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Welcome to the Year 9 Options Handbook for students beginning their Key Stage 4 courses in June 2013. Our year 9 students have settled well and are familiar now with the routines and expectations of the school. Our regular visits to their lessons, and the data we are collecting, tells us that they are making great progress. It seems like such a short time since they arrived and yet we are already beginning the process of making significant choices about courses and plans for the future. This handbook provides general information about the options process. This includes what to expect at each stage, the key dates in the coming months and specific information about the courses on offer.

The choices made by students will shape the curriculum studied in the next stage of their education. As examinations and accreditations will be taken in most of these options, the choices made will have a significant impact on the rest of the students’ lives. It is, therefore, essential that careful thought and discussion takes place during this process.

We know that one of the most critical factors in ensuring success is getting the right students onto the right courses and making sure that both support and challenge are in place from an early stage. For this reason, you will see that our process gives lots of opportunity for support, information and guidance as we progress towards final decisions.

If any time you have concerns or worries, please don’t hesitate to contact us by telephone or email so that we can reassure you as quickly as possible. We are always more than happy to help. Ms E Boyd Assistant Head: Curriculum

WELCOME

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Welcome

3 About your curriculum

4 Choosing the right options for YOU

5 The Process, Support and Guidance

OPTION COURSES:

6 Art

7 Business Studies

8 Child Development

9 Dance

10 DT—Graphics

11 DT—Hospitality & Catering

12 DT—Resistant Materials

13 DT—Textiles

14 Drama

15 Geography

16 History

17 ICT

18 Media Studies

19 Modern Foreign Languages (French, Spanish, German)

20 Music

21 Physical Education

22 Psychology

23 Religious Education (Philosophy and Culture)

24 Sport (Btec)

25 Triple Science

26 Asdan / Learning Support

CONTENTS

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CORE Our core curriculum contains the same courses for everyone. English, Maths, Science, Religious Education and Physical Education are courses which are statutory, as students are required by law to study them. There are different pathways through each of these core courses and subject leaders will help you to work on the most appropriate level of accreditation for you. Parents and carers will receive specific information from subject leaders about course content and progression routes. OPTIONS Students will have the opportunity to select up to 5 additional courses—each requiring five hours of teaching time each fortnight. For the majority of these units will lead to BTEC or GCSE qualifications. Each course is different and students will wish to con-sider the way the course is taught, the quantity of coursework included and the way examinations are de-livered. Their decision will also be influenced by their personal interests, skills and their future aspirations.

ABOUT YOUR CURRICULUM

The English Baccaluareate is a relatively new qualification for students at Key Stage 4 based on students achieving A*-C grades in specific GCSE subjects (Maths, English, Double Science, a Modern Foreign Language and either Geography or History). This may not be the most appropriate pathway for all students but you may wish to consider it when making your choices. The best information about courses can be gained from this handbook, from subject staff and by talking to existing students. NOTE: It is important to recognise that the courses in this handbook are offered in good faith and the school reserves the right to adjust the programme according to demand and the availability of staff and resources. In particular, it may be necessary to withdraw courses that are under-subscribed or to review choices where a course is over-subscribed. For some students, a programme of up to ten GCSEs is not the most appropriate route through Key Stage 4. They may be more interested in applied and vocational courses and may be consider-ing a more practical future career. The Foundation Learning programme provides a core curriculum of Maths, English, Science, CPRE and PE and then directs stu-dents into a more vocational course, a personal development pro-gramme and study support.

OUR CURRICULUM

ENGLISH 6 HOURS MATHS 6 HOURS SCIENCE 6 HOURS RELIGIOUS EDUCATION 2 HOURS PHYSICAL EDUCATION 4 HOURS PERSONAL DEVELOPMENT 1 HOUR 5 OPTION BLOCKS 5 HOURS EACH

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Each course is different and you will want to consider a number of factors before choosing:- Course content: think about the balance of

practical and written work, whether you will need to bring materials or resources and how much research and home study you might need to complete.

Assessment methods: is the course you are

considering assessed through written exams, practical exams, a combination of both or is it a portfolio based qualification e.g. BTEC?

Enjoyment and Interest: what do you enjoy and

what are your personal interests? Although it’s important to choose subjects which further your career and future aspirations, you should also make sure you are choosing courses that you will enjoy and be inspired by.

Future Goals and Ambitions: have you thought

about longer term, as well as more immediate plans? It’s important to think about any career aspirations you may have and look at the requirements for specific job, university courses or training schemes.

HOW MANY COURSES ARE ENOUGH? For some students, a programme of 10 or more GCSEs can be a bit overwhelming. As well as GCSEs and BTECs, we offer some non-exam courses like a Learning Sup-port option and the Asdan course. We are willing to con-

sider additional support options for students who feel that they need to follow fewer examination courses in order to succeed. From our data, we will have a good idea about who this sort of arrangement might be suitable for and if we believe that your son or daughter might benefit from a slightly different curriculum balance, Mr Whitsey will write to you just after Christmas and well before these important de-cisions need to be made. If, on the other hand, you are feeling any anxiety about the choices to be made and want to talk to us, please don’t hesitate to pick up the phone or drop us an email. STUDENTS—GETTING THE RIGHT ADVICE 1. Use the progress check—it tells you how well you are doing in

each subject 2. Talk to your parents—they will have sensible views and will help

you reflect 3. Look at the combination of your subjects—have you chosen

subjects that will lead to the English Baccaluareate and do you have a balance between different curriculum areas.?

4. Discuss your choices with your form tutor—they know you well and will be able to help you think through issues

5. If in doubt, request a careers interview—it can be really helpful to think about the future with an independent advisor.

