GCSE Geography - Which case study?

Which case study.pptx Download this file

A PPT for you to help with Selecting the right case studies when answering 8 mark questions in Geogrpahy.

Geography - One Child Policy

Here is a link to China's one child policy

3 Links for History students

Here are 3 links for year 11 history students 

http://www.schoolhistory.co.uk/lessons/nativeamericans/diagram.htm - Do you know the difference between a stereotype and real life?

I useful book for revision is -
The American West 1840-1895
(John Murray – IBSN 0-7195-5181-1)
Can you find it in  the library?

The steep climb to university starts with GCSEs

The steep climb to university starts with GCSEs

As children face a summer of exams, former headmaster Tommy Cookson outlines why getting top grades is more important than ever.

The long haul: your GCSEs will affect your UCAS application
The long haul: your GCSEs will affect your UCAS application  Photo: ALAMY
tag --> By 2:41PM BST 23 Apr 2012

Only a month to go before GCSEs and (so the myth suggests) boys will be starting to revise while girls will have been working flat out for months. For both, however, the results will have a critical bearing on whether they decide to go to university, which university they choose and what course they apply for.
Never before have GCSE results been so important. They are the only hard-and-fast evidence that a university admissions tutor has of an applicant’s performance in a public examination. Not all schools offer AS exams and many offer a variety of different sixth-form courses; whereas GCSEs and IGCSEs are common currency for UK and international applicants.
Taking and doing well in GCSE is only the start of a difficult process. Choosing which university to apply to and what subject to read when and if you get there are as tricky as choosing a profession – or who to marry. Unfortunately the university choices have to be made a lot younger and, unlike marriage, the courtship is often indecently short.
Further, some universities are popular and hard to woo. The very best will be looking for as many as eight A*s in a range of GCSE subjects from students at top-of-the-league-tables independent schools; but any university in the top 10 will want at least some in subjects related to the pupil’s choice of degree course. All universities require at least a grade C in English and mathematics and all will need evidence of sufficient ability to make a success of a three-year degree course. Dropout rates are still high enough (in excess of eight per cent) to warrant caution in the assessment of applications.
The results are in by late August. It’s tough for some, but in my experience, generally candidates get what they deserve and their teachers expect. Occasionally a disappointing grade in the sciences or maths may act as a useful warning to pupils who have had a romantic attraction, say, to medicine that the subject is not for them. Other exams such as English literature can produce odd grades that need not put off a candidate. Remember, time passes quickly: applications for top universities such as Oxford or Cambridge and medical schools have to be in by October 15 of the next year and it’s best to apply for competitive courses as early as possible.
The lower sixth year is therefore a time for purposeful research. Pupils should arm themselves with a university handbook such as Brian Heap’s Choosing Your University Degree Course or The UCAS Guide to Getting into University and College. Each university also publishes its own handbook, copies of which are sent free to schools and which should be consulted when you have narrowed down your choices.
Universities hold open days in the summer that offer the opportunity to get a feel for the place and the people and decide whether it’s too far from home… or not far enough.
When you have a clear picture of the type of course and university you want to aim for, it is time to ask the help of professional advisers. The school’s or the local authority’s careers department can tell you, for instance, which universities have good law schools, how you qualify to become a barrister, even whether reading law is the best preparation for law. They can also tell you where to find useful work experience to help you discover what you might (and just as importantly what you might not) enjoy.
Experience suggests that those heading down the science route make up their minds more quickly about what to do at university than those aiming for arts courses. Some schools buy in psychometric tests for their pupils. These indicate where their strengths lie but not necessarily which profession would best suit them. The advice of parents and teachers at this stage is critical. The role of both is a bit like that of the monarch: to advise and to warn but not to make decisions. Your child is most probably nervous of independence but determined to secure it none the less. Wise teachers and parents recognise this and do not force the issue.

