Year 9Options Booklet

2016-17

Telephone: 01491 574315 Fax: 01491 410509

E-mail: office@gillotts.org.uk

In addition to tutors, the following members of staff are available to provide advice on the GCSE options process.

Heads of HouseMiss K Stepney DarwinMr R Jansen OrwellMr T Burnett Pankhurst

Subject Leaders and ContactsMr K Swainson Art & Design Mrs P McBain (contact) Children’s Play, Learning & Development Miss H Stallwood (contact) DanceMrs C Alder (contact) DramaMrs E Dunstan EnglishMrs G Millican (contact) Food TechnologyMrs S Lowe GeographyMr P Yeatman History and SociologyMrs F Wakefield ComputingMrs J White-Zamler MathematicsMiss C Ellis Modern Foreign Languages

(French, German and Spanish)Mrs F David MusicMiss H Rogers Physical EducationMr K McDonald (contact) Resistant Materials Mrs G Silk Religious StudiesMs L Sadler Science Miss L Woolford SkillforceDr E Newbold (contact) WorkskillsMs Angela Walker (contact) Adviza (Careers)

Leadership TeamMs C Darnton HeadteacherDr E Newbold Deputy HeadteacherMr M Druce Assistant HeadteacherMrs S McHugh Assistant Headteacher Mr P Yeatman Associate Member

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Contents Page

Introduction 4

An Introduction to Key Stage 4 5

The Key Stage 4 Curriculum 6

How are things changing? 7

English Baccalaureate subjects at GCSE 10

Options Timetable 12

The Core Subjects Citizenship, Personal, Health, Social & Enterprise Education (CPHEE)English Language and English Literature Mathematics PE – Core PE Religious StudiesScience

141518202123

The Option Subjects

GCSE Subjects (Single Award) Art & Design Computing Dance Drama Food Preparation and NutritionGeography History Modern Foreign Languages – French, German and Spanish Music PE Resistant MaterialsSeparate SciencesSociology

28313436384043454850525457

Vocational Courses BTEC Children’s Play, Learning & DevelopmentBTEC Workskills

6163

Other CoursesSkillforce 66

FormsOptions Form 68

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Introduction

For the first time in your education you are able to have some choice in the subjects that you will study in Years 10 and 11. Part of the curriculum is fixed; the remainder of your timetable will be made up of areas you can choose which could include GCSEs, BTECs or Skillforce.

This booklet and the Year 9 GCSE Options Evening on Thursday 7th January 2016, when further information will be given on the options process, are to help you decide the most appropriate choices for your future. It is important that you seek advice and talk to people who can help you with these decisions. They include Adviza, your subject teachers, Subject Leaders, Heads of House and tutor as well as your parents and older students who are taking the course already.

We are committed to ensuring that you enjoy your experience of learning at Key Stage 4 and that you strive to achieve the best that you can be. You should aim to choose courses that suit your needs that will challenge you and develop your life skills to prepare you for your future after Gillotts.

On the next few pages you will find:

● An outline of the KS4 curriculum structure and the subjects which all students will study

● A summary of the option subjects which students can chose from● A timescale of when you need to make your decisions by. The remainder of the booklet contains information about all of the courses available to you at Key Stage 4 and an Options Form. You need to read through each page carefully and ensure that you keep this booklet safe. When you have made your decisions you will need to return the Options Form to Student Services by Monday 8th February 2016.

New GCSE specifications

It is important to note that we are still waiting for the publication of the new, final approved GCSE specifications in a number of subjects. While we have provided as much information as we can at this stage, some of the final content may vary from what is included in this booklet.

This issue will not affect the following subjects:

BTEC Children’s Play, BTEC Workskills, English Language, English Literature, mathematics, resistant materials, Skillforce or sociology.

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An Introduction to Key Stage 4

Key Stage 4 officially begins in September at the start of Year 10 although in some subjects (e.g. RS) you will already have started your GCSEs. At Gillotts we already offer a wide range of GCSEs as well as other accredited courses.

In many subjects you will begin preparatory work in Year 9 and the transition between Key Stages should be a smooth one. In some cases, however, you may have chosen to study a completely new subject and it may take a little while to acclimatise.

As you begin to consider the opportunities available at Key Stage 4 it is important that you consider some very important factors to help you choose a broad and balanced curriculum:

● The world is a rapidly changing place. The skills that are needed when you enter the labour market could be very different from the ones needed today. It is therefore important to make sure you have good skills in core subjects (particularly English, maths and ICT) and that you develop thinking skills, problem-solving skills and other transferable skills that will be in demand in the future.

● The government, employers and universities are placing increased focus on a relatively narrow range of more academic subjects which, together, have been termed the ‘English Baccalaureate’ subjects. These place renewed emphasis on the importance of achieving A*-C grades in English Language, mathematics, two sciences, a humanity subject (geography or history) and a modern foreign language.

● Further education requirements are also important. Most local Sixth Forms and Colleges require a grade C in up to 9 subjects for advanced level study. The main programme at Gillotts would allow you to study 10 GCSEs and so meet these criteria.

● Assessment criteria are also important. The changes to the GCSE qualifications outlined below mean that most subjects will now only be assessed by examination at the end of Year 11. However, there are still some subjects which have a coursework/ controlled assessment component.

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The Key Stage 4 Curriculum

At Gillotts our aim is that all of our students follow a broad and balanced curriculum that prepares them for their post-16 studies, the world of work and adult life. We believe that our Key Stage 4 curriculum is flexible enough to meet the individual needs of all our students in Years 10 and 11. Some subjects (the core) are compulsory, but we offer the opportunity for students to make choices about subjects to study to support their core curriculum.

Core Subjects

Subject DescriptionCPHEE This is mainly delivered through five off-timetable CPHEE days. As part

of a whole school approach, CPHEE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

English All of our students take English Language GCSE and the vast majority are also entered for a GCSE in English Literature.

ICT ICT will be used a tool across the whole curriculum rather than being taught as a discrete subject.

Mathematics All of our students take a GCSE in mathematicsPE Core PE is non-examined – students receive two hours of PE per weekReligious Studies

All students start the Full Course RS GCSE in Year 9 and will complete this at the end of Year 11.

Science Those students who do not opt for triple science (separate GCSEs in biology, chemistry and physics) will all take the Combined Science B qualification (worth 2 GCSEs).

Option Subjects

GCSEsArt and Design Geography MusicComputing History PE Dance MFL – French Resistant Materials Drama MFL – German Separate SciencesFood Technology MFL – Spanish SociologyVocational CoursesBTEC Children’s Play, Learning & Development

BTEC Workskills

Other CoursesSkillforce

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How are GCSEs changing?

The previous Coalition government decided that GCSE qualifications needed reforming. As a result, new GCSEs will be introduced in almost all subjects over the next few years. The main changes which will be introduced with each of these new qualifications are:

● the end of controlled assessment/ coursework in almost all subjects with almost all assessment being through final exams at the end of Year 11

● changes in the type and volume of course content – with more content in some subjects and more challenging content also being introduced

● the replacement of the grading system based on A*-G grades with a numerical grading system (1-9, with 9 being the highest achievable grade).

The new qualifications in English Language, English Literature and mathematics were introduced in September 2015. These are the ones which your child will study. The next set of new GCSEs (listed below) will be introduced in September 2016 - again, these are the ones which your child will study.

New GCSE qualifications being introduced for first teaching in September 2016Art & DesignComputer ScienceDanceDramaFood Preparation & Nutrition (replacing Food Technology)FrenchGeographyGermanHistoryMusicPEReligious StudiesSpanishScience (including Separate Sciences)

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The following qualifications are ones which we are offering as part of the options process but will still be using the existing specifications:

Using the existing specifications (i.e. not changing in September 2016)BTEC Children’s Play, Learning & DevelopmentBTEC WorkskillsResistant Materials (GCSE)Sociology (GCSE)

How will the new GCSE be graded?

As mentioned above, the new GCSE qualifications will include changes in the type and volume of course content – with more content in some subjects and more challenging content also being introduced. They will also involve a move from the existing grade scale (based on A*-G or U) to a new, numerical scale based on 9-1 (9 is the highest grade).

How does this new grade scale compare with the old one?

The table below shows how the new (9-1) grade scale will compare with the old one (based on A*-G):

Current GCSE grades New GCSE grades

A* 987A

B 654C

D 3 2 1

EFG

The government’s benchmark for achievement for students in English and maths is going to move upwards. While the current ‘pass’ grade is seen to be a C grade, the new ‘pass’ grade will be a 5. This is equivalent to a high C/ low B on the existing grading scale.

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What about the qualifications which will not be changing in September 2016?

In the case of the subjects which are not changing their specifications, the grading scale will continue using the current systems. These are outlined below:

Qualification Type Grade scale

BTEC Children’s Play, Learning & Development

Level 2 - Distinction*, Distinction, Merit, Pass (equivalent to a GCSE grade A*, A, B or C)Level 1 Pass (equivalent to a GCSE grade E)Ungraded (Fail)

BTEC Workskills This is a credit based system - 13 credits is equivalent to a GCSE grade C

Resistant Materials & Sociology (GCSE) A*-G or U

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English Baccalaureate subjects at GCSE

At Gillotts School, we are committed to offering a curriculum which provides a broad, balanced, relevant and personalised learning experience for all our students. It should also help to deliver outstanding achievement for all. However, we also need to ensure that it provides as strong a foundation as possible for future progression.