CHOOSING THE RIGHT COURSES FOR YOU

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At Sandy Upper School, we spend time on the options process because we know how important it is to get the choices right. For this reason, there are a number of key events and dates:-

CAREERS ADVICE ASSEMBLY 19th November 2012

OPTIONS EVENING 6th December 2012

PROGRESS CHECK

17th December 2012

PARENTS EVENING 10th January 2013

OPTIONS SUPPORT FOR TARGET GROUPS

w/c 14th January 2013

CAREERS ADVICE LUNCH-TIME SESSIONS 10th, 17th, 24th and 31st January 2013

OPTIONS FORM DEADLINE

11th February 2013

PERSONAL INTERVIEWS w/c 25th February 2013

OPTIONS OFFER LETTER

27th March 2013

We hope that our Options Evening and this handbook have provided you with a good range of information to help you begin the process of considering your op-tions. As you move through the process, you can get additional help from:-

Mr R Gould, Year 9 Leader (rgould@sandyupper.net)

Mr M Whitsey, Director of Learning KS3

(mwhitsey@sandyupper.net)

Mrs K Bernard, Director of Learning KS4 (kbernard@sandyupper.net)

Ms E Boyd, Assistant Head: Curriculum

(eboyd@sandyupper.net)

Katrina Armstrong and Vee Rourke, CAREERS ADVISORS (DevelopEBP) (email asaunders@sandyupper.net)

It’s quite a big job to make sure that everyone gets the advice and support they need as they make their choices. We really appreciate it when students support the process by paying careful attention to the information we send out. We never mind answering questions, however, so don’t be shy—come and ask if you don’t understand something!

LAST WORDS

THE PROCESS AND SUPPORT AND ADVICE

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ART

GCSE

Why should you choose this course? If you have a keen interest in developing your drawing and painting skills, or if you see yourself as a painter, fashion designer, graphic designer or film-maker then GCSE Art & Design could be for you! It’s about having an adventurous and enquiring approach to art and design and developing the skills to express it. You will develop an understanding of past and contemporary art and design and be able to produce a personal response embracing a range of ideas. Key Features The skills you will develop doing GCSE Art will be varied. Among them, you will develop a working knowledge of the materials, practices and technology of art and design. You will develop the skills to investigate, analyse and experiment using art, craft and design. You will develop your imaginative powers and the skills to express your ideas, feelings and meanings. You will also develop an understanding of the language and conventions of art and design and an understanding of the place of art, craft and design in history and in society. However, whether you see yourself as a painter, fashion designer, film-maker or sculptor, the same basic rules and skills of art, craft and design apply. For this course, you will have to complete two units of coursework and an Externally Set Assignment. Teaching and Learning Each unit is taught through exploratory work, including research, development of drawing skills and investigation of appropriate media. This work is recorded on presentation sheets in your sketch book which forms part of the assessment process alongside your major pieces of work. Progression There are many things you can go on to do with a GCSE in art and design. If you are unsure about what to do next, the best thing to do is to speak to your art teacher who will know about the choices on offer. You could go on to take an AS or A level in Art & Design, or a Vocational A level in Art & Design or a related subject. If you know the area of art, craft or design you want to specialise in, you could study for a National Certificate or National Diploma in Art &

Design.

Assessment: Coursework comprises of two units of work covered in year 10 and 11 and is worth 60% of final grade. The timed exam theme set by the exam board is worth 40% of the final grade.

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BUSINESS STUDIES

GCSE

Why should you choose this course? The course is based on investigating actual businesses plus an introduction to business finance. It is ideal for anyone with an interest in the world of business. To study this course a reasonable standard of English and Maths would be helpful. Key Features On this course you will be learning through investigating ‘real’ businesses and developing skills in the financial aspects of business. Key features include independent learning through assignment based research, individual and team work. Unit 1 - Investigating How Businesses Work: You will look at business enterprise, sectors, competition, aims and objectives, ownership, ethical issues, organisation structures, functional areas, communication, stakeholders, customers and employees. Assessment is continuous and you will investigate your two chosen businesses, one local and one national, and use the information to respond to tasks set by Edexcel under supervised conditions. This is worth 60% of your final grade. Unit 2 – Financial Records: You will investigate how businesses record financial transactions, make payments and keep records of how well they are doing. You will learn about different types of financial documents, computerised accounting systems, payment methods, revenues and costs, financial statements including profit and loss accounts and balance sheets and how to use these to understand business performance in a practical context. For this unit, there is a one hour written examination based on a business scenario. This is externally assessed by Edexcel and will be worth 40% of your final grade. The GCSE qualification will be graded and certificated on an eight-grade scale from A* - G. Progression There are limitless careers in the business world including: Accounting, Banking, Insurance, Retailing, Law, Local Government etc. You may decide to take your studies further and undertake ‘A’ level Applied Business. You could then go directly into employment or further your studies at university or college. Key Features Teaching and Learning

"I enjoy using the computers to research and I have found I am picking up ICT skills as well as Business skills. I have enjoyed learning about the different forms of ownership in a business

and why and how the government takes our money!!

I think it is really interesting and the more I hear, the more I want to learn. I enjoy the

atmosphere of the classroom and the different ways in which we learn theory. There is such a

large variety of topics and styles.” Student quote

I chose it because I knew it would help me in the real world and I knew it would be useful

when I get a job"

Assessment: Assessment is based on a controlled assessment, worth 60% of your final grade (Unit 1), and an externally assessed 1 hour written examination worth 40% of your final grade (Unit 2).

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Why should you choose this course? If you are interested in anything to do with children (aged birth to five years) then this course will appeal to you. Content Child Development: Short Tasks Controlled assessment 30% 7 hours per task

students complete three Short Tasks,

all three tasks should demonstrate different practical and investigative skills 60 marks (20 marks per task)

Child Study Task Controlled assessment 30% 22 hours

learners complete one Child Study Task which will assess a variety of skills (60 marks)

learners will choose a set OCR theme as a basis for the study

child to be studied must be aged 0–5 years Principles of Child Development Written examination 40% Over the two year course students will be expected to learn and understand the following:-

Family and parenting

Preparation for pregnancy and birth

Physical development

Nutrition and health

Intellectual, social and emotional development

Community support What makes a successful Child Development student?

