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Key Stage 4 Options Booklet 2016 - Full version Year 9

2015- 2016

BLATCHINGTON MILL SCHOOL AND

SIXTH FORM COLLEGE

BMS / AC / Curriculum / Options 2016-17 / Options Booklet - Full Printed Version. Updated last 11/01/2016.

CONTENTS PAGE.

PAGE CONTENTS

Page 3 Message from the Headteacher

Page 4 Introduction to Key Stage 4

Page 5 The importance of Key Stage 4 Options

Page 6 Qualifications available at Key Stage 4

Page 7 Courses taken by all students at Key Stage 4 and optional courses available

Page 8 Restrictions on choices and compulsory requirements; The English Baccalaureate

Page 9 Assessment Measures and Curriculum requirements and restrictions

Page 10 For those considering studying at university

Page 11 Changing and dropping courses and The Bespoke Education Programme

Pages 12 to 14 The Core Curriculum; English Language and English Literature GCSE

Pages 14 to 15 Mathematics GCSE

Pages 15 to 16 Combined Science and Triple Science GCSE

Page 16 Core PE, RE, PSHE and Citizenship

Pages 17 to 18 Optional courses; Art and Design (General Art and Design) GCSE

Pages 18 to 20 Art and Design (Fine Art & Digital Media) GCSE

Pages 20 to 22 Business Studies GCSE

Pages 22 to 23 Child Development GCSE

Pages 23 to 25 Computer Science GCSE

Pages 25 to 26 Dance GCSE and BTEC

Pages 26 to 27 Design; Graphic Communication GCSE

Pages 28 to 29 Design; Resistant Materials GCSE

Pages 29 to 30 Design; Textiles Technology GCSE

Pages 30 to 31 Drama GCSE

Pages 31 to 33 Food Preparation and Nutrition GCSE

Pages 33 to 35 French GCSE

Pages 35 to 37 Geography GCSE

Pages 37 to 38 History GCSE

Pages 38 to 41 Information Communication Technology GCSE

Pages 41 to 42 Latin GCSE

Pages 42 to 44 Media Studies GCSE

Pages 44 to 46 Music GCSE

Pages 46 to 48 Music BTEC

Pages 48 to 49 Performing Arts - Production BTEC

Pages 49 to 51 Physical Education Level 2 Qualifications

Pages 51 to 52 Religious Studies GCSE

Pages 52 to 53 Sociology GCSE

Pages 53 to 55 Spanish GCSE


Page 55 Modern Foreign Languages - Frequently Asked Questions

Page 56 Making Your Choices - advice for students and Important dates to remember.

Pages 57 to 58 Completing the Options Form and Space for notes


A message from The Headteacher. Welcome to a hugely significant moment in your education. The options process is a time of great possibility, of tough decisions, and of serious self-reflection. The latter is the most crucial – take the time to identify what you really want from your education – and treat these choices with care. Get them right, and they can go a long way to unlocking your academic potential and to ensuring you enjoy lessons and thrive at school. Within your options, consider what you might need for your future. Many of you will be undecided about your future pathways at this stage – the best analogy is packing your bag before setting off on an adventure. What do you need to survive in any situation? The essentials: the torch, tent, sleeping bag, food, water. In many ways those essentials are taken care of. You will all study English, Maths, Science, PE, and PSHE. So the subjects you choose are your specialisms – your equipment that is specific to you and your future journey. Do you pack a rope, first aid kit, and camera? What kind of adventure are you going on? The truth is that none of us know – and you may not yet be able to predict the path you will follow. The best advice is to pick as widely as possible, to be prepared for the widest range of possibilities. What is also crucial is that you pick based on valid criteria that make sense to you. These could be from the following: do you have a particular strength or talent you want to really excel at? Are you interested in learning more about a specific subject? Is that subject a good route to a future career you want to pursue? Do you know older students who have already studied the course and given you some experience of what it is all about? Have you looked at the subjects that continue into Sixth Form? Have you listened to the advice around university admissions and which subjects they are looking for? In short – there is much to ponder. One piece of advice would be to embrace this and treat it as an opportunity – and I know it’s easy to become overwhelmed by the possibilities. The most important thing is that you pick the courses that make you happy, that make you love to learn, and wake up on Monday morning smiling to come to school. We all do our best when we are happy. Mr Harrold Head Teacher


AN INTRODUCTION TO KEY STAGE 4. Key Stage 4 covers Years 10 and 11 of a student’s school life. At this point, to some extent at least, they can start deciding which subjects to continue and which to drop. Whilst some courses are compulsory others are optional and thus selecting the subjects to study is known as ‘Options’. The importance of selecting Options subjects carefully cannot be overstated as the courses taken at this stage form the passport for entry into later employment as well as further and higher education. Before making subject choices for Years 10 and 11, students and their parents or carers should spend some time reading the sections on The Importance of Key Stage 4 Options and Thinking Ahead - For Those Considering Studying at University which are intended to give a broader perspective on course selection. It is also important to understand the following:

Which subjects are compulsory at Key Stage 4,

Which subjects are available as optional courses,

What each of the optional courses contains, demands and where it can lead in the future,

Options restrictions, recommendations and the E-Bacc (The English Baccalaureate). The pages in this document should provide you with the answers to these questions. The bulk of Options information is available on-line. Students, staff, parents and carers can access it on Firefly in the Year 9 area under ‘Options’. A separate Careers information booklet is available which has links to many websites offering information on a wide range of post 16, post 18 opportunities and careers for later life. This is available on Firefly in the Year 9 area.


THE IMPORTANCE OF KEY STAGE 4 OPTIONS. Under a scheme called Raising the Participation Age (RPA) students are now required to remain in education or training until the age of 18; this can include employment with training so does not mean that students need to remain in school. Students should aim to make selections for Key Stage 4 which will support progression to Key Stage 5 AND for life beyond education (at whatever level they decide to leave it). They should look ahead at what courses and qualifications they may need for each level to ensure their choices allow them to progress as they hope. The range of pathways from Year 9 to higher education or employment post 18 are illustrated below.

GCSEs or other refers to level 2 qualifications which are nationally recognised and valued. These include GCSE (General Certificate of Secondary Education) and technical awards such as BTEC (Business and Technical Education Certificate). A Level refers to level 3 qualifications which are well established and recognised by colleges and universities. A levels take two years to complete and are studied post 16. Foundation Learning refers to learning which is below level 2 post 16. It is appropriate for students not yet ready to progress to level 2 or beyond. Apprenticeships refers to training given to young people who are employed by a company but who also receive further education either at college or at the workplace. This is a means of earning whilst learning! The range of employment areas in which an apprenticeship can be taken has expanded massively in recent years and higher apprenticeships can be taken up to degree level.

The sooner students begin thinking about their long-term ambitions, the easier they’ll find making their Options choices at Key Stage 4. Students unsure of their long-term plans should select a range of courses offering breadth and balance and if they think they might want to study at university later, they should refer to the later section For Those Considering Studying at University.


QUALIFICATIONS AVAILABLE AT KS4

All qualifications are referred to by a level. These levels are from The National Qualifications Framework, which is outlined below: Level 1 - Qualifications equivalent to GCSE grades D to G or 1 to 4.

Level 2 - Qualifications equivalent to GCSE grades A* to C or 5 to 9.

Level 3 - Qualifications equivalent to A Levels.

Level 4 - Qualifications equivalent to degree level.

Level 5 - Qualifications beyond degree level. The vast majority of the courses offered at Blatchington Mill at KS4 are at level 2; these are mostly GCSEs but some level 2 BTECs are available too. A new GCSE grading system is being introduced from 2017 at GCSE to replace the A* to U system with a new 9 to 1 scale. The government has recently announced that under the new grading system, a good pass – currently a C grade, will become a grade 5 under the new scale. Students in Year 9 will be awarded GCSEs using the new grading scale in the majority of their subjects but depending on the Option subjects they choose they may still be awarded some GCSEs at A* to U. Unless otherwise stated, courses will be at level 2, but please read the information carefully to ensure appropriate levels of course are selected. Where appropriate some students may take qualifications below level 1 but this will be discussed with students and parents/carers if we think this is appropriate for your child.


THE CURRICULUM

Courses Taken By All Students At Key Stage 4. All students will study the CORE CURRICULUM which is compulsory. The subjects which make-up the ‘core’ in Years 10 and 11 include:

In addition to the core-curriculum, students will be free to select four subjects from the following;

The optional courses are split into 4 timetable blocks and students select 1 from each block. There are, however, restrictions which are explained in the following section. Block A Art: Digital GCSE Business Studies GCSE Child Development GCSE French GCSE Geography GCSE Music GCSE Music BTEC Spanish GCSE Sociology GCSE

Block B Computer Science GCSE Dance GCSE Drama GCSE Food Preparation and Nutrition GCSE French GCSE History GCSE Religious Studies GCSE Spanish GCSE

Block C Design: Textiles GCSE Design: Resistant Materials GCSE French GCSE Geography GCSE History GCSE ICT GCSE Latin GCSE PE GCSE Sport BTEC

Block D Art: General GCSE Design: Graphic Communication GCSE Geography GCSE History GCSE ICT GCSE Media Studies GCSE Performing Arts BTEC Spanish GCSE

English (English & English Literature) Mathematics

Science Religious Education / Citizenship

Personal, Social & Health Education (PSHE) Physical Education (PE)

Optional Courses.

Art & Design (Fine Art & Digital Media) GCSE History GCSE

Art & Design (General Art) GCSE ICT GCSE

Business Studies GCSE Latin GCSE

Child Development GCSE Media Studies GCSE

Computer Science GCSE Music GCSE

Dance GCSE / BTEC Music BTEC

Design: Graphic Communication GCSE Performing Arts BTEC

Design: Resistant Materials GCSE Physical Education GCSE

Design: Textiles Technology GCSE Religious Studies GCSE

Drama GCSE Sociology GCSE

Food Preparation and Nutrition GCSE Sport BTEC

French GCSE Spanish GCSE

Geography GCSE


RESTRICTIONS ON CHOICES AND COMPULSORY REQUIREMENTS.

THE ENGLISH BACCALAUREATE (the E-Bacc).

In 2011 the government introduced a qualification called The English Baccalaureate (or E-Bacc for short). This is not a stand-alone qualification, but an award given to students who achieve a grade 5 (C) or above in a minimum of 5 subjects, which must include all of the following:

English

Maths

A Science (which can include Computer Science)

A Humanity (either History or Geography only)

A Foreign Language (any recognised modern language, classical Greek or Latin)

The government has confirmed that in future secondary school pupils will be expected to take all subjects in the E-Bacc at KS4 and has stated that for students in the current Year 7 and onwards, the Ebacc will be compulsory for all except those students with identified SEND (Special Educational Needs or Disabilities). Although we have not decided to make the Ebacc compulsory for our current Year 9 students who will be starting KS4 in September, we need to ensure they will not be disadvantaged by not having achieved it. Consequently; ALL STUDENTS ARE REQUIRED TO SELECT AT LEAST ONE E-BACC OPTIONAL COURSE AT KEY STAGE 4. On the Options Form, E-Bacc courses are shown in bold type and in italics. The blocks are structured to allow students as wide a combination of courses as possible, but they must select at least one of the courses shown in bold italics. Students are welcome to take more than one E-Bacc courses if they wish, but this is an individual choice for each student and their parents / carers. The introduction of the E-Bacc is a reasonably recent development and one designed to ensure young people receive a broad and balanced education. A guidance paper called ‘Informed Choices’ was written by some of the top UK universities a few years ago; it listed the E-Bacc subjects as amongst the most useful for those wishing to attend a top university but unsure of what degree they might be interested in taking, or indeed, which courses they might take following Year 11. E-Bacc courses are often referred to as ‘Facilitating Subjects’ as they support progression to many higher education courses. For further advice and guidance, students can see their Form Tutor, their Year-Team Leader or any member of the school’s Senior Leadership Team. Curriculum Team Leaders can offer advice on subject specific questions.


