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Key Stage 4 Options Booklet 2016-2018

Key Stage 4 Information Evening Thursday 25 February 2016

6.00pm-8.00pm

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Introduction In Year 8 your son/daughter chose two option subjects; they will continue with these choices. In Year 9, students have the opportunity to choose a further two subjects from the “open” option block. This booklet contains an outline of the options process and different pathways available for all students. It also contains brief descriptions of all accredited and non-accredited subjects. It is hoped that this booklet will be a useful source of reference for students, parents and tutors. If there are any further questions relating to a subject, the name of the member of staff to contact is stated on each subject page.

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Dates to Remember

Thursday 28 January - Students are introduced to the Options Process

Thursday 25 February: The 2016 Key Stage 4 Options Information Evening will be held in the

School Hall at 6.00pm. The choices procedure will be explained and then parents and students will have the opportunity to visit individual departments to gather any additional information with regard to a particular subject contained in the booklets. Heads of Department will be available to answer any questions with regard to SUBJECT CONTENT, not individual student’s progress (this can be discussed at Parents Evening on Thursday 3 March).

Thursday 3 March: Year 9 Parents Evening will be held for consultation with individual

members of staff. This will begin at 4.30pm until 7.30pm and appointments should be made in the usual way.

Friday 11 March: Completed Key Stage 4 Options Form to be returned to student’s tutor.

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Page No.

KS4 Examinations and the National Curriculum 5-6

Awarding Bodies 6

Which qualification is appropriate for you? 7

Coursework, Controlled Assessment and the Final Examination 8

Choosing Subjects 9

Some Questions pupils ask 9-10

Key Stage 4 Course Structure and Alternative Pathways 11

Subject Choices 12

Trial Option Form 13

Core Subjects

English and English Literature 17

Mathematics 18

Science 19

Personal Development Curriculum (Core) - Non Exam 20

PE (Core) - Non Exam 20

Options

French 23

German 23

Spanish 23

Geography 24

Art & Design - Fine Art 25

Home Economics: Child Development 26

Food Preparation & Nutrition 27

Drama 28

Computer Science 29

Information & Communication Technology 30

Music 31

Physical Education 32

OCR Cambridge Nationals in Sport Studies 33

Religious Studies 34

Design Technology: Product Design 35

Design Technology: Resistant Materials 36

Textiles - Art & Design 37

Classical Civilisations 38

Dance 39

Appendix A: Grading the New GCSEs from 2017 40

Contents

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KEY STAGE 4 EXAMINATIONS AND THE NATIONAL CURRICULUM

Students in Key Stage 4 are required by law to follow the National Curriculum. The main aim of the KS4 National Curriculum is to offer some flexibility and choice for students, whilst ensuring students acquire the core of general learning and experiences essential to later learning and employment. The aim of the Key Stage 4 Curriculum at Downlands is to ensure students continue their full time education with a broad, balanced curriculum. The wide range of subject combinations offered should ensure no future pathway into further education or employment at post-16 is closed to them. The structure also aims to give a sufficiently broad range of subjects from which students may choose in order to accommodate personal strengths, preferences and interests. All subject syllabuses must meet the criteria laid down by the government. Each school and each department within school are free to choose whichever examining board offers the most appropriate syllabus in each subject. Amendments to these syllabuses occur on a regular basis. As you may be aware, the government has recently made major changes to GCSE examinations. Current Year 9 students will take ‘new’ GCSE’s in all subjects apart from some Design and Technology qualifications (Child Development, Product Design, Resistant Materials and Art - Textiles). The ‘new’ GCSE’s will be graded using the numerical 1 to 9 system whilst the Design and Technology Qualifications listed above will be graded using the old A*-G system. Appendix A (at the back of the booklet) shows how the “new” and “old” systems compare. BTec and OCR National qualifications have their own grading system which can be found in the outlines of specifications for all subjects between pages 22 and 40. All students will be required to achieve Grade 4 or above in English Language and Mathematics at GCSE. Students who do not achieve this at Downlands will need to re-take the subject (s) at post-16. In addition, please be aware that not all colleges accept students onto ‘A’ Level courses without Grade 4 English. The English Baccalaureate is not a qualification in its own right but it is a measure which is achieved if students get C grades or above in English, Maths, Double Science, History or Geography and a Foreign Language (most students at Downlands will take this combination of subjects). We are offering two qualifications in PE/Sport: GCSE PE and OCR Cambridge National in Sport Studies. Each course has a practical element and there will be no difference in the number of practical lessons per week for each course. The courses have similar content but are assessed differently; 30% of the GCSE course is based on performance in a number of sporting activities and 60% is a terminal exam (the other 10% is coursework). The OCR Cambridge Nationals in Sport Studies is equivalent to a GCSE and is accepted by all further education establishments. It is 75% coursework and 25% examination. To make sure students are enrolled on the most appropriate course, please tick the PE/Sport box on the options form. The PE Department will guide students towards the most appropriate course and parents will have the opportunity to discuss the choice of course at Year 9 Consultation Evening on 3 March. For further details of each qualification, please see pages 32 and 33 of the booklet

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AWARDING BODIES

In each subject outline which follows in this booklet an abbreviated set of initials will follow the subject to identify which examination board they are using. These are as follows:- OCR Oxford, Cambridge and RSE Examinations AQA Assessment and Qualifications Alliance (Northern Examination and Assessment Board) EDEXCEL Incorporating London Examination and Assessment Board and BTEC WJEC Welsh Joint Examination Committee

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WHICH QUALIFICATION IS APPROPRIATE FOR YOU?

TIERS OF ENTRY IN GCSE EXAMINATIONS

Mathematics, Science and MFL are examined through a Foundation Tier covering grades 1-4 and a Higher Tier covering grades 4-9. Why is tiering used in some GCSE examinations? Tiering provides students with the opportunity to show what they know, understand and can do, by presenting them with question papers that are targeted at a band of attainment. For each tier of entry, the written question papers will - Be of an appropriate level of difficulty for the range of grades available at that tier Prompt more able students to respond at a greater depth Provide opportunities for less able students to show what they know Use appropriate language All other qualifications are not tiered and will consist of one paper to suit all abilities. Decisions about tiers of entry for each student will not be made until January of Year 11 (2018). These decisions will take into account the student’s performance in class over eighteen months, their performance and achievements in internal examinations in Year 10 and 11. Parents and students will be fully informed as to the final tier of entry for each examination.