Be enthusiastic and committed to the course

Be considerate towards the feelings of others – many of the topics we talk about are sensitive for you and other people.

Be responsible for your own progress – hand in work on time – read the feedback and act on it.

Someone who is serious about this course-it is hard, with a lot of work.

Progression This GCSE is a good introduction for jobs in the following areas:-

NURSERY NURSING CHILDCARE

CHILD DEVELOPMENT

GCSE

“I chose this course to achieve my dream job of being a nursery nurse. It’s a great course and has a good atmosphere. It’s

really good and I would highly recommend it.” Student quote

Assessment: Child development is assessed through coursework, worth 30% of the overall marks, short tasks which account for 20% and an examination in year 11 giving 50% of the final marks.

TEACHING NURSING

PARENTING MEDICINE

It will also enable you to continue your studies in any of the caring professions.

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DANCE

GCSE

Why should you choose this course? GCSE Dance gives you the opportunity to develop skills, knowledge and an understanding of dance as choreographer, performer and critic. The course delivers the AQA syllabus and consists of four units. You should be:-

Enthusiastic about all aspects of dance

Keen to improve your technical dance and choreographic skills

Willing to attempt sometimes difficult theory work

Committed to taking part in extra rehearsals

Open to learning new dance styles Content Unit 1: Critical Appreciation of Dance Written Paper (20% of your final grade) for which you will study, and critically appreciate, the significance of dances, both professional and your own.

Unit 2: Set Dance Practical Examination solo performance – (20% of your final grade) in which you will demonstrate your technical competence as a performer. Unit 3: Performance in a duo/group dance This is a short, controlled assessment (20% of your final grade) in which you will demonstrate your physical competence and effectiveness as a performer and your knowledge of safe working practice. Unit 4: Choreography A Solo Composition (15% of your final grade) and Choreography solo/duo/group (25% of final grade) in which you will demonstrate your knowledge of composition skills such as exploring, selecting, creating and structuring dances. Progression After studying GCSE dance, the following possibilities are open to you:-

Further study through A Level Dance

Beginning a BTEC National Diploma in Dance or Performing Arts

Continuing to enjoy Dance and Leisure activities.

Assessment: Critical appreciation of dance - Written paper lasting 1 hour (20% of the total marks) Set dance - Practical exam (20% of the total marks). Students perform one solo dance of approximately 1–1½ minutes from a choice of two set by us. The work is assessed externally and recordings are submitted on the media that we specify. Performance in a duo/group dance related to a set professional work - Controlled assessment (20% of the total marks) Students perform in a dance for 2, 3, 4 or 5 dancers, lasting 3–3½ minutes. Every student dances for at least 2 minutes within the piece. Assessment includes marks for demonstration of knowledge of safe practice. Choreography - Controlled assessment (40% of the total marks). Solo composition task (15% of the total marks) Each student selects three motifs from any one of the prescribed professional works and develops them into a dance of 1–1½ minutes. The student may perform in his/her own composition. Choreography 2 (25% of the total marks) Each student choreographs either a solo dance lasting 1½–2 minutes OR a group dance for 2, 3, 4 or 5 dancers, lasting 2½–3 minutes.

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DESIGN TECHNOLOGY

GRAPHIC

PRODUCTS

GCSE

Why should you choose this subject? This course has been designed to encourage students to be able to design and make products with creativity and originality, using a range of graphic and modelling materials. You will be encouraged to learn through images to use understand and apply colour and design, to develop 3-D concepts, and to understand graphic materials and their manipulation. You will design and make products using graphic media and new technologies to prepare you for the world of work. Key Features You will undertake a number of minor, skill-building projects in Year 10 and then choose a topic for a major project in years 10/11. You will need to be able to analyse situations, create different ideas and draw them using colour and ICT. You will also need to be able to explain why the final choice is the best and present it for others to judge. Teaching and Learning Primarily you will learn by practising new skills in different situations. Learning by doing will enhance and develop personal abilities that you can apply elsewhere. The minor projects will demand different skills. Additional Information Students will work on a number of mini project in year 10 to allow them to build up the skills they need to progress on into year 11 and complete their final major project. Students are given the opportunity to experiment and investigate a number of technologies, CAD/CAM (computer aided design and computer aider manufacture) and ICT are used throughout the course. Students will need to provide basic drawing equipment, including colour pencils, and H2 pencil. Progression There is progression to higher level qualifications in Product Design at A2 level, college courses in Graphics and then to University. A number of Sandy students have gone on to study Architecture, Electronic Games Design and Civil Engineering.

“What I enjoy about graphics products is being able to design your own pieces of work. I also find it very enjoyable and

fun. If you are creative, you should definitely choose graphics as it’s fun and gives you skills to use in other

creative subjects.” Student quote

Assessment: This course is assessed by a 2 hour written paper, worth 40% of the final mark, and a controlled assessment portfolio worth 60% of the final mark.

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DESIGN TECHNOLOGY

HOSPITALITY & CATERING

GCSE

(WJEC)

Why should you choose this course? This course offers an exciting opportunity for students to develop their knowledge and skills within the catering industry. It is an ideal course is for anyone who has a passion for preparing and cooking food and wants to learn more about food and the industry. It will be hard work but also fun and rewarding, and also gives students a suitable basis for further study at 16+. It also provides a satisfying and worthwhile course of study for students with an interest in Food but who may choose not to progress to further study in the subject. Content Health, Safety and Hygiene Food Preparation, Cooking and Presentation Nutrition and Menu-Planning Portion Control and Costing The Food and Drink Industry Job roles, Employment and Training Specialist Equipment Communication and Record Keeping Environmental Considerations Only students with a love of cooking should choose this course since practical work is an essential part and students will need to provide ingredients and cook on a weekly basis. Students will be required to dress in a catering uniform for all practical work. Students will work using a large selection of equipment and techniques. They will develop practical catering abilities by making a wide range of foods to include: stocks, sauces, starters, egg dishes, rice pasta, fish, meat, poultry, pastry, cakes, desserts and yeast mixtures. The course follows the GCSE Catering Syllabus www.wjec.co.uk. Assessment Unit 1: TWO practical tasks (controlled assessments) selected from 6 that are set by the WJEC. Unit 2: ONE written paper of 1¼ hours externally set and marked. Students will need to bring ingredients from home every week. This is essential if students are to be able to follow this course.

