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Key Stage 4 Options Booklet 2017-2019

Key Stage 4 Information Evening Thursday 9 March 2017

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 26 January - Students are introduced to the Options Process

Thursday 9 March: The 2017 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 16 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 24 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 7

Choosing Subjects 8

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 15-16

Mathematics 17

Science 18

Personal Development Curriculum (Core) - Non Exam 19

PE (Core) - Non Exam 19

Options

French 21

German 21

Spanish 21

Geography 22

Art & Design - Fine Art 23

Child Development 24-25

Food Preparation & Nutrition 26

Drama 27

Computer Science 28

Information & Communication Technology 29

Music 30

Physical Education 31

OCR Cambridge Nationals in Sport Studies 32

Religious Studies 33-34

Design & Technology 35-36

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 the Sports Nationals, the Child Development course and the Foundation Learning courses(Cambridge National Child Development Level 1/2 - Graded Distinction, Merit, Pass). The ‘new’ GCSE’s will be graded using the numerical 1 to 9 system. Appendix A (at the back of the booklet) shows how the “new” and “old” systems compare. Cambridge National qualifications have their own grading system which can be found in the outlines of specifications on pages 24 and 32. All students will be required to achieve Grade 5 or above in English Language and Mathematics at GCSE. Current legislation requires that 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 5 English. The English Baccalaureate is not a qualification in its own right but it is a measure which is achieved if students get grades 5 or above in English, Mathematics, Combined Science, History or Geography and a Foreign Language (most students at Downlands will take this combination of subjects). PE: 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 16 March. For further details of each qualification, please see pages 32 and 33 of the booklet Science: Students wishing to follow the Triple Science course will need to be aware of the following implications: This is a very demanding course only appropriate for students who are considering A level

science post-16 and with target grades 7, 8 and 9.

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Colleges will accept students for A level courses if they have good grades in Double Award

Science GCSE. Students will need to be clear about the reasons they are opting for Triple. New GCSE Triple Science is a demanding qualification and cannot be delivered in the time

allocated to the double award (10 periods a fortnight) Triple Science will be taught as an option subject in Year 10 and 11 - a further 5 periods a fortnight

on top of the core allocation (15 hours a fortnight in total). This means Triple Science students must choose Triple Science as an option subject in the Year 9

options process and that as a result they will only have one option choice in Year 9 (starting Year 10).

Modern Foreign Languages: The current dual linguists may continue with two languages but will need to use one of their option choices for this pathway. Please speak to Mr Davies or Ms Methol.

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 EDUQAS Part of the 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 1-5 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 (2019). 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 Cambridge Nationals, although Cambridge Nationals also now have an examined component. Most GCSE’s are now “linear” which means they are only examined by terminal examination.

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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 students wish to go on a certain Further Education course particularly A level. These are mentioned below. When choosing subjects, students should remember the following points: In the past other subjects have required 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 possibly equate to a grade 5 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. 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 9 March and Thursday 16 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 2017-2019 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. Fine Art and Textiles or ICT and Computer Science should not both be entered on the choices form without prior discussion with Mr Davies.

4. PE students will be guided towards the most appropriate qualification (please see pages 32-33). 5. Science: Students wishing to follow the Triple Science course will need to be aware of the following implications: This is a very demanding course only appropriate for students who are considering A level

science post-16 and with target grades 7, 8 and 9. Colleges will accept students for A level courses if they have good grades in Double Award

Science GCSE. Students will need to be clear about the reasons they are opting for Triple. New GCSE Triple Science is a demanding qualification and cannot be delivered in the time

allocated to the double award (10 periods a fortnight) Triple Science will be taught as an option subject in Year 10 and 11 - a further 5 periods a

fortnight on top of the core allocation (15 hours a fortnight in total). This means Triple Science students must choose Triple Science as an option subject in the

Year 9 options process and that as a result they will only have one option choice in Year 9 (starting Year 10).

6. Modern Foreign Languages: The current dual linguists may continue with two languages but will need to use one of their option choices for this pathway. Please speak to Mr Davies or Ms Methol. 7. 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. 8. Give the actual form to your Form Tutor on or before Friday 24 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 Friday 7 April.. Final confirmation of subject choices will be sent in May.

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Science

Students should discuss appropriate Science options with their

Science Teacher or Mrs Davies.

