studley high school year 9 options booklet 2015 -...

Studley High School Year 9 Options

Booklet 2015 - 2017

STUDLEY HIGH SCHOOL “This is an outstanding academy.” Ofsted November 2011

Options Booklet 2016-2018

This booklet is designed to help inform the important decisions you and your child will be making in the next few weeks. It is important to us that every pupil in the school has the opportunity to choose a number of subjects they wish to study at GCSE. It is also very important to us that each pupil is supported in achieving their maths and English GCSEs to allow them the best chance of moving into employment, further training or Post 16 education. All of our pupils will sit either 9 or 10 GCSEs. This allows all pupils the chance to sit a broad, balanced, academic curriculum. Pupils embarking on their GCSE courses in September 2016 will be graded on the new 1-9 system in almost all subject areas. The new GCSE specifications are more demanding than ever and it is important pupils choose subjects appropriate to their ability around the core offer. Pupils will have a core offer of GCSEs they must sit. These are Mathematics GCSE, English Language GCSE, English Literature GCSE, Philosophy and ethics GCSE, Science 2 or 3 GCSEs and core Physical education. In addition to this core offer pupils will choose 3 options subjects. In line with government expectations all pupils will need to choose 1 of the following subjects, geography, history, German, French or Spanish. Pupils doing triple award will have 7 lessons a week for science whilst combined scientists will get 6. The combined scientists will have 1 lesson a week focussing on further maths or English to help ensure the best possible achievement in year 11. After selecting the correct science route pupils will choose 3 subjects. They will need to ensure they select one of the EBacc subjects from block 1 and then we encourage pupils to use another block to select a language or humanity. This leaves a third choice to further broaden the GCSE offer. We fully understand that selecting a humanity and language will not be for every pupil so we have constructed the blocks accordingly to allow for 2 choices to broaden their GCSE curriculum. I hope that you find the booklet useful and that, alongside the Options Evening, you feel supported in making the right choices. The deadline for completion of the Options Choices is Monday 8th February. The link can be found at https://www.surveymonkey.co.uk/r/MRW5GP3 There is also a copy at the back of this booklet if you would prefer to complete on paper. The following pages offer a brief summary of subjects and assessments. Subject leads and Curriculum area leads will be present at the options evening and the Parents evening on February 3rd will offer further chance to discuss details with class teachers. The next page highlights where key staff will be after the options presentation.

https://www.surveymonkey.co.uk/r/MRW5GP3



Subject staff will be available in the following rooms during options evening:

Subject Room Subject Room

Geography M1

Drama Main Drama studio

History M2

Resistant Materials The Student Support Centre (SSC)

Computing and Computer Science

I1 Food & Nutrition and Health & Social Care

The Den

French & German

L4 Spanish L1

Art and Photography M5

PE M3

Music A2

Science – Combined & Triple M4



CORE SUBJECT : ENGLISH COURSE : Eduqas

All pupils are required to take both English Language and English Literature. ENGLISH LANGUAGE WJEC 100% Examination English Language Examination Unit 1: 20th Century Literature Reading and Creative Writing Prose 1 hour 45 minutes 40% of qualification Unit 2: 19th and 21st Century Non-Fiction Reading and Transactional/Persuasive

Writing 2 hours

60% of qualification Unit 3: Spoken Language One presentation/speech, including responses to questions and feedback. Speaking and Listening assessments no longer count towards candidates’ final grades; instead, an overall grade will be reported separately on the GCSE certificate alongside the GCSE grade.

CURRICULUM AREA LEADER – MRS V DUNLOP

ENGLISH LITERATURE WJEC 100% Examination English Literature Examinations Unit 1: Shakespeare and Poetry 2 hours 40% of qualification Unit 2: Post-1914 Poetry/Drama, 19th Century Prose and Unseen Poetry 2 hours and 30 minutes 60% of qualification

See website for more details



CORE SUBJECT : MATHEMATICS COURSE : EDEXCEL All pupils will study Mathematics, and all will be entered for GCSE at the appropriate level. The aim is to provide a course which is relevant to everyday needs, further study and future employment. GCSE Mathematics can be studied at two levels – Foundation and Higher, depending upon the ability of the pupil concerned. Currently the course is a linear course consisting of:

Two examination papers Paper 1 is a calculator paper Paper 2 is a non-calculator paper

CURRICULUM AREA LEADER – MS M HATFIELD The content covered by the course will include opportunities to develop:-

Their knowledge of mathematical notation, terminology, convention and units.

Their knowledge in a functional way in real-life scenarios.

Their ability to understand and interpret information presented in verbal, graphical and tabular form.

Their ability to recognise and apply the most suitable mathematical methods to the solution of problems and investigations.

Their ability to manipulate mathematical expressions and make logical deductions.

