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Year 8
Options Booklet
2020
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Page Page
Options 2020 key dates 3 History- EBacc 15
Introduction and key information 4 Computer Science- EBacc 16
Options Grid 6 Drama 17
English- Core 8 Music 18
Maths- Core 9 Food Preparation and Nutrition 19
Science - Core 10 Design and Technology 20
Triple Science 11 Art 21
French- EBacc 12 GCSE Physical Education 22
Spanish- EBacc 13 GCSE Religious Studies 23
Geography- EBacc 14 Compulsory non-examined subjects 24
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Year 8 Options 2020
Calendar
• Tuesday 11th February: Options Launch Assembly
• Thursday 5th March: Options Evening
• Week beginning 9th March: Subject Assemblies
• Fortnight beginning 9th March: One-to-one meetings
• Thursday 19th March: Year 8 Parents' Evening
• Friday 20th March: Survey Monkey opens to select choices
• Thursday 26th March: Options deadline – Survey Monkey closes
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INTRODUCTION
Dear Parent/Carer,
The Options Process is an important time for your child; the decisions that they make will impact upon the
next phase of their education. Selecting appropriate options choices now is crucial if our young people are
to succeed in their studies, their GCSE exams, and are to be prepared for life after Ryedale School.
This booklet is to inform you about the courses available to Year 9 students at Ryedale School in September 2020.
How Many Subjects Will My Child Study?
All students are required to study mathematics, English language, English literature and at least two sciences at GCSE level. Other subjects, such as core physical education, religious education,
citizenship and personal development do not lead to examinations, but remain valuable compulsory
elements of the curriculum, as do our extended project courses in history, geography, DT, art,
computing and music. In addition to this provision, students will choose four subjects to specialise
in from Year 9. All students will select one of the humanities, some students will select one modern
foreign language and students’ remaining options are selected from an extensive list that includes art, drama, food preparation & nutrition, geography, history, computer science, music, design and
technology, religious studies, French, Spanish and GCSE physical education.
Most students will therefore be entered for nine GCSEs in total. The only exceptions are:
- students who study Triple Science will be entered for ten GCSEs in total - a small number of students who require a less academic pathway will be guided towards taking
three option subjects (eight GCSEs in total). Those opting for three rather than four options will
use the extra time available to support the learning, coursework, homework and preparation for
assessments in their remaining eight GCSE courses. Maths and English will be a major focus of
this support.
What is the Impact of Recent GCSE Reform?
As I am sure you are aware, the past few years have seen significant changes both to the content
and rules governing assessment of GCSEs in England. Current Year 8 students will be taking reformed GCSEs for all of their subjects. These changes include:
• The replacement of modular assessment with terminal linear assessment, students are now
examined at the end of Year 11 rather than at regular intervals throughout the course.
• A reduction in opportunities to re-sit individual units.
• Greater emphasis upon written examinations at the expense of coursework and controlled
assessment. • More marks awarded for spelling, punctuation and grammar (SPAG).
• An increase in the amount of content that students are expected to cover in each specification.
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• Specific changes to assessment in individual subject areas such as the removal of controlled
assessment and separate reporting of the speaking and listening component of the English Language GCSE.
The Government’s reforms to GCSE, which are intended to drive up standards and bring England into line with other high performing countries (as measured by international tests such as PISA)
represent a significant change to the way in which, and the level at which, students are assessed at the end of Year 11. Key features of the new reformed GCSEs include:
• Increased content and challenge
• Terminal linear assessment
• Exams the default method of assessment • Single tier exams in most subjects
• Greater emphasis upon literacy
• Grades 9-1 to replace current A*-G*.
The chart below shows how the existing A*-G grades map across to the new 9-1 grading system. By
replacing the current A* with Grades 8 and 9, the new system allows for greater differentiation
between the highest grades.
The remainder of this booklet will outline the Options Process and give detailed information about the
range of subjects on offer.
If you have any other questions about the options process, please do not hesitate to contact myself or Mr
Pepper.
Mr France
(Assistant Headteacher)
You will be the first year group for whom all GCSE subjects will be graded using the new GCSE grading system.
The new grading system is shown in the table below.
You will receive numbers as grades instead of letters, where 9 is the top grade, and 4 is similar to a current grade C.