Double Science Sd

Triple Science (you must also choose Triple option in the

Open Block below) St

DOWNLANDS COMMUNITY SCHOOL KEY STAGE 4 OPTION FORM 2017-2019

Name: _______________________________________________ Tutor Group: ________________

Parent/Carer Name: ____________________ Signature: _______________________________

Date: __________________________

PLEASE RETURN THE COMPLETED FORM TO STUDENT’S TUTOR

BY FRIDAY 24 MARCH 2017

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

Triple Science (Biology, Physics and Chemistry) St

French Fr

German Ge

Geography Gy

Art & Design - Fine Art Ad

Cambridge Nationals in Child Development Cd

Food Preparation & Nutrition Tf

Drama Da

Computer Science Co

Vocational IT It

Music Mu

GCSE PE/Sport - Cambridge Nationals Pg

Religious Studies Rs

Design Technology: Product Design Tg

Design Technology: Resistant Materials Tm

Textiles - Art & Design Tx

Classical Civilisation Cc

Dance Dn

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CORE SUBJECTS

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AQA

ENGLISH LANGUAGE & ENGLISH LITERATURE = 2 GCSEs

These courses build in skills explored and developed in KS3. All students will study for both courses., following a common curriculum.

GCSE English Language

GCSE English Literature

P1: Creative

Reading and

Writing - 50%

Reading : 20th

Century Fiction

Text Analysis

Writing:

descriptive or

story opening

Writing:

extended writing

task - non-fiction

P2: Writers’

Viewpoints and

perspectives -

50%

Reading: Compar-

ison of 2 non-

fiction texts (19th

and 21st century)

20% of the marks are based

on spelling, punctuation and

grammar.

CORE

Poetry: A comparison

between one named

poem and a chosen

poem 19th Century novel:

analysis of extract

and then write about

the text as a whole

Shakespeare: analysis

of extract and then

write about the play as

a whole

Modern Text:

An essay

P1: Shakespeare

and the 19th century

novel - 40%

P2: Modern

Texts and

poetry - 60%

Unseen poem:

analysis and

comparison with

another unseen poem

Both examinations are

closed book - candidates

will not have copies of the

text.

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Skills and interests developed over the course of study:

An interest in reading a variety of texts and genres.

An interest in writing creatively 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.

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Edexcel

MATHEMATICS Discuss with Ms S Chalmers

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?

Our new scheme of work is designed to give our students time to master each topic. Students play an active role in their learning and encounter a range of approaches to Mathematics that will enable them to apply Mathematics to unfamiliar situations. Time is also designated weekly to allow students to practice and reinforce previous skills learnt and improve their numeracy skills. This will help student’s mathematical fluency and prepare them for the new, more challenging GCSE; this has greater content and requires a much deeper understanding of the different topics than in previous years. Regular assessments are carried out throughout the year in order for us to accurately monitor and track

progress of all students in Mathematics. Pupils are aware of their strengths and weaknesses and are

given the necessary tools and resources to help them practice and improve. This not only raises

attainment, but results in them becoming resilient, independent learners - a valuable life skill.

Notes:

- Attend study club on Wednesdays at 3.05pm - Mathematics set (£1.50 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,

www.mathletics.com and the MathsWatch DVD - Revision guides and work books (£6 each online or from the Maths Office)

CORE

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AQA

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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AQA

FRENCH 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 Grade 5. 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. The current dual linguists may continue with two languages but will need to use one of their option choices for this pathway. Please speak to Mr Davies or Ms Methol. NB. Are you thinking of studying a language post-16? If so, you should seriously consider studying two languages at Key Stage 4 and have a target grade of 7-9.

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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Eduqas SPEC B

GEOGRAPHY Discuss with Ms N Childs

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 including an overseas visit to Paris.

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). 2016 GCSE Results 92% A*-C.

2. In 2016 88% of pupils met or exceeded 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

CAMBRIDGE NATIONALS LEVEL 1 & 2 IN CHILD DEVELOPMENT Please discuss with Ms Reid

This qualification is aimed at students who wish to develop applied knowledge and practical skills in child development. It is designed with both practical and theoretical elements and will prepare students for further qualifications in Psychology, Sociology, Biology, Health and Social Care and Child Develop-ment. The course is particularly valuable for students interested in careers in Primary and Nursery Teaching, Midwifery, Social Work, and Health and Social Care professions. All students will study 3 compulsory topics:

IT IS ESSENTIAL THAT STUDENTS WHO OPT FOR THIS COURSE HAVE ACCESS TO A CHILD TO BASE THEIR OBSERVATIONS ON. THE CHILD SHOULD LIVE NEARBY AND AGED BE-TWEEN 6 MONTHS AND 5 YEARS AT THE START OF THE STUDY (MAY 2018)

COMPULSORY TOPICS SUB-TOPICS COVERED IN THE COURSE

Health and well being for child development

Roles and responsibilities of parenthood; Reproduction; Antenatal care and preparation for birth; Postnatal provision and conditions for development; Childhood illnesses and immunisations; Child safety.

