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Year 9

Options

Booklet

2015

Ysgol Stanwell School

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STANWELL SCHOOL

Headteacher: Mr D Jones

Chair of Governors: Mr A Rogers

The Options Team

Mr A Lewis Senior Deputy Headteacher

Mrs C Kynaston Deputy Headteacher

Mrs R Baker Head of Year 8

Mr G Penny Head of Year 8

Mr A Pritchard Careers Advisor

Careers Wales

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C O N T E N T S Page

1. The Options Team

2. Contents

3. Introduction; Options Evening Meeting

4. The Curriculum; How to Choose Your Option

Subject Descriptions – Compulsory Subjects

5-7. English and English Literature

8-9. Mathematics

9. Physical Education

10. Religious Studies

11. Science

12. Welsh

13-14. Welsh Baccalaureate

15. Careers

Subject Descriptions – Options Subjects

16-17. Art

18-19. Business Studies

20. Child Development

21. Computer Science

22-29. Design & Technology

30. Drama

31-32. Economics

33-34. Engineering

35-36. French

37. Geography

38-39. German

40-41. History

42. Information and Communication Technology

43. Media Studies

44-45. Music

46. Performing Arts (Double Award)

47. Physical Education

48-49. Travel & Tourism BTEC

50-51. Workskills BTEC

52. GCSE Results 2013

53. GCSE Results 2014

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I N T R O D U C T I O N

This handbook gives information on the proposed curriculum to be provided for our Year

9 pupils in September 2015. Year 9 is important for each pupil, as it is the first of the three

years leading to the public examinations.

The curriculum provides a breadth and balance of study, which prepares pupils for the

opportunities and experiences of adult life. At Stanwell we encourage participation in post-

16 education. The curriculum structure gives each pupil a very wide choice of future courses

of study.

The curriculum consists of compulsory subjects which are followed by all pupils and option

subjects. After consultation with the pupils the option subjects will be organised into four

groups/blocks and the pupils study one of the subjects in each block.

O P T I O N S E V E N I N G M E ET I N G

To help parents and pupils make a more informed choice of option subjects; the school has

organised a meeting on Tuesday, 17th

March, at 6pm when staff from departments will give

brief descriptions of the courses available.

The subject staff, together with the Heads of Year, Careers staff and senior staff will be

available to answer individual questions.

The Options Evening Meeting is in addition to the Year 8 Parents’ Evening.

We hope that you will be able to attend on Tuesday, 17th

March, and look forward to seeing

you.

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T H E C U R R I C U L U M

The curriculum consists of compulsory subjects, which are studied by all pupils, and

option subjects, which are chosen by the pupils.

1. COMPULSORY SUBJECTS

All pupils will pursue the following courses:

English

Mathematics

Science

Welsh

Personal & Social Education

Physical Education

Religious Studies

Welsh Baccalaureate

2. OPTION SUBJECTS

Pupils should choose any four subjects from the option subjects in this book.

HOW TO CHOOSE YOUR OPTIONS

The option choice form, which can be found on Moodle, is to be completed with your child’s

four option choices. We will try to ensure that pupils receive their first choice of option

subject, however if this is not possible then the pupil and their parents will be informed. The

option choices will be available on Moodle until Friday, 17th

April.

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C O M P U L S O R Y S U B J E C T D E S C R I P T I O N S

E N G L I S H A N D E N G L I S H L I T E R A T U R E

Pupils in English Language are assessed on the following skills:

Reading

Writing

Speaking and Listening

Assessment objectives Weighting

AO1 Oracy 20%

AO2 Reading 40%

AO3 Writing 40%

Pupils develop a range of writing and oral skills for different purposes and audiences.

Reading includes a range of fiction and non-fiction texts, including continuous and non-

continuous texts.

Most pupils also follow the English Literature course, which widens their experience of

poetry, prose and drama.

GCSE grades are composed of external examinations and controlled assessment/non-

examination units (assignments completed under teacher supervision.) Controlled

assessment/non-examination units (Speaking and Listening) is worth 20% in English

Language and 25% in English Literature.

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English Language: http://www.wjec.co.uk/supporting/english-language-gcse-in-wales.html

Pupils will be entered for the GCSE English Language qualification in Year 11.

Understanding of at least one description, one

narrative and one exposition text, including continuous and

non continuous texts, assessed through structured questions.

One writing task selected from a choice of two

that could be description, narration or exposition.

Understanding of at least one argumentation,

one persuasion and one instructional text, including

continuous and non continuous texts, assessed through

structured questions.

One compulsory argumentation writing task

and one compulsory persuasion writing task.

*half of the marks for will be awarded for communication and

organisation and the other half for writing accurately.

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English Literature: Legacy specification (unavailable on WJEC website)

Unit 1

External Exam

Unit

35%

January 2016

Prose: To Kill a Mockingbird Harper Lee or Of Mice and Men John

Steinbeck

Unit 2a

External Exam

Unit

40%

May 2016

Contemporary Prose: About a Boy Nick Hornby or Heroes Robert Cormier

Literary Heritage Drama: An Inspector Calls J B Priestley

1,500 words – 4 hour assessment Shakespeare: Macbeth or A Midsummer Night’s Dream or Romeo

and Juliet linked to selected poetry from the WJEC anthology.

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MATHEMATICS

Mathematics is a compulsory subject and is not involved with your option choices. In

September 2015, there will be two new mathematics GCSE courses consisting of 2 papers

each (non-calculator and calculator) and 3 tiers of entry:

Higher Tier: Grades A* – C

Intermediate Tier: Grades B – E

Foundation Tier: Grades D – G.

GCSE in Mathematics – Numeracy

Learners entered for this qualification must sit both papers at either foundation, intermediate

or higher tier, in the same examination series. The written paper for each tier will comprise a

number of short and longer, both structured and unstructured questions which may be set on

any part of the subject content of the specification. Some of these questions will involve

different parts that assess different aspects of numeracy but in the same context. Part-

questions may vary in level of demand and some questions will use multiple-choice

assessment.

GCSE in Mathematics

Learners entered for this qualification must also sit both papers at either foundation,

intermediate or higher tier, in the same examination series. The written papers for each tier

will comprise a number of short and longer, both structured and unstructured questions which

may be set on any part of the subject content of the specification. Candidates entered for

GCSE Mathematics will be expected to be familiar with the knowledge, skills and

understanding implicit in GCSE Mathematics – Numeracy. Questions may be set on topics

that are explicitly listed in the content of GCSE Mathematics – Numeracy and some

questions will use multiple-choice assessment.

http://www.wjec.co.uk/qualifications/mathematics/mathematics-gcse

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The following table summarises the way in which the mathematical content will be divided

across the two mathematics GCSEs (GCSE Mathematics – Numeracy and GCSE

Mathematics):

GCSE Mathematics - Numeracy Mathematics

Content Number, Measure and

Statistics plus some aspects

of Algebra, Geometry and

Probability

All the

content of

GCSE

Mathematics

- Numeracy

Additional

Algebra,

Geometry

and

Probability

Assessment focus The application of the above

content in context

-

The

application

of the above

content in

context

Procedural skills in situations

that are context-free or

involve minimal context for

all content

P H Y S I C A L E D U C A T I O N

The course builds on the activities followed in Key Stage 3 and aims to develop a

commitment to an active lifestyle. Pupils will have the opportunity to develop their

knowledge, skills and understanding by selecting areas in Physical Education which will

include sports and activities not previously offered, such as Basketball and use of Multi Gym

and Free Weights in the Fitness Suite

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R E L I G I O U S S T U D I E S

If you are good at problem solving, have a critical mind and good powers of analysis you

have the essential qualities needed to study GCSE Religious Studies. These skills are useful

for many career fields including medicine, law, management, business and personnel.

Employers look for an RS qualification as they know people will have this range of skills and

will be able to work effectively as part of a team.

Religious Studies will enable you to:

explore religions and beliefs engaging with them intellectually and responding

personally

adopt an enquiring, critical and reflective approach to the study of religion

enhance your understanding of different cultures in the wider world

reflect on and develop your own values, opinions and attitudes in light of your

learning.

In Years 9 and 10 students follow the WJEC GCSE Course in Religious Studies

Specification B. Pupils will study a unit called “Religion and Life Issues” which currently

consists of four areas of study as follows:

Relationships: Issues of love, marriage and divorce;

Our World: Exploring creation and our place in the world;

Is it fair?: Issues of justice and equality;

Looking for meaning: Issues about God, life and death;

These are set within a Christian and comparative framework.

In Year 11 students follow the GCSE Course in Religious Studies specification B. Pupils

will study a unit called “Religion and Human Experience” which currently consists of four

areas of study as follows:

Religion and Conflict Issues of peace forgiveness and conflict

Religion and Medicine Issues of medical ethics and the sanctity of life

Religious Expression Issues of expressing one’s faith

Authority-Religion and State Issues of law and order in religion and society

These are set within a Christian and comparative framework.

http://www.wjec.co.uk/uploads/publications/17199.pdf

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S C I E N C E

Science is a compulsory subject at Key Stage Four and is not involved in your option

choices. Pupils will study topics such as Variety of Life, Evolution, Body Maintenance, Earth

Science, Energy, Radiation, The Universe, Nanotechnology and Smart Materials.