COURSEWORK, CONTROLLED ASSESSMENT AND THE FINAL EXAMINATION

ASSESSMENT Examinations - terminal examinations at the end of the course. Coursework - Assessed work to be completed in class and at home. Controlled Assessment - Assessed work carried out under controlled conditions in school. In some subjects the final grade is based on marks for controlled assessments and marks from examinations. Some qualifications are heavily coursework based for example BTEC's, although BTEC’s also now have an examined component. Most GCSE’s are now “linear” which means they are only examined by terminal examination.

* This is unconfirmed by the Department for Education at the time of going to press.

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There are a number of reasons that it is worth looking at how each course is assessed: 1. Students know that their work throughout the year is of importance and value. This should help to

motivate them. 2. Some students will excel when assessed in controlled conditions which involve strict time limits or

deadlines. 3. Certain skills or qualities, such as perseverance and commitment can be measured through coursework assessment more effectively than through a final examination. By using a combination of assessment methods it is more likely that all students will be given the widest possible opportunity to reach their full potential. For all students to benefit from these methods of assessment it involves teachers, students and parents working together to find the best way of supporting the student in achieving success.

CHOOSING SUBJECTS: Some advice for students Students have been re-introduced to the options process on Flexiday and in tutor time. They will be advised as to the choices available and how to best make those choices based on their own strengths, weaknesses and personal preferences. Tutors will spend time guiding and counselling students through the options process. During PDC students will spend time looking at future careers through and how choices may affect their routes post-16 and beyond. It must be stressed that most examination courses on offer are non vocational. It is, therefore, not essential that students take courses in any of the listed subjects to qualify for a particular job or career. There may be a need to have followed certain subjects if they wish to go on a certain Further Education course particularly AS/A2 level. These are mentioned below. When choosing subjects, students should remember the following points: Other subjects currently require a Grade B at GCSE to demonstrate that students have the aptitude and ability to continue studying to a higher level. This varies from college to college but will normally be the case for English and Mathematics ‘A’ levels (and some others). To study Science at ‘A’ level most colleges now require two B grades and many colleges will also require Mathematics at grade B or above. The change to “new” GCSE grading means that it is not yet clear what entry requirements will be required by post-16 providers, although it is possible that the grade B’s referred to in this paragraph will be replaced by a requirement to achieve a grade 6. We will communicate any information we receive about this as soon as it is available. All colleges will accept combined Science (Double Science) for entry to Science ‘A’ levels, i.e. it is not necessary to take Triple Science to follow ‘A’ Level. To apply for a further education course in any of the following subjects, colleges will expect students to have followed a GCSE or equivalent course in that subject. For ‘A’ Level courses, grade C or above is currently the minimum entry requirement (this will probably equate to a grade 4 at ‘new’ GCSE): Art & Design Design & Technology Art & Design - Textiles Foreign Languages

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SOME QUESTIONS PUPILS ASK

Why do I have to choose?

The GCSE and vocational courses in Key Stage 4 need to be studied in more detail than the course you are currently following and this takes more time. Therefore you will need to study fewer subjects and spend more time on them.

Why do I have to choose from this set of subjects?

You need a broad and balanced education to prepare you for the full range of opportunities in education or work at 16+. In addition to this consideration, the National Curriculum sets down requirements for students to study at this stage in their school career.

Can I change my mind later? The subjects you choose are for the next two years. We expect everyone to complete their courses once they have decided on them. This means fulfilling the requirements of the examination syllabus including completion of coursework and sitting the final examination. Therefore, it is very important that the right choice is made at the outset. As a result, we ask you to spend quite a long time considering your decisions. It is only in exceptional circumstances that students are permitted to change their courses once they have begun in September. Some subjects will be full and a change to one of these at a later date will be impossible. Please bear that in mind.

How should I choose? To make a good decision you need to take into account: Your level of achievement in your current courses Your future potential in each subject Your interests Your future career plans The appropriateness of the Course You must not consider: What your friends are doing Which teacher you like

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Will I have to do more homework and independent study?

Yes. You will have to spend more on homework for each subject as the courses you are following involve more independent study. Regular work at school and home and good study habits will be essential to relieve the pressure and help you to achieve success.

Will I definitely have all the subjects I ask for?

The majority of students will be allocated the selection of courses they have chosen. However, each year minor changes in the Open Option do need to be made when we divide the subjects into two columns. This affects only a few students and we will do everything within our power to offer the first and second preferences you make in this option. It is, however, very important to consider your third choice carefully as we may, in a very few circumstances, have to use this choice.

Somebody said if there aren’t enough students opting for a subject, ,it will not run. Is this true?

Yes - obviously we cannot run a course for just a handful of students. This would cost too much and it would not be fair to the subjects that have class sizes approaching thirty. If an option closes due to insufficient numbers your third preference would be used.

How many examination subjects can I take at the end of Year 11?

This will vary depending on which route you follow. Most students have an entitlement to nine GCSE’s or equivalent accredited subjects but some of you will take more, for example Triple Scientists. English counts as two subjects, one for Language and one for Literature. Science is a double or triple award (two or three GCSE’s). Each of your options count as one subject. Everyone studies Mathemat-ics and this is a single award for most. If you add this up, most people take 9 subjects, 10 if you take three separate Sciences and 11 if you take Triple and the “express” double language course. Most colleges and Further Education establishments require 5 or 6 good grades to get onto a college course so all students will have a sufficient number of subjects to apply for post -16 courses.

