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Handbook CISC - 2013.14

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  • 1. CISC HANDBOOK Caxton International Study Centre Specialised Study Programme to prepape students for entry into the British educational system Secondary office phone: 96 142 41 74 Email: caxton@caxtoncollege.net CISC Handbook 2013-14
  • 2. CISC 1 & CISC 2 HANDBOOK WELCOME! Dear Parents, We are delighted to welcome your son or daughter to the CISC programme (Caxton international study centre). Within this handbook I hope that you will find all the useful CONTENTS Secondary Educational System ................................. 2 information that you and your child requires to enjoy a great year at Tutorials ................................ 3 Caxton College. As well as lots of practical information concerning Assessment & Reporting......4 the running of the school, we have also included advice and Core Subjects & Aims ...........5 recommendations from the Heads of Department involved in your child’s education. Core Subjects........................ 6 -Non-core subjects..............15 Complementary Activities...22 House System .....................23 We aim to provide your child with a secure and friendly working Progression Policy...............24 environment, in which the academic and social features of learning -Monitoring of “At Risk” can prosper. For this reason, we ask us to join us in supporting your Students..............................24 son or daughter in all their endeavours. Extra-Curricular Activities....25 Homework............................25 Practical Information...........26 Amparo Gil Marqués Principal CISC Handbook 2013-14 -School material ................26 - School uniform .................26 -Transport ............................26
  • 3. THE SECONDARY EDUCATIONAL SYSTEM The Secondary school in Caxton College encompasses three full key stages, divided as follows: ‘Key Stage 3’ (Years 7 to 9), ‘Key Stage 4’ (Years 10 & 11) and ‘Sixth Form’ (Years 12 & 13). This period covers the teenage years of our students (from 11 to 18 years old), which is why we consider this to be the ideal time, not only to instil in them good study habits, but also to make them responsible for their own actions and decisions, to show them how to make the best use of their leisure time and, of course, to try to mould them into better people. In Year 10, students start their 4th and final obligatory key stage, a very important stage in their education, lasting 2 years. At this time, the tightly-linked cooperation of teachers, parents and students is essential. As a result of this collaboration between the school and the home, our students obtain excellent results with which to apply for University, while, on the way, they grow into excellent individuals. "Accept responsibility for your actions, and adopt a healthy attitude to life” Caxton College is a recognised examination centre for the University of Cambridge examination board (CIE) as well as the Edexcel London Board. In Year 9 students sit IGCSE ESL (English as a Second Language), so that they can focus on the EFL (First Language English) exam for IGCSE throughout Years 10 and 11. In Year 11 pupils sit their IGCSE exams (International General Certificate of Secondary Education), thereby enabling them to obtain the Certificate of ESO in the Spanish system (Certificate of SPANISH SYSTEM BRITISH SYSTEM 6º Primaria Year 7 1º ESO Year 8 2º ESO Year 9 (Y9-E) 3º ESO Year 10 4º ESO Year 11 (Y11-E) 1º Bachillerato Year 12 2º Bachillerato Year 13 CYCLES Obligatory Secondary Education). The IGCSE exams are a very important part of our students’ education, given that they will need the highest possible grades in order to progress without difficulties in Sixth form. Students begin preparing for them in Year 10, and they sit the exams at the end of Year 11. Access to Sixth Form depends on both their IGCSE grades as well as Spanish Language and Social Sciences. In Years 12 and 13 students take AS and A2 levels (“A” levels). At present, in order to gain access to Spanish Universities, students submit their A Level grades as well as those obtained in 2 extra Spanish subjects which are chosen by the students themselves, depending on the career they wish to follow in the future. Major challenges in CISC 1 and 2:  CISC 1 will have to choose their optional subjects if they move into Year 10 ; CISC2 their 3 A level options.  To improve their English level enough to join mainstream and to master the basics of Spanish  Both will sit the IGCSE in ESL; CISC 2 will take 5 more IGCSEs. EXTERNAL EXAMINATIONS KEY STAGE 3 KEY STAGE 4 SIXTH FORM Y9E — CISC 1 Y11E – CISC 2 2 CISC Handbook 2013-14 IGCSE ESL IGCSE AS level/ Advanced level