Grading the new GCSEs in 2017 , Ofqual (2014), The Department of Educat on
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Guided Choices
To ensure that all students study an appropriate, broad and balanced curriculum at GCSE, we construct
Options Pathways from which students should choose their guided option choices.
Students should look carefully at their pathway and then select from the subjects available to them. We
also ask that students choose reserve options choices in case a course is not viable.
All students will receive guidance and support throughout the process. For those that require
additional support, there will be 1:1 options support meetings.
English
Sets
Guided
Option 1:
Humanities
Guided Option 2:
Modern Foreign
Languages
Options / Free Choices x 2
1
History
Or
Geography
French or
Spanish*
• Art
• Computer
Science
• DT
• Drama
• FPN
• French
• History
• Geography
• Music
• GCSE Physical
Education
• GCSE Religious
Studies
• Spanish
• Support
2
3
PE, Art, or
Spanish
*Students are selected for a modern foreign language based on their achievement at KS3.
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How to Decide
There are many good reasons for studying a subject at GCSE:
➢ It will give you a broad and balanced range of subjects ➢ You may need it for your career ➢ You may need a particular GCSE to access your chosen post-16 course ➢ You may be good at it ➢ You may enjoy it
Students with option choices that reflect a breadth of study including languages and humanities
subjects are highly valued, which is why we ask students to follow a particular pathway that includes a humanities subject for all. This is also true for students who achieve very high standards
in any subject area; therefore, if you are good at a subject, think very carefully before giving it up.
Subject Information
The remainder of this booklet provides an outline of all GCSE core subjects, options subjects and
compulsory non-examined subjects.
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Head of Department: Ms K Round Contact: [email protected] AQA: English Literature 8702 http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702
AQA: English Literature 8700 http://www.aqa.org.uk/subjects/english/gcse/english-language-8700
COURSE AIMS
Students will study for two GCSEs which will be taught together as one integrated course;
lessons include elements of both English
Language and English Literature.
The course will allow and encourage students to develop the ability to read,
understand, enjoy and respond to all types of text, and develop the ability to construct and
convey meaning in written language and
write creatively.
COURSE CONTENT
In Year 10, students will focus on both English Language
and English Literature. Students will begin with their
study of The Strange Case of Dr Jekyll and Mr Hyde by
Robert Louis Stevenson, whilst revisiting, consolidating
and extending their previous study of Macbeth and a
range of poetry. Through careful interleaving and
retrieval practice students are taught how to revisit and
retain knowledge across the study of their English
Language and Literature course. The English Literature
set texts include: Macbeth, The Strange Case of Dr Jekyll
and Mr Hyde, An Inspector Calls and Power and Conflict
poetry.
In Year 11, students study An Inspector Calls as part of
their modern text component of their English Literature
exam in the autumn term, whilst continuing to revisit
their previous Literature texts and Language skills.
Towards the end of the autumn term students begin
preparing and revising for their mock examinations.
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ASSESSMENT 100% of the assessment for English Language
and English Literature will be through examinations taken at the end of Year 11.
Spoken Language Assessment
A formal presentation on a chosen topic.
Language exams Paper 1 - Fiction 1 hour 45 mins (50%)
Paper 2 - Non-fiction 1 hour 45 mins (50%)
Literature exams
Paper 1 - Shakespeare/19th Century novel 1
hour 45 mins (40%) Paper 2 - modern texts/poetry/ unseen
poetry 2 hours 15 mins (60%)
OTHER INFORMATION English book packs are sold through Ryedale School and contain all the set texts and
revision guides for the GCSE study.
Head of Department: Mr C Butterworth Contact: [email protected] AQA: Mathematics 8300 https://www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300
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COURSE AIMS The main aims of the course are to allow and encourage students
to develop an ability to think
mathematically i.e. precisely,
logically and creatively; they will also develop understanding of
mathematical concepts and how to communicate them effectively.
Through independent and co-operative study, students will
develop an appreciation of how maths can be used in their own
lives as well as the place of maths
in society as a whole.
Maths underpins many other
subjects; this course gives
students a firm foundation for
further study across the
curriculum.
COURSE CONTENT Number – arithmetic, fractions, percentages, application to finance, powers and estimating;
Algebra – algebraic manipulation, equations,
formulae, graphs and sequences;
Ratio, proportion and rates of change - measures, scale factors, maps, ratio, proportion, percentage and
speed;
Geometry and measures – angles, construction, 2D
and 3D shapes, Pythagoras, area, volume, trigonometry, vectors and similarity;
Probability – experimental and theoretical probability,
outcomes and combined events;
Statistics – averages, charts, cumulative frequency,
histogram and scatter graph
ASSESSMENT
Assessment is based on 3
examinations taken at the end of
Year 11.