How will the course be organised?

During Year 9, all pupils will follow a science course which covers all three science subjects

(biology, chemistry and physics). There will be no external examinations during Year 9.

Pupils will sit final internal examinations in all science subjects at the end of Year 9. The

results from these examinations will inform the school of the most appropriate science course

for your child in Years 10 and 11. Currently pupils follow the following courses:

Separate Science (Biology, Chemistry and Physics)

Double Award

Level 2 Science for Work

Level 2 Applied Science

How is the course assessed?

Pupils following the separate science course will take six external examinations (two in each

science) during Year 10 and three external examinations (one in each science) at the end of

Year 11. There will be a controlled assessment exercise for each Science subject that will be

taken during Year 11.

Pupils following the Double Award will take three external examinations (one in each

subject) in June of Year 10 and will complete controlled assessment tasks in each of the

science subjects during Year 10. The assessments in Year 10 will give the pupils a single

grade in Science. In Year 11 pupils will take three external examinations (one in each

subject) along with one controlled assessment task to give them a second science grade.

http://www.wjec.co.uk/index.php?subject=77&level=7

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W E L S H S E C O N D L A N G U A G E

The Welsh Second Language GCSE full course will provide experiences which will give all

candidates the opportunity to reach their full potential in Welsh according to their ability and

needs. The aim is to ensure that candidates are aware of the use made of Welsh in modern

Wales, nurturing a positive attitude towards the Welsh language and its culture. The skills of

candidates are developed to use the language for effective and purposeful communication.

We aim to ensure that students have the opportunity to:

Show interest, pleasure and enthusiasm while studying the Welsh language;

Contribute substantially to discussions, using language that is suitable for the purpose

and the audience;

Respond to a wide range of reading materials, including some published material;

Write in a wide range of forms for a variety of purposes, giving attention to purpose,

audience and accuracy.

Assessment Summary

Unit 1 Written paper: 1 hour (25%)

4 questions-2 writing (10%)

2 reading (15%)

Unit 2 Controlled assessments (25%)

Oral 20%

Task 1- Individual presentation (10%)

Task 2-Role play-Pair work/group (10%)

Writing-(5%)

Task associated with the role play.

Unit 3 Oral exam: 10 minutes (25%)

Oral 20%

Pair/group exam.

Reading 5%

Discussing reading material as a stimulus to the oral

exam.

Unit 4 Written paper: 1 hour (25%)

4 questions – 2 Written (15%)

2 Reading (10%)

www.wjec.co.uk/index.php?level=7&subject=105

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W E L S H B A C C A L A U R E A T E

Aim

The central focus of the Welsh Baccalaureate at Key Stage 4 is to provide a vehicle for 14 -16

year olds to consolidate and develop essential transferable employability skills. The

programme will require the completion of a Skills Challenge Certificate along with

supporting qualifications such as GCSEs at Key Stage 4. The requirements of both the Skills

Challenge Certificate and Supporting Qualifications must be met in order to achieve the

overarching Welsh Baccalaureate.

The Skills Challenge Certificate consists of four components which are followed by all

learners:

Individual Project

Enterprise and Employability Challenge

Global Citizenship Challenge

Community Challenge

Each component of the Skills Challenge will incorporate seven skills which learners need for

learning, work and life:

Literacy

Numeracy

Digital Literacy

Critical Thinking and Problem Solving

Planning and Organisation

Creativity and Innovation

Personal Effectiveness

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The Supporting Qualifications include a mandatory GCSE of English Language together

with Mathematics and Numeracy. A minimum of a further three GCSEs are also required, of

which two may be of equivalent qualifications.

The award will offer two levels of achievement either at the higher National level or the

lower Foundation level.

To achieve the National Welsh Baccalaureate learners must achieve the National Skills

Challenge Certificate together with the following Supporting Qualifications:

GCSE English Language at grade A* - C;

GCSE Numeracy at grade A* - C;

A minimum of three further GCSEs grade A*- C, of which two may be equivalent

qualifications.

To achieve the Foundation Welsh Baccalaureate learners must achieve either the National or

Foundation Skills Challenge Certificate together with the following Supporting

Qualifications:

GCSE English Language at grade A* - G;

GCSE Numeracy at grade A* - G;

A minimum of three further GCSEs grade A*- G, of which two may be equivalent

qualifications.

The following diagram illustrates the routes towards achievement of the Welsh Baccalaureate

at Key Stage 4.

For further information follow the link below:

http://www.wjec.co.uk/qualifications/welsh-baccalaureate/welsh-bacc-from-2015/

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C A R E E R S

Stanwell School provides the following Careers Education and Guidance

opportunities and pupils have access to:

Easily accessible, up-to-date and accurate careers information.

Independent, impartial, confidential advice and guidance.

Access to the ‘World of Work’ and business awareness activities.

Help and guidance at the transition of Key Stage 3 to Key Stage 4; at the end

of Key Stage 4, and at the end of Key Stage 5.

In Year 9 the pupils begin work on their own Progress File, which they update

throughout their school life. It contains work provided by The Careers Department

and any achievements and information that the pupils wish to include. In both Year

9 and Year 10 all of the pupils will be involved in Industry/Skills workshop days.

Throughout their time in Stanwell there is always opportunity for both pupils and

parents to meet with the careers staff and the school's Careers Wales Advisor. We

have well equipped careers libraries containing all the reference material needed to

enable your child to make the wisest possible decisions concerning their future.

Your Careers Adviser is Alun Pritchard

Your Adviser is based in the ground floor in ‘The House’

You may obtain information, advice, or arrange an interview with your Adviser,

by contacting him directly at School

or at Barry Careers Centre:-

alun.pritchard@cardiffandvale.org

Tel – 01446 410600 Ext 8609

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OPTION S U B J E C T D E S C R I P T I O N S

A R T A N D D E S I G N

The GCSE Art and Design course demands a positive attitude and a great deal of

commitment from the pupils in our charge. On no account should it be regarded as a soft

option. We encourage pupils to be self motivated and build on their technical skills developed

in Key Stage 3.

The WJEC GCSE Art and Design: Fine Art course

and the Art and Design: Textile Design course

encourages an adventurous and enquiring

approach to the subject. Successful pupils should

be able to demonstrate an understanding of past

and contemporary art and design practice and the

integration of theory and understanding to produce

a personal response that embraces a range of ideas.

Each pupil must produce the following

components:

Controlled Assessment 1 (Portfolio 60%)

Internally set and developed from personal and/or given starting

points. A coherent body of work representing 45 hours of work

which must be selected and presented by the candidate for

moderation. This is submitted for assessment at the beginning of

January in Year 11. Interim internal assessment in Year 9 takes

place at the end of the Autumn term and again in the Summer term.

This procedure is repeated in Year 10.

Controlled Assessment 2 (Sustained Focus 40%)

The examination paper issued to pupils in January in Year 11, will include images (picture

starters), themes (one-word starters) and tasks (An explanation that may be of guidance but

which will not be compulsory). Candidates must choose only one assignment and give a

clear account of their intentions. There will be a period of preparation of approximately 20

hours and a maximum of 10 hours under controlled conditions. All work must be selected and

presented by the candidate for moderation.

Pupils may be able to choose to study

ENDORSED FINE ART or ENDORSED TEXTILE DESIGN

in the Art and Design option.

This is reliant on the number of pupils opting for either

Fine Art or Textiles in each option group.

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ART & DESIGN: FINE ART(3690)

Areas of study: abstraction, still life composition, manufactured and natural forms through

techniques of painting, drawing, print making and sculpture.

ART & DESIGN: TEXTILE DESIGN (3650)

This course follows a creative approach to the subject concentrating on constructed, dyed,

printed fine art and fashion textiles.

Is this the right subject for me? This course is suitable for students who are:

keen to develop their visual skills

creative, enthusiastic and imaginative

able to sustain an investigation

able to enjoy visits to galleries and museums

willing to experiment and take risks in their work

willing to review their progress and make improvements.

The GCSE Art and Design course is a

dynamic and interesting subject that

covers many topics that can be

directly related to the world that we

live and work in.

The pool of creative talent for the 21st century is forming now.

. Art director

. Directors – state, motion picture, television, radio

. Graphic Designers

. Visual Artists

. Animators

. Illustrators

. Commercial and Industrial Designers

. Fashion Designer

. Interior Designer

. Set Designer

. Painters

. Product Designer

. Cartoonist, Comic book artists

. Camera Operator, television, video or motion picture operators

. Desktop publisher

. Composing room supervisor. Art historian . Exhibition designers Marketing and advertising

. Exhibition designers

.Marketing and advertising

http://www.wjec.co.uk/uploads/publications/4446.pdf?language_id=1

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B U S I N E S S S T U D I E S

In Year 9 students develop a range of Business enterprise skills that enables them to access

the GCSE course. Students are taught using a variety of teaching styles to actively engage

them with the study of Business, develop them as effective and independent learners with

enquiring minds. Lessons are mainly housed with the Business Centre and the IT rooms.