Their ability to use both a calculator and a computer as aids to learning.

Their understanding of shape and space through drawing and practical work.

Their ability to analyse data and present a logical, well-reasoned solution.



SCIENCE OPTIONS FOR YEAR 9 Year 9 Year 9 will start the new KS4 AQA Specification in Feb 2016 and the KS4 timetable in September 2016. The science department will ensure that all pupils will have covered the same topics in the summer term of year 9 whether they opt for Triple Award Science or Combined Science. Year 9 will not need to use one of their option blocks to take triple science this year. Our higher ability science pupils will take the three sciences with the remainder of the year group taking combined science. Groupings will be organised within the science department. Pupils will be asked to opt for triple or combined science. There are two routes: 1) Triple Award = Separate Sciences, GCSE Biology, GCSE Chemistry and GCSE Physics. Therefore pupils will be awarded 3 GCSE’s grades 9 to 1. Total - 7 lessons each week 2) Combined Science “Trilogy” = this double award is equivalent to two GCSE’s. Pupils will study some Biology, some Chemistry and some Physics. Pupils will then be awarded Two GCSE’s grades 9 to 1. Total - 6 lessons each week TRIPLE AWARD This is great preparation for those pupils wanting to study any science at AS and A level. Pupils will cover more content than GCSE Combined Sciences. Each week pupils will have 2 or 3 lessons of Biology, Chemistry and Physics. These will be taught by specialist teachers. Lessons will cover the new AQA specification and will cover subject content supported by integrated practical work. At the end of year 11 pupils sit 2 Biology papers, 2 Chemistry papers and 2 Physics Papers. Each paper is 1 hour 45 minutes long. Pupils can sit foundation or higher tier. Each paper is 100 marks. All papers will assess Knowledge and understanding as well as scientific ability. Pupils will be awarded 3 grades 9 to 1

CURRICULUM AREA LEADER – MRS Z HAINES COMBINED SCIENCE This double award is equivalent to two GCSE’s similar to the current core and additional science which many families are familiar with. Each week pupils will have 2 lessons of Biology, Chemistry and Physics. These will be taught by specialist teachers. Lessons will cover the new AQA specification and will cover subject content supported by integrated practical work. At the end of year 11 pupils sit 2 Biology papers, 2 Chemistry papers and 2 Physics Papers. Each paper is 1 hour 15 minutes long. Pupils can sit foundation or higher tier. All papers will assess Knowledge and understanding as well as scientific ability. Each paper is worth 70 marks with a range of questions including questions accessible to the lowest ability students. Pupils will be awarded 2 grades 9 to 1 e.g. 9-9, 9-8 through to 2-1,1-1. Biology Content Physics Content 1. Cell Biology 1. Forces 2. Organisation 2. Energy 3. Infection and response 3. Waves 4. Bioenergetics 4. Electricity 5. Homeostasis and response 5. Magnetism & electromagnetism 6. Inheritance, variation and evolution 6. Particle model of matter 7. Ecology. 7. Atomic structure Chemistry Content 1. Atomic structure and the periodic table 2. Bonding, structure and the properties of matter 3. Quantitative chemistry 4. Chemical changes 5. Energy Changes 6. The rate and extent of chemical change 7. Organic chemistry 8. Chemical Analysis 9. Chemistry of the Atmosphere Further information is 10.Using resources. available at aqa.org.uk/ks4-science



CORE SUBJECT : PHYSICAL EDUCATION

All pupils continue to participate in Physical Education in Key Stage 4 for two lessons a week. Those who choose to do GCSE PE will use these two lessons as an extension of their studies, continuing to follow the GCSE practical specification, which will assist their skill and fitness development. Non GCSE pupils will follow a recreational pathway, allowing pupils to compete outside the realms and rigours of GCSE studies, yet still challenge and enhance their skill and fitness levels. Both routes will offer a variety of activities, building upon skill and techniques learnt in KS3. Assessment during KS4 will be in the form of 9-1 as per the GCSE grading’s. PE enables pupils to work individually, in groups and in teams, developing concepts of fairness and personal and social responsibility. They take on different roles and responsibilities including leadership, coaching and officiating. Through the range of experiences that PE offers, pupils learn how to be effective in competitive, creative and challenging situations.

