Science

Science

Science lessons are delivered in one of our 6 purpose built labs, which have been specifically designed for the study of Biology, Chemistry and Physics. All lessons are delivered by fully qualified science specialists, with over 95 % of lessons being taught by scientists in their specific area of expertise. Pupils extend their scientific understanding using a range of tasks, designed to develop their investigative, practical, literacy, numeracy and IT skills.

Extra Curricular Science

A range of opportunities are provided promote interest in science and to help pupils to extend their awareness and understanding of science in the world around us.

Key Stage 3 Science Club

The lunchtime science club is open to members of years 7, 8 and 9. Pupils carry out practical based activities such as the use of pneumatic rockets, thermochromic paint etc.

Year 7 National Science Week Visit

Pupils in year 7 are given the opportunity to visit Aberystwyth University to take part in the highly informative hands-on science event. Pupils are also given a tour of the National library, including access to areas not normally available to the public.

Year 8 Salters’ Challenge

A team of pupils from year 8 are selected to take part in this practical based Chemistry challenge in Aberystwyth University. The competition helps to develop team work as well as investigative skills.

Year 8 & 9 Paris Study Tour

This well established and popular trip involves a 5 day visit to Paris. Pupils enjoy popular tourist attractions, ranging from the Eiffel Tower to Disneyland Paris, and develop scientific awareness at the hands-on science museum at La Villette and museum of space and flight at Le Bourget.

Year 9 Science “Applied Science Day”

All members of year 9 are involved in 4 practical workshops, led by external providers. Workshops have included “Rainforest Roadshow”, “Sound & Music”, “Forensic Science” and “Blood Awareness”.

Key Stage 3 Eisteddfod Competitions

In addition to a practical based challenge, held in lessons, pupils may enter the off stage science photography competition.

As well as these annual events, ad hoc events are also arranged. Recent and planned events include “Lab in a Lorry”, provided by the Institute of Physics and “CHaOS”, a series of demonstration lectures provided by Cambridge University and the “Squashed Tomato Challenge”, an engineering based IOP event.

Further Information

Further information regarding Science at Llandrindod High School can be obtained from Mr K Davies (Senior Curriculum Co-ordinator), Mrs D Chester (Curriculum Leader for Biology) or Mr D Osborne (Curriculum Leader for Physics).

Wbq

The Welsh Baccalaureate Qualification

The Welsh Baccalaureate (WBQ) adds a valuable new dimension to subjects and courses available to students between the ages of 14 to 19. It encourages independence and adds ‘real life’ experience to the curriculum.

How the Welsh Baccalaureate benefits you

The WBQ combines experiences and projects that help students to develop as an individual, and equip our young adults for their next steps – for work, university and for life.

The WBQ qualification proves students have developed the Essential /Key Skills considered important by employers and universities. It also shows they have furthered their personal and social education, undertaken individual research, gained work experience and participated in a community project.

The components of the Core WBQ Programme are developed in timetabled WBQ lessons for all Y12 and 13 students:

• Essential Skills Wales/Wider Essential Skills – 6 additional qualifications. ESW: Communication, ICT, Application of Number. Wider ESW: Working with Others, Problem Solving and Improving Own Learning and Performance.

All students follow a skills pathway which will enable them to achieve Grade A. We also offer provide opportunities for students to complete 4 skills qualifications at Level 3 which would help them attain A*.

• Wales, Europe and the World – a chance to learn more about the relationship Wales has with Europe and the world and the role of organisations like the EU and the UN; to learn about Politics, the Welsh Government and Parliament and to investigate the way economic and technological change shapes our lives.

 • Languages Module – this involves learning to “Sign” in a Glee-esque activity!

• Work-Related Education – includes working with an employer and taking part in a team enterprise activity to help you understand how business works.

• Personal and Social Education – helps explore issues in the modern world: family, health, relationships, citizenship and sustainable development.  PSE includes a wide variety of activities and guest speakers.

• Individual Investigation (minimum 3,000 words) – an opportunity for students to carry out personal research and write an extended project. This task requires and develops skills in collecting information, analysing and presenting data in a meaningful way and reflects the standards expected by universities and employers. The Individual Investigation will be graded: Pass, Merit or Distinction.  Many universities ask students about their Investigations at interview as the topic studied has to be submitted on UCAS application forms.

How does it fit in with other subject choices?

To achieve a Welsh Baccalaureate Advanced Diploma a typical student may combine two or more A Levels and the Advanced Core Programme. The Welsh Baccalaureate Advanced Diploma is included in offers from universities across the UK, and is formal recognition that the experiences and skills gained are valuable when studying at degree level and beyond.

