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St Benedict’s Catholic High School

A Guide to Success Year 11

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Contents

Introduction ............................................................................................................................... 1

St Benedict’s School Prayer ...................................................................................................... 2

New GCSE Grading Structure ................................................................................................... 3

Progression Post 16 .................................................................................................................. 4

Which Qualification/Exam Board is your son/daughter studying? .............................................. 5

Subject information .................................................................................................................... 6

School Contacts ...................................................................................................................... 26

Enrichment Activities ............................................................................................................... 27

Prom Passport ......................................................................................................................... 27

Revision Advice for Students ................................................................................................... 28

Top 10 Tips For Being Ready .................................................................................................. 30

1. Find out about the exam ......................................................................................... 30

2. Ask for help .............................................................................................................. 30

4. Check past exam papers ......................................................................................... 30

5. Know where to go .................................................................................................... 30

6. Don’t cram ................................................................................................................ 31

7. Keep your cool ......................................................................................................... 31

8. Use your reading time ............................................................................................. 31

9. Break the questions down ...................................................................................... 31

10. Review your performance ....................................................................................... 31

Examinations Guidance for Students ...................................................................................... 32

Information for Candidates ...................................................................................................... 34

Technology/Web Enabled Sources of Information ………………………………………….….... 35

Written Examinations …………………………………………………………………………...…... 36

On-Screen Tests …………………………………………………………………………….………. 37

GCSE Controlled Assessments ……………………………………………………………………. 38

Coursework Assessments …………………………………………………………………….……. 40

Non-Examination Assessments ……………………………………………………………………. 42

Privacy Notice ………………………………………………………………………………………... 44

Using Social Media and Examinations/Assessments ………………………………………….... 46

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Introduction Year 11 is an exciting, demanding and challenging time for students. It is an opportunity for students to work hard to achieve their potential and to provide a gateway into Post-16 education and beyond. Staying focused, determined, up to date with work, and a desire to succeed is what is required in order for students to be fully prepared for their exams and life beyond Year 11. At St Benedict’s we support all students to achieve their best. Students are encouraged through assemblies and with their Form Tutor, teachers and academic mentors to discuss any issues that may rise throughout the year, and they have a number of people that they can go to for advice. The pace of Year 11 can seem relentless with examinations, tests and Non Examined Assessments. Students need to ensure they remain organised in order to meet deadlines. Students need to plan their homework schedule in addition to setting time aside for ongoing revision and review. They need to ensure they are working to the desired standard in class and in their homework tasks throughout the year. Milk has been introduced this year to help you support your son/daughter with their organisation outside of school. The aims of this booklet are to:

To allow you as a parent/carer to fully support your son/daughter throughout Year 11.

Prepare students thoroughly for their examinations and Non Examined Assessment (NEA).

Ensure students realise the importance of on-going study and are able to developed study skills for a post 16 pathway into future education, including A levels, and other career pathways.

Support each student in achieving their potential. By home and school working closely together we can set our young people on a path to success.

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St Benedict’s School Prayer

Dear Lord, thank you for our sense of faith, Your presence here will keep us safe. Thank you Lord, for bringing us here, We know with you we shall not fear.

Help us to discover our purpose, our way,

Show us where we belong this day. Help us to open our hearts to you,

Guide us in all we say and do.

Send your peace into this place, Let family and friends receive your grace.

Send your love, your hope, your light, That we will always know what’s right.

Your presence here will keep us safe, Thank you Lord for our sense of faith.

Amen.

St Benedict, Pray for us.

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New GCSE Grading Structure

Schools are in a process of transition around grading which reflects the new GCSE number grades coming into effect this year. This illustration may help you to understand how we are assessing student progress and

how grades equate to numbers. Assessments will always be age appropriate.

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BTEC Grade equivalent Most students will study GCSE qualifications. Some qualifications that students have chosen are BTEC. These are assessed differently. The table below is a guide to their equivalency.

Progression Post 16

Entry requirements for St Benedict’s Catholic 6th form is the equivalent of 5 GCSE’s at grade 4 and above. Two of these grade 4 or above must be in English and Maths. Some individual subjects require a grade 5 or 6 to study at A-level. Students need to ask their teacher for further information. Please be aware that some apprenticeship providers require grade 5 and above in 5 subjects including English and Maths.

Key Dates for Year 11

23rd November 2017 Year 11 Information Evening followed by 6th Form

Information Evening – 5.30pm

27th November – 1st December (all week) 2017

Year 11 CCA – Art & Design

6th December 2017 Year 11 reports go home

13th December 2017 Year 11 Progress Review Evening

31st January 2018 Year 11 reports go home

20th February 2018 Year 11 Tutor Evening

12th March 2018 Year 11 PPE2 start (mock exams)

29th March 2018 Year 11 reports go home

30th April 2018 GCSE exam period begins

10th May 2018 Year 11 and 13 Leavers’ Mass – parents/carers are invited to this event

25th May 2018 Year 11 Leavers’ Assembly – students only

19th June 2018 Year 12 Taster Day (to be confirmed)

29th June 2018 Year 11 Prom

23rd August 2018 GCSE Results Day

3rd September 2018 Year 12 Enrolment Day (to be confirmed)

8th November 2018 Year 11 Awards Evening (to be confirmed)

BTEC GRADE OLD STYLE

EQUIVALENT NEW GRADING

STRUCTURE

Distinction* A* 8/9

Distinction A 7

Merit B 5/6

Pass C 4

Level 1 Pass E/F 2/3

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Which Qualification/Exam Board is your son/daughter studying? Use the following websites to find all the information you could need about the course content/past papers and much more.

AQA Edexcel (Pearson) hhtp://www.aqa.org.uk/ hhtp://www.edexcel.com/Pages/Home.aspx

OCR WJEC - Welsh Exam Board

Subject Exam Board Qualification & (Specification

Number) Assessment

Art and Design AQA GCSE (8201) 40% Exam

60% Coursework

Biology AQA GCSE (8461) 100% Exam

Business Studies Pearson/EDEXCEL BTEC First Award

Level 1/2 25% Exam

75% Portfolio

Chemistry AQA GCSE (8462) 100% Exam

Combined Science Trilogy

AQA 2 x GCSE (8464) 100% Exam

Computer Science OCR GCSE (J276) 80% Exam 20% NEA

D&T Product Design AQA 4555 60% CCA

40% exam

Engineering AQA 4852 60% CCA

40% exam

English Language AQA GCSE (8700) 100% Exam

English Literature AQA GCSE (8702) 100% Exam

Food and Cookery NCFE V Cert (Level 2 Cert

in Food & Cookery) 25% Exam

75% Portfolio

French AQA GCSE (8658) 100% Exam

Geography EDEXCEL GCSE (Geography A1GAO)

100% Exam

German AQA GCSE (8668) 100% Exam

History AQA GCSE (8145) 100% Exam

IT WJEC 4330/LA 60% Coursework

40% Exams

Maths AQA GCSE (8300) 100% Exam

Performing Arts EDEXCEL BTEC First Award

Level 1/2 3 units-1 external 2

internal

Physical Education AQA GCSE (8582) 60% Exam

40% Coursework

Physics AQA GCSE (8463) 100% Exam

RE Eduquas GCSE (C120PB) 100% Exam

Step up to English AQA Silver & Gold (5970) Non-Exam

Assessment

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Subject information

Subject: ART and DESIGN (GCSE) Exam Board: AQA 3201 - Art and Design (unendorsed) Why study Art and Design? GCSE Art and Design provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental in nature. Possibilities for personal expression are endless. The qualification can lead to art and design related employment or to Higher Education Courses such as A Level Art and Design, which in their turn can lead to a Degree course. The Website www.studentartguide.com gives a list of 150 art related career paths leading to employment including; Advertising, Web Designers, Computer Games Designers, Fashion Designers, Illustrators, Architects, Teaching, Product graphic Designers, Interior designers etc. Course topics and subject areas: The GCSE general course enables students to experience a wide range of processes, materials and techniques. As part of the critical/historical element they study either a historical or contemporary artist or designer whose work is linked with their own. The Controlled Assessment includes the following areas: Drawing / Painting, Printmaking, Sculpture, 3D Design, Graphics and Textiles. You will learn how to: * Understand the world of art, craft and design and relate it to your work; * investigate possibilities through observation, analysis and experimentation; * express and record personal ideas by developing skills in using two and/or three dimensional

materials; * present your work to its best advantage. Assessment: Controlled Assessment, set and marked by the Centre Unit 1: Portfolio of work (Controlled Assessment) - 60 per cent, in which we do two projects titled

Art and Words and Fragmentation. Unit 2: Externally set task - 40 per cent. Students have the choice of over seven starting points; for example Spirals and Rituals are two that were on this year’s exam question sheet. Externally set task The externally set task will last for ten hours and consists of preparatory studies, development work and a conclusion. You will be given around 10 weeks to produce developmental work and preparatory work inspired by one of several starting points. In the examination you will produce a final piece. Departmental Contact: Mrs R Longbone, Subject Leader

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Subject: BUSINESS STUDIES (BTEC Level 2 First Award) Exam Board: Edexcel Why study Business Studies? The Edexcel BTEC Level 2 First Award in Business has been designed to:

allow you to achieve throughout the course with 75% portfolio work and only 25% exam (on screen with re-sit opportunities) and achieve the equivalent to a GCSE;

give you an understanding of the broad range of business specialisms through the selection of optional specialist units;

encourage you to develop communication, planning and team working skills;

give you the opportunity to enter employment in the business sector or to progress to other vocational qualifications, such as the Edexcel BTEC Level 3 Nationals in Business or academic qualifications;

give you the opportunity to develop a range of skills and techniques, to support you in being successful in working life.