Equipment and nutritional needs of children from birth to 5 years of age

Key factors when selecting equipment and clothing for babies (0 to 12 months) and young children (1 to 5 years); Nutritional guidelines and requirements from birth to 5 years; Investigate and develop feeding solutions from birth to 5 years.

Development norms of a child from birth to 5 years

Physical, Intellectual and Social development norms from birth to 5 years, The benefits of learning through play; Planning different play activities for a child aged between 6 months and 5 years; Observing, recording and evaluating the play activities carried out with a child aged between 6 months and 5 years.

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ASSESSMENT

EXAMINATION: 50% OF THE FINAL GRADE. This will comprise of one 75 minute exam which will test a candidate’s knowledge and recall of the compulsory topic “Health and well-being for child development”. Quality of written communication will also be assessed. This will be marked by the exam board. The exam may be taken in January or June 2019.

SCHOOL ASSESSED TASKS: 50% OF THE FINAL GRADE. You will be required to produce 2 extended coursework tasks; An investigation to review and compare “Equipment and nutritional needs from birth to 5” and A Child Study to demonstrate “Development norms from birth to 5”. You will have 10 hours of class time to complete each task. The tasks will be marked by your teacher and checked by the exam board (moderated)

SKILLS AND INTERESTS REQUIRED FOR THIS COURSE

Must have access to a child aged between 6 months to 5 years (May 2018) to base observations on.

Should be interested in and confident around young children and keen to observe and understand their stages of physical, intellectual and social development.

Must be willing to carry out observations of the child as homework tasks. This will also include taking photos, completing checklists, writing up the observations.

Good literacy skills are required as there is a considerable amount of theory and written work. Higher marks are awarded for accurate spelling, grammar and punctuation.

Ability to work independently on the 2 extended coursework tasks. Higher marks are awarded if you have demonstrated this throughout the 10 hours of assessment.

Grading system

GCSE grade equivalent

Level 1 Pass 2

Level 1 Merit 3

Level 1 Distinction 4

Level 2 Pass 5

Level 2 Merit 6

Level 2 Distinction 7

Level 2 Distinction * 8/9

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EDUQUAS

FOOD PREPARATION AND NUTRITION Discuss with your Food Technology teacher

This exciting 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.

27

AQA

DRAMA Discuss with Ms J Moss

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

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

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.

29

VOCATIONAL ICT Discuss with Mr P Kluge or Mrs M Colwill

Overview: Students will learn about current and emerging digital technology and its impact on our lives, working with a range of tools and techniques and exploring interactive digital products such as websites, computer games and databases. They will get the chance to gain essential IT knowledge and skills, as well as explore the sector and potential careers. Students will:

• explore current and emerging digital technologies including hardware and software, the internet and the World Wide Web

• delve deeper into how digital technology impacts on organisations and individuals • engage with the issues raised by technology usage • broaden their understanding of safe, secure and responsible practice and organisational

obligations. Assessment This will be a combination of controlled assessments (coursework) and an exam (short based answer test). You should consider taking this course if: You have a real passion and flair for ICT and you enjoy working with a variety of different applications on the computer. During the course, students can see whether the industry is one they’d like to be in, where they could go, and gain the knowledge and skills they need to succeed in their next steps. After completing the course, students can continue on to further vocational and academic study at level 2 and level 3, as well as apprenticeships and traineeships. What’s more, the practical transferable skills students master during their studies such as self-reflection, communication, teamwork and problem solving will also support their progress in the present and the future.

Skills and interests required for the course:-

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 an 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: 60% (Two exam papers)

Paper 1: The human body and movement in physical activity and sport (30%) Applied anatomy and physiology / Movement analysis / Physical training

Paper 2: Socio-cultural influences and well-being in physical activity and sport (30%) Sports psychology / Socio-cultural influences / Health, fitness and well-being PRACTICAL: 40%

Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity)

Analysis and evaluation of performance to bring about improvement in one activity. PRACTICAL ACTIVITIES: Students can submit any of the activities below - Individual List: Amateur Boxing * Athletics* Badminton * Canoeing* Kayaking * Cycling* Dance * Diving * Golf * Gymnastics * Equestrian * Rock Climbing * Sculling * Skiing * Snowboarding * Squash * Table Tennis * Tennis * Trampolining Team List: Association Football * Badminton * Basketball * Cricket * Dance * Gaelic Football * Handball * Hockey * Hurling * Lacrosse * Netball * Rowing * Rugby League * Rugby Union * Squash * Table Tennis * Tennis * Volleyball. 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).

