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St JoSeph’S Roman CatholiC High School

And Sports College

Key Stage 4 Curriculum Guide 2017

Year 9 Options

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Order of Contents

Order of Contents 2

Letter from Headteacher 3

Key Dates 4

Considerations and Advice before selecting subjects 5

Subject Assessment summary 6

Subjects

Religious Education 7

English 8

Mathematics 9

Science 10 & 11

Physical Education - core 12

Optional Subjects

Art and Design 13

Computer Science 14

Design and Technology GCSE : Electronics Products,

Resistant Materials, Textiles.

15 &16

Design and Technology Technical Awards: Food and

Catering, Visual Communication, Materials Technology,

Fashion and Textiles,

17&18

Drama 19

Geography 20

History 21

ICT (Cambridge Nationals Qualification) 22

iMedia (Cambridge Nationals Qualification) 23

Performing Arts : Dance Pearsons BTech Award 24

Modern Languages 25

Music 26

GCSE Physical Education 27

Examination Results 28

Sample Option Form 2016 29

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January 2017

Dear Parents

We are pleased to introduce the Key Stage 4 Information Booklet and would like to begin by thanking

you for your attendance this evening.

Key Stage 4 is the most important time in your child’s education so far and the partnership between

home and school is vitally important as we strive to ensure that pupils are supported during this most

vital time. There’s no doubt that a strong relationship between home and school allows a child to

maximise their potential.

The purpose of this booklet is to inform both parents and pupils about the curriculum to be followed

during Year 10 and Year 11 at St Joseph’s from September 2017.

At St Joseph’s pupils will follow a KS4 core curriculum of:-

GCSE Religious Education

GCSE English

GCSE Mathematics

GCSE Science

Non-examined Physical Education

Pupils should then identify 5 additional subject choices on their Option Form in order of preference

from the list of those available. Most pupils will study 3 of these options taking into account

preferences expressed. A small number of pupils will be considered for alternative pathways in order

to meet each individuals’ needs over the Key Stage.

The aim of tonight’s Parents’ Information Evening is to explain the changes made to the curriculum

for 2017/18 and to provide an opportunity for you to ask questions.

Information about GCSE results over the past two years will also be available.

Attendance at the Parents’ Information Evening will prepare parents for discussions about option

choices at our two Year 9 Parents’ Evenings (Tuesday 28th February 2017 for 9Kolbe, 9Romero,

9Teresa and Wednesday 8th March 2017 for 9Bernadette, 9Devereux, 9King) and throughout the

process your daughter or son will be offered advice and support by Mrs Weall (Year 9 Manager of

Learning) and her team of Form Tutors. Please do not hesitate to contact Mrs Weall or Mrs. K Walsh

(Assistant Headteacher) at school if you require any further information, clarification or discussion.

Yours sincerely

Mr R. Woods Mrs. K. Walsh

Headteacher Assistant Headteacher

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Key Dates

Parents’ Information Evening

Tuesday 7th February 2017

Year 9 Reports and Option Forms Issued

Friday 17th February 2017

Options Guidance Meetings for Students with Parents will take

place in the week commencing 3rd April 2017.

Whilst attending your sons / daughter’s parents evening there

will be an opportunity to sign up for an appointment time with a

member of the Senior Leadership Team.

Parents’ Evenings:

Tuesday 28th February 2017 (9Kolbe, 9Romero, 9Teresa)

Wednesday 8th March 2017 (9Bernadette, 9Devereux, 9King)

Preference Forms to be returned to Mrs. K. Walsh by:

Friday 17th March 2017

School Contact:

If you have any questions about the options then please contact

school using e-mail address is options@st-josephs.bolton.sch.uk

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Consideration before Selecting Subjects

Generally speaking, there will be 3 choices available to pupils when they leave St Joseph’s at

age 16:

1. Full-time training.

2. Continue full-time education at Sixth Form College or a college of further

education.

3. Employment with part-time training.

When choosing a course Key Stage 4 pupils should have in mind what they intend to do after

leaving St Joseph’s. Pupils need to also consider their particular interests, abilities and

strengths.

Some pupils make the mistake of choosing a subject, particularly a new subject, without

finding out more about it. As a result they may want to change their choice after the course

has begun and, if they can be accommodated in an alternative subject, they have to catch up

a considerable amount of work.

Another common mistake is choosing a subject to be with their friends.

Similarly choosing a course based on the teacher is not advisable as there is no guarantee

that the teacher will be at school for the full two years of the course or indeed, that they

will be taking that actual class.

Teachers can provide advice about the different courses and a pupil’s ability to be successful

in a particular course. The golden rule is to ask questions of teachers and parents, about the

courses you are considering.

It is not unusual for a pupil, at the end of Year 9, to be uncertain exactly what they intended

to do at the end of Year 11. The best advice is to choose a balanced range of subjects, which

an individual enjoys and can be successful at.