You will study: The BTEC Business studies course is split into specialist units, with 2 core units and 2 optional units, each focusing on a different area. The core units cover the essential knowledge and skills required in the business sector such as business ownership; the economy and how businesses are organised and run. The optional specialist units range from branding and promotion, customer service, sales, retail business, recruitment and career development to business support. In addition to this, the qualification provides opportunities for you to develop the communication skills needed for working in the business sector, as you progress through the course. This can be achieved through presentations and in discussions where you will have the opportunity to express your opinions. Assessment: You must complete two core units, and two from a choice of optional units to reach the total of 120 guided learning hours (GLH). Each unit takes about 30 hours. Core Units:

Unit 1 Enterprise in the Business World - Internally Assessed Portfolio

Unit 2 Finance for Business - external test via an on screen test Optional units (2 units to be chosen):

Unit 3 Promoting a Brand - Internally Assessed Portfolio

Unit 4 Principles of Customer Service - Internally Assessed Portfolio

Unit 5 Sales and Personal Selling - Internally Assessed Portfolio

Unit 6 Introducing Retail Business - Internally Assessed Portfolio

Unit 7 Providing Business Support - Internally Assessed Portfolio

Unit 8 Recruitment, Selection and Employment - Internally Assessed Portfolio The BTEC Level 2 First Award in Business is taught over 120 guided learning hours (GLH) - the same as a GCSE. This BTEC qualification is the equivalent to a GCSE at Level 2 - Level 2 Pass (C); Merit (B) and a Distinction is the equivalent to an ‘A’ grade at GCSE Departmental Contact: Mr C Redhead, Subject Leader

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Subject: COMPUTER SCIENCE (GCSE) Exam Board: OCR Why study Computing? GCSE Computer Science is a course designed to deepen your understanding of how computers and computer systems work. The subject provides a powerful training tool to enable you to competently solve everyday problems through developing your own programs. It also helps you to further develop your understanding of how computers are used for everyday tasks, including online banking, streaming entertainment or communicating with somebody at the other side of the world. GCSE Computer Science is designed to enable you to broaden your technical understanding and give you the technical skills to prepare for the world of tomorrow. You will study: The course is split into 3 parts: Unit 1 - Theory – Computer Systems You will investigate in depth how the hardware components that make a computer system, including the CPU, work and explore how it processes information. You will learn about system architecture, memory, storage and system software. You will also investigate the moral, social, legal, cultural and environmental issues surrounding use of computer systems, and how computers connect together using networks, including the Internet. . Unit 2 – Theory – Computational Thinking, Algorithms and Programming You will build on the knowledge gained in the first unit. You will investigate and design algorithms and investigate new programming techniques, such as how to produce robust programs. Computational logic, translators and data representation will also be covered in this unit. Unit 3 – Programming Project The third unit will focus on programming. You will build on your programming skills developed during Years 8 and 9 and use that knowledge to code solutions to problems. You will be taught how algorithms can be used to design and plan sequences of instructions to problem solve. You will also investigate the fundamentals of programming, such as using variables, selection and iteration, and how to correct errors in your coding. During the unit you will be required to undertake a controlled task, set by the exam board. Assessment: There are 3 units in the GCSE Computer Science course: - Unit 1/Component 1 - Computer Systems theory - assessed by a 1 hour 30 mins examination worth 40% of the overall mark. Unit 2/Component 2 – Computational Thinking, Algorithms and Programming theory - assessed by a 1 hour 30 mins examination worth 40% of the overall mark. Unit 3/Component 3 - Controlled Assessment Task - Programming Project. This project will last approximately 20 hours, and is worth 20% of the overall mark. The course is graded from 9 - 1. Departmental Contact: Mr C Redhead, Subject Leader

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Subject: DESIGN AND TECHNOLOGY - PRODUCT DESIGN (GCSE) Exam Board: AQA Why study Product Design? This course will help you to understand and appreciate the design and manufacture of products, making you a more discerning purchaser with a greater awareness of design. It will enable you to be creative in your approach and you will use computers as well as a variety of drawing techniques to help you design and develop products. You will learn about a range of materials including modelling materials and more resistant materials. Knowledge and understanding develops in response to the demands of the consumer and the project as if from a commercial background. There is a logical progression from KS3, and the course provides a suitable preparation for AS and A2 in Product Design. You will study: * How to develop a specification for a product (you can decide your own project) for the GCSE

Major Project; * How to analyse existing products; * How to generate a range of design proposals including use of CAD together with a variety of

drawing techniques; * How to use the Internet to research ideas; * Product development and planning; * How to select materials and work with appropriate tools and equipment to model the final product

design including use of CAM; * How to evaluate products. You will: * Improve your ICT skills, learn and develop further CAD and CAM abilities and their practical

application to a design and make project; * Develop your awareness of consumer requirements; * Analyse products and processes; * Learn about the impact of design when there are a number of available materials, and how these

decisions can affect the final product; * Learn how to use design to enrich learning and communicate more effectively ideas and concepts. Assessment: The course is assessed as follows:- 60% Design Folio and Practical Work , 40% External Exam. The Folio and Practical Work are internally assessed, then moderated by the Exam Board. You will produce a concise design folio and a 3D product. Your teacher will help you choose a suitable topic. You will be expected to design, make and then evaluate a product using any material. The project should take 40 hours to complete. Example 1: ‘A new perfume or aftershave product is to be launched. It needs an image, container, package, and a point of sale display and product launch.’ Example 2: ‘Jewellery exists in all cultures to various different degrees. Design, make and market a trend setting idea.’ Example 3: ‘Design and then make a docking station which suits a variety of MP3 players. Your influences for design should come form the built environment. Examination A two hour exam, covering both design and manufacture. Questions will test the knowledge and understanding of materials, components, processes, techniques, technologies and the evaluation of commercial practices and products. Questions will largely address general aspects of product design which cross all material areas, although some questions will allow subject specific knowledge to be shown. Departmental Contact: Mrs L Collins, Acting Subject Leader for Technology

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Subject: ELECTRONIC PRODUCTS (GCSE) Exam Board: AQA Entry Requirements - no specific prior level of attainment required. The course is suitable for candidates of a wide ability range and equally suited to both girls and boys. A good level of relevant scientific, literacy and numeracy skills would be helpful. Why study Electronic Products? This course is aimed to stimulate the development of curiosity, interest and enjoyment in Electronics. It will be taught through a series of experimental and practical tasks. You will learn about a range of electronic components and also gain experience in the latest programming techniques. A substantial element of practical work and ‘hands-on’ experience is used to promote a deeper understanding as well as a broader appreciation of potential applications. This course lays an appropriate foundation for further study of Electronics, and will also benefit those who wish to study subjects where electronic systems are important. You will study and apply knowledge, skills and understanding through: * Engaging in focused tasks to define and solve problems; * Engaging in strategies for developing ideas, planning and producing electronic products; * Developing an increased awareness of the social and economic aspects of Electronics and of its

impact on today’s multicultural society; * Recognising the moral, cultural and environmental issues inherent in the use and safe practice of

Electronics. You will: * Improve your ICT skills, learn about programming and develop skills in CAD/CAM; * Develop your awareness of consumer requirements of a system; * Analyse products and the processes used to manufacture them; * Learn about the impact of Electronics on industrial applications; * Learn how to work on your own and as part of a team. Assessment: There are grades from A* - G. 1. Written Paper 40% of the marks This 2 hour exam tests knowledge and understanding of electronics in a range of short and longer

questions, including calculator based questions. 2. Controlled Assessment 60% of the marks (20% Design, 40% Practical) *Project Work (45 hours of school time and homework in Year 11). Design and make a 3D working electronics product and write a report on the circuit/system

detailing the design, construction and evaluation of your work. Your teacher will help you choose a suitable topic such as, an electronic shop display, an automated game scoring system, or an educational toy for the under 5’s.

Departmental Contact: Mrs L Collins, Acting Subject Leader for Technology, or Mr Jackson, Teacher of Technology

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Subject: ENGINEERING (GCSE) Exam Board: AQA Why study Engineering? Engineering is one of the most important job sectors offering a wide variety of careers. Gaining a GCSE in Engineering will give you access to a vast range of career and further education opportunities. Engineering is about bringing good ideas into reality using a range of problem solving and creative ideas similar to some of those you have been doing in Technology. It is important that you have a lively and enquiring mind, the ability to tackle complex problem solving activities and the ability to take responsibility for some of your own independent learning and wider reading. An interest in engineering, a willingness to explore new ideas and an ability to communicate your ideas effectively will be essential qualities of an engineering student. You will study: * How engineered products are designed and made; * how to apply knowledge creatively within the field of engineering; * how to work with modern technologies, tools and equipment e.g. CNC, CAD, and CAM; * a subject that is relevant to your own life, experiences & environment; * a qualification through practical activities and classwork. You will: * Be learning in both the classroom and in the workshop; * have an opportunity to learn in a practical and realistic way and apply your skills in work related

situations; * develop knowledge and understanding in engineering; * use computers to design, calculate, make and write illustrated reports and products; * develop Key Skills that are highly valued by employers and further education; * carry out a range of activities including investigations into different aspects of engineering

industries; * be involved in the design, making and investigation of engineered products. Assessment: During the course you will build up a folder (portfolio) containing your work for Unit 2 which is a design project and a manufacturing project. Your teachers assess these projects which are delivered in Years 10 and 11. Unit 1 is the written exam paper. This is set and marked by the exam board. Designing Communicating and Manufacturing Products Unit 2 - 60% You will develop a design solution to a customer’s design brief. You will suggest design solutions in draft form using engineering drawing techniques and present your solutions to an expert audience. You will learn both paper based and CAD techniques of technical drawing and model your ideas in both 2D and 3D CAD systems. You will learn to design basic control systems and have some experience of assembling electronic products. You will make an engineered product. You will check your work against standard industrial requirements. You will experience manufacturing projects which encompasses engineering disciplines. Departmental Contact: Mrs L Collins, Acting Subject Leader for Technology, or Mr G Jackson, Technology Teacher

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Subject: ENGLISH LANGUAGE & ENGLISH LITERATURE (GCSES) Exam Board: AQA Why study English? English is a valuable subject for all students. Studying how language is used in literary and non-fiction text helps students to become better communicators. By developing your skills in English through reading, writing, speaking and listening you will become a competent user of English. This means you will be better prepared for the future where a qualification in English; this means is a basic requirement for the world of work or to allow you to progress to Higher Education. You will study: * Different skills and styles for speaking, listening and writing; * A variety of books, plays and poems; * A variety of non-fiction texts including newspaper/magazine articles, reports, leaflets and web

based texts. You will learn: * How to understand and use spoken English more effectively in a variety of situations; * How to write and speak effectively for different purposes and audiences; * How to read, understand and use different types of printed texts. All students will be studying English Language and Literature as 2 separate GCSEs. Assessment: Students are assessed at the end of Year 11 with two English Language exams and two Literature exams. Students will graded from 1- 9. LANGUAGE Paper One: Explorations in Creative Reading and Writing. Paper Two: Writers’ Viewpoints and Perspectives. LITERATURE Paper One: Shakespeare and the Nineteenth Century Novel. Paper Two: Modern Texts and Poetry. Departmental Contact: Mrs P Proctor, Subject Leader or Mrs T Bishop, Second in Department.