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 25%

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 25%

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 25%

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 25%

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. They complete a series of coursework based tasks.

GCSE grade equivalent

Level 1 Pass 2

Level 1 Merit 3

Level 1 Distinction 4

Level 2 Pass 5

Level 2 Merit 6

Level 2 Distinction 7

Level 2 Distinction * 8/9

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

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AQA

RELIGIOUS STUDIES Discuss with Mr C Smith

At Downlands we follow the AQA Religious Studies A (8062) syllabus. This is divided into two components. Component 1: The studies of religious beliefs, teachings and practices The two religions we study are Christianity and Islam, building upon the knowledge we have developed on these two world religions in key stage 3. Component 2: The study of four religious philosophical and ethical themes The themes we will be studying will be:

Theme 1 - Relationships and families Theme 2 - Religion and Life (includes religion and the environment) Theme 3 - Religion, peace and conflict Theme 4 - Religion, crime and punishment

These themes will primarily taught from a Christian perspective contrasted with other world religious and non-religious beliefs (Islamic, Jewish, Hindu, Buddhist and Humanist views will be considered). The course will be examined by two terminal exam papers both lasting 1 hour and 45 minutes. Each paper will consist of a range of questions to suit a range of abilities from 1, 2, 4, 5 and 6 mark questions to longer 12 mark essay style questions. The shorter questions assess knowledge recall e.g. the one mark questions which are multiple choice. The longer questions assess student’s ability to analyse and evaluate religious themes, following the point, evidence/example and evaluate structure common in extended writing in other subjects. Pupils will be taught how to structure their extended answers. There will be no coursework or controlled assessment in Religious Studies GCSE, although pupils must expect homework (1 hour per week) where they may be required to research content to bring to lessons or attempt exam questions based on lesson content. Lessons are available on the school Moodle site, should pupils be absent for any reason, or need to refer back to the lesson at home, for revision etc. Proposed course structure:

Year 10 Christianity & Theme 1 & 2; start Islam

Year 11 Continue with Islam & Theme 3 & 4; Mock; Revision for final exams

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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.

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.

For further information on this syllabus, including examples of draft exam papers, please refer to the AQA website: www.aqa.org.uk subject Religious Studies GCSE Religious Studies A (8062)

Alternatively contact Mr Smith (Head of Religious Studies) at the school: csmith@downlands.org

35

AQA

DESIGN TECHNOLOGY Discuss with Mr D Walker/Ms L Dobson

Resistant Materials The Design & Technology -Resistant Materials GCSE is designed around practical learning wherever possible. Students will use the whole range of tools and equipment in the department including the CNC lazer cutter, CNC vinyl cutter, traditional woodwork tools, metalwork and plastics forming machines. The AQA GCSE qualification focuses on developing practical skills, allowing students to manufacture high quality outcomes. They’ll learn about commercial processes and careers in related industries, as well as developing core transferable skills, such as collaboration and communication. In addition the new GCSE places an emphasis on understanding and applying iterative design processes. Students will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values. All students will study the core principles consisting of... new and emerging technologies energy storage and generation modern and smart materials systems approach to designing mechanical devices materials and their working properties The Resistant Materials students will specialise in working with wood, metal and plastics to learn manufacturing and production principles. The work culminates in a final practical project taking 35 hours and an accompanying design folder. The theme for the project is set by the exam board in the final year of the course and is a real life scenario that means a working product is produced.

Graphic Products The Design & Technology -Graphic Products GCSE is designed around practical learning and real life scenarios. A wide range of modern equipment is used to explore the production and design of graphic based products. Students will be able to make use of computer aided design and manufacturing facilities. This includes the CNC laser cutter and CNC vinyl cutter. The AQA GCSE qualification focuses on developing practical skills, allowing students to manufacture high quality outcomes. They’ll learn about commercial processes and careers in related industries, as well as developing core transferable skills, such as collaboration and communication.