Students will be taught for three periods a week. Topics covered in Year 9 include:

Managing your money

Big Ideas

The economy

Business and the Environment

The Stock Exchange

Rising Global Powers

The Welsh Assembly

Business Plans

Factors of Production

The GCSE is designed to deepen students understanding of the way in which businesses

operate in a dynamic, changing and competitive environment. This is rooted in theory and

practice, allowing students to relate to the real world of business.

The GCSE assessment comprises of 2 components:

Written Examination Paper (75% of the final mark). This paper lasts for 2 hours and

consists of short-answered and longer, stimulus response questions.

Controlled Assessment (25% of the final mark). This requires students to carry out

primary and secondary research, in order to analyse and evaluate evidence, to

complete an investigation. These are based upon business issues within a local

context.

What skills will I develop?

Throughout the course students will be involved in a range of learning activities which will

allow them to develop important transferable key skills (numeracy, communication, ICT,

problem solving, working independently and working with others) as well as develop their

understanding of the business world.

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Educational Visits

We aim to ensure that the students have the

opportunity to further their understanding of

business through educational visits. Previously,

in Year 9 students have had the opportunity to

visit the Jaguar manufacturing plant in

Birmingham, Warner Bros studios, Chelsea FC

and the Bank of England.

Student Support

Homework club runs twice a week, after school.

This gives students the prospect to gain additional support within the subject. Each of these

sessions is fully supervised by a member of the Business Department.

All teaching resources can also be accessed on the school moodle site, allowing students to

have remote access to all learning facilities.

Will Business Studies help me with my future career?

Business Studies is a diverse and varied course, this means that it

can be the foundation for many careers that students may choose to

study. Obviously if you want to be the next Richard Branson and

run your own business it is very useful.

Other careers and further studies that can be directly linked to

Business Studies include Finance, Law, Business Administration,

Resource and Environmental Management, Personnel, Sales and

Marketing. To be successful in business you need to be well

motivated and want to be the best that you can:

“The big secret in life is that there is no big secret. Whatever your goal, you can get there if

you're willing to work”

Oprah Winfrey

Further information can be found on the WJEC website:

http://www.wjec.co.uk/qualifications/business-studies/business-studies-gcse/

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C H I L D D E V E L O P M E N T

WJEC Home Economics : Child Development

This GCSE course is designed to enable pupils to study the

development and care of children from conception to the age of five

years. It enables pupils to understand the social, emotional, physical

and intellectual development of the child through the study of the

family, community and the responsibilities of parenthood.

The course consists of six compulsory areas of study:-

1. Family & Child (Completed during Year 9) 4. Physical Development

2. Food & Health 5. Intellectual Development

3. Pregnancy (completed during Year 9) 6. Social & Emotional

Development

The assessment is based on the following:

Unit 1: Principles of Child Development (40%)

Written Paper : 1½ hours One paper which will be externally set and marked targeted at the full range of GCSE grades.

The paper will contain short-answer, structured and free response questions drawn from all

areas of the specification and will assess the quality of written communication. The external

exam will be taken at the end of Year 11.

Unit 2: Child Study (30%)

Controlled Assessment

One task to be selected from a bank of three tasks set by WJEC, to include investigation and

production focusing on a child’s development

Duration 15 hours to commence during Year 10. This task must be completed during lessons

in school. The assessment will be handed in during March of Year 10.

Internally assessed using WJEC set criteria and externally moderated.

Unit 3: Child Focused Task (30%)

Controlled Assessment

One task to be selected from a bank of two tasks set by WJEC, to include researching,

planning, making and evaluating.

Duration 15 hours to commence during year 11. This task must be completed during lessons

in school. The assessment will be handed in during March of Year 11.

Internally assessed using WJEC set criteria and externally moderated.

http://www.wjec.co.uk/index.php?subject=68&level=

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C O M P U T E R S C I E N C E

This bold and exciting course provides students with a stimulating

and motivating study of computer science fit for the 21st century.

WJEC’s GCSE Computer Science specification is designed to address concerns expressed

by the Royal Society and the Computing at School Working Group about computing

education in the United Kingdom.

The specification offers students the opportunity to gain an understanding of the way

computers work, and to create and review computer programs for real-life purposes based on

their own interests. It encourages them to create their own games, applications and other

systems, rather than simply use those designed by others.

Assessment is 75% examination and 25% controlled assessment and is divided into three

units:

1. Understanding Computer Science (45%) - 90 minute examination to assess

understanding of the theory content of the specification.

2. Solving Problems Using Computers (30%) - 2 hour external assessment to assess

the practical application of knowledge and understanding through a series of on-

screen tasks . Pupils will learn how to program in HTML and Greenfoot in order to

complete this assessment.

3. Developing Computing Solutions (25%) - internally assessed and

externally moderated 15 hour controlled assessment to develop a piece of

work using programming software following a task brief issued by WJEC.

There is a choice of two task briefs each year. Pupils will learn how to

program in Python in order to complete this assessment.

All assessment will take place between January and June in Year 11.

The depth of coverage means that it provides a solid foundation for either the study

of A level Computing or ICT and employment.

http://www.wjec.co.uk/qualifications/computer-science/

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DESIGN & TECHNOLOGY

FOOD TECHNOLOGY

A course in Design and Technology: Food Technology offers an opportunity

in the curriculum for candidates to identify and solve real problems by

designing and making food products in a range of contexts relating to their

personal interests. Design and Technology develops candidates'

interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking,

creativity and independence.

The specification being followed will enable candidates to:

• actively engage in the processes of design and technology to develop as effective and

independent learners;

• make decisions, consider sustainability and combine skills with knowledge and understanding

in order to design and make food products;

• explore ways in which aesthetic, technical, economic, environmental, ethical and social

dimensions contribute to food;

• analyse existing products and produce practical solutions to needs, wants and opportunities,

recognising their impact on quality of life;

• develop decision-making skills through individual and collaborative working;

• understand that designing and making food items reflect and influence cultures and societies,

and that food products have an impact on lifestyle;

• develop skills of creativity and critical analysis through making links between the principles of

good design, existing solutions and technological knowledge.

Course content:

Areas covered will include: The design process, product analysis, sustainability and legislative

issues, designers, commercial food practices, equipment, systems and processes.

Year 9: Students undertake a range of small focussed projects developing the designing and

making skills, knowledge and understanding required for this GCSE specification.

During the autumn and summer terms formal examinations will be sat in preparation for

Unit 1 in Year 11.All submitted work will be assessed and used to attain reporting grades.

Year 10: Students will undertake projects based on the Unit 2 component of the

specification. These will be preparatory projects and as such structured guidance and

assistance will be provided.

During the autumn and summer terms formal examinations will be sat in preparation for

Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

Year 11: Students will undertake one major project based on an examination board set brief.

This will be undertaken in CAT conditions as defined in the specification. During the autumn

term a formal ‘mock ‘examinations will be sat in preparation for Unit 1 examinations at the

end of Year 11. All submitted work will be assessed and used to attain reporting grades

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Unit 2 Controlled assessment – 30 hours (60%)

Part A - Candidates will be required to carry out an analysis of the problem set by the WJEC,

write a design specification, generate a range of ideas, develop a solution and produce the details

of the final solution. (10 guided hours).

Part B - Plan the making process, carry out the making and evaluate project. (20 guided hours).

Unit 1 Examination (40 %) One paper of 2 hours duration, which tests the knowledge and understanding of Food

Technology through questions on designing and making.

Section A - Four compulsory questions related to the world of Design and Technology and Food

Technology.

Section B - Four compulsory questions based on the specification content. These questions share

a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=40&level=

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DESIGN & TECHNOLOGY

GRAPHIC PRODUCTS

A course in Design and Technology Graphic Products offers a unique

opportunity in the curriculum for candidates to identify and solve real

problems by designing and making products or systems in a wide range of

contexts relating to their personal interests. Design and Technology

develops candidates' interdisciplinary skills, all six Key Skills and their

capacity for imaginative, innovative thinking, creativity and independence.

The specification being followed will enable candidates to:

• actively engage in the processes of design and technology to develop as effective and

independent learners;

• make decisions, consider sustainability and combine skills with knowledge and understanding

in order to design and make quality products;

• explore ways in which aesthetic, technical, economic, environmental, ethical and social

dimensions interact to shape designing and making;

• analyse existing products and produce practical solutions to needs, wants and opportunities,

recognising their impact on quality of life;

• develop decision-making skills through individual and collaborative working;

• understand that designing and making reflect and influence cultures and societies, and that

products have an impact on lifestyle;

• develop skills of creativity and critical analysis through making links between the principles of

good design, existing solutions and technological knowledge.

Course content:

Areas covered will include: The design process, product analysis,

sustainability and legislative issues, designers, commercial

graphic practices, 2D and 3D drawing techniques, web design,

text, font and lettering design, digital graphic media, materials

and components, tools and equipment, systems and processes, and

CAD/CAM.

Year 9: Students undertake a range of small focussed projects developing the designing and

making skills, knowledge and understanding required for this GCSE specification. During

the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in

Year 11. All submitted work will be assessed and used to attain internal reporting grades.

Year 10: Students will undertake projects based onthe Unit 2 component of the specification.

These will be preparatory projects with structured guidance and assistance.