Will it mean more exams? No!

There is no Welsh Baccalaureate ‘examination’ in contrast to Options subjects.  Students compile evidence of competency in Essential Skills and submit portfolios for assessment at set assessment deadlines throughout Year 12 and 13 taught, guided and supported by a team of WBQ Tutors. Students are also required to submit an Individual Investigation and WBQ Diary for assessment.

Further information Speak to our Curriculum Leader for WBQ: Mrs Mackenzie alternatively you can find out more by logging onto the Welsh Baccalaureate website   www.wbq.org.uk

 

Grading of the Advanced WBQ

 

WBQ Core Component

ACHIEVEMENT/ GRADES

WEW

Pass

PSE

Pass

WRE

Pass

Individual   Investigation

Distinction

Merit

Pass

6 ESW/ WKS at

level 2 or 3

4 or more

at level 3 with at

least

2 ESW

3 at level 3 with at least 1 ESW

4 or more

at level 3

with

at least

2 ESW

3 at   level 3

with

at least   1 ESW

4 or more

at

level 3 with

at least

2 ESW

3 at   level 3 with at least 1 ESW

Overall

Grade for WBQ

A*

A

A

B

B

C

Mathematics

The Maths Department

The Maths Dept. has been gaining quality results across all Key Stages for many years now. With all lessons taught by Maths specialists in well-resourced classrooms, this situation is expected to continue for some time. All Maths teaching rooms have use of an interactive whiteboard and specialist Maths software to ensure the delivery of exciting and relevant lessons. There is also a wide variety of associated and accompanying resources.

History

History

Key Stage 3

At Key Stage 3 the pupils follow the National Curriculum for History.

In Year 7 pupils recap on the key skills taught at primary school within the first few weeks of attending Llandrindod High School. They then go on to study the Battle of Hastings and the Conquest of England and Wales by the Normans, focusing on the development of castles throughout Wales. In the summer term Year 7 take part in a local study project and examine the growth and development of Llandrindod Wells.

In Year 8 pupils study the Tudor and Stewart period, focusing on the political and religious turbulence during this period. In the final term of Year 8, pupils study the changes to society with the start of the Industrial Revolution.

In Year 9 pupils are encouraged to study different societies and cultures through the History module based on Slavery. The final term of Year 9, pupils study the causes and courses of the First World War.

Key Stage 4

At Key Stage 4 all students are given the opportunity to study GCSE History and every student that undertakes the programme of study will be given the opportunity to sit the final exam.

Pupils follow the WJEC Syllabus B – in Year 10 pupils study Germany 1919-1947 and sit the formal assessment at the end of Year 10 in June. In Year 11 pupils study Sport, Leisure and Tourism and Crime and Punishment c1500 -Present Day and formal assessments are required in these modules as well. Pupils are required to complete two controlled assessments in class under teacher supervision.

Key Stage 5

At Key Stage 5 all students are given the opportunity to study A level History, (it is preferable that candidates have studied History at GCSE and achieved a grade C or above). Every student that undertakes this programme of study will be given the opportunity to sit the final exam. Pupils study Welsh and British Democracy and the causes and courses of the American Civil War.

French

FRENCH DEPARTMENT

AIMS

  1. To enable learners of all ages and abilities to use the foreign language for the purpose of communication, by providing an enjoyable and stimulating language learning experience.
  2. To foster the ability to collect and exchange information, ideas and attitudes through the medium of the foreign language.
  3. To stimulate and maintain interest and enjoyment in the culture of the foreign country and to raise awareness of multicultural issues.
  4. To establish an awareness of the language learning process, thereby facilitating the learning of other languages.
  5. To promote a range of learning styles from communicative teaching to self-access study.
  6. To help learners reach a level of achievement which will, where applicable, facilitate access into further education or career choice.

KEY STAGE 3

Pupils at Key Stage 3 study French using a motivating and integrated programme of study where they learn the skills and knowledge to develop their understanding and language learning further. ICT plays an important role through the use of our interactive whiteboard and interactive language packages. Oral activities ensure that pupils are able to communicate effectively in the foreign language, allowing them to develop and extend their spoken French. Opportunities are provided for pupils to read for pleasure in the foreign language and they are able to use a variety of texts containing a range of structures and vocabulary to develop their reading skills. Pupils write on a range of topics, both creative and factual, including producing more extended writing, using a variety of vocabulary and structures and often using more complex language. Pupils’ progress is monitored and assessed by end of module tests in all key skill areas.