Each exam is 1 hour 30 mins long and will be a mix of short single
mark questions and multi-step
problems.
Students are expected to be
competent at mental and written calculation to solve problems and
interpret the result.
OTHER INFORMATION Year 9 is a preparatory year developing the knowledge and skills essential to a successful GCSE.
This will be built upon in Years 10 and 11 where topics
will be studied at greater depth.
Students are placed in sets based on their Year 8
achievement. The sets are constantly reviewed to ensure students are in the best group to support their
ability. Students will follow either the Foundation
course (1-5) or the Higher course (4-9). Final decisions
regarding tier entry are made in Year 11.
Additional Maths will be offered as an extra course to the most able students and is usually delivered across
Year 10 and 11.
Entry Level Certificate will be available for those
students working below grade 2.
Head of Department: Dr R Beal
Contact: [email protected] AQA: Trilogy Science
http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
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COURSE AIMS The aim of the science course is to enable
students to recognize the impact of science
and technology on everyday life, make
informed personal decisions about issues related to science and to understand and
reflect on the information included in media
reports.
By the completion of the course, students will have gained a broad body of scientific
knowledge and understanding across the three sciences of biology, chemistry and
physics.
COURSE CONTENT
All students will follow the new GCSE
specification for science, leading to 2 GCSEs.
The course alternates between biology,
chemistry and physics, with each being
further divided into discrete topics.
The course covers a wide range of fundamental scientific principles
relevant to all our lives; it provides a solid foundation of science literacy and
gives insight as to how scientists
develop an understanding of the world
we live in. ASSESSMENT
The students will be assessed through
examinations at the end of Year 11; the practical work that the students undertake in class will be
assessed within these examinations.
Biology paper 1 - 1 hour 15 mins
Biology paper 2 - 1 hour 15 mins
Chemistry paper 1 - 1 hour 15 mins
Chemistry paper 2 - 1 hour 15 mins
Physics paper 1 - 1 hour 15 mins
Physics paper 2 - 1 hour 15 mins
OTHER INFORMATION
The Combined Science GCSE course will
begin in the Autumn Term of Year 9.
This will continue in Years 10 and 11.
Students will be placed in sets based on their Key Stage 3 achievement.
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Head of Department: Dr R Beal
Contact: [email protected] AQA: Separate Science GCSE Biology (http://www.aqa.org.uk/subjects/science/gcse/biology-8461) Chemistry (http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462) Physics (http://www.aqa.org.uk/subjects/science/gcse/physics-8463)
COURSE AIMS To give students an in-depth look at many
of the fundamental scientific principles and
ideas needed to study science in further
and higher education.
This course develops many transferable
skills, the most important being the ability
to make sound judgments, based on
scientific evidence.
COURSE CONTENT Triple science will be taught alongside the
content for the combined science award, so
that students get the deeper understanding
of scientific concepts. Knowledge that will be beneficial for those students going on to
study science at A level.
This course will lead to a separate GCSE in
Biology, Chemistry and Physics. A series of required practicals will be incorporated into
the course, helping develop key scientific skills.
Students will study a range of topics
including: cutting-edge gene technologies, research in space, production of chemicals
used in everyday life and new energy
technologies important in sustaining our
energy needs in years to come.
ASSESSMENT 100% of the assessment for this course is by examination at the end of Year 11.
Biology paper 1 - 1 hour 45 mins (50%)
Biology paper 2 - 1 hour 45 mins (50%)
Chemistry paper 1 - 1 hour 45 mins (50%)
Chemistry paper 2 - 1 hour 45 mins (50%)
Physics paper 1 - 1 hour 45 mins (50%) Physics paper 2 - 1 hour 45 mins (50%)
OTHER INFORMATION The Triple Science GCSE course will begin in the Autumn Term of Year 9. This will
continue in Years 10 and 11.
Students are selected for Triple Science
based on their achievement at KS3 and their suitability for this more challenging Science
course.