“I enjoy it because you have a lot of independence when making your food. You should choose it because it is fun and you learn lots of

different skills you will need in later life.

The cooking is exciting and we make different and new things. It’s a fun subject and

you can learn new skills in cookery.” Student quote

Assessment: Catering Single award: Two controlled practical assessment tasks, internally assessed, worth 40% of final grade, and one 11/4 hour written paper, worth 40%. Hospitality & Catering Double award: Three practical tasks, internally assessed, worth 30% of final grade, and two 11/4 hour written papers, worth 70% of final grade.

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DESIGN TECHNOLOGY

RESISTANT MATERIALS

GCSE

Why should you choose this subject? This course has been designed to encourage students to be able to design and make products with creativity and originality, using a range of materials and techniques. Students will be enthused and challenged by the range of practical activities possible. A working knowledge of woods, metals, plastics and composite materials will be require, but other materials may be used in addition. The use of new technologies is encouraged in this course. Key Features You will undertake a number of minor skill building projects in Year 10 and then choose a topic for a major project in years 10/11. You will need to be able to analyse situations, create different ideas, plan the making and then make the product. You will also need to explain why the final choice is the best and present it for others to judge. Teaching and Learning Primarily you will learn by practising new skills in different situations. Learning by doing will enhance and develop personal abilities you can apply elsewhere. The minor projects will demand different skills and use of different materials. Additional Information Students will work on a number of mini project in year 10 to allow them to build up the skills they need to progress on into year 11 and complete their final major project. Students are given the opportunity to experiment and investigate a number of technologies including CAD/CAM (computer aided design and computer aider manufacture) and ICT are used throughout the course. Students will need to provide basic drawing equipment, including colour pencils. Progression There is progression to higher level qualifications in Product Design at A2 level, College courses in Product Design and then to University. A number of Sandy students have gone on to study Architecture, Furniture Design, Civil Engineering, etc.

Assessment: This course is assessed by a 2 hour written paper, worth 40% of the final mark, and a controlled assessment portfolio worth 60% of the final mark.

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DESIGN TECHNOLOGY

TEXTILES

GCSE

Why should you choose this course? The Textiles GCSE is a practical-based subject which requires students to apply their knowledge and understanding of how fashion garments, textile products and furnishings are developed, planned, produced and evaluated. Products that are made need to meet the demands of clients and consumers, consider moral, cultural, economic and social values and take into account environment issues and smart materials. Key Features The course is closely linked to industrial practices and processes. Students will be using ICT and CAD (computer aided design) and CAM (computer aided manufacturing) throughout the course, and take into account different types of production. This is a two-year course. In Year 10 students will undergo a series of interesting, stimulating and diverse modules which will enable them to develop essential technological skills. This prepares them well for Year 11, when the major GCSE project takes place. Additional Information The course consists of two units: Coursework (a design folio and a 3-dimensional outcome). This is worth 60% of total mark and is the major GCSE project accounting for approximately 45 hours. Written Examination (2 hours). This is worth 40% of total marks. The paper has two sections and candidates must answer all questions. There is one tier of entry. Students who are considering Design and Technology (Textiles Technology) as an option should be committed and hard working. Progression The course provides excellent links into careers in fashion; designing for the stage; product design and the textile industry. It also links into further and higher educational courses. Students will need to provide basic drawing equipment, including coloured pencils, and an A3 portfolio folder (available

to purchase from the department). They will be expected to provide fabric, patterns and fastenings for major pieces of work).

Assessment: This course is assessed by a 2-hour written paper, worth 40% of the final mark, and a controlled assessment of approximately 45 hours, worth 60% of the final mark and consists of a single design and make activity.

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DRAMA

GCSE

Why should you choose this course? There are many reasons people chose drama at GCSE. If you lack confidence and want the ability to be able to stand up in front of your peers and speak loudly and clearly, then drama can help with this. Others find that they enjoy the active and physical nature of drama. Or you may be interested in drama and be part of a drama club outside of school and want to study this at examination level. If you are willing to have a go and try your best then drama is probably right for you.

Content GCSE Drama is about understanding what it is like to put yourself in somebody else's shoes through playing many parts in different imaginary situations. There is the opportunity to create your own work and to look at plays written by other people. The course is 75% practical and 25% portfolio work examined by both your teacher and an external examiner. Key elements:-

Using Drama to express your feelings and ideas about a range of issues

Analysing how a playwright expresses his/her ideas and exploring ways of making them work on stage

Being part of the final performance of a play from an existing script or from one you created yourselves

Creating accompanying coursework including costume and set designs Teaching and Learning The majority of the lessons are practical and we work on ideas, theatre practitioners and theatre genres to support the theory and learning of drama techniques. Additional Opportunities Many trips to the Theatre are arranged throughout the year and all drama GCSE students are invited to attend. We have also invited world renowned theatre companies like ‘Frantic Assembly’ & ‘Trestle’ to workshop with our students. GCSE students are also encouraged to participate in the whole school production, either behind the scenes or on stage. Progression Many of our GCSE students go on to take drama at A-level and then at Uni-versity but this is not the only option. Drama fits with all subjects and can be seen as a way of ‘letting off steam’ and ‘becoming someone new’ for an hour. Should you decide that you would like to work straightaway drama will enable you to communicate and work well with people. It will enable you to build relationships and help you to verbalise your ideas.