CURRICULUM AREA LEADER – MR D HAWKINS

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CORE SUBJECT : RELIGIOUS STUDIES

COURSE: OCR (J625) Who is God and does he exist? Why is there evil in the world? If God is all-loving, why doesn’t he stop human suffering? Why do people worship in different ways? What happens at a traditional marriage ceremony? Why are certain religious festivals more important than others? Why do humans have a special relationship with God? How is the concept of charity promoted within religion? Should religious laws be obeyed or challenged? Are men and women really equal? Should we always forgive others? Should people of the same sex be allowed to marry each other? How do people experience God in the 21st Century? Should capital punishment be permitted in this country? How should people respond to acts of terrorism? When is it acceptable to go to war? Should religion be allowed in secular countries? Should people be able to choose when they want to die? Have you ever asked yourself any of these questions? Do you enjoy discussing topics that are relevant for today? Do you want to find answers to deep and meaningful questions? If you do, then the Religious Studies full course could be for you. Contrary to popular belief, you do not have to be religious to study Religious Studies. All you need is the ability to explore and understand what others believe such as Christians and atheists, and be able to justify your own opinion. You never know, you might just be able to find the answers to some of the questions above!

SUBJECT LEADER – MR D ROSE The course consists of three main units of work: (1) Beliefs and Practices (within Christianity)

• 1 x one hour examination • 25% of overall GCSE grade.

(2) Beliefs and Practices (within a second major religion)

• 1 x one hour examination • 25% of overall GCSE grade.

(3) Religion, philosophy and ethics in the modern world from a Christian perspective

• Relationships and families • The existence of God, gods and the ultimate reality • Religion, peace and conflict • Dialogue between religious and non- religious beliefs and attitudes • 1 x two hour examination • 50% of overall GCSE grade.

All pupils take the same full course examination - there are no tiered papers.



CORE SUBJECT : PERSONAL, SOCIAL, HEALTH AND ECONOMIC EDUCATION (INC CAREERS) (PSHE) & CITIZENSHIP This section of the core curriculum is delivered in four Personal Development Days throughout the year. On these days the normal timetable will be suspended and each year group will participate in workshops and activities, some of which will be run by outside agencies and professionals in this field. This will enable the students to explore these issues in more depth.

Citizenship During Key Stage 4 students will study 3 main areas:

Democracy and Justice

Rights and Responsibilities

Identity and Diversity

These areas will help students to think about and discuss topical, political, spiritual, moral, social and cultural issues, problems and events. They study the legal, political, religious, social, constitutional and economic systems that influence their lives and communities, looking more closely at how they work and their effects.

They are encouraged to be actively involved in the life of their school, neighbourhood and wider communities, taking greater responsibility. They develop a range of skills to help them do this, with a growing emphasis on critical awareness and evaluation. They develop knowledge, skills and understanding in these areas through, for example, learning more about fairness, social justice, respect for democracy and diversity at school, local, national and global level, and through taking part in community activities.

SUBJECT LEADER -

MR J SIDHU

Personal, Social and Health Education During Key Stage 4 students will study 2 main areas: 1. Personal Wellbeing Students are encouraged to recognise and understand their own personal identity and the factors that affect it. They can use this information to develop their understanding of the different relationships that they will encounter as an adult. This will then lead onto a study of the diverse nature of people and communities. Students learn how to achieve a healthy lifestyle, both physically and emotionally. They are encouraged to choose a risk free lifestyle and learn how to attempt new and challenging situations.

2. Economic Wellbeing and Financial Capability Students are given guidance on what qualities they need to achieve their ideal career. They learn how to manage their personal finances and how to plan for their future. Students are given an introduction to the meaning of enterprise and the world of the consumer. In addition to this students are given a glimpse as to the role of money in the global economy and the functions and uses of money.

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STUDLEY HIGH SCHOOL This is an outstanding academy.” Ofsted November 2011


HISTORY

COURSE : Edexcel GCSE History

We shall be studying the Edexcel GCSE History course, which begins teaching for the first time in September 2016. It is an entirely new course but complements topics explored and skills developed at KS3. Pupils will have the opportunity to examine source materials and develop their own knowledge of historical issues.

The course has three components:-

Paper 1 (30% of the marks) - Thematic study (20%) with Historic environment (10%)

The thematic study requires pupils to understand change and continuity across a long sweep of history. It allows comparisons to be made between different periods of history. For this paper, they will study ‘Medicine in Britain c1250 - present’. They will explore ideas about the cause of disease and illness and approaches to prevention and treatment across the time span.

The second part of this paper focuses on the relationship between conditions in a locality (the British Sector of the Western Front) and their impact on the nature of illness and the provision of medical care, as well as the impact of provision for medical care in the locality in the broader context of medical developments in medicine in the early twentieth century.

Paper 2 (40% of the marks) - Period study (20%) and British depth study (20%)

The first part of this paper will explore Early Elizabethan England, 1558–88. Depth studies focus on a substantial and coherent short time span and require students to understand the complexity of a society or historical situation and the interplay of different aspects within it. In this topic they will explore the reign of Elizabeth I and political, religious and social changes of the time.