The government, employers and universities have recognised that while it is important to offer students a curriculum which meets their needs and interests, it also crucial that doors are not closed off to them in terms of future progression; for example, for students hoping to go to university.

The Russell Group of top universities has identified ‘facilitating subjects’ at A Level i.e. subjects which are most likely to be required or preferred for entry to degree courses and ones that will keep the most options open. The subjects the Group identifies are those which the government has included in a group of subjects at GCSE which it has termed the ‘English Baccalaureate’ (EBacc) subjects. These include:

● English Language● Mathematics ● Sciences (Combined Science; separate sciences - Biology, Chemistry or Physics;

computer science)● Geography and history ● Languages (classical and modern).

The government has created a performance measure for schools which records the proportion of students who achieve a good grade (current grade scale - C or above; new grade scale - 5 or above) in the following subjects: English, mathematics, sciences (two or more), history or geography and a language. This reflects the importance which it, along with employers and universities, place on these subjects.

In order to ensure that our students are prepared as fully as possible for their adult life, the school governors have taken the decision that almost all students will be required to opt for at least one additional EBacc subject (as well as the core curriculum of English Language, mathematics and double science). The option form which is enclosed with this booklet therefore requires students to choose at least one subject from the following list:

● Computer Science● Separate Science (Biology, Chemistry and Physics)● Geography● History● Modern Foreign Language (French, German or Spanish)

Students will be able to choose freely for their remaining three options. They are, of course, able to choose further EBacc subjects as part of these remaining choices. It should be noted, as outlined below, that all students currently studying two languages at Key Stage 3 (French and German or French and Spanish) will be required to opt for a language at GCSE.While we believe that this requirement is appropriate for the vast majority of students at Gillotts School, we are aware that it may not be suitable for everyone. We have therefore identified a small number of students for whom an alternative curriculum

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provision may be more appropriate to their needs and interests. These students will have received a letter with their options booklet outlining what we believe is the most appropriate combination of subjects for them. They will also have received a different version of the options’ form which does not require them to choose an EBacc subject. The final decision, as to which students will be offered such alternative provision, is the School’s, to be reached following consultation with the students/parents/ guardians as appropriate.

Languages at GCSE

We believe that it is in the best interests of students that they continue to study a foreign language at GCSE level. As a result, all students who are currently following dual language courses in Year 9 (French and Spanish or French and German) will be required to continue at least one of their current languages at GCSE level. In addition, we would encourage students who have a talent for languages to continue to study both French and German or Spanish. Students who are currently studying one language in Year 9 are equally encouraged to continue to study French as a GCSE option.

Students who are required to choose a language at GCSE can choose this as their ‘EBacc’ subject choice in part 1 of the options form.

‘Achieving the EBacc’While the EBacc collection of subjects is not a qualification in itself it is increasingly recognised as a measure of student achievement both by employers and universities. These are the subjects most likely to be required of preferred for entry to degree courses and ones that will keep the most options open.

As explained above, the EBacc will be achieved by students who achieve grades 5 or above (new scale) in English Language, mathematics, two sciences, a modern foreign language (French, German or Spanish) and a humanity subject (geography or history).

We would therefore strongly encourage students who are taking a language also to take a humanity subject (geography and/ or history).

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The above policy (relating to English Baccalaureate subjects at GCSE), in the same way as any policy relating to the commitments of Gillotts School towards its students (and others), will be considered and applied giving due regard to the School’s goals of eliminating unlawful discrimination, advancing equality of opportunity and fostering good relations.  To this end, the application of the policy will always be subject to the Gillotts Equality Duty Statement (and the principles set out therein) and in the event of any conflict between that Statement and this policy, the former will prevail.

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Options Timetable

The aim of the Options Evening on Thursday 7th January 2016 is to outline the different routes available in Key Stage 4 and to explain the options’ process in detail. In addition, there will be an opportunity to ask questions and to talk informally with a representative of Skillforce and the Adviza advisor. You will also be able to discuss your child’s option choices at the Year 9 Parents Consultation Evening on Thursday 28th January 2016.

Students are required to complete their Options Form (at the back of this brochure) and return it to Student Services by Monday 8th February 2016.

Subjects will be placed into option blocks for timetabling purposes after students have expressed their preferences; not all combinations of option choices will be possible. We do our best to meet all our students’ first choices but, inevitably, this cannot be guaranteed.

If a subject is undersubscribed we may have to withdraw it. If a subject is oversubscribed we may ask some students to consider taking a different subject.

In cases where we are not able to offer a student all his/ her choices, parents will be contacted and students will be advised about the alternatives available to them.

Provisional choices will be confirmed by the end of April. Although students will be given the opportunity to change their option choices after this date, we cannot guarantee that they will be able to switch to a subject which they want to study.

Key Dates

Date ActivityThursday 7th January 2016, 7pm GCSE Options Evening - Options booklet issued

Thursday 28th January 2016, 5pm Year 9 Parents’ Consultation Evening

Monday 8th February 2016 Options form due in

Late April 2016 Confirmation of options

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THE CORE SUBJECTS

Subjects takenby all students

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Subject:Citizenship, Personal, Health, Social and Economic Education

Why study Citizenship, Personal, Health, Social and Economic Education?Citizenship, Personal, Health, Social and Economic Education covers many topics that are essential to you in life. Learning how society works, developing points of view on key issues and learning how to be an effective citizen will stand you in good stead for the future. CPHEE education can be defined as a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives, now and in the future.

Aptitudes NeededAll students do CPHEE so there are no special requirements. However, a willingness to join in discussion and to respect the views of other speakers will enrich your experience of the subject.

Course OutlineThe course covers careers education, citizenship, study skills, sex education, drugs education, discussion on peer pressure and relationships and training for increased awareness of the world outside school, including economic awareness.

You will be taking part in five days spent off your normal timetable studying different areas of citizenship and personal issues a year with specialist groups. The subjects will also be discussed in tutor groups. Your experience will be varied and enlightening, with outside speakers frequently invited into school.

School ContactSubject Leader: Mrs G SilkE-mail: gsilk@gillotts.org.uk

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Subject: English Language GCSE and English Literature GCSE

Why study English Language and English Literature?English LanguageEnglish Language is one of the most important subjects. It gives you confidence for life and offers you a passport for success. It is essential to be a good reader, writer, speaker and listener. When studying English Language, you are shown how to improve in all of these areas. ReadingYou will be taught how to comprehend what you read and given strategies that will enable you to get the most out of every text. WritingYou will develop a wide range of writing skills. You will get experience in writing for many different purposes and to different audiences. Spoken LanguageYou will continually be improving your verbal communication skills. Whether it’s delivering a formal speech, working as part of a team or taking on a role, you will have the opportunity to express yourself and grow as a result of listening to what others have to say.

English LiteratureEnglish Literature is a really enjoyable subject. You will be introduced to many key figures from Britain’s literary heritage and have the opportunity to explore literature from different cultures. You will learn more about the nature of humans, social and historical contexts of work and the power of the written word whilst studying some brilliant novels, plays and poems.

Possible CareersMedia-related careers, publishing, law, marketing, advertising, theatre-related careers, teaching, careers including communication skills generally. English qualifications are very important for entry to all courses in Higher Education and to employers.

Aptitudes NeededAn interest in reading and writing. Clear expression on paper and orally. Good listening skills. Willingness to contribute to discussions and to develop arguments. Ability to keep to deadlines.

Course OutlineThe study of English Language and English Literature leads to two separate GCSE qualifications, which are taught in over the course of Years 10 and 11.

In order to fulfil the demands of the National Curriculum, all students must study both Literature and Language.

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Assessment

Type of Assessment

Details of Assessment

English Language2 Exam papers

Paper 1 - Explorations in Creative Reading and Writing (1 hour 45 mins)Paper 2 - Writers' Viewpoints and Perspectives (1 hour 45 mins)There are 6 Assessment Objectives:

● AO1:- identify and interpret explicit and implicit information

and ideas- select and synthesise evidence from different texts● AO2: Explain, comment on and analyse how writers use

language and structure to achieve effects and influence readers, using relevant subject terminology to support their views

● AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts

● AO4: Evaluate texts critically and support this with appropriate textual references

● AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts

● AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.)

● AO7: Demonstrate presentation skills in a formal setting● AO8: Listen and respond appropriately to spoken

language, including to questions and feedback on presentations

● AO9: Use spoken Standard English effectively in speeches and presentations.

English Literature2 Exam papers

Paper 1 - Shakespeare and the 19th-century novel (1 hour 45 mins)Paper 2 - Modern texts and poetry (2 hour 15 mins)There are 4 Assessment Objectives:

● AO1: Read, understand and respond to texts. Students should be able to:

- maintain a critical style and develop an informed

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personal response- use textual references, including quotations, to support

and illustrate interpretations.● AO2: Analyse the language, form and structure used by

a writer to create meanings and effects, using relevant subject terminology where appropriate.