“I chose drama because in year 9 I had a really good experience and I wanted to build my confidence and learn all about the

different ways to express yourself. At Sandy Upper I have really enjoyed drama, especially at GCSE, made new friends and worked

with people I wouldn’t usually. Now I feel like my knowledge of the subject has improved.”

Student quote

Assessment: Edexcel Drama GCSE is focused on practical work, 75% is practical and 25% is written coursework structured into two units. Unit 1 and Unit 2: Students will be marked by their teacher on their practical effort and work in class and their accompanying coursework (60%) Unit 3: Students will rehearse and perform a piece of drama to a visiting examiner, worth 40%.

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GEOGRAPHY

GCSE

Why should you choose this course? Geography is the broadest subject you can study, as it is about everything! Absolutely anything to do with the Earth, including you and me, is Geography. It is a dynamic, fascinating and limitless subject. At GCSE, you’ll investigate a range of physical and human Geography topics to develop your understanding of how the world works and how people interact with it. It is also an academic subject that builds skills that you can use across your curriculum. Key Features Unit 1—Physical Geography, to include: Plate Tectonics—Volcanoes, Earthquakes, Tsunamis River Systems - Formation of River Features and Inland Flooding Coastal Systems— Formation of Coastal Features and Hazards at the Coast Unit 2—Human Geography, to include: Population Structures— Ageing Population and Migration Growth of Tourism— Tourism in Extreme Environments and Ecotourism Measuring Development, Global Inequalities and Issues Around Development Progression You will study the topics on the right in detail, through understanding theory and the application of this to specific case studies. You will also have a field trip into the local area to collect data for your controlled assessment. The skills and knowledge that you will built through GCSE Geography will set you up for A-Level and beyond!

“I enjoy geography because you learn a lot about the natural world and its inhabitants. Geography is needed to know about how the earth formed and how it changed. You should choose it because it will help you in later life when

visiting other countries.” Student quote

Assessment:

As well as ongoing assessment from your teacher, you will have two external examinations and one piece of controlled assessment:

- Unit 1: 1hr 30 min exam (worth 37.5%) - Unit 2: 1hr 30 min exam (worth 37.5%) - Unit 3: Controlled assessment (worth 25%)

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HISTORY

GCSE

Why should you choose this course? Why were there two World Wars in the space of 21 years? How did Hitler get to power? What was life like in Nazi Germany? How and when did women in Britain get the vote? Ever wondered the answers to these questions? GCSE History you help you find out! History is fun and interesting! In History lessons you are encouraged to form and support your own opinions and arguments, share your ideas and evaluate the views of others. History is a good academic subject which is highly regarded by universities and the skills you develop will be essential to any future career path you choose to follow. Careers related to the study of History include: accountancy, administration, archaeology, architecture, archives, the armed forces, business management, the Civil Service, conservation, human resources, information technology, journalism, law, local government, media, museums and galleries, politics, teaching and university research and tourism.

Key features We study Modern World History which covers the history of Britain, Europe and the world in the 20th Century. Paper One: International Relations, 1919 –c1989 & Germany, 1919-1945 (Depth Study) The Peace Treaties (1919-23) The League of Nations The Causes of World War Two Germany 1919-45 Paper Two: British Depth Study 1939-75 The Impact of the Second World War Immigration Women & Children Teaching and Learning Students will use a combination of thinking skills, role play, ana-lysing cartoons, decision-making, enquiry-based learning, re-search, discussion, group work, finger puppets, debates, news-paper articles, speeches and film and music extracts. Inde-pendent study will also be used at times which will prepare students for studying at a higher level such as AS and A2, university

and their future career. The teachers in the depart-ment are supportive, experienced and approachable. Progression This GCSE course provides you with an excellent background if you wish to study History at a higher level; some students choose to continue History at AS and A2 and then at university. Other students choose related subjects such as English Literature, archaeology, politics or ancient history.

Assessment: Paper 1—exam 2 hours, 45% Paper 2—exam 1½ hours, 30% of overall grade

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ICT

BTEC

Why should you choose this course? The BTEC 2012 in Information Creative Technology is designed to inspire and enthuse learners to become technology savvy – producers of technology products and systems and not just consumers. The course gives students the opportunity to gain a broad understanding and knowledge of the Information Technology sector and some aspects of the creative industries e.g. computer games development. Key Features Students will study a range of subjects including: Unit 2: Technology systems This unit provides a first look at how the main building blocks of technology systems work. We explore the common components of technology systems and internal building blocks of the computer such as processor, bus and memory. Unit 3: A Digital Portfolio This unit is a chance to develop skills in website design and show off. You will learn how to create a digital portfolio that includes web pages demonstrating content you have created. Unit 7: Creating Digital Video In this unit students investigate the range of applications and features of digital video products which have been created for a specific audience and purpose. Students are given a brief to fulfil and will be introduced to the technology and techniques professionals use. Unit 8: Mobile Apps Development In this unit students investigate the characteristics and uses of mobile apps, and learn how mobile apps are developed. Students design, develop, test and review their own mobile app. Teaching and Learning The course is divided up into separate topics (Units), which all contain three assignments. The classroom teaching equips students with the skills required to complete each assignment, and all work is submitted to the teacher online through our department website. Students know when work has been submitted, when it will be marked, and when work will be re-marked if they need to make improvements. Resources and Facilities We use a range of specialist equipment, including some of the latest

industry software. Within the ICT department we have IT suites equipped with 30 PC computers in each, offering the latest Windows operating system, Office packages and Adobe creative software. Students make use of a bank of HD camcorders, Digital cameras, Laptops and tablets to develop the practical experience necessary for successful completion of the course. Students do not require any specialist equipment of their own at home or in school, but should have basic equipment such as pen, pencil, ruler and colouring pencils. Progression Our level 2 courses are designed and structured to introduce many of the skills required to work or continue study in the IT sector, whether it be supporting business and industry, designing and creating multimedia systems, programming, or networking. Courses focus heavily on practical application of knowledge and where possible learning is always hands-on. Upon completion students can progress to one of the level 3 courses at Sandy or seek employment within the IT sector using the skills they have developed on the course. Students will actively develop a variety of media types, studying a range of subjects which may include computer animation, multimedia design, computer systems, digital graphics and video production. Undertaking the Btec Level 2 ICT provides students with a potential stepping stone towards entering employment in positions such as IT technical sales specialist, DTP operator or computer service technician. Successful completion of a Btec Level 2 in ICT could lead to entry onto a Btec Level 3 in ICT.