SUBJECT LEADER –

MRS A PAGE

For the second part of this paper, the ‘period study’, pupils will explore superpower relations and the Cold War, 1941–91, and Relations between the USA and the USSR from allies in Second World War, through the Cold War until its ending with the fall of the Soviet Union.

Paper 3 (30%) Modern depth study

In this final topic, students will explore life in Weimar and Nazi Germany, 1918–39. The modern depth studies have also been chosen and designed to allow students to understand the complexity of a society or historical situation within a short coherent period and to appreciate the interplay of different aspects within it. Pupils will look at political changes in Germany after World War One, Hitler’s rise to power and the Nazi state.

Pupils will enjoy this course if they want to study a subject that involves learning about and discussing the events that have shaped today’s society. Important functional skills like a critical approach to evidence, analysis and communication will be developed. These will be useful in post-16 studies. As well as broadening students’ general knowledge, the study of GCSE History provides useful background for careers in the media, business and legal professions.

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DESIGN & TECHNOLOGY: RESISTANT MATERIALS COURSE : AQA Resistant materials is an exciting, energetic and creative course. It provides students the freedom to be imaginative, whilst also teaching them about machines, tools and processes. Students who choose this course will be developing their knowledge and skills from the topics which they have already covered in KS3. Those topics include:-

Clock project

Pewter jewellery casting

Mechanical toy

Lazy Lizard You should choose this subject if you.

Think creatively

Enjoy problem solving

Like to work in a range of materials

Create and develop design ideas.

SUBJECT LEADER – MR M SALMON

Resistant Materials provides a good range of practical skills and is a sound basis for future study/employment within the design and manufacture industries. Careers could include:-

Engineering

Product design

Car design/manufacture

Furniture designer

We follow the AQA specification for Resistant Materials, which consist of two parts.

1. 60% Coursework (including design and manufactures of a working product).

2. 40% Examination (2 hour paper testing design skills and knowledge



MODERN FOREIGN LANGUAGES FRENCH, GERMAN AND SPANISH COURSE: EDEXCEL

❝One language sets you in a corridor for life. Two languages open every

door along the way.❞ ‒Frank Smith Why study a foreign language?

Learning a language is enjoyable.

MFL develops 4 key skills that are vital for any learning; listening, reading, speaking and writing.

Languages are more and more in demand in business and leisure. An employee who knows another language has the potential to earn more.

MFL GCSEs are highly regarded amongst universities and employers, especially with the introduction of the English Baccalaureate. Some non-MFL university courses have made a language GCSE an admission requirement.

94% of the world’s population do not have English as their native language and 75% of the world’s population speaks no English at all.

. You should consider a language GCSE if you…

enjoy communicating with others.

relish challenges.

are self-motivated.

have an interest in and respect for different countries and their people, languages and cultures.

want to continue with languages at A-level or beyond.

CURRICULUM AREA LEADER – MISS V HANDS Course content:

The Edexcel GCSE course develops the knowledge and skills from topics covered in KS3. The main themes are:

Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment

Assessment:

Examinations in all four skills will be taken at the end of the two year course:

Unit 1 Listening Exam 25% of overall GCSE grade Unit 2 Reading Exam 25% of overall GCSE grade Unit 3 Speaking Examination 25% of overall GCSE grade Unit 4 Writing Examination 25% of overall GCSE grade

All exam papers are available in two tiers – Foundation and Higher. All four skills must be taken at the same tier. Pupils will be advised which tier will be most suitable for them.

Speaking assessments are conducted and recorded in school. The recordings are then submitted to the examination board for marking.

Before you choose your language(s) please discuss it with your MFL teacher.



COMPUTER SCIENCE COURSE : OCR

Computer technology continues to advance rapidly and the way that technology is consumed has also been changing at a fast pace over recent years. The growth in the use of mobile devices and web-related technologies has exploded, resulting in new challenges for employers and employees. For example, businesses today require an ever-increasing number of technologically-aware individuals. This is even more so in the gaming, mobile and web related industries and this course has been designed with this in mind.

The GCSE Computing course will get you working with real-world, practical programming techniques that will give you a good understanding of what makes technology work.

What will you do?

The subject content of this course consists of: 1. Computer systems

Systems Architecture Memory Storage Wired and wireless networks Network topologies, protocols and layers System security System software Ethical, legal, cultural and environmental concerns

2. Computational thinking, algorithms and programming Algorithms* Programming techniques Producing robust programs Computational logic Translators and facilities of languages Data representation

SUBJECT LEADER – MRS M DUDLEY 3. Programming project

Programming techniques Analysis Design Development Testing and evaluation and conclusions

How will you do it?