Nevertheless you should be ready to listen and comment whenever the subject of university arises and tactfully nudge communication along if it lapses.
Courting a university (or five universities at once, as candidates are required to do on the UCAS application form) is frustrating. There is the one you really want but know that everyone else is after as well. There are those that do not cause the earth to move but perhaps would suit you best in the long run; and a couple you’d rather have than be left on the shelf. You should avoid applying to the last: they are called insurance choices. Unless you want to go to a university, don’t put it down on your UCAS form.
When making your final choices, it is good to be ambitious but silly to be unrealistic. Most candidates, it has to be said, lack realism, aim impossibly high and should heed the advice of their teachers. But very occasionally teachers (perhaps themselves disappointed in the past) can scotch ambition and counsel pupils to play it safe. This is unhelpful and a source of deep frustration to top universities.
Choosing a university, like choosing a partner, depends on compatibility. Once you are sure of your course, it’s worth finding out which university has the best department, although competition to get into it will drive up the required entry grades. If you are doubtful about making the grade a slight alteration of course may do the trick. There is competition for English, for instance, but the choice of English and classical literature might produce a lower offer – and there are some really excellent classics departments around.
This advice sometimes brings the response: what future does classics prepare you for? And this raises the question: what’s university for?
A number of university disciplines are vocational. Medicine, law engineering and many others lead on to a profession, though not directly to a professional qualification. But many aren’t “useful”. Their purpose is to deepen understanding of life, to improve the way we think and communicate and to show us that human existence is complex and the truth murky. Study of classics may prepare one for a career in the BBC as well as media studies. It may also prepare one for a career in law. The recent science editor of a national newspaper read history.
Things to consider
Cambridge and Oxford, Imperial College, UCL and Warwick feature in all lists of the top 10 universities; the other five places tend to be filled by different institutions each year.
Imperial is strong in engineering, Bath and Warwick in business and economics, and LSE in economics or law-related degrees.
The number of GCSE A* grades required by universities vary depending on the applying pupil’s school’s average. For example, a school in an affluent area and in the private sector might be averaging six A*s per pupil, so an offer to a candidate from a top university and popular faculty would be made on a very high number of A*s. Universities expect less from pupils at schools with lower average grades.
Popular subjects that need a very good hand of GCSEs include economics (applications rising rapidly), English, history, medicine, geography, business studies/administration (especially at Bath and Warwick), law and psychology.
High grades would also be expected in joint courses in politics, philosophy and economics, and English and history. These subjects have very high ratios of applicants to places (as many as 20:1) so admissions tutors have no choice but to be very selective.
Tommy Cookson is former headmaster of Winchester College, Sevenoaks School and King Edward VI, Southampton
Brian Heap’s HEAP 2013: University Degree Course Offers is available to preorder from Telegraph Books at £35 + £1.25 p&p. Call 0844 871 1515 or visit books.telegraph.co.uk
The UCAS Guide to Getting Into University and College is available to pre-order from Telegraph Books at £11.99 + £1.25 p&p (as above)

Meet the employer Event!

Meet the Employer
Wednesday 9th May 2012, 4.00-7.30pm
Eastleigh College is holding a Meet the Employer event on Wednesday 9th May, from 4.00pm until 7.30pm at our main campus on Chestnut Avenue, Eastleigh. The event will be of interest to any of your Year 11 students leaving school shortly and seeking an Apprenticeship to continue their learning and kick-start their careers.
Over 20 Apprenticeship vacancies from 18 employers are set to be promoted at the event.
The vacancies are in the following Apprenticeship frameworks:
·         Business Administration
·         Carpentry
·         Catering
·         Construction
·         Engineering
·         Gas
·         Motor Vehicle
·         Plumbing
·         Refrigeration
Representatives from each employer will be able to give information about their organisation and their specific vacancies.
The team from Eastleigh College Training Agency (ECTA) will also be on hand to offer general advice and information on how to apply for the various Apprenticeships being showcased at the event.
You will shortly receive in the post some posters advertising the event, which we would be grateful if you could put up in a prominent position in your school. A copy of the poster is also attached for your information.
The event is being held on Wednesday 9th May, 4.00-7.30pm, at Eastleigh College’s main campus on Chestnut Avenue, Eastleigh, SO50 5FS.
For more information, contact the ECTA team on 023 8091 1226.

Meet the Employer_web.pdf

Download this file

Something special


We are in the middle of making something very special and helpful for you all. Watch this space!

How the Internet is Ruining Your Brain


Not only did the topic catch my attention, but the artistic style of the infographic is quite interesting. It looks like my sloppy handwriting, and it may not be clean in appearance, but these choices appear to be intentional and the infographic gets the point across.

Pizza time

We are definitely working towards pizza rewards time of year, and its most welcome.

Mt St Helens eruption

Mt St Helens.ppt Download this file
Been doing Mt St Helens eruption this week?

Also I attach is Mt St Helens PPT for you also


Y11 geog revision workshop tonight in 560 3-4pm.  How good are you at playing Top Trumps?!