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Subject: Food Preparation and Nutrition (CATERING) Exam Board: WJEC Why study Food Preparation and Nutrition? This course in Food preparation and nutrition will offer you a unique opportunity to develop your knowledge and extend your culinary skills in a vocational and academic context. The course concentrates on the food preparation, science and nutrition. You will study:

• Cooking and food preparation; • Food science; • Health, safety and hygiene; • Food preparation and presentation; • Nutrition and menu planning; • Where food comes from; • Diet and good health; • Environmental considerations;

You will:

• Develop your practical skills in food preparation, cooking and methods of presentation • Learn how to work on your own and as part of a team • Investigate types of scientific functions of foods • Demonstrate an understanding of health and safety in relation to the catering industry • Show knowledge of nutrition, healthy eating and special diets when planning menus • Learn how to use a range of specialist equipment safely

Component 1 Principles of Food Preparation and Nutrition Written examination: 1 hour 45 minutes 50% of the qualification (100 marks) This opportunity will allow learners to develop sound technical skills whilst exploring and consolidating knowledge and understanding relating to food preparation and nutrition. Component 2 Food Preparation and Nutrition in Action Non-examination assessment 50% of the qualification (100 marks) The non-examination assessment is composed of two assessments that are set by WJEC. Learners will be able to select from a choice of two tasks for each assessment. You will be asked to cook a three course meal with a theme set by WJEC.

Departmental Contact: Mrs L Collins, Acting Subject Leader for Technology, or Mr Boal, Food Technology Teacher

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Subject: FRENCH (GCSE) Exam Board: AQA Why study French? Studying French will help you communicate in the language, as well as helping you to understand the language in speech and writing. It will benefit you when you come into contact with French speaking people, both at home and abroad. You will learn about the culture of countries where French is spoken and will be able to communicate with young people of your own age in these countries. A qualification in a foreign language is very useful and is increasingly desirable for many jobs. You will study French in relation to the following themes: Relationships with family & friends, technology in everyday life, free time activities, social issues, global issues, travel & tourism, work & education. You will learn the following skills: * Listening * Reading * Speaking * Writing Assessment: You will take a paper in each of the 4 skills: Listening, Speaking, Reading & Writing. There are two entry levels, Foundation or Higher Tier. Paper 1 Listening - 25% Foundation Tier - 35 minutes Higher Tier - 45 minutes You will listen to announcements, short conversations, instructions, short news items and telephone messages etc. in French on a CD that has pauses to give you time to write your answers. Paper 2 Speaking Test - 25% Foundation Tier 7-9 minutes Higher Tier 10-12 minutes You will complete a role play, a photo card discussion and a general conversation based on stimulus materials. Marks will be awarded for communication, knowledge & use of language, range & accuracy of language, pronunciation and fluency Paper 3 Reading - 25% Foundation Tier - 45 minutes Higher Tier – 1 hour The examination paper will consist of short items such as instructions, public notices and advertisements together with extracts from brochures, guides, letters, faxes, e-mail and web sites. You will give answers mainly in English or as multiple-choice and there will also be a short translation from French into English. Paper 4 Writing - 25% Foundation Tier – 1 hour Higher Tier – 1 hour 15 minutes The writing component consists of differentiated tasks such as a message, a short passage, a short translation from English into French and a structured writing task of approximately 90 words at foundation tier. Students taking the higher tier paper are expected to complete an open ended writing task of approximately 150 words in addition to a short translation. Departmental Contact: Mr A Arins, Subject Leader

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Subject: GEOGRAPHY (GCSE) Exam Board: OCR A (J383) Why study Geography? This GCSE (9–1) qualification encourages learners to think like geographers through the study of geographical themes applied within the context of the UK and the wider world. “Without Geography - You are nowhere!” Or to quote Michael Palin, “Geography holds the key to our future”. What qualities do I need to study GCSE Geography? You should have a keen interest in the world around you. Geography is topical, so encouraging your child to watch the news and read newspapers, will help inform them of the issues facing the World. Geography is full of opinions, so debating controversial topics is a way of training the Geographer within! You should be prepared to work hard & research topics. Where will Geography take me? Geographers recognise that everything is connected. Where do your relatives live? Which countries provide your food? Where were your Christmas presents manufactured? Geography could lead you to exciting career prospects - remember Geography is one of the most versatile subjects as it bridges the gap between arts and science subjects. It could take you into the Travel Business, River Authorities, Forestry, Planning and Highways Department, Military or Teaching - You may also wish to continue your studies with us in the sixth form to A Level The Geography Course at St Benedict’s aims to foster your enthusiasm for the world around us, to stimulate your interest in global issues and arouse your curiosity. The qualification gives a prominent position to fieldwork and other geographical skills whilst ensuring they are embedded within teaching & learning. You will study: The course follows the OCR-A syllabus, studying three geographical themes:

Living in the UK Today, The World Around Us & Geographical Skills

Alongside these topics, students also complete a piece of Controlled Assessment Fieldwork. This is undertaken in Keswick, looking at tourism. You will learn: • To develop a knowledge and understanding of current events from the local to those worldwide; • to investigate the earth and its peoples – economic development and life in the city; • to study the features of the earth - such as rivers, seas, ecosystems and environmental threats; • to develop a range of useful skills such as map reading, data collection, ICT & problem solving; • to gain an understanding and appreciation of the cultures and backgrounds of people from all

over the world and the ways they live and work. Assessment and Examination: Success will depend on how hard you work but your teacher will work with you to help you achieve. This structure allows learners to draw synoptic links between the content within the comparable themes. The course is assessed through 3 examinations: PAPER 1 (Living in the Uk Today) = 30% PAPER 2 (The World Around Us) = 30% PAPER 3 (Geographical Skills & Fieldwork based) = 40% Departmental Contact: Mrs J Lee, Subject Leader

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Subject: GERMAN (GCSE) Exam Board: AQA Why study German? Studying German will help you communicate in the language, as well as helping you to understand the language in speech and writing. It will benefit you when you come into contact with German speaking people, both at home and abroad. You will learn about the culture of countries where German is spoken and will be able to communicate with young people of your own age in these countries. A qualification in a foreign language is very useful and is increasingly desirable for many jobs. You will study German in relation to the following themes: Relationships with family & friends, technology in everyday life, free time activities, social issues, global issues, travel & tourism, work & education. You will learn the following skills: * Listening * Reading * Speaking * Writing Assessment: You will take a paper in each of the 4 skills: Listening, Speaking, Reading & Writing. There are two entry levels, Foundation or Higher Tier. Paper 1 Listening - 25% Foundation Tier - 35 minutes Higher Tier - 45 minutes You will listen to announcements, short conversations, instructions, short news items and telephone messages etc. in German on a CD that has pauses to give you time to write your answers. Paper 2 Speaking Test - 25% Foundation Tier 7-9 minutes Higher Tier 10-12 minutes You will complete a role play, a photo card discussion and a general conversation based on stimulus materials. Marks will be awarded for communication, knowledge & use of language, range & accuracy of language, pronunciation and fluency. Paper 3 Reading - 25% Foundation Tier - 45 minutes Higher Tier – 1 hour The examination paper will consist of short items such as instructions, public notices and advertisements together with extracts from brochures, guides, letters, faxes, e-mail and web sites. You will give answers mainly in English or as multiple-choice and there will also be a short translation from German into English. Paper 4 Writing - 25% Foundation Tier – 1 hour Higher Tier – 1 hour 15 minutes The writing component consists of differentiated tasks such as a message, a short passage, a short translation from English into German and a structured writing task of approximately 90 words at foundation tier. Students taking the higher tier paper are expected to complete an open ended writing task of approximately 150 words in addition to a short translation. Departmental Contact: Mr A Arins, Subject Leader

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Subject: HISTORY (GCSE) Exam Board: AQA Why study History? Answer: It’s fun, it’s interesting and it deals with the important themes and ideas that have created the world and culture that you live in today! Studying History shows you how people have always struggled with the really important questions in life: food, survival, family, art, war, politics, religion, entertainment, health, racism, tolerance and science, to name just a few. You will learn about the successes and the failures, the advances and the set-backs. You will see how studying History can give you an understanding of the past and might also give you ideas about how to lead your life now and in the future. This GCSE course covers a wide range of topics, ancient and modern, local and global. As well as being exciting and interesting, this course will help you to develop skills which will be useful in a wide range of jobs or in the further study of History. You will study: Paper One: Understanding the Modern World.

In Section A of Paper One, you will have a chance to study one of the following two options: America between 1840 and 1895: You will investigate a period of dramatic change in

American history as the Plains Indians are drawn into conflict with the settlers who begin to move onto their lands. OR

Germany 1890-1945: This option focuses on the development of Germany during a turbulent half century of change which saw the development and collapse of democracy and the rise and fall of Nazism.

2. Paper Two: Shaping the Nation. In Section A of Paper Two, you will study the medicine used to keep people healthy from the

Middle Ages to the present day. This is a fascinating topic that will constantly have you saying,”They used to do what!?”

In Section B of Paper Two, you will investigate the Norman Conquest of England and the changes that William the Conqueror introduced to England after 1066. You will then apply your knowledge of the Norman Conquest to a specific site identified by AQA.