  • 4. TUTORIALS The students have the help of a tutor throughout Secondary school. Students meet their tutor first thing every morning. As well as the meetings with tutors held by the school, parents can always request a personal interview to talk about their child’s progress whenever they wish. The tutor is responsible for monitoring individual students and, with this aim in mind, holds one-to-one interviews with them periodically to give them any support or advice they may need. In order to achieve fluid communication between the school and parents, our web page includes a private area for parents, where they can send and receive emails, see their child’s Progress List which is updated weekly, see term grades and receive documentation such as handbooks, talks from the Psychologist and other items of interest. Y9-E, which is the form name of CISC 1, and Y11-E which is CISC 2, will have 1 teaching period with the tutor per week to enable more time to monitor progress, develop study skills and get to discuss any problems. Meet the Tutors... Joshua Ball Y9-E (CISC 1) Lewis Wright Y11-E IGCSE in Global Citizenship: Career Skills: Great importance is placed upon the human and personal development of our pupils, as we consider this to be fundamental to a balanced and well rounded education. This course covers a wide range of issues including the following content: Throughout secondary school students attend one class a week in Personal and social education. This is a time for thought and for personal and group reflection, following a programme of Education and Values. How do communities develop?  Does democracy work?  Y9-E Career Skills:  How does technology change communities?  Can we create a fairer world?  Can I make a difference? The activities contained in the programme are designed to develop awareness of world issues as well as local issues, this also involves taking part in a local community project. It will result in a final exam of 2 hours . 3 CISC Handbook 2013-14
  • 5. ASSESSMENT AND EVALUTATION In Y9-E there are three assessment periods for which you will receive an end of term graded report, the third term will end in internal examination in science and maths and an external examination in English second language (IGCSE ESL), if progressing into Year 10. Y11E has two assessment periods, with the third ending with the final external IGCSE (International General Certificate of Secondary Education) examinations. Please note that these grades will often feature a + or – sign to indicate a student’s position in relation to the actual criteria, and provides better differentiation among the students. For The end of term reports are graded A-E and an have an example a C+ would indicate achievement heading in the direction of improvement towards the next grade, effort grade 1-5. whereas a C- serves to illustrate that the student is At the end of the year, any CISC pupils who fail to falling short of a grade. achieve at least a grade C in any subject will be required to sit an exam in September. A B Sometimes works above the average target level for his/her age. C Works at the average target level for his/her age. D Usually achieves less than the average target level for his/her age. E Achievement: Works consistently above the average target level for his/her age. Always achieves less than the average target level for his/her age. 1 2 Usually does more than is asked of him/her. 3 Only does what is asked of him/her. 4 Sometimes needs to be more motivated. 5 Effort: Always works to his/her best ability. Often works at an unsatisfactory level. Shows respect to others. B: Nearly always C: Usually Takes responsibility for own actions. D: Only on occasions Takes care with personal appearance. Development: Co-operates with others. Is obedient and polite. Personal A: Always E: Hardly ever EXAMINATIONS AND TESTS — IMPORTANT INFORMATION  Exams held in school are carried out under formal examination conditions.  If a student misses an exam or tests, they must provide a  They are very important in order to consolidate knowledge and to gain an objective picture of a child’s progress.  If a student has an unjustified absent the day before an  They also prepare examinations. students for future medical certificate. If not, they will receive a zero mark. examination, they will not be allowed to sit the exam, and they will receive a zero grade. external 4 CISC Handbook 2013-14
  • 6. Y9-E & Y11-E CORE SUBJECTS & AIMS Year 9-E The main aim of this course is to rapidly develop language skills and knowledge of core subjects to correspond with mainstream Year 9 students to enable them to successfully enter the Year 10 IGCSE programme. Year 11-E The main aim of this course is to rapidly develop language skills and knowledge of core subjects to correspond with mainstream Year 11 allowing Year 11-E students to continue into Year 12 and Maths complete the A level programme. Year 9-E will mirror the Year 9 curriculum, with extra The four subjects have different policies which are support within the small group. They will undertake the same assessment programme of mainstream school to outlined below. enable successful transition into the Year 10 IGCSE Maths programme . English as a Second Language  More English lessons per week than mainstream Year 11-E will follow the full IGCSE in Maths programme in preparation for the final exam. allow fast track language teaching  Spanish as a Second Language Small group sizes allow for more one to one Year 9-E and Year 11-E will learn Spanish as a foreign language and follow a programme to develop the knowledge and grasp of Spanish in writing, reading, listening and speaking. support  Better tailoring to individual needs  Thorough preparation for the IGCSE ESL examination Only Year 11-E will follow the IGCSE programme for Spanish resulting in the final examination and qualification. Science Year 9-E mirror the Year 9 Key Stage 3 course, but is allotted extra time to develop gaps in language and knowledge skills. Successful completion of the course and entrance into the Year 10 Double Science award classes will depend on the grade achieved. Year 11-E will follow only one science IGCSE in Physics, leading to the final single award. Year 11-E will have the target of obtaining 4 International GCSEs over the duration of an academic year. Whilst Year 9-E will have the target of obtaining the required level in the 4 core subjects for entrance into the year 10 full IGCSE programme or entrance into mainstream Year 9 depending on the age. 5 CISC Handbook 2013-14