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Head of Department: Mrs Z Pinkney
Contact: [email protected] AQA: French http://www.aqa.org.uk/subjects/languages/gcse/french-8658
COURSE AIMS Study a language at GCSE! By taking a language at GCSE you will not only be able to communicate abroad and experience a new and exciting culture, but will gain skills that are applicable to almost everything you do. A language GCSE builds on what you have already learnt at KS3, giving you the skills to write and talk about anything; from how you intend to celebrate your birthday to what you think of the latest apps You will not just be learning the language, you will be finding out about other people, countries and cultures. Why is the 14th of July such an important date on the French calendar? Why is pinning a fish on someone’s back the ultimate prank? Languages are a gateway to the world!
COURSE CONTENT The course is divided into three main
themes: Identity and Culture; Local, National, International and Global
Areas of Interest;
Current and Future Study and Employment.
Students will build on their knowledge of
topics covered at KS3, such as self and family, free time, hometown, school life
and customs and festivals in French-
speaking countries.
The course will also introduce new topics
such as marriage and partnership, social
media, social issues, the environment, post-16 education and career choices.
ASSESSMENT The students will be assessed by examination
at the end of Year 11.
Paper 1 - Listening (25%) Foundation tier - 35
mins Higher tier - 45 mins
Paper 2 - Speaking (25%) Foundation tier - 7
to 9 mins Higher tier - 10 to 12 mins
Paper 3 - Reading (25%) Foundation tier - 45 mins Higher tier - 1 hour
Paper 4 - Writing (25%) Foundation tier - 1
hour Higher tier - 1 hour 15 mins
OTHER INFORMATION Students currently studying French will have the opportunity to choose French as a GCSE option. Support is given to students through study clubs and individual help with the
preparation of the speaking and writing exams.
Revision sessions are also available after
school for those students wanting help
with the reading and listening papers.
Students are selected for a modern foreign
language based on their achievement at
KS3.
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Head of Department: Mr H Connor-Crabb
Contact: [email protected]
AQA: Spanish
http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698
COURSE AIMS Study a language at GCSE! By taking a language at GCSE you will not only be able to communicate abroad and experience a new and exciting culture, but will gain skills that are applicable to almost everything you do. A language GCSE builds on what you have already learnt at KS3, giving you the skills to write and talk about anything; from how you intend to celebrate your birthday to what you think of the latest apps. You will not just be learning the language, you will be finding out about other people, countries and cultures. Why are the dead celebrated in Mexico? Who are the people who go bull-running in Spain each year? Languages are a gateway to the world!
COURSE CONTENT The course is divided into three main themes:
1. Identity and Culture; 2. Local, National, International and Global
Areas of Interest;
3. Current and Future Study and
Employment.
Students will build on their knowledge of
topics covered at KS3, such as self and family,
free time, hometown, school life and
customs and festivals in French-speaking
countries.
The course will also introduce new topics
such as marriage and partnership, social
media, social issues, the environment, post-
16 education and career choices.
ASSESSMENT The students will be assessed by
examination at the end of Year 11.
Paper 1 - Listening (25%) Foundation tier - 35 mins Higher tier - 45 mins
Paper 2 - Speaking (25%) Foundation tier -
7 to 9 mins Higher tier - 10 to 12 mins
Paper 3 - Reading (25%) Foundation tier -
45 mins Higher tier - 1 hour
Paper 4 - Writing (25%) Foundation tier – 1 hour, Higher tier - 1 hour 15 mins
OTHER INFORMATION
Students currently studying Spanish will have the opportunity to choose Spanish as a GCSE option.
Support is given to students through study
clubs and individual help with the
preparation of the speaking and writing
exams.
Revision sessions are also available after school for those students wanting help with
the reading and listening papers.
Students are selected for a modern foreign language based on their achievement at KS3.
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Head of Department: Mr C Rodd Contact: [email protected]
AQA: Geography http://www.aqa.org.uk/subjects/geography/gcse/geography-8035
COURSE AIMS An exciting, contemporary new course in
which students develop an understanding of key processes and features in UK and around
the world.
The course aims to highlight important challenges and opportunities the human race
is facing including; natural hazards, climate
change, poverty, global shifts in economic
power, the importance of new technologies
and the sustainable use of the planet's resources.