You will learn the following skills: * How to interpret and evaluate pieces of information (sources); * How to communicate and apply your knowledge; * How to describe and analyse the key features of the period studied; * Critical thinking and problem solving. During all your studies, you will have the opportunity to use photographs, films, paintings, videos, ICT, newspapers and many other original and intriguing sources. Assessment: The GCSE History course is based on two exams worth 50% each. The exams are 1 hour 45 minutes in length. The exam papers will assess your knowledge and understanding and this will be done through a mixture of short and long essay style answers and source based questions. They are the same types of questions that you have been asked to do in your history lessons this year so there won’t be any nasty surprises. Departmental Contact: Miss S Coan, Subject Leader

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Subject: ICT (GCSE) Exam Board: WJEC Why study ICT? GCSE ICT is a course designed to enhance your understanding of how ICT is used in the work place. The subject provides a powerful training tool to enable you to confidently enter the world of work with the knowledge of how ICT tools are used in a wide range of environments; from education and healthcare to large multi-national car manufacturing organisations. It also helps you to further develop your understanding of how computers are used in everyday life, including online banking, streaming entertainment or communicating with somebody at the other side of the world. GCSE ICT is designed to develop your skills in multimedia applications, word processing, spreadsheet modelling, database and desktop publishing. You will study: The course is split into 4 parts: Unit 1 - Theory – Understanding ICT. This unit will prepare you to undertake an examination at the end of the course. You will study the following aspects of ICT: Home entertainment, home and personal communication systems, home business, ICT and learning, staying safe and emerging technologies. Unit 2 – Solving Problems with ICT This controlled assessment requires you to develop a portfolio of work, which shows your ability to obtain and interpret different types of information. You will need to use, develop and communicate information to meet the purpose of the task and presenting the results of their work. This assignment will assess the practical aspects of the functional elements of ICT. Unit 3 – Theory – ICT in Organisations This unit will prepare you for your second exam and will investigate how ICT is used within organisations. You will investigate the following topics: Data, information and knowledge, multimedia industries, networks, social and environmental impact, HCI’s, safety in organisations and emerging technologies. Unit 4 – Developing Multimedia ICT Solutions This controlled assessment will give you the opportunity to develop a piece of work using multimedia software following a single task brief issued by WJEC. Assessment: There are 4 units in the GCSE ICT Course: - Unit 1 - Understanding ICT which is assessed by a 1 hour 30 mins examination worth 20% of the overall mark. Unit 2 - Solving Problems with ICT - Controlled Assessment Task. This task will last approximately 22½ hours, and is worth 30% of the overall mark. Unit 3 - ICT in Organisations - Theory Exam - written exam that will last 1½ hours and is worth 20% of the final mark. Unit 4 - Developing Multimedia ICT Solutions - Controlled Assessment Task. This task will last approximately 22½ hours, and is worth 30% of the overall mark The course is graded from A*- G. Departmental Contact: - Mr C Redhead, Subject Leader

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Subject: MATHEMATICS (GCSE) Exam Board: Edexcel/AQA Why study Mathematics? GCSE Mathematics is a qualification that is required by most employers and is often compulsory for entry to further or higher education, and so it is an important subject for you to study. Mathematics requires logical thinking and analytical skills that can be used in everyday life. You will study: * Number and Algebra; * Shape, Space and Measures; * Handling Data. You will learn the following skills: * Numeracy; * Logical thinking; * Problem-solving techniques; * How to work independently. Assessment: There is a choice between two levels of entry: Foundation and Higher. The grades available range from 1 to 9. The Foundation Tier will give access to grades 1-5, and the Higher Tier grades 4-9. The entry tier will be decided by the Subject Leader after consultation with class teachers. The majority of students will continue to study at the entry tier recommended at the start of their GCSE course. However, individual performance will be monitored and, if appropriate, students will move tiers. Examination The Maths GCSE is a linear course, meaning that all students will sit exams at the end of Year 11. Departmental Contact: Mrs A Mulrain, Head of Department

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Subject: PERFORMING ARTS (BTEC) Exam Board: Edexcel BTEC L2

Why study Performing Arts? This is an excellent opportunity for you to belong to a rapidly expanding department at St Benedict’s. In studying BTEC Performing Arts, you will have the chance to develop your skills, knowledge and understanding of dance, acting, musical threatre, production or musical performance.

The Edexcel BTEC Level 2 First Award in Performing Arts has been designed primarily for young people aged 14 to 19 who may wish to explore a vocational route throughout Key Stage 4.

The knowledge and skills you gain from part of this course will give you confidence to apply for a wide range of jobs or college courses and you will develop essential skills that will help you in everyday life.

You will study: Two core units and one optional unit.

Core Unit 1: Individual Showcase - 25% (Externally assessed) Securing work and training opportunities in the performing arts will require you to be able to promote yourself effectively in a range of situations. First impressions matter, so it is crucial that you are able to recognise and promote your skills with confidence and clarity. This unit covers what to include in a letter of application and how to prepare audition pieces or presentations that demonstrate your relevant skills and knowledge. You will choose one from a number of possible progression opportunities as the basis for your work. Core Unit 2: Preparation, Performance and Production - 25% In this unit you will learn how to develop a performance piece as a member of a fictional performance company. You will take on a specific performing or production role and will prepare for, and produce, a performance by carrying out tasks that are appropriate to your role. No matter what role you undertake, you will also need to explore the performance piece you are working on.

Optional Specialist Unit: One of the unit below is selected - 50% Unit 3 Acting Skills Unit 4 Dance Skills Unit 5 Musical Theatre Skills Unit 6 Music Performance Skills Unit 7 Production Skills for Performance

You will learn: *To understand the skills required for the selected progression opportunity * To present a self-promotional response to the selected progression opportunity * To take part in the preparations for a live performance * To demonstrate performance or production skills and techniques in a performance

You may also have the opportunity to: * Take part in workshops with visiting performers. * Go on trips to see performances at local or regional venues. * Perform in local venues.

Assessment: Unit 1 is assessed externallly while unit 2 and optional units are assessed internally. The assessment approach for the internally assessed units in the qualification structure enables learners to receive feedback on their progress throughout the course as they provide evidence towards meeting the unit assessment criteria. Evidence for assessment may be generated through a range of activities, including workplace assessment, role play, practical performance and verbal presentations.

Departmental Contact: Miss L Powe, Subject Leader, or any Performing Arts teacher

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Subject: PHYSICAL EDUCATION (Key Stage 4: Years 10/11) All students are expected to follow a course in Physical Education. By the end of the key stage students will have had the opportunity to:- 1. Acquire and develop skills (a) develop and apply advanced skills and techniques (b) apply them in increasingly demanding situations 2. Select and apply skills, tactics and compositional ideas (a) use advanced strategies and organisational concepts and principles (b) apply these in increasingly demanding situations (c) apply rules and conventions for different activities. 3. Evaluate and Improve performance (a) make informed choices about what role they want to take in each activity (b) judge how good a performance is and how to improve it (c) prioritise and carry out these decisions to improve their own and others performance (d) develop leadership skills. 4. Have a knowledge and understanding of fitness and health (a) know how preparation, training and fitness relate to and affect performance (b) how to design and carry out activity and training programmes that have specific purposes (c) know the importance of exercise and activity to personal, social and mental health

and well-being (d) know how to monitor and develop their own training, exercise and activity programmes in

and out of school. The following activities will be offered to students in KS4

BOYS: Football; Rugby; X-C; Badminton; Volleyball; Athletics; Cricket; Softball; HRF (circuits); Basketball; Table-Tennis; Dodgeball GIRLS: Netball; Hockey; X-C; Badminton; Tennis; Rounders; Aerobics; Football; Circuits; Athletics; Dodge ball; Bench ball; Rugby; Fitness; Table-Tennis; Volleyball; Dance; Cheerleading

Departmental Contact: Miss L Powe, Subject Leader

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Subject: PHYSICAL EDUCATION (GCSE)

Exam Board: AQA

Why study Physical Education? The content of this GCSE Physical Education specification is designed to enable students to enjoy and understand the benefits of living a healthy and active lifestyle; to provide a route to further study in Further Education awards, such as BTEC L3 Sport and to Higher Education in PE as well as to related career opportunities.

This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course.

The knowledge and skills you gain from part of this course will give you confidence to apply for a wide range of jobs or college courses and you will develop essential skills that will help you in everyday life.

You will study: New and contemporary topics which will help students of all abilities to develop a well rounded skill set and prepare them for progression to further studies.

You will learn:

To demonstrate knowledge and understanding of the factors that underpins performance and involvement in physical activity and sport;

To apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport;

To analyse and evaluate the factors that underpin performance and involvement in physical activity and sport;

To demonstrate and apply relevant skills and techniques in physical activity and sport;

Analyse and evaluate performance

Assessment: Assessment of the theory section is in the form of two written exam papers each 1hour 15 minutes. The questions are a mixture of multiple choice/objective test questions, short answer questions and extended answer questions. The practical performances are assessed by the teacher and moderated by AQA.

• For each of the three activities, students will be assessed in skills in progressive drills (10 marks per activity) and in the full context (15 marks per activity). • Students will be assessed on their analysis (15 marks) and evaluation (10 marks) of performance to bring about improvement in one activity.

Theory - 60% This section is made up of two sections (papers):

Paper 1: The human body and movement in physical activity and sport (30%) • Applied anatomy and physiology • Movement analysis • Physical training • Use of data

Paper 2: Socio-cultural influences and well-being in physical activity and sport (30%) • Sports psychology • Socio-cultural influences • Health, fitness and well-being • Use of data

Non-exam assessment: Practical performance in physical activity and sport - 40% • Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity). • Analysis and evaluation of performance to bring about improvement in one activity.

Departmental Contact: Miss L Powe, Subject Leader

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Subject: RELIGIOUS STUDIES UNITS 3 & 10 (GCSE) Exam Board: Edexcel Why study Religious Studies? A GCSE in Religious Studies is firstly a respected qualification; it will sit alongside your other GCSE subjects and provide the foundation for your next step in life. Secondly and perhaps more importantly it will help you with the issues that we all have to face throughout our life. It will give you the opportunity to explore your own solutions to moral problems and to have these views explored and countered and thirdly these modules fulfil the content requirements of the Curriculum Directory of the Bishops of England and Wales. In Year 10 you will study Unit 3: - ‘Religion and Life based on a study of Catholicism’ The unit is made up of four modules. These modules are entitled: Believing in God; Matters of Life and Death; Marriage and Family; Social Harmony and Religion and the Media. During this course we will be discussing all of the central questions of life and how the Catholic Church responds to these issues such as “Does God exist?” and “Why do bad things happen to good people?” Your work will also include how religion is viewed by the wider world with particular reference to film industry. This course also deals with the issues and Catholic teachings surrounding marriage and family life. In Year 11 you will study Unit 10: - ‘Catholic Christianity’ The unit is made up of four modules. These modules are entitled: Beliefs and Values; Community and Tradition; Worship and Celebration; Living the Christian Life and Christian Places of Worship. During this course we will be discussing all of the central questions of life and how the Catholic Church responds to these issues such as ‘Why do we celebrate Christmas and Easter?” and “How should we live our lives?” You will also deal with issues surrounding respect and active citizenship. You will learn about: * Understanding of the beliefs, values and traditions of the Catholic Church and the wider Christian

tradition. * The influence of the beliefs, values and traditions of the Catholic Church. * Catholic and Christian responses to moral issues e.g. Abortion, Euthanasia etc. You will learn the following skills: * Recall, selection, organisation, deployment of the specified content. * Showing the nature, relevance and application of issues through the skills of description, analysis

and logical argument. * Developing your personal faith and understand your journey of faith. * Communication. Assessment: Two units - both at the end of Year 11 worth 50% each. Each exam lasts 1 hour 30 minutes. For suitable students, as identified within the RE Department, there will be the opportunity to sit an additional GCSE in General Studies. Departmental Contact: Mr I Nevitt, Subject Leader

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Subject: SCIENCE (GCSE) Exam Board: AQA Why study Science? The most recent changes to the Key Stage 4 Science Curriculum will encourage you to engage in up-to-date and relevant science. It will enable you to build, explore and apply your understanding of science rather than just learn about some science. This is often referred to as ‘How Science Works’. We will be integrating current scientific issues, as they appear in the media, into your science lessons and will provide you and your teachers opportunities for discussion and debate of various topical science issues. You will study and learn: * How to develop the skill of practical collection of data; * The importance of enhancing your scientific literacy through developing your abilities to critically

engage with science in the media; * The skill of presenting and analysing scientific information; * The way understanding of science changes over time and the applications of contemporary

scientific developments. Our aim: * To provide you with a science education which is challenging and exciting; * For you to have a greater understanding of the relevance and importance of Science both now

and in your life after school. Science is a core subject, and as such everyone must study science at GCSE.