Assessment: The course includes an externally assessed unit with an examination. The other units covered are assessed in school via the use of coursework. The units include a Digital Portfolio unit, where students compile their work from the course into a portfolio website.

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MEDIA STUDIES

GCSE

Why should you choose this course? We are bombarded by the mass media hundred of times a day. It informs us, entertains us and even persuades us which toothpaste to buy and who to vote for. The emphasis on detailed analysis makes Media Studies a demanding subject. Candidates need to be able to communicate their ideas and understanding fluently and, therefore, it is strongly recommended that only students with a real interest in the subject and a Level 5 or above in English should choose this option. Key Features Although there are many branches of the media, this course focuses on two main genre—magazine and film. You will study promotion, persuasion, bias and structure of media through these two main areas. Studying the Media will shape you into a competent decoder of the messages that surround us and influence our lives. This course is assessed through portfolio work and through a written examination. The components are organised as follows:- Individual Media Studies portfolio (30% of marks).

This is a controlled assessment. Textual Analysis and Media (40% of marks). This is an

external examination lasting for 1 hour and 45 minutes. Production Portfolio in Media Studies (30% of marks).

This is also a controlled assessment.

Progression Not only will this GCSE provide a useful background for budding journalists or marketing gurus but it will equip you with transferable analytical and production skills.

Assessment: B321: The Individual Media Studies Portfolio - Coursework unit completed under controlled conditions worth 30% completed in November/December in Year 10. B323: Textual Analysis and Media Studies Topic- Exam worth 40% taken in June Year 11. B324: Production Portfolio in Media Studies: Coursework unit completed under controlled conditions worth 30% completed in September-November in Year 11.

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MODERN FOREIGN LANGUAGE

(French, Spanish, German)

GCSE

Why should you choose this course? Having a qualification in a foreign language can make you really attractive to a future employer. Many employers look for people who speak a foreign language. In an increasingly global workplace, we need to be able to do business with other countries in virtually every industry you can think of. You will add an international dimension to your choice of GCSE subjects. If you have a language to go along with other skills it could well give you the edge over other people in the workplace. You will create greater opportunities for yourself to work abroad, or for companies in the UK with international links. It can be lots of fun and will be invaluable for your future travels around the world. You will share your interests, ideas and opinions with other people who speak French, Spanish or German. You will also be able to achieve the English Baccalaureate alongside English, Maths, Science and Humanities. What is involved? The Edexcel GCSE course provides four common topic areas for the external examinations in Listening and Reading. There is a choice of five themes for Speaking and Writing. Although some of these topics will already be familiar to you, you will study these in more depth so that you can improve your level of French, Spanish or German in the four skills of Listening, Speaking, Reading and Writing. All of these will be practised in class along with games, pair and group work and a huge variety of other activities. What do I need to start the course? Good news! If you’ve studied French or Spanish or German language in Year 9, you’re well prepared to do a GCSE course in these languages! You’ll also need lots of enthusiasm and be willing to work hard. You should be eager to communicate clearly and be confident about speaking in public, using problem-solving strategies, etc. If you have all these assets you’re already part way there! Progression After GCSE, you can choose to continue your language studies to A level. As already stated, many employers have international branches which re-quire linguistic ability and it is still the case that universities look favourably on those who have facility with, and qualifications in, a language.

“I chose Spanish GCSE because I thought it would be fun to try something new and to understand another country’s

way of living. Also because it would help me to get into university.”

Student quote

Assessment: Listening and reading are assessed in examinations at the end of year 11 (30-40 minutes and 35-50 minutes respectively) and these represent 40% of the GCSE. Writing and Speaking are assessed by controlled assessments throughout the course (two 4-6 minute speaking tasks and two pieces of writing under controlled conditions) and these form 60% of the GCSE.

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MUSIC

GCSE

Why should you choose this course? If you enjoy performing and composing music and want to develop your skills further, you will enjoy this course and benefit from it. You do not need to already be able to play an instrument to a high standard, although if you do, you will be at an advantage. Neither do you need to be able to read music notation, and for compositions you may use guitar or drum tab or MIDI sequencing instead of traditional staff notation. Key Features Area of Study 1 (My Music) requires students to be able to perform and compose in a musical style of their choice. Area of Study 2 (Shared Music) requires students to perform in ensembles with other students. Area of Study 3 (Dance Music) and Area of Study 4(Descriptive Music) require students to study specific styles of music and musical techniques and devices – this knowledge is assessed in examination but can also provide the stimulus for students’ own compositions. 60% of the course is practical coursework – there are two coursework units, each worth 30% and each requiring a performance, a composition and a written commentary. The examined units are a 45-minute practical task worth 15% and a 1-hour listening test worth 25%. Successful GCSE students are those who demonstrate that they can:

perform with control and expression.

compose music that shows a development of ideas, is stylistically coherent and successfully fulfils a brief.

make critical judgements about their own and others’ music using appropriate musical vocabulary.