ASSESSMENT MEASURES.

From 2016 onwards the way students’ and schools’ performance is measured will change; from the long-established achievement-benchmark of 5 A*-C grades including English and Maths, this will become a ‘Best 8’ measure. This means the achievement-benchmark will be for students to achieve ‘Eight good GCSE passes’ which must include the following:

English and Maths

Three ‘E-Bacc’ courses *

3 other courses from a list of approved qualifications** Please note. * All students will take Combined Science which counts as two E-Bacc courses. Those who

take Triple Science will be able to count 2 of the 3 Science qualifications towards the E-Bacc.

** The approved qualifications list includes all full GCSE courses and a range of technical

awards.

CURRICULUM REQUIREMENTS AND RESTRICTIONS.

To ensure students receive an education which is broad and balanced, there are a few choice requirements and restrictions with which students need to comply.

1. Students must select at least one E-Bacc course (shown on the Options Form in bold text and italics).

2. Students cannot select both Dance GCSE/BTEC and Performing Arts BTEC. 3. Students cannot select TWO Art / Graphics courses e.g. Graphic Communication GCSE with

Art-Digital GCSE. 4. Students can only select a maximum of TWO Design options: Art, Graphic Communication,

Resistant Materials and Textiles. 5. Students can only apply for Latin if they are currently working at level 6 in English and/or a

modern language.


FOR THOSE CONSIDERING STUDYING AT UNIVERSITY.

Imagine how frustrating it would be for a student if, when they finish Year 11 or Year 13, they could not get on to a higher-education course they really wanted to take due to making poor choices earlier. Students need to be aware that for a number of courses at university they need to have taken the subject at A Level, and many A Levels require the subject to have been taken at Key Stage 4. The following section is all about making sure students don’t accidentally limit their choices later on by selecting a very narrow range of options now. Those considering the possibility of studying at university need to be aware of the entry requirements for the courses they may wish to study. These can be looked at using the UCAS information website, in conjunction with individual university websites. Clearly, a student hoping to study for a degree in Art needs to take Art at A Level and to do this, they need to select it as one of their GCSE options in Key Stage 4. Many students may have the ambition to study at university, but may have little idea at present as to exactly what. Anybody in this position needs to select subjects now which offer breadth and balance in their curriculum. Some useful advice on A Level choices (many of which will be dependent upon having studied the subject at Key Stage 4) is available from The Russell Group in a document called “Informed Choices” http://www.russellgroup.ac.uk/informed-choices/. The Russell Group is an association of the top 20 universities in the country and their advice is aimed at students hoping to study for a degree at one of the universities in the group. The document is important for both students who have a clear idea of the courses they might like to take and for those who aim to attend a good university but are unsure of their particular focus of study. The Russell Group describes some subjects at A Level as Facilitating Subjects. This information is useful for those unsure of what they might like to study at university or even in Years 12 and 13. Facilitating subjects at A Level include:

Mathematics and Further Mathematics English (Literature)

Physics Biology

Chemistry Geography

History Languages (Classical and Modern)

This does not diminish the value and importance of other courses.

Students with an interest in a particular subject should still take it alongside others which provide breadth and balance to their curriculum. Students not wishing to attend university can decide for themselves how important “Informed Choices” is to them. Some colleges are reluctant and others will not allow students onto an A Level course without them having studied the subject at GCSE previously. Please note, however, that the individual Science subjects listed can all be taken at A Level by students who have studied Combined Science in Years 10 and 11. “Informed Choices” concludes with a section listing typical entry requirements for degree courses. It does this in terms of compulsory and recommended A Level qualifications. Students interested in applying for courses at university should take time now to look the entry requirements of different degree courses to satisfy themselves of the appropriateness of their Key Stage 4 choices. Where, however, a student is unsure about or has many ideas of possible careers, they should select a broad range of courses to ‘keep their options open’. Combining a mix of subjects should not close any doors to later study and will provide a varied Key Stage 4 curriculum. And of course taking a subject they really enjoy, even if they don’t see it as being a potential career route is always a good idea.

http://www.russellgroup.ac.uk/informed-choices/


CHANGING COURSES LATER. Students must be aware that it is difficult and often impossible to change choices once the courses have started in September. If a particular course is full and a child requests moving onto it, this will not be possible. Every year a few students take courses for the wrong reasons and later ask to swap to an alternative; whilst we try to accommodate requests where students genuinely misunderstood the nature of a subject, this is sometimes impossible and the student has to stick with the choice they made. Any requests made after the end of September will not be considered as it is difficult to start a new course after this point.

DROPPING SUBJECTS. All students are expected to complete every course they start. Students will not be allowed to drop courses simply because they no longer like the subject or they have changed their mind and no longer wish to study it. It is essential therefore when selecting courses that students read the subject information carefully, talk to teachers and opt for subjects which will support their career aspirations as well as interest them. We will make every effort to ensure students get the courses they select. There are times, however, when another choice is offered in place of the selected first choice. Students and their parents / carers will always be consulted in these circumstances. The following pages offer information on the courses offered at Key Stage 4. Details of ‘Optional’ courses follow ‘Core’ subject information.

THE BESPOKE EDUCATION PROGRAMME (BEP) For some students a modified timetable will be organised. This may well involve alternative education provision and will be discussed with students on the recommendation of the Year Team Leader, members of the Senior Leadership Team or members of the PIER or Learning Support Team.


THE CORE CURRICULUM.

ENGLISH LANGUAGE - GCSE ENGLISH LITERATURE - GCSE

Syllabus name and examination board Syllabus number English Language GCSE - AQA 8700 English literature GCSE - AQA 8702 Course description The English Language GCSE will focus on building key skills in reading, writing, speaking and listening. Students will learn to write with clarity and purpose for given audiences, structuring their writing, choosing rich words to achieve effects and varying their sentences to provide lively writing. Students will also aim to become strong contributors in spoken language work where they will present, discuss and develop the use of Standard English. In the English Literature GCSE students will study a range of literary and non-fiction texts. They will practise and develop skills in reading between the lines, explore the literary techniques writers use and compare writers’ ideas and viewpoints. Learning is organised in a variety of ways such as group and pair work, which could involve the discussion of a key theme or character within a text, or the main points covered in a non-fiction text. Time is also set aside for paired and individual writing, whether in response to texts, or writing to describe, narrate or argue. As in Key Stage Three, emphasis will continue to be placed on the drafting process to improve work. There will also be an emphasis on practice and revision skills to prepare students for their final exams. Staff will endeavour to provide the most stimulating texts which will interest students as they work their way through the course. Course Structure and content English work will be structured around half termly units on particular texts or topics. Students will be given ample opportunity for assessment at the end of each unit so that they know where they are performing well and how they can improve. Speaking and listening activities are delivered as the course progresses therefore will not have a half termly scheme of work. Will I be able to opt for this course? English Language and English Literature are core subjects and are therefore compulsory. Homework 1 hour 30 minutes per week. A full range of homework tasks will be set. This could include reading, research, exam practice, collaborative projects and preparation for oral assessments. Homework will be set either weekly or fortnightly, and all students are encouraged to read for pleasure. Assessment details In English Language GCSE there are two exam papers:


In Paper 1 - (Explorations in creative reading and writing) students are asked questions on a literary text in section A, and in Section B they answer one extended question to narrate or describe. Both sections are marked out of 40. The writing section, section B contains 16 marks for technical accuracy. This accounts for 50% of the overall English Language GCSE grade. Paper 2 - (Writers’ viewpoints and perspectives) is also divided into section A for reading and a Section B for writing. The reading section looks at a literary and a non - fiction text, while the writing section asks students to write to present a viewpoint. Both sections are again marked out of 40, with technical accuracy making up 16 marks in the writing section. Paper 2 is also worth 50% of GCSE English Language, and 1 hour and 45 minutes is the time allowed for both papers. Spoken Language skills are assessed throughout the course by the teacher; the award for speaking and listening is separate from the GCSE mark, and focuses on skills of presenting, using Standard English, questioning and responding to feedback. In English Literature GCSE there are two exam papers: In Paper 1 - (Shakespeare and the 19th Century Novel) section A; students are asked to answer a question on an extract from a Shakespeare play and are then asked to write about the play as a whole. Section B follows the same format for a nineteenth century novel. The paper is marked out of 64, accounts for 40% of the overall GCSE Literature mark and is taken in 1 hour and 15 minutes. Paper 2 - (Modern texts and poetry) is divided into three sections. Section A - Modern texts, requires students to answer on a modern prose or drama text. Section B asks students to write a comparison of two poems, while section C involves students answering on one unseen poem, and comparing it with another unseen poem. Paper 2 is marked out of 96 and is worth 60% of GCSE English Literature; the time allowed is 2 Hours and 15 minutes. There are no tiers in GCSE English Language or Literature. Books, equipment, materials and resources All students are encouraged to read a wide variety of fiction and non-fiction. In Year 11, students may wish to purchase their own copies of texts set for examination and study guides. Full details will be provided by staff. A wide range of resources are available on Firefly, as well as links to recommended online revision sites. Opportunities for study beyond Key Stage 4 The English Language and Literature GCSEs provide an excellent preparation for the study of the combined English Language and Literature course (AQA B) at A level, which in turn equips students to study English Language and/or English Literature at university level. The analytical skills developed during the course would also prove useful for courses that require critical, objective consideration such as Media Studies, Psychology and Law. Career Opportunities Many employers will be looking for a grade 5 or above in GCSE English courses to prove that candidates have a sound level of competence in spoken and written communication.


A good pass in GCSE English Language and/or English Literature demonstrates that the student has acquired a range of communication skills that would be essential in a wide variety of careers and post 16 courses. Students who successfully move on to A level study will find that the study of English Language or Literature at university especially rewarding and can lead to a range of varied careers in journalism, creative writing, lexicography and teaching. It can also contribute towards careers in advertising, public relations marketing and librarianship.

MATHEMATICS - GCSE

Syllabus name and examination board Syllabus number Mathematics GCSE - Edexcel 1MA0 Course description This qualification encourages students to develop confidence in, and a positive attitude towards Mathematics and to recognise the importance of Mathematics in their own lives and to society. It also prepares students to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices. Course Structure and content This course requires students to develop knowledge, skills and understanding of mathematical methods and concepts, including:

Number Algebra Geometry

Measures Statistics Probability

Use their knowledge and understanding to make connections between mathematical concepts

Apply the functional elements of Mathematics in everyday and real-life situations

Solving non-routine problems in a mathematical context

Will I be able to opt for this course? All students are required to study Mathematics to the end of Key Stage 4 and will follow the Linear Edexcel GCSE course. Homework Homework will be set regularly and will usually involve extra practice and reinforcement of work studied in class. It may also involve exam question practice. Students are expected to spend up to an hour per week on homework. Assessment details Assessment of the course comprises three written exams taken at the end of Year 11.

Paper 1 – 33.3% - Non-calculator – 80 marks (1 hour 30)

Paper 2 – 33.3% - Calculator – 80 marks (1 hour 30)

Paper 3 – 33.3% - Calculator – 80 marks (1 hour 30)


Two tiers of examination paper are offered:

Foundation tier. Grades 1–5.

Higher tier. Grades 4-9. Books, equipment, materials and resources All students are expected to have their own scientific calculator for use at home and in class. Geometric instruments such as a pair of compasses and protractor are also needed. Opportunities for study beyond Key Stage 4 We offer Core Maths and A Level Mathematics at Blatch 6. At Blatch 6 we also offer students the opportunity to re-sit GCSE Mathematics in order to improve upon their Year 11 grade. Career Opportunities There are a vast number of career opportunities requiring Mathematics qualifications. It should be noted that GCSE Mathematics grade 5 is required for all university courses. Career opportunities ranging from engineering to accountancy, from computing to financial or retail management, from statistical analysis to architecture are all supported by qualifications in Mathematics.