The computer science syllabus will be taught using a mixture of practical programming and theoretical based lessons. You will develop skills during this course which will enable you to: a. understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation b. analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs c. think creatively, innovatively, analytically, logically and critically d. understand the components that make up digital systems, and how they communicate with one another and with other systems e. understand the impacts of digital technology to the individual and to wider society f. apply mathematical skills relevant to Computer Science. What will you achieve?

You will achieve a GCSE qualification with OCR. The full grade range is available to all students (9-1)

Assessment

Component 1 – External Exam (40%) Component 2 – External Exam (40%) Component 3 – Programming Project (20%)



MUSIC – PRACTITIONER COURSE : ROCKSCHOOL LEVEL 2 CERTIFICATE FOR MUSIC PRACTITIONERS This is a flexible, vocationally-relevant popular music qualification which will equip learners with the skills to develop realistic employment opportunities in the music industry or to progress to Further Education and Higher Education.

At Studley we offer the Performing pathway leading to the Level 2 Certificate (the equivalent of one GCSE). This consists of three units of work; a Core unit and two Optional units.

The Core unit is called Live Music Performance. In this unit, which is spread over almost the whole duration of the course, you will be expected to make significant progress as a performer on your instrument/voice. For the final assessment candidates must perform a 15 minute set to a live audience, either solo or in a group, addressing the requirements of image, repertoire, rehearsal, stagecraft and audience interaction. Candidates can make use of Rockschool exam repertoire; standard pop songs; write their own or present a combination.

The Optional units are the following:

Music Style Development – Tracing the historical and cultural development of musical styles and genres.

Music Rehearsal Skills - This unit aims to develop the learner’s skills in effective rehearsal, which underpin live performance.

Each unit has three grades: 86% - 100% Distinction 65% - 85% Merit 50% - 64% Pass All units must be marked as at least a PASS in order to achieve the full qualification.

SUBJECT LEADER – MISS C KNIGHT/MISS C MCKENZIE The Music Practitioner’s Award is part of a suite of vocational qualifications in music (see www.rockschool.co.uk for further information) that are now well-established, accredited by the Qualifications and Credit Framework, and accepted by colleges and universities offering higher qualifications in music. This option is an ideal choice for keen pop and rock musicians who want both educational and career options available to them once they leave school.

You should consider this course if:

You love practical music making

Are good at working as part of a team

You are able to work in a self-motivated manner

You want to pursue a career in creative or performing arts and Music Music provides learners with transferable skills and Resilience. Music Practitioner emulates industry practice and learners will gain invaluable experience that can be applied to a range of Further or Higher education courses and jobs. The Music industry in the UK provides 111,000 full time jobs per year (2013 – 14) and offers creative and exciting opportunities all around the world.

http://www.rockschool.co.uk/



ART COURSE : OCR

There are two courses offered under the heading Art & Design:-

Fine Art (Drawing and Painting)

Photography - Lens and Light Based Media

FINE ART DRAWING AND PAINTING This course involves the use of a wide range of drawing and painting materials and techniques (inks, watercolours, pastels, oils, collage etc). Students are able to use the computer for research purposes, and as a design tool - often in conjunction with digital imagery. The project-based approach allows freedom for individual ideas and expression, and an imaginative use of materials is encouraged. Students will develop their practical skills for working in art, craft and design and improve their skills in drawing from observation and use of art elements such as colour, texture and tone. Reference is made to the work of artists and designers and to the art of different cultures and historical periods. Uses and applications include illustration and graphics, print making, mural painting and other forms of 2D imagery. This is a practical course but the use of notes to record ideas and opinions is encouraged.

PHOTOGRAPHY, LENS and LIGHT-BASED MEDIA The course will be a digital photography GCSE course. The course is designed to equip students with the practical skills required to succeed in the 21st century. It provides instruction and hands-on experience in the technology, aesthetics, history and theory of digital imaging. Students will study and analyse the work of other artists/photographers and use this knowledge to enhance and influence their work. Students are encouraged to produce preparation and research at home. Students during class time will be able to translate their ideas through exploring and controlling materials and computer programmes. Students need the ability to produce independent research, and work to a deadline driven creative environment. The digital photography course is a practical course.

SUBJECT LEADER – MRS B MILNE

Homework All students are expected to keep a sketchbook in which they undertake homeworks on a regular basis. These will take the form of research, drawing tasks and experiments in the use of media. Homework will from part of the portfolio for assessment.

Assessment There are 2 components required for assessment, a portfolio of coursework and an examination.

Coursework (60% of total marks) Students must present a portfolio of work for assessment at the end of the course. A portfolio is everything produced in response to a given starting point or theme and may include sketches, studysheets, experiments, photographs etc. together with the final piece(s).

Examination (40% of total marks) Students are required to produce a unit of work over a fixed period of time. Candidates choose 1 question or starting point from a list of 12 and interpret this in any way they wish. Examples of starting points include such themes as local landscape, fairground/carnival, portrait, myths and legends, transport, memories/ journey/holiday etc.