Students will be encouraged to make links
between issues and appreciate different
values and attitudes in order to recognise the
complex inter-relationships found within and
between physical and human geography
COURSE CONTENT Unit 1 Living With the Physical Environment:
• The challenge of natural hazards (volcanoes, earthquakes, tropical
storms, extreme weather in the UK and
climate change)
• Physical landscapes in the UK (relating
to rivers & coasts)
• The living world (the characteristics and sustainable management of cold
environments and tropical rainforests)
Unit 2 Challenges in the Human Environment:
• Urban issues and challenges
• The changing economic world (the
development gap, factors driving rapid economic development in lower income
countries and understanding the UK economy)
• The challenge of resource management
(globally & in the UK)
Unit 3 Geographical application:
• Issue evaluation
A decision making enquiry based on a
contemporary geographical issue
• Fieldwork
Two fieldwork enquiries in which
students; collect, analyse, present, interpret and evaluate primary data in a
physical (coasts) &human (town/city) location.
ASSESSMENT Assessment is by examination at the end of Year
11.
Unit 1: 1 hour 30 mins (35%)
Unit 2: 1 hour 30 mins (35%)
Unit 3: 1 hour 15 mins (30%)
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Head of Department: Ms N Kesterton
Contact: [email protected] OCR: SHP B History http://www.ocr.org.uk/qualifications/gcse-history-b-schools-history-project-j411-from-2016/
COURSE AIMS The course aims to develop the students'
depth of knowledge and understanding of a wide range of fascinating periods,
societies and aspects of history. This fosters an understanding and interest in
society, politics, the world and current affairs.
Students will also develop the skills
necessary to examine, analyse and
evaluate evidence, to ask relevant
questions, to carry out research and
improve independent thinking.
COURSE CONTENT
This course will help students understand how local, national and international society has been shaped by historical events. It will develop understanding of the diversity of human experience across history with a particular appreciation for change over time and the causal relationships between events. The course will help students to develop the widely transferable skills of analysis and evaluation; understanding and breaking down interpretations; independent enquiry and developing evidence-based arguments. GCSE history will also develop students' depth of knowledge and understanding of a wide range of interesting periods and topics:
• The People's Health - 1250 to present A thematic study of people and government’s responses to health and epidemics over time.
• The Elizabethans - 1580 to 1603 A depth study of life in Elizabethan England and the political and religious events of Queen Elizabeth’s final years. Includes study of later interpretations of this period; by historians, authors, film-makers and artists.
• History Around Us: Site Study - Helmsley Castle An overview study of the history of the castle, the people who used it and what the physical remains can teach us. (includes a visit to the Castle)
• The Making of America - 1789 to 1900 An overview study of crucial years in the development of the United States of America focusing on the stories of native, black and white Americans.
• Living Under Nazi Rule - 1933 to 1945 A depth study of Germany from the year the Nazis took power, the impact this had on all groups of people and the events of the Second World War in particular its impact on occupied territories and Jews. Includes study of sources contemporary to the period and later interpretations by historians, authors, film-makers and artists.
ASSESSMENT 100% of the assessment will be through examinations taken at the end of Year
11.
Paper 1
- The People's Health (thematic study) (20%)
-The Elizabethans (British depth study) (20%)
1 hour 45 mins
Paper 2
- History Around Us (20%)
1 hour
Paper 3
- The Making of America (period study) (20%)
- Living Under Nazi Rule (world depth study) (20%)
1 hour 45 mins
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Lead Teacher: Mr A Williamson
Contact: [email protected] OCR :J277 GCSE(9-1)OCR GCSE Computer Science J277 Specification
COURSE AIMS The course will enable students to:
- Understand and apply the principles and concepts of computer science;
- Analyse problems in computational terms through practical experience of
solving such problems; - Understand the components that
make up digital systems and how
they communicate with one another and with other systems;
- Think creatively, innovatively,
analytically, logically and critically; - Understand the impacts of digital
technology to the individual and to
wider society; - Apply mathematical skills relevant to
computer science.
COURSE CONTENT Through year 9 students will have the
opportunity to enhance some of the skills learnt in years 7 and 8. This includes
further understanding computer hardware and networks, developing a
wider understand of some of the jobs
available in computer science with a
focus on Cyber Security. All students will
be enrolled into a national competition designed to challenge and enhance their
problem-solving skills and applying
computational thinking skills.
Moving into the GCSE years students will then investigate the impact of computing
on society, gain a clearer understanding of how computers communicate and
how we as users and designers of
systems can ensure that we remain safe.