  • 7. CISC CORE SUBJECTS Year 9-E core subjects: include British curriculum subjects from Year 9 and Spanish language. English Second Language (ESL) and Literature, Maths, General Science, Spanish Language. Year 11-E core subjects: will follow the IGCSE curriculums of: Spanish Language, English Second Language (ESL) and literature, Maths and Physics. ENGLISH AS A SECOND LANGUAGE Assessment Policy: Assessment is ongoing throughout the year, both in class (through conversation, essays, class participation, etc.) and by means of homework. End of term exams will be given, however the final grade will be obtained by means of an external examination. (IGCSE ESL). The students will sit the exam in the school but the papers will be marked externally in the United Kingdom. Students should receive their grades for their IGCSE ESL in mid august. Teacher: Joshua Ball Homework: Homework is given two to three times per week and students are expected to spend approximately 35 minutes on it . Nº of classes per 2-week cycle: 10 External exams: At the end of the year all the students will sit the IGCSE examination in English as a Second Language’. This exam will take place at the end of May or start of June. Prog ress ion in mains tream depends on the individual's attitude throughout the year, their progress and their final grade. Web Pages: www.bbc.co.uk/KS3bitesize/ english www.revisionaid.co.uk www.channel4.com/learning www.bbc.co.uk/schools/websites ❝One language sets you in a corridor for life. Two languages open every door along the way.❞ ‒Frank Smith 6 CISC Handbook 2013-14
  • 8. ENGLISH LITERATURE YEAR 9-E & YEAR 11-E OVERVIEW Teacher: Joshua Ball This class is intended to enrich students ’ study of the English language. Students will read a range of literature – prose, poetry and drama – and develop skills in analysing and commenting on the author’s craft. They will also write creatively, use visual aids and use drama to explore texts and ideas. Assessment Policy: Assessment is on going throughout the year, both in class (through conversation, drama, essays etc) and by means of homework. Homework: Homework is given once per week and students are expected to spend approximately one hour on it. Nº of classes per 2-week cycle: 6  Get a good dictionary and bring it to every lesson to look up unfamiliar words.  Use a dictionary when doing homework. This will help you to understand the texts we study.  Get a thesaurus and use it in class and homework to broaden and vary vocabulary your child’s reading ability and comprehension. Remember that talking about reading is very important, so discussing a book will also help to develop their reading comprehension skills . Keep reading time relaxed, comfortable and pleasurable; a quiet place, with the television turned off is best. As your child progresses, talk about authors, characters, themes and plots or what new information has been learnt . If your child reads silently ask him/her to re-tell the part that has been read and encourage the 'pointing out' of relevant sections in the text. Recommendations to students:  Read additional literary texts in English. Reading independently is a great way to develop language skills. The library has a range of books and students can also ask for recommendations from their teacher. If your child has hobbies and interests, encourage him/her to read about these in English. 7 CISC Handbook 2013-14
  • 9. ENGLISH LITERATURE Y9-E Teacher: Joshua Ball Term One Term Two Term Three Writing to persuade Magazines Boy in the striped Pyjamas Robinson Crusoe Short stories Romeo and Juliet Fairytales Poetry ENGLISH LITERATURE Y11-E Teacher: Lewis Wright Term One Term Two Term Three Of Mice and Men Private Peaceful Brave New World Horror Stories Short Stories Merchant of Venice Poetry 8 CISC Handbook 2013-14
  • 10. SPANISH LANGUAGE Y9-E Teacher: Inma Gaspar Year 9-E students, being new to Spanish, will start at the basic level, therefore the Spanish taught is aimed at giving them a good grounding in understanding the language of daily life Main Objectives are: Web pages:  Express themselves with Basic languages.  Real Academia de la Lengua:  Understand basic enunciations.  Instituto Cervantes:  Make and answer questions about personal topics.  Express themselves through nonverbal communication.  Describe people, objects and places.  Express their preferences. likes and  Manage their daily routines.  Write simple sentences using connectors. www.rae.es www.cvc.cervantes.es Nº of classes per 2-week cycle : 10 Recommendations:  Encourage students to read, and to consider it an important part of their education.  Students are advised to practice speaking with other Spanish student and in their daily life  Understand, interpret and bring out points of discussions, phrases and expressions in areas of priority information, shoppings instructions. and other useful language for everyday life.) Homework: Once a week. It is important for the homework to be supervised at home. Assessment Policy: Regular tests as well as projects throughout the year which go to make up the term grades. The final grade will be the average of the three term grades plus the end of year exam (30%). 9 CISC Handbook 2013-14