You will work on developing these skills during the two years of the GCSE course. Teaching and Learning As so much of the course is practical in content, so is much of the teaching and learning. In Year 10, students work mostly in groups, exploring the course’s content through performing and composing tasks while at the same time developing their practical skills. In Year 11 students work on their coursework assignments and revise/practise for the two examined units. Resources and Facilities

The music department is equipped with a wide range of musical instruments, three practice rooms and eighteen computers installed with Sibelius and Cubasis software. Additionally, students who study GCSE Music are encouraged to take up instrumental or vocal lessons with one of our team of highly skilled, visiting instrumental teachers, and are allowed to claim 50% off the cost of these lessons, on the condition that they regularly attend lessons and extra curricular activities. A wide range of activities are offered by the Music department, and GCSE students are actively encouraged to take part in these. Revision sessions are offered in Year 11 in preparation for the examinations, and time is allocated after school and at lunch for students to rehearse for practical tasks. Progression There are now a wide range of Music courses after GCSE. In addition to the more traditional A Levels in Music and Music Technology, there are Level 2 or 3 BTEC courses in almost every aspect of Music, from Performance and Composition through to Production and DJing. A Music GCSE will also be helpful to students wishing to study certain courses in Performing Arts, Theatre, Dance, Film and Media. Teaching and Learning Progression

Assessment: Assessed by a 11/2 hour listening test, a 45-minute practical examination, and a practical portfolio completed during the course, comprising two performances and one composition.

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PHYSICAL EDUCATION

AQA

Why should you choose this course? The qualification will allow you to make full use of your expertise in PE. This can not only go towards contributing towards your aim of achieving higher grade passes in GCSE subjects, but could also start you on a career path in Physical Education and Sport. You will study a number of theory aspects which will form the basis of your knowledge to be able to answer questions set in the written examination, but these topics should also help you to become more competent in your assessed practical performance (Controlled Assessment). Key features The question paper is divided into 3 parts. Part 1 has 10 multiple choice questions, worth one mark each. Part 2 has short-answer questions, worth 30 marks in total. Part 3 has questions based on a scenario, which is made available prior to the examination, and is worth a total of 40 marks. Course Outline Your teacher will assess your performance in a number of sports. The AQA examination group will check the marks and arrange a moderation visit. You will be assessed in many sports throughout the course. Together we (you and the teacher) will select 4 of your strongest sports and send the marks to the AQA examination board. You will be marked on 3 processes: developing skills (10 marks); being creative and making decisions (10 marks); Evaluating and Improving (10 marks). You will also have the opportunity to be assessed as: player/performer; organiser; leader/coach; choreographer; official/judge; Teaching and Learning Unit 3—Knowledge and Understanding for the Active Participant Written paper—1 hour 30 minutes, worth 80 marks, which

is 40%; scenario issued to centres in advance of the examination. Unit 4—The Active Participant

Controlled assessment worth 90 marks, which is 60% 4 assessments from at least 2 groups/ways of thinking Progression There are direct progression routes to A Level PE; AS PE, BTEC Sport and Diploma Courses at college and further education such as University courses. Possible employment opportunities include: PE Teacher; Coach; Fitness Instructor; Sports Scientist—clothes, nutrition, biomechanics, etc; Physiotherapist; Paramedic; Professional Athlete; Sports Agent; Public Services; Leisure Centre Manager/Supervisor, etc.

Assessment: 40% of your marks will be dedicated to Unit 3 60% of your marks will be dedicated to Unit 4 There is one written exam, 4 performances and one analysis of performance.

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PSYCHOLOGY

GCSE

Why should you choose this course? How does personality work? What is human nature? How do we learn? Why do people differ from each other? Psychology is a fascinating science aiming to answer these questions through the study of people, the mind and behaviour. The human mind is the most complex machine on Earth. It is the source of all thought and action. If you are interested in finding out why people behave the way they do or how their brain works then psychology could be for you. Entry requirements are level 6 for both English and reading age. Key features The psychology course is both exciting and challenging covering all the core areas of social, cognitive, developmental and biological psychology and providing a sound understanding of the various methods and approaches in psychology; developing investigation and report writing skills, as well as analytical and critical thinking skills. Studying psychology allows the opportunity to apply the theory to relevant real life situations to better understand the intriguing workings of the human mind. Teaching and Learning Unit 1: Making Sense of Other People Memory Non-verbal communication Development of personality Stereotyping, prejudice and discrimination

Unit 2: Understanding Other People Learning Social influence Sex and gender Aggression Both units explore the methods and ethical issues of research in Psychology. Progression GCSE Psychology provides a solid foundation for students wishing to progress to GCE AS and Ad-vanced Level in Psychology or Degree Lev-el Psychology or Social Sciences.

Assessment: The course is 100% externally assessed through two single-tier exam papers, each 1½ hours and carrying a maximum of 80 marks. These will both be sat at the end of Year 11. The exams require written answers; questions 1-4 are topic-based and question 5 is based on research methods in Psychology.

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RELIGIOUS EDUCATION (PHILOSOPHY

AND ETHICS)

OCR

Why should you choose this course? All students in years 10 and 11 receive one hour of Religious Studies per week during which time they pursue the OCR GCSE Short Course Philosophy and Ethics. For the short course, students will complete 4 ethics units over the 2 years and will be entered for the two examinations in January and June of year 11. The 4 units that are studied are looked at from either a Christian or Muslim perspective and include: 1. Human Relationships (marriage, divorce, the role of women,

contraception). 2. War, Peace and Justice (crimes and punishments, Shari’ah

Law, capital punishment, Jihad). 3. Medical Ethics (abortion, euthanasia, fertility treatment,

animal testing). 4. Religion and Equality (prejudice, racism, sexism, etc). Full Course This year we are also giving students the option to convert their short course to a full GCSE. This will involve the students completing an extra lesson a week throughout year 10 and 11 af-ter school. This is, obviously, optional but is a popular choice with 24 current year 10 and 11 students studying the course. More details about this will be available at Options Evening. Students will study the Philosophy side of the course where they will complete a further 4 units, including: 1. Belief about a deity (arguments for and against the

existence of God). 2. Religion and science (religious and scientific arguments for

the creation of the world and whether these can be compatible).