● AO3: Show understanding of the relationships between texts and the contexts in which they were written.

● AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Additional Equipment/ Trips (and costs)Theatre trip £20 (approx..)English Literature novel £7 (approx.)English Literature Shakespeare play £7 (approx.)English Literature modern play £7 (approx.)

School ContactSubject Leader: Mrs E Dunstan Email: edunstan@gillotts.org.uk

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Subject:Mathematics

Why study Mathematics?Maths is a subject that you all have to study, but even so it is worth thinking about why this is and how it can be useful to you. While studying maths you will learn about a range of techniques and methods, develop your problem-solving skills and improve your ability to think logically. You will be given opportunities to develop your IT skills and your communication skills. All of these are attributes potential employers will look for, as well as being useful to you if you choose further and higher education.

Possible CareersAlmost all jobs and careers require you to have maths GCSE but there are also many careers in which you would make a lot of use of your mathematics. These include business management, psychology, banking, ICT, engineering and medicine, to name just a few. You will also find that you will need an 5-9 grade for entry to most university courses.

Aptitudes NeededA willingness to persevere with an activity when you feel unsure of your ability is essential. You need to be prepared to work and think hard (but the buzz you get when things suddenly fall into place is worth waiting for!).

Course OutlineThe course is a continuation of the work covered in KS3, with new topics introduced when appropriate. It covers a wide range of basic mathematical knowledge and skills, grouped into six ‘domains’:

● Number ● Algebra● Ratio, proportion and rates of change● Geometry and measures● Probability● Statistics

Assessment – format of exams

Type of Assessment Details of Assessment3 Exams Paper 1 – non-calculator (Foundation and Higher papers –

1hr 30mins)Paper 2 – calculator (Foundation and Higher papers – 1hr 30 mins)Paper 3 - calculator (Foundation and Higher papers - 1hr 30 min)Any of the topics on the specification can appear on either of the papers. There are 3 key Assessment Objectives:AO1 - using and applying standard techniques

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AO2 - reasoning, interpreting and communicating mathematicallyAO3 - solving problems in mathematical and non-mathematical contexts

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Additional Equipment/ Trips (and costs)Equipment – a ruler, protractor and compasses. A scientific calculator (you can continue to use one bought for KS3 provided it is scientific) £5.25 and revision guide £4.50, both available from school.

Further InformationSubject Leader: Mrs J White-ZamlerE-mail: jwhitezamler@gillotts.org.uk

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Subject:PE – Core PE

Why study Core PE?Fitness and Health are important. PE helps you to stay active; teaches you the importance of physical exercise and leads to good habits for the future.

Possible CareersPE teacherFitness InstructorSports Development officerPhysiotherapist

Aptitudes NeededWith the introduction of some new activities including trampolining and weight-training - the only requirement is enthusiasm!

Course OutlineIn Core PE students are able to participate in a number of activities. All students will continue with major games and athletics where they can decide to pursue performing, coaching or officiating in greater depth.

Alongside this students will be able to take part in other activities such as trampolining, badminton, basketball, volleyball as well as developing their knowledge of “Health Related Fitness” issues using the Gym in Henley Sports Centre.

Additional Equipment/ Trips (and costs)Gillotts School PE and games kit.

School ContactSubject Leader: Miss H RogersEmail: hrogers@gillotts.org .uk

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Subject:Religious Studies

Why study Religious Studies?Do you want to understand why people do the things they do? Do you want to analyse religious teaching on issues such as creation, abortion, poverty and war? Do you want to evaluate the importance and influence of religion today? Completing a course in RS is the answer. Religious Studies looks at different religious responses to many of today’s ethical issues, causing you to think about your own responses to these issues and evaluate the current role that religion plays in society.

Possible CareersRS is valuable to have in medicine, the media, teaching and areas involving psychology and sociology, the law or working in a faith community. By completing the Religious Studies course, you will open yourself up to many possibilities.

Aptitudes NeededStudents who achieve well in this subject are those who enjoy learning about other people’s opinion/beliefs on religious and global issues and those who display a keen interest in questioning the world around us.

Course OutlineOver the course you will study the following topics:- Religion and Relationships- Matters of life- Religious attitudes to the elderly and death- Religion and human rights

These are subject to change with the new GCSE publication

Assessment

Type of Assessment Details of Assessment2 Exams The course will be assessed by completing 2 exams at the

end of Year 11 worth 50% each.

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Additional Equipment/ Trips (and costs)It is not necessary to purchase additional equipment.

Students will be provided with revision materials in preparation for all exams.

School ContactSubject Leader: Mrs G SilkEmail: g.silk@gillotts.org.uk

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Subject:Combined Science

Why study Science?The Combined Science course provides good preparation for further science studies such as the A-level and the International Baccalaureate. However, we suggest that keen scientists who are sure that they wish to pursue science-related further studies and/or science careers should choose the separate sciences course. This is because the separates sciences course provides a more in depth coverage of the subject areas. We feel that the separate science course is appropriate for students who will achieve a high level 6 or better by the end of Key Stage 3. Students not opting for separate science will follow the Combined Science route. These courses will be run throughout Years 10 and Y11.

Possible CareersMedicine, veterinary practice and nursing, teaching, engineering, pharmaceuticals, physiotherapy, sports science; nursing, marine biology, geology, surveying.

Aptitudes NeededMany careers require GCSE science and students may find that the Combined Science course puts them in a great position to pursue these careers successfully. Studying the Combined Science course provides students with a variety of skills that can be applied to many areas of work, such as analysing and problem solving.

Course OutlineCombined Science is made up of 18 modules which are listed here:

Biology: Module B1: You and your genesModule B2: Keeping healthyModule B3: Living together- food and ecosystem

Module B4: Using food and controlling growthModule B5: The human body-staying aliveModule B6: Life on Earth-past, present and future

Chemistry: Module C1: Air and waterModule C2: Chemical patternsModule C3: Chemicals of the natural environment

Module C4: Material choicesModule C5: Chemical analysisModule C6: Making useful chemicals

Physics: Module P1: Radiation and waves

Module P2: Sustainable energyModule P3: Electric circuits

Module P4: Explaining motionModule P5: Radioactive materialsModule P6: Matter-models and explanations

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Assessment - format of examsCombined Science:Type of Assessment Details of AssessmentPractical activities Students are required to complete 16 practical activities

that are carried out at any point in the 2 year course at the discretion of the Team. The development of practical skills is fundamental to science and will help to prepare the students throughout their course in preparation for written exams. These will not directly count towards the GCSE grade but needs to be completed.

4 Exams Paper 1: BiologyCovers all Biology topicsStructured questions including extended writing1hour 45minutes95 marks26.4% weighting

Paper 2: ChemistryCovers all Chemistry topicsStructured questions including extended writing1hour 45minutes95 marks26.4% weighting

Paper 3: PhysicsCovers all Physics topicsStructured questions including extended writing1hour 45minutes95 marks26.4% weighting

Paper 4: Data AnalysisCovers all Biology/Chemistry and Physics topicsScience literacy and practical questions including extended writing1 hour 45 minutes75 marks21% weighting

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Additional Equipment/ Trips (and costs)We envisage each double scientist requiring a revision packs covering years 10 and 11, costing approximately £10.00 for each pack. The packs consist of a revision guide, a revision workbook and an answer book.

School ContactSubject Leader: Ms L SadlerEmail: lsadler@gillotts.org.uk

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THE OPTION SUBJECTS

The subjects from which you should make your

option choices

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GCSE Subjects(Each worth 1 option choice)

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Subject:Art and Design

Why study Art and Design?You should consider studying art & design at GCSE if it is a subject you enjoy. It will give you a qualification that could lead to a career in the creative industries or it may give you knowledge and skills that will be an enhancement in your adult life as a consumer of images in this highly visual world.

You will be able to explore a wide range of creative skills and develop ideas in a personal manner. You will work to express yourself visually and gain a deeper understanding of how the world of art and design impacts society.

Possible CareersThe creative industries in the UK are considered amongst the best in the world. Your ability to be imaginative and original will serve you well in the following careers where art and design is a good starting qualification.

Architect, set designer, graphic designer, gallery curator, film director, sculptor, media arts correspondent, artist in residence, art therapist, fashion designer, advertising consultant, costume designer, teacher, museum education officer, fine artist, community art worker, art critic, ceramicist, textile artist, occupational therapist, illustrator, film animator, picture editor, jewellery designer, mural artist, and many more just look in the job sections of the newspapers under creative and media.

Aptitudes NeededIt is essential that you have a keen interest in art and design. You will have to be prepared to complete a minimum of 1-2 hours homework every week. You will need to be organised and at times work independently. You must be prepared to take risks and work outside your comfort zone in order to progress. You should also be able to evaluate your own work and the work of others, learning from achievements and mistakes.

Course OutlineThe course is in two parts. Unit 1-60% will be a portfolio of your art and design work. All the work you do will count towards your final grade. The portfolio will comprise of several projects. Initially these projects will be very prescriptive then as you become a more independent learner, you will be given freedom to choose your themes and media.