GCSE Combined Science: Trilogy All three subjects (Biology, Chemistry and Physics) are taught leading to two GCSEs (giving grades like 9-9 or 7-6 or 5-5). Students will not be excluded from choosing any of the A Level sciences but must bear in mind that the science content of all three sciences are not covered in as much detail when compared to the 3 separate sciences option. This is not an option choice. Assessment: The new course is linear with no coursework so all of the assessment is at the end of year 11. There will be six one hour fifteen minute papers, two Biology, two Chemistry and two Physics. They each contribute 16.7% of the overall grade and each is worth seventy marks. Each of the exam papers is available at Foundation or Higher tier. The course contains compulsory practical tasks. There will be questions related to these tasks in the examinations. Departmental Contact: Mrs K Kelso, Subject Leader or Mrs Thomason, 2nd in Science Department

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Subject: TRIPLE SCIENCE (GCSE) Exam Board: AQA Why study Science? The most recent changes to the Key Stage 4 Science Curriculum will encourage you to engage in up-to-date and relevant science. It will enable you to build, explore and apply your understanding of science rather than just learn about some science. This is often referred to as ‘How Science Works’. We will be integrating current scientific issues, as they appear in the media, into your science lessons and will provide you and your teachers opportunities for discussion and debate of various topical science issues You will study and learn: * How to develop the skill of practical collection of data; * The importance of enhancing your scientific literacy through developing your abilities to critically

engage with science in the media; * The skill of presenting and analysing scientific information; * The way understanding of science changes over time and the applications of contemporary

scientific developments Our aim: * To provide you with a science education which is challenging and exciting; * For you to have a greater understanding of the relevance and importance of Science both now

and in your life after school. Triple Science results in three separate GCSE’s in Biology, Chemistry and Physics and will count as one of your options. The grades are awarded separately and so it is possible to achieve a grade 9 for one GCSE whilst achieving a grade 5 for another. The three separate sciences provide excellent preparation for any of the ‘A’ Level sciences. It is an option for students who seek to explore science at a deeper level and may be considering a career in science, medicine, engineering or other science related areas. This option is aimed at those students who gain a grade B or above in their Science Teacher Assessment this year. Assessment: The new courses are linear with no coursework so all of the assessment is at the end of year 11. There will be six one hour forty five minute papers, two Biology, two Chemistry and two Physics. Each counts 50% of the overall grade for their subject and have one hundred marks. Each of the exam papers is available at Foundation or Higher tier. The course contains compulsory practical tasks. There will be questions related to these tasks in the examinations. Departmental Contact: Mrs K Kelso, Subject Leader

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School Contacts

If a student should fall behind with their studies, they will be invited to attend extra sessions that key staff will provide. It is essential that as a parent you support your son/daughter in attending these sessions. Use the following contacts should you have any concerns.

Tutor Group

Tutor Email

Bernadette Mrs Little / Mrs Williams 11bernadette@st-benedicts.cumbria.sch.uk

Francis Mr Kerr 11francis@st-benedicts.cumbria.sch.uk

John Mrs Collins 11john@st-benedicts.cumbria.sch.uk

Josephine Miss O’Fee 11josephine@st-benedicts.cumbria.sch.uk

Kolbe Miss Tomkinson 11kolbe@st-benedicts.cumbria.sch.uk

Lucy Miss Hurst 11lucy@st-benedicts.cumbria.sch.uk

Mentor Mrs Wells year11mentor@st-benedicts.cumbria.sch.uk

Acting Director of Learning

Mrs Ashbridge year11dol@st-benedicts.cumbria.sch.uk

School telephone number 01946 692275

School e-mail admin@st-benedicts.cumbria.sch.uk

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Enrichment Activities We strive for each student to experience success in their Year 11 examinations. We also encourage students to develop holistically to enhance their future life chances and progression in education; whether that is entry into sixth form, college or onto apprenticeships.

• Young Leaders

• Prefects

• Prom Committee

• Fundraising

• Work Experience

• Year Book

• Volunteering in the community

• Duke of Edinburgh Award Scheme

• Partnerships with local primary schools

• Volunteering as school representatives

• University visits

• Peer Mentoring Scheme

Prom Passport

It is important at St Benedict’s that we celebrate success and achievement and one of the ways we do this is through the End of Year 11 Prom. Students must complete a ‘Prom Passport’ which will demonstrate their application and effort to their studies. Only those who attend school and try their hardest will be able to attend. As this is a school event we reserve the right to control who does and who does not attend the Prom. Please be aware that school will not allow students to attend the Prom if they fail to meet our requirements. This applies throughout Year 11 and includes the period of time in the run up to the Prom. Student Prom Passports need to be completed and handed in to Mrs Lowrey, Business Director, at the Finance Office by Friday 25th May.

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Revision Advice for Students What is revision for?

To understand the topic better

To memorise the knowledge

To practise the skills

The ideal situation on the examination day is when you see the question, everything you know about it comes immediately to mind

To pass the examination

It is possible to describe preparing for examinations as like running a marathon with a sprint at the end! You have to keep up with the front runners throughout the course and then reassemble at the race track for the sustained sprint at the end. How fast you can run at the end will depend on your long term preparation, and last minute panic revision and examination technique cannot make up for consistent work throughout the course. There are no short cuts. There are, in addition, some techniques and ways of organising yourself and your time, both in the run up to and in the examination itself, which you should also employ to maximise your chances. Some of these follow. You need a plan and a timetable. See the specimen timetables on the inside of the cover. Note how long a normal student is expected to study. In your plan you should try to provide for the following:

a list of what you are intending to revise - one for each subject area and enough time slots for the range of topics you need to cover; make and keep weekly timetables

the right time slots when you can work most effectively (mornings, afternoons, evenings?)

an even spread of time, effort and concentration (allocate specified times to tasks and keep to them as far as possible); remember urgent tasks need priority, difficult tasks need extra time and large tasks need breaking up into parts

rest breaks and some time to relax (particularly before going to bed)

moderate and regular habits; eating, exercise, sleeping; no excesses, look after yourself

appropriate physical conditions for concentration; quiet, no distractions, the right temperature, a table or desk with enough space, a comfortable chair, good lighting

all the materials you will need for the particular task to hand; files, books, paper, pens, etc., but avoid clutter

a schedule which keeps you 'ahead of the race', so that if you get over-tired you can ease off for a short while; leave a few days spare for emergencies

sharing your progress with your friends; have 'no-distraction' agreements; sometimes revise together testing each other

collect information from staff on the format of exams - essays, short answers, data response etc.

the occasional treat or indulgence as a reward for effort and maintaining the schedule. MAKE YOUR REVISION ACTIVE AND VARIED IF POSSIBLE so that it is not just a single repetitive task. Employ a range of the techniques set out below:

have a list of all the major topics but concentrate on one only at a time

know what it is you may have to do with each topic in the examination

assemble all your material on the topic; essays, notes, chapters in your textbooks

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read through these; underlining or highlighting points, making notes as you go; use different colours

organise your ideas and knowledge by listing key points under headings

make sure they are clear, legible and understandable when you come back to them; use your own words where possible and not those in the textbook - this will help you to understand them later on

identify gaps which you may need to fill; do not skip over difficult points but follow them up with your teacher or someone else who can help you

gradually distil all you know on a topic onto a single piece of paper or card, using shorter and shorter headings or prompts; be selective, be bold and remember notes are to stimulate memory not to replace it

practice memory techniques on the material; how many key points on a particular topic, visual arrangement of ideas, recitation

use these in the later stages to enable you to review all your knowledge for the whole syllabus and to aid recall of more detailed points

practice the tasks you have to carry out in the examination; essay plans and solutions to problems in particular, answering questions within the time limits

work out a specimen time schedule for each whole question paper, leaving time for reading and choosing the questions, planning and writing your answers, and checking your work at the end

avoid panic, over-load, and learn to recognise and control stress.

Stress Warning Signs The build-up to an examination is a stressful time and stress can be both productive and destructive. You have to ensure that you can recognise, and then control and use it, so that it is the former rather than the latter. Easier said than done for some people, but all of us have suffered from the destructive elements of stress at some stage! It can show itself in some of the following ways:

tiredness, irritability, feeling unwell, or ill at ease

loss of appetite, unable to sleep

a constant sense of anxiety and worry

panic attacks

inability to focus, concentrate on, or complete tasks; switching haphazardly from one thing to another

inertia and a sense of paralysis; unable to do what needs to be done, putting things off, avoiding problems

self-doubt, negative thoughts, giving up

feelings of isolation, hopelessness and depression Coping There are strategies for controlling and channelling these symptoms. Try to construct a framework where you:

are aware of your strengths and weaknesses, and attempt to do something about the weaknesses

remain in control rather than letting your anxiety take over

identify what is causing the concern and tackle the cause; most problems have solutions if you face them positively

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seek help and share your worries with someone; even talking about a problem helps to dissipate the stress it is causing and can open the way to a solution

practise breathing and relaxation techniques, take some physical exercise; do something different but strongly focussed to take your mind temporarily off revision and examinations. Strenuous exercise is an excellent way to refresh your mind and body

leave some time and diversion to wind down at the end of the day before you go to bed, so that you are not trying to go to sleep with unanswered thoughts buzzing around in your head

live a regular and moderate routine; eat, drink and sleep normally, avoid excesses and things which may upset you

try to keep the work and examination in perspective and do not take it all too seriously

make lists to tick off so that you can identify your progress

congratulate yourself for what you have achieved The prime objective is to get to the examination

at the right time

in peak condition

well-prepared

Top 10 Tips For Being Ready Here are our top ten tips to help you get through your exams. Remember if you need extra support see your teachers and tutor team straight away. 1. Find out about the exam

Find out as much as you can about the exam. How much is the exam worth to your overall mark in the subject? What type of exam is it? Is it a multiple choice, essay, etc? Will there be a choice of questions or tasks? How much will each question or task be worth?