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KEY STAGE 4 COURSE STRUCTURE

AND ALTERNATIVE PATHWAYS

All students at Key Stage 4 will follow the core subjects of:- Examination Subjects English Mathematics Science Non Examination Subjects PDC; Careers, Health Education, Citizenship Physical Education A copy of the choice form can be found on page 12. Students and parents may wish to use these forms as a trial to aid discussions at home and at school with subject teachers. Could we please encourage parents to bring this booklet with them to both parents meetings on Thursday 25 February and Thursday 3 March as the choice process and block structure will be discussed more fully.

Notes and dates for subject meetings

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KEY STAGE 4 OPTIONS 2016-2018 SUBJECT CHOICES

Please read the following instructions before completing the trial forms. 1. Indicate the subjects you would like to choose by putting a tick in the end column. 2. Two subjects will be studied from the ‘OPEN’ Option. Very occasionally we are unable to offer the second choice subject. Therefore we ask students to make a reserve choice and put an R in the end column instead of a tick.

3. Art & Design - Fine Art and Textiles - Art & Design or ICT and Computer Science should not both be entered on the choices form without prior discussion with Mr Wignall.

4. PE students will be guided towards the most appropriate qualification (please see pages 32-33). 5. This form must be signed by a parent or carer and you should ask them to sign next to any alterations you may have to make. 6. Give the actual form to your Form Tutor on or before Friday 11 March. Forms arriving after this date will receive lower priority. All students in Key Stage 4 will study the following compulsory subjects:- English Language Mathematics PDC (including Citizenship & Religious Studies) English Literature PE Science

Now please complete ALL RELEVANT SECTIONS OF THE FORM. Please note students not able to receive their first subject choices will be notified with a letter home by Thursday 24 March. Final confirmation of subject choices will be sent in May.

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Science

Tick only one

Students should discuss appropriate Science options with their

Science Teacher or Mrs Davies.

Double Science Sc

Triple Science (Biology, Physics and Chemistry) St

DOWNLANDS COMMUNITY SCHOOL KEY STAGE 4 OPTION FORM 2016-2018

Name: _______________________________________________ Tutor Group: ________________

Parent/Carer Name: ____________________ Signature: _______________________________

Date: __________________________

PLEASE RETURN THE COMPLETED FORM TO STUDENT’S TUTOR

BY FRIDAY 11 MARCH 2016

All students study core subjects:

English Language & Literature 2 GCSE’s

Mathematics

1 GCSE

Science

2 or 3 GCSE’s

PDC (Including Citizenship & Religious Studies) & Physical Education, which are non-examination

Please place a tick in the appropriate boxes

Open

Tick two choices

and

Select a reserve subject by placing an

‘R’ in the choice

column

All subjects are GCSE unless

otherwise specified

French Fr

German Ge

Spanish Sp

Geography Gy

Art & Design - Fine Art Ad

Home Economics: Child Development Cd

Food Preparation & Nutrition Tf

Drama Da

Computer Science Co

Information & Communication Technology It

Music Mu

PE/Sport Pg

Religious Studies Rs

Design Technology: Product Design Tg

Design Technology: Resistant Materials Tm

Textiles - Art & Design Tx

Classical Civilisation Cc

Performing Arts (Dance) BTEC Dn

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CORE SUBJECTS

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AQA

ENGLISH AND ENGLISH LITERATURE Discuss with Ms S Kashmiri

In Year 9, pupils begin to prepare for the Dual Entry GCSE English Language and Literature course. The Autumn term begins with pupils studying a former GCSE text: Of Mice and Men. This is a sophisticated and challenging novel which prepares pupils for the demands of GCSE Language and Literature. Gothic Horror and Macbeth are then studied in the Spring Term. In the Summer Term, Year 9 pupils will focus on key writing skills, with an emphasis on non-fiction and transactional texts, to begin preparing them for the GCSE course. GCSE English Language + GCSE English Literature = 2 GCSEs These courses build on skills explored and developed in KS3. All students will study for both courses following a common curriculum. GCSE English Language Paper 1: Explorations in Creative Reading and Writing. External examination: 50% of total GCSE marks. Paper 2: Writers’ Viewpoints and Perspectives. External examination: 50% of total GCSE marks. GCSE English Literature Paper 1: Shakespeare and the 19th-century novel. External examination: 40% of total GCSE marks. Paper 2: Modern texts and poetry. External examination: 60% of total GCSE marks. Skills and interests developed over the course of study: An interest in reading a variety of texts and genres. An interest in writing creative and analytically, exploring how writers shape ideas. The ability to work independently, researching ideas from a variety of sources. The ability to participate in both small and whole-class groups, contributing ideas and listening

carefully and respectfully to others.

CORE

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AQA

MATHEMATICS Discuss with Mr G Perera

Mathematics teaches us a way of thinking. It provides the tools for making informed decisions throughout our lives both inside and out of the classroom. At Downlands Community School the Mathematics department is committed to helping every pupil achieve their full potential in the subject. This involves a fantastic range of courses covering everything from telling the time to advanced algebraic techniques. In its simplest form, Mathematics helps make sure you receive the correct change in shops, what time you will arrive at your destination on the bus or helps you decide if the multi-pack of crisps really is a great bargain. Mathematics will have an important impact on larger problems throughout life, is that credit card really good value? What size of mortgage can you afford? Should you be looking for another job? Pupils at Downlands will follow a balanced programme of study throughout each Key Stage of the National Curriculum. Courses will follow the framework provided by the national Numeracy Strategy and relevant GCSE or other specifications. Key Stage 4 During Years 10 and 11 pupils will have the opportunity to follow a personalised Mathematics pathway suited to their ability. The pathways will be recognised by formal qualifications from foundation GCSEs to advanced qualifications that link to A-levels such as the Free Standing Mathematics Qualification. As a department we are proud to offer the following courses and qualifications:

Edexcel Higher and Foundation GCSEs I-GCSE/ Further Maths—AQA (to be confirmed) Free Standing Maths Qualification (FSMQ) (to be confirmed)

Notes:

- Attend study club on Thursdays at 3.05pm - Maths set (£1 online or the Maths office) - Scientific calculator (£7 online or from the Maths Office) - Access to the internet to do homework and revision from www.mymaths.co.uk - Revision guides and work books (£6 each online or from the Maths Office)

CORE

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SCIENCE

Discuss with Mrs C Davies All students in Key Stage 4 follow a broad balanced science course. There are two possible routes The one you choose will depend on your attainment at the end of KS3. Students should be guided by their Science teacher as to which route they take.

