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USEFUL INFORMATION

	Assessment Calendar
	Bridging the Gap to A level maths booklet June 2018
	Foundation revision checklist
	Foundation revision schedule
	Higher revision checklist
	Higher Revision Schedule
	Maths Price List

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.

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

Here at Crown Hills, we are committed to encouraging all our pupils to read widely for pleasure. Literacy skills underpin all aspects of academic learning and education and there is no refuting the evidence that a reading child is a successful child.

A number of initiatives are currently in place at Crown Hills to support, encourage and develop the reading skills of all of our pupils. We ensure that every child in the school has fifteen minutes of dedicated literacy development time for four mornings each week, adding up to an hour each week.

All our pupils are tested to establish their reading levels, and a number of interventions are in place to develop pupils’ confidence and skills. One of these initiatives is the VIP (the Vocabulary Improvement Programme), a 12 lesson unit of work designed to develop the vocabulary, reading and writing skills of pupils falling about 2 years below their actual age in terms of reading comprehension. 52 pupils in years 7 and 8 have completed the programme so far, and of these, 40 have shown a significant improvement in their reading, with an average increase of 2 years in the space of a few weeks. This is a 77% success rate and we plan to continue and expand the programme in the future.

All pupils are issued with their reading ages and our library is extremely well stocked with books tailored to all reading abilities; pupils are able to find books appropriately challenging but accessible for their age and ability. To support this, our Librarian has painstakingly taken the time to ensure all books are labelled with reading age needed for the content. Many of our more able readers become Leaders of Literacy and support their peers with reading and other literacy development strategies. Likewise, all teaching staff have access to the reading ages of pupils in their classes and tailor their lessons and reading materials to match the needs of the children.

A recent reading survey, conducted by a third party, has provided some very encouraging results in regard to our pupils’ attitude towards reading for pleasure. These include:

o The percentage of pupils liking the books Crown Hills has to offer continues to rise.

o At Crown Hills a higher percentage of boys than girls want to become a better reader.

o 76% of pupils felt that regular readers are people “who want to do well”.

o 85% of pupils who completed the survey said they enjoy reading.

o 85% of our pupils who completed the reading survey, read at home for pleasure at least once per week.

o 24% of pupils read for pleasure at home every day.

A number of students at Crown Hills College have difficulties with reading. Some students have learning difficulties and others are new to English. We strive to identify students, through one to one assessments, for additional support to develop their reading. Once identified, we use appropriate interventions. We deliver Read Write Inc. Fresh Start to students with limited reading skills. This is a phonic based intervention which aims to secure phonic knowledge and decoding. For students at the next level, we deliver Rapid Plus during morning literacy time. This aims to boost reading comprehension, and students have made great leaps in their reading through this.

There are a number of students at Crown Hills who are new to English and are supported by the EAL department. The EAL staff support reading through reading groups during literacy time. These groups focus on building vocabulary and high frequency words. They use the Oxford Reading Tree for the new arrivals. For the students who have been in the country for a longer period of time, the EAL staff also use Rapid Plus. Last year, some EAL students from Year 11 were used as group leaders to support Year 8 EAL students with their reading. This was successful and so the same is planned for this academic year. During morning literacy time, we also deliver Lexia, an online literacy intervention, to larger groups of students. The results from our trial of Lexia were fantastic in giving a boost to reading and spelling skills. For some students, reading comprehension and ‘reading between the lines’ are more of a challenge. For these students we can deliver Inference Training in small groups.

Balance of £17,709.44 will cover Tutors Salary for this academic year (2015/16) as we have not been notified if funding is to continue.

Key Stage 3

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

There are 10 major areas of study, each area contains 4 topics, making 40 topics in total.

These are studied across Years 7 and 8. The areas of study are:

1. Forces

2. Electricity and magnetism

3. Energy

4. Waves

5. Matter

6. Chemical Reactions

7. Earth and Space

8. The Human Reproductive System

9. Organisms

10. Ecosystems

11. Genes

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

Learning Apps

https://www.gethopscotch.com

Hopskotch

Hopskotch is an iPad app that allows kids to program their own games and animations, letting their creativity run wild while learning the basics of programming. Inspired by MIT’s Scratch, the app is ranked #6 in the AppStore’s Education section and is recommended for students aged eight and up.

https://www.sketchup.com/products/sketchup-free

SketchUp

SketchUp Free is the simplest, easiest-to-use 3D free modeler around. You don’t need thousands of buttons and dropdowns for 3D drawing: you do need space to draw. It loads in modern web browsers on any operating system. Also sketchUp Free is versionless: you’re always using the fastest, most up-to-date iteration.

https://itunes.apple.com/gb/app/autodesk-sketchbook/id883738213?mt=8

Autodesk Sketchbook

Autodesk are the industry leaders for computer aided design software. This is their flagship professional drawing package for tablet and phone, which is now available for free!

https://itunes.apple.com/gb/app/adobe-photoshop-sketch/id839085644?mt=8

Adobe Photoshop Sketch

Adobe Photoshop Sketch presents artists with familiar Photoshop drawing tools, including a graphite pencil, ink pen, blending markers and an eraser, as well as brushes including acrylic and pastel.

https://itunes.apple.com/gb/app/adobe-illustrator-draw/id911156590?mt=8

Adobe Illustrator Draw

You can create vector art with Illustrator Draw, with lots of handy tools at your fingertips to make the experience easier and more efficient. You’ll be able to create perfect lines and curves thanks to the Touch Slide digital ruler, and add images from multiple sources

https://itunes.apple.com/gb/app/adobe-capture-cc/id1040200189?mt=8

Adobe Capture CC

Adobe Capture CC turns your iPhone and iPad into a creation machine. Imagine looking through your camera to see patterns, vectors, and even fonts. Now imagine turning those into brushes, textures and shapes you can use in Photoshop!