Considerations and Advice before selecting subjects

Some points to keep in mind when deciding on a subject(s) for Year 10 and 11.

a. Keep your options ‘open’

b. Careers – pupils change their minds at least 20 times!

c. Equal opportunities – there are now no ‘girls’ subjects or ‘boys’ subjects

d. Don’t be influenced by a friend. Take advice from someone who knows

e.g. a sensible Upper School pupil.

e. What subjects do you like?

f. What subjects are you good at?

g. ‘The teacher’: does it matter?

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SUBJECT ASSESSMENT SUMMARY

Examination Controlled Assessment

Religious Education 100%

English Language 100%

English Literature 100%

Mathematics 100%

Science (Combined and Separate) 100%

Art & Design 40% 60%

Computer science 40% 60%

Design & Technology GCSEs

(Resistant Materials, Textiles,

Electronics)

50% 50%

Design & Technology: Technical

Awards Level 2

Fashion & Textiles, Food and

Catering, Materials Technology,

Visual Communication

40%

60%

Drama 40% 60%

Geography 100%

History 100%

ICT Cambridge National Award 25% 75%

iMedia Cambridge National Award 25% 75%

Performing Arts : Dance 40% 60%

Modern Languages 40% 60%

Music 40% 60%

GCSE Physical Education 70% 30%

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Religious Education

Pupils are assessed on Knowledge, Understanding and Evaluation of topics studied.

Public Examination GCSE – at the end of Year 11

Pupils will study Edexcel Specification A

Paper 1 50% - 1 hour and 45 minute examination

Students must study all four content areas based upon Catholic Christianity:

● Beliefs and Teachings

● Practices

● Sources of Wisdom and Authority

● Forms of Expression and Ways of Life

Paper 2 25% - 50 minute examination

Students must study all two content areas based upon the religion of Judaism:

● Beliefs and Teachings

● Practices

Paper 3 25% - 50 minute examination

Students must study all two content areas based upon Catholic Christianity.

● Arguments for the Existence of God

● Religious Teachings on Relationships and Families in the 21st Century

Assessment

100% Examination

GCSE Religious Studies is regarded by Universities and Colleges as a rigorous academic qualification

which demonstrates pupils’ analytical, reasoning and evaluative skills as well as empathy which is

necessary in today’s climate.

Religious Studies GCSE leads to many A levels, including Religion, Philosophy, Sociology, Psychology,

Politics, History, Economics, Ethics and Theology.

Religious Studies forms the basis of many vocational courses in the caring services and many moral

issues raised in GCSE Religious Studies are relevant for the Police, the Armed Forces, Nursing, Social

Care, Medicine and Teaching.

The above is subject to change following final approval from Ofqual and Salford Diocese.

SJ Pepperday

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ENGLISH DEPARTMENT GCSE COURSE

Course Pathways

The English Department offers GCSE English Language and English Literature courses to

pupils.

Independent Study

A vital part of success at GCSE English Language and English Literature is independent

study, including reading for pleasure. Your son/daughter’s English teacher will provided

him/her with a recommended reading list at the start of the course and they will be

encouraged to select titles from this list to read at home. It is important that as well as

reading a range of high quality fiction, your son/daughter reads a broadsheet newspaper on a

regular basis to help prepare him/her for the English Language examination.

Career Opportunities

GCSE English Language teaches pupils to be clear and fluent speakers, perceptive readers

and confident writers. GCSE English Literature gives pupils the opportunity to engage with a

range of literary texts and to explore writers’ ideas and themes. English Language and

English Literature provide stepping stones into any future career: all reputable colleges and

employers place great value on both of these qualifications. A GCSE qualification in English

Language and English Literature provide entry into a range of careers such as: teaching,

journalism, law, publishing, information resources and public relations.

Mrs E Games-Maund

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Mathematics

Information. The Mathematics syllabus is broken down into the following areas: Number and

Algebra, Shape and Measures and Handling Data. Using and Applying Mathematics will be

assessed in the context of the above subject areas.

The course encourages students to:

a) consolidate their understanding of mathematics

b) be confident in their use of mathematics

c) extend their use of mathematical vocabulary, definitions and formal reasoning.

d) develop the confidence to use mathematics to tackle problems in the work place and

everyday life.

e) realise the application of mathematics in the world around them and in a cross-

curricular dimension within subjects studied in school

f) develop and ability to think and reason mathematically

g) learn the importance of precision and rigour in mathematics

h) make connections between different areas of mathematics

i) realise the application of mathematics in the world around them and in a cross-

curricular dimension within subjects studied in school

j) develop a firm foundation for appropriate study.

Assessment

The Scheme of Assessment consists of 3 exams at the end of Year 11. One non-calculator

paper and two calculator papers (each 33.3% weighting). Pupils are assessed at Higher level

(levels 4-9 available) or Foundation level (Levels 1-5 available). Level 8 and 9 topics will only

be taught to higher achieving students and mastered by the highest achievers (those likely

to go on to A-level study in Mathematics).