Option 1—Double Science (Core Science and Additional Science) (AQA) The course which the majority of students follow. Examined at Foundation or Higher level. Leads to 2 GCSE’s. 3 examinations - Biology, Chemistry and Physics (100% Examination - 6 papers of 1 hour 15

mins each). Option 2—Triple Science (AQA) in Biology, Chemistry and Physics This course is for the most able and most motivated scientists with target grades of A or A*. Examined only at Higher tier. Covers the same material as Option 1, but contains further aspects of Physics, Chemistry and

Biology. Involves extra exam time and will be required to attend some Monday after school sessions. Leads to 3 GCSE’s (Physics, Chemistry and Biology) all exams at end of Year 11 ( a total of 6

examinations, 1 hour 45 mins each). Is taught in the same amount of time as Option 1. It will therefore be at a much faster pace. Aimed at the most able and motivated students.

CORE

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NON EXAM

PERSONAL DEVELOPMENT CURRICULUM (PDC) Discuss with Mr C Smith

All students in Years 10 and 11 take this course as part of their pastoral education in the school. The course aims to help the individual develop a range of personal qualities and attitudes; to obtain knowledge and understanding and improve abilities and skills in relation to self and others and to social responsibilities and morality. There is an emphasis upon the concept of students becoming active citizens locally, nationally and globally. Some of the topics which will be covered are preparing for work, health and sex education, understanding the law, parenting and family life (relationships), drug and alcohol awareness (assessing risks), the 3R’s (respect, right and responsibilities), dealing with change, global citizenship and financial understanding.

NON EXAM

PHYSICAL EDUCATION Discuss with Mr S Bartholomew or Ms J Brewington The main aim of the Physical Education Department at Downlands is to provide a wide ranging programme of individual and group activities to develop skills, promote fitness, provide enjoyment and learning opportunities in a structured, healthy and safe environment. The PE Department has high expectations and all students are required to bring the correct PE kit to their lessons. Students wear red kit for outdoor lessons and white kit for indoor lessons (details in journals). Within Year 10 & Year 11 we have a balanced and varied curriculum that enables students to experience a number of different activity areas. We also run Sports Leaders Level One alongside the curriculum which has proved a very popular choice with pupils. This experience will hopefully encourage students to maintain a healthy sporting interest into Year 11 and upon leaving school.

CORE

CORE

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OPTION SUBJECTS

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EDEXCEL

FRENCH, SPANISH or GERMAN GCSE Discuss with your present class teacher or Ms C Méthol

We will offer advice on whether two (or more) languages is advisable in individual cases.

Students may choose to add either French or German in Year 10/11 to their current GCSE language provision. A small cohort of students will be approached to study the foundation GCSE course with a more vocational slant in their chosen language which gives access to a maximum of a C grade. The MFL courses in GCSE enable students to further develop and extend the four skills which they have been studying; listening, reading, speaking and writing. All students will require access to a bilingual dictionary and a well organised A4 folder, which they must bring to every lesson. Skills and interests required for these courses:- Do you hope to have a career in travel and tourism, the media, journalism, MI5, sales and marketing, customer support, education or translating and interpreting? The knowledge of a foreign language would be an advantage for furthering your career in any field. NB. Are you thinking of studying a language post-16? If so, you should seriously consider studying two languages at Key Stage 4 and be aiming at Grade B and above.

ASSESSMENT FOR GCSE A) 40% Listening & Reading comprising two papers to test listening and

reading skills. B) 30% Speaking Controlled Assessment C) 30% Writing

Ability/willingness to communicate with people in the country and in role play/

conversation tasks.

Ability/willingness to develop excellent listening, reading and

revision skills.

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WJEC SPEC B

GEOGRAPHY Discuss with Mrs A Corcoran

This specification provides students with a highly relevant programme to today’s society. It is an issue based, contemporary approach to Geography and covers concepts such as global cities, how climatic extremes can wipe out a community and how are countries interdependent. Students should have an interest in the world around them and be prepared to undertake work outside of lessons. THEMES 1. Investigating Geographic Issues:

Changing Places & Economies Changing Environments Environmental Challenges

2. Problem Solving Geography 3. Applied Fieldwork. Skills and interests required for the course:-

ASSESSMENT This is a linear course with all examinations being undertaken in the summer of Year 11. Paper 1 - Case Study Paper that examines all three themes (40%) Paper 2 - Decision Making Paper where students must suggest a sustainable solution to a geographical issue. This could be any of the topics studied but is not case study based (30%). Applied Fieldwork Enquiry (30%) - Applied fieldwork carried out over the course (a minimum of 2 field trips) will be examined to include methodologies, analysis of data and application to wider contexts.

A desire to know more about the

world around you and why things

happen (including people’s

cultures and environments).

Ability to apply yourself

consistently across a two year

examination course and meet deadlines.

Willing to undertake

research and exam practice.

Willing to contribute to discussions concerning

geographical issues.

Ability to explain ideas

verbally and in written form and

link ideas together from a variety of

sources.

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AQA

ART AND DESIGN - FINE ART Discuss with Ms J Moss

The GCSE course is designed to give a broad experience of Fine Art. The first part of the course consists of a period of exploration and experimentation. Students learn to work in both two and three dimensions in a wide range of media such as drawing and painting, printing and sculpture. Students are taught to respond to a given theme and learn how to work independently.

The second part of the course becomes progressively more personal. It is characterised by individual responses to a theme chosen by the student. The students are encouraged to choose their own processes and materials.

All work is underpinned by the study of art from both our own and other cultures. This will involve trips to galleries and exhibitions.

Skills and interests required for the course:-

Why choose art?