COMBINED SCIENCE - GCSE

Syllabus name and examination board Syllabus number Combined Science TBC 1SC0 Course description Most students will study Combined Science GCSE which enables people to understand and take an active role in the technological society in which we live. The Combined Science GCSE course counts as two Science GCSEs. Students will study equal amounts of Biology, Chemistry and Physics. Combined Science will allow students to get the very top GCSE grade, i.e. grade 9 twice. Success in Combined Science will allow students to go on to study Science A levels and allow them to go to any university including Oxford and Cambridge. Course Structure and content This course covers all the main topics in Biology, Chemistry and Physics. Students learn from theory lessons, where they have ideas and facts explained to them before completing tasks based on this knowledge, and practical lessons, where evidence is gathered first hand to reinforce scientific ideas. Classes are set, so all students are working with others who have similar targets to themselves. Will I be able to opt for this course? Students will automatically take Combined Science unless they do Triple Science. See below for further details about the Triple Science GCSE.


Homework Students will get homework every week. This may be questions or other written tasks including planning for future lessons, reading, research, learning facts or spellings, or revision for tests and examinations. It will be useful if students can access the learning resources on the school’s website from home. Assessment details Students taking Combined Science will take their GCSE exams at the end of 11. Two tiers of examination paper are offered: Higher and Foundation. These written exams comprise 100% of assessment. Books, equipment, materials and resources Students need only normal writing equipment, which includes a calculator, all other materials are provided. The Science Department has written revision sheets which will be issued to students before every exam. We do not encourage students to buy other revision guides. Opportunities for study beyond Key Stage 4 Taking Combined Science can lead to courses at Key Stage 5 which include A levels in Biology, Chemistry and Physics. Having a Science GCSE qualification indicates a student has a good memory, is capable of clear thinking and can understand a technical subject. Most course providers and employers will be interested in how well these abilities are developed in a student. Career Opportunities Aeronautics, bio-engineer, cosmologist, doctor, electronics engineer, field studies ranger, geologist, horticulturist, industrial chemist, journalist, kindergarten teacher, lawyer, marine biologist and we are only halfway to……... zoo management.

TRIPLE SCIENCE GCSE

Some students will be able to take Triple Science instead of Combined Science. Triple Science comprises of separate GCSEs in Biology, Chemistry and Physics. Students for whom the Triple Science course is considered appropriate will need to be considered capable enough of coping with the demands of an additional Science GCSE. These students will be identified and sent a separate letter giving the option of Triple Science GCSE. There will be a limited number of places available.

CORE PE, RE, PSHE AND CITIZENSHIP.

These areas of the curriculum remain compulsory. Students will participate in Core PE lessons every week throughout Key Stage 4 although this is not an examined subject. Similarly, RE, PSHE and Citizenship education are not examined formally but are delivered as a part of the curriculum through a combined course taught in timetabled lessons which remain compulsory. These lessons cover a range of topics and themes designed to prepare students for life at and beyond school.


OPTIONAL COURSES

ART AND DESIGN (General Art and Design) - GCSE

Syllabus name and examination board Syllabus number Art and Design GCSE – Edexcel 5AD01 Unit 1: Personal Portfolio

5AD02 Unit 2: Externally Set Assignment

Course description This course offers an exciting opportunity to study and explore Art & Design in greater depth. Building on Key Stage 3 experiences we investigate themes, analyse and experiment with a wide range of 2D & 3D media including painting / drawing / sculpture / printmaking / photography and textiles. The creative process and development of ideas is clearly evident in sketchbooks which become personal and unique to each student. Artwork made over the two year course will take many forms and vary in scale and content but will represent the individual creativity of each young person. Students continue to develop their understanding of artists’ and designers’ work and make links and connections to and with their own practical work. There are opportunities to visit local and national galleries to consider and respond to artists’ work at first hand and appreciate historical and contemporary contexts for artwork. The course is directed carefully by specialist staff allowing students to gain the confidence and skills to express their own ideas, make their own decisions about approach and media, thereby allowing personal development and response. Course structure Year 10 Term 1: ‘Surfaces’ - Developing and building skills with media including painting / drawing / mixed media collage, digital media, development of ideas leading to a mixed media outcome. Term 2: ‘Identity’ - Drawing, exploration of 3D media and processes leading to construction of a sculptural outcome. Developing outline proposal for a personal project on the theme ‘Identity’. Term 3: ‘Identity’- Personal interpretation of the theme, exploration of selected ideas and media, relevant contextual analysis leading to outcome(s) in student’s own choice of media. Year 11 Term 1: Mock Exam Project. Theme based investigation and personal outcome produced in timed test -10 hours Term 2: Extension and completion of personal portfolio Preparation time for Externally Set Assignment & Final Exhibition. Will I be able to opt for this course? Students should have experience of Art at Key Stage 3. Those who have achieved Level 6 or above in Year 9 will be at an advantage, but the course is open to all.


Homework There will be one and a half hours per week (variable depending on task). Activities will include observational studies (drawing/photography), research on artists and the development of ideas. Assessment, weighting and timings of assessments Personal portfolio (Unit 1) worth 60% and externally set assignment (Unit 2) worth 40%. All work is assessed each term forming continuous and controlled assessment, with the final assessment conducted at the end of course exhibition in June. Books, equipment, materials and resources recommended / needed A4/5 sketchbooks and A1 folder (can be purchased through the department), pencils, crayons, biro and fine liner pens, pastels, acrylic paints / watercolours / brushes. Opportunities for study beyond Key Stage 4 On completion of the GCSE Art and Design course, students could progress to further education. Courses at Level 3 include:

BTEC Nationals in Art and Design

Specialist Diploma in Creative and Media

GCE A/S and A level Art and Design. A Foundation course in Art & Design leads to a degree course at Art College or University. Career opportunities supported by this subject There are many opportunities available through training in Art and Design, including amongst others; fashion designer, graphic designer, textile designer, illustrator, theatre set designer, architect, fine artist, product designer, photographer, interior designer, animator, conservationist, jeweller, teacher, hairdresser, make-up artist, computer game designer and museum curator.

ART AND DESIGN (Fine Art and Digital Media) - GCSE Syllabus name and examination board Syllabus number Fine Art and Digital Media GCSE – Edexcel 5FA01- Fine Art - Unit 1: Personal Portfolio

5FA02-Fine Art - Unit 2: Externally Set Assignment

Course description This offers an exciting opportunity to explore Art & Design in two focused areas of study. We will investigate themes and make personal responses based on student’s experiences, analyse and experiment with imagery and explore ideas. The creative process of ideas development is fundamental to all aspects of art and design and sketchbooks will be used to record and document this. Students will be using non-traditional media such as digital photography, installation, assemblage, animation / video along with painting and drawing media and so work produced will be varied and take many forms. Students will continue to develop their understanding of artists’


and designers’ work and make links with their own practical work. Students visit local and national galleries to consider and respond to artists’ work at first hand and appreciate historical and contemporary contexts for artwork. The course is directed carefully by specialist staff allowing students to gain the confidence and skills to express their own ideas, make their own decisions about approach and media, thereby allowing personal development and response. Course structure Year 10 Term 1: - ‘The Manmade Environment’ – Developing and building skills with media including , painting / drawing / mixed media collage, installation, model making, digital media, development of ideas leading to a mixed media outcome. Term 2: - ‘Identity’ – Drawing, recording through digital photography, exploration of digital media, film, and installation leading to an appropriate outcome. Developing outline proposal for a personal project on the theme ‘Identity’. Term 3: - ‘Identity’- Personal interpretation of the theme, exploration of selected ideas and media, relevant contextual analysis leading to outcome(s) in student’s own choice of media. Year 11 Term 1:- Mock Exam Project. Theme based investigation and personal outcome produced in timed test -10 hours Term 2:- Extension and completion of personal portfolio Preparation time for Externally Set Assignment & Final Exhibition. Will I be able to opt for this course? Students should have experience of Art at Key Stage 3. Those who have achieved Level 6 or above in Year 9 will be at an advantage, but the course is open to all. Homework There will be one and a half hours per week (variable depending on task). Activities will include observational studies (drawing/photography), research on artists and the development of ideas. Assessment, weighting and timings of assessments Personal portfolio (Unit 1) worth 60% and externally set assignment (Unit 2) worth 40%. All work is assessed each term forming continuous and controlled assessment, with the final assessment conducted at the end of course exhibition in June.


Books, equipment, materials and resources recommended / needed A4 sketchbook and A1 folder (can be purchased through the department), digital camera (desirable), pencils, crayons, biro and fine liner pens, pastels, acrylic paints / watercolours / brushes Opportunities for study beyond Key Stage 4 On completion of your GCSE Art and Design course, you could progress to further education. Courses at Level 3 including:

BTEC Nationals in Art and Design

Specialist Diploma in Creative and Media

GCE AS Art and Design. A Foundation course in Art & Design leads to a specialist degree course at Art College or University. Career opportunities supported by this subject There are many opportunities available through training in Art and Design, including amongst others; fashion designer, graphic designer, textile designer, illustrator, theatre set designer, architect, fine artist, product designer, photographer, interior designer, animator, conservationist, jeweller, teacher, hairdresser, make-up artist, museum curator and computer game designer.

Business Studies - GCSE

Syllabus name and examination board Syllabus number AQA GCSE Business Studies 4130 Course description This course leads to a GCSE and provides a foundation in Business Studies. It has a modular structure and is designed to provide students with the opportunity to explore business theories and concepts. The course should encourage students to:

Actively engage in the study of business to develop as effective and independent learners and as critical thinkers with enquiring minds.

Use an enquiring and critical approach to build arguments and make informed judgements.

Appreciate the range of perspectives of different stakeholders in relation to business activities.

Course Structure and content This course is taught during 6 lessons per fortnight. Most lessons are taught in the Business- Studies room, which is well equipped with 30 PCs. Students will sometimes have lessons based in normal teaching classrooms. The following units are studied:-