Career Opportunities

Finance, accounting, economics, teaching Mathematics, business, electronics, statistics,

architecture, astronomy, scientific research, ecologist, civil engineering, mechanical

engineering, electrical engineering, electronic engineering, medicine, pharmacy, data analyst,

aeronautics, stock market analyst, software engineering, pilot, computer hardware

engineering, geology, physicist, air traffic controller.

Mrs Y Taylor

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Science

Information. Science is one of the core subjects of the National Curriculum and therefore

is compulsory in Years 10 and 11.

As from September 2016, students study topics from a new specification which covers the

content required by the Department for Education.

They will either study Combined Science or opt to choose Separate Science.

Combined Science will lead to two GCSE’s in Science whereas Separate Science will lead to

three independent GCSE’s in Biology, Chemistry and Physics.

Under the new regulations, these will be graded 9-1.

Pupils will be taught to:

Recognise the impact of Science & Technology on everyday life

Take informed personal decisions about issues that involve Science

Demonstrate knowledge and understanding of scientific techniques and procedures

Develop numeracy skills through analysis and interpretation of data

Develop literacy skills by drawing conclusions and through application of scientific

ideas and evaluation of experimental procedures.

Assessment will be 100% written examinations at the end of Year 11 as Controlled

Assessment will no longer exist in Science. However, pupils will be expected to complete a

range of practical activities throughout the course to develop their scientific skills. These

skills will be necessary in order to recall, describe and explain scientific scenarios in the

written examinations. Pupils will be expected to use appropriate apparatus to make and

record measurements accurately, including length, area, mass, time, temperature, volume of

liquids and gases, and pH. Students will be encouraged to tackle complex and problem solving

contexts including continuous sampling in an investigation.

Combined Science; 6 x 1 hour 10 mins exams (2 Biology, 2 Chemistry, 2 Physics)

Separate Science; 6 x 1 hour 45 mins exams (2 Biology, 2 Chemistry, 2 Physics)

Outline of topics to be studied;

Biology Chemistry Physics

B1 Cell level systems

C1 Particles P1 Matter

B2 Scaling up C2 Elements, compounds &

mixtures

P2 Forces

B3 Organism level systems

C3 Chemical reactions P3 Electricity & magnetism

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Biology Chemistry Physics

B4 Community level systems C4 Predicting & identifying

reactions & products

P4 Waves & radioactivity

B5 Genes, inheritance &

selection

C5 Monitoring & controlling

chemical reactions

P5 Energy

B6 Global challenges

C6 Global challenges P6 Global challenges

For Separate Sciences, the topics will be studied in greater detail than for Combined

Science. This will allow students to develop a deeper understanding of the concepts and will

be much more challenging. Separate Science is ideal for students with a passion for the

subject and who intend to study it at A Level and beyond.

Combined Science students will have 6 lessons per week in Science in both Years 10 and 11.

Homework is essential to reinforcing the understanding of scientific concepts. It will be set

at least twice per week to encourage independent learning and will cover a variety of tasks to

help develop a wide range of skills – research, planning, analysing data, evaluating evidence,

assessing risk etc.

Separate Science students will have additional lessons (one option time) to allow the

additional material to be covered in each of the disciplines of Physics, Chemistry and

Biology).

NOTE:

It is expected for students to have demonstrated an aptitude in Science at the end of

Year 9 (achieved at least a grade 3a) and, preferably, Maths sets 1 or 2 to be able to

cope with the academic demands of Separate Science, as the Physics Paper consists of

approximately 30% Maths.

Career Opportunities

Health & Medicine, teaching, research, forensics, psychology, sports science, conservation,

pharmacology, veterinary surgeon, design, dentistry, agriculture geology, archaeology,

astronomy, marine sciences, ………

Mrs S McLean

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Physical Education

Information.

All pupils continue with their Physical Education throughout Year 10 and Year 11 when the scope of

the programme is widened to try to meet their varied needs.

An element of choice is introduced. The choice is varied but pupils are expected to choose activities,

which cover the requirement of the National Curriculum.

Regardless of the activity chosen it is hoped that each individual will develop the following areas:

Enjoyment

Confidence

Healthy, active lifestyle.

Stamina, suppleness and strength

Commitment

Thinking and decision making

Understanding

Participation

Skills – including leadership

Desire to improve.

Participation is obviously an important part of the curriculum but there are many other roles that

pupils can be involved in even when ill or injured and they are encouraged to bring their kit to every

lesson. A sound knowledge and understanding of fitness and health becomes even more important as

does an awareness of sporting opportunities available in the community and post-16.

Competitions and inter-form tournaments are held in many sports for all pupils. There is also the

opportunity for pupils who attend practices and clubs to represent St. Joseph’s in inter-school

fixtures. Many out of hours learning opportunities continue throughout Key Stage 4 and all pupils are

encouraged to attend at lunchtime and after school.

Mr M Sharrock

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Art and Design

Art and Design provides opportunities for pupils to analyse and evaluate their own work and

the work of other artists, developing an appreciation of Art and Design in the world around

us. The subject allows pupils to experiment with diverse media and techniques from fine art,

photography, textiles, three-dimensional and graphic design, to produce their own personal

and individual responses to a theme.