PHOTOGRAPHY, LENS and LIGHT-BASED MEDIA COURSE : OCR What is it? Photography GCSE is a very specialist, technical and exciting subject. You must be aware that it doesn't just involve taking photographs. You will be expected to produce work using a digital camera and ICT as well as using general art and design methods to develop and produce your work. There is a written element to this work and students will study and analyse the work of other artists/photographers and use this knowledge to enhance and influence their work. How will the work be marked? A01: DEVELOP ideas through investigations informed by artists/photographers and other sources, demonstrating analytical and cultural understanding. (25 marks) A02: REFINE ideas by experimenting and selecting appropriate resources, media, materials, techniques and processes. (25 marks) A03: RECORD ideas, observations and insights relevant to intentions in visual and /or other forms. (25 marks) A04: PRESENT a personal informed and meaningful response demonstrating analytical and critical understanding: realising intentions and where appropriate making connections between visual, oral, written and other elements. (25 marks) Coursework (60% of total marks) Students must present a portfolio of work for assessment at the end of the course. A portfolio is everything produced in response to a given starting point or theme and may include sketches, experiments, manipulations of photographs, links to photographs etc. together with the final piece(s).

SUBJECT LEADER – MISS K HUGHES Examination (40% of total marks) Students are required to produce a unit of work over a fixed period of time. There will be a ten hour exam where the student will create their final piece to this starting point. Homework: Homework will be set regularly and will support activities completed in lessons. This may include taking photographs, researching the work of a photographer or finishing coursework. Where could this lead to? Potential to study AS/A2 level Art/Photography. Other higher education courses in Art (Photography) on offer include BTEC First and National Diplomas. There are many Art (Photography) related careers including advertising, fashion, animation, film, journalism, graphic design, film, video and freelance work.



DRAMA COURSE : EDEXCEL Is this the right subject for me? Do you want to improve your confidence and communication skills? Are you considering a career that involves working with people? Are you able to work as part of a team? Do you want to develop your creativity and problem solving skills? Do you enjoy film and theatre and want to learn more about acting?

If the answer to any of these questions is ‘Yes’, then this might be the course for you. What will I learn? You will learn how drama is created, including all the acting and staging skills that are needed to put a piece of drama on to the stage. You will learn how to create a character and play this character in a performance. You will study a play and learn about how it is “taken from page to stage”. You will learn about the ideas and theories of important theatre practitioners such as Konstantin Stanislavski and Bertolt Brecht. You will also learn many other skills that are highly valued in any walk of life. These include working as part of a team and being able to communicate ideas effectively.

SUBJECT LEADER – MS V BEDDOES How will I be assessed? 75% of assessment is practical. There are no written examinations although you will be required to undertake three pieces of written coursework in controlled conditions. You will explore themes, ideas and plays in a wholly practical way and your teacher will assess how well you have done. You will be required for your final examination, to perform a play in front of an audience and a visiting examiner. Assessment is divided into course work and a final practical examination. Course work – 60% A series of practical workshops supported by written controlled assessments. Examination – 40% A final performance of an original piece of drama, devised and staged by the candidates and performed in front of an audience and a visiting examiner. What can I do after I’ve completed the course? After you have completed GCSE Drama you can go on to higher levels of study. These include: GCE Drama and Theatre Studies at AS and A2 Level BTEC National Performing Arts (Acting).



GEOGRAPHY

COURSE : OCR A Geography provides an ideal partner for both science and arts based courses and geographers can be employed in a wide range of jobs, which make use of the skills learned when studying geography. Employers also value the knowledge acquired in geography related to current world issues. Geography tackles the big issues:

Environmental responsibility

Our global interdependence

Cultural understanding and tolerance

Commerce, trade and industry Exam Requirements There are 3 examinations at the end of Year 11 Living in the UK today (30% of the marks) The World Around Us (30% of the marks) Geographical Skills - including fieldwork (40% of the marks)

SUBJECT LEADER – MRS J HODGES Syllabus Content

Living in the UK today Landscapes – rivers, coastal environments, glaciation People – diversity, population, city studies Environmental Challenges – weather in the UK, flooding The World Around Us Ecosystems – Coral reefs, rainforests People – Development Environmental Threats – Climate change, severe weather, drought Geographical Skills Including 2 fieldwork visits to explore both physical and human processes. Cartographic and graphical skills

Is geography a good choice in terms of getting a job?

The answer is a resounding YES!