During the autumn and summer terms formal examinations will be sat in preparation for

Unit 1 in Year 11. All submitted work will be assessed and used to attain internal reporting

grades.

http://www.wjec.co.uk/index.php?subject=41&level=

25 | P a g e

Year 11: Students will undertake one major project based on an examination board set brief.

This will be undertaken in CAT conditions as defined in the specification. During the autumn

term a formal ‘mock ‘examinations will be sat in preparation for Unit 1 examinations at the

end of Year 11. All submitted work will be assessed and used to attain internal reporting

grades

Unit 2 Controlled assessment – 30 hours (60%)

Part A - Candidates will be required to carry out an analysis of the problem set by the WJEC,

write a design specification, generate a range of ideas, develop a solution and produce the details

of the final solution. (10 guided hours).

Part B - Plan the making process, carry out the making and evaluate project. (20 guided hours).

Unit 1 Examination (40 %)

One paper of 2 hours duration, which tests the knowledge and understanding of Graphic

Products through questions on designing and making.

Section A - Four compulsory questions related to the world of Design and Technology and

Graphic Products Technology.

Section B - Four compulsory questions based on the specification content.

These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=41&level=

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DESIGN & TECHNOLOGY

RESISTANT MATERIALS

A course in Design and Technology offers a unique opportunity in the

curriculum for candidates to identify and solve real problems by designing

and making products or systems in a wide range of contexts relating to their

personal interests. Design and Technology develops candidates'

interdisciplinary skills, all six Key Skills and their capacity for imaginative,

innovative thinking, creativity and independence.

The specification being followed will enable candidates to:

• actively engage in the processes of design and technology to develop as effective and

independent learners;

• make decisions, consider sustainability and combine skills with knowledge and

understanding in order to design and make quality products;

• explore ways in which aesthetic, technical, economic, environmental, ethical and

social dimensions interact to shape designing and making;

• analyse existing products and produce practical solutions to needs, wants and

opportunities, recognising their impact on quality of life;

• develop decision-making skills through individual and collaborative working;

• understand that designing and making reflect and influence cultures and societies,

and that products have an impact on lifestyle;

• develop skills of creativity and critical analysis through making links between the

principles of good design, existing solutions and technological knowledge.

Course content:

Areas covered will include: The design process, product analysis, sustainability and

legislative issues, designers, commercial manufacturing practices, materials and

components, tools and equipment, systems and processes, and CAD/CAM.

Year 9: Students undertake a range of small focussed projects developing the designing and

making skills, knowledge and understanding required for this GCSE specification.

During the autumn and summer terms formal examinations will be sat in preparation for

Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

Year 10: Students will undertake projects based on the Unit 2 component of the

specification. These will be preparatory projects and as such structured guidance and

assistance will be provided.

During the autumn and summer terms formal examinations will be sat in preparation for

Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

http://www.wjec.co.uk/index.php?subject=44&level=

27 | P a g e

Year 11: Students will undertake one major project based on an examination board set brief.

This will be undertaken in CAT conditions as defined in the specification. During the autumn

term a formal ‘mock ‘examinations will be sat in preparation for Unit 11 examinations at the

end of Year 11. All submitted work will be assessed and used to attain reporting grades

Unit 2 Controlled assessment – 30 hours (60%)

Part A - Candidates will be required to carry out an analysis of the problem set by the

WJEC, write a design specification, generate a range of ideas, develop a solution and

produce the details of the final solution. (10 guided hours).

Part B - Plan the making process, carry out the making and evaluate project. (20

guided hours).

Unit 1 Examination (40%)

One paper of 2 hours duration, which tests the knowledge and understanding of

resistant materials through questions on designing and making.

Section A - Four compulsory questions related to the world of Design and Technology

and Resistant Materials Technology.

Section B - Four compulsory questions based on the specification content.

These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=44&level=

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DESIGN & TECHNOLOGY

TEXTILES

A course in Design and Technology Textiles offers a unique opportunity in the

curriculum for candidates to identify and solve real problems by designing and

making products or systems in a wide range of contexts relating to their

personal interests. Design and Technology develops candidates'

interdisciplinary skills, all six Key Skills and their capacity for imaginative,

innovative thinking, creativity and independence.

The specification being followed will enable candidates to:

• actively engage in the processes of design and technology to develop as

effective and independent learners;

• make decisions, consider sustainability and combine skills with knowledge

and understanding in order to design and make quality products;

• explore ways in which aesthetic, technical, economic, environmental, ethical and social

dimensions interact to shape designing and making;

• analyse existing products and produce practical solutions to needs, wants and opportunities,

recognising their impact on quality of life;

• develop decision-making skills through individual and collaborative working;

• understand that designing and making reflect and influence cultures and societies, and that

products have an impact on lifestyle;

• develop skills of creativity and critical analysis through making links between the principles

of good design, existing solutions and technological knowledge.

Course content:

Areas covered will include: The design process, product analysis, sustainability and

legislative issues, designers, commercial textiles practices, textile manufacturing techniques,

material properties and components, tools and equipment, systems and processes, and

CAD/CAM.

Year 9: Students undertake a range of small focussed projects developing the designing and

making skills, knowledge and understanding required for this GCSE specification.

During the autumn and summer terms formal examinations will be sat in preparation for

Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

Year 10: Students will undertake projects based on the Unit 2 component of the

specification. These will be preparatory projects and as such structured guidance and

assistance will be provided.

During the autumn and summer terms formal examinations will be sat in preparation for

Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

http://www.wjec.co.uk/index.php?subject=40&level

29 | P a g e

Year 11: Students will undertake one major project based on an examination board set brief.

This will be undertaken in CAT conditions as defined in the specification. During the autumn

term a formal ‘mock ‘examinations will be sat in preparation for Unit 1 examinations at the

end of Year 11.

All submitted work will be assessed and used to attain reporting grades

Unit 2 Controlled assessment – 30 hours (60%)

Part A - Candidates will be required to carry out an analysis of the problem set by the

WJEC, write a design specification, generate a range of ideas, develop a solution and produce

the details of the final solution. (10 guided hours).

Part B - Plan the making process, carry out the making and evaluate project. (20 guided

hours).

Unit 1 Examination (40%)

One paper of 2 hours duration, which tests the knowledge and understanding of textile

materials through questions on designing and making.

Section A - Four compulsory questions related to the world of Design and Technology and

textiles materials technology.

Section B - Four compulsory questions based on the specification content.

These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=40&level=

30 | P a g e

D R A M A

Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and courage. Through it,

ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to

question and to bring about change.

Jude Kelly (theatre director and founder of Metal)

When an employer sees GCSE Drama on an application form, they see a person who is

confident with excellent communication skills and creative flair. Drama encourages

you to work as part of a team, lead and direct ideas, and critically analyse various

literature. Drama compliments subjects such as English, History and Art. The subject

will help with interviews for Universities and jobs. Employers often select people who

can speak clearly, confidently and with dynamism. The GCSE course helps develop

these skills.

Each option is assessed through 80% practical work (preparatory work and end-

product). There is no written coursework. Pupils need to be committed and have a

disciplined approach to group work. They also need to remember that preparation for

the written examination (worth 20%) is equally as important as practical work and is,

therefore, set regularly. Your written examination will be at the end of Year 11.

Pupils who choose Drama enjoy their studies for many reasons. There is usually an

excellent atmosphere within lessons. Group dynamic is strong and you will enjoy being

part of a group or cast.

GCSE Drama is enjoyable, relevant and interesting. It allows you to understand

yourself and the world around you. It is widely accepted as a valuable qualification for

a range of careers and university courses. It is as valid as say History or Art! Do not

worry if you feel that you do not have the confidence that

is required for Drama. Everybody starts the course at the

same level and confidence quickly grows. What you do

need is a clear interest in the subject and enthusiasm.

http://www.wjec.co.uk/qualifications/drama/

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What is

Economics?

E C O N O M I C S

Without realising it, you

encounter Economics

every day. Economics

helps us understand the

decisions that we make every

single day. Of course, it also considers

bigger issues such as the economy, poverty and the

environment.

For example:

What makes someone pay £185 for the world’s most expensive

paper bag?

What makes you choose going to the cinema with friends instead

of buying a t-shirt?

How does the government choose between cuts in the health

service and cuts in education?

How does the government lower employment and control

inflation?

Economics is not about statistics and certainly does not contain lots of complex mathematical

calculations. It is about what motivates us to make choices that we do. Ultimately, we all

make our own decisions. However not everyone makes the same choices. In Economics we

try and explain these choices, which is why Economics is both challenging and thought

provoking.

Study Economics and you’ll find out the answers to the above questions and gain a

qualification in one of the most highly regarded subjects.

What skills will I develop?

The study of Economics at GCSE allows pupils to explore the world whilst

developing a range of key skills; numeracy, communication, use of ICT,

team-working and problem solving. Teaching includes a variety of

activities to allow pupils to develop these skills including presentations,

debates and simulations. For example pupils have operated hotels, created

their own revision videos and Economics themed board games.

32 | P a g e

Course Content

The course is broken down into two modules; Unit 11 and Unit 12. The Units include the

following topics:

Unit 11 Unit 12

Personal life cycle Managing the economy

The world of work The European Union

Managing your money The Euro

Choosing to spend Current economic issues

Choosing to save

Unemployment

The welfare state

Educational Visits

Pupils also have the opportunity to take part in

educational visits. Last year students visited the

Bank of England, Deutsche Bank, The London

Metal Exchange and Chelsea Football Club.