Art and Design enriches pupils’ practical skills within the Art studio and provides pupils with

an understanding of art/design development commercially and within a gallery setting, the

commitment and diligence of an artist/designer and the wide range of careers available

beyond the classroom. Pupils undertaking Art and Design will build up a strong portfolio of

work, valuable in an interview situation to display an individual’s skills and strengths. Art and

Design is a very independent course and you must be organised and willing to work in your own

time.

Scheme of Assessment

Assessment in Art and Design consists of two components:

Unit 1: Portfolio of Work (60%)

Unit 2: Externally Set Task (40%)

Career Possibilities in Art and Design:

Art and Design helps promote creative and practical skills, beneficial in many vocations. For

example, directly linked careers include Architect, Advertising Executive, Ceramicist,

Fashion Designer, Games Designer, Graphic Designer, Fine Artist, Illustrator, Interior

Designer, Photographer, Packaging Designer, Web Designer, Gallery Assistant and Make-Up

Artist, whilst other creative industries include; Floristry, Hairdressing,

Magazine/Newspaper Editor, Cookery and Teaching.

Mrs C Tillotson

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Computer Science

Outline

GCSE Computer Science is a very new and exciting course and has only been offered at St Joseph’s

since September 2014. The course involves students looking at practical application and the theory

behind Computing. You will learn how to create your own computer programs using various coding

languages as well as how computers, networks and systems work.

Course Assessments

The course requires students to undertake 3 assessments (of different weightings) to make up their

overall GCSE.

Assessment 1 – 40% - Written Examination (sat in Year 11) – Computer Systems

Controlled Assessment 1 – 30%– Computational thinking, algorithms, and programming. This is

internally assessed and externally validated.

Controlled Assessment 2 – 30% - Programming Project.

Future Prospects

If you are interested in Programming courses at college or university then this is the course for you.

It can open up many career options such as

Software Developer Computer programmer Software Engineer Systems Analyst

Games Developer Multimedia Programmer Network Engineer IT Consultant

Mr M Kiernan

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Design and Technology – New GCSE

This qualification has been revised and renamed for first teaching in September 2017. It is

important to note that the qualification is now a single qualification with specific areas of focus.

It will be taught as Design and Technology with a focus on……….

Subject Content.

GCSE Design and Technology is designed to give pupils the knowledge, understanding and skills

required to undertake the design process of exploring, creating and evaluating.

The focus of the qualification is in providing students a greater and wider ranging experience of the

issues which exist within Design and Technology. The qualification is split into three main areas:

1. Core technical principles

2. Specialist technical principles

3. Designing and making principles

These will be assessed either through the terminal exam, or through the non-examined assessment

(NEA), or both.

1. Core technical principles

Students will be taught a breadth of core technical knowledge and understanding that consists of:

New and emerging technologies, energy generation and storage, developments in new materials,

systems approach to designing, mechanical devices, materials and their working properties.

2. Specialist technical principles

Students will also develop an in-depth knowledge and understanding of the following specialist

technical principles:

Selection of materials or components, forces and stresses, ecological and social, footprint, sources

and origins or materials, using and working with materials, stock forms, types and sizes, scales of

production, specialist techniques and processes, surface treatments and finishes.

3. Designing and making principles

Students will learn to consider a wide range of contexts when designing and making. They should will

understand that the products they make must be fit for their intended use. For example, the home,

school, work or leisure. To do this they must consider a range of things including:

Investigation, (primary and secondary data), environmental, social and economic challenge, the work

of others, design strategies, communication of design ideas

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prototype development, selection of materials and components, tolerances, material management,

specialist tools and equipment, specialist techniques and processes.

Scheme of Assessment.

1) Written Exam – Design and Technology.

How it’s assessed – 2 hours, 100 marks, 50% of GCSE.

What’s assessed –

Section A - Core Technical principles (20 marks)

Section B – Specialist Technical Principles (30 Marks)

Section C – Designing and Making Principles (50 marks)

2) Non-exam assessment (NEA)

How it’s assessed – Extended Design and Make project, 50% of GCSE

What's assessed - Students' work will consist of a portfolio of research, design and planning work

culminating in a final practical product. This product will have been developed in response to a

number of challenges which are set by the exam board each year. The folio of evidence should

consist of approximately 20 pages of A3 work.

Career Possibilities of this Subject

The subject has been developed in conjunction and in collaboration with a wide range of industry

leading experts. These include James Dyson and Seymour-Powell Design consultancy. As such it is an

extremely high quality qualification designed to equip pupils with the skills and experience to

progress into a wide range of careers.

Design and Technology is accepted with the same value as every other subject as part of the general

entry requirements for colleges of further education, universities and other professional bodies.

The skills gained in Design and Technology (e.g. problem solving, creativity, team working, critical

thinking) will be of value in the vast majority of professional vocations.