  • 11. SPANISH LANGUAGE Y11-E Teacher: Pilar Tortonda FAST-TRACK to IGCSE in Spanish Course Structure: Y11-E students will learn Spanish in a one year concentrated course of study covering listening, speaking , writing and reading. The Aim of the course is to: 1. Develop the ability to use the language effectively for purposes of practical communication within the country of residence. 2. Form a sound base of the skills and aptitudes required for further language study and develop a fuller awareness of the nature of language and language learning. 3. Offer insights into the culture and civilisation of the Target language country and encourage positive attitudes toward foreign language learning and towards speakers of foreign languages. 4. Complement other areas of study by encouraging skills of a more general application. Assessment: In the Languages departments, assessment is based on the four National Curriculum attainment targets in order to identify a student’s level at any stage of the course. In Caxton College, importance is placed on continuous assessment over each term and students are assessed by formal examination at the end of each unit. In addition to this the Languages Departments ask students to assess themselves and their peers at regular intervals in order to consider their own individual strengths and weaknesses. Each term students receive a grade for the work they have completed at home and in class. An average of the student’s assessments is taken and a grade awarded, by converting national curriculum levels to Caxton grades. External Examinations & Qualifications: The department currently follows the Edexel IGCSE and AS/A” syllabus for Spanish as a Foreign Language. 10 CISC Handbook 2013-14
  • 12. SCIENCE Y9-E Teacher: Rob Brunell First Term Second Term Third Term Extremes The cost of your drink Microbes Energy Interdependence Sport Transport of the Future Homework: Homework will be set twice a week. Y9-E course details: Y9-E will follow the year 9 final topics at Key stage 3. These units are aimed at preparing them for year 10 work. Much of the content in topics introduces them to some key concepts in IGCSE Science Double award. CISC1 students have more lessons on science than mainstream to enable language development. Assessment Policy: There will be one summative, and one formative assessment during each topic. These are the assessments that form the term grade. The end of year grade is an average of the three term grades, plus the end of year exam, which is worth 40% of the final grade. Web Pages: We recommend visiting the following sites. : - www.bbc.co.uk/schools/ ks3bitesize Nº of classes per 2-week cycle: 10 11 CISC Handbook 2013-14 Recommendations:  Pupils should not leave their revision to the last minute.  It is important that the pupils use their KS3 Revision Guides as much as possible to support the work they are covering in class.  They can use the BBC Bitesize website to self-assess their classwork.  It is also important that they use both the textbook and their notebooks to revise from. There is a “Scientific Experiments” workshop available during clubs time on Wednesdays.
  • 13. IGCSE PHYSICS Y11-E Teachers: Clive Mann, Kyle Ryan FAST-TRACK: The Y11-E Physics curriculum is an intensive course of study, aimed at preparing for the IGCSE Physics qualification. It is assumed that students will have prior knowledge of the topics below from their previous schools. First Term Second Term Third Term Solids, liquids and Gases Radioactivity and Particles Electricity (continued) Waves Forces and Motion Energy Resources and Energy Transfer Electricity Magnetism and Electromagnetism Homework: Homework will be set once a week. External Exams: Students will take the IGCSE Physics qualification towards the end of the third term. More information will be given to students during lesson- time. Assessment Policy: There will be one summative and two formative assessments during terms one and two. These assessments will form the respective Term Grades. Term 3 will include an additional summative assessment, but will be focused on preparation for the IGCSE. Mock Exam: All students will take a mock exam one month prior to attempting the actual exam, to make a final assessment of progress and diagnose areas to be targeted during revision sessions. Web Pages: We recommend visiting the following sites: - www.caxtoncollegetic.com - www.bbc.co.uk/schools/gcsebitesize/science - www.s-cool-co.uk/gcse - www.doddlelearn.co.uk Number of Classes per 2-week cycle: 11 12 CISC Handbook 2013-14
