the Options module) and undertaking careers research.
PSHEE 4 = You and your body: looks at puberty and the awareness of drugs and smoking. PSHEE 4 = Keeping healthy looks at the risk and awareness of alcohol and drugs, physical safety at home and in the streets PSHEE 4 =You and your body looks at adolescence, eating disorders, drugs awareness, positive body image, physical safety, relationships and STI’s

In KS4, (year 10 and 11) pupils undertake a GCSE in Humanities (AQA Board), this integrates religious studies, history, geography and Life Skills.

Students look at four key areas, they are examined on this and the exam is worth 75% of their final grade.

In addition, pupils work independently to complete a 2,000 word essay in controlled conditions with support from their Life Skills teacher.

This is worth 25% of the final grade.

Pupils are provided with a source booklet prior to the exam to work from, annotate and prepare for prior to the exam.

Culture and Core Beliefs

• Understanding common and contrasting cultures

• Understanding simple and complex cultures

• Understanding subculture, agents of socialisation, identity and IQ

• Understanding the nature V nurture debate

• Understanding laws, morals values, beliefs and rituals

• Understanding migration and multiculturalism

• Investigating social, moral, political or religious issues (capital punishment, euthanasia, medical ethics, the monarchy etc)

Conflict and Cooperation

• Understanding causes and effects of conflict.

• Understanding Human Rights, freedoms and responsibilities.

• Conflict at a local level (bullying)

• Conflict at a national level (apartheid and South Africa)

• Conflict at an international level (Rwanda)

• Students have the opportunity to select other conflicts i.e. Syria, Palestine, Afghanistan, Iraq as case studies etc.

Environment

• Environmental problems (pollution, global warming, habitats, climate change, exploitation, tourism etc.)

• Understanding renewable and non-renewable resources

• Looking at the energy crises

• Individual and group responses to the environment, the work of political groups, pressure groups and business

• Solutions to environmental problems

• Investigating case studies: Tropical rainforests, deforestation, coral reefs etc.

• Investigating sustainable solutions

• Investigating National Parks

People and work

• Understanding the relevance of work in different cultures

• Motivations for work

• Understanding leisure and work satisfaction

• Understanding the impact of unemployment

• Understanding the impact of technology

• Understanding the three main employment sectors

• Explaining globalisation and multinational companies and the change in working patterns

• Looking at economic migration

• Investigating case studies involving conflict in the workplace, equality legislation and the role of trade unions

In 2016, the faculty has also started delivering Citizenship GCSE at KS4

This is 100% exam based and includes the following topics

RIGHTS, THE LAW AND THE LEGAL SYSTEM IN ENGLAND AND WALES DEMOCRACY AND GOVERNMENT THE UK AND THE WIDER WORLD
Rights and responsibilities Democracy, elections and voting in the UK Identities and diveristy in the UK society
The law National, local, regional and devolved government The UK and its relations with the wider world.
The legal system The British Constitution  
  The economy, finance and money  
  The role of the media and free press  
  Citizenship participation and action  
  Politics beyond the UK  

Please encourage your child to use sophisticated vocubulary, watch/read the news and develop an opinion on what is going on locally, nationall and internationally.

Try to discuss current affairs with them and encourage them to attend the numerous revision sessions that the school offers during lunchtimes and after school.

Revision booklets are provided closer to the exams.

In addition we teach a one off Life Skills lesson which prepares students for the wider world.

Students look at:

Financial Management Work SRE British Values
Consumer/Banking/ Debt/ Financial Management Economic Enterprise/understanding payslips/insurance CV’s, letters of application, UCAS, personal statements, charity work and volunteering Teenage Parent Contraception lesson SR awareness Forced marriage Mental Health Eating disorders Homophobia Legal Highs/Shisha Smoking SEN/Drug Awareness Diabetic awareness Cancer awareness Radicalisation Gang Culture Knife Crime Anti-Social Behavior
HISTORY CURRICULUM

Year 7

Autumn – Spring Term

Crown Vs the people – A study looking at the actions of different monarchs and key characters in history between 1066 and 1400 and considering how these have shaped Britain including people such as William the Conqueror, Simon de Montfort, Henry II, Thomas Becket. We also look at what life was like in this time considering issues such as the Black Death.

Spring – Summer Term

Turbulent Tudors- An in depth look at the different Tudor monarchs and how they helped to shape Britain. We consider the changes to religion they brought as well as moving on to look at the Stuarts.

Year 8

Autumn term

Empire to equality – An outline study considering the Slave trade and its abolition, as well as life for Black Americans in 20th Century America.

Spring term

The Industrial Revolution – A depth study considering the changes in Britain between 1750 and 1850 including the rise of factories and the working conditions for child labourers.

Summer term

Conflict in the twentieth century- A thematic study looking at how conflict has evolved and developed over the last 100 years considering events such as WW1, WW2, the dropping of the atomic bomb, the Vietnam was as well as modern day terrorism.