Assessment

Assessment takes the form of two exam papers both sat at the end of Year 11; Personal

Economics and Investigating Economic Issues. The papers have equal weighting and are both

of one hour and fifteen minutes in duration.

If you would like to find out more please don’t hesitate to speak to Mr Crook in G25. A link

to the AQA website is also listed below.

http://www.aqa.org.uk/subjects/business-studies/gcse/business-subjects-and-economics-4130

33 | P a g e

ENGINEERING (Double Award)

A course in Engineering will offer students a unique opportunity in the

curriculum to develop an understanding of engineering principles and

apply them in a problem solving situation. During the three years of the

course students will develop an experience of material characteristics

and engineering principles through a range of specified design and make

tasks together with theoretical lessons. Students will develop skills,

knowledge and understanding, which will be applied to a major project

task in the final year for the assessment in units 1&2.

Engineering will allow candidates to develop their potential across the six key skills together

with imaginative, innovative thinking in an independent atmosphere.

Key subject aims The GCSE in Engineering (Double Award) aims to enable students to:

Engage in a range of engineering processes and develop as effective and independent

students

Develop a range of transferable engineering skills that will form a foundation for

future learning and progression

Understand engineering and related sectors and the contribution they make to society

and the economy

Develop an awareness of emerging technologies and sustainable development in the

context of engineering.

Course Structure Year 9: Students undertake a range of projects which focus on developing the skills

knowledge and understanding required for this GCSE.

During the autumn and summer terms formal examinations will be sat in preparation for

Unit 3 in Year 11. All submitted work will be assessed and used to attain reporting grades.

Year 10: Students will undertake two major projects based on Units 1 & 2 of the

specification. These will be a preparatory project and as such structured guidance and

assistance will be provided

During the autumn and summer terms formal examinations will be sat in preparation for

Unit 3 in Year 11. All submitted work will be assessed and used to attain reporting grades.

Year 11: Students will undertake two major projects based on Units 1 & 2 of the

specification. These will be undertaken in CAT conditions as defined in the specification.

During the autumn term a formal ‘mock ‘examinations will be sat in preparation for Unit 3

examinations at the end of Year 11. All submitted work will be assessed and used to attain

reporting grades.

34 | P a g e

Assessment

Unit 1: 30% Engineering Design and Graphical Communication

Internally assessed CAT Task

Overview of content

Analysing design briefs and producing design specifications and design solutions

Interpreting and producing engineering drawings

Presenting design solutions

Overview of assessment

Students to produce a design solution for an engineered product, including

interpreting and producing engineering drawings

Controlled assessment task,(23-33 hours) set by Edexcel and internally marked by

centres

Centres can contextualise the task to suit local needs

Unit 2: 30% Engineered Products Internally assessed CAT Task

Overview of content

Interpreting product specifications and producing production plans

Selecting and using suitable tools, components and processes to produce an

engineered product.

Overview of assessment

Students to produce a final engineered product that meets design requirements

Controlled assessment task,(23-33 hours) set by Edexcel and internally marked by

centres

Centres can contextualise the task to suit local needs.

Unit 3: 40% Application of Technology in Engineering and

Manufacturing Externally assessed Written Examination.

Overview of content

Investigating the use of information and communication technology (ICT), modern

and smart materials and control technology in engineering.

Understanding the impact and advantages and disadvantages of using modern

technology in engineering and manufacturing.

Understanding the stages involved in manufacturing a product.

Investigating an engineered or manufactured product that uses modern technology

Overview of assessment

Single examination, lasting 1 hour and 30 minutes

A mixture of short- and long-answer questions

Paper focuses on engineering fabrication.

Paper consists of two sections - Section A is made up of general questions about the

chosen sector and Section B focuses on a specific product identified in pre-release

material.

http://www.edexcel.com/quals/gcse/gcse09/engineering/Pages/default.aspx

35 | P a g e

F R E N C H

The GCSE course provides a natural progression from the work already done in Key Stage 3.

It aims to develop the four language skills and to extend knowledge of the way the language

works through the study of grammar. Pupils follow the WJEC specification and study topics

which build on their knowledge from KS3 such as family, home life, school and free time.

How is GCSE assessed?

Unit 1: Listening Paper (Foundation-35 minutes or Higher Tier- 45 minutes) - 20%

Pupils sit this paper in the main examination period at the end of Year 11. They listen to

announcements, dialogues; reports etc and respond to show comprehension.

Unit 2: Speaking (Controlled Assessment) - 30%

During the 3 year course pupils complete a number of speaking tasks which take the

form of either a structured conversation or a presentation and discussion on various

topics. The best one of each type of task is submitted.

Unit 3: Reading Paper (Foundation-35 minutes or Higher Tier- 45 minutes) - 20%

Like the listening, pupils sit this paper in the main examination period at the end of

Year 11. They must read notices, letters, emails and articles and respond to show

comprehension. It is worth 20% of the overall grade.

Unit 4: Writing (Controlled Assessment) - 30%

During the 3 year course pupils complete a number of written assignments which take

the form of emails, letters or reports. The best two pieces are submitted.

There is no final exam to assess speaking or writing! It is 100% coursework!

The provisional timing for Speaking and Writing controlled assessment is as follows (pupils

complete a speaking and a writing task on the same topic in the same week):

Spring Term Y10 (March/ April)

Autumn Term Y11 (September/October)

Spring Term Y11 (February)

Spring Term Y11 (March/ April)

http://www.wjec.co.uk/index.php?subject=57&level=7

36 | P a g e

Why opt for French at GCSE?

Anyone who can speak French can communicate with around 200 million

people in their own language; French is not only spoken in France but also

in Belgium, Switzerland, Canada, several African nations and in many other

countries around the world.

France is the nearest country to the UK on mainland Europe, and

speaking the language is an indispensible tool for a trip abroad. France

is the top tourist destination in the world and the possibilities are endless when it

comes to holidays!

If you go on to study French at university you are much more likely to get a job than

people with arts, humanities and media-related degrees. Speaking French will

enhance your job prospects as many employers will choose the candidate who can

speak a foreign language over the one who can’t. One of the main reasons for

companies losing business abroad is the inability to communicate in the client’s

language.

Speaking French will allow you to take advantage of your EU citizenship and travel

and work within the European Union in countries such as Switzerland and Belgium,

as well as France.

Speaking French gives you a better understanding of France’s rich culture and

heritage, as well as its fascinating history.

The ability to communicate in another language allows you to get to know new people

and build new relationships.

Speaking French is a real asset and can be combined with a degree in the sciences, law,

business studies or politics. You often have the opportunity to spend a year abroad, studying

your main subject in university in France, Belgium or even Canada.

http://www.wjec.co.uk/index.php?subject=57&level=7

37 | P a g e

GEOGRAPHY

Statistics show that compared to other subjects Geography graduates

are among the most employable. They possess the skills that employers look for. Geography

is a combination of the facts of science and the understanding of the arts. “Geography is the

subject that holds the key to our future” Michael Palin.

• Geography provides the opportunity for students to understand more about the world, the

challenges it faces and their place within it.

• The GCSE course will deepen understanding of geographical processes, illuminate the

impact of change and of complex people-environment interactions, highlight the dynamic

links and interrelationships between places and environments at different scales, and

develop students’ competence in using a wide range of geographical investigative skills

and approaches.

• Geography enables young people to become globally and environmentally informed and

thoughtful, enquiring citizens.

Geographers can...

Make a concise report

Handle data

Ask questions and find answers

Make decisions about an issue

Analyse material

Manage themselves

Solve problems

Think independently

Geographers are...

Good communicators

Spatially aware

Socially and environmentally

aware

Problem solvers

Good team players

Computer literate

Well rounded, flexible thinkers

Without Geography you are….

NOWHERE!

GCSE Geography Overview of topics

https://www.gov.uk/government/uploads/system/uploads/attach

ment_data/file/301253/GCSE_geography.pdf

38 | P a g e

G E R M A N

This course is a natural progression of the work done in Year 8

leading on to GCSE (WJEC) in Year 11.

The aims of the GCSE German course are as follows:

To develop understanding of the spoken and written forms of German in a range

of contexts;

To develop the ability to communicate effectively in German through both the

spoken and written word, using a range of vocabulary and structures;

To develop knowledge and understanding of the grammar of German and the

ability to apply it;

To develop knowledge and understanding of Germany and German-speaking

countries;

To provide a suitable foundation for further study and/ or practical use of German.