Unit 1 - Setting up a Business – Setting up a small business, types of ownership, Financing a small business, Marketing, People in Business and Production methods and techniques. Unit 2 - Growing as a Business – looking at how businesses grow, PLCs, Financial accounting, Marketing and product mapping, people in business and production techniques for larger businesses. Unit 3 - Investigating Businesses – Controlled assessment research task, business chosen by students and a research theme set by the exam board. Will I be able to opt for this course? This course is for students who enjoy learning about how businesses work or in the future are considering starting their own business. Students will enjoy assessing small businesses and providing solutions to help solve small business problems. Students will also cover the financial aspects of setting up a small business. Homework Homework is usually set each week and takes about an hour to complete. It varies and consists of case studies, research, revision, reading, working through tasks and answering questions. Assessment details: 75% examination – This consists of two one hour written papers. Unit 1 Setting up a Business - 40% Unit 2 Growing as a Business - 35% 25% controlled assessment - The work must be each student’s own individual work and it is produced under controlled conditions. AQA will provide pre-release material which will require students to undertake a business investigation. Students will have up to 8 hours to research and plan and 3 hours to write up their findings. Books, equipment, materials and resources: All resources are provided although students are given the opportunity to purchase a revision guide in Year 11. Opportunities for study beyond Key Stage 4: The GCSE Business Studies course provides a progression route to the very successful BTEC L3 Subsidiary Diploma in Business and the Diploma in business, both taught at Blatch 6. Career Opportunities: There are many career opportunities for students who study GCSE Business Studies. Students would be able to enter many types of employment with the broad background knowledge provided by the five sections of the GCSE Business Studies specification. For more information about the course see the AQA website www.aqa.org.uk

http://www.aqa.org.uk/


CHILD DEVELOPMENT - GCSE Syllabus name and examination board Syllabus number “Home Economics” Child Development - AQA 4580 Course description This course encourages students to acquire knowledge, skills and understanding about the birth and development of children from conception to the age of 5 years. Students will follow a structured course looking at all aspects of parenthood, pregnancy, diet, health and care of the child, development of the child and support for the parent and child. Students will be given clear guidance throughout the course from the staff teaching the subject, but we wish to stress that background reading and research into the aspects covered in lessons will give students greater knowledge and understanding of children. IT IS ESSENTIAL THAT ANY STUDENT WISHING TO TAKE THIS COURSE HAS ACCESS TO VISIT A CHILD AGED BETWEEN 6 MONTHS AND 5 YEARS, TO COMPLETE A CHILD STUDY WHICH INVOLVES MAKING 5 VISITS OVER 5 MONTHS. Observations of the child are presented as a portfolio for assessment together with a research topic based on a chosen externally-set task. Students will have the opportunity to take home the department’s virtual baby, at a small charge, to experience child care for a whole weekend! This is optional, but offers an excellent learning opportunity. Course Structure and content There will be single and double lessons and occasionally an ICT room will be used to aid students in writing questionnaires, surveys and to record effectively results using the computer. Visiting speakers, DVDs and young children are all used to make students’ studying both relevant and interesting. Controlled Assessments will be done in part during lessons in the Spring and Summer term of Year 10 and autumn term in Year 11. Will I be able to opt for this course? Yes! Homework One hour of homework will be set weekly in the form of research, worksheets, small projects and written investigations. Use of a computer will be an advantage in producing homework. During Year 10 and term 1 of year 11 Controlled Assessments will be the students’ main homework. This in-depth child study, where students study a child aged 6 months to 5 years in their own time requires a total of 5 visits to the child’s home, of at least 1 hour each. Assessment details The GCSE qualification has one written exam and controlled assessments. Written paper: One 1½ hour written examination paper (40%) Controlled Assessments: A Research Task (unit 2) 20%. A Child Study (unit3) 40%


Books, equipment, materials and resources Students are requested to provide an A4 ring binder for the course and to obtain relevant publications/booklets to help with information and illustrations, a carry folder is ideal to keep these in at school. Two folders will be required for controlled assessment work at a small charge. Students are strongly recommended to purchase a GCSE Revision Guide from the department at the beginning of Year 10 (cost £4.00). Opportunities for study beyond Key Stage 4 This Key Stage 4 option can lead to courses at Key Stage 5 including Health and Social Care, Pre-nursing and other child-care qualifications. Career Opportunities This is an ideal course for any student wishing to have a career in nursing, care services or child-related care.

COMPUTER SCIENCE - GCSE

Syllabus name and examination board Syllabus number Computer Science GCSE - OCR J275 Course description Computers figure in all our lives; in science, technology, manufacturing, research, medicine. You name it, computing influences and affects everything we do. There’s a world out there bursting with invention and opportunities - and much of it is driven by a computer. GCSE Computing will allow students to explore the basics of the computing world: What is a computer? How does it work? What is programming and data all about? How can a computer solve problems? This is where students learn about programming languages and learn to write code of their own. Students taking this option will learn about computer systems, hardware, networks, Internet technology, and the design of websites. The great thing is, because the technology moves as fast as we can study it, there’s always going to be new and interesting things to learn. Course Structure and content There are 3 units: Unit 1: Computer Systems and Programming, Data Representation Unit 2: Practical Investigation Unit 3: Controlled Assessment on Programming Will I be able to opt for this course? This is classed by the exam board and DfE as a Science, requiring a good knowledge of Maths to support the work covered. It is not a time for playing games on the PC, surfing the internet


claiming to be doing ‘research’ or for those who think it will simply be looking at new software. It is serious study of the architecture, uses and future of computers. Programming requires logical thinking, concentration and accuracy. Therefore an interest and aptitude in Maths is helpful. Homework This course will require some work to be carried out outside of the prescribed lesson times, in particular when students are studying the programming elements of the course. Homework will also involve further research into some aspects of the course materials. The topics covered are based on things that are happening in the real world, and students will be expected to keep themselves up to date through their own interest in this area. Assessment details At the end of Year 11 students will sit a 1½ hour exam to test their understanding of computing theory, based on Unit 1, and 60% of the final grade will be based on controlled assessments covering the practical work in Units 2 and 3. Books, equipment, materials and resources A PC at home with internet access would be of great benefit. Many resources will be made available on the Computing section of Firefly, for access anytime, as will various applications from time to time during the course. Opportunities for study beyond Key Stage 4 Students can continue following this course in Year 12 by studying the BTEC Subsidiary Diploma in Computing, a two year course equivalent to a full A level. In the BTEC course students will study more advanced and complex aspects of computers, as well as learning Java programming. Career Opportunities Computing involves everyone, in every walk of life - so career opportunities are endless. For anybody anticipating any kind of work in the computing industry - network engineer, computer programmer or software developer, systems analyst, graphics/games programmer/designer, forensic or medical scientist - then a Level 3 Computing course, such as the BTEC Subsidiary Diploma is highly appropriate. Students can also go on to university or college first to study a computer related course such as Computer Science, Computer Forensics or Digital Design.


DANCE - GCSE / BTEC Syllabus name and examination board Syllabus number BTEC Level 2 First Award in Performing Arts (Dance) 600/4785/9 Edexcel

Dance GCSE - AQA 4230 Course description This exciting and creative course channels the exhilaration and vitality of dance and aims to build on and develop the role it plays in the lives of many young people. The course focuses on the artistic qualities of dance and the use of movement to express and communicate ideas through performance, choreography and critical appreciation. During the course, students develop skills of aesthetic development, physical fitness, confidence and self-esteem through performance, team-working, problem solving and creativity. All students opting for Dance at Key Stage 4 will follow the same pathway, with the option to be entered for BTEC and/or GCSE depending on the individual strengths of each student once the course is underway. The BTEC qualification is the equivalent of one GCSE and is a more practical option. The GCSE option will include a written exam at the end of Year 11. Students are encouraged to broaden their artistic experience by viewing professional dances. The course covers a range of dance styles and is an excellent option for male and female students with an interest in physical and creative expression. GCSE and BTEC Dance also prepare students for any Performing Arts based course at Sixth Form level. Course structure and content The Dance department provides Dance students with regular theatre visits and ample performance opportunities both at Blatchington Mill and local theatre venues. Dance students also play a prominent role in the school dance show and have the opportunity to lead clubs for younger students. All lessons take place in our own dance studio. A range of dance styles are studied including contemporary, street dance, and jazz. Students can also choreograph dances in whichever dance style they are most comfortable or specialised, for example tap or freestyle. Workshops with professional dance practitioners also form an important part of the course. Will I be able to opt for this course? The Key Stage 3 Dance curriculum provides an excellent preparation for this course so it is not necessary to have taken dance lessons outside of school. Homework A mixture of practical, research and written tasks will be set as required to support classwork.


Assessment details

Year 10

Autumn Term Spring Term Summer Term

Dance Skills: Technique class and log book Dance Performance: Group performance in school dance show

Solo choreography Solo performance

Year 11

Autumn Term Spring Term Summer Term

Letter of application (BTEC)

Group choreography project Group performance project Both performed to an audience in the Theatre.

Written exam (GCSE route only)

Books, equipment, materials and resources Dance Kit: Black T-Shirt, jumper, shorts, leggings or jogging bottoms, trainers or jazz shoes and a ring binder folder. Opportunities for study beyond Key Stage 4 Excellent preparation for A Level Dance. The dance route of the BTEC Level 3 Performing Arts qualification runs in Blatch 6. The course prepares students for any type of Performing Arts course at Key Stage 5. Career Opportunities These can include professional dancer, choreographer, teacher, arts administration, community dance leader, dance therapist, actor and singer.

Design - GRAPHIC COMMUNICATION - GCSE Syllabus name and examination board Syllabus number Art and Design: Graphic Communication - Edexcel 3GC01 Course description This course is for students who are excited by anything relating to graphics e.g. illustrations, advertising, typography and packaging. The course helps students develop rendering skills using colouring pencils, pastels, pens, ink and watercolours. Students will also develop experience in the use of equipment including drawing boards, flexi-curves and set squares for more precise drawing. A range of model making skills are used through the course e.g. card and 3D foam modelling plus vacuum forming. Students will enjoy market research and analysis of existing products, the development of their own ideas, making graphic products, testing and evaluation. Students will also be expected to work using computer aided design (CAD) and computer aided manufacturing (CAM). Commercial production techniques are studied along with topics such as ethical design and sustainability.


Course structure In Year 10 students will complete a range of projects to develop skills and knowledge in line with the assessment objectives. Some of this work will contribute to a student portfolio which will be assessed making up to 60% of the final grade. Year 11 begins with some introductory projects then students will focus on an externally set assignment worth up to 40% of their final grade. Will I be able to opt for this course? Students opting for this course should have a keen interest in creating visual communications of all sorts using the key elements graphic designers work with, which are image and text. These will be used to develop products like illustrations, corporate identities, maps, visual instructions, packaging, advertising, technical communications and logos. Homework Homework, up to an hour per week, is a mixture of research and practical work which will build up a sketchbook for submission as part of the student portfolio. Assessment, weighting and timings of assessments 60% portfolio and 40% externally set assignment. Books, equipment, materials and resources recommended / needed All students must have an A3 folder to transport homework and an A3 flip folder for presenting their controlled assessments to the examiner. Graphic equipment - 2B, 2H pencils, colouring pencils, black fineliner, eraser and ruler. Opportunities for study beyond Key Stage 4 Blatch 6 offers a Level 3 Diploma in Design which Graphic Communication students can apply to study. Career opportunities supported by this subject Careers related to designing e.g. illustration, graphic design, fashion design, product and 3D design and architecture to name but a few.


Design - RESISTANT MATERIALS - GCSE Syllabus name and examination board Syllabus number / reference Design & Technology - Resistant Materials - AQA 4560 Course description This course is for students who enjoy design and making 3D products made from woods, metals and plastics. Students will be involved with market research and analysis of exciting products, the development of their own ideas for new products, manufacturing with a wide variety of materials using both hand and machine tools and testing and evaluating prototypes. Along with practical making activities students will work with computers, write design proposals, evaluations and do theory work. Drawing skills are developed as a creative tool and method of communication. ICT including CAD (Computer Aided Design) and CAM (Computer Aided Manufacture) form an integral part of this course. Commercial production techniques are studied along with ethical design and sustainability. Course structure In year 10 students will complete numerous short projects to develop skills and knowledge of design, materials and how to process them into products. Through these projects they will cover the course content. Research, drawn and written work are all required. Year 11 is mostly taken up with work on a controlled assessment project where students can demonstrate their skills and knowledge. There is a theory exam sat in June. Will I be able to opt for this course? Students opting for this course should have a keen interest in making 3D objects. They will have discovered through Key Stage 3 projects enjoyment at handling and making artefacts in woods, metals and plastics with hand, machine and CAD/CAM tools. Solving design problems through drawing and modelling are also fun for students interested in this course, as a way of being creative and they get personal satisfaction from finishing products to a high standard. Homework This will mostly be related to theory work, but will also involve working on past exam papers. Research, design and product development tasks are also set as homework assignments, which last typically an hour per week. Assessment, weighting and timings of assessments Coursework 60%. One exam 40%. Books, equipment, materials and resources recommended / needed All students must have an A4 folder to transport homework and an A4 flip folder for presenting their controlled assessments to the examiner. Graphic equipment - 2B, 2H pencils, colouring pencils, black fineliner, eraser, ruler.