1. Outstanding results—2013 GCSE Art results were 100% A*-C (43% A*/A). 2014 GCSE Results were 95% A*-C (36% A*-A). 2015 GCSE Art results were 96% A*-C (40% A*/A)

2. In 2015 92% of pupils met or exceeded their target grade with 53% of pupils exceeding their target grade.

3. In the last decade the economic growth rate in creative industries was twice that of the national economy

4. Creative industries contribute £60 billion per year to the national economy 5. Creative industries employ two million people in the UK

Careers in the visual arts include… Advertising, animator, architect, art therapist, art historian, cabinet maker, computer graphics, fashion designer, fashion journalist, film director, furniture design, illustrator, interior designer, landscape architect, lightening technician, map maker, motor vehicle design, museum or gallery curator, packaging design, performance artist, press photographer, set design, teacher, textiles design, typographer, web designer.

ASSESSMENT A) 40% Externally Set A practical response to externally set questions. Students have approximately Assignment seven weeks of preparation time followed by a formal ten hour exam in the art rooms. There is no written exam although pupils are expected to complete written artist research and annotate their work.

B) 60% Portfolio of Work A portfolio of art work containing three projects. All class work and homework contributes towards the final 60%. Homework is an integral part of Art GCSE and must be completed each week. Pupils are expected to research artists work and annotate and evaluate their work in writing.

You enjoy art and have a good homework

record. You are able to write about

your work and other artists’ work.

You enjoy experimenting with

different art materials

and techniques.

You enjoy looking at the work of other

artists and designers.

You are able to work

independently and enjoy making

your own decisions.

You enjoy drawing from both life

and imagination.

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OCR

HOME ECONOMICS: CHILD DEVELOPMENT Discuss with Ms A Reid

This course focuses on the development of children from conception to the age of five. Students will develop knowledge, understanding and skills in relation to the roles and responsibilities of the family, pre-conception, conception, pregnancy, birth and post-natal factors, diet and health in relation to babies and young children, stages of development and support available to the family.

The course is taught in mixed ability groups and is particularly valuable for any student interested in a career in teaching, child care professionals, social work, nursing, midwifery or health and social care.

Skills and interests required for this course:-

ASSESSMENT

1. CONTROLLED ASSESSMENT: 60% OF FINAL GCSE GRADE

(a) Students complete and submit three short tasks, each lasting approximately seven hours, which are set by the exam board. One of these tasks has to be an investigation, using surveys/

questionnaires. These will be carried out in Year 10.

(b) Students complete and submit one Child Study Task based on a child aged between six 6 months to 5 years. This is a much longer and more detailed task and will be carried out over two

Terms in Year 11. IT IS ESSENTIALTHAT STUDENTS WHO OPT FOR THIS COURSE HAV ACCESS TO A CHILD TO BASE THEIR OBSERVATION STUDY ON. IDEALLY THE CHILD SHOULD LIVE NEAR THEM AND BE AGED BETWEEN 6 MONTHS AND 5 YEARS AT THE START OF THE STUDY (JUNE 2016).

2. FINAL EXAMINATION: 40% OF FINAL GCSE GRADE

Students will sit a written examination in June 2018, lasting 90 minutes where they will be examined on their knowledge and understanding of the Principles of Child Development.

Must be interested in and confident around

children and keen to

understand their stages of devel-

opment.

Able to work independently on

the three short tasks and Child Study and meet

deadlines.

Good literacy skills are

required as there is a

considerable amount of theory and

written work.

Must have access to a child

between 6 months and 5 years on

which to base the Child Study.

Willing to undertake a

series of observations of the child in your own time. You will be expected to write-up the

observation including photos.

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FOOD PREPARATION AND NUTRITION Discuss with your Food Technology teacher

This exciting brand new course which combines Food and Nutrition and Hospitality and Catering offers a GCSE in Food Preparation and Nutrition. It will equip you with the knowledge, understanding and skills required to cook and also to apply the principles of food science, nutrition and healthy eating. Following this qualification will encourage you to cook and enable you to make informed decisions about food and nutrition in order to be able to feed yourselves and others affordably and nutritiously, now and later in life. It will give you an understanding of the huge challenges that we face globally to supply eh world with nutritious and safe food. Why should I study this subject? You enjoy food, food being essential for a successful and fulfilling life You want to know more about food You will be happy to buy, bring in and work with food You want to find out more about the connection between food and health You want to know more about the history of food You want to work with food creatively, showing the properties of individual foodstuffs You want to learn about the wider issues of food, such as food production or the influence of

food in a multicultural society You are considering future learning, qualification and a career working with food. NOTE: This courses includes a large amount of hands-on work, for which you will need to provide ingredients. It also involves detailed written support work and individual investigations. Working towards the higher grades will provide a challenge and stimulus for the more academic students who will find these levels of work stimulating and interesting.

ASSESSMENT

Exam: written examination (50% of qualification) to be taken at the end of Year 11, comprising of short and extended answers. Practical Assessment (50% of qualification). Two parts to be undertaken in Year 11: 1. An investigative practical assessment worth 15% 2. A food preparation and practical assessment worth 35%. It is expected that students will cook every week in order to develop their prac-tical skills and to produce a wide range of high quality dishes.

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AQA

DRAMA Discuss with Ms K Robertson

This course will equip students with the knowledge and understanding of the practical skills in drama for the production of a presentation to an audience, working constructively with others. Students will be able to respond to plays and other types of drama from a performance perspective, exploring relationships and comparisons between texts and dramatic styles of different periods and of different cultures. Students will be able to explore physical theatre, scripted work, theatre in education, improvisation and devising. They will also be given many opportunities to see live theatre. Students will learn to evaluate the effectiveness of their own and others work with sensitivity as they develop and present their work in various formats of communication. Skills and interests required for the course:-

ASSESSMENT

A. 40% Final Examination Written exam based on set text and live performances. B. 60% Coursework Based on two Controlled Assessments (practical).

Able to work together as a

group displaying

awareness of and

sensitivity to others.