You will start the course in Year 10 with a short project which will focus primarily on developing skills and risk-taking by introducing a variety of media and techniques. For the second full term of the year, you will be able to develop your art and design work using a range of materials to a final outcome. At the end of Year 10 you will complete this project: producing an outcome, selecting from a range of media and techniques.. You will have several weeks to prepare for a final artwork, which you will complete in a five hour exam. This project will also include a visit to a Gallery such as the Tate in

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London.

In the Autumn term of Year 11, you will be given the opportunity to work on the previous two projects to ensure your maximise your potential to gain marks. All work completed at GCSE is submitted for moderation and it is important that you have reflected and acted upon feedback given throughout the course to ensure all portfolio work is completed to the best of your ability and all the assessment objectives have been met. You will also have another mock exam to complete final outcomes for either project.

Finally you will complete Unit 2-the practical externally set task, worth 40% of the grade. In the exam you are given themes to choose from and several weeks to prepare and explore ideas for the making of a final artwork in a 10 hour practical exam (over 2 days).

Assessment

Type of Assessment Details of Assessment Non-examined Assessment

Unit 1Portfolio 60% of the gradeAssessment will be ongoing with weekly homework tasks and interim and final grades given for each project. Self-assessment, peer group marking and teacher assessment will be used. There will also be ongoing, intermittent one to one tutorials.

Exam board marking criteria will be used at all times.Externally Set Exam Unit 2

40% of the gradeThe same criteria are used as for the portfolio. Teachers advise and assess work until the final 10 hour exam where students must work unaided.

The final exam assessment will be done by staff and moderated by the exam board.

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Additional Equipment/ Trips (and costs)There will be a gallery visit in year 10, where costs will be kept to a minimum for a day trip.The basic equipment and materials for art are provided at school. However for homework and extended coursework it would be advisable to have the following:

Basic requirements 1. Drawing pencils including 2b2. A sketch pad / paper for each terms project (provided by school)3. Basic water based paints – watercolour set 4. Two brushes, medium and small5. Eraser / putty rubber6. Set of coloured pencils7. Scissors and glue8. A3 plastic portfolios (can be purchased from Student Services)

Suggested extras1. Set of acrylic paint2. Watercolour pencils3. Oil pastels4. Chalk pastels5. Coloured inks6. Water based black fine liner pen7. Digital camera8. Memory stick

School ContactSubject Leader: Mr K Swainson Email: kswainson@gillotts.org.uk

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Subject:Computing

Why study Computing?● The course will give students a real, in-depth understanding of how computer

technology works. ● The course provides excellent preparation for higher study and employment in the

field of computer science. ● The course will develop critical thinking, analysis and problem-solving skills

through the study of computer programming.

The course will give students a real, in-depth understanding of how computer technology works. Students will no doubt be familiar with the use of computers and other related technology from their other subjects and elsewhere. However, the course will give them an insight into what goes on ‘behind the scenes’, including computer programming, which many find absorbing. The course provides excellent preparation for higher study and employment in the field of computer science. The increasing importance of information technologies means there will be a growing demand for professionals who are qualified in this area.

Students who have taken a GCSE in Computing and who then progress to study the subject at A Level or university will have an advantage over their colleagues, who are picking up the subject at these levels for the first time. The course will develop critical thinking, analysis and problem solving skills through the study of computer programming. For many learners, it’ll be a fun and extremely interesting, way to develop these skills, which can be transferred to other subjects and even applied in day-today life.

Possible CareersSkilled computer programmers are very much sought after by all types of employers. The course will make an excellent preparation for those who want to study or work in areas that rely on these skills, especially where they are applied to technical problems. These areas are many and include engineering, financial and resource management, science and medicine.

Aptitudes NeededThis course is both active and enjoyable. You need to be good at communicating and explaining your ideas and not afraid of learning new things and of working with computer code. However, it is not just about computer programming it covers a much wider breadth of computer science. As such you must be good at English and Mathematics and have a logical approach to learning and problem solving.

We feel that the computing GCSE course is appropriate for students who will achieve a high Grade 3 or above in mathematics by the end of Year 9.

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Course OutlineUnit 1 Principles of Computer Science

This component will assess all topics.

Understanding of what algorithms are, what they are used for and how they work; ability to interpret, amend and create algorithms.

Understand the requirements for writing program code. Understanding of binary representation, data representation, data storage and

compression, encryption and databases. Understanding of components of computer systems; ability to construct truth

tables, produce logic statements and read and interpret pseudo-code. Understanding of computer networks, the internet and the worldwide web. Awareness of emerging trends in computing technologies, the impact of

computing on individuals, society and the environment, including ethical, legal and ownership issues

Unit 2 Application of Computational Thinking

The main focus of this component will be:

Understanding of what algorithms are, what they are used for and how they work; ability to interpret, amend and create algorithms.

Understanding how to develop program code and constructs, data types, structures, input/output, operators and subprograms.

This component may also draw on:

Understanding of binary representation, data representation, data storage and compression, encryption and databases.

Understanding of components of computer systems; ability to construct truth tables, produce logic statements and read and interpret pseudo-code.

Understanding of computer networks, the internet and the worldwide web. Awareness of emerging trends in computing technologies, the impact of

computing on individuals, society and the environment, including ethical, legal and ownership issues

Unit 3 Project

Students will develop a computer program. The content for this component will draw on:

algorithms, decomposition and abstraction design, write, test and refine a program data.

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Assessment

Type of Assessment Details of Assessment2 Exams Paper 1 Principles of Computer Science (40%)

Written examination: 1 hour and 40 minutes, 80 marks

This paper consists of multiple-choice, short open response, open response and extended open response answer questions. All questions are mandatoryPaper 2 Application of Computational Thinking (40%)

Written examination: 2 hours, 80 marks

This paper is based on a scenario. It consists of short open response, open response and extended open-response answer questions. All questions are mandatory.

Non-Examined Assessment

Project

Non-examined assessment: 20 hours, 60 marks

The project will be set by the Exam Board. The Project details will be released each September,

from September 2017. It will be internally assessed and externally

moderated. The assessment will be carried out at a computer

under supervision. The assessment may take place over multiple

sessions up to a combined duration of 20 hours. Students will produce a report on the development of

their project. Students will produce a computer program

Additional Equipment/ Trips (and costs)No additional equipment will be required.

School ContactSubject Leader: Mrs F Wakefield

Email: fwakefield@gillotts.org.uk

Entry RequirementThis course requires a high level of numeracy to support the computer programming elements. Students who would like to opt for computing need to achieve a high Grade 3 or above in maths at the end of Year 9.

You will also need to get your option form signed by Mrs Wakefield.

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Subject:Dance

Why study Dance?It is an opportunity to be creative and imaginative in a practical way. You study a variety of dance styles and professional works. You also learn how to improve and develop your own skills and choreography as well as learning how to be a healthy dancer. The work includes learning set technical studies and choreographing your own pieces using a variety of starting points. There are opportunities to work in groups sharing ideas and work individually to really challenge yourself.

Possible CareersDance teacher, professional dancer, performing arts career, dance movement therapy, dance/performing arts administrator.

Aptitudes NeededYou need to be enthusiastic about dance and have a willingness to learn and develop your ideas. You need to be prepared to work independently in your own time as well as in class and at lunch times. You do not need to have studied dance out of school but you do need to have an interest in it. You also need to be committed to doing practical activity every lesson and organised enough to remember your kit and exercise book every lesson.

Course OutlineYou will cover the work of professional dance pieces studying their dance style, costume, lighting, set design and accompaniment. These works will be used to develop performance skills and choreography skills. You will learn the main principles of dance and choreographic devices required to compose an exciting and interesting piece of work using a range of styles and stimuli. You will be involved in performances for school shows and displays. You will also cover the theoretical side of dance and learn how to apply this to the practical aspects.

Assessment

Type of Assessment Details of AssessmentNon examined assessment

Choreography = 30% Solo or group choreography – a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes)

Performance of Set Technical Study =30%Set phrases through a solo performance (approximately one minute in duration) Duet/trio performance (three and a half minutes in duration)

40 marks (15 marks for set phrases and 25 marks for 37

duet/trio performance)

1 Exam Written Exam = 40%Written exam 1hr 30 mins

What's assessed?• Knowledge and understanding of choreographic processes and performing skills • Critical appreciation of own work • Critical appreciation of professional works

Additional Equipment/ Trips (and costs)None, but must have correct dance kit of leotard and leggings

School ContactTeacher i/c: Miss Hannah StallwoodEmail: hstallwood@gillotts.org.uk

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Subject:Drama

Why study Drama?GCSE Drama is an exciting, creative and challenging course. It provides transferable skills that will benefit students whatever path they choose to follow. Invaluable skills such as communication, teamwork, problem solving, confidence, empathy, resilience and negotiation are among the many that a qualification in drama can provide.

During the course, students have the opportunity to interpret and perform a variety of scripted work and to create their own devised pieces of drama.

Students will learn to:● work imaginatively and creatively in collaborative contexts, generating,

developing and communicating ideas;● reflect on and evaluate their own work and the work of others;● develop and demonstrate competence in a range of practical, creative and

performance skills;● engage actively in the process of dramatic study in order to develop as effective

and independent learners and as critical and reflective thinkers with enquiring minds.