Opportunities for study beyond Key Stage 4 Blatch 6 offers a Level 3 Diploma in Design which resistant materials students can apply to study. Career opportunities supported by this subject Almost everything involving problem solving but anything related to designing or making in the manufacturing or construction industries. Career opportunities exist in product design, furniture or jewellery design, building and construction work, engineering and tool-making, boat and vehicle repair and maintenance to name but a few!

Design - TEXTILES TECHNOLOGY - GCSE

Syllabus name and examination board Syllabus number Design and Technology: Textiles technology GCSE - AQA 4570 Course description Textiles technology helps students develop their creativity. This two-unit specification requires students to develop their ability to make textile products, a vital feature of candidates' experience of taking this specification. This course has 60% controlled assessment as a reflection of the importance of practical work within the subject. The textiles course runs over 2 years and students will develop their skills in a variety of areas, including:

Being creative and understanding how designers get their inspiration.

Investigating methods to colour, decorate and stitch textile products.

How to use sewing machines, overlockers and embroidery machines correctly and safely

How to use a variety of tools correctly and safely

How the textile and clothing industry works. Mass production and one offs.

The use of ICT in designing and making (CAD and CAM).

Looking at fabrics; their production and uses (including Smart and modern materials).

Health and safety issues relating to textiles

Sustainability and broader environmental issues Course Structure and content Specialist textiles facilities are used along with the use of ICT rooms. There are 5 lessons per fortnight. All students on this course will need to meet all deadlines and bring in Textile materials and equipment. Will I be able to opt for this course? Open to anyone who enjoys Textiles at KS3. Homework The homework commitment is 1 hour per week. This will be in the form of a variety of tasks such as research using a variety of sources, providing certain materials, zips for example, and written work including answering examination questions.


Assessment details Controlled Assessment 60% (not to exceed 40 hours work). This is an externally set extended Design Task. Students make a Textiles product with supporting research and design work. Started in the summer term of Year 10, it continues throughout the Autumn and Spring terms of Year 11. Exam 40%. Based on the theory elements of the course. Books, equipment, materials and resources Ruler, drawing pencils, colouring pencils, fine liner, a thimble that fits you, a good pair of cutting scissors and embroidery scissors are an advantage but not essential. Students will need to provide their own fabric and materials. Opportunities for study beyond Key Stage 4 A level Design - Textiles Technology. Many courses are available at university or FE college which support a variety of career opportunities in industry and commerce. Career Opportunities Studying Textiles Technology can lead to a wide variety of exciting opportunities in the Fashion, Design and Textiles industries and education services. These can include Textiles or Fashion designer, trend forecaster, fashion merchandiser, pattern maker or grader, fashion stylist, fashion editor, illustrator or photographer, costume designer, personal stylist and interior designer.

DRAMA - GCSE

Syllabus name and examination board Syllabus number AQA - Drama 4240 Course description The AQA GCSE Drama course is a very popular option with students. The course is split 60% practical work and 40% written exam taken at the end of the course. As part of the course students will be involved in at least two public performances as well as being given the opportunity to take part in our many extra-curricular productions. The written paper will ask students to reflect on their own work, demonstrate understanding of a studied text and write about a live production they have been to see. All lessons take place in our fully equipped Drama Studio. Course Structure and content The course will focus on different aspects of the syllabus each term; Term one – Introduction to the course and approaches to Drama. Term two – Prepare and rehearse for the first performance. Term three – Public performance / written evaluation of performance.

This term will include a theatre visit.


Term four – Public performance / written evaluation. This term will include a theatre visit.

Term five – Perform for the examiner. Term six – Prepare for the written exam. Will I be able to opt for this course? Yes! Homework This will be a mixture of learning lines and rehearsing for performances. As well as this there will be two pieces of coursework set and students will be expected to keep a diary of practical work covered. Assessment details 60% practical – each performance is worth 30%, with the two best grades used for the GCSE. 40% is a written response to work performed, live theatre seen and a play that has been studied. Books, equipment, materials and resources Just yourselves! Opportunities for study beyond Key Stage 4 A level Drama are both very popular and successful courses at Blatch 6. We also run a Level 3 BTEC in Musical Theatre. Career Opportunities Acting, Performing Arts and any career in which you deal with people or groups of people.

FOOD PREPARATION & NUTRITION - GCSE Syllabus name and examination board Syllabus number Food Preparation and Nutrition GCSE – TBC TBC Course description:

This exciting new GCSE course is perfect for students who enjoy cooking. Students will make food products on a regular basis and develop good practical skills. The course is designed to equip students with the knowledge, understanding and skills required to cook sweet and savoury food products. All food products will be made to a high quality and finish. It encourages students to also make informed decisions about food in terms of nutrition and costs. Other areas of study include healthy eating, special diets, equipment, food science and food legislation. Sustainable design is taught to develop the candidate’s knowledge and understanding


of environmental concerns, cultural, moral and social issues. Students also test food products as well as study the importance of Food Hygiene and Safety. They are given the opportunity to take an additional qualification “Level 2 Food Safety in Catering” accredited by the Chartered Institute of Environmental Health (CIEH) which is widely recognised in the catering and food industry. Course structure: Double lessons will focus on practical tasks and activities whilst single lessons on theory.

Food commodities: cereals, fruit & vegetables, sugars, diary, fats, meat, fish & vegetarian alternatives. Students will learn about their value in a balanced diet and their working characteristics, cooking techniques and the use of tools & equipment.

Principles of Nutrition: the role of the main nutrients in the diet, their sources and function.

Diet & Good Health: exploring the relationship between diet, nutrition and health.

Food Science: looking at the effect of cooking on food and food spoilage

Where food comes from: learning about food sources and environmental & ethical issues

Cooking & Food Preparation: exploring ingredients and techniques/skills from different culinary traditions to inspire new ideas or modifying existing recipes.

Homework: Students are set approximately 1 hour of homework each week. Homework tasks vary but often involve research into nutrition, dietary needs, existing food products, recipe research, producing posters, producing leaflets, carrying out sensory analysis, using ICT. We would encourage students to cook regularly at home. Students are also expected to prepare ingredients for their practical lessons. Assessment, weighting and timings of assessments: Component 1: Principles of Food Preparation and Nutrition Written examination: 1 hour 45 minutes 50% of qualification Component 2: Food Preparation and Nutrition in Action Non-examination assessment: internally assessed, externally moderated. Assessment 1: 8 hours Assessment 2: 12 hours 50% of qualification Assessment 1: The Food Investigation Assessment A scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of food. Assessment 2: The Food Preparation Assessment Prepare, cook and present a menu which assesses the student’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food. These assessments will be based on a choice of tasks released annually by the exam board.


Books, equipment, materials and resources recommended / needed: Students will need to provide their own ingredients regularly. They will need kitchen scales, measuring jugs and measuring spoons at home to weigh out ingredients. Students are given the opportunity to purchase a Food Safety in Catering Workbook in the Autumn Term of Year 10 and a Revision Guide and Workbook in Year 11. Opportunities for study beyond Key Stage 4: Students can continue their studies at Blatch 6 by studying A level Food Technology. Alternatively they could study the Jamie Oliver Home Cooking Skills L2 BTEC award. They could also choose Catering courses locally e.g. City & Guilds, BTEC etc. Career opportunities supported by this subject: Catering, Food Designer, Food Demonstrator, Dietician, Health and Fitness careers, Environmental Health Inspector, Nursing and other Health related careers.

FRENCH - GCSE Syllabus name and examination board Syllabus number French GCSE - AQA Draft - 8658 Course description The GCSE course in French builds upon the knowledge and skills that students have already acquired in Key Stage 3. Students will continue to develop and practise the four language skills of listening, speaking, reading and writing. Course Structure and content Three broad themes will be studied:- Theme 1 - Identity and culture Theme 2 - Local, national, international and global areas of interest Theme 3 - Current and future study and employment. The sub topics within each theme will enable students to understand and communicate information in French on subjects relevant to young people today as well as to equip them to deal with practical situations in France. Will I be able to opt for this course? You can opt for this course if you have studied French in Key Stage 3. Homework Homework will be set weekly. A variety of tasks are set for homework & examples include:


Learning vocabulary and grammar

Reading texts in the target language and answering questions on the text

Preparation for assessments

Written tasks including translations into English and French

Listening tasks using the student portal or websites Assessment details Listening and reading The skills of listening and reading are both assessed by examination and correspond to 25% each of the total qualification. There are two tiers of entry: Foundation (Grades1-5) and Higher (Grades 4-9). These examinations will take place in May/June of Year 11. Speaking and writing Speaking and Writing correspond to 25% each of the final qualification. There are two tiers of entry: Foundation (Grades1-5) and Higher (Grades 4-9). The skill of speaking will be assessed by exam set by AQA and conducted by your French teacher in the Spring term of year 11. It will include a short role play, discussion of a photo and conversation questions on topics prepared during the course. The skill of writing will be assessed in a written exam in May/June of year 11 which will include short structured tasks, open ended writing and translations into French. Your French teacher will be setting regular assessments to ensure you are building your vocabulary knowledge and developing the skills needed to speak and write independently. Books, equipment, materials and resources All students will need a bilingual dictionary. Opportunities for study beyond Key Stage 4 Students can continue the study of French to A level. French can also be studied at university, either as a main degree programme or as part of a combined honours course. Career Opportunities There are many benefits to learning a foreign language. It will:

Give you a useful skill when you go on holiday abroad

Improve your listening, communication and memory skills

Enable you to learn another foreign language when you are older

Enable you to work abroad or travel abroad with your job

Give you an invaluable skill for many careers (see below)

Add an extra dimension to your personal skills profile In a global market, many employers seek candidates who can offer more than one language. A qualification in a foreign language is very often the extra skill that makes a difference when it


comes to being successful with job applications. The ability to speak and understand one or more foreign languages is very useful in many careers, such as: sales and marketing, tourism (pilot, air steward, courier), international banking, secretarial work, administration, law, management consultancy, accountancy and the diplomatic service. For more information concerning MFL courses, please see the later section - ‘MFL Frequently Asked Questions’.

GEOGRAPHY - GCSE Syllabus name and examination board Syllabus number Geography GCSE - OCR B J384 Geography for Enquiring Minds Course description In Geography this year we have a brand new syllabus that will inspire young people to investigate and explore the varied and fascinating world they live in. Geography is a dynamic, diverse and exciting subject. It exists in a unique position to teach core skills such as literacy, numeracy, the sciences and ICT as a means to study and investigate the world, giving them purpose and life through Geography. Course structure

We follow the OCR B syllabus. The syllabus blends Physical Geography (the natural environment) and Human Geography (people and their interactions) with strong environmental theme and integral fieldwork opportunities. It is specifically designed to be modern and highly relevant. It investigates hugely important issues as we confront the challenges of life in the 21st century. There are three papers which are all assessed as written exams. As a new GCSE, it is not yet fully accredited but changes to content are unlikely at this stage. Fieldwork is a mandatory part of the course with one physical and one

human day. The learning outcomes from this research is assessed in Papers 1 and 2. In addition to the two specified days, there is also an optional residential course (Iceland for the past three years) which allows students the opportunity to develop research skills linked closely to the exam syllabus. Fieldwork is highly valued and always extremely well received by students.