  • 14. MATHEMATICS Y9-E Teacher: Alick Dymond First Term Second Term Third Term Sequences & Functions Correlation, Data Comparison, Twoway Tables Probability Fractions, Percentage, Ratio, BODMAS, Rounding Circles, Units, Volume & Surface Area of Prisms Enlargement & Scales, Congruence Linear Equations, Trial and Improvement Decimals, Approximation, Use of a Calculator. Expanding and Factorising, Quadratic Expansion, Formulae Angles and Polygons, Factorising, Loci. Indices, Roots Homework: Homework will be set twice per week and each piece should last about 30 minutes. In addition, pupils are encouraged to set aside some time over the weekend to go over their work and highlight any problems. Class Structure: Y9-E students will be following the year 9 curriculum with the target of entering year 10. Nº of classes per 2-week cycle: 12 Assessment Policy: Written exams will be set twice each term in addition to mental tests and tests of basic arithmetic. Informal teacher assessment through homework and classwork will also take place continually throughout the year. Exams will be tailored to the level of the pupils in each group and the results of these exams will be used to determine group placements and movements. Problem Solving and GCSE Preparation The end of year exam is worth 40% of the final grade. Web Pages: www.mymaths.co.uk www.channel4learning.com/apps/ homeworkhigh www.bbc.co.uk/schools/revision Recommendations: Each student will have a practice book which should be used on a regular basis alongside the main text to help support and reinforce their learning. This resource is invaluable in preparing for end of unit exams. Parents should check pupils’ work regularly, sign any internal tests and make sure pupils have the correct mathematical equipment. 13 CISC Handbook 2013-14
  • 15. MATHEMATICS Y11-E Teacher: Alan Mesfin FAST-TRACK: The Mathematics course is an intensive course completed in 1 academic year with mock exams in January and final Exams in may/June Course structure: There are 10 classes in a two week cycle. Students will be entered for the Higher paper and sit 2 final exams worth 50% each at the end of the year. Candidates may achieve grades from D through to A*. Homework: Homework will be set once per week and each piece should last about 60 minutes. In addition, pupils are encouraged to set aside some time over the weekend to go over their work and highlight any problems. Recommendations: Each student will have a practice book which should be used on a regular basis alongside the main text to help support and reinforce their learning. This resource is invaluable in preparing for end of unit exams. Parents should check pupils’ work regularly, sign any internal tests and make sure pupils have the correct mathematical equipment. Assessment Policy: Written exams will be set by the teacher in each of the three terms. Informal teacher assessment through homework and class-work will also take place continually throughout the year. Web Pages: www.mymaths.co.uk www.channel4learning.com/apps/ homeworkhigh www.bbc.co.uk/schools/revision 14 CISC Handbook 2013-14
  • 16. CISC NON-CORE SUBJECTS Year 9-E non-core subjects: History, Geography, Career Skills, ICT and PE Year 11-E non-core subjects: Global Citizenship, Business Studies, PE and ICT. CAREER SKILLS Y9-E Teacher: Joshua Ball First Term Second Term Third Term Being a Teenager Programme of Solidarity in the classroom Well thought-out Decisions Personal identity: Who am I? What do I value? Influences on our decisionmaking process Responsible consumption Drugs Prevention: Definition and types of Drugs Types of decisions Our main aim in this subject is to encourage knowledge of oneself, acceptance of oneself and others, and understanding that there are different points of view regarding a conflict or problem. For Y9-E students if will encourage the development of writing, listening and speaking associated with the English as a Second Language programme. Assessment Policy: The evaluation will include written projects and Oral Presentations. The work during class time and the homework will also be evaluated. Nº of classes per 2-week cycle: 2 Coursework: We will follow the in-house PSC exercise handbook Homework: to be handed in when set on the day that they have class. 15 CISC Handbook 2013-14
  • 17. IGCSE IN GLOBAL CITIZENSHIP Y11-E Teacher: Courtney Reece FAST-TRACK: The IGCSE in Global Citizenship Is a two year course condensed into one year. It will take constructive application to the projects and discussions involved in the course. The main aim of following this IGCSE subject is to develop the English vocabulary, writing, listening and speaking skills required in discussing some of the pressing issues around current affairs and global sustainability issues. This course covers a wide range of issues including the following content:  How do communities develop?  Does democracy work?  How does technology change communities?  Can we create a fairer world?  Can I make a difference? The activities contained in the Programme are designed to develop awareness of world issues as well as local issues and involves taking part in a local community project. Assessment: Practical research and community involvement are part of the formal assessment process. Discussions, presentations and key concepts test will be the on going internal assessment Then the final external IGCSE will be an examination of 2 hours which will be based on some of the practical work carried out throughout the year. CISC Handbook 2013-14 16