GCSE French (WJEC)

The WJEC GCSE French specification enhances pupils’ European and global awareness. There are opportunities to explore the spiritual, moral, ethical and cultural dimensions of topics studied. Opportunities will also be provided for pupils to develop their Key Skills. The specification enables pupils to develop an understanding of the language in a variety of contexts, the ability to communicate effectively in the language, knowledge of the language and language learning and an awareness and understanding of countries where the language is spoken.

Unit 1: Listening (20%).

Written Paper: approx. 35 minutes (F) approx. 45 minutes (H).

40 marks.

Listening Comprehension with non-verbal responses and verbal

responses in English/Welsh.

Unit 2: Speaking (30%).

Controlled Assessment (untiered).

40 marks.

Two tasks: Structured Conversation, Presentation and Discussion.

Unit 3: Reading (20%).

Written Paper: 35 minutes (F) 45 minutes (H).

40 marks.

Reading comprehension with non-verbal and verbal responses in

English/Welsh.

Unit 4: Writing (30%).

Controlled Assessment (untiered).

40 marks.

Two written tasks from different contexts.

  • Personal and Social Life.
  • Local Community.
  • The World of Work.
  • The Wider World.

Self, family, friends, home life, shopping, meals, healthy living, illness and accident, free time, fashion, relationships, future plans.

Home town, school, education, local environment, pollution, recycling, local facilities, comparisons with other towns and regions, weather and seasons.

Work experience, part-time jobs, future careers, technology (sending messages, accessing information).

Travel and holidays, media, social issues (e.g. life of young people today, homelessness, crime, drugs, healthy living, religion, politics), life in the countries and

communities where the language is spoken.

A Level French (WJEC)

Advanced Subsidiary (AS) and Advanced (A) Level GCE French is designed for students who have developed a range of language skills and wish to extend their studies further. The course aims to provide opportunities for students to maintain breadth within their language studies. The WJEC specification enhances students’ European and global awareness. There are opportunities to explore the spiritual, moral, ethical and cultural dimensions of the topics studied and to contribute to students’ environmental education including sustainable development. Opportunities will be provided for students to develop their Key Skills.

AS Level French (2 units).

l  FN1 – Oral, 20%, 12-15 minutes.

l  Examiner-led discussion of topics.

l  General conversation.

l  FN2 – Listening, Reading, Writing, 30%, 2.5 hours.

l  Listening and Responding.

l  Reading and Responding.

l  Grammar tasks.

l  Translation French – English.

l  Essay.

A Level French (AS plus a further 2 units).

l  FN3 – Oral, 20%, 15-20 minutes.

l  Structured Discussion.

l  Exposé (Literature “L’Etranger” – Camus, “Le Silence de la Mer – Vercors).

l  FN4 – Listening, Reading, Writing, 30%, 3 hours.

l  Listening and Responding.

l  Reading and Responding.

l  Translation English – French.

l  Guided Studies essay (Literature “L’Etranger” – Camus, “Le Silence de la Mer – Vercors).

Students are required to have a sound knowledge of grammar. The course involves a great deal of learning, individual reading and research. It is recommended that students have at least a grade C at GCSE.

English

English

Rationale

The skills of reading, writing, speaking and listening are of vital importance.  Not only are they essential in many careers, they also underpin successful study at all levels, and a proficiency in them can also add immeasurably to an individual’s general quality of life.  The English courses at all Key Stages are designed to aid and support such development, and to encourage learners to be inspired by following a broad and coherent course of study.  The English Department also values extra-curricular activities and offers a range of enriching opportunities to develop pupils’ creative interests.

Key Stage 3

At Key Stage 3 learners build on the skills, knowledge and understanding acquired at Key Stage 2.  Learners’ progress is developed within an integrated and stimulating programme of speaking, listening, reading and writing.  Oral activities ensure the development and extension of learners’ abilities as listeners, viewers and speakers.  They read widely for pleasure, interest and information and to develop and articulate an informed personal opinion about their reading.  They are able to respond to the content and style of texts, discussing a varied selection of literature, information and media texts.  Learners write in a range of forms and styles, adjusting their language to suit purpose and audience, using an appropriate level of formality.  They work with increasing accuracy and become reflective and evaluative in relation to their own and others’ achievements. Common assessment tasks are completed termly to monitor the progress of individuals.

Key Stage 4

All pupils are entered for GCSE English Language and GCSE English Literature.  This is an excellent opportunity to gain two GCSEs from study in the same subject area.  The English Literature course requires that students become critical readers of prose, poetry and drama.  A range of periods and styles of writing will be studied by all pupils.