Will I be able to opt for this course? Students will need to be able to write extended answers so good literacy skills are required and one of the keys to success. Homework Homework is set weekly and involves a minimum of one hour of study per week, although this may vary from time to time. Students are encouraged to take a close interest in events on the news and/or documentaries of geographical significance. Our blog at http://blatchgeography.edublogs.org/ is designed to support students with this. Homework may involve research, written short or extended questions, preparation for a presentation or extended tasks. Work will often involve ICT either for research or for writing up. Assessment, weighting and timings of assessments In Year 10 During Year 10 you will be regularly assessed and will practice questions from the exam board. You will also complete a fieldwork report in March/ April 2017, the content from which is assessed in your written exam. In Year 11 You will have a second fieldwork report to complete in September 2017 and the content of this will be assessed in your written exam. You will continue to practice assessments in preparation for your three written examinations in May/June of 2018. The breakdown of these is given in the table above. Books, equipment, materials and resources recommended / needed Students need a good set of stationery in common with most other subjects. Scientific calculators are often used. The School has a basic range of standard fieldwork equipment. More advanced equipment is available on field trips from field centres. Specialist clothing and footwear can also be hired for such visits. Textbooks are provided and details of good revision guides and web sites are supplied. Opportunities for study beyond Key Stage 4 Geography A level makes a great choice post -16. Blatch 6 offers a highly successful course in Geography. This involves some exciting visits and investigates a wide variety of highly relevant and interesting topics. The knowledge and skills of the Geographer are well received both by higher education admissions tutors and by employers. Career opportunities supported by the subject Geography has links to many careers. These include direct links to jobs in meteorology, environmental conservation and planning, surveying, construction, teaching as well as international aid and development charitable organisations. One particular growth industry recently spawned from geography is “GIS” or “Geographical Information Systems”. These are integral to many of the systems we take for granted today, combining spatial maps and data to

http://blatchgeography.edublogs.org/


identify and analyse patterns in risk, logistics, population and healthcare to name but a few. With the continued development of “smart cities” this is a sector which looks set grow even further. In an increasingly globalised world there is increasing demand for “geographically aware” employees in international companies and organisations. You can find more information on careers in Geography on our blog at: http://blatchgeography.edublogs.org/

HISTORY - GCSE Syllabus name and examination board Syllabus number History GCSE - Edexcel 1HI0 Course description There will be 6 lessons per fortnight taught in specialist History rooms. Students study four topics that will be assessed in three external exams. Course Structure and content Paper 1 – British Thematic study with Historic environment (worth 30%) (Unit Code 1HI0 11 ) Students will study the history of medicine in Britain between 1000AD to the present. There is a local environment component that deals with medicine in the British sector of the Western Front during World War One. Paper2 – British Depth Study and Period Study (worth 40%) (Unit Code 1HI0 26/27 B1 ) Section A (the period study) gives an overview of the origins, development and end of the Cold War from 1941-91. Section B (the British depth study) offers the opportunity to analyse Anglo-Saxon England and the short-term impact of the Norman of 1066. Paper 3 – Modern Depth Study (Unit Code 1HI0 30) This depth study offers the opportunity to analyse the Communist takeover in Russia. The unit places particular emphasis on the nature of dictatorship in the Soviet Union under Stalin and the political, social and economic consequences of his rule. Will I be able to choose this course? GCSE History is a demanding, academic GCSE. Students will need to be in possession of effective written expression as well as being able to read, analyse and interpret a variety of historical sources. Homework There will typically be around 1 to 1½ hours homework per week involving written tasks, preparation for discussion work, individual research and the use of ICT for presentation work.

http://blatchgeography.edublogs.org/


Assessment details Assessment for Papers 1, 2 and 3 consist of a written exam at the end of year 11. Paper 1 is 1 hour and 15 minutes in duration and carries 30% of the final mark. Paper 2 is 1 hour 45 minutes long and counts for 40% of the final mark. The remaining 30% comes from paper 3 which is 1 hour 15 minutes in duration. Books, equipment, materials and resources All text books and materials will be provided. However, independent research is strongly recommended as a way of getting to grips with the subject. Opportunities for study beyond Key Stage 4 Well established A level History courses are offered at a variety of institutions around the city. GCSE History also provides a good foundation for the further study of subjects such as Law and Government & Politics. Career Opportunities GCSE History will help students to develop thinking and writing skills which will support them in all aspects of future life and most jobs including: law, journalism, teaching, police work, the civil service, many aspects of business, social work and careers involving the arts, to name but a few.

INFORMATION COMMUNICATION TECHNOLOGY - GCSE

Syllabus name and examination board Information Communication Technology (Single Award) – Edexcel – 1 GCSE Information Communication Technology (Double Award) – Edexcel – 2 GCSE Syllabus number 500/7575/5 Course description ICT is a key tool to support ALL future careers. Students will be studying the Edexcel GCSE ICT (Single Award) course. This course is equivalent to 1 GCSE completed during the 2 year period. There is subject to satisfactory achievement, the opportunity to complete a second GCSE (Double Award). The course is highly practical in nature and allows students to be creative as they learn. They also learn about ICT in the 21st Century both for personal and business use. It is planned as follows: Course Structure and content Students will study 2 units during Key Stage 4 initially (Units 1 & 2).


Unit Assessment Time Weight UNIT 1: Living in a Digital World

In this unit, students explore how digital technology impacts on the lives of individuals, organisations and society. Students learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and well-being, on the move). They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice.

Written Exam paper

Externally assessed

Students have 90 minutes for the written paper

40% of GCSE Single Award Or 20% of GCSE Double Award

UNIT 2: Using Digital Tools This is a practical unit. Students broaden and enhance their ICT skills and capability. They work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. Students learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice. They put into practice what they learned about digital technology in Unit 1.

Controlled Assessment Brief (CAB) provided by Edexcel, marked by teachers and moderated by Edexcel

Students have 40 hours to complete the CAB

60% of GCSE Single Award or 30% of GCSE Double Award

UNIT 3: Exploring Digital Design In this unit students explore the design of interactive digital products such as websites, computer games and databases. They learn how to interpret and produce design documentation. They investigate the properties of different types of digital content and features of the user interface. They develop knowledge and understanding of the legal, and other constraints on the production and use of digital content.

Written Exam paper

Externally assessed

Students have 90 minutes for the written paper

20% of GCSE Double Award

UNIT 4:Creating Digital Products This is a practical unit. Students apply the knowledge and understanding of digital design they acquire in Unit 3 to produce an interactive digital product for others to use. They can choose what sort of product to design and make, but it must include an appropriate user interface and user input must determine the outputs that are produced.

Controlled Assessment Brief (CAB) provided by Edexcel, marked by teachers and moderated by Edexcel

Students have 40 hours to complete the CAB

30% of GCSE Double Award


Will I be able to opt for this course? This GCSE course is open for all Key Stage 4 students. It is envisaged that the qualification will provide students with required skills to go on and study ICT post 16 and also to give students the necessary grounding to use ICT skills in the workplace. It also can be chosen alongside GCSE Computing. Homework The amount of work completed by students outside prescribed lesson times will partly be determined by when the CAB takes place during the 2 years. It is expected that students spend a minimum of 1 hour of homework each week on the core units. All of the necessary material will be accessible through the school portal (https://bms.fireflycloud.net/). Students will also have access to the digital textbook during lessons and they will take responsibility for completing and submitting work on time, to strict deadlines. Students should be aware that at times more than one hour of work at home in a given week may be needed. Assessment details Assessment is by means of up to 2 written exams of 90 minutes at the end of Year 11 worth 40% of the GCSE grade and 2 digital e-portfolio controlled assessment briefs worth 60% of the GCSE grade. Books, equipment, materials and resources A PC at home with internet access would be of great benefit to students on this course. However it is anticipated that some students will only be able to work in school and arrangements can be made to accommodate this. Blatchington Mill uses the Microsoft Office suite and Macromedia MX suite across the network and the course will use these as the main applications. These software applications would also be very useful to the student. Opportunities for study beyond Key Stage 4 For those who wish to increase the number of units studied, perhaps to increase their GCSE qualifications, we offer further units of study on this course in Year 12 at Blatch 6. For those students who enjoyed the practical nature of the course, the BTEC National Subsidiary Diploma in ICT & Computing at Level 3 builds on and allows for further opportunities to extend and consolidate their skills and interests. For students who are more interested in the workings of computers themselves there is also the opportunity to study the well-respected BTEC L3 Subsidiary Diploma in Business. All of these courses are available at Blatch 6 and always achieve excellent results. Career Opportunities The GCSE ICT qualification has been developed to provide relevant job-related skills and understanding. They provide a good grounding in a range of ICT work using business-standard software applications, and allow students to develop an interest and a skill in one or more specific areas of ICT. The course complements most other GCSE subjects and will give students an ever increasingly important set of skills that can transferred or applied to further studies or the world of

https://bms.fireflycloud.net/


work. The additional GCSE will give students the opportunity to study Digital graphics and design at GCSE level and compliments the single award course.

LATIN - GCSE

Syllabus name and examination board Syllabus number GCSE Latin - WJEC TBC Course description Modern warfare, concrete, straight roads, rabbits, plumbing, apples, glass and our calendar: the world we live in and the language that we use today owes a huge amount to Roman civilization. Latin GCSE offers you the opportunity to study a fascinating new language and literature, whilst also learning more about how Roman people lived, what they believed and how this connects with our lives in the modern world. Some people will tell you that it’s a waste of time studying a language that is ‘dead’. But Latin GCSE helps you to develop important thinking, analytical and communication skills, lets you understand your own language better, opens your eyes to a fascinating and important part of world history and is recognised as a challenging and rewarding GCSE choice. We follow the Cambridge Latin course, which focuses around the story of a family in Pompeii, learning as you go about the language, literature and the history/ civilization of Roman culture. Course Structure and content There are three main components to this course:

Component 1: Latin Language

Component 2: Latin Literature

Component 3: Latin Literature/ Roman Civilization Will I be able to opt for this course? Choosing to learn a new language from scratch in two years is very ambitious, so this course will be very demanding and require a lot of hard work. With the new syllabus, Latin Literature is being studied on this course for the first time and this makes Latin an option choice that really is challenging and not to be taken lightly. The GCSE will involve skills that you have already used in Languages, English and History, so if you enjoy all of these subjects, you will probably relish the challenge of Latin GCSE! We advise that students interested in doing this GCSE to already have strong marks and a keen interest in English and Modern Foreign Languages. You will also need to have at least a ‘Good’ work ethic grade across your subjects; this subject requires a lot of self-motivation and independent study. Homework Independent learning is an essential part of this GCSE and homework will be set every week. This will involve consolidating new language that you have learnt, practising translation and researching aspects of Roman civilization.


Assessment details Latin Language (50%): exam. Latin Literature (30%): exam Latin Literature OR Roman Civilization (20%): exam We also have regular tests (every four weeks) to see how you are doing and keep track of your progress. Books, equipment, materials and resources We will follow the Cambridge Latin Course and you will have a copy of this book. There are also lots of really useful online resources (www.cambridgescp.co.uk) to help you and there will be further information on the portal. Opportunities for study beyond Key Stage 4 You can choose to study Latin at A level, as well as Classical Civilization. If you really enjoy Latin, there are also opportunities to study Ancient Greek at A level. All of these subjects, including Ancient History, Archaeology and combinations of Classics and Modern Foreign Languages/ English/ History are also fascinating degree subjects at university. Career Opportunities As Latin combines so many different skills from across different subjects, people may develop their interests in subjects such as Literature, Philosophy, Ancient History, Ethics, Languages which can be studied at university. Industry, journalism, the Services, television, law, publishing, translation, social services, computing, medicine, horticulture, veterinary science, teaching: these are just some of the careers that Latin can lead on to. People who do go on to careers in medicine, gardening and law may find their GCSE Latin particularly useful!