Geographers can: Geographers are:

make a concise report good communicators

handle data spatially aware

ask questions and find answers well rounded, flexible thinkers

make decisions about an issue problem solvers

analyse material good team players

organise themselves computer literate

think creatively and independently socially, economically and environmentally aware



FOOD PREPARATION AND NUTRITION COURSE : AQA GCSE The new GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure that students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. This qualification focuses on nurturing students’ practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are integrated in five core topics:

1. Food, nutrition and health 2. Food science 3. Food safety 4. Food choice 5. Food provenance

Assessments Paper 1: Food preparation and nutrition (50% of GCSE) Theoretical knowledge of food preparation and nutrition from sections 1 to 5 above is tested. How it’s assessed:

Written examination: 1 hr. 45 mins. Questions:

Multiple choice questions (20 marks) Five questions each with a number of sub questions (80 marks)

Non-exam Assessment Task 1: Food investigation (15% of GCSE) Students’ understanding of the working characteristics, functional and chemical properties of ingredients are assessed. Practical investigations are a compulsory element of this task. Task 2: Food preparation assessment (35% of GCSE) Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.

SUBJECT LEADER – MRS H DAVIES How it’s assessed:

Task 1: Written report (1,500-2,000 words) including photographic evidence of the practical investigation.

Task 2: Written portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.

All non-exam assessment tasks are set by the AQA examination board.

For the food investigation, one task it to be selected from the three set by AQA issued in September of Year 11.

For the food preparation assessment, one task is to be selected from the three set, issued on 1st November of Year 11.

Non-exam Assessment Tasks

For the food investigation, students produce a report of between 1,500-2,000 words which explains the findings of the practical investigation. The report could include a variety of communication methods including charts, graphs and diagrams etc. The report must include photographic evidence which supports the investigation.

For the food preparation assessment, students must produce a concise portfolio (not exceeding) 15 A4 pages) which includes:

1. Evidence of research and analysis of their chosen task. 2. Evidence of trialling dishes, including demonstration of different technical skills.

The outcomes of the trialling will be used to justify the choices of dishes for the final menu. There is an expectation that students will not simply remake the same three dishes.

3. Evidence of planning, preparing, cooking and presenting a menu of three dishes within a single period of no more than three hours.

4. Analysis and evaluation of the nutritional, cost and sensory properties of the three dishes.

5. Photographic evidence of their practical work, showing final outcomes.



PHYSICAL EDUCATION COURSE : EDEXCEL Is GCSE Physical Education right for you? The GCSE Physical Education course will appeal to you if:

You have a keen interest in sport and recreation and always look forward to your PE lessons.

You take part in sport / recreation outside of class time.

You want to follow a course that develops knowledge and understanding through practical involvement.

Are considering a sport-related career or an A level / higher education course.

What will you learn? You will:

Develop your knowledge and practical skills in a range of physical activities.

Examine the effects of exercise and how training can improve performance.

Find ways to improve your own performance in a variety of roles.

Identify ways to develop and maintain a healthy and active lifestyle through participation in physical activity.

Appreciate the benefits of promoting ‘sport for all’.

CURRICULUM AREA LEADER – MRS D HAWKINS How will you be assessed?

Component 1: Fitness and Body Systems (36% of the qualification)

Written examination: 1 hour 45 minutes

Content includes: Applied anatomy and physiology; Movement analysis; Physical training; Use of data

Component 2: Health and Performance (24% of the qualification)

Written examination: 1 hour 15 minutes

Content includes: Health, fitness and wellbeing; Sport Psychology; Socio- cultural influences

Component 3: Practical Performance (30% of the qualification)

Three physical activities from a set list o One must be from a team activity o One must be an individual activity o Final activity can be from either team or individual

Component 4: Personal Exercise Programme (10% of the qualification)

Aim and planning analysis

Carrying out and monitoring the PEP

Evaluation of the PEP

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PHYSICAL EDUCATION Activity list (subject to Ofqual accreditation):

Individual activity Team activity list

Association Football Badminton Basketball Hurling and Camogie Cricket Dance Gaelic Football Handball Hockey Lacrosse Netball Rowing Rugby League Rugby Union Squash Table Tennis Tennis Volleyball Blind Cricket Goal ball Power Cricket Wheelchair Basketball Wheelchair Rugby

Amateur Boxing Athletics- Field events Athletics Track events Canoeing Cycling Diving Golf Gymnastics Equestrian Kayaking Rock climbing Sculling Skiing Snowboarding Swimming Trampolining Boccia Polybat



HEALTH AND SOCIAL CARE COURSE : AQA

The GCSE:

Actively engages students in the processes of Health and Social Care to help them develop as effective and independent learners

Encourages students to understand aspects of personal development and the health, social care and early-years sectors through investigation and evaluation of a range of services and organisations

Develops a critical and analytical approach to problem-solving within the health, social-care and early-years sectors

Examines issues which affect the nature and quality of human life including an appreciation of diversity and cultural issues Unit 1: Understanding Personal Development and Relationships Written paper – 1 hour 15 mins – 70 marks (40% of final grade) Detail covered on stages of physical growth and intellectual/social/emotional development All pupils take the same full course examination - there are no tiers. Unit 2: Health, Social Care and Early Years Provision Controlled internal assessment – 20 hours (60% of final grade) Covers needs of client groups, access and barriers to provision, work roles.