The assessment of the course is arranged in 4 units:

Unit 1 – Listening (20% of total)

Pupils will be required to listen to, among other things, instructions and

requests, interviews, news items, short dialogues and monologues such as

weather forecasts. There will be two tiers of entry: Foundation (35

minute exam at the end of Year 11) or Higher (45 minute exam at the end

of Year 11)

Unit 2 – Speaking (30% of total) Pupils will be required to take part in a structured conversation on topics

such as, Home Life; Home Town and Region; School; Free Time and

Holidays. They will also have to give a presentation to the teacher on a

topic of their choice and discuss its content. This assessment is

untiered. (2 pieces must be produced during controlled assessments– no

final exam)

Unit 3 – Reading (20% of total) The reading test may assess, among other things, the comprehension of

magazines or newspaper articles and personal information such as that

found in letters, notes, e-mails or messages. There will be two tiers of

entry: Foundation (35 minute exam at the end of Year 11) or Higher

(45 minute exam at the end of Year 11)

39 | P a g e

Unit 4 – Writing (30% of total) The assessment of the writing is through controlled assessment. This

consists of two pieces of writing chosen from a task bank. Pupils will

have two weeks to prepare and will then complete the piece of writing

in class under controlled conditions. Each piece must be produced in

one session. Pupils are allowed access to dictionaries and a list of 40

words which they have previously made, and which will be submitted with their

work. This assessment is untiered.

(There is no final exam for Unit 4: Writing)

Assessment Dates: Listening and reading will each be assessed in an examination at the end of Year 11.

The controlled assessments will take place in Years 10 and 11.

In Year 10 there will be:

o A piece of writing and a structured conversation in the Autumn term.

o A piece of writing and a structured conversation

o

o

o in the Spring term.

In Year 11 there will be:

o A piece of writing and an oral presentation in the Autumn term

o *A structured conversation and/ or piece of writing in the Spring term, if

necessary.

Why learn German?

German is easier to learn than you think because it’s related to English. With a

reasonable amount of effort any average student can expect to do well.

Studying German makes you appreciate other cultures as well as your own

A knowledge of German improves your opportunities on the job

market

Universities are keen to take pupils with a Modern Foreign language

German is the most frequently spoken native language in Europe

German is useful when travelling all over Europe and can help you

make friends

As a member of the EU you have the right to live and work anywhere

in Europe – German can help you

Learning German can help you develop your communication skills

Learning German can help you with other subjects such as History

http://www.wjec.co.uk/index.php?subject=62&level=7

40 | P a g e

H I S T O R Y

History has values and skills which are important in many areas of life and is highly regarded

by employers and universities. History provides a very good basis for a variety of careers

including: law, journalism, business and finance, publishing, editing, management, politics,

teaching as well as many other career paths.

History is a very popular and successful subject at GCSE and a wide range of teaching

methods and learning activities are used to ensure the work is interesting and rewarding. These

include visual, auditory and kinaesthetic strategies, traditional methods and the use of ICT and

Power points. Assessment takes place on a regular basis throughout the course to support

pupils’ development as historians.

The best reason to choose History at GCSE is because you are interested in History and you

enjoy studying about the past.

WJEC GCSE History Route A

Unit 1 Study in Depth - USA: A Nation of Contrasts 1910-29 (25%) Examined in the summer of Year 11

Problems and Challenges; immigration, gangsters, prohibition, Ku Klux Klan,

religion, fear of communism.

The American Economy; causes of the boom, prosperity, the car industry,

poverty in the 1920s, the Wall Street Crash 1929 and the Depression..

Culture and Society; the Jazz Age, Hollywood, role of women, sport, fads

and crazes

Unit 2 Study in Depth – Britain: A Nation in Transformation 1951-1979 (25%) Examined in the summer of Year 11.

What were the main issues facing the people of the UK in the 1950 and 1960s?

What were the main changes in popular entertainment and leisure in this period?

How far did the lives of women and young people change in this period?

How did attitudes to authority change in the 1950s and 1960s?

What were the main political and economic issues to emerge in the 1970s?

41 | P a g e

Unit 3 Outline Study- The Development of Germany 1919-1991

(25%) Examined in the summer of Year 10

The main features Germany’s political and economic development; the Weimar

Republic, the

rise of Hitler and the Nazis, the division of Germany; East and West Germany,

reunification.

Life in Germany; 1920s, Ruhr, life under the Nazis, opposition, youth, the Final Solution,

post-

war Germany, capitalism, communism, the Berlin Wall.

The role played by Germany in world affairs; Impact of WW1, League of Nations,

Hitler and

steps to war, WW2, post war treaties and events, Berlin Blockade, NATO, Germany,

Europe and

the Cold War.

Unit 4 Britain and War in the Twentieth Century Controlled Assessment

(25%) Completed in the autumn term of Year 10 and autumn term of Year 11

This entails a two part historical investigation on the effects of war on Wales and England in

the twentieth century. The assignments are taken from World War One and World War two

in two year cycles. Pupils are assessed on their understanding of the uses and reliability of

sources and how the past has been represented.

Educational Visits At present in the summer term of Year 9, pupils have the opportunity to visit the battlefields

of France to complement their controlled assessment investigation. It enables

them to further their historical understanding and broaden their cultural

experiences.

At present, in the Easter holidays of Year 10 pupils have the opportunity to

visit Berlin to explore locations relevant to the history of Germany and the

Cold War including:

Sachsenhausen Concentration Camp

House of the Wannsee Conference

Reichstag

Checkpoint Charlie

Olympic Stadium

Berlin Wall

Brandenburg Gate.

http://www.wjec.co.uk/index.php?subject=20&level=7

42 | P a g e

I N F O R M A T I O N A N D

C O M M U N I C A T I O N TE C H N O L O G Y

Having good ICT skills are crucial for pupils success; whether the plan is

to go to university or seek employment. This WJEC course in

Information and Communication Technology offers a unique

opportunity in the curriculum for candidates to identify and solve real

problems by designing information and communication systems in a

wide range of contexts relating to their personal interests. Information

and Communication Technology develops candidates' interdisciplinary skills and their

capacity for imaginative, innovative thinking, creativity and independence. The course

consists of four units and assessment is 60% controlled assessment and 40% examination :

Unit Title Assessment Description

1 Understanding ICT External Assessment: 1½ hrs

80 Marks (40 UMS)

This examination paper will assess the

requirements of the Key Stage 4 Programme of

Study for Information and Communication

Technology and the functional elements of ICT in

a home and school context.

2 Solving Problems with

ICT

Controlled Assessment: 22½ hrs

80 Marks (60 UMS)

This controlled assessment consists of a portfolio

of work which shows candidates’ attainment in

obtaining and interpreting different types of

information; using, developing and

communicating information and presenting the

results of their work. This assignment will assess

the practical aspects of the functional elements of

ICT.

3 ICT in Organisations External Assessment: 1½ hrs

80 Marks (40 UMS)

This examination paper will assess the

'application' content of ICT in a business and

industry context.

4 Developing Multimedia

Solutions

Controlled Assessment: 22½ hrs

80 Marks (60 UMS)

This controlled assessment will give candidates

the opportunity to develop a piece of work using

multimedia software following a single task brief

issued by WJEC.

The depth of coverage means that it provides a solid foundation for either the study of

A level ICT and Computing or employment.

http://www.wjec.co.uk/qualifications/ict/information-and-communication-technology-gcse/

43 | P a g e

M E D I A S T U D I E S

The media are a central element of modern life in technological economies. They have a

crucial role in such economies by providing information about the world, creating

opportunities for commerce and offering pleasure and entertainment in mediated forms.

Starting in the familiar and media saturated world of the student the course allows students to

study media production through both the work of media organisations and through their own

work in creating meanings. Media Studies encourages the recognition of the complexities of

the relationship between the student as a receiver of media products and as a maker of

personal meanings from media texts.

What is Media Studies?

Media Studies is a course offering pupils the chance to learn about mass media forms – Film,

Television, Radio, Magazines, Newspapers, Comics and Popular Music. They will learn

about the history and organisation of the media institutions themselves and also about the

process by which different programme, editions, songs etc. are actually made. One thing all

pupils enjoy is the chance to critically analyse the media texts which interest them, using

exciting new concepts and terminology, because it increases their previous understanding and

enjoyment of them so much.

Why study Media?

The mass media provide a ‘window on the world’. They provide our biggest source of

information and education on other countries, cultures and socio-economic systems, as well

as keeping us up to date with the events happening immediately around us. They also give us

a sense of ‘belonging’ and identification with our own culture, as we see areas of society we

recognise reflected in the media. Such an important part of our everyday lives is worthy of a

serious programme of study. We also have a multi-media suite that enables all pupils to

study and produce coursework in digital, interactive formats.

How is it assessed?

The GCSE examination in Media Studies is assessed through an exam paper (40%) and three

pieces of controlled assessment work (60%). One must be a production piece and two are

textual investigations on different media areas. Pupils are given opportunities to create

controlled assessment work that reflect their own areas of media interest and specialism. The

department has an excellent record of examination results, which greatly exceed national

averages in the subject.

What about future opportunities?

Media is a constantly expanding subject area.

The study of the media in school may well

point the way to future employment and the

media industries employ many thousands of

people in hundreds of specialist areas. Many

Universities and Colleges include Media

Studies (or related studies) as a degree

course, and there are many more vocational

courses in specialist areas all over the

country. Media related degrees at the best

universities are regarded highly by the media

industries.

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M U S I C

GCSE Music is designed to offer all pupils a valid and interesting course, and at

Stanwell we follow the course as specified by the WJEC. This provides opportunities

for

a) already accomplished musicians to develop their talents and intensify their

studies;

b) all pupils who may have enjoyed the subject in KS3 and are now keen to

further their interest and improve their musical skills.