MEDIA STUDIES - GCSE

Syllabus name and examination board Syllabus number / reference Media Studies GCSE - AQA 4810 Course description Media Studies is the study of the mass media: film, TV, radio, the internet, magazines, newspapers, comics, advertising, the music industry, etc. These forms of entertainment and information play a hugely important role in our society. We all use them, but how do they work? We look at: media products and the conventions they follow; the audiences media products are aimed at and how they are targeted; the companies that create media products; and how the media represents the world to us. We also create various media products such as videos, posters, storyboards, CD covers and magazine pages. The GCSE Media Studies syllabus is designed to enable students to develop a critical understanding of the mass media. Theoretical understanding is closely related to the development


of practical skills in desk top publishing, digital and video photography and digital video editing. Design and creative skills are useful but no specialist ICT knowledge is necessary. Independent thinking and the ability to work in a group is essential, as well as a willingness to write down ideas and knowledge gained on the course. Course Structure and content Lessons are held in a classroom equipped with an interactive whiteboard and DVD/video facilities; sometimes ICT rooms and the media editing suite/green screen studio will be used by students. The course is roughly an equal mix of theory/analysis and practical tasks - it certainly isn’t just sitting in a room watching videos! Two Controlled Assessment coursework tasks are completed during Year 10: one on American teen dramas, the second on the music industry. A more ambitious practical production is tackled in Year 11. For this, students can choose to work in video or desk top publishing. They might work in a group to create a video trailer for a new film or work individually to create pages from a new magazine. The topic for the final exam at the end of Year 11 changes each year. Will I be able to opt for this course? There are no specific entry requirements other than an interest in the media. Homework 1 - 1½ hours per week on average. Homework tasks vary a great deal in their content: research, surveys, analysis, notes, essays, scripts, storyboards or working on a group video project are typical tasks. Students can view samples of media work on the display board outside room C4. Assessment details 60% of the GCSE is made up of three assessments done in controlled conditions: Assignment 1: Television (Genre: US Teen Dramas) (10% of GCSE, done in first term): Analytical task: Analyse the opening five minutes of a specific US teen drama. How does the programme attract the interest of its audience? (500 words) Production task: Present ideas for the opening of a new teen drama in the form of a storyboard. Write an accompanying commentary to justify your decisions. Assignment 2: Music Promotion (20% of GCSE, done in second term): Analytical task: Explore the way in which one band or artiste is represented and promoted across at least two different media e.g. music video and magazine interview. (1000 words) Production tasks: Design a page from a magazine in which an artiste you have invented is interviewed. Devise a storyboard for a music video featuring the same artiste. Write an explanation of the two promotional texts’ impact on their target audience. Assignment 3: Practical Project (30% of GCSE, done in third term and Year 11): Students to choose a task such as:


Moving image: A 120 second trailer for a feature film aimed at a specific audience. Students to work in groups of no more than four.

Print: Four pages (including the front cover) for a magazine aimed at a specific audience. No more than two candidates producing four pages each. Students may wish to work individually.

In addition to the production, students must submit up to 12 pages of material as evidence of research and planning. Media students can use our green screen studio for practical work. Exam at the end of Year 11 (40% of GCSE): The set topic for the exam changes each year. In 2018 it will be Serial Television Drama. Books, equipment, materials and resources Just bring along a lively mind and an interest in different types of media. We can loan you video cameras and provide editing and desk top publishing facilities. Opportunities for study beyond Key Stage 4 A level Media Studies is available in Blatch 6. Many opportunities exist at degree level; this is a popular course / subject in higher education. Career Opportunities: Lots! Work in various media outlets, film, TV, journalism, multi-media companies, education, etc. As the average adult spends up to five hours per day consuming the media it makes sense to understand its effects and influences on society!

MUSIC - GCSE

Syllabus name and examination board Syllabus number Music GCSE (Examination board TBC) TBC Course description Music GCSE provides a more traditional route and consists of three units:

Performance (solo and ensemble - 30%)

Composition (2 compositions and commentaries - 30%)

Listening / Appraising / Understanding Examination (40%)


Course Structure and content Lessons take place in subject-specific rooms for composition, performance, theory and listening. Each student will use a computer workstation during the composition process. Composition is focused on throughout the course where students are encouraged to develop their ideas and continually make improvements in order to confidently complete 2 compositions within specific musical genres. Students have to submit 2 performances, a solo and an ensemble, neither of these have to link with the genres studies for the listening exam. Deadlines will be set for both the solo and ensemble performances during the 2 years of the course. All coursework will be expected in by Easter of year 11 enabling students to make continued improvements and submit the best possible performances / compositions. Will I be able to opt for this course? Students need to have some familiarity with music theory, for example the basic ability to read music notation. Students will also need to be able to play 1 instrument at a good standard (at least grade 2 / 3 equivalent) Students need to be aware that even though the course includes performance and composition, which are the practical elements of the qualification, there is also an exam to prepare for which requires musical understanding and theoretic knowledge of a range of genres / set pieces (these range from Classical through to Popular Music) Homework Homework is set to support students understanding of the set pieces and will include revision, essay writing and listening. Students are also expected to practise their chosen first instrument regularly and attend their instrumental lessons. When deadlines for compositions are set, students may need to spend additional time in the Mac suits completing their work (this will be in their own time either during lunches or after school). Assessment details Performance (solo and ensemble - 30%) Solo Performance: Students will complete a solo performance which is recorded within school. This must be accompanied by either a copy of the music (score) or an MP3 version. The grading is based on the difficulty, expression, interpretation and accuracy of the performance. Ensemble Performance: Students will complete an ensemble performance which is recorded within school where the student performs as part of a group. This must be accompanied by either a copy of the music (score) or an MP3 version. The grading is based on the difficulty, expression, interpretation and accuracy of the performance. *both performances will be expected to be no less than 1 minute each Composition (2 compositions and commentaries - 30%)


Students need to complete 2 compositions for submission; they need to demonstrate their ability to develop musical ideas, compose with musical coherence and technical control. Students must submit a short written commentary of the process they have taken in order to complete their composition. Students can use Macs, live instruments or a combination of both. *the compositions will either be related to the genres / pieces covered or a free composition and will require either a composition log or a written commentary Listening / Appraising (exam - 40%) This is examined through a written exam (depending on the board will either be 1hr 30mins or 1hr 45mins, consisting of a combination of heard and unheard questions. The exam will be split into sections testing knowledge of both learnt pieces (set works) and given genres. There will be short answers and extended responses required. The exam is designed so students can show their knowledge and understanding of musical elements, musical contexts and musical language Books, equipment, materials and resources A wide variety of resources will be available from the chosen exam board, which will support the students understanding of specified pieces / musical genres. Listening to the radio can also help with broadening understanding of specific musical genres. Opportunities for study beyond Key Stage 4

BTEC Level 3 Subsidiary Diploma (Music Performance) BTEC Level 3 Diploma (Music Performance)

BTEC Level 3 Subsidiary Diploma (Music Technology) BTEC Level 3 Diploma (Music Technology)

A level Music or Music Technology BTEC Level 3 Musical Theatre

Career Opportunities There are many career opportunities linked to the study of music. Employers value skills achieved through music; team work, problem solving, confidence development, self-presentation, analytical skills etc. Actual jobs can include music therapist, performer, composer, teacher, film and television work and production/recording.

MUSIC BTEC Syllabus name and examination board Syllabus number BTEC Level 1/Level 2 First Award in Music - Edexcel 600/6818/8

Course description This is a course that is ideal for students who have a keen interest in Music Performance and those who want to work within the Music Industry.


This qualification is the equivalent of 1 GCSE - in order to achieve the equivalent of an A* students must achieve Distinctions within all units covered. Lessons will be taught in the Music suite which is equipped with Mac computers running ‘Garageband’ and ‘Logic Pro’ and within C15 which offers practice and performance space. Access to these facilities and our recording studio will be available at lunch-times and after school in scheduled time slots.

Course structure (Four units will be studied depending on the skills and interests of students) The Music Industry You will learn how to survive in the music industry. Assessed by a one hour exam. Managing a Musical Product Planning and Delivering a Musical Event. Introducing Music Performance Developing your skills as performers, as well as developing their technique and reflective practice. Introducing Music Composition Creating your own music using Logic software and other music resources, including live instruments. Introducing Music Recording Recording music of your choice in the recording studio, then mixing the music using professional music software. Or Introducing Live Sound Setting up, understanding and operating the concert PA systems required for most of today’s music performances Exploring Computer Systems Used By Musicians Showing that you know how to select hardware and software components for a computer-based music creation. Assessment, weighting and timings of assessments The final award will be a pass, merit, distinction or distinction*. At least one assessment will be completed each half term. This course includes 1 on line exam which will be completed during year 11. Homework Homework will be research and task based using school equipment after school. Opportunities for study beyond Key Stage 4 / Progression within Music A leve Music Technology. BTEC Level 3 Subsidiary Diploma in Music.


Career opportunities supported by this subject There are many career opportunities linked to the study of music. Employers value skills achieved through music; team work, problem solving, confidence development, self-presentation etc. Actual jobs can include music therapist, performer, composer, teacher, film and television work and production / recording.

PERFORMING ARTS - PRODUCTION - BTEC

Syllabus name and examination board Syllabus number BTEC Level 2 First Award in Performing Arts (Production) Edexcel 600/4785/9 Course description This course is a practical and exciting education in the backstage arts. With the Windmill Theatre as our base students will learn the ins and outs of working on live performances. Using state of the art professional equipment students will work on all areas of lighting, crewing, set, sound and stage management in the theatre. Students will have the opportunity to work on some of the many shows performed here as chances to put into practice their knowledge. The course has no written exam and is assessed through internal on-going controlled assessment and external assessment of evidence gathered during the course. The level 2 qualification is equivalent to 1 GCSE. There are excellent career pathways for students who take this course with our Level 3 Stage Management course here and many of our students going onto university or work. Course Structure and content Unit 1: Individual Showcase - Demonstrating skills learnt on the course through video assessment and written response. Unit 2: Preparation, Performance, Production - An internally assessed unit demonstrating set design and building, stage management and crewing alongside a show for the Windmill Theatre Unit 3: Production Skills For Performance - The whole lighting process is assessed alongside a show. Will I be able to opt for this course? Any student can apply for this course. Homework Half termly revision of practical work. Catch up of any written work as and when. Assessment details On-going practical assessments. Controlled assessment January of the second year. Books, equipment, materials and resources All equipment will be provided.


Opportunities for study beyond Key Stage 4 Level 3 Stage Management BTEC at Blatch 6. Career Opportunities These can include; lighting designer/technician for live performance, stage manager, sound designer/technician for live performance, deputy stage manager, crew for live performance, producer, front of house manager and set designer/builder.

PHYSICAL EDUCATION - LEVEL 2 QUALIFICATIONS

Syllabus name and examination board Syllabus number Physical Education (GCSE) – TBC (AQA or Edexcel) 8582 (AQA) or 2PE01 (Edexcel) BTEC Level 1 / 2 First Award in Sport - Edexcel BF31442 Course description There are two types of course run in examination PE. Your son/daughter will be guided by PE staff as to which is the most suitable course for them to maximise their potential. Both courses are a level 2 qualification worth 1 GCSE or 1 GCSE equivalent. For the BTEC, if students do not meet the required Level 2 grade then they will achieve a Level 1. Course Structure and content Each student has 6 lessons a fortnight; a double theory lesson and a single practical lesson each week. Both courses contain a lot of theory work, therefore sometimes all the lessons in a week are theory based, and homework is set weekly. We expect all students to be participating regularly in sport whether in the school teams or outside of school.

GCSE: Topics:

Theory of Physical Education – split into 2 exams. The 2 exams assess applied anatomy and physiology, movement analysis, physical training, use of data, sports psychology, socio-cultural influences and health fitness and well-being.

Performance in Physical Education which includes Practical Performance and Analysis of Performance

Pupils are assessed in 3 performances. The Examination Boards offers a range of other sports, which we deem as off-site activities. Students can select to be moderated in off-site activities, but must have access to a coach who delivers the practical work and awards a coursework grade, is able to get sufficient video footage of the relevant skills in isolation and competition and students must cover any costs. Students are required to follow an observation and analysis programme which is changing and will either be assessed as part of an interview/presentation or as part of a 6 week personal exercise programme, depending on the selected exam board.