  • 18. Teacher: Joshua Ball GEOGRAPHY Y9-E First Term Second Term Third Term Introduction to geography & skills Weather & climate Paradise Lost (Tourism) Map skills & vocabulary The global fashion industry The future (2030) Homework: 1 per two-week cycle. Homework may be longer, combined tasks. Assessment Policy: There will be regular tests after each unit. Web Pages: www.fairtrade.net www.wateruseitwisely.com www.oxfam.org Number of lessons per two-week cycle: 4 Recommendations: Encourage your child to use the Internet in a constructive way, both for homework and for keeping an eye on geographical events. See the above websites for reference. “Geography is a subject which holds the key to our future” - Michael Palin, English comedian, actor, and television presenter. 17 CISC Handbook 2013-14
  • 19. HISTORY Y9-E Teacher: Joshua Ball First Term Second Term Third Term Why did Slavery exist? Why did the First World War happen? What was life like in Nazi Germany? What was Slavery like around the world? What impact did the First World War have on Europe? What impact did the Second World War have? How hard was it to stop Slavery? The rise of the dictators in Europe An introduction to the Holocaust The Cold War Homework: Homework will be set once every two weeks and will normally involve 60 minutes’ work. It may involve a range of different activities. If a student fails to produce homework on time a note from parents must be produced stating the reason for this. Assessment Policy: Y9-E students will follow KS3 and there are a number of formal assessments throughout and at the end of the year . These will assess students’ knowledge to some degree but will focus primarily on the skills that they have learnt throughout the term. History is less about memorizing dates and terms and more about using historical skills effectively. The termly formal assessments will be supplemented with rolling class assessment to ensure a broad and fair range of marks in line with the English National Curriculum for History. www.schoolhistory.co.uk www.historyonthenet.com www.historylearningsite.co.uk Number of lessons per two-week cycle: 3 Recommendations: All students should be encouraged to take an active interest in history in a number of ways. This may include being taken to historical sites, watching historical films and documentaries and talking to family members about historical events and people. In addition, the reading of newspapers is encouraged as it helps with teaching various historical skills such as source evaluation and interpretations. Web Pages: www.bbc.co.uk/history www.spartacus.schoolnet.co.uk History will be kind to me for I Intend to write it.— Winston Churchill 18 CISC Handbook 2013-14
  • 20. ICT Y9-E & Y11-E Teacher: Lewis Wright The course will cover the use to the different software packages and develop the skills of the students in writing and presentations skills as well as technical skills with Microsoft Word, Excel and the use of Powerpoint. The course will also include the use of the internet for research and study skills along with use of the online www.caxtoncollegetic.com learning platform. Homework: Pupils will receive homework occasionally, when necessary. Assessment Policy: There will be continual assessment throughout the year and a final exam which represents 40% of the overall grade for the year. Children should be encouraged and made aware of technology and technological advancements around them to keep them up to date with an ever changing society. Children should be encouraged to use computers as a means of developing and enhancing their research and communication skills. There is a special emphasis on touch typing skills so that by year 10 they will have good typing skills. Web Pages: www.caxtoncollegetic.com www. teach-ict.com www.bbc.co.uk/schools/gcsebitesize www.greenfoot.org Number of lessons per two-week cycle: 4 (Y9-E) 2(Y11 -E) Recommendations: ICT is an important and essential part of the curriculum. ICT supports academic achievement and provides skills for every day life. “I think it’s fair to say that personal Computers have become the most empowering tool we’ve ever created. They’re tools of Communications, they’re tools of creativity and they can be shaped by their user.” - Bill Gates. 19 CISC Handbook 2013-14
  • 21. PHYSICAL EDUCATION Y9-E & Y11-E Teachers: Chris Mason First Term Second Term Third Term Invasion Game Invasion Game 1 2 InvNet Game 3 Net Game 1 Net Game 2 Striking & Fielding Swimming Dance Athletics Fitness Assessment Policy: Y9-E will follow the KS3 activityies which are allocated 5/6lessons per unit. Y11-E will follow a similar programme giving a wide range of knowledge and skills development in a range of sporting activities. The students are continually assessed during the unit with the last lesson put aside as a formal assessment where the students perform the key skills covered in the unit as an opportunity to improve upon the provisional grade the teacher has allocated them before this lesson. National Curriculum levels are given for each activity and an average is calculated at the end of term. This grade is then converted to a Caxton grade. Number of lessons per two-week cycle: 6 P.E. Kit: We insist on all students wearing the Caxton P.E. uniform of: - polo shirt, - white sports socks - Suitable sport trainers (no Converse trainers). It is advised that students wear an undershirt or Caxton tracksuit top on colder days and bring a tow- el to shower if the activity requires it.  If the correct kit is not available for any reason we require a note of explanation and other appropriate sporting clothes should be brought. This will be noted as incorrect kit, but the student will not receive a low level until 3 incorrect kits have been accumulated.  If a pupil is unable to take part in the lesson we require a note. Notes should be written and signed in the student’s diary on the day of the lesson.  If a student is unable to take part in the physical aspect of the lesson they should still change into kit and be involved as much as possible, taking the role of referee or leader. This will help maintain the professional atmosphere of the class and keep students who are unable to take part physically engaged and learning. Recommendations: It is advised that students should take part in regular, continuous physical activity 3 to 5 times a week for a minimum of 20-30 minutes to maintain a healthy lifestyle. “You have no control over what the other guy does. You only have control over what you do.” - A J Kitt. 20 CISC Handbook 2013-14