Year 9

Autumn – Spring Term

America 1910-1929- Starting the GCSE syllabus this module looks at developments in America such as the intolerance faced by immigrants, political factions and black Americans. We also look at the economic issues surrounding the economic boom of the 1920s leading to eventual Wall Street Crash in 1929. We finish the topic looking at the social side of the 1920s looking at what people did for fun and attitudes to women and how these developed over the period.

Spring – Summer Term

The development of Germany 1919-1991- our second GCSE module looks at the development of Germany from 1919 with the signing of the Treaty of Versailles through Hitler’s reign all the way through the cold war culminating in the tearing down of the Berlin wall in 1989 and the aftermath and impact on Germany.

Year 10- Eduqas specification

Autumn Term

The Elizabethan Age, 1558-1603- We look at how Elizabeth gained control over the country, the issues she had with religion and foreign powers alongside how her reign impacted upon normal people in society.

Spring Term

Changes in Health and Medicine in Britain, c.500 to the present day- We look thematically at key figures and influences in the changing of medicine.

Year 11

Recap of the year 9 and 10 modules with focussed revision.

RELIGIOUS STUDIES CURRICULUM

Year 7

Autumn Term

Introduction to Religious studies, Philosophy and Ethics – A study of the identity of God across religions

Creation Theory and Identity of God – A study of views of creation with a philosophical look to scientific and religious creation theory.

Spring Term

Founders and Pilgrimage – A study of founders, key figures and pilgrimage within religion

Festivals

Summer Term – No RS as Humanities rotations

Year 8

Autumn – Spring Term

Holy books and Moral codes – A study into holy books and moral codes with an investigation into medical ethics

Spring – Summer Term

Founders and Pilgrimage – A study of founders, key figures and pilgrimage within religion

Year 9 Autumn – Spring Term

Founders and Pilgrimage – A study of founders, key figures and pilgrimage within religion

Spring – Summer Term

Worship Beliefs and Practices – A study of beliefs and practices of religious groups

Year 10 – WJEC Eduqas GCSE in Religious Studies

Autumn Term

COMPONENT 2 – Christian Beliefs and Teachings

COMPNENT 3 – Hindu Beliefs & Teaching

Spring Term

COMPONENT 1 – Issues of Relationships

COMPONENT 1 – Issues of life and death

Summer Term

COMPONENT 2 – Christianity Practices

Year 11 – OCR B Religion Philosophy and Applied Ethics

Autumn Term

Philosophy 2 – Good and evil

Ethics 2 – Religion, Peace and justice

Spring Term

Philosophy 2 – Religion and Science

Ethics 2 – Religion and the Media

Summer Term

Revision

Philosophy and Ethics Quotes

EDUQAS Philosophy Religion and Ethics Exam Questions

GEOGRAPHY CURRICULUM

Year 7

Pupils are taught on a rotation so will either study Geography or History for the first half term and then swap in the second half term.

Autumn – Spring Term

An Introduction to Geography incorporating geographical skills e.g. map work

Spring – Summer Term

Weather and climate

Ecosystems

Year 8

Autumn – Spring Term

Coasts

Population

Spring – Summer Term>

Natural hazards

Rivers and flooding

Year 9

OCR A Specification- Geographical Themes.

The course is comprised of 3 units

2 content exams: Living in the UK today (1hr) and The world around us (1hr)

1 fieldwork skills exam

Autumn Term

Paper 1 – Living in the UK today

Landscapes of the UK

People of the UK

Spring Term

Paper 1 – Living in the UK today

Environmental challenges in the UK

Summer Term

Paper 2 – The world around us

Ecosystems

Year 10

Autumn Term

Paper 2 – The world around us

People of the Planet

Environmental Threats

Spring Term

Geographical Skills and fieldwork

Summer Term

Focused and personalised revision to prepare for Mock examinations

Year 11

Recapping of year 9 and 10 topics, practising exam skills and personalised revision

In Leicester City there are 288 children who have a hearing impairment.

Some hearing losses are greater than others; therefore individual students will require different levels of support.

The majority of students attend their local main stream schools and are support by a Peripatetic Teacher of the Deaf within that setting.

However, there are students who, for a variety of reasons, need more intensive support.

These students are placed here at Crown Hills Community College where there is a unit designed to support Deaf students both academically and socially.

Every day they have access to Teachers of the Deaf and support staff that are specifically trained to teach and support them.

The teacher of the Deaf deliver language based subjects in the unit.

These include English, Humanities and Life Skills.

The rest of the curriculum is delivered in the mainstream setting with support from the specialist staff.

Tutorials are also a big part of the unit support.

During these sessions the students are given time to consolidate subject specific language on a one to one basis.

The unit setting also allows the students to develop their language and communication skills, both of which will be significantly delayed.

Over the years, the number of students who have attended the unit has fluctuated between twelve and one.

At the present time we have four students in the unit: two year 11 and two year 9.

There are a further four students who are taught in the mainstream of the school with support from a Teacher of the Deaf (on a regular basis but not in the unit)

The new facilities in the unit are superb.

The sound proof rooms mean that the students are getting the best possible access to the curriculum.

Hearing tests and equipment checks can be carried out with confidence, knowing that the outcome will be accurate.

Students
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STUDENT RESOURCE CENTRE

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