BTEC SPORT:

BTEC Units of work:


Health and Fitness for Sport and Exercise Practical Sports Performance

Training for Personal Fitness The Sports Performer in Action Will I be able to opt for this course? Students identify which course they would prefer to study and then staff guide them onto the most appropriate one for them. Students are expected to be participating regularly in sport both in school teams or outside of school. Homework Homework is set regularly for approximately 60 minutes per week, in the form of answering set questions (some research required), tests, assignments, ILT projects and related worksheets. We expect all homework to be well presented and completed to a high standard. Assessment details GCSE PE

40% of marks for practical work 60% theoretical work

Practical coursework guidance grading takes place at the end of each module.

There will be 2 written examinations of 1 hour and 15 minutes minimum based on the following areas: Applied anatomy and physiology, movement analysis, physical training, use of data, sports psychology, socio-cultural influences and health fitness and well-being.

Analysis and Evaluation of Performance will be carried out at the end of year 10 or January of year 11.

BTEC Sport The qualification is graded as a Level 1 Pass, Level 2 Pass, Level 2 Merit, Level 2 Distinction or Level 2 Distinction*. There are 2 forms of assessment:

Coursework assignments – 75% of the total course.

A written exam for the ‘Health and Fitness for Sport Exercise’ unit of work – in the form of an onscreen multiple choice test and short answer style questions. This will be carried out in term 2 of year 10.

BTEC Assignments are marked against criteria set by the examination board. Work can be assessed by various methods to help decrease the amount of written work, for example, by presentations or interviews. Books, equipment, materials and resources The P.E. department provide a textbook. A Revision Guide is available from the P.E. department (purchased from staff). Correct and appropriate P.E. kit required, students will be given an option to purchase an exam PE polo shirt. Opportunities for study beyond Key Stage 4 The course provides a suitable qualification for students to progress onto a range of higher level qualifications. The skills developed are valued both by employers and education to enable students to manage time effectively, take responsibility for their own learning and meet deadlines. They make excellent preparation for entry to Blatch 6 and other colleges where students can study A level PE or BTEC Sport Level 3.


Career Opportunities These courses are designed to provide a broad base for further training, education or into employment within the sport & leisure industry. Either course is the first ‘rung of the ladder’ into careers in P.E. teaching, Coaching and Leisure / Recreation Management. If you are thinking about studying Physiotherapy then GCSE PE is the most appropriate.

Religious Studies - GCSE

Syllabus name and examination board Syllabus number Religious Studies A GCSE – AQA Draft 8062 Course description A full GCSE in Religious Studies, studied over 2 years and examined at the end of the course. Course Structure and content Taught in 2 units: Unit 1— Beliefs and Teachings and Practices (Pupils will study two world religions from a choice of Christianity, Islam, Judaism, Hinduism, Sikhism and Buddhism). Unit 2— Religious, Philosophical & Ethical Studies in the Modern World (Pupils will study four topics which are Religion & Life, Religion, Peace & Conflict, Religion, Crime & Punishment and Religion, Human Rights & Social Justice). It is 100% examined – there is no controlled assessment. It will be examined at the end of the course in the summer of Year 11. Will I be able to opt for this course? Students will need to be able to write extended answers so good literacy skills are required and are one of the keys to success. Homework Set on a regular basis to support progress in the subject. Assessment details 100% examined at the end of Year 11. Books, equipment, materials and resources Access to the internet is important, which can be supplied by the RIC if needed. Opportunities for study beyond Key Stage 4 The course feeds well into A level Religious Studies and /or Philosophy, and then on to a range of Higher Education opportunities.


Career Opportunities There are a range of careers that value qualifications in Religious Studies, including journalism, politics, business, law, medicine, public services and teaching to name but a few.

SOCIOLOGY - GCSE

Syllabus name and examination board Syllabus number Sociology GCSE - OCR. J696 Course description Sociology is the study of society and behaviour. The GCSE course aims to help students study and understand the way we behave and live together in a society. The main areas of study are:

Investigating society Culture

Education Identity

Crime and Deviance Mass Media

Socialisation Work

Youth The Family

Collecting and using information Conducting a sociological study Sociology is concerned with finding out about people and so is useful for students who have an interest in the world around them. The course is based on the OCR GCSE J696 Sociology syllabus. Course Structure and content The course has 6 lessons per fortnight and each lesson may contain some discussion, some explanations and some written content. Will I be able to opt for this course? Sociology is an option choice and all students can study Sociology but students should note that it is an exam based course which is assessed through written work. Homework Homework is set every week, usually a piece of work which should take approximately 45 minutes. The homework can cover a range of approaches; sometimes answering questions, doing individual research, revision, reading or other appropriate tasks. Assessment details Formal assessment will be based on three units, taken at the end of Year 11. Two exam papers will be knowledge-based and students will need to show their knowledge and understanding of topics covered throughout the course. The third exam unit will be based on pre-release material and students will need to show their knowledge and understanding of Sociological research methods.


In lesson tests will take place at the end of units as appropriate to help students revise and to prepare for the demands of the final exams. Books, equipment, materials and resources The school provides all essential resources for the study of GSCE Sociology, but it is useful for students to read a quality newspaper regularly and to boost their general knowledge of current affairs when possible. Many TV documentaries are useful in building sociological awareness. Opportunities for study beyond Key Stage 4 Study of Sociology at GCSE can obviously lead to the study of Sociology at A level at Blatch 6 but can also provide a basis for study in other social sciences, e.g. Psychology, Politics. Career Opportunities Careers which will be aided by studying Sociology could be any career which involves working with people. Previous students have gone on to work in: teaching, social work, law, media, personnel, journalism, nursing and many others.

SPANISH - GCSE

Syllabus name and examination board Syllabus number Spanish GCSE - AQA Draft 8698 Course description The GCSE course in Spanish builds upon the knowledge and skills that students have already acquired in Key Stage 3. Students will continue to develop and practise the four language skills of listening, speaking, reading and writing. Course Structure and content Three broad themes will be studied:- Theme 1 - Identity and culture Theme 2 - Local, national, international and global areas of interest Theme 3 - Current and future study and employment. The sub topics within each theme will enable students to understand and communicate information in Spanish on subjects relevant to young people today as well as to equip them to deal with practical situations in Spain. Will I be able to opt for this course? You can opt for this course if you have studied Spanish in Key Stage 3. Homework Homework will be set weekly. A variety of tasks are set for homework & examples include:

Learning vocabulary and grammar

Reading texts in the target language and answering questions on the text


Preparation for assessments

Written tasks including translations into English and Spanish

Listening tasks using the student portal or websites Assessment details Listening and reading The skills of listening and reading are both assessed by examination and correspond to 25% each of the total qualification. There are two tiers of entry: Foundation (Grades1-5) and Higher (Grades 4-9). These examinations will take place in May/June of Year 11 Speaking and writing Speaking and Writing correspond to 25% each of the final qualification. There are two tiers of entry: Foundation (Grades1-5) and Higher (Grades 4-9). The skill of speaking will be assessed by exam set by AQA and conducted by your Spanish teacher in the Spring term of year 11. It will include a short role play, discussion of a photo and conversation questions on topics prepared during the course. The skill of writing will be assessed in a written exam in May/June of year 11 which will include short structured tasks, open ended writing and translations into Spanish. Your Spanish teacher will be setting regular assessments to ensure you are building your vocabulary knowledge and developing the skills needed to speak and write independently. Books, equipment, materials and resources All students will need a bilingual dictionary. Opportunities for study beyond Key Stage 4 Students can continue the study of Spanish to A level. Spanish can also be studied at university, either as a main degree programme or as part of a combined honours course. Career Opportunities There are many benefits to learning a foreign language. It will:

Give you a useful skill when you go on holiday abroad

Improve your listening, communication and memory skills

Enable you to learn another foreign language when you are older

Enable you to work abroad or travel abroad with your job

Give you an invaluable skill for many careers (see below)

Add an extra dimension to your personal skills profile In a global market, many employers seek candidates who can offer more than one language. A qualification in a foreign language is very often the extra skill that makes a difference when it comes to being successful with job applications. The ability to speak and understand one or more


foreign languages is very useful in many careers, including, for example; sales and marketing, tourism (pilot, air steward, courier), secretarial work, administration, management consultancy, accountancy, international banking, law and the diplomatic service. For more information concerning MFL courses, please see the following section - ‘MFL Frequently Asked Questions’.

FURTHER INFORMATION ABOUT ALL MODERN FOREIGN LANGUAGE COURSES.

Frequently Asked Questions

1. Can I take two languages?

YES. If you currently do two languages you can continue to study both to GCSE level.

2. I do two languages at present and am not sure which one to continue.

Firstly, talk to your teacher(s). He/she can advise you. Secondly, if you are good at both your languages, you should seriously think about doing both next year. It is much easier to learn languages while you are young! 3. Can I start French or Spanish if I have not studied it at KS3? No. The GCSE course builds on the KS3 programme. We do not offer GCSE languages to beginners. 4. Will it be hard?! Studying languages can be challenging, however it is also very rewarding and provides you with practical skills which can enhance your learning capacity and memory. Language learning also develops your resilience, a quality that employers and higher education establishments value highly. In order to be successful you will need to build on the knowledge you have gained at KS3 and put time into regular independent learning , before you know it you will be making great progress !


MAKING YOUR CHOICES - ADVICE FOR STUDENTS

THINGS TO DO

Take your time. If you rush you could end up making choices you’ll regret.

Listen to advice. There are many people who are able to talk the decision over with you, including your parents or carers, subject teachers, sixth form tutors, form tutors, senior leaders and the careers advisor.

Think about the following. What you might want to do in the future as a career. What skills and qualities you’ll need to have for your career when you’re older. What you might want to do at sixth form college e.g. Blatch 6. What you won’t be able to do in the future if you don't choose certain subjects now. What your preferred way of learning is; are you better with practical courses or very academic ones? What you like studying now, what you enjoy and what you’re good at.

THINGS NOT TO DO

Don't get worried. If something is unclear, ask for help and advice.

Don't choose subjects because your friends do. You will probably not end up in the same class. Your friends may be much better / worse at the subject than you are. You may not stay friends!

Don't choose a subject because of the teacher. You may like or dislike certain teachers but you might not be taught by them next year. Every year some teachers leave the school and new ones arrive.

IMPORTANT DATES TO REMEMBER

OPTIONS EVENING FOR PARENTS; Tuesday 2nd February 2016.

This Options Evening provides an opportunity for parents, carers and students to ask questions about any aspect of the Key Stage 4 curriculum. Senior Staff, the Year Team Leader, Curriculum Team Leaders and Subject Heads will be in attendance. It will be from 6.30 p.m. at the school.

RETURN OF OPTION FORM;

It is very important to return the form on time. Students submitting it late may find the courses they choose are full. Please submit all options forms to Form Tutors by FRIDAY 26th February 2015.


COMPLETING THE OPTIONS FORM.

Please ensure the student’s name and tutor group are written clearly on the form. Please complete the section on the Options Form asking about career interests and priority subjects; this is useful in the event of timetable clashes and over-subscribed courses. Select 4 subject choices on page one, but referring to the ‘Restrictions’ section on page 2. Please ensure the form is returned to the student’s Form Tutor on time.

THE OPTIONS FORM.

Please list the subjects which you are most keen to take; this helps in the event of timetable clashes.

Listing career ideas helps in the event of courses being oversubscribed or where clashes occur.

Please select only ONE course from each block.

Students need to ensure they have selected at least 1 E-Bacc course; these are shown in bold type and italics.

Please ensure you complete all basic details.


SPACE FOR NOTES.

Please sign the form when it’s complete.

Please read and check the restrictions list.

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