Mr P Higham

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Design and Technology Technical Awards – New for 2017

To complement the new GCSE Design and Technology a suite of Level 1/2 Technical Awards have been

developed by AQA. These new Technical Awards give young learners a hands-on, practical approach to

learning. With a greater focus on specialist skills, learners can concentrate on the area they’re really

interested in. Learners also gain valuable transferable skills in team-working and communication.

Technical Awards are vocational qualifications available for 14 – 16 year olds to take alongside or

instead of GCSEs.

Technical awards are available in four separate specialisms

Food and Catering, Materials Technology, Fashion and Textiles, Visual Communication. The main

structure of all of these qualifications is the same.

What will the learner study as part of this qualification?

Learners will complete three mandatory units (one externally assessed and two internally assessed).

Unit 1: Skills demonstration (internally assessed)

Learners will create a number of small practical outcomes to demonstrate their competency in 12

core skills outlined in the specification. This will include the transferable skill of teamwork.

Unit 2: Extended making project (internally assessed)

Learners will undertake an extended making project that showcases the skills they have developed in

Unit 1 and the knowledge and understanding they have acquired in Unit 3. Learners will develop skills

in planning and development, making, testing and evaluation and the transferable skill of

communication.

Unit 3: Fundamentals of the subject (externally assessed)

Learners will study the fundamentals of the subject of their choice with a range of specific

knowledge and understanding being assessed dependent on the particular qualification.

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Scheme of Assessment.

1) Written Exam – Technical Award in …... – 40%

How it’s assessed – 1 hour 30 mins, 96 marks, 40% of GCSE.

What’s assessed – Theoretical knowledge of the subject from Unit 3.

Section A - Multiple choice questions – (20 marks)

Section B – Short answer and extended response questions - (76 Marks)

2) Non-exam assessment (NEA) – 60% in total

How it’s assessed –

Unit 1 - A demonstration of 12 core technical skills - 30%

Students will create a number of small practical outcomes to demonstrate their competency in 12

core skills outlined in the specification. This will include the transferable skill of teamwork.

Unit 2 – Extended design and make project – 30%

Students will undertake an extended making project that showcases the skills they have developed in

Unit 1 and the knowledge and understanding they have acquired in Unit 3. Learners will develop skills

in planning and development, making, testing and evaluation and the transferable skill of

communication. This will be completed in response to a challenge set by the exam board.

Students will be required to produce a small portfolio of evidence consisting research, design and

planning work, and photographic eveidence for both of these units.

Career Possibilities of this Subject

Design and Technology is accepted with the same value as every other subject as part of the general

entry requirements for colleges of further education, universities and other professional bodies.

The skills gained in Design and Technology (e.g. problem solving, creativity, team working, critical

thinking) will be of value in the vast majority of professional vocations.

Mr P Higham

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Drama Is this the right subject for me?

If you enjoy:

• expressing yourself in an active and exciting way

• working in groups

• contributing your ideas and taking on board those of others

• exploring ideas by putting yourself in other people’s shoes

• playing many parts in different imaginary situations and being creative

each lesson

• creating your own drama work

• looking at plays written by other people

What do I need to know, or be able to do, before taking this course?

You will have been introduced to the keys skills and conventions within Key Stage 3 Drama. You may

also be a member of a drama club. You will develop your improvisation and acting skills to a higher level. You will

also look at plays in more detail and at different ways of bringing a script to life on stage. If you are more interested in

the technical aspects of drama (for example set design or lighting) you could focus on these for part of the course. You

need to be fully committed and dedicated to the subject and be willing to invest time into developing your skills.

What will I learn?

How to use drama to explore themes, issues and plays.

About relevant social, cultural and historical issues and traditions through drama to gain a deeper understanding and

appreciation of the world we live in

How drama is created, including all the acting and staging skills that are needed to put a piece of drama on to the stage

How to create a character and play this character in a performance

Many skills that are highly valued in any walk of life including teamwork and confidently presenting yourself in public.

The Drama GCSE is divided into three sections where pupils are able create, perform and respond. We will analyse and

explore different stimuli and plays practically to develop our understanding of how to communicate meaning on stage. Pupils

will also keep an evaluative record of the work produced in order to answer the final written examination. Pupils will also

visit the theatre at least once, to complete part of their Drama GCSE.

Component 1: Devising drama

Learners will research and explore a stimulus, work collaboratively and create their own devised drama.

Non-exam assessment. 30% of total GCSE

Component 2: Presenting and performing texts

Learners develop and apply theatrical skills in acting or design by presenting a showcase of two extracts from a

performance text.

Non-exam assessment (Visiting examination) 30% of total GCSE

Component 3: Performance and response

Learners will explore practically a performance text to demonstrate their knowledge and understanding of drama.

Learners will analyse and evaluate a live theatre performance.

Exam assessment. 1 hour 30 minutes. (Written paper) 40% of total GCSE

Future prospects…

Positions that require confidence and excellent inter personal skills like doctors, nurses, teaching, sales, retail,

marketing, advertising and tourism

Technical jobs in the arts and video industries.