English Language:

Unit 1:  Examination – 30% – Reading of unseen prose text and one imaginative writing task.

Unit 2:  Examination – 30% – Reading of instructional/explanatory/persuasive media texts and one explanatory or persuasive writing task.

Unit 3:  Controlled Assessment – 20% – One reading and one writing task.

Unit 4:  Controlled Assessment – 20% – Speaking and Listening, to include group discussion and an individual presentation.

English Literature:

Unit 1:  Examination – 35% – Study of ‘different cultures’ prose text and unseen poetry.

Unit 2:  Examination – 40% – Study of a prose text and a drama text.

Unit 3:  Controlled Assessment – 25% – Study of a Shakespeare play and various poems.

Pupils will be entered, according to ability, for either:

Higher Tier  Grades A*- C

Foundation Tier  Grades C  – G

AS/A Level English Language and Literature

Gaining an AS/A level in English Language and Literature will enhance students’ knowledge of the literary heritage and enable students to develop excellent communication skills. The study of English Language and Literature will complement further education and employment. The course is demanding, interesting and very rewarding and is taught by subject specialists.

• The course will develop the ability to write clearly and effectively when analysing both fiction and non-fiction texts;

• Students will be given opportunities to produce their own creative and transactional writing;

• Students will study language elements closely, including the analysis of spoken texts and parts of speech, grammar, etc.

The WJEC specification for AS and A level is offered to Sixth Form entrants.  There are two modules of study in each year:

AS

Module LL1 – Critical Reading of Literary and Non-Literary Texts (examination)

Section A – Poetry pre-1900 (anthology) and analysis of unseen text

Section B – Prose – Study of The Time Traveler’s Wife by Audrey Niffenegger and The Time Machine by H. G. Wells

Module LL2 – Internal Assessment

3 written tasks:    a) Creative Writing (linked to your choice of independent reading); b)  Transactional Writing; c) Written commentary in which you analyse your own writing approaches.

A2

Module LL3 – Internal Assessment

a) Dramatic texts in context – Study of King Lear by William Shakespeare and Death of a Salesman by Arthur Miller;

b) Written tasks – two original scripts for performance and a written evaluation of your approaches and style.

Module LL4 – Comparative Textual Analysis and Review (examination)

Section A – Analysis of unseen fiction and non-fiction texts;

Section B – Study of Wuthering Heights by Emily Bronte and a range of independent reading texts.

Take up requirements:

It is recommended that students have at least a Grade C in English and English Literature at GCSE.

N.B.  The texts listed for study are provisional and may change subject to decisions made by the class teacher.

Drama

Llandrindod High School Drama Department

As a department, we provide opportunities for students to: 

  • Explore situations involving human dilemmas through a variety of Drama mediums.
  • Challenge perceptions of Drama both as a learning medium and an art form.
  • Develop and enhance communication and social skills through group work and performance.
  • Understand the artistic process through responding, developing, performing and evaluating.
  • Develop their imagination.
  • Be a critical and evaluative audience.

Drama lessons aim to: 

  • Encourage total involvement and commitment from students.
  • Enable all students to succeed and develop their self-esteem.
  • Show that learning can be fun.
  • Encourage respect for personal contributions and evaluations.
  • Challenge students to consider complex issues, thoughts, feelings and actions while performing and analysing work.

Extra-curricular activities:

There are a number of opportunities for students to become involved in extra-curricular activities at Llandrindod High School. In addition to a range of school concerts, students have the opportunity to become involved in whole-school productions. The School Eisteddfod also provides a platform for students to perform from across Key Stages 3 and 4. GCSE rehearsals run throughout the spring term, allowing students to perform to an outside audience. Visits to theatres and educational workshops also support the Drama curriculum.

Key Stage 3

At Key Stage 3, students are given a number of opportunities to develop their independent, creative and improvisational skills. The schemes studied throughout Years 7-9 cover a range of cultural, historical and cross-curricular links through a range of drama mediums and explorative strategies.

Key Stage 4

Key Stage 4 students follow the Edexcel specification, providing an opportunity to consolidate the drama skills they have developed throughout years 7, 8 and 9, with a range of practical, explorative and devised tasks, in addition to the written analysis and evaluation of productions. From the 2016 examination series onwards, students will follow the WJEC GCSE Drama specification.  This course allows students to gain an insight into the performing arts industry, including sound and lighting techniques, in addition to developing their performance skills.