A drama GCSE qualification can support students on a journey to many exciting careers. It opens doors to many areas allowing students to develop skills of public speaking and interpretation of ideas.

Students reflect on every practical lesson with a written diary, helping them to prepare for the written exam and to continually improve their work.

It is a fun course, allowing students some valuable time to express themselves and be creative, as well as opportunities to work with other and a space to explore other cultures and contexts.

Possible Careers

Actor, director, producer, stage manager, writer, journalist, translator, presenter, lawyer, set design, costume design, curator, entertainer, sales, camera person, researcher, architect, animator, publisher, teacher, choreographer, coach, lecturer, theatre manager, buyer, broadcaster, public relations officer, editor, developer, designer, and the list goes on.

Aptitudes Needed

An enthusiasm for drama and the ability to commit to rehearsals agreed with your group.Dedication to your group and piece.Willingness to “give it a go” and try things out.

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Course OutlineUnit 1 Devising TheatreStudents create, delveop and perform a piece of devised theatre using the techniques of an influential theatre practitioner or a genre.

Unit 2 Performing a TextStudents study two 10 minute extracts from the same performance text and perform these to an audience.

Unit 3 Interpreting TheatreStudents study a set text in detail, exploring interpretations and performance options.Students watch live theatre and review and evaluate.

Type of Assessment Details of AssessmentNon Examined Assessment

Unit 1 (40%)Devised performance internally marked.Supporting evidence of three key moments in the devising process. (Written or recorded)

Non Examined Assessment

Unit 2 (20% )Written final evaluation under controlled assessment conditions.Performance in front of visiting examiner.

1 Exam Unit 3 (40% )Written exam 1hr 30 mins

Additional Equipment/ Trips (and costs)Theatre trip in Y10 and Y11 (£30 approx.)

School ContactTeacher i/c: Mrs C AlderEmail: calder@gillotts.org.uk

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Subject:Food Preparation and Nutrition

Why study Food Preparation and Nutrition?The course is project based, using practical work as the basis for learning. You will improve your basics skills including cakes, pastry, sauces, menu planning and gain a fuller understanding of nutrition. You will also develop new, more advanced practical skills and will be able to enter the annual Young Chefs competition.

Possible CareersSuccess in the Food GCSE can lead many careers in catering, hospitality, food science, working in the retail industry testing and purchasing at huge quantities ……a range of careers is possible.

Aptitudes NeededA love of food and willingness to experiment with recipes; organisational skills; willingness to work hard on a range of practical tasks and design work; keen to have a go at new skills and try out ideas; working to achievable targets….and also wanting to do well!!

Course OutlineWho should do this course?Do you enjoy investigating food; problem solving; investigating food for the future; making; testing and tasting recipes? If you have said yes to any of the above – then Food is for you.

What will you study? GCSE Food Preparation and Nutrition covers a wide range of topics, including special diets, sports nutrition, multi-cultural, celebration and sustainability. Over the two years you will investigate a topic and show a range of making skills by learning to cook and understand food. The skills you will learn in food are transferable and directly linked to GCSE PE and Science.

How will you learn it? Is it practical?Yes! It is very hands-on, learning in a practical way. For example, to learn about larger scale production to make food products. Year 10 focuses mostly on practical skills along with theory work to build your knowledge. You will investigate a food topic using your knowledge of equipment and processes. During this year you will start the controlled assessed coursework which takes up about 40 hours over two years, so not much pressure. The course is not controlled assessment intensive. We will teach you to work effectively and to produce what is needed to help you achieve your target.

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Assessment

Type of Assessment Details of AssessmentNon Exam Assessment Exam Board TBC

Non Exam Assessment accounts for 50% of your GCSE grade. This is divided into two parts consisting of an investigation into a food topic, with a written response, and food preparation assessment to be completed in one 3 hour session. This is aimed to be a rewarding and enjoyable course.

Exams Written paper externally marked. 1 hour and 45 minutes.

Additional Equipment/ Trips (and costs)Students are expected to provide their own ingredients for all their food product recipes (the cost will therefore vary with the nature of the materials chosen)School ContactSubject Leader: Mrs F WakefieldEmail: fwakefield@gillotts.org.uk

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Subject:Geography

Why study Geography?GCSE geography is topical and relevant involving a wide range of skills and concepts.

Geography provides you with the opportunities to:● find out more about the challenges and opportunities the world offers, and how to

get involved?● investigate issues of sustainability - will the earth’s resources be able to provide

for the world’s population in the future?● explore the way different landscapes developed and the great natural forces

involved.● learn more about natural processes and how people shape the planet on which we

live.● understand the way today’s global industries are influenced by geography.

Possible CareersAs a result of the broad spectrum of skills you gain while studying geography there is a wide range of career options available to you which could include:

Economic developer, location analyst, eco-tourism advisor, media researcher, cartographer, GIS specialist, remote sensing analyst, planner, estate agent, social worker, air-worker, diplomat, charity co-ordinator, flood prevention officer, weather presenter, hydrologist, coastal manager, conservation officer, pollution analyst, forestry ranger and estate manager.

Aptitudes Needed● Good communication skills● Ability to work independently and as part of a team● Conscientious● Good at problem-solving and decision-making

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Course OutlineAQA Specification (8035 - Draft)

There will be three written exam papers which are all taken at the end of Year 11. The content which will be covered for each exam is listed below:

Unit 1: Living with the physical environment – 1 hour 30 mins – 88 marks – 35% of GCSE

Section A - The challenge of natural hazards- natural hazards, tectonic hazards, tropical storms, extreme weather in the UK,

climate change

Section B - Physical landscapes in the UK- UK physical landscapes and two from coastal landscapes in the UK, river

landscapes in the UK or glacial landscapes in the UK

Section C - The living world- ecosystems, tropical rainforests and one from hot deserts or cold environments

Unit 2: Challenges in the human environment – 1 hour 30 mins – 88 marks – 35% of GCSE

Section A - Urban issues and challenges- world population growth, a case study of a major city in a LIC, a case study of a

major city in the UK, features of sustainable urban living

Section B - The changing economic world- different ways of classifying parts of the world, managing disparities in

development, a case study of one LIC, economic futures in the UK

Section C - The challenge of resource management- the significance of resources to economic and social well-being; an overview of

resources in relation to the UK; food, energy and water resources

Unit 3: Geographical applications - 1 hour - 76 marks - 30% of GCSE

Section A - Issue evaluation- critical thinking and problem-solving in relation to a topical geographical issue

(resource sheet to be provided in March of Year 11)

Section B - Fieldwork- students needs to complete 2 fieldwork enquiries (one human and one physical)

which they will be examined on

Section C - Geographical skills- map skills, graph skills, numerical skills, literact skills and formulating enquiry and

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Assessment -

Type of Assessment

Details of Assessment

3 Exams Students will sit three exams at the end of Year 11. These will involve a mix of question types: multiple-choice, short answer, extended prose.

Paper 1 - Living with the physical environment 1 hour 30 mins – 88 marks – 35% of GCSE

Paper 2 - Challenges in the human environment 1 hour 30 mins – 88 marks – 35% of GCSE

Paper 3 - Geographical applications1 hour - 76 marks - 30% of GCSE

Additional Equipment/ Trips (and costs)Potential voluntary contribution to be requested of up to £200-00 for the whole course for fieldtrips.

We will provide details of additional resources (e.g. textbooks, revision guides) once they have been published for the new course.

School ContactPlease contact your child’s geography teacher for further details:

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Subject:History

Why study History?Do you want to understand how the past has created the world we live in today? Do you want to improve your thinking skills? Do you want to be able to analyse, evaluate and reach conclusions? Then history is for you.

Possible CareersHistory focuses on analytical skills and therefore is ideal preparation for a number of careers such as Law, Teaching, Accountancy, Management, economics, psychology, Politics and many more. Universities and colleges highly respect history as an academic subject.

Aptitudes NeededHistory students need to be dedicated to the pursuit of excellence. Are you willing to work towards becoming self-monitoring learners, deeply engaged in the process of reflecting, self-reviewing, evaluating and adjusting learning strategies?

Course Outline● The USA, 1954–75: conflict at home and abroad● Superpower relations and the Cold War, 1941–91● Medicine in Britain, c1250–present and The British sector of the Western Front,

1914–18: injuries, treatment and the trenches● Anglo-Saxon and Norman England, c1060–88

AssessmentExam Board- Edexcel

Type of Assessment Details of Assessment3 Exams Paper 1

Thematic study and historic environmentWritten examination: 1 hour and 15 minutes 30%* of the qualification 52 marks (16 for the historic environment, 36 for the thematic study)Paper 2Period study and British depth study Written examination: 1 hour and 45 minutes 40%* of the qualification 64 marks (32 for the period study and 32 for the British depth study)Paper 3Modern depth studyWritten examination: 1 hour and 20 minutes 30%* of the qualification 52 marks

Additional Equipment/ TripsStudents are required to access a newspaper on a regular basis. The course requires

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students to keep up to date with current affairs by watching television news programmes and topical documentaries.A joint trip with Languages to Berlin takes place in Y11 may be offered to students. This will support students learning of the Cold War.