2. Ask for help

Don’t feel bad if you need to ask for help. Talk to your teacher or tutor and pick the brains of other students.

3. Sort out your subject material Check that you have all the handouts and get all your notes together from the subject. Read through the course outline or subject guide and use it to organise the information you’ve collected.

4. Check past exam papers

Get your hands on any old exam papers from the subject and get used to the structure and format. Practise answering the questions within the specified time limits and check your answers against your notes to make sure you’ve got them right.

5. Know where to go

Check your exam timetable for details on when and where you’ll be sitting the exam. Make sure you have everything you’ll need to take with you (e.g. calculator, pencil, ruler, etc).

Try to do some study at the times your exams will be on.

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6. Don’t cram Stick to what you already know when studying the night before an exam. You’ll only make yourself nervous if you try to learn new information. Review your notes or test yourself on key points.

7. Keep your cool

Don’t talk to other students about the exam right before the exam. It could confuse you or make you lose confidence in yourself.

The same goes for after the exam. Don’t hang around talking about what was on it or you’ll start to doubt yourself.

8. Use your reading time

The way you use your reading time could make or break you in the exam. Use it to plan your writing time and start thinking about some answers.

Read the instructions very carefully then scan the whole exam paper. Be sure to check how many pages there are and how much each question is worth.

Plan how much time to spend on each answer and the order in which you’ll answer them. Start with the questions you’re most confident with.

9. Break the questions down

A great tip for any exam is to break the questions down to make sure you really understand what you’re being asked. If you don’t answer the question properly you won’t get full marks for it.

Look for the key parts in the question and these will give you clues on how to answer it. For example, for the question, "Explain the difference between study and revision", you can split this question into four parts: 1. Explain - give reasons to show how or why something is the way it is 2. The difference - what are the distinguishing factors between study and revision? 3. Study - what is study? 4. Revision- what is revision?

10. Review your performance

While there’s no use worrying over an exam you’ve already done, it does help to look at what you can improve on. If you didn’t do as well on an exam as you would have liked, ask your teacher if you can go through it with them and find out what you did wrong.

Come Up With Your Own Strategies

Remember - these tips are only some of the things that you can do to get the most out of your exams. There might be other things that work even better for you. Ask around - find out what your friends do for their exams - maybe some of their tricks will work for you too! Maybe your teachers have some good recommendations too. Whatever it is, whatever strategy when you find something that works for you, put it into practice and good luck!

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Examinations Guidance for Students

When you are issued with you exam time table, check carefully for errors. Highlight anything that you are worried about to Mrs Rothery straight away. If a clash appears at this stage, ie where there are two or more exams timetabled at the same time there will be no need to worry as this will be rectified.

The Examination This is the sprint but it has to be a sustained sprint; more 400 or 800 metres than a 60 yard dash! The night before ideally stick to your regular routine, including adequate sleep. DO NOT stay up all night working look through your topic notes (1 - 2 hours only) DO make sure you have the equipment you need; pens, watch etc know your examination start time, place, candidate number. On The Day of The Examination . . . . . . . make sure you have all the equipment you need, plus some spares arrive at the right place in good time check your seat and candidate number. Before the start of the examination listen to the supervisor’s general instructions check that you have the right question paper and supporting materials, and that the pattern

of questions and the working time are the ones you are expecting fill in the necessary details on answer booklets, sheets etc read the instructions on the question paper carefully and thoroughly, noting such things as

the number of sections and questions to be attempted, compulsory questions, the use of separate answer booklets etc.

At the start of the examination . . . . . . look quickly through the questions, marking all the possibles and noting mark allocations read your possible questions more carefully and make some provisional choices write down your examination time-plan and a finishing time for each question you have to

attempt; allow an appropriate division of time, spending longer on questions with more marks, and keep to this. Do not over-run and lose time on another question.

Re read each question to ensure you understand what you are being asked. START. You should not start to answer any questions for at least 5 minutes. Avoid rushing

into an answer before you have planned it properly. Why plan? Because it . . . . . . organises your thoughts gets you writing, working, thinking concentrates your attention and helps you to understand the question stimulates your recall mechanisms provides you with a visual outline for your answer

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reveals your capacity to produce an effective answer (better to abandon it at this stage rather than half way through a supposed proper answer, which examiners see so many times)

is crucial for a coherent and well-structured answer. When to plan? Consider this: Before each answer? Or plan all the questions you are attempting at the outset? Where to plan? Always in the answer booklet - boldly and clearly. Cross it out lightly when you have finished. In exams…….

• Please make sure that any watch alarms are turned off. • Do not attempt to communicate with or distract other candidates.

Getting into the exams….

1. Line up by seat number (exam timetable) 2. Have all your equipment ready 3. When silent students will be taken into the exam row by row 4. Belongings will be left at the back of the exam room.

Special Consideration Special Consideration is a post-examination adjustment to a candidate’s mark or grade to reflect unforeseen and temporary illness, injury or other indisposition at the time of the exam. In the rare event that a student cannot sit an exam due to serious illness, accident or bereavement, the school may be able to apply for special consideration. You will need to provide an explanatory letter and, where appropriate, a consultant’s or doctor’s letter. Exam board rules around special consideration are very strict and their decision on such matters is final. If you would like further information please contact the Examinations Officer.

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Information for Candidates Issued by the Examination Boards

AQA City & Guilds CCEA OCR Pearson WJEC

Warning to Candidates

1. You must be on time for all your examinations.

2. You must not become involved in any unfair or dishonest practice in any part of the examination.

3. You must not:

sit an examination in the name of another candidate;

have in your possession any unauthorised material or equipment which might give you an unfair advantage.

4. Possession of a mobile phone or other unauthorised material is breaking the rules, even if you do not intend to use it, and you will be subject to penalty and possible disqualification.

5. You must not talk to, attempt to communicate with or disturb other candidates once you have entered the examination room.

6. You must follow the instructions of the invigilator.

7. If you are in any doubt speak to the invigilator.

The Warning to Candidates must be displayed in a prominent place outside each examination room. This may be a hard copy A3 paper version or an image of the poster

projected onto a wall or screen for all candidates to see.

Effective from 1 September 2014

© 2014

35

© 2017

AQA City & Guilds CCEA OCR Pearson WJEC

Information for candidates For written examinations – effective from 1 September 2017

This document has been written to help you. Read it carefully and follow the instructions. If there is anything you do not understand, especially which calculator you may use, ask your teacher.

A Regulations – Make sure you understand the rules 1 Be on time for all your exams. If you are late, your work might not be accepted. 2 Do not become involved in any unfair or dishonest practice during the exam. 3 If you try to cheat, or break the rules in any way, you could be disqualified from all your subjects. 4 You must not take into the exam room:

• notes; • potential technological/web enabled sources of information such as an iPod, a mobile phone,

a MP3/4 player, a smartwatch or a wrist watch which has a data storage device.

Any pencil cases taken into the exam room must be see-through.

Remember: possession of unauthorised material is breaking the rules, even if you do not intend to use it, and you will be subject to penalty and possible disqualification.

5 If you wear a wrist watch the invigilator will ask you to remove it and place it on your desk. 6 Do not use correcting pens, fluid or tape, erasable pens, highlighters or gel pens in your answers. 7 Do not talk to or try to communicate with, or disturb other candidates once the exam has started. 8 You must not write inappropriate, obscene or offensive material. 9 If you leave the exam room unaccompanied by an invigilator before the exam has finished, you will not be allowed to return. 10 Do not borrow anything from another candidate during the exam. B Information – Make sure you attend your exams and bring what you need 1 Know the dates and times of all your exams. Arrive at least ten minutes before the start of each exam. 2 If you arrive late for an exam, report to the invigilator running the exam. 3 If you arrive more than one hour after the published starting time for the exam, you may not be allowed to take it. 4 Only take into the exam room the pens, pencils, erasers and any other equipment which you need for the exam. 5 You must write clearly and in black ink.

Coloured pencils or inks may only be used for diagrams, maps, charts, etc. unless the instructions printed on the front of the question paper state otherwise.

C Calculators, Dictionaries and Computer Spell-checkers 1 You may use a calculator unless you are told otherwise. 2 If you use a calculator:

• make sure it works properly; check that the batteries are working properly; • clear anything stored in it; • remove any parts such as cases, lids or covers which have printed instructions or formulas; • do not bring into the exam room any operating instructions or prepared programs.

3 Do not use a dictionary or computer spell checker unless you are told otherwise. D Instructions during the exam 1 Always listen to the invigilator. Follow their instructions at all times. 2 Tell the invigilator at once if:

• you think you have not been given the right question paper or all of the materials listed on the front of the paper; • the question paper is incomplete or badly printed.

3 Read carefully and follow the instructions printed on the question paper and/or on the answer booklet. 4 Fill in all the details required on the front of the question paper and/or the answer booklet before you start the exam.

Make sure you fill these details in on any additional answer sheets that you use. 5 Remember to write your answers within the designated sections of the answer booklet. 6 Do your rough work on the proper exam stationery. Cross it through and hand it in with your answers.

Make sure you add your candidate details to any additional answer sheets that you use. E Advice and assistance 1 If on the day of the exam you feel that your work may be affected by ill health or any other reason, tell the invigilator. 2 Put up your hand during the exam if:

• you have a problem and are in doubt about what you should do; • you do not feel well; • you need more paper.

3 You must not ask for, and will not be given, any explanation of the questions. F At the end of the exam 1 If you have used more than one answer booklet and/or any supplementary answer sheets, place them in the correct order.

Place any loose additional answer sheets inside your answer booklet. Make sure you add your candidate details to any additional answer sheets that you use.

2 Do not leave the exam room until told to do so by the invigilator. 3 Do not take from the exam room any stationery. This includes the question paper, answer booklets used or unused, rough

work or any other materials provided for the exam.

36

© 2017

AQA City & Guilds CCEA OCR Pearson WJEC

Information for candidates For on-screen tests – effective from 1 September 2017

This document has been written to help you. Read it carefully and follow the instructions. If there is anything you do not understand, ask your teacher.

A Regulations – Make sure you understand the rules 1 Be on time for your on-screen test(s). If you are late, your work might not be accepted. 2 Do not become involved in any unfair or dishonest practice during the on-screen test. 3 If you try to cheat, or break the rules in any way, you could be disqualified from all your subjects. 4 Only take into the exam room the materials and equipment which are allowed. 5 You must not take into the exam room:

• notes; • potential technological/web enabled sources of information such as an iPod, a mobile phone,

a MP3/4 player, a smartwatch or a wrist watch which has a data storage device.