Geog question - what is GNI?  Why do we like it in geography?

Online Safety Poster


Girls' League Teams

Team Power Puffs
Ellie-Mae Folds & Harriet Temple-Wilson
Manager Miss K Smith
Team Three Musketeers!
Merissa Kane, Leoni Hunt & Megan Wren
Manager Mrs Broadribb
Team Cheerios
Katrina Athanasakos & Hailey Golding
Manager Miss Skinner
Team Cocopops
Aiya Binshalhoub & Charlotte Hobbs
Team Mean
Kim Handy, Sonia Smith, Alice Southern
Manager Mrs Bridle
Team Undersided
Ruth Buckle, Jess Badman, Solora Dring, and Elizabeth Hatch
Manager Miss Carman
Team K.E
Kirby Wells & Ellie Brealey
Manager Mrs Goatley
Team Special K
Maria Green & Ellie Leonard
Manager Miss Cooke
Team A Team
Alice Bray & Chelsea Taylor
Manager Miss Squires

Boys' League Teams

Team Alpha
Joe McCann and Tom Hackett
Manager Mr Hastings
Team Bravo
Kyle Moore, Jack Rogers and Sam Ryves
Manager Mr Cullen
Team Charlie
Joe Bridgeman, Cameron Blandford, and Tom Bolton
Manager Mr Rodriguez
Team Delta
Tom Gilling and Wes Slingo
Manager Mr Main
Team Echo
Max Hammerton and Josh Wallis
Manager Mr M Smith
Team Saints
Conner Fell, Dan Hopkins, Johnathan Arnold, and Luke Davenport
Manager Mr Doulton
Will Bishop and Jamie Norman
Manager Mr Bishop
Team Exit
Dom House, Hami Miah
Team One!
Jack White and Sam Roberts
Manager Mr Fenner

Feedback from marking ICT Unit 5

  • If its not uploaded to your EPortfolio– it won’t get marked!
  • Work on section B feedback first - if test plan, assets or storyboard not complete or missing then marks for this section will be very low
  • Add a keyboard event so that the moderator can move through the levels of your game and get to the end without having to play the whole thing.
  • Get rid of all red writing on test plan, overview and storyboards
  • Add a back story screen – to reflect London – 2552 Olympics
  • Separate instructions are not just a print screen of your instructions from your game but something more professional looking and user friendly - PDFd
  • Details of editing in your assets table are ‘details’ ie: not just ‘made it in Fireworks’
  • Test plan – make sure you test all keyboard controls once game is complete – not just tests as the game has developed
  • Promo video – include sounds and images in your assets table
  • Promo video – include pegi rating, which platform your game will be available on and a build up / walk through of your game
  • Review and Promo – check the read drive for examples of these so you know what marks you’re aiming for
  • If your game has changed completely then don’t go back and do your storyboards  but evidence it in your assets table, test plan or design log
  • Design log for higher marks / top sets – to explain design decisions as your game developed- section B is worth a lot of marks even if your game is 'not how you want it'
  • Moodboard – you won’t get the marks unless you can evidence how you’ve met all the criteria on the moodboard list.

Unit5 Marking Feedback.ppt Download this file


Put the dates in your diary


No Dingbats here

A week after the rest of the school broke up Year 11 pupils are still working hard towards their various GCSEs.
Well done for a great effort for coming in and working so hard during your hoildays.
Make sure you take the next week off, relax and enjoy spending time with your friends and family you have earned a well deserved rest now.
We will see you fresh and ready on the 16th April for the last push towards getting those results you want that are written on your postcard?
Finally you will need to bring your singing voices ready a special assembly when we return!!!!
Well Done

GCSE English Notes from Easter Revision

Lots of new notes on the English Blog click here

Young Southampton

Young Southampton provides information, advice and guidance for young people living in Southampton, their parents and carers and those who work with them, updated by Children's Services, Southampton City Council.

Science Higher Teir Notes from Easter Revison

b4_revision_poster.docx Download this file

B4C4P4.ppt Download this file

C4_Chemical_Economics.pub Download this file

OCR_B4_Revision_answers.docx Download this file

OCR_B4_Revision_questions.docx Download this file

P4 Radiation for Life.doc Download this file

Enjoy your breaks, use the bins


Well done for coming to school for your Easter Revision sessions.

Please respect the site staff and put your rubbish in the bins.