Topics will include data representation,
systems architecture, systems security and legal and ethical considerations. It
will also involve understanding and evaluating algorithms
ASSESSMENT Assessment for Computer Science will be through examinations taken at the end of Year 11. Examinations (90 minutes each) - principles of Computer Science. This examines how computer systems are built and interact with each other and how computers function. It also examines the students understanding of how to protect computer systems through design and prevention - application of computational thinking. This will examine how you can process information logically to reach predetermined conclusions. All students will develop their programming
skills as part of the course but there is no
formal assessment of this skill.
OTHER INFROMATION
Students should be aware that the majority of the course is theory. There
are practical, programming elements but
these are used as a means of securing
and testing other knowledge at GCSE.
Learning programming languages takes time and commitment. Those looking to
progress beyond GCSE Computer Science
would benefit from ensuring that they
practice their programming skills on a regular basis and, where appropriate,
share this learning with staff.
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Head of Department: Mr A Moxon
Lead Teacher: Mr J Lewis Contact: [email protected] Edexcel Drama GCSE (9-1) in Drama https://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html
COURSE AIMS Students will work together imaginatively
and creatively, developing and communicating ideas through performance,
reflecting on their own and others’ work, and
exploring key texts and practitioners in the
dramatic arts.
COURSE CONTENT Component 1 is focused on devising theatre, where students are required to research, develop and perform an issue-based piece of drama, then produce a 2000-word portfolio essay analysing and evaluating the creative process. Component 2 involves developing students’ skills and understanding when working with performance texts; here, students undertake a practical exploration of a complete play and are assessed through a live performance played to a visiting examiner. Component 3 is based on understanding theatre makers practice, and involves pupils studying a second performance text and learning how to reflect on and evaluate live professional theatre; the knowledge and skills acquired is assessed through a written examination.
ASSESSMENT Drama at GCSE level is assessed through two
coursework components and one written examination:
Unit 1: Devising (40%)-Create and perform a
devised play from a stimulus.-Write a
portfolio essay describing, analysing and evaluating creative process.
Unit 2: Performance from Text (20%)-Study a
play text in detail. Perform two key scenes in
front of a visiting examiner.
Unit 3: Theatre Makers in Practice 1 hour 30
mins (40%) -Practical study of one play text -Write about it in exam -Evaluation of a live
performance.
OTHER INFORMATION
Students should be aware that although the approach is largely practical, there will also be more ‘writerly’ lessons. Students must be sometimes willing to commit extra time during lunch and after school when we are rehearsing for practical assessments; they must also participate in at least one extra-curricular trip to the theatre.
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Head of Department: Mr A Moxon
Contact: [email protected] Edexcel Music - GCSE (9-1) in Music https://qualifications.pearson.com/en/qualifications/edexcel-gcses/music-2016.html
COURSE AIMS The course will enable students to develop
into an excellent all-round musician, by improving performance, composition and
listening skills.
Musicians of all types are welcome and
extensive previous musical experience will
help students achieve the highest grades.
Understanding how to read and write music accurately is an important part of achieving
the highest grades in GCSE music.
Improving your general musicianship by
regularly attending an extra-curricular
musical activity is desirable. Demonstrating a
high level of commitment to ensemble music
and regular practice based on work set by
individual instrumental and singing teachers
is essential.
COURSE CONTENT Performance
➢ One solo performance
➢ One ensemble performance
➢ The highest performance grades are only achievable by students performing at Grade 5 level in Year 11
➢ Preparation to the expected standard requires help from an instrumental or singing teacher
➢ It is preferable but not essential that students have instrumental or singing lessons in school
➢ Taking ABRSM/Trinity exams is not essential, but students that have prepared and passed exams are likely to gain the best marks
Composition - students have to compose two pieces, one free choice and one to a set brief from EDEXCEL. These pieces can be in any style, and produced using manuscript, Sibelius, Cubase, or any other recognised means. Listening - students study set works of a range of composers, such as Bach, Beethoven, John Williams (Star Wars), Queen, music from Wicked, Samba and Club Dance.
ASSESSMENT Performance - recordings of two performances, one as a soloist and one as an ensemble musician, are assessed (30%). Composition - both the free choice and set brief compositions are assessed (30%). Listening - an exam, sat in the summer of Year 11, with a variety of questions based on the set works, and other related pieces of music (40%).