Unless you are told otherwise, you must not have access to:

• the Internet, e-mail, data stored on the hard drive, or portable storage media such as floppy disks, CDs and memory sticks;

• pre-prepared templates.

Remember: possession of unauthorised material is breaking the rules, even if you do not intend to use it, and you will be subject to penalty and possible disqualification.

6 If you wear a wrist watch the invigilator will ask you to remove it and place it on your desk. 7 Do not talk to or try to communicate with or disturb other candidates once the on-screen test has started. 8 If you leave the exam room unaccompanied by an invigilator before the on-screen test has finished, you will not be allowed to

return. 9 Do not borrow anything from another candidate during the on-screen test. B Information – Make sure you attend your on-screen test and bring what you need 1 Know the date and time of your on-screen test(s). Arrive at least ten minutes before the start of your on-screen test. 2 If you arrive late for an on-screen test, report to the invigilator running the test. 3 If you arrive more than one hour after the published starting time for the on-screen test, you may not be allowed to take it. 4 Your centre will inform you of any equipment which you may need for the on-screen test. C Calculators, Dictionaries and Computer Spell-checkers 1 You may use a calculator unless you are told otherwise. 2 If you use a calculator:

• make sure it works properly; check that the batteries are working properly; • clear anything stored in it; • remove any parts such as cases, lids or covers which have printed instructions or formulas; • do not bring into the examination room any operating instructions or prepared programs.

3 Do not use a dictionary or computer spell checker unless you are told otherwise. D Instructions during the on-screen test 1 Always listen to the invigilator. Follow their instructions at all times. 2 Tell the invigilator at once if:

• you have been entered for the wrong on-screen test; • the on-screen test is in another candidate’s name; • you experience system delays or any other IT irregularities.

3 You may be given a question paper or the instructions may be on-screen. In either case, read carefully and follow the instructions.

E Advice and assistance 1 If on the day of the on-screen test you feel that your work may be affected by ill health or any other reason, tell the

invigilator. 2 Put up your hand during the on-screen test if:

• you have a problem with your computer and are in doubt about what you should do; • you do not feel well.

3 You must not ask for, and will not be given, any explanation of the questions. F At the end of the on-screen test 1 Ensure that the software closes at the end of the on-screen test. 2 If you are required to print off work outside the time allowed for the on-screen test, ensure that you collect your own work.

You must not share your work with other candidates. Make sure that another candidate does not collect your printout(s). 3 Do not leave the exam room until told to do so by the invigilator. 4 Do not take from the exam room any stationery.

This includes rough work, printouts or any other materials provided for the on-screen test.

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1

This notice has been produced on behalf of:

AQA, CCEA, OCR, Pearson and WJEC

Information for candidates – GCSE controlled assessments

This document tells you about some things that you must and must not do when you are completing your work. When you submit any work for marking, you will be asked to sign an authentication statement confirming that you have read and followed these regulations. If there is anything that you do not understand, you must ask your teacher or lecturer. Controlled assessment will provide you with an opportunity to do some independent research into a topic. The research you do may involve looking for information in published sources such as textbooks, encyclopedias, journals, TV, radio and on the internet. Using information from published sources (including the internet) as the basis for your assignment is a good way to demonstrate your knowledge and understanding of a subject. You must take care how you use this material though - you cannot copy it and claim it as your own work.

The regulations state that:

the work which you submit for assessment must be your own;

you must not copy from someone else or allow another candidate to copy from you.

When producing a piece of work, if you use the same wording as a published source you must place quotation marks around the passage and state where it came from. This is called “referencing”. You must make sure that you give detailed references for everything in your work which is not in your own words. A reference from a printed book or journal should show the name of the author, the year of publication and the page number, for example: Morrison, 2000, pg.29. For material taken from the internet, your reference should show the date when the material was downloaded and must show the precise web page, not the search engine used to locate it. This can be copied from the address line. For example: http://www.geocases2.co.uk/rural1.htm downloaded 5 February 2018. You may be required to include a bibliography at the end of your work. Your teacher or lecturer will tell you whether a bibliography is necessary. Where required, your bibliography must list the full details of publications you have used in your research, even where these are not directly referred to, for example: Morrison, A. (2000) ‘Mary, Queen of Scots’, London: Weston Press.

If you copy the words or ideas of others and don’t show your sources in references and a bibliography, this will be considered as cheating.

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2

Preparing your work – good practice If you receive help and guidance from someone other than your teacher, you must tell your teacher who will then record the nature of the assistance given to you. If you worked as part of a group on an assignment, for example undertaking field research, you must each write up your own account of the assignment. Even if the data you have is the same, you must describe in your own words how that data was obtained and you must independently draw your own conclusions from the data. You must meet the deadlines that your teacher gives you. Remember - your teachers are there to guide you. Although they cannot give you direct assistance, they can help you to sort out any problems before it is too late. Take care of your work and keep it safe. Do not leave it lying around where your classmates can find it. You must always keep your work secure and confidential whilst you are preparing it; do not share it with your classmates. If it is stored on the computer network, keep your password secure. Collect all copies from the printer and destroy those you do not need. Do not be tempted to use essays from on-line essay banks — this is cheating. Electronic tools used by awarding bodies can detect this sort of copying. You must not write inappropriate, offensive or obscene material. Plagiarism Plagiarism involves taking someone else’s words, thoughts or ideas and trying to pass them off as your own. It is a form of cheating which is taken very seriously. Do not think you will not be caught; there are many ways to detect plagiarism.

Markers can spot changes in the style of writing and use of language.

Markers are highly experienced subject specialists who are very familiar with work on the topic concerned — they may have read the source you are using (or even marked the essay you have copied from!).

Internet search engines and specialised computer software can be used to match phrases or pieces of text with original sources and to detect changes in the grammar and style of writing or punctuation.

Penalties for breaking the regulations If your work is submitted and it is discovered that you have broken the regulations, one of the following penalties will be applied:

the piece of work will be awarded zero marks;

you will be disqualified from that unit for the examination series in question;

you will be disqualified from the whole subject for that examination series;

you will be disqualified from all subjects and barred from entering again for a period of time. The awarding body will decide which penalty is appropriate. REMEMBER – IT’S YOUR QUALIFICATION SO IT NEEDS TO BE YOUR OWN WORK ©2017 – Effective from 1 September 2017

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1

This notice has been produced on behalf of:

AQA, City & Guilds, CCEA, OCR, Pearson and WJEC

Information for candidates

GCE, ELC and Project qualifications - coursework assessments

This document tells you about some things that you must and must not do when you are completing coursework. When you submit any coursework for marking, you will be asked to sign an authentication statement confirming that you have read and followed these regulations. If there is anything that you do not understand, you must ask your teacher or lecturer. Coursework provides you with an opportunity to do some independent research into a topic. The research you do will involve looking for information in published sources such as textbooks, encyclopedias, journals, TV, radio and on the internet. Using information from published sources (including the internet) as the basis for your coursework is a good way to demonstrate your knowledge and understanding of a subject. You must take care how you use this material though - you cannot copy it and claim it as your own work.

The regulations state that:

“the work which you submit for assessment must be your own”;

“you must not copy from someone else or allow another candidate to copy from you”.

If you use the same wording as a published source, you must place quotation marks around the passage and state where it came from. This is called “referencing”. You must make sure that you give detailed references for everything in your work which is not in your own words. A reference from a printed book or journal should show the name of the author, the year of publication and the page number, for example: (Morrison, 2000, pg.29). For material taken from the internet, your reference should show the date when the material was downloaded and must show the precise web page, not the search engine used to locate it. This can be copied from the address line. For example: (http://www.bbc.co.uk/schools/16/sosteacher/history/49766.shtml), downloaded 5 February 2018. You must also include a bibliography at the end of your work. This must list the full details of publications you have used in your research, even where these are not directly referred to, for example: Morrison, A. (2000) “Mary, Queen of Scots”, London: Weston Press. If you copy the words or ideas of others and do not show your sources in references and a bibliography, this will be considered as cheating.

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2

Preparing your coursework – good practice If you receive help and guidance from someone other than your teacher, you must tell your teacher who will then record the nature of the assistance given to you. Your parent/carer may provide you with access to resource materials and discuss your coursework with you. However, they must not give you direct advice on what should and should not be included. If you worked as part of a group on an assignment, for example undertaking field research, you must each write up your own account of the assignment. Even if the data you have is the same, the description of how that data was obtained and the conclusions you draw from it should be in your own words. You must meet the deadlines that your teacher gives you. Remember - your teachers are there to guide you. Although they cannot give you direct assistance, they can help you to sort out any problems before it is too late. Take care of your work and keep it safe. Don’t leave it lying around where your classmates can find it. You must always keep your coursework secure and confidential whilst you are preparing it; do not share it with your classmates. If it is stored on the computer network, keep your password secure. Collect all copies from the printer and destroy those you do not need. Don’t be tempted to use essays from on-line essay banks — this is cheating. Electronic tools used by awarding bodies can detect this sort of copying. You must not write inappropriate, offensive or obscene material. Plagiarism Plagiarism involves taking someone else’s words, thoughts or ideas and trying to pass them off as your own. It is a form of cheating which is taken very seriously. Don’t think you won’t be caught; there are many ways to detect plagiarism.

Markers can spot changes in the style of writing and use of language.

Markers are highly experienced subject specialists who are very familiar with work on the topic concerned — they may have read the source you are using (or even marked the essay you have copied from!).

Internet search engines and specialised computer software can be used to match phrases or pieces of text with original sources and to detect changes in the grammar and style of writing or punctuation.

Penalties for breaking the regulations If your work is submitted and it is discovered that you have broken the regulations, one of the following penalties will be applied:

the piece of work will be awarded zero marks;

you will be disqualified from that unit for that examination series;

you will be disqualified from the whole subject for that examination series;

you will be disqualified from all subjects and barred from entering again for a period of time. The awarding body will decide which penalty is appropriate. REMEMBER – IT’S YOUR QUALIFICATION SO IT NEEDS TO BE YOUR OWN WORK

41

1

This notice has been produced on behalf of:

AQA, OCR, Pearson and WJEC

Information for candidates: non-examination assessments This document tells you about some things that you must and must not do when you are completing your work. When you submit your work for marking, the awarding body will normally require you to sign an authentication statement confirming that you have read and followed these regulations. If there is anything that you do not understand, you must ask your teacher or lecturer. In some subjects you will have an opportunity to do some independent research into a topic. The research you do may involve looking for information in published sources such as textbooks, encyclopedias, journals, TV, radio and on the internet. Using information from published sources (including the internet) as the basis for your assignment is a good way to demonstrate your knowledge and understanding of a subject. You must take care how you use this material though - you cannot copy it and claim it as your own work.

