Handbook CISC - 2013.14

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

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


-School material ................26
- School uniform .................26
-Transport ............................26

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

IGCSE ESL
IGCSE
AS level/
Advanced level

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

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

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 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

ENGLISH LITERATURE YEAR 9-E &
YEAR 11-E OVERVIEW


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.

 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

ENGLISH LITERATURE Y9-E


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

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

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

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

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.

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

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.
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

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 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


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.

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

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.


16


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

HISTORY Y9-E


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
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

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

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.

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

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

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

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


Endeavour

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

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

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

Handbook CISC - 2013.14

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Handbook CISC - 2013.14