key stage 4€¦ · a btec level 2 course in enterprise is also available, as well as a level 1...

Key Stage 4 2019 — 2021

2

This booklet is designed to accompany the Key Stage 4 curriculum evening on Tuesday 30th April (6.30 PM in the school hall). Contents include the following:

Information about curriculum pathways in Key Stage 4

Details about the curriculum content of core subjects as well as option subjects

The Subject Choice Form Please note that information in this booklet is correct at the time of publication but may be subject to further changes. Whilst we endeavour to give each pupil his chosen subjects, sometimes this is not possible due to logistical or timetabling reasons (for example, in some subjects we may have to limit the class size). Timescale The Subject Choice Form should be returned by