Design and creative jobs in the computer games industry

Positions where presentation skills are important

It is an intense two year course and requires a lot of dedication but also is an extremely rewarding and enjoyable

one. You will develop not only as a student of Drama but also as a person. Miss C Breslin

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Geography GCSE

NEW AQA SYLLABUS Information

The new course focuses on the importance of geography for understanding the world and for

stimulating an interest in places. It aims to inspire students to become global citizens by

exploring their place in the world, their values and responsibilities to other people and their

environment. There are more traditional elements of geography combined with new and

exciting approaches to the subject.

Assessment

Assessment of the GCSE is based on three examinations - Human Geography, Physical

Geography and a Local Fieldwork Investigation. Topics studied will be similar to those

studied at present: Tourism, Population Change, Changing Urban Environments, Restless

Earth, Living World and Ice on the Land. The Course is linear; all 3 papers will be sat at the

end of Year 11. There will be a field trip but data collected will be tested under exam

conditions. There will no longer be any Controlled Assessment.

Career Opportunities

Geography enables students to understand the world around them and is therefore useful to

any career e.g. Sales Management, Journalism, Television, Law, Transport, Accountancy,

Advertising and Marketing, as well as careers more specifically linked to Geography e.g.

Environment Agency, Teaching, Cartography, Town Planning, Geology, Meteorology, Travel

Agency, Water Boards and Landscaping.

Mrs J Banks

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History GCSE

Information

At St Joseph’s History provides pupils with an opportunity to study the past in a structured

way, looking at the reasons behind significant events in British and World History. Pupils will

study four topics. A Thematic study, on Medicine in Britain up to present day. A Period study

on The Superpower relations and the Cold War, 1941–91 and a British depth study on Anglo-

Saxon and Norman England, c1060–88. They will also study a Modern depth study on Weimar

and Nazi Germany, 1918–39: conflict at home and abroad. During the course pupils will be

taught to discuss important historical issues, analyse events, write essays and evaluate

sources to detect motive, bias and reliability.

Assessment

Assessment for the new GCSE is based on three examination papers. There will no longer be

any Controlled Assessment. The Course is linear; all three papers will be sat at the end of

Year 11.

Career Opportunities

History opens the minds of pupils and should develop a questioning attitude. Possible careers

include: Law, Medicine, Journalism, Police, Social Work, Civil Service, Teaching, Librarian, and

Archaeology.

Mrs J Banks

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ICT Cambridge National Qualification

Information

ICT CNat at St Joseph’s is an option subject. You will learn practical ICT skills using various

software packages and apply these to complete a project as well as the theory of everyday ICT. The

course consists of 4 main and is designed to be relevant in today’s society, studying such things as

recognising which features mobiles phones now have and their capabilities.

The grade is awarded at Pass / Merit / Distinction / Distinction * at both level 1 and level 2, and is

therefore accessible to all candidates.

(Level 1 is equivalent to former grades D-G, and Level 2 is equivalent to former grades A*-C GCSE

passes).

Assessment

The scheme of assessment consists of 75% coursework (which is controlled assessment). This will

take the form of 3 pieces of coursework, one of which is Business Skills and the other two can be

determined by the school, and could include creative elements or databases and spreadsheets.

There is also a written examination (25% of the grade) which students are required to sit at the end

of the course in Year 11. The paper tests students’ theoretical knowledge and largely consists of

multiple choice and short answers.

Career Opportunities

There are many career opportunities available to people with ICT qualifications, some specialist

within the area of ICT for example, analysts, ICT managers, ICT consultants, Games programmers,

etc. Many jobs which are non-ICT specific now require candidates to prove that they have a certain

level of ICT competency. Almost every job will now require some use of ICT to a certain extent.

This course will provide an exciting basis for future development and learning opportunities within

ICT.

Mrs C Hazelhurst

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Information

This a new and exciting course which has been offered as an option subject at St Joseph’s since

September 2014. The course is very practical and you will learn wide ranging media related skills

from creating your own digital graphics to what camera angles work best for which types of scenes.

Assessment

The course requires students to undertake 4 assessments of equal weighting to gain the overall

qualification

Assessment 1 – 25% - Written examination (sat in Year 11) – Pre-Production skills

Assessment 2 – 25% - Controlled Assessment – Digital Graphics

Assessment 3 – 25% - Controlled Assessment – Optional Unit (*see table)

Assessment 4 – 25% - Controlled Assessment – Optional Unit (*see table)

Career Opportunities

If you are interested in Media courses at college or university then this is the course for you. It can

open up many career options such as

Graphic Designer Film/Video/TV Editor Editorial Assistant Media Planner

Programme Researcher Sound/Lighting

Mrs C Hazelhurst

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Pearsons VCert Award.

Performing Arts : Dance (Level 1 and 2)

This course will be eligible for first teaching in September 2017, is the same approximate course

content as a GCSE and will be awarded at both levels 1 and 2 (a level 2 pass is equivalent to a grade 4

or above, previously grade C or above).