OTHER INFORMATION A high level of commitment to your musical activities and a natural curiosity of different musical styles and periods is essential. As mentioned above having instrumental/vocal lessons during the GCSE is essential to support performance and general musicianship. Ideally, these lessons will be taught at Ryedale School. If you have older siblings who have taken GCSE music at Ryedale, the set works you are studying may be different from what they studied..
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Lead Teacher: Miss Wallis
Contact: [email protected] AQA: Food Preparation and Nutrition www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585
COURSE AIMS This is an exciting and creative course which focuses on practical cooking skills
to ensure students develop a thorough understanding of nutrition, food
provenance and the working
characteristics of food materials.
COURSE CONTENT Food preparation skills are integrated into 5 core topics:
- Food, nutrition & health - students will learn about the main nutrients, why our bodies need them and which foods contain them.
- Food science - this involves the study of the
science of processes affecting food such as gelatinisation, coagulation and emulsification.
- Food safety - this will further develop themes
covered in Key Stage 3.
- Food choice - this will cover ideas such as why we make certain choices about food.
- Food provenance - the students will cover
issues such as food miles, organic produce and food labelling
ASSESSMENT 50% of the assessment will be via examination taken at the end of Year 11. Students will also complete two other assessments tasks: Task 1 - Food investigation assessed via a 1500-2000 word report (15%) Task 2 - Food preparation assessed via practical tasks, presented as an electronic portfolio (35%) Written exam- 1 hour 45 mins (50%)
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Head of Department: Mr B Howard
Contact: [email protected]
AQA: GCSE design and technology. http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-8552
COURSE AIMS GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.
COURSE CONTENT The GCSE allows students to study core, technical and designing and making principles, including a broad range of design processes, materials, techniques and equipment. Students will also have the opportunity to study specialist technical principles in greater depth. This is the nearest course to GCSE product design, which has now been phased out. This course has a design based focus and pupils opting should enjoy the whole range of skills involved in the work they have covered at key stage 3.
ASSESSMENT UNIT 1: A 2 hour exam paper taken at the end of year 11. (50%) Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding. Section B – Specialist technical principles (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles. Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions including a 12 mark design question. The exam will also test the application of mathematics within a design and technology context.
UNIT 2: Non-Exam Assessment (NEA) which is issued by the exam board in June of year 10 and runs into year 11. This is assessed through a substantial design and make task. (50%) The time allowance is 30-35 hours. The task will cover: • Investigating • Designing • Making • Analysing and Evaluating
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Head of Department: Mr D Hopkins
Contact: [email protected] AQA: Art www.aqa.org.uk/subjects/art-and-design-8201-8206
COURSE AIMS
The GCSE in Art, Craft and Design is a broad and flexible course that requires students to develop an appreciation of the creative process through a practical response, using a variety of two-dimensional and three-dimensional media, materials, techniques and processes. Students should explore critically how artists, craftspeople and designers from diverse cultures, times and societies have arrived at solutions and communicated meaning using the formal elements. Students should use this knowledge when developing new ideas, recording observations and creating outcomes, which fully realise their personal intentions.
COURSE CONTENT
The course offers students a wide range of creative and exciting opportunities to explore art & design through a variety of media, with reference to contemporary artistic practice Students develop their own coursework projects from a common starting point, deciding on an area of study they wish to follow. Students are encouraged to use and experiment with a variety of media, techniques and approaches. The themes are selected and developed by the Art department. Our Art, Craft and Design course involves: Drawing, painting, print making, textiles and sculpture as project responses.
ASSESSMENT Students are assessed through coursework and an exam: Unit 1 60% Assessment of coursework completed in Years 10 & 11, consisting of : - 2 or more completed projects (preparation, research, development and final piece) - a portfolio of work (study sheets, homework, experimental and workshop pieces). Unit 2 40% Choice of one question from approximately 7, set by the exam board. There are at least two months of preparation before the final piece is created under exam conditions in the art rooms. This is exam lasts 10 hours, spread over 2 days (in early March).
OTHER INFORMATION
GCSE Art is highly rewarding but equally demanding in terms of the time needed to complete projects. Students will be expected to plan and develop work beyond lesson time. We want to encourage students to demonstrate self-expression and imagination - this is not just limited to the talented few.