Creative Design

Welcome to the Creative Design Department

The aim of the department is to inspire and maintain student interest, curiosity and enjoyment in art lessons.

We inspire pupils to become confident in producing art, craft and design and our schemes of work are developed to take into account their interests, abilities and learning styles. The excitement and energy of the department is extremely popular with the pupils and many spend their free time developing their skills within this specialised environment.

At present we have the facilities to work in a variety of media, including painting, mixed media, 3-dimensional work and printing. We also have a kiln, where students can produce ceramic work. We have recently made investment into iPads for the department and are also currently developing our provision of ICT further within the department with plans for Apple Mac computers. The display of students’ work is very important to us. We hold an annual art show, as well as displaying work around the school.shannon-goodwin-017

The staff are committed to making the pupils experience of art and design a safe, happy and stimulating one. We currently have 2 teachers working in the department, each has their own specialism to share with the pupils. The department runs a number of Lunchtime Clubs in order to extend and support learning.


Staff

 Mr R Bennett – Head of Department
Miss K Vaughan – Teacher of Art
Miss J Lane – Teacher of Design Technology

Every student possesses a sketchbook that records all their observations, experimentation and final designs. All students are encouraged to take pride in their work and become confident using a variety of media. In Key Stage 3 all students follow a structured scheme of work that provides ‘basic building block skills’ as well as opportunities to creatively interpret set briefs. At GCSE students are encouraged to develop higher quality skills and critically analyse their and artist’s work to understand more fully the context of their work.


GCSE

Art and Design at Llandrindod High School is a popular and exciting subject.

GCSE Art and Design examination board: WJEC (www.wjec.co.uk)

 The GCSE Art and Design course covers a wide range of skills and experiences that enables pupils to develop original ideas through to finished products, following an organised methodology and approach. The course develops the individual’s judgement and ability. Within the course, pupils are encouraged to incorporate studies of work by other Artists, Craft workers and Designers. There is an opportunity for pupils to develop their skills within the following fields:

  • Drawing and Painting
  • Printmaking
  • Textiles
  • 3D Design
  • Ceramics
  • Photography

The GCSE Art and Design consists of TWO parts:

  • Assessment 1: CANDIDATE PORTFOLIO (60%)
  • Assessment 2: EXTERNALLY SET TASK (40%)

 The PORTFOLIO unit is internally set by the department and developed from personal starting points. The PORTFOLIO motivates the personal interest of each pupil and at the same time appropriately relate to worthwhile educational experiences. Sketchbooks are used extensively and become a stimulating resource for subsequent work.

The course is designed to encompass four principal areas. These areas are incorporated into the four assessment objective headings:

  • Contextual understanding
  • Creative making
  • Reflective recording
  • Personal presentation

 The Externally Set Task is the remainder 40% of the course and is characterised by visual and written triggers in an examination paper. Pupils receive a preparation period of 6/8 weeks in which to explore and develop ideas for a final outcome to be produced during a two day examination.


AS & A Level

At the beginning of both the AS and A2 students will take part in a variety of teacher lead workshops. We encourage experimentation in a wide range of media and processes before students independently develop the project in a more personal direction through to various outcomes. Students will produce one coursework unit and one exam unit. The exam theme is set by the exam board and pupils will be given a number of weeks to prepare before completing a controlled exam.a-level-work-2013-006

During the AS and A2 students will explore a wide range of artists, crafts people and designers and visit galleries/ exhibitions to keep abreast of the latest developments in Art.

Students have ownership over their work and can really follow through concept, issues, interests and ideas that are relevant and important to them

ASC Centre

The ASC Centre

The Mid Powys ASC Centre has been at the school for 10 years and we are now located within the main school in what used to be the old 6th form common room. We have 14 pupils who have been diagnosed as being on the Autistic Spectrum either with Aspergers Syndrome or Classic Autism.

As part of the education of these pupils we run an Emotional Literacy programme to help pupils understand how social skills and emotional intelligence impact on everyday life. We also run a transition programme to help pupils cope with what is one of the major changes in their lives, the transfer from primary to secondary education. Our ethos is that wherever possible our pupils should be taught in mainstream lessons with the necessary support. This has proved successful over the years with many of our pupils going on to complete 6th form and then on to university. The centre also has an outreach service that many schools have made use of over the years and of which we are very proud of. As part of our service to pupils we also run a parent group which takes place on the last Wednesday of every term.

The centre continues to go from strength to strength and is a recognised valuable asset to the high school and the community it serves. To contact the centre please ring 01597 828856.

Shaun Payne ASC Centre Manager