SUBJECT LEADER – MRS H DAVIES More detailed information on the course can be found at: http://www.aqa.org.uk/subjects/health-and-social-care/gcse/health-and-social-care-4820 What can I do after I’ve completed the course? Studying GCSE Health and Social Care will provide you with a solid foundation needed to work in this expanding industry. It can open you up to job opportunities within the industry such as nursery assistants, support workers, health assistants. You may choose to undertake further study to follow careers such as nursing, child care, counselling, medicine, psychology, physiotherapy, early years teaching etc.

http://www.aqa.org.uk/subjects/health-and-social-care/gcse/health-and-social-care-4820

http://www.aqa.org.uk/subjects/health-and-social-care/gcse/health-and-social-care-4820



ICT COURSE: Certificate in Digital Applications (Cida) What will you do?

The course is designed to follow on from the KS3 syllabus with a strong emphasis on producing work suitable for both audience and purpose. It promotes creative use of applications, and its real-life, outcome orientated emphasis is involving and stimulating. Digital Applications focuses on ICT as a powerful tool for real-life use within a wide range of applications. It encourages students to become independent users of ICT, making appropriate choices of software and tools to be used. Students are expected to be able to plan and manage the integration of tools from different software.

Areas of Study

Students work on 2 units:

Unit 1: Developing Web Products (Compulsory) And 1 from the following list

Unit 2: Creative Multimedia Unit 3: Artwork and Imaging Unit 4: Game Making

How will you do it?

Lessons will involve use of the computers to produce a range of multimedia products

Assessment Method

Unit 1 – Developing Web Products Pupils will take one 2 ½ practical, examination. Candidates are expected to use web authoring and other software tools to build and test a web-based product. Unit 2 – Creative Multimedia Students will work on an exam board set task, which will require them to create multimedia products for a specified audience and purpose. Unit 3 – Artwork and Imaging Students will work on an exam board set task, which will require them to create, edit and manipulate graphics for a specific purpose and audience. Unit 4 – Game Making Students will work on an exam board set task, which will require them to design, create and code a game for a specific audience and purpose. This second unit should take you approximately 30 hours to complete. Students work is graded at each level as A*, A, B, C. What Will you Achieve?

Students will achieve a Certificate in Digital Applications (CiDA) This is awarded by Edexcel and is equivalent to one GCSE.



The Options Grid

Use the grid below to plan your options choices and then complete the online form found by following this link https://www.surveymonkey.co.uk/r/MRW5GP3 All pupils study the subjects in the core provision column. All pupils will take either combined science (2 GCSEs in 6 lessons a week) or Triple Science (3 GCSEs in 7 lessons a week). Please select which one is suitable for your child. Triple science is more demanding in terms of both pace and content. The science department are highlighting to pupils which might be the best route for them. All pupils will start the same content in year 9 so some flexibility is possible.

It is the government’s expectation that most pupils take the Ebacc qualification. We have constructed this block of options so that pupils and parents can easily select Ebacc choices whilst having the flexibility to choose beyond Ebacc. Nationally half of pupils are currently entered for Ebacc. It is our recommendation that if your child is considering going on to do A levels then you should look to achieve the Ebacc. If you wish for your child to gain the EBacc qualification then they must choose either geography or history and a modern foreign language (French, Spanish or German). It is the intention of the government for all pupils to study for the EBacc by 2020. Using our blocks a pupil can take the Ebacc (English, Maths, Science, MFL, geo/hist) and still select one other subject to broaden their offer.

Please complete the options process at the above link. If completing the paper version below please indicate your first choice in each column with a 1 and your second choice with a 2. Do not select Art and Photography Do not select 3 languages Do not select ICT and computer science Please don’t select the same option in 2 different blocks!

https://www.surveymonkey.co.uk/r/MRW5GP3



Name……………………………. Tutor Group ………………..

Core Provision Science Option 1 Option 2 Option 3

English Language

Triple (3GCSE)

History History Geography

English Literature

Combined (2GCSE)

Geography French PE

Mathematics Spanish Food and Nutrition

Spanish

Science French ICT Drama

Philosophy and Ethics

German Resistant Materials

Health and Social Care

Core PE (non GCSE)

Music Photography

Art Computer Science

If completing on paper please return to tutors or Mrs Grubb on school reception.

studley high school year 9 options booklet 2015 -...

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