Students will be given the opportunity to perform, and also to develop valuable skills and techniques

in different disciplines of dance, and will explore career opportunities in different industries.

It is primarily a practical course that will be assessed as follows:

Internal Assessment 1: 30% EXPLORING THE PERFORMING ARTS

The aim of this component is to get a feel for what it is like to be a professional dancer across

different styles. Pupils will observe and reproduce routines in given repertoires.

Internal Assessment 2 : 30% DEVELOPING SKILLS AND TECHNIQUES

The aim of this component is to develop skills and techniques in dance. Pupils will reflect on the skills

acquired in performance and consider how they could be improved.

External Assessment 1: 40% PERFORMING TO A BRIEF

The aim of this external practical assessment is to consider how dancers adapt their skills in

different contexts, and work in groups of 3 to 7 in order to create a filmed performance of about 10

to 15 minutes according to a given brief.

The course will give students an insight into whether they wish to pursue a career in the dance/

performing arts industry, and will also enable pupils to study dance post 16.

Career Possibilities : Performing Arts, with skills acquired transferable across many different

careers (communication, confidence, teamwork, working to a brief).

Mrs. B. O’Hare

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MODERN LANGUAGES

Information

Why Study Languages?

It may seem that everyone speaks English, but in fact 75% of the world’s population don’t!

Nine out of ten employers feel that they need more linguists.

Over half say that they are more likely to employ a candidate with language skills than

without.

Over half pay their bilingual employees more – some as much as 20% extra!

GCSE Course Information

Language classes at GCSE are interactive, fun and full of surprises. One lesson you may be learning a

song to help remember some grammar, the next you could be pretending to interview a famous

celebrity; watching a soap opera in Spanish, or writing your horoscope in French. Your progress is

really noticeable, soon you'll start talking more, picking up more information in the listening exercises

and understanding what you read. You’ll feel so much personal satisfaction learning a language at

GCSE and the interactive activities and smaller class sizes will really boost your confidence.

Topics

Some familiar topics are extended - Sports & Leisure/ Family & Friends/ School & Future Plans

Some new topics are introduced - Marriage & Relationships/ Drugs & Alcohol/ Environmental Issues

Assessment

You will be tested in all 4 skills at the end of Y11- Speaking, Listening, Reading and Writing. Each

exam is worth 25% of the overall score, and you will complete all 4 exams at either Foundation or

Higher Level.

Career Opportunities

Media and Recruitment, Advertising and Sales, PR and Accounting, Engineering, Journalism Publishing,

Footballer and Athlete, Pharmaceuticals and Law, Government Diplomatic Service, Teaching, Travel &

Tourism, Air cabin crew, Hotel/Restaurant manager, Project Manager, (Linguistic) Computer Games

Tester, Chef , Tour Manager, Talent Scout, Retail Buyer, Event/Conference Organiser, Broadcasting

(BBC), Banking and Secretarial Work, Security Service (M15) and Police, Armed Forces.

Mrs C Yates

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Music Information

GCSE Music is a creative and enjoyable course for students with good vocal or instrumental ability. The

course covers listening, performing and composing in a variety of musical styles e.g. Popular music, World

music and Classical music.

There are the opportunities to use technology such as sequencing and recording. Students will also

attend a variety of workshops and concerts.

The three aspects of musical knowledge (performing, composing and listening) are related to each other

through the Areas of Study. There are 8 set works for students to study. (The previous syllabus had 12

set works)

Summary of specification content and scheme of assessment

Career opportunities: Performer, teacher, recording producer/engineer, conductor, musical director,

composer, publisher, music, administrator, concert arranger, music therapist, instrument

maker/vendor.

Mr. D. Glynn-Whitehead

Area of Study 1 Area of Study 2 Area of Study 3 Area of Study 4

INSTRUMENTAL MUSIC

1700-1820

VOCAL MUSIC MUSIC FOR STAGE

AND SCREEN

FUSIONS

J S Bach:

3rd Movement from

Brandenburg

Concerto No.5

in D major

L van Beethoven:

1st Movement from

Piano Sonata No.8

in C minor

‘Pathetique’

 H Purcell:

Music for a

While

Queen:

Killer Queen

S Schwartz:

Defying Gravity

(from the cast

recording of

Wicked)

J Williams:

Main title/rebel

blockade runner

(from the

soundtrack of

Star Wars

Episode IV)

Afro Celt Sound

System: ‘Release’

Esperanza Spalding:

‘Samba Em Preludio’

Component Requirement Mode of assessment Weighting

Solo Performing

Group

Performance

One solo piece

Perform/direct a group

piece

15% each internally assessed/externally

moderated

30%

Two contrasting

Composition

One solo piece

Perform/direct a group

piece

15% each internally assessed/externally

moderated

30%

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GCSE

PHYSICAL

EDUCATION

The GCSE Physical Education course is an in-depth study into physical activity and its influences on

health, fitness and participation. It is based on a combination of practical and theory work.