School ContactSubject Leader: Mr P YeatmanEmail: pyeatman@gillotts.org.uk

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Subject:Modern Foreign Languages: French, German, Spanish

Why study Modern Foreign Languages? Languages were vocational long before the word was invented to describe other areas of study!Top 10 reasons to study a foreign languages:

1. Tomorrow’s World - In most countries it’s the norm to speak another language. In the EU, such people are well placed to take advantage of the single market. 52.7% of Europeans are fluent in two languages.

2. Job Opportunities - A language will give you the edge over monolingual applicants. You are a potential bridge to new customers. 94% of employers think that foreign language skills are important.

3. Other Cultures - Learning a language opens the door into other cultures. 75% of the World’s population speak no English at all.

4. Better English & Maths - Research shows that learners who have developed analytic and interpretive abilities through the study of a foreign language, have enhanced levels in English and Maths.

5. Critical & Creative - Learning a language increases your problem-solving skills, improves memory, self-discipline and self-esteem.

6. Higher Education - Foreign language skills are a requirement for some degrees. In many fields (science, medicine, law, politics, journalism…), a reading knowledge of a foreign language is expected.

7. Travel - Language abilities let you see and appreciate things that monolingual visitors cannot.“The most important trip you may take in life is meeting people halfway” (Henry Boye).

8. Study Abroad Options - All current year 9 students met “Erasmus” students from different parts of Europe at Gillotts earlier this year: students who are experiencing a new culture and learning a new language while having a great social life to boot!

9. A Richer Life - Graduates with languages skills earn more than those who do not. But richness in life is not measured in pounds and pence. Studying a language, learning about different cultures, engaging with new people all lead to a richer, more fulfilling life.

Possible CareersEvery possible job you can think of can be done better if the person in that line of work has developed language skills!

From a receptionist in an office block who welcomes foreign clients to a train manager who needs to help foreign tourists. From a sales person who needs to wine and dine a potential customer to a police officer who needs to give some directions to a foreign driver. From a soldier who needs to communicate with foreign soldiers on a joint exercise to…. The list is endless.

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Some language learners may end up as translators, interpreters or, dare I say, teachers, but the majority don’t! Most do the job they are trained to do whether it be an accountant or a zoo-keeper, they just do it better because they are able to do it using their language skills.

Aptitudes NeededAn open mind, a willingness to “have a go” and an understanding that fluency in a language is not the most important thing: it’s all about communication!

Course OutlineThe specification for each language covers three distinct themes. These themes apply to all four question papers. Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/ communities where the language is spoken.

Theme 1: Identity and culture This covers the following four topics with related sub-topics shown as bullet points:Topic 1: Me, my family and friends Relationships with family and friends • Marriage/partnership Topic 2: Technology in everyday life • Social media • Mobile technology Topic 3: Free-time activities • Music • Cinema and TV • Food and eating out • Sport Topic 4: Customs and festivals in countries/communities which speak this language

Theme 2: Local, national, international and global areas of interest This covers the following four topics with related sub-topics shown as bullet points: Topic 1: Home, town, neighbourhood and region Topic 2: Social issues • Charity/voluntary work • Healthy/unhealthy living Topic 3: Global issues • The environment

Theme 3: Current and future study and employment This covers the following four topics: Topic 1: My studies Topic 2: Life at school/college Topic 3: Education post-16 Topic 4: Jobs, career choices and ambitions

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Assessment - % Controlled Assessment – format of exams

Type of Assessment Details of AssessmentExam Writing (25%)

Communicating effectively in writing for a variety of purposes

How it's assessedWritten exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier) 50 marks at Foundation Tier and 60 marks at Higher Tie)

Exam Reading (25%)

Understanding and responding to different types of written language

How it's assessedWritten exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) 60 marks for each of Foundation Tier and Higher Tier

Exam Listening (25%)

Understanding and responding to different types of spoken language

How it's assessed Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)(40 marks (Foundation Tier), 50 marks (Higher Tier))

Each exam includes 5 minutes’ reading time of the question paper before the listening stimulus is played.

Oral Speaking (25%)

Communicating and interacting effectively in speech for a variety of purposes

How it's assessed 7–9 minutes (Foundation Tier) + preparation time10–12 minutes (Higher Tier) + preparation time60 marks (for each of Foundation Tier and Higher Tier)

Additional Equipment/ Trips (and costs)A bi-lingual dictionary (approx. £5)There is a possibility of trips/ exchanges (details and costs to be confirmed)

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School ContactSubject Leader: Miss C EllisEmail: cellis@gillotts.org.uk

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Subject: Music

Why study Music?If you enjoy playing music, enjoy making up your own music or even just really enjoy listening to music then this could be this course for you. Music GCSE provides you with opportunity to develop each of the skills of performing, composing and listening through a variety of different mediums. You will have the opportunity to develop your skills on your chosen instrument and also to explore the world of music technology by using it to compose your own music. You will study a range of different music ranging from Bach to Beethoven, Queen to John Williams and some interesting world music fusions and use these pieces to help inspire your own compositions and performances.

Possible CareersInstrumental Performance: Armed Forces Musician, Dance, Rock or Jazz Band, Orchestral MusicianThe Recording Industry: Producer, Engineer/Mixer, Studio Arranger, Music CopyistThe TV and Radio Industry: Radio/TV Commercial Musician, Music Researcher, Administrator.Music Technology: Sound and video editor, Technology –based Music Instruction DesignerMusic Librarianship: College/university or Orchestra LibrarianVocal Performance: Dance Band/Nightclub vocalist, concert/opera soloistConducting: Choir, Orchestra, Opera ConductorComposing: Film Score Composer, Commercial Jingle Composer, TV Show ComposerMusic Therapy: Hospitals, Special Education, nursing Home, Clinic for Disabled ChildrenRetail: Sheet Music Sales, Instrument Sales, CD SalesMusic Education: Early childhood Music Teacher, School Music Teacher

Aptitudes NeededMost importantly, an enjoyment of music! Curiosity about how music is put together and a creative interest in developing musical ideas of your own. Ideally you should have a particular instrumental (or vocal) study that you wish to offer for performance coursework.

Course Outline

Examination Board: Edexcel

There are 4 Areas of Study:

1. Instrumental Music 1700–1820 2. Vocal Music 3. Music for Stage and Screen

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4. Fusions

Each area of study includes 2 set works that will be the subject of the examination in the listening exam. The composition coursework will also be inspired by various aspects of each of the set works. The performing coursework will be based on your instrumental skills and performing abilities.

Assessment

Type of Assessment Details of AssessmentNon examined assessment

Performing Music (30%)One solo performanceOne ensemble performance

The performance can be given on any instrument including voice. Both the ensemble and the solo performances can be given on the same or different instruments. Both performances must be at least one minute long with a combined length of minimum four minutes.

Non examined assessment

Composing Music (30%)2 compositions

A score OR written commentary of the composition must be submitted as well as a recording of the composition on CD.

One composition is to meet a brief set by the exam board, the second can be in a style of the students choice.

Each composition must be at least one minute long and the combined length of both pieces must be minimum three minutes.

The final recording and score or commentary must be completed in the centre under teacher supervision (controlled conditions).

1 Exam Listening to and Appraising Music (20%): 1 hour and 45 minutes

All questions relate to the set works

The paper will be in 2 sections:Section A: 6 questions in response to listening extracts played in a CD during the examinationAlso includes one question on musical dictation and one question on an unfamiliar piece (with a simple score provided).Section B: students will be asked to compare in detail an extract of one of the set works with an extract from an

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unfamiliar listening piece (related to one of the set works). Students will hear the pieces and see the scores.

Additional Equipment/ Trips (and costs)The GCSE Anthology of Set works: approx £23.00GCSE Revision Guide by Alan Charlton (Rhinegold Education)The students’ own music for Solo and Ensemble Performance (sheet music)Students must have their own instruments that they should bring to lessons when required.

School ContactSubject Leader: Mrs F DavidEmail: fdavid@gillotts.org.uk

Subject:PE

Why study PE at GCSE?Physical exercise is an important part of a healthy lifestyle. It is a growing area and can lead to careers in:

● Leisure Industry● Teaching● Coaching/instructing● Physiotherapy

Possible Careers● Leisure Industry● Teaching● Coaching/instructing● Physiotherapy

Aptitudes NeededAn enthusiastic approach towards all sports with a willingness to learn and improve your own ability and skill level. You need to be organised and bring the correct kit for every lesson and complete all the homework set. You need to have a sound level of sporting ability in most sports and be able to play in at least one school team.

Course Outline

The theory side of the course (worth 60% of your final grade)

GCSE PE requires you to work hard academically as well as practically. The written paper covers two main areas, both of which help you to understand how the body reacts

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to physical activity:

Component 1 = Physical factors affecting performance - which includes:1.1 = Applied anatomy and physiology1.2 = Physical training

Component 2 = Socio-cultural influences - which includes:2.1 = Socio-cultural influences2.2 = Sports psychology2.3 = Health, fitness and well-being

These areas are examined in 2 separate exam papers at the end of year 11 - both of which are 1 hour long. Each paper is worth 30% of the total GCSE grade - therefore a total of 60% of the course is theory based. There is considerable academic content within this and regular homework will be set.

