Students will work with expressions, equations, inequalities, and functions. The course places considerable emphasis on identifying key features of functions in various forms, such as graphs, tables, and equations.
Physical Chemistry Organic Chemistry A small number of pupils in year 10 and 11 follow the slightly reduced scheme of work, leading to Double Award certification.
This includes atomic structure, bonding, energetics, kinetics and an introduction to organic chemistry. The students develop thier mathematical skills, through problem solving and practical skills by following the practical endorsement programme.
The full A level course enables students to develop the concepts and principles introduced in the Lower Sixth by studying further topics including equilibria, thermodynamics, aromatic chemistry and polymers, electrode potentials and inorganic reactions.
To be awarded the AS level Chemistry, the students sit two written exams of 1hour 30 mins at the end of the course. For A level Chemistry, the students sit three written exam papers, each two hours, at the end of the two year course.
All aspects of the course will be examined including practical skills. Beyond the Classroom There are many opportunities to attend a wide variety of outside lectures and visits.
In-house there is a symposium which hosts visiting speakers, including the Royal Society of Chemistry and there is a popular and thriving science club at key stage 3.
We have had several Gold Awards and Silver Awards in recent years. We aim for our students to think and work like professional designers and produce innovative and exciting products using a range of materials, skills, equipment and processes.
Design and Technology Aims and Objectives Aims Pupils through problem solving and technological activities will build up their skills and give them the confidence to approach a rapidly changing world as active participants and discerning consumers in future design developments.
To give all pupils the opportunity and confidence to tackle and solve problems which relate to the needs of individuals.
To create a learning environment where pupils will develop creativity, equality, cooperation and resourcefulness and actively participate in the project work. To encourage an open-minded and investigative approach when tackling problems. To encourage clear communication techniques whether oral, written or graphical.
To encourage the use of IT as a means of communication, learning and design tool. To develop pupils understanding of how they can control products and systems and how products can be further developed to improve them.
To make pupils aware of safety, social, cultural and environmental issues.
Key Stage Three During each year pupils, tackle a variety of Design and Make tasks as well as focused capability tasks to ensure that students develop the skills needed to operate in a fast developing modern economy where creative problem solving skills are at a premium, and to develop the skills needed for the modern GCSE Design syllabus.
Students have two periods of Design and Technology per week at Key Stage 3; where possible these are organised as double lessons. They will undertake two projects: Mechanical grabber project Chaise Lounge These projects will give them the skills and knowledge they require to undertake the controlled assessment task and the written examination.
Pupils will use a variety of tools, machinery, equipment and processes including hand, machine and CAM to produce working prototypes and scale models.
They will be required to keep a detailed journal of their learning, skills development and progress.George Siemens: George Siemens is an instructor at Red River College in Winnipeg, Manitoba, Canada.
He is enamored with the potential of technology to transform learning and is convinced that existing educational perspectives need to be revised to meet the needs of "today's students".
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