SCHEME OF ASSESSMENT

The physical education course is broken down into two 4 different components.

(1) Fitness & Body Systems – This includes applied anatomy and physiology, movement analysis,

physical training and the use of data. This is assessed via a 1hr 45min examination and is

36% of the overall qualification.

(2) Health & Performance – This includes health fitness and well-being, sport psychology,

sociocultural influences on participation and the use of data. This is assessed via a 1hr

30min examination and is worth 24% of the overall qualification

(3) Practical Performance – Pupils must be assessed in one team activity, one individual activity

and they also have a free choice of either team or individual. This is assessed via a

practical examination (skills in isolation and competitive gameplay) and is worth 30% of the

overall qualification

(4) Personal exercise plan – Pupils are required to carry out and monitor a personal exercise

plan over a 6 week period. Pupils will also have to evaluate the programme using appropriate

data and fitness testing. This is worth 10%

Pupils should be competent performers in their chosen practical areas and should ideally have an

interest in the way the human body is affected by sport and the health and fitness issues associated

with it.

CAREER POSSIBILITIES IN SPORT

Some ideas for a career in sport include:

Sports Development, Physiotherapist, Teaching Physical Education, Sports Coaching, Sports Science,

Professional Sportsperson, Sports Facilities Manager, Leisure Management, Physical Training

Instructor in the Armed Forces, Journalism, Retail Management, Sports Management.

Mr M Sharrock

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St Joseph’s RC High School GCSE Results

2014-2015

2015-16

Subject Entries %

A*-C

%

A*-G

Entries %

A*-C

%

A*-G

Religious Studies 166 89 100 167 81 100

English 167 85 100 168 71 100

English Literature 167 92 100 168 84 100

Mathematics 167 86 100 168 74 100

Science (Single) 110 71 100 124 57 100

Science (Additional) 98 63 100 123 55 100

Biology 57 97 100 44 75 100

Chemistry 57 97 100 44 77 100

Physics 57 91 100 44 77 100

Geography 74 87 100 70 71 100

History 79 86 100 98 75 98

French 32 110 100 17 82 100

Spanish 32 59 97 19 79 100

PE 36 50 100 49 61 100

Art 48 67 100 37 70 100

Drama 14 100 100 29 90 100

Music 11 100 100 14 79 100

DT Electronics 7 71 100 18 72 100

DT Food Technology 16 63 100 21 38 100

DT Prod Design/Textiles 21 95 100 20 90 100

DT Resist. Materials 18 56 100 31 77 100

GCSE ICT 54 85 100 36 70 98

Computer Science N/A N/A N/A 16 31 81

Please note that the all qualifications have undergone reform in both content and grading.

Please see the attached form for approximate equivalences between A*-G and 9-1.

Please note that the pass rate achieved in each subject will vary and is dependent on

the ability of the individual pupil who opt for the subject in that year.

Please discuss with individual subject leaders pass rate percentage which can vary

according to particular pupils target grades. If this is done, you will gain a clearer

analysis of results.

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Year 9 Option Preference Form 2017 Please Return to Mrs K Walsh by Friday 17th March 2017.

Name ________________________________________ Form __________

All pupils will be required to follow examination courses in RE, English, Maths and Science, and also non-

examined core PE. Pupils will also typically follow 3 options choices – at least one of which will typically be from

list A below, and the remaining options will be allocated from list A and/or B.

Choosing your KS4 options

Three options will be allocated from your choices below and we will strongly consider your order of preference.

In order to assist us, please indicate 5 choices, in order of preference using 1 for your first choice, two for

your second and so on up to 5.

You must choose at least one option from list A, and could choose up to 4 from this block, should you wish.

You may choose up to 4 options from list B, in any order of preference and up to two options will be chosen

from this block.

LIST A At least one option will be allocated

from the list below, but you are

allowed to use up to 4 choices from

this list only should you wish.

List A

Order of

Preference

LIST B You may choose up to 4 options from this list

but your total number of choices from lists A

and B must add up to 5.

List B

Order of

preference

French Art and Design

Spanish D&T Electronics*

Geography D&T Textiles*

History D&T Resistant Materials*

Separate Science D&T Food *

Please note that pupils cannot currently study

both French and Spanish.

D&T Visual Communication Technical

Award

Computer Science

Physical Education GCSE

Music

Drama

Please note : Set 1 English pupils MUST

choose an MFL.

ICT Cambridge National

iMedia (Cambridge National

Qualification)

Performing Arts : Dance VCert

*If you have chosen DT Electronics, Food, Textiles or Resistant Materials, you will be asked to express a preference between

GCSE and the new Technical Award during your 1:1 meetings with SLT.

Note : In order to gain recognition of the English Baccalaureate, you must choose both a Language (French or Spanish) and a Humanity

(Geography or History) to complement the mandatory Science elements. Computing Science counts as a Science in this matter.

Signed: _______________________________________ (Pupil)

_______________________________________ (Parent/Carer) Date: _________

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