An ability to appreciate and

evaluate the work of others.

Social skills, self confidence and

self discipline.

Capable to communicate

ideas imaginatively

and confidently.

Enjoy practical activities and

use initiative to experiment and

develop own ideas.

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Interested in knowing how

computer technology works

An ability to think mathematically and

logically

Be focused, hard working and able to

solve problems

Have an interest in current and

emerging digital technologies

OCR

COMPUTER SCIENCE Discuss with Mr P Kluge

The Computer Science GCSE will enable students to develop a real, in-depth understanding of how computer technology works, giving them an insight into what goes on ‘under the lid’ of a computer. You will need to think creatively, innovatively and logically to design and program solutions to real-world problems. Students will investigate the components that make up digital systems and how they communicate with one another and with other systems, they will also develop an understanding of the impacts of digital technology to the individual and to wider society.

Skills and interests required for the course:

ASSESSMENT

Unit 1 - Computer Systems

40% Examination

A 90 minute written paper examining students’ knowledge of computer systems. The paper includes

short and long answer questions covering the physical elements of computer science such as

computer hardware, wired and wireless networks, system security and software. The paper also

covers the social, legal and environmental effects of computer systems.

Unit 2 - Computational thinking, algorithms and programming

40% Examination

A 90 minute written paper examining students’ knowledge of program design and creation. The paper

covers data representation in computer systems, logical problem solving and high and low level

programming.

Unit 3 - Programming Project

20% Coursework Controlled Assessment

A 20 hour controlled assessment task in which students will need to create algorithms to provide a solution to

the problems identified in the task. They will then code their solution. The solution must be tested at each stage

to ensure they solve the problem. Students will need to provide an evaluation of their solution based on their

test results.

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EDEXCEL

INFORMATION & COMMUNICATION TECHNOLOGY Discuss with Mr P Kluge or Mrs M Colwill

The GCSE in ICT is designed to enable students to become independent users of ICT and to give them the skills required to make informed decisions about its use. It will also raise their awareness of its implications for individuals, organisations and society.

During the course students will use a range of creative and technical skills to develop ICT-based solutions to develop ideas and solve problems. They will develop their understanding of current and emerging technologies and their social and commercial impact. Students will investigate the legal, social, economic, ethical and environmental issues raised by ICT. They will earn to recognise potential risks when using ICT, and develop safe, secure and responsible practice.

ASSESSMENT

Skills and interests required for the course:

Unit 1

Living in a Digital World 40% Final Examination - 90 minutes written paper Five compulsory questions about current and emerging digital technologies and the issues raised by their use across a range of contexts (learning and earning, leisure, shopping and money management, health & well-being, on the move).

Unit 2

Using Digital Tools 60% Coursework - Controlled Assessment This is a practical unit. Students work with a wide range of digital tools and tech-niques to produce effective ICT solutions to solve a range of problems.

Enjoy using ICT technology to solve

problems.

Have an interest in current and

emerging ICT technologies.

Be able to use your initiative and have

confidence to develop your ideas.

Be able to think creatively, logically

and critically.

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EDEXCEL

MUSIC Discuss with Mr A Wardrobe

The course is open to all Year 9 students, not just those who are already learning an instrument. However students are required to perform so it is advised that they begin learning and instrument (or singing) at the start of the course, if not already doing so. The Edexcel GCSE in Music consists of one externally examined paper and two assessments. Component 1 - Performing 30% You will perform twice: Solo – minimum 1 piece – minimum 1 minute

A performance where you take the lead role either with or without accompaniment. Ensemble – minimum 1 piece – minimum 1 minute

A performance, where you play one part in group of performers. Together - total minimum of 4 minutes across the solo and ensemble pieces.

Component 2 - Composing 30% You will create 2 compositions One to a set brief supplied by the exam board in September of year 11 – minimum 1 minute One free composition of your choice – minimum 1 minute

Together your compositions must total 3 minutes in length.

Component 3 - Appraising 40% You will study 8 pieces of music, 2 from each of the following areas: Instrumental Music 1700-1820 Vocal Music Music for Stage and Screen Fusions These 8 pieces include ‘Killer Queen’ by Queen, ‘Defying Gravity’ from Wicked and ‘Star Wars’ main title by John Williams. Your knowledge of these pieces will be assessed by the exam in the final term of Year 11. This course would suit:

Organised, motivated,

independent learners who are

able to meet deadlines.

Students who enjoy playing a musical

instrument or singing and enjoy

new creating music.

Students who are willing to play an active role in the extracurricular

music activities of the department,

joining at least one group.

Learners who are willing to learn

about music that is maybe outside of

their normal listening and have a

willingness to broaden their

musical horizon.

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AQA

PHYSICAL EDUCATION Discuss with PE Staff

Theory course covers Health, Fitness and a healthy lifestyle, Principles of Training and Training methods, Diet, Injuries, Fatigue and Stress, Aerobic and Anaerobic exercise, Benefits of leisure and recreation, Influence of school, Cultural and social factors, International factors, Media and sponsorship and Opportunities and pathways for becoming involved in physical activity. Detailed knowledge of the skeletal and muscular system will not be required, although elements of these may be addressed in conjunction with other topics. The practical course will cover a range of activities such as football, basketball, netball, hockey, athletics, cricket, rounders, tennis, volleyball etc. It will require practical participation, as well as observation of performance and analysis knowledge of rules and tactics, and participation in a range of roles, such as referee, scorer etc.

Skills and interests required for the course:-

All students will be expected to comply fully with departmental policy on kit and regularly participate. All students will need to have reached a high standard of performance in a range of activities (i.e. have joined clubs/represented school or outside teams).

ASSESSMENT A) 60% Controlled Assessment Four practical assessments from at least two National Curriculum Areas (this is marked by teachers and moderated by AQA). Students can be assessed as a player/performer for one assessment. Students do have a choice of being assessed in different roles, (referee/coach) for two

assessments Plus one assessment in evaluating and improvement

B) 40% Written Paper (1 hours 30 mins)

Multiple choice Short answer questions Extended answers based on a scenario issued prior to the examination.