The practical side of the course (worth 40% of your final grade)

Component 3 = Performance in physical activity - which includes:3.1 = Performance of physical activities - in individual sports and team sports3.2 = Analysing and Evaluating Performance

The practical skills component allows us to assess you in the practical aspects of physical activities. You will study a range of physical activities and this is considered as the non-examined component of the course. You will be graded in all sports and at the end of year 11 you will be moderated in your best 3 which is chosen by the department. These must come from both individual and team sports. Students will also be expected to complete a performance analysis task which requires the students to;

1. Analyse aspects of personal performance in a practical activity2. Evaluate the strengths and weaknesses of the performance 3. Produce an action plan which aims to improve the quality and effectiveness of the

performance

Students who have failed to participate practically, on a regular basis, throughout KS3 PE lessons, must realise that this is essentially a practically based course. At times you will be required to take part practically for up to 5 hours per fortnight.

Students will also be taught how to be young leaders to enable them to lead on year 6 events for our feeder primary schools - organised by Gillotts School.

Assessment

Type of Assessment Details of AssessmentNon examined assessment

Practical Assessment Skills and game play/performance assessment in all sports - every lesson is classed as an assessment of individual skillsAnalysis of performance - analysis of individual

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performance, data related to this and the planning of a training action plan to improve on performance

2 Exams 2 x one hour exam papers - worth 30% of the final grade eachconsisting of multiple choice and short answer questions

Paper 1 - Physical factors affecting performance -30%Paper 2 - Socio-cultural influences -30%

Additional Equipment/ Trips (and costs)Correct kit to participate in all the practical aspects and an interest in the theoretical side of PE.Revision guide and work book £3.00 each.

School ContactSubject Leader: Miss H RogersEmail: hrgoers@gillotts.org.uk

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Subject:Resistant Materials

Why study Resistant Materials?The course covers a wide range of activities based on designing and making products that are manufactured using materials such as wood, metal and plastic in many forms. As well as learning hand skills, you will use a range of industrial processes to shape and form materials into functioning products. You will also learn how to use different types of designing software (CAD/CAM) to be a part of the design and making process.Over the course of two years you will develop a whole range of creative designing and making skills, technical knowledge and understanding relating to Resistant Materials, and invaluable transferable skills such as problem solving and time management.

Possible CareersMany students have enjoyed studying Resistant Materials so much that they go on to study A Level Product Design (Resistant Materials) for a further two years. However it is possible to study any D&T related course at post-16.Students usually study one or more of the creative subjects including, A Level Art and Design, Media and/or Film, BTEC National Diploma in Art and Design or Media. Of course, if post-16 is not for you, employers value the Resistant Materials qualification as it develops creative, technical and transferable skills.

Aptitudes NeededCreativity is a fundamental part of design and technology. Many designers believe the quality of the initial idea and thought-provoking, innovative design to be cornerstones of every successful product. Students will be required to think, question, explore, create and communicate. Combining knowledge and understanding with practical skills, these activities are intended to provide breadth in creative learning and depth in the application of practical and transferable skills.

Course OutlineUnit 1: Creative Design and Make Activities – 60% of the total GCSE• Students can either design or make one product or different products. • Students will develop skills in researching, designing, reviewing, planning, making and testing and evaluating.Unit 2: Knowledge and Understanding of Resistant Materials Technology – 40% of the total GCSE• Students will develop knowledge and understanding of a wide range of materials and processes used in design and technology. • Students will learn about industrial and commercial practices and the importance of quality checks and the health and safety issues that have to be considered at all times. • The knowledge and understanding students develop in this unit can be applied easily to Unit 1: Creative Design and Make Activities.

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Assessment

Type of Assessment Details of AssessmentNon-examined Assessment

Unit 1: Creative Design and Make Activities (60%)• Students must complete a design and make activity. • Students choose a task from a range provided by Edexcel. • All work, with the exception of research and preparation, must be done under informal supervision. Research and preparation may be completed under limited supervision. • Students need to complete their designing and making within 40 hours of informal supervision.

1 Exam Unit 2: Knowledge and understanding of Resistant Materials Technology (40%)• This unit is assessed through a 1-hour and 30-minute examination paper set and marked by Edexcel. • The examination paper will be a question and answer booklet and all questions are compulsory.• The examination paper will consist of multiple-choice, short-answer and extended-writing questions.

Additional Equipment / Trips (and costs)

Students will be expected to provide the majority of materials for their final product in Unit 1 (Creative Design and Make task).

School ContactTeacher i/c: Mr K McDonaldEmail: kmacdonald@gillotts.org.uk

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Subject:Science - Separate Sciences

Why study separate sciences?The separate sciences course provides thorough preparation for further studies in science, including A-levels and the International Baccalaureate.

Extra topics are covered on the separate sciences course, which is a help to students who are certain they wish to pursue further education in Sciences.

Many careers require GCSE science, and students may find that the separate science course puts them in a great position to pursue these careers successfully.

Studying the separate science course, as with many scientific qualifications, provides students with a variety of skills that can be applied to many areas of work, such as analysing and problem solving.

Possible CareersMedicine; veterinary practice and nursing; engineering, pharmaceuticals, physiotherapy, sports science, nursing, marine biology, geology and surveying.

Aptitudes NeededOn the separate sciences course students take three GCSEs, one in each of the sciences: biology, chemistry and physics. They gain a separate GCSE grade for each of these three sciences at the end of Year 11. This differs from the other science courses where students gain 2 science GCSEs. Students who really enjoy science and find it interesting and motivating, often choose to take the separate sciences course at GCSE.

Course OutlineEach course is broken into 6 modulesBiology: Module B1: You and your genes

Module B2: Keeping healthyModule B3: Living together- food and ecosystem

Module B4: Using food and controlling growthModule B5: The human body-staying aliveModule B6: Life on Earth-past, present and future

Chemistry: Module C1: Air and waterModule C2: Chemical patternsModule C3: Chemicals of the natural environment

Module C4: Material choicesModule C5: Chemical analysisModule C6: Making useful chemicals

Physics: Module P1: Radiation and waves

Module P2: Sustainable energyModule P3: Electric circuits

Module P4: Explaining motion60

Module P5: Radioactive materialsModule P6: Matter-models and explanation

Assessment - format of exams

Type of Assessment Details of AssessmentPractical activities Students are required to complete 8 practical activities per

separate science and these are carried out at any point in the 2 year course at the discretion of the Team. The development of practical skills is fundamental to science and will help to prepare the students throughout their course in preparation for written exams. These will not directly count towards the GCSE grade but need to be completed.

2 Exams for each Science subject

Biology Paper 1: Breadthcover all Biology topicsshort answer questions up to 3 marks1 hour 45 minutes90 marks50% weighting

Biology Paper 2: Depthcover all Biology topicsstructured questions including extended writing1 hour 45 minutes90 marks50% weighting

Chemistry Paper 1: Breadthcover all Chemistry topicsshort answer questions up to 3 marks1 hour 45 minutes90 marks50% weighting

Chemistry Paper 2: Depthcover all Chemistry topicsstructured questions including extended writing1 hour 45 minutes90 marks50% weighting

Physics Paper 1: Breadthcover all Physics topicsshort answer questions up to 3 marks1 hour 45 minutes90 marks50% weighting

Physics Paper 2: Depthcover all Physics topics

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structured questions including extended writing1 hour 45 minutes90 marks50% weighting

Additional Equipment/ Trips (and costs)We envisage students will require one revision pack for each of the 3 GCSEs, approximately £10.00 for each guide.

Entry RequirementThere is an expectation that students who will follow this course will have achieved a high grade 3 or above at the end of Year 9 in Science. Students seeking to opt for the separate science course will need to get Ms Sadler’s signature on their option form to confirm that she believes they have the potential to be successful in this course.

School ContactSubject Leader: Ms L SadlerEmail: lsadler@gillotts.org.uk

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Subject:Sociology

Why study Sociology?Sociology is the study of society and the world around us. It is a examination of how society, and the individuals and groups within it, function. Students will reflect on their own experience of the social world in which they live.

Possible CareersPolice, social work, teaching, public service, criminology, psychology, counselling and the health service.

Aptitudes NeededSociology students need to be dedicated to the pursuit of excellence. Are you willing to work towards becoming self-monitoring learners, deeply engaged in the process of reflecting, self-reviewing, evaluating and adjusting learning strategies?

Course OutlineThe topics to be covered will include:

● Studying Society● Education ● Family ● Crime and Deviance● Media● Social Inequality

Assessment

Type of Assessment

Details of Assessment

2 Exams Each student will be required to sit 2 written exams at the end of Year 11.(1h 30mins each)

Additional Equipment/ Trips (and costs)Students are required to access a newspaper on a regular basis. The course requires students to keep up to date with current affairs by watching television news programmes and topical documentaries.School ContactTeacher in charge: Mr T NashEmail: tnash@gillotts.org.uk

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Non GCSE Options

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Vocational Courses (One GCSE option)

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Subject:Vocational Courses

Vocational Courses (BTEC Children’s Play, Learning & Development, or BTEC Workskills

Vocational courses provide students with the opportunity to explore the world of work in a distinctive and innovative way. Their objectives are to develop knowledge, skills and understanding relevant to a vocational area and sharpen research, creative and entrepreneurial skills.