How it's assessed

Written exam: 2 hours, 100marks worth 50% or the GCSE

Non exam assessment folder and practical work, 35 hours, 50%of the GCSE

36

In addition the new GCSE places an emphasis on understanding and applying iterative design processes. Students will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values. All students will study the core principles consisting of: new and emerging technologies energy storage and generation modern and smart materials systems approach to designing mechanical devices materials and their working properties The Graphic Products students will specialise in working with materials such as foils, card, SMART and modern materials as well as plastics and boards. Their assessment is final practical project taking 35 hours and an accompanying design folder. The theme for the project is set by the exam board in the final year of the course and is a real life scenario that means a working prototype is produced.

How it's assessed

Written exam: 2 hours, 100marks worth 50% or the GCSE

Non exam assessment folder and practical work, 35 hours, 50%of the GCSE

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.

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.

37

AQA

TEXTILES Art and Design Discuss with Mrs D Moller or Ms C Hambly-Walker

So, you are thinking of studying Art textiles? Congratulations! You are about to discover how fair your practical skills, craft and imagination can take you and the diverse opportunities this GCSE will offer you. If you love fashion or find creative design and practical work rewarding this is the course for you. You will get the opportunity to explore a wide variety of textile media, techniques and processes and take your work in a direction that best suits your own interests and strengths. You will be taught a wide range of textiles techniques and there is an emphasis on developing your own original design work based on a theme. You will be exploring relevant images, artefacts and resources relating to the work of other artists and designers from the past and present, to influence and develop your ideas. You 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 or Ms Moss.

ASSESSMENT

40% Externally Set Task Practical response to an externally set question paper 60% Coursework Two Units of Work representing 45 hours work There is no written exam in this subject.

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OCR

CLASSICAL CIVILISATION Discuss with Mr M Ashdown

Classical Civilisation is a well-established subject at Downlands now entering its 6

th successful year.

Many students continue to study Classical Civilisations at 6th Form and beyond.

Classical Civilisation focuses on the civilisations of Greece and Rome, and is a wide ranging subject involving the study of literature, art, artefacts, archaeological sites, and the ancient historical world. You don’t need to know any languages, all the texts are in translation, and it doesn’t matter if you haven’t studied the Greeks and Romans previously; all you need is an interest in the Ancient World and its cultures. From women in the Ancient World, to the study of religious beliefs and ancient ideas about war, Classical Civilisation involves interesting discussions about things that are still important today: life, death, gods, relationships, love, family, children, education, the nature of the world, our origins and development, the past, money, health, status, other cultures, friendship, power, patriotism, politics, law, crime, justice, empire and war. Classical Civilisation is just as useful as other humanities subjects like History, Geography and Religious Studies. Subjects like this give you really good skills such as essay writing and source analysis, and teach you how to structure a good argument. They show you are good at thinking and evaluating, and also that you have an interest in people and cultures. Employers and colleges will be able to see that you are someone with broad interests who can communicate their ideas well. The Exam All Assessment takes place as final written examinations taken in the summer exam season of Year 11. There will be 2 90min papers covering 2 of the topics listed below : Myth and religion Women in the ancient world The Ancient Greek world of Homer Roman city life War and warfare

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.

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

39

AQA

DANCE Discuss with Mrs Brewington

This course will enable candidates to develop skills, knowledge and understanding of dance as choreographer, performer and critic through: applying and adapting a wide range of skills and techniques effectively in performing and

choreographing dance, including the ability to improve creating dances for a range of purposes and in response to different stimuli developing the ability to analyse, evaluate and appreciate dance. Candidates will also appreciate the contribution of dance to their personal and social health, fitness and wellbeing and be aware of the range of opportunities and pathways available in dance. This course consists of 4 units – 80% is practically assessed. Unit 1: Critical Appreciation of Dance Written Paper – 1 hour 50 marks – 20% Unit 2: Set Dance Practical Examination Solo Performance – 1–1½ minutes 30 marks – 20% Unit 3: Performance in a duo/group dance 3 – 3½ minutes Controlled Assessment 30 marks – 20% Unit 4: Choreography Task A: Solo Composition 1–1½ minutes 20 marks – 15% Task B: Choreography – solo/duo/group (Solo – 1½ – 2 minutes; duo/group – 2½ – 3 minutes) 40 marks – 25% Unit total: 60 marks – 40%

Skills needed for this course:

Participation in a

range of performance arts

Interest in the appreciation of

dance and choreography.

Commitment to improve and

develop dance performing in a group and solo

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Appendix A