The regulations state that:

the work which you submit for assessment must be your own;

you must not copy from someone else or allow another candidate to copy from you.

When producing a piece of work, if you use the same wording as a published source you must place quotation marks around the passage and state where it came from. This is called “referencing”. You must make sure that you give detailed references for everything in your work which is not in your own words. A reference from a printed book or journal should show the name of the author, the year of publication and the page number, for example: Morrison, 2000, pg.29. For material taken from the internet, your reference should show the date when the material was downloaded and must show the precise web page, not the search engine used to locate it. This can be copied from the address line. For example: http://www.geocases2.co.uk/rural1.htm downloaded 5 February 2018. You may be required to include a bibliography at the end of your piece of written work. Your teacher or lecturer will tell you whether a bibliography is necessary. Where required, your bibliography must list the full details of publications you have used in your research, even where these are not directly referred to, for example: Morrison, A. (2000) ‘Mary, Queen of Scots’, London: Weston Press.

If you copy the words or ideas of others and do not show your sources in references and a bibliography, this will be considered as cheating.

42

2

Preparing your work – good practice If you receive help and guidance from someone other than your teacher, you must tell your teacher who will then record the nature of the assistance given to you. If you worked as part of a group on an assignment, for example undertaking field research, you must each write up your own account of the assignment. Even if the data you have is the same, you must describe in your own words how that data was obtained and you must independently draw your own conclusions from the data. You must meet the deadlines that your teacher gives you. Remember - your teachers are there to guide you. Although they cannot give you direct assistance, they can help you to sort out any problems before it is too late. Take care of your work and keep it safe. Do not leave it lying around where your classmates can find it. You must always keep your work secure and confidential whilst you are preparing it; do not share it with your classmates. If it is stored on the computer network, keep your password secure. Collect all copies from the printer and destroy those you do not need. Do not be tempted to use essays from on-line essay banks — this is cheating. Electronic tools used by awarding bodies can detect this sort of copying. You must not write inappropriate, offensive or obscene material. Plagiarism Plagiarism involves taking someone else’s words, thoughts or ideas and trying to pass them off as your own. It is a form of cheating which is taken very seriously. Do not think you will not be caught; there are many ways to detect plagiarism.

Markers can spot changes in the style of writing and use of language.

Markers are highly experienced subject specialists who are very familiar with work on the topic concerned — they may have read or seen the source you are using (or even marked the essay you have copied from!).

Internet search engines and specialised computer software can be used to match phrases or pieces of text with original sources and to detect changes in the grammar and style of writing or punctuation.

Penalties for breaking the regulations If your work is submitted and it is discovered that you have broken the regulations, one of the following penalties will be applied:

the piece of work will be awarded zero marks;

you will be disqualified from that component for the examination series in question;

you will be disqualified from the whole subject for that examination series;

you will be disqualified from all subjects and barred from entering again for a period of time. The awarding body will decide which penalty is appropriate. REMEMBER – IT’S YOUR QUALIFICATION SO IT NEEDS TO BE YOUR OWN WORK ©2017 – Effective from 1 September 2017

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1

Produced on behalf of: AQA, City & Guilds, CCEA, OCR, Pearson and WJEC

Information for candidates – Privacy Notice

General and Vocational qualifications

Effective from 1 September 2017 The JCQ awarding bodies will process your personal data in accordance with the Data Protection Act 1998, and from when it comes into force the General Data Protection Regulation, and any regulatory requirements as specified by the qualification regulators of England, Wales, Northern Ireland and Scotland. Correspondence on any aspect of a candidate’s examination or assessment will only be conducted between the awarding body and the head of the centre, a member of the senior leadership team or the examinations officer. Awarding bodies will undertake the following administrative activities in relation to the processing and exchange of candidates’ personal data: 1. Personal data relating to the name(s), date of birth, gender, Unique Candidate Identifier (UCI) or

Unique Learner Number (ULN) of an individual candidate will always be collected by an awarding body for the purposes of examining and awarding qualifications. In some cases additional information, which may include sensitive personal data relating to health, will also be collected to support requests for access arrangements and reasonable adjustments and/or special consideration. Such personal data will be supplemented by the results of examinations and assessments undertaken by the respective candidate.

2. A candidate’s personal data will only be collected from registered examination centres in the

context of examination entries and/or certification claims. 3. Such data collected will not be used by an awarding body other than for examination

administration purposes, conducting examinations and assessments and the issuing of examination results and certificates. Candidates’ personal data including examination results and outcomes of any reviews of marking, reviews of moderation and appeals may be shared by the awarding body with the centre which entered the candidates, as well as within a consortium or Academy Trust of which the centre is a member.

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4. Personal data within candidates’ work will be collected and processed by an awarding body for

the purposes of marking, issuing of examination results and providing candidates with access to post-results services. Examination results will be retained for a minimum of forty years. In order for an awarding body to achieve this, some personal information may be transferred to third parties such as examiners, who may in some instances, reside outside the European Economic Area.

5. Awarding bodies may be required to provide a candidate’s personal data to educational agencies

such as DfE, WG, DE, The Skills Funding Agency, regulators, HESA, UCAS, Local Authorities, EFA and Learning Records Service (LRS). Additionally, candidates’ personal data may be provided to a central record of qualifications approved by the awarding bodies for statistical and policy development purposes.

6. Some of the information candidates supply will be used by the Skills Funding Agency to fulfil its

statutory functions, issue/verify a candidate’s Unique Learner Number (ULN) and update/check a candidate’s Personal Learning Record. The Skills Funding Agency may share a candidate’s ULN and Personal Learning Record with other education related organisations, such as a careers service, a candidate’s school or college, Government Departments and public bodies responsible for education. Further details of how information is processed and shared can be found at: http://www.learningrecordsservice.org.uk/

7. Awarding bodies are obliged to confirm what personal data is held, what it is held for, to whom

the data is to/may be disclosed to, and disclose the information that they hold about data subjects, (e.g. the candidates) within 40 days of receiving a formal request for disclosure, subject to the application of any relevant exemptions under the Data Protection Act 1998.

Candidates should make an application to the appropriate awarding body’s data protection officer. Awarding bodies may charge a fee for this service.

8. If you have not reached the age of 16, you may first wish to discuss this Privacy Notice with your

parent or carer. Awarding bodies, schools, Department for Education (DfE), Welsh Government (WG), Department of Education Northern Ireland (DE), Local Authorities, regulators, Ofsted, and Skills Funding Agency (SFA) are all ‘data controllers’ under the Data Protection Act 1998. They will determine the purpose(s) for which ‘personal data’ (information about living individuals from which they can be identified) is processed and the way in which that processing is undertaken. It is a requirement for data controllers to provide data subjects (individuals who are the subject of personal data) with details of who they are, the purposes for which they process the personal data, and any other information that is necessary to make the processing of the personal data secure and accurate, including any third parties to whom it may be passed to.

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This document has been written to help you stay within examination regulations.

Please read it carefully.

We all like to share our experiences when taking examinations. However, it is important to consider what you say and to think about what information is being shared.

Sharing ideas with others online could be helpful when you’re studying or revising.

However, there are limits to the amount of information you can share and you need to be careful not to break the rules. We’d like to ask you to act responsibly when discussing online. If you’re in doubt about what you can and can’t discuss online regarding your exams, it’s always best to check with your teacher.

If you receive what is or what looks to be assessment related information through social media, or any other means, you must tell your teacher or another member of staff. You must show them what you have received. They will then report the matter to the awarding body and it will be investigated.

Where candidates breach the rules for examinations, controlled assessments, coursework or non-examination assessments, awarding bodies have an obligation to investigate and may apply penalties.

Information for candidatesUsing social media and examinations/assessments

Penalties that awarding bodies apply include:

• a written warning;

• the loss of marks for a section, component or unit;

• disqualification from a unit, all units or qualifications; or

• a ban from taking assessments or exams for a set period of time.

Please take the time to familiarise yourself with the JCQ rules:http://www.jcq.org.uk/exams-office/information-for-candidates-documents

You should be aware that the following might constitute malpractice:

• copying or allowing work to be copied – i.e. posting written work on social networking sites prior to an examination/assessment;

• collusion: working collaboratively with other candidates beyond what is permitted;

• allowing others to help produce your work or helping others with theirs;

• being in possession of confidential assessment related information in advance of the examination;

• exchanging, obtaining, receiving or passing on assessment related information by any means of communication (even if just attempting to);

• failing to report to your centre assessment related information being shared online; or

• passing on rumours of exam content.

JCQ 2017 – Effective from 1 September 2017

Image by Patrice Jones

Image by Ben Wight

46

This document has been written to help you stay within examination regulations.

Please read it carefully.

We all like to share our experiences when taking examinations. However, it is important to consider what you say and to think about what information is being shared.

Sharing ideas with others online could be helpful when you’re studying or revising.

However, there are limits to the amount of information you can share and you need to be careful not to break the rules. We’d like to ask you to act responsibly when discussing online. If you’re in doubt about what you can and can’t discuss online regarding your exams, it’s always best to check with your teacher.

If you receive what is or what looks to be assessment related information through social media, or any other means, you must tell your teacher or another member of staff. You must show them what you have received. They will then report the matter to the awarding body and it will be investigated.

Where candidates breach the rules for examinations, controlled assessments, coursework or non-examination assessments, awarding bodies have an obligation to investigate and may apply penalties.

Information for candidatesUsing social media and examinations/assessments

Penalties that awarding bodies apply include:

• a written warning;

• the loss of marks for a section, component or unit;

• disqualification from a unit, all units or qualifications; or

• a ban from taking assessments or exams for a set period of time.

Please take the time to familiarise yourself with the JCQ rules:http://www.jcq.org.uk/exams-office/information-for-candidates-documents

You should be aware that the following might constitute malpractice:

• copying or allowing work to be copied – i.e. posting written work on social networking sites prior to an examination/assessment;

• collusion: working collaboratively with other candidates beyond what is permitted;

• allowing others to help produce your work or helping others with theirs;

• being in possession of confidential assessment related information in advance of the examination;

• exchanging, obtaining, receiving or passing on assessment related information by any means of communication (even if just attempting to);

• failing to report to your centre assessment related information being shared online; or

• passing on rumours of exam content.

JCQ 2017 – Effective from 1 September 2017

Image by Patrice Jones

Image by Ben Wight

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