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Head of Department: Mr P Marwood (boys) and Miss J Middleton
(girls) Contact: [email protected]
jmiddleton:@ryedale.n-yorks.sch.uk
AQA: Physical Education www.aqa.org.uk/subjects/physicaleducation/GCSE
COURSE AIMS
To provide students with an interest and enthusiasm in sport and the opportunity to
learn advanced skills and techniques. This results in students becoming highly skilled
and knowledgeable in many areas of physical education.
COURSE CONTENT
GCSE students participate in 5 lessons per fortnight, in addition to 4 hours per fortnight of core PE. This composes of practical and theory lessons. The theory part of the course covers: applied anatomy and physiology; movement analysis; physical training; use of data; sports psychology; socio-cultural influences and health, fitness & well-being. In the practical part of the course, students will have the opportunity to participate in a range of activities, including hockey, netball, badminton, athletics, football, rugby, tennis and cricket.
ASSESSMENT
Assessment has practical and written components; exams are sat at the end of Year 11. Practical performance - assessment in the skills and techniques of 3 sports activities (One team sport and two individual sports or vice versa). This can include sports done outside of school. Assessment includes a written analysis of practical performance. (40%) Paper 1 - the human body & movement in physical activity & sport. 1 hour 15 mins (30%) Paper 2 - socio-cultural influences and well-being in physical activity and sport. 1 hour 15 mins (30%)
OTHER INFORMATION
All students will do 2 hours a week of compulsory core PE, even if they do not choose a GSCE PE option.
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Head of Department: Mr R Pepper (Assistant Headteacher)
Contact: [email protected]
AQA: Religious Studies https://www.aqa.org.uk/subjects/religious-studies
COURSE AIMS
Students will be challenged with questions about belief, values, meaning, purpose and truth,
enabling them to develop their own attitudes towards religious issues. They will gain an
appreciation of how religion, philosophy and
ethics form the basis of our culture.
COURSE CONTENT The course is divided into two parts. In component one students will study the beliefs, teachings and practices of three religions: Judaism, Christianity and Buddhism. This will give a full understanding of the scope of religion and of religious life in a variety of cultures and contexts. In component two, students will tackle four thematic studies. These will include investigating key ethical issues, such as abortion and euthanasia, capital punishment, and animal rights as well as analysing religious sources of authority such as visions, miracles, and revelation. Students will study religious and non-religious beliefs as a way of informing and developing their own personal views on these issues.
ASSESSMENT There are two examinations, each made up of four five-part questions. The structure of the five-part questions is identical and marks will be allocated as follows; 1, 2, 4, 5 and 12. In the 12 mark questions students will be asked to evaluate a statement, giving clear reasons and evidence to support their own views.
OTHER INFORMATION
This is a new GCSE at Ryedale School. Current students will be familiar with the sort of material covered in component one, but will not have experience of discussing and debating the ethical issues of component two. The GCSE will be taught by Mr. Pepper, who is a subject specialist and taught the subject at GCSE and A level at Harrogate Grammar and Ripon Grammar schools.
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Head of Department: Miss D Wallis (Assistant Headteacher)
Contact: [email protected] Aims of Citizenship Citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages students to take an interest in topical and controversial issues and to engage in discussion and debate. Students learn about their rights, responsibilities, duties and freedoms, and about laws, justice and democracy. Content Britain - covers topics on diversity, multi-culturalism, multi-ethnicity and identity The UK's role in the world - covers topics on the EU, the single currency, Commonwealth and the UN Global challenges - covers topics on the environment, poverty, health and education, war and terrorism The law - covers topics on how laws are made, crime and punishment, anti-social behaviour, the youth justice system Human rights - covers topics on refugees and asylum seekers Racism - covers topics on discrimination The media - covers topics on freedom of speech Government - covers topics on Parliament, elections, democracy, local government Working for change - covers topics on pressure groups, volunteering and community activities.
Head of Department: Mr R Pepper (Assistant Headteacher)
Contact: [email protected]
Aims of RS Religious Studies develops open, sensitive, reflective and critical approaches to understanding humankind's varied religions and beliefs, exploring practices, values, beliefs and lifestyles, relating these to students' own experiences and to questions of everyday life.
Content In Year 10 students will study the history, beliefs, philosophy and practices of Islam. In year 11, students will study a wide range of philosophical and ethical issues, which are pertinent to the English Literature GCSE.
Head of Department: Mr P Marwood (boys) and Miss J Middleton (girls) Contact: [email protected] [email protected]