  • 22. Teacher:s Les Golding, Natalie Kay IGCSE IN BUSINESS STUDIES Y11-E FAST-TRACK: Intensive one year course covering the 5 sections of the Business Studies IGCSE. “Sometimes when you innovate, you make mistakes. It is best to admit them quickly, and get on with improving your other innovations”. - Steve Jobs Course content will include these 5 headings: Business Activity Human & the Changing Resources Environment Assessment: Mini-tests and Progress reports throughout the course lead to term grades and monitoring of success. The final IGCSE exam consists of ONE 2 hour paper and covers the 5 areas indicated above. Homework: as this is a fast-track the students will be expected to complete 2 pieces of homework a week. Accounting & Marketing Finance Production Resources will be found on the schools MOODLE link and include the web-sites of: www. bbc-bitesize/business .co.uk www.businessstudiesonline.com www.bized.co.uk Prior knowledge in previous schooling will be necessary to cover the content at a faster pace. The main emphasis will be on the English Language Business vocabulary and concepts 21 CISC Handbook 2013-14
  • 23. COMPLEMENTARY ACTIVITIES Drama Special Days: Throughout the course, students will be given the opportunity to attend a variety of dramatic performances, some of them given by professionals, and others by the Drama Club which runs during Extra-Curricular Activities. Book Day: In addition, the college puts on whole school theatre productions for pupils at specific points during the academic year. Professional theatre companies are invited into school on a regular basis. The productions are in either English or Spanish. The productions are a valuable resource for a number of subjects across the curriculum. At certain times in the year, guest speakers are invited to give talks on various topics of interest to the students. School Trips The school encourages pupils to develop their friendships and social interaction beyond the school day. One of the most important events in this respect is the Year Trip. This experience enriches the sense of companionship and promotes the group ethos, not only amongst pupils, but also with regard to the relationships formed between students and teachers. Campaigns Throughout the year different campaigns are held to promote values amongst the students such as solidarity, respect, tolerance towards other nationalities and cultures and good relationships in the school. On International Book Day all students and staff take part in a collective 10 minutes of silent reading of an English text. Talks by Guest Speakers Prize-Giving Evening In June, there are two Prize-Giving Events for students from Years 7 to 10, where their academic achievements as well as their efforts are celebrated. Each subject department awards a diploma to those students who have obtained the highest marks in their subject, or made the best effort this year. In September we hold another event for Year 12 & 13 students, based on the Year 11 IGCSE and Year 12 A2 results from August. Clubs Activities: Teachers offer several Workshops so that students can further their knowledge in certain subjects, such as: Conversation clubs in French and German, ICT workshops or Scientific Experiments. These are held during clubs time on Wednesdays, from 3.15 to 4.50 pm. The Choir (“Sound Lab”), meets almost every lunchtime in the Music Room. Games Day, Athletics Day & Swimming Gala The PE department arranges 3 Inter-House sports competitions during the year. “Games Day” primarily consists of team sports, such as Football and Basketball, etc.; whilst “Athletics Day” comprises Field and Track disciplines. The students can also take part in a variety of events in the Swimming Gala, both individual and group. On all of these days, pupils will have the chance to demonstrate what they have learned during PE lessons. 22 CISC Handbook 2013-14
  • 24. THE HOUSE SYSTEM The house system is a tradional feature of English speaking schools. The school is divided into a number of houses and each student is divdied into a house, thus providing a focus for group loyalty and friendly competition. Here at Caxton there are four houses, Adventure, Endeavour, Discovery and Endurance. Throughout the year students are divided into their houses for inter house comptetitions such as, althletics day, a poetry comptetion, a swimming gala and so on. Points are awards to individuals for winning and particpation in events. The points are totalled at the end of the year where the winning house is crowned and given the inter-house trophy. Adventure 23 Discovery Endurance CISC Handbook 2013-14 Endeavour