https://itunes.apple.com/us/app/everycircuit/id797157761?mt=8

Every Circuit

Build any circuit, tap play button, and watch dynamic voltage, current, and charge animations. This gives you insight into circuit operation like no equation does. While simulation is running, adjust circuit parameters with analog knob, and the circuit responds

https://itunes.apple.com/kw/app/design-and-technology-resistant-materials/id383019810?mt=8

Design Technology: Resistant Materials

The successful DT App has now been split into individual subjects so you can learn and revise the subject of your choice at a fantastic price. The application includes information and revision quizzes for Resistant Materials as well as general guidance for coursework and controlled assessment tasks (cost £0.99)

https://itunes.apple.com/kw/app/design-and-technology-food-technology/id510434584?mt=8

Design Technology: Food Technology

The successful D&T App has continued to grow and include Food Technology. Now available as an individual application you can learn and revise key topics for your GCSE exam and course work assessments (cost £0.99)

  KS3 Graphics Knowledge Organiser

  KS3 Food Knowledge Organiser

 

The Expressive Arts Faculty is divided into four different departments: Art, Dance, Drama & Music

At Key Stage 3 each student studies the four Expressive Arts subjects in rotation each year.

At Key Stage 4 students choose Expressive Arts subjects from a list of options that includes subjects from other faculties.

Each Expressive Arts Department offers extra-curricular activities and lessons at lunchtime and after school.

Each department also offers opportunities for students to perform or display their work and go on trips as part of the curriculum.

Art

Key Stage 3 – Students study the National Curriculum for Art learning to develop their creativity and ideas, and improve their artistic skills.

They also learn to understand the work of artists and designers throughout history and up to the present day. They learn to use a range of techniques and materials and understand how to evaluate their work.

Key Stage 4

Year 10 AQA GCSE Art & Design Syllabus 8201.

Year 11 AQA GCSE Art & Design Syllabus 4201.

Extra-curricular Art – Art Clubs are available at lunchtime and after school for Key Stage 3 & 4.

KS3 Art Knowledge Organisers

Dance

Key Stage 3 – Dance – Students create and devise their own choreographed work using skills and techniques taught in class alongside the promotion of physical education, health and body awareness.

Key Stage 4 – Edexcel BTEC Level 1/Level 2 in Performing Arts

Extra-curricular Dance includes Indian Garba and Bhangra.

Drama

Key Stage 3 – Students learn to improvise, rehearse and perform their own drama using role, intonation, tone, volume, mood, silence, stillness and action to add impact.

Students discover through the use of the drama medium elements of drama and explorative strategies.

Develop confidence, communication skills, creativity and self-esteem.

Key Stage 4

Year 11 Drama Edexcel GCSE Syllabus 2DR01.

Year 10 Edexcel BTEC Level 1/Level 2 in Performing Arts – Acting.

Music

Key Stage 3

Year 7 – Students learn the basics of Music Notation by learning simple tunes on the electronic keyboard and the use of music technology.They find out about the elements of Music.

Students learn ensemble and solo performance skills, about African rhythms and melodies and how to improvise.

Year 8 – Students learn about Indian Music Notation and how to compose their own Indian Music using a Raga.

They also learn a Bollywood melody and remix it to create their own version.

Year 9 – Students learn about Blues Music, and explore how Pop music developed from Blues through other styles and genres to what it is today.

They learn how this music is composed and put together using rhythms, chords, riffs and bass lines.

They also learn about how music is used by the media

Key Stage 4

Edexcel BTEC Level 1/Level 2 First Award in Music

The Music Department offers an extensive extra-curricular timetable of instrumental lessons and ensemble groups.

Parents/Carers may find the following links helpful:

Leicester-Shire Music Education Hub

My Panyard

D-E-A Classes and Tuition

Please find below links to music from our Steel Bands

Merry Christmas

Footsteps

The Lion Sleeps Tonight

Soul Limbo

Just the way you are

Little Mermaid

Stand by me

Yellow Submarine

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

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.

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

This is 100% exam based and includes the following topics

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:

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

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

The best way of supporting your child will be to encourage them to increase fitness levels and be able to swim at least 25meters.

Encourage them by working with them on fitness activities at home whether this is spending 30mins jogging, cycling, swimming etc.

Activities that will make them out of breath.

Aim to do this 3-5 times a week

Below is a link for Spence street leisure centre showing pool times and possible swimming classes to help your child achieve the 25m goal.

Spence Street Leisure Centre

Potential fitness circuits you could do at home could be searched from the following web link

Home Exercise and Fitness

If your child shows an interest in a sport then take them to a local club to try it out. Use the following link to search the sport of interest.

BBC Get Inspired

Throughout their time in school pupils will be looking to develop Fitness and will be involved in a variety of sports.

These will be done on rotational method.

Sports they might experience Football, Netball, Badminton, Basketball, Cricket, Rounders, Gymnastics, Athletics, Volleyball, Fitness, Table Tennis

Encourage your child to participate in extracurricular activities either inside or outside of school.

KS4 Sport

If your child chooses Sport as an option then they will follow 1 of 2 strands.

OCR National Sport Studies or AQA GCSE Physical Education. The PE faculty will make the decision which is most appropriate for your child.

The following links will give more information on both qualifications

AQA GCSE Physical education

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

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 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.