Participation in a range of

different sports, individual and team, both in school and

outside.

Interest in the theory side of

Physical Education.

All-round fitness and

ability covering a range of sports.

Skills and ability to a high level in several

sports.

Commitment to improve and

develop specific and general

sporting skills (through

attending extra curricular clubs.

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OCR CAMBRIDGE NATIONALS IN SPORT STUDIES Discuss with PE Staff

The aim of this qualification is to develop a range of skills in sport and physical activity in different contexts and roles. Pupils are assessed in their own practical ability and also in their ability to lead physical activities, umpire, referee and coach. Pupils are assessed in 4 different units throughout Year 10 and 11.

Grading system Pupils will gain a qualification based on the outcomes of each of the 4 units:

Skills and interests required for the course:-

Unit Assessment method

Contemporary issues in sport

This is assessed externally through a 60 minute exam. Topic included:

Factors affecting participation How sport promote values Importance of hosting a major event Role of national governing bodies

Developing sports skills This is a centre assessed unit. This is assessed through practical lessons. Pupils are assessed in their practical ability in one team and individual sport. They are also assessed in their ability to evaluate performance and referee/umpire.

Sports leadership This is a centre assessed unit. Pupils are assessed on their ability to plan, lead and evaluate an activity session for a group of younger students

Sport and the media This is a centre assessed unit. Pupils develop their knowledge of how sport is covered in the media, as well as the positive and negative impacts that media can have on sport.

OCR Sport studies qualification GCSE grade equivalent

Level 1 Pass G/F

Level 1 Merit E

Level 1 Distinction D

Level 2 Pass C

Level 2 Merit B

Level 2 Distinction A

Level 2 Distinction * A*

You will have an interest in sport

and a sound sporting ability

You need to be hard

working, dedicated and able to meet deadlines.

The ability to work at your own

pace without the pressure of

examinations.

Enjoy your PE lessons and want

to enhance your

knowledge and understanding.

Would like to have sport as part of

your future.

You will need good IT Skills.

OCR

31

SYLLABUS B—WJEC

RELIGIOUS STUDIES Discuss with Mr C Smith

This course is a two year syllabus examined by two separate papers at the end of Year 11. There is no coursework with this course. This specification focuses on answering many highly interesting, thought-provoking and politically sensitive moral issues that are relevant to an understanding of, and participation in, today’s society, for example: Is euthanasia (assisted suicide) ever right? Is it ever right to fight? Should individuals and governments do more to challenge the global gap between the ‘haves’ and ‘have-not’s?’ These questions will be examined from a personal as well as religious perspective. The course focuses on two principle religions:- Christianity (the principle religion) and Islam (second main religion) (Judaism, Sikhism or Buddhism are also referred to in some topics) Unit 1 (Studied in Year 10): RELIGION & LIFE ISSUES Topic 1. Looking for Meaning (Why do people believe, or not believe in God?) Topic 2. Relationships (Marriage and other Relationships) Topic 3. Is it fair? (Prejudice and Equality) Topic 4. Our World (Creation and Environment) Unit 2 (Studied in Year 11): RELIGION & HUMAN EXPERIENCE Topic 1. Religion and Conflict (Is it ever right to fight?) Topic 2. Religion and Medicine (Issues surrounding IVF, abortion, euthanasia) Topic 3. Religious Expression (How do people express faith?) Topic 4. Authority Religion and State (Human Rights; punishment etc.) THE ABOVE COURSE DOES NOT REQUIRE STUDENTS TO COMPLETE COURSEWORK OR CONTROLLED ASSESSMENT. For further information please refer to wject.co.uk/RS/GCSE/Syllabus B. Skills and interests required for the course: An education in RS would prepare pupils for a range of careers and professions including the medical profession, the legal profession, the teaching profession, social services, the armed forces, politics, working for a charity, the travel industry and many, many more. It is a highly relevant course which will prepare pupils for life beyond school in the 21st Century.

Ability to apply yourself

consistently throughout a two year examination

course

Willing to undertake further research

and investigative work and exam practice where

applicable.

Able to work independently when required and take responsibility for resources used.

Willing to contribute to discussion and

debate concerning the topics and express your

opinions.

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OCR

DESIGN & TECHNOLOGY: Product Design Discuss with Mr D Walker/Ms L Dobson

This course provides opportunities for students to develop an awareness of the nature and significant importance of Design and Technology in a rapidly changing society and consequently is of value to both girls and boys. The subject content of this course will be a natural extension of the work undertaken in the Lower School. GCSE Design & Technology: Product Design enables students to design and make products with creativity and originality, using a range of materials and techniques. Packaging, labelling and instructions are encouraged as part of the complete design proposal and advertising, to create products which can be evaluated for their commercial viability. Skills and interests required for the course:- Prospective candidates are advised to note that a range of basic drawing equipment will be required for the completion of homework and course work.

ASSESSMENT UNIT 1 - 40% Written Paper Candidates answer all questions in two sections. UNIT 2 - 60% Design & Making Practice Consists of a single design and make activity selected from a range of board set tasks.

Willingness to undertake

project work at home.

Ability to work independently

and to take responsibility for

equipment used.

Ability to generate and explore ideas

through a range of graphic

media.

Ability to take responsibility for

the management of

a sustained project.

Analysis research and

evaluation skills.

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OCR

DESIGN TECHNOLOGY: Resistant Materials Discuss with Mr D Walker/Ms L Dobson

This course provides opportunities for students to develop an awareness of the nature and significant importance of Design and Technology in a rapidly changing society and consequently is of value to both girls and boys. The subject content of this course will be a natural extension of the work undertaken in the Lower School. The course will enable students to develop their application and knowledge of resistant materials technology within a design and make problem-solving context. Although the course will involve considerable practical work, students should note that all assignments will be supported with a comprehensive design portfolio. Controlled assessments will be produced using wood, metal and plastic materials. Skills and interests required for the course:

Prospective candidates are advised to note that a range of basic drawing equipment will be required for the completion of homework and course work. This may be purchased through the school or privately and details of the requirement will be supplied on request. Students are advised that a nominal charge for materials will be made if a project is taken home. .