These courses are both equivalent to a single GCSE and will each take up one of your option choices. It is possible to select more than one of these courses.

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Subject:BTEC Leve1/Level 2 First Award in Children’s Play, Learning & Development

Why study the BTEC First Award in Children’s Play, Learning and DevelopmentBTECs are vocational based courses which help you prepare for the world of work. This course can act as a direct route into employment in the children’s play/care sector but can also provide a stepping stone onto children’s play/care related Level 3 courses and beyond.

There are lots of jobs involving young children and a BTEC in Children’s Play, Learning and Development would be an excellent qualification to offer. If you had thought of becoming a nurse, working with early year’s children or in a nursery this could be the course for you. It will also be of interest to students who have simply found that they are good with small children and want to find out more about them in order to understand them better.

It will support progression onto other level 2 vocational qualifications or onto level 3 vocational qualifications such as the BTEC Level 3 Nationals in Children’s Play, Learning and Development or the BTEC Level 3 Nationals in Health and Social Care. It could also support progression onto apprenticeships within the early years and health & social care sectors.

This is a module based course which is assessed through a combination of external assessment (60 minute exam) and building up a portfolio of evidence over the two years. The final qualification is equivalent to one GCSE grade (A*-C).

It is a very interesting, interactive and challenging course which gives you the opportunity to study a child and possibly do work experience in this field too.

As it is a single option it will take up one of your option choices.

Possible CareersNursery care, children’s play, learning support, teaching [with other qualifications], nursing.

Aptitudes NeededAbility to cope with a rigorous course of study; organisational skills; being able to work to targets; good literacy and written skills; interested in young children.

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Course OutlineThe course includes two core units (30 GLH each) and one mandatory specialist unit (60GLH).

Unit 1: Patterns of Child Development (30GLH)- Growth and development of children- Characteristics of children’s development (0-8 years)- How adults in early years settings can support children’s development

Unit 2: Promoting Children’s Development Through Play (30 GLH)- How play promotes children’s development in early years settings- How different play opportunities promote children’s development- How play is structured in early years settings to promote children’s development

Unit 3: The Principles of Early Years Practice (60 GLH)- The importance of inclusive practice in early years- Explore ways in which early years settings implement inclusive practice- How children are empowered in early years settings- The importance of the key person approach in supporting children’s development

It is likely that you will spend at least part of your course on work experience in early years establishments (e.g. nurseries, primary schools). This will take place within the normal school day.

Assessment

Type of Assessment Details of AssessmentUnit 1: Patterns of Child Development Unit 2: : Promoting Children’s Development Through PlayUnit 3: The Principles of Early Years Practice

External (60 minute exam)Internal (portfolio of work)

Internal (portfolio of work)

Additional Equipment/Trips (and costs)You will be helped to find your placements (if used) by the school. You may need to arrange transport if the placement is not within walking distance of the school.

School ContactTeacher i/c: Mrs P McBainEmail: pmcbain@gillotts.org.uk

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Subject:BTEC Workskills

Why study BTEC Workskills

BTEC Workskills provides students with the opportunity to earn a BTEC qualification which is equivalent to a GCSE. It involves a series of units each of which deal with developing skills which are relevant to the world of work. Each unit is worth a certain number of credits – the total number of credits which they achieve will determine the final level of qualification which is awarded. The overall Level 2 BTEC qualification (equivalent to a grade 5 at GCSE) is awarded if the student completes a minimum of 13 credits. This course can either be taken as a single option or is followed alongside the Skillforce course. Possible Careers

You will be provided with opportunities to develop a wide range of skills (time management, planning, organisation, teamwork, finance and preparing for the job market). Students will work on a volunteering project; plan, create and produce an enterprise project; learn how to balance a budget, and lead various teambuilding and leadership activities. Students will leave the course with a wide range of skills which will help them prepare for the world of work. Aptitudes Needed

An ability to create a portfolio of work-related and life skills involving the units taught from each teacher. Students will need to show willingness to participate in a range of activities, the desire to learn new skills and try new things.

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Course Outline

WorkskillsThis includes:

Managing Your Own Money (2 credits) Searching and Applying for a Job (2 credits) Preparing for an Interview and Interview Skills (2 credits) Working in a Team (3 credits) Planning and Running an Enterprise Activity (2 credits) Producing a Product (1 credit) Investigating Rights and Responsibilities at Work (1 credit)

Additional English and/ or MathematicsDepending on staffing availability we may also use some of the lessons each fortnight for additional support in English and/ or maths. School Contact

Contact: Dr E Newbold Email: enewbold@gillotts.org.uk

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Other Courses Skillforce

(3 GCSE option choices)

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Subject:Skillforce

Why follow the Skillforce programme?The programme includes a motivational mix of classroom based and outdoor activity sessions with vocational learning, engaging young people in sport, environmental studies and community awareness whilst preparing students to make post 16 progression choices. At the end of the course under the newly titled curriculum ‘Onto Next Steps’, successful students could attain one or more of the following:

● ASDAN Certificate of Personal Effectiveness (Level 1 or 2)● Wider Key Skills (Problem Solving, Improving Own Learning and Working With Others at

Level 1 or 2)● BTEC Sport and Active Leisure L1 ● BTEC Workskills L1● St John Ambulance Young Life Saver Award● Young Navigation Award at Silver Level

Possible CareersUniformed services and any career involving people.

Aptitudes NeededA willingness to try new things; a good sense of humour; enthusiasm, effort and spirit; determination, respect and the ability to forge relationships.

Course OutlineSkillforce students are given the opportunity to undertake a varied curriculum that leads to a number of widely recognised Awards and Qualifications. These awards, while being challenging and fun to undertake, have been selected to allow the students to demonstrate key skills and competencies that are highly applicable to the modern workplace. These competencies such as Team Building and Working with Others are skills that employers have highlighted as being essential to the workforce. Working closely with schools, we provide personalised learning experiences that help young people to understand, embrace and achieve success…success that is meaningful, relevant, useful and of value to their communities. Students are also encouraged to understand their part in supporting their local community by taking part in a number of community related challenges

Please note: In addition to your time following the Skillforce programme, students opting for this course will also spend five periods per fortnight following the BTEC Workskills course (see separate entry for details).

Assessment - % Controlled Assessment – format of exams

Type of Assessment Details of AssessmentCoursework (100%) 100% Coursework. Students produce a portfolio of evidence

to demonstrate successful completion of a range of tasks and competencies.

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Additional Equipment/ Trips (and costs)One two day overnight camping tripA three day residential which includes adventurous activities such as sailing, climbing and kayaking; map reading and orienteering in local area; community / conservation project; various external trips are undertaken to encourage team building and community awareness.

The costs for all these trips and activities are covered by the school.

School ContactSkillforce instructor: Miss L WoolfordEmail: lwoolford@gillotts.org.uk

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GCSE Options Form (2015-16)

Please ensure you have consulted your parents, teachers and your tutor before completing this form.

Part One EBacc Subjects

All students are required to opt for one subject from the list below. Please indicate your choice with a tick in the appropriate box:

Subject Please tick one subject

ComputingFrench

GeographyGermanHistory

Separate ScienceSpanish

Part Two Other choices (3 main choices plus one reserve)

Your remaining choices should be selected from the list on the next page. You should place your choices in order of preference, with a 1 next to your top choice, 2 for the next choice and so on.

The first three subjects will count as your main choices while the 4th choice will be a reserve subject.

Please note that Skillforce counts as three choices and should be indicated as: 1+2+3. Your choices in this section of the form should not include the subject which you

chose in Part One above.

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Example: Sociology 1French

2PE 3Geography 4

Name: Tutor Group:

Code:

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Subjects

Non GCSE Options

Vocational Courses (1 choice)BTEC Children’s Play, Learning and DevelopmentBTEC Workskills

Skillforce (3 choices)Skillforce

GCSE OptionsAll Single Award (1 choice)Art & DesignComputingDanceDramaFood TechnologyGeographyHistoryMFL – FrenchMFL – GermanMFL - SpanishMusicPEResistant MaterialsSeparate ScienceSociology

If you wish to study Separate Sciences, Ms Sadler (Science Subject Leader) must sign here: ____________

If you wish to study Computing, Mrs Wakefield (CT Subject Leader) must sign here: ____________

Signature of Student: ____________________________

Signature of Parents/ Guardians: ____________________________

Signature of Tutor: ____________________________

Date: ____________________________

Every effort will be made to ensure that students gain places on the most suitable courses. In some instances, however, where this is not possible, we will ensure the outcome is as good as possible for the students.

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Please note that if you are currently studying two languages in year 9 you must choose at least one language at GCSE.

Please return this form to Student Services by Monday 8th February.

The school reserves the right to withdraw a course if it is not feasible to run it.

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