3. The end of life (religious beliefs about heaven, hell, the

soul and funeral rites). 4. Good and evil (the problem of evil, God and the Devil, the

Holocaust). Teaching & Learning Throughout the course, students will be required to formulate

their own opinions about the issues studied, as well as being able to consider other points of view. They will learn to become aware of, and express their own beliefs in a safe and questioning environment, whilst learning to tolerate the beliefs and opinions of others. The course involves discussion and thinking, which will show their awareness of others’ beliefs as well as making them aware of the multi-cultural and multi-faith society in which they live. It prepares students for work and to be able to deal with people of different cultures and beliefs and to understand the reasons for them. The course will enable them to think for themselves about moral and religious issues. Homework will be given on a regular basis for both the full and short courses.

Assessment: No coursework is involved and all marks are gained in the summer examinations, which each last one hour and students will only answer one set of questions on each of the topics they have studied for that paper.

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SPORT

BTEC

Why should you choose this course? BTEC Firsts are qualifications that are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment. The qualifications also provide career development opportunities for those already in work. Key features The BTEC Firsts in Sport have been developed to focus on:

education and training for employees in the sport sector

providing opportunities for employees in the sport sector to achieve a nationally recognised Level 2 vocationally specific qualification

giving learners the opportunity to gain a nationally recognised vocationally specific qualification to enter employment in the sport sector or to progress to Higher Education vocational qualifications such as the Edexcel Level 3 BTEC Higher Nationals in Sport or Sport and Exercise Sciences

giving learners the opportunity to develop a range of skills and techniques, personal skills and attitudes essential for successful performance in working life

Course outline The 360 guided learning hours (usually 6 units) First Diploma provides a specialist, work-related programme of study that covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC First Diploma offers flexibility and a choice of emphasis through the specialist units. Students have the chance to show current and future employers that they can:

communicate effectively, in a variety of situations, using a wide range of techniques

work well with others — individuals or teams — so that work can be properly planned and targets met

manage their own development, so that they are always ready to take on the challenges of change and diversification

use number, not just within routine tasks and functions but to help them be more effective and efficient in all they do

use ICT in a range of applications to support all aspects of their role

solve problems in a variety of circumstances Progression There are direct progression routes onto BTEC Higher National programmes, BTEC Foundation Degree programmes and to employment within the sports industry. Key Features Teaching and Learning Progression

Assessment: All work for this course is assessed through coursework tasks. All units have separate assignments which are issued to and completed by all students in each unit studied. Over the two years all students study 6 units in total. All grading are then combined to give a single result of either pass, merit, distinction or distinction* which is the equivalent to 4 GCSEs grades A*-C.

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TRIPLE SCIENCE

GCSE

Why should you choose this course? Triple Science is a pathway offered to the most able scientists and to those who plan a future career in this field. You should choose Triple Science if you:

are good at Science and achieve high levels for your work

are sure that you want to study at least one science subject at A level

enjoy Science and would like to spend additional time studying this subject

Key Features This course is designed to help students understand the relevance of science to their lives and to give them an understanding of the methods and principles scientists adhere to. Biology, Chemistry and Physics are taught as separate subjects and students will be awarded 3 GCSEs at the end of year 11.

Within the subject there is a strong emphasis on the study of ‘How Science Works’, the procedures and processes of scientific activity and the development of the skills of evaluating, theorising and modelling. Science is a practical subject and students will be expected to carry out a range of experiments and develop good scientific methodology. Teaching and Learning Science is taught by specialised teachers in specialist laboratories. During Science lessons you will be asked to research topics, discuss newsworthy science issues and work in groups to solve problems. 25% of the course is based on investigative practical science, where the ab-stract theories are explained and consolidated by the hands-on ex-

B1 Biology C1 Chemistry P1 Physics

Human Biology Evolution and Environment

Products from Rocks Oils Earth and Atmosphere

Energy and energy resources Radiation and the Universe

B2 Additional Biology Cells, Photosynthesis, Homeosta-sis and Inheritance

C2 Additional Chemistry Structure and Bonding, Rates of reaction, electrolysis

P2 Additional Physics Electricity, static electricity, Forces and Motion

B3 Further Biology Biotechnology, circulation, respiration, microbiology.

C3 Further Chemistry Solubility, thermodynamics, positive and negative ions, analytical Chemistry.

P3 Further Physics Further Forces, light and sound, Electromagnetism and Nuclear energy

perimental work. The Science Department has 10 laboratories and a well equipped prep-room. Triple Science students are issued with a text book in each science discipline to support their study. Progression Triple Science has proven to be a very successful course with students achieving at the highest grades. It undoubtedly provides the best preparation for A levels in pure sciences and beyond. It is also recognised by many colleges and employers.

Assessment: Biology, Chemistry and Physics will each be examined in 3 separate examinations with short structured questions and a few requiring longer extended answers. All examinations will be sat in the summer of Year 11. There will also be a practical controlled assessment in each discipline. Entry level requirement Level 6, KS3 Science.

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NON-EXAMINATION

COURSE

ASDAN (Award Scheme Development and Accreditation Network) offers students the chance to develop skills and confidence in a safe and secure environment within the Learning Support Centre. Students work on a range of projects including:-

Communication

Citizenship and Community

Independent Living

The Environment Groups are small and friendly and students build up a portfolio of evidence as they complete various challenges. This course is ideal for those who wish to develop their group and individual skills without having to take an examination at the end of the course. It is suitable for those students who may also be receiving Learning Support. By building a Portfolio of Evidence as they complete various challenges, students must demonstrate com-

A number of students in Year 9 will already be receiving Learning Support as a means of helping them to develop their literacy and numeracy skills. In Year 10, some students may be advised to continue with this support in place of one of their option choices or they may request to join the Learning Support group because they feel they will need support with one or more aspects of their other courses. Learning Support groups are small and allow students to receive general help with functional skills and also to get support for their ongoing coursework needs.

ASDAN

LEARNING SUPPORT

Choosing either Asdan or Learning Support takes up one of your option choices.