ASSESSMENT UNIT 1 - 40% (Written Paper) Candidates answer all questions in two sections. UNIT 2 - Design & Making Practice - 60% Consists of a single design and make activity selected rom a range of board set tasks.

Willingness to undertake

folder work at home.

Ability to manipulate a

range of Materials.

Understanding of the design

process.

Ability to explore and

develop range of alternative

ideas.

Ability to work safely in a workshop

environment and exercise

common sense and safety.

Ability to take responsibility

for the management of

a sustained project 20

hours.

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AQA

TEXTILES Art and Design Discuss with Mrs D Moller

This course is valuable and accessible to both boys and girls who may be interested in continuing with Fashion or Art and Design courses, or finds creative design and practical work rewarding.

This course gives students the opportunity to explore a wide variety of textile media, techniques and processes and lead their work in a direction that best suits their interests and strengths. There is an emphasis on students developing their own original design work based on a theme. They will be exploring relevant images, artefacts and resources relating to the work of other artists and designers from the past and present, to influence the development of their ideas.

Students may explore overlapping areas and combinations of areas:- Fashion and Costume Printed and Dyed Materials Constructed and Applied Textiles Stitched and Embellished Textiles

Final outcomes can be fashion, costume, interior design or artefact in nature.

Students do not have to be good at art work to do this subject but it is an advantage. Use of computers and photography can be used to generate design work. Any student who is enthusiastic, has a keen interest in this subject and is prepared to work hard, should be able to achieve a good result in this subject area.

Students cannot take Art and Design and Textiles GCSE unless previously discussed with Mrs Moller, Ms Hambly-Walker, Ms Moss or Ms Boyten.

ASSESSMENT

Externally Set Task Practical response to an externally set question paper 40% 60% Coursework Two-Three Units of Work representing 45 hours work

Able to provide

sketchbooks and use them throughout the

course.

Willing to undertake

extra practical work at home where able.

Able to work independently

and take responsibility for

equipment used.

Have a lively interest in Art and Design

and/or textiles fashion design.

Enjoy practical tasks

and use initiative to

experiment and develop own

ideas.

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OCR

CLASSICAL CIVILISATION

Discuss with Mr M Ashdown

Immerse yourself in the life of the Ancients, study some of the greatest stories ever told and find out what life was really like for people living in these great civilisations over 2 millennia ago. What was it really like to be one of the 300 commanded by Leonidas king of the Spartans? What would it of been like to compete in the first Olympic Games? What was family life like as a citizen of Rome or Athens?

The course covers many aspects of life in ancient Rome and Greece and an in-depth study of selected ancient literature. The course will consist of one of the options from each unit as outlined below. The examination allows for tiered entry at either Higher (A*-D) or Foundation (C-G) level to cater for all abilities. The course is currently examined over two years in four assessments as outlined below. The questions will assess your knowledge of selected literature from the time, society and values of the classical world. They consist of short answers and extended questions, dependent on the tier entered. All students complete a controlled assessment in lessons under controlled conditions over a period of weeks (A354). All other units are examined in the summer examination session at the end of Year 11. Skills and interests required for this course:-

Ability to apply yourself consistently throughout a two year examination course.

Willing to undertake investigative work and exam practice when applicable.

Able to work independently when required and take responsibility for resources used.

Ability to meet deadlines for preparation and planning for controlled assessment.

Willing to contribute to discussion and debate concerning the topics and express your opinion.

Unit title and description Assessment

Unit A351: City Life in the Classical World • Rome

Written examination 1 hour 25% of marks

Unit A352: Epic and Myth • Homer The Odyssey

Written examination 1 hour 25% of marks

Unit A353: Community Life in the Classical World • Sparta

Written examination 1 hour 25% of marks

Unit A354: Culture and Society in the Classical World • Roman Britain

Controlled assessment 25% of marks

36

EDEXCEL

BTEC Level 2 FIRST AWARD IN PERFORMING ARTS (DANCE) Discuss with Ms J. Brewington

Equivalent to One GCSE A*- C. Pass = Grade C at GCSE Merit = Grade B at GCSE Distinction = Grade A at GCSE Distinction* = Grade A* at GCSE This course offers students both a practical and theoretical exploration of the various elements of dance.

Progression Opportunities: The Edexcel BTEC Level 2 First Award in Performing Arts provides a good foundation for learners in post-16 education. The qualification provides a suitable foundation for further study within the sector through progression on to qualifications such as BTEC Nationals, specifically the Edexcel BTEC Level 3 in Performing Arts (QCF). Dance Skills: Physical Skills: you will be introduced to the range of physical skills (for example balance, posture, coordination and alignment) needed by a dancer and you will be given the opportunity to develop and improve these skills in workshops and rehearsals. Movement reproduction and memory: The ability to reproduce movements accurately and remember them in phases and longer routines is an important skills for any dancer. You will begin by learning to reproduce and remember basic movement patterns before moving onto more complex material later in the programme. Interpretive skills: Like actors, dances need to interpret the story, mood and/or style of the piece they are to perform. In developing interpretive skills you will learn about focus, musicality and facial expression.

Unit 1

Individual Showcase Assessment Type: External

Understand the skills required for the selected progression opportunity

Present a self-promotional response to the progression opportunity Dance Skills & Techniques—posture, alignment, coordination, balance etc.

Unit 2

Preparation, Performance & Production Assessment Type: Internal

Take part in the preparations for a live performance

Demonstrate performance skills and techniques in a performance

Unit 4

Dance Skills Assessment Type: Internal

Explore and develop your dance skills and review your own practice

Use your dance skills within rehearsal and performance Learners will study at least 2 dance styles e.g. contemporary, jazz, hip hop etc. Learners should identify their strengths and areas for development using video, feedback and set targets and track their progress by keeping a log.

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Appendix A