Through performing, composing and appraising, this specification requires candidates

to develop aural perception, musical knowledge and understanding of:

• the use of musical elements, devices, tonalities and structures;

• the use of resources, conventions, processes, music technology and relevant notations

including staff notation;

• the contextual influences that affect the way music is created, performed and heard,

including the effect of different intentions, uses, venues, occasions, available resources and

the cultural environment.

Content

Performing The department encourages performances of a wide variety of musical styles, from

music of the sixteenth century to pop! Improved skills in performance will enable

pupils to participate in the wide range of activities found both in school and in the

community. They are encouraged to sing or play both individually and as part of a

group, performing pieces of their own choice at the end of the course. * It is not

essential for pupils to receive private instrumental tuition, but all GCSE pupils are

expected to participate in departmental extra-curricular activities. This helps develop

musicianship and improve ensemble skills.

Composing The music room has two music computer suites in addition to a fully equipped

recording studio. All pupils are encouraged to experiment with electronic equipment

and record their work using a computer workstation. The course aims to develop the

ingenuity, inventiveness and imagination of pupils in exploring sound, relating their

ideas to the areas of musical study. Several contrasting pieces are composed or

arranged during the course from which two are selected for final

submission.

Appraising This develops aural awareness through the understanding of music

alongside an appreciation of relevant notation, musical traditions

and developments in a variety of styles - Rock, Classical, Jazz, Folk,

and Popular.

http://www.wjec.co.uk/index.php?level=7&subject=92

45 | P a g e

Music is an art form that engenders concentration, teamwork, individual

confidence and self-discipline. It is a source of pleasure and a means of

expression for many young people and a widespread recreational activity for

adult life. An active interest in, and a genuine enthusiasm for practical music

making is an essential requirement for this course. It provides an excellent

balance with all other subjects as it is a creative, practical, technological,

analytical and academic subject.

http://www.wjec.co.uk/index.php?level=7&subject=92

GCSE Music Assessment Details

The assessment for GCSE Music is untiered, i.e. all composnents/units cater for the full range of ability and allow access to grades A*- G for the subject award.

60% Controlled Assessment

UNIT 1: Performance (30%)

Two contrasting performances. One solo and

one as a member of an ensemble.

Total performance time must not exceed 10 minutes.

One piece should connect with an Area of Study at

MUS3.

Teacher assessed and externally moderated by a

visiting examiner in

FEBRUARY / MARCH

YEAR 10 OR 11

UNIT 2: Composition (30%)

Two contrasting compositions.

Total playing time of both compositions should be at

least 5 minutes.

Each composition should be linked to a different Area of

Study at MUS3.

Pupils must complete a composition log.

Teacher assessed and externally moderated in

APRIL / MAY

YEAR 11

40% External Assessment

UNIT 3:

Written exam (40%)

1½ hour listening / written examination based on

unprepared musical extracts under each of the Areas of

Study, and an evaluation of a performance / composition

undertaken during the course.

Areas of Study:

1. Music in Wales

2. Music for Stage and Screen

3. Music Evolution

4. Musical Forms and Devices

Assessed externally in

MAY / JUNE

YEAR 11

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P E R F O R M I N G A R T S

GCSE Performing Arts is designed for students who have a genuine interest in the

Performing Arts industry along with an aptitude for music performance, acting, dance or the

technical aspects of theatre. Stanwell School follows the WJEC specification that provides

opportunities for students to:

Develop a realistic understanding of job roles within the industry

Perform in a variety of contexts, both individually and a group

Systematically improve an aspect of their chosen performance skill

Work imaginatively; generating, developing and creating ideas

GCSE Performing Arts is for you if:

You are interested in the Performing Arts industry and want to know more about it.

You enjoy performing!

You are committed to extra-curricular activities; this is required to enrich your

understanding of the course.

Scheme of assessment:

The Performing Arts course provides students with a number of transferable skills; the ability

to think creatively, to collaborate with others, to present ideas effectively and imaginatively

and to plan strategically. The course compliments that of the other Arts subjects and is ideal

for those students who have an interest in the Performing Arts as a whole.

Further information can be found at:

http://www.wjec.co.uk/uploads/publications/16182.pdf

Unit 2 – Themed Showcase

Performance (40%)

A performance that is a

response to a theme set by the

centre.

Unit 1 – Controlled

Assessment Tasks (40%)

1. A written skill

development plan

2. A study of job roles within

the Performing Arts industry

3. A plan for a large scale

performance including

details of the venue and costs

involved.

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P H Y S I C A L E D U C A T I O N

Pupils opting for this WJEC full course GCSE will experience a wide range of practical activities

and will have opportunities to learn about how the body functions mentally and physically and

how it is affected by exercise and training. They will study the components of fitness and will

learn how to monitor and develop their own personal fitness. They will study the ways in which

the structure of sport and leisure have changed over recent years. Pupils will also learn about diet

and nutrition.

The course structure consists of 4 lessons a week. Three lessons will be practically based, one of

which will be their core PE lesson with the rest of their year group. The fourth lesson will be

classroom based and will consist of written work, supported by regular homework.

This full course GCSE is suitable for boys and girls who have a keen interest in sport and wish to

learn more about all aspects of physical education.

http://www.wjec.co.uk/index.php?level=7&subject=94

DATES OF ASSESSMENT

The theory examination takes place in the May/June of Year 11, with the Practical

Assessment, which is internally and externally assessed in March of Year 11

WHY DO PHYSICAL

EDUCATION?

Improve personal

fitness Understand the importance of regular

exercise and a healthy diet

Learn new

activities

Increase

self-esteem

Develop team work

and co-operation Improve health

Improve confidence

& sociability

Relaxation and

stress relief

Develop technical

skill and improve

performance

Enjoyment

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T R A V E L A N D T O U R I S M

What does it take to be a successful travel agent, tourist information representative,

cruise ship steward or museum marketer? The thriving travel and tourism industry provides

exciting opportunities requiring a wide range of skills including self-management, team

working, business and customer awareness, problem solving, literacy, numeracy, IT and

communication skills.

BTEC Firsts in Travel and Tourism provide a practical, real-world approach to learning and

develop specific knowledge and skills you need to work successfully in the industry, such as:

Understanding travel and tourist destinations and investigating the appeal of UK tourist

destinations

Presenting information about the key developments over time and how they have

moulded and influenced UK travel and tourism into the sector it is today

Developing business and customer awareness by understanding the importance of

customer service to travel and tourism organisations.

You will also be able to present your work in a variety of ways, including:

Producing leaflets and posters

Taking part in role-plays and discussions

Face-to-face or audio-visual presentations

Online media such as websites.

The BTEC Level 2 First Certificate in Travel and Tourism from Edexcel is for you if you

have an interest in the travel and tourism industries and would like to study for a qualification

which is equivalent to two GCSEs but without the pressure of exams. Learning should be

fun, not daunting. In our experience, students enjoy BTEC programmes because they can

specialise in areas of learning linked with work that they are interested in. The course taps

into what you enjoy, feel good at and find familiar.

Advantages of taking a BTEC qualification

♦ Education and training for travel and tourism employees

♦ Individual units have been designed to meet specific skills gaps identified by employers

♦ No exams, assessed through coursework

♦ BTEC qualifications are recognised by employers and education institutions

♦ Provides a good progression route to more advanced qualifications e.g. BTEC Nationals

49 | P a g e

You will study two core units which are:

Unit 1: The UK Travel and Tourism Sector (30 GLH)

Have you ever thought about how many different types of tourism there are, and how

important the travel and tourism sector is to the UK economy. Travel and tourism is one of

the UK’s largest sectors, currently employing over 2.5 million people. In this unit, you will

gain an understanding of the range of organisations involved with different types of tourism

in the UK, including their roles, how they work together and how they use technology to

meet changing customer needs.

Unit 2: UK Travel and Tourism Destinations (30 GLH)

Do you know the major tourist destinations in the UK? And how they appeal to different

types of visitors? Can you locate major UK airports? Do you know where other gateways,

such as UK seaports, are located? The travel and tourism sector is one of the largest and

fastest growing in the world. An understanding of this sector is essential for anybody looking

to pursue a career in travel and tourism, and knowledge of travel geography has been

identified by employers as being a very important asset for working in the industry. This unit

will give you an understanding of what the UK travel and tourism industry has to offer to

tourists. It will enable you to identify and locate tourist destinations, major UK airports and

seaports, as well as to discover sea routes and three-letter airport codes.

Two mandatory units, for the certificate award. The units could include:

Unit 4: International Travel and Tourism Destinations(30 GLH)

There are over 190 countries in the world. How many will you visit in your lifetime?

Working in the travel industry provides opportunities to explore some of these countries, so

why not start dreaming now, and look at some of the fascinating destinations that exist? This

unit is particularly relevant for anyone who wishes to work in retail travel or tour operations

and it will broaden their knowledge should they wish to work overseas, perhaps as a holiday

representative or flying the world as cabin crew.

Unit 7: Travel and Tourism Business Environments (30 GLH)

Have you ever thought about how many businesses and types of businesses are involved in

the travel and tourism sector? In this unit you will gain an understanding of the range of

businesses in the travel and tourism sector, and their structures and functions.