  • 25. Criteria for Progression from Y9-E & Y11-E A pass grade in Y9-E represents grades A to C in the internal school assessment process  Y9-E students will only be allowed to progress to mainstream classes in the next academic year with a maximum of one subject failed. It is paramount that the minimum of a C grade is achieved in the IGCSE ESL exams.  Some Y9-E students who show extraordinary progress may be allowed to move to mainstream classes with students of their own age.  Other Y9-E students use this as a preparatory year before moving on to mainstream classes, but they may be advised to enter year 9 rather than year 10 if they fail the core subjects. In this case, they would be a year older than their classmates.  Evaluation is on-going throughout the year for Y9-E and Y11-E. There will be a termly report on effort and academic progression as well as an end of year evaluation period in June. Students can only re-sit exams during August if the school allows it and depending on the circumstances. A pass grade CISC 2 represents grades A to C in the external IGCSEs Y11-E students need to pass the 4 Core subjects IGCSEs in ESL, Spanish, Maths and Physics and at least one of the two non-core subjects of Business Studies and Global Citizenship. It is necessary to gain A to C grades to enter into the A level programme within the school. If Maths or Physics are chosen they have to include Maths and Physics at grade A to B. Both Y9-E & Y11-E students must also demonstrate an adequate level of study skills, behaviour and effort to enter the following year group. Monitoring of “At Risk” Students From the first term, students will be monitored by subject teachers and their tutor if they have been identified as failing in a subject. They will be set specific targets for improvement. Parents of these pupils will be contacted periodically during the term in order to give added feedback on their child’s academic development in a particular subject area. If, during the term, a student shows measurable signs of improvement, he/she will no longer be monitored and can work independently. 24 CISC Handbook 2013-14
  • 26. EXTRACURRICULAR ACTIVITIES Education is not only about the transmission of knowledge, but also about the formation of values, habits and customs. For this reason, we offer a wide range of extracurricular activities on Wednesday afternoons, including sports, artistic and academic activities. All students in this Key Stage should enrol in one of these activities as part of their comprehensive education. Students who do not participate in an extracurricular activity will have to do supervised private study, including homework. In May you will receive all the information you need in order to enrol. Activities begin in September and end in June. Those students who study Valencian Language will do this during clubs time. HOMEWORK At Caxton College homework is an important and integral part of the learning process. It:  Provides an opportunity for staff and pupils to check knowledge and understanding.  Consolidates learning.  Develops and makes demands upon an individual student’s selfdiscipline, as well as important study and research skills.  Provides extra practice of work done in class.  Encourages family involvement in children’s learning. Organisation at home All pupils will be issued with a homework timetable at the beginning of the academic year. Subject teachers will set homework according to this timetable and the agreed formula for each subject. Additionally, we recommend that students devote at least 2 hours a week to those subjects which they feel require more attention. Sample of CISC 1 homework timetable: MONDAY WEEK A WEEK B TUESDAY WEDNESDAY THURSDAY FRIDAY Maths Science Maths History Geography Spanish Geography English Spanish English ICT Science Geography Science Maths History Spanish Maths English 25 CISC Handbook 2013-14
  • 27. School material All students will need a pencil case with: ruler, pencils, pens, rubber, colours etc. They will also need:  1 compass  1 protractor  1 scientific calculator (we recommend Casio FX-85ES or a similar model provided it has the “replay” function).  1 pen-drive of 2 Gb at least.  Exercise books, available in the school shop Textbooks for classes will be provided by the school. Uniform Both Y9-E and Y11-E are required to wear the standard school uniform, which can be purchased from the school shop. It is important that they wear the uniform to enable the smooth integration into the school culture. shirt and shorts. These help to maintain a level of uniformity and sense of discipline within the school. On entrance into Year 12, after the successful completion of the Y11-E programme, students are allowed to wear their own clothes, following the rules established by the school. A Boys wear black trousers with a longcomplete uniform list is available sleeved shirt and tie in winter, and girls wear a tartan skirt. In summer, from the shop. boys can wear a short-sleeve polo Transport For Secondary students to go home alone from the school bus stop, written permission is needed from their parents. Bus changes will not be permitted since the buses are filled to capacity. However, a student will be permitted to make his or her own change from bus to car by requesting this change in Reception. This will not require parental permission. 26 CISC Handbook 2013-14
  • 28. CISC Handbook 2013-14