Four optional specialist units, tailored to your needs. The units could include:

Unit 5: Factors Affecting Worldwide Travel and Tourism

Unit 6: The Travel and Tourism Customer Experience

Unit 9: Travel and Tourism Employment Opportunities

Unit 10: Organising a Travel and Tourism Study Visit

Student Progression

BTEC Level 2 First offer direct progression on to BTEC National programmes. On

completion of a BTEC National, students can progress to a BTEC Higher National or BTEC

Foundation Degree programme. A BTEC First also prepares students for employment in their

chosen career.

http://www.edexcel.com/quals/firsts2012/travel-tourism/Pages/default

50 | P a g e

W O R K S K I L L S

Workskills is a BTEC qualification focused on practical learning rather than written exams.

You achieve the qualification by achieving CREDITS in completing Tasks for each

Workskills unit.

Year 9 pupils will study the BTEC Level 2 Money and Finance Skills course run by

Edexcel in Partnership with the Nationwide Building Society. It is a short course and is

equivalent to 0.5 ‘B’ grade GCSE. The six units that the pupils will study are

Autumn Spring / Summer

1. Working and Earning 4. Using Methods of Payment

2. Saving and Spending 5. Using Money Abroad

3. Borrowing Money and

Managing Risk

6. Economic & Business Methods

Year 10 pupils will study the Edexcel BTEC Level 2 Workskills course.

It consists of different units with each unit assigned a credit, the credits

can be 1, 2 or 3 depending on the unit. To achieve the Certificate

qualification which is equivalent to ‘B’ grade GCSE, pupils must

achieve 13 credits.

The Units are all about practical issues which help you prepare for

getting a job and keeping it. In Year 10 the focus is on preparing pupils

for the world of work and a work experience placement towards the end

of Year 10.

Year 10

Unit

Number

Unit Name Period

(Term)

Credit(s)

1 Alternatives to Paid Work Autumn 1

2 Working as a Volunteer Autumn 2

3 Managing Money Autumn 2

4 Searching for Employment Spring 1

5 Applying For a Job Spring 1

6 Preparing for an Interview Spring/Summer 1

20 Investigating Rights and

Responsibilities at Work

Summer 1

21 Managing Your Health in Work Summer 1

26 Preparing for Work Experience Summer 1

27 Learning from Work Experience Summer 2

51 | P a g e

Pupils undertaking a litter pick at Porthkerry Park with the Vale of

Glamorgan Visible Team

In Workskills you will be expected to:

Undertake a voluntary placement

Take part in trips to different work places

Experience interviews

Meet people from the world of work

Work in a team

In Year 11 Pupils will use the Workskills lessons to improve their

Numeracy & Literacy skills.

FACT: Employer’s rate strong workplace skills and relevant work experience among the

most important factors when recruiting new staff.

If you are interested in real life, real jobs and real people, Workskills could be the

option for you.

http://www.edexcel.com/quals/workskills/level2/Pages/default.aspx

52 | P a g e

2013 STANWELL SCHOOL YEAR 11 EXAMINATION RESULTS

Percentage of pupils achieving 5 or more Level 2 passes is 93%.

Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 75%.

GCSE A* A B C D E F G U/X Total

Art 14 16 14 28 5 1 0 0 0 78

Biology 14 45 52 42 34 2 1 0 0 190

Business Studies 14 19 29 42 20 13 4 0 0 141

Chemistry 27 47 41 39 23 3 0 0 0 180

Child Development 0 7 5 11 7 5 0 0 1 36

DT – Graphics 3 6 11 3 0 0 0 0 0 23

DT - Resistant Materials 4 10 6 9 6 5 2 0 1 43

Drama 17 24 21 17 2 1 2 1 1 86

Economics 1 8 16 5 4 1 1 0 0 36

English Language 32 74 75 61 47 14 7 0 0 310

English Literature 35 82 75 54 26 0 0 0 0 272

Food 1 10 9 2 5 4 0 2 2 35

French 38 23 19 17 7 6 2 0 0 112

Geography 26 33 15 17 11 3 2 0 0 107

German 6 16 15 12 5 0 0 0 0 54

History 57 63 43 25 14 9 1 0 0 212

Mathematics 78 55 55 60 35 15 7 2 1 308

Media Studies 6 21 32 30 4 3 0 2 0 98

Music 10 8 6 1 0 0 0 0 0 25

Physical Education 0 12 19 21 12 13 4 0 0 81

Physics 24 44 47 37 32 3 1 0 0 188

Religious Education 37 66 59 45 27 17 9 3 3 266

Science 0 2 4 22 22 1 1 1 0 53

Science Additional 0 0 1 17 16 7 2 0 0 43

Statistics 1 9 20 36 25 9 1 0 1 102

Textiles 11 11 3 8 0 0 0 0 0 33

Welsh 21 58 40 79 27 23 14 6 1 269

Total 477 769 732 740 416 158 61 17 11 3381

Percentage 14 23 22 22 12 5 2 1 0 100

Cumulative Percentage 14 37 59 80 93 97 99 100 100 100

GCSE Short Course A* A B C D E F G U/X Total

Physical Education 5 13 25 31 13 12 5 0 0 104

Vocational - GCSE Equivalent A* A B C D E F G U Total

Additional Mathematics 0 39 27 15 0 0 0 0 25 106

Additional Science/Science for Work 0 0 0 107 0 0 0 0 0 107

Construction 0 0 0 9 0 0 0 0 0 9

Engineering 0 0 0 8 0 0 0 0 0 8

IT 54 209 147 206 0 0 0 0 10 616

Public Services 0 0 0 5 0 0 0 0 0 5

Vehicle Inspection 0 0 28 0 0 0 0 0 0 28

Work Skills 0 0 44 0 0 0 0 0 0 44

All GCSEs & Vocational Subjects

Total 531 1017 978 1090 416 158 61 17 36 4304

Percentage 12 24 23 25 10 4 1 0 1 100

Cumulative Percentage 12 36 59 84 94 97 99 99 100 100

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2014 STANWELL SCHOOL YEAR 11 EXAMINATION RESULTS

Percentage of pupils achieving 5 or more Level 2 passes is 95%.

Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 82%.

GCSE A* A B C D E F G U/X Total

Art 13 22 10 11 5 0 0 0 0 61

Biology 20 56 51 40 14 2 0 0 0 183

Business Studies 8 16 34 44 44 30 8 2 2 188

Chemistry 27 47 47 47 12 2 0 0 0 182

Child Development 1 6 6 6 9 2 2 0 0 32

DT – Graphics 1 6 6 6 2 0 0 0 1 22

DT - Resistant Materials 2 4 7 12 0 1 0 1 0 27

Drama 7 31 29 19 5 2 0 1 0 94

Economics 1 6 10 4 1 1 1 0 1 25

Engineering 0 0 5 11 4 8 9 3 2 42

English Language 28 68 86 84 26 7 3 1 2 305

English Literature 42 66 86 51 19 3 1 1 1 270

Food 0 2 12 10 8 2 5 0 2 41

French 8 20 21 18 11 0 0 0 0 78

Geography 33 21 26 25 13 3 0 0 0 121

German 12 15 17 9 11 3 0 0 0 67

History 33 55 43 30 20 8 5 0 1 195

Mathematics 51 57 48 106 21 12 3 4 3 305

Media Studies 9 19 24 22 11 6 1 0 1 93

Music 6 13 8 8 2 1 1 0 0 39

Personal Finance 0 2 0 0 0 0 0 0 1 3

Physical Education 6 10 15 18 20 9 4 0 0 82

Physics 12 44 49 54 18 4 0 0 0 181

Religious Education 55 66 73 42 18 7 4 4 2 271

Science 0 0 1 68 17 2 4 0 0 92

Science Additional 0 0 1 16 23 3 0 0 0 43

Statistics 0 1 3 3 4 0 0 0 0 11

Textiles 8 6 0 1 1 3 0 0 0 19

Welsh 23 46 49 72 27 23 18 7 1 266

Total 406 705 767 837 366 144 69 24 20 3338

Percentage 12 21 23 25 11 4 2 1 1 100

Cumulative Percentage 12 33 56 81 92 97 99 99 100 100

GCSE Short Course A* A B C D E F G U/X Total

Physical Education 6 9 10 17 11 9 0 0 0 62

Vocational - GCSE Equivalent A* A B C D E F G U Total

Additional Mathematics 0 40 27 15 0 0 0 0 25 107

BTEC Science 0 0 0 32 0 0 0 0 0 32

Construction 0 0 0 4 0 0 0 0 0 4

Facial Massage and Skincare 0 0 13 0 0 0 0 0 0 13

IT 54 209 147 21 0 0 0 0 0 611

Performing Arts 20 16 12 30 0 0 0 0 4 82

Public Services 0 14 2 0 0 0 0 0 0 16

Travel and Tourism 0 0 6 4 0 0 0 0 0 10

Vehicle Inspection 0 0 36 0 0 0 0 0 0 36

Work Skills 0 0 10 0 0 0 0 0 0 10

All GCSEs & Vocational Subjects

Total 480 984 1020 1123 366 144 69 24 49 4259

Percentage 11 23 24 26 9 3 2 1 1 100

Cumulative Percentage 11 34 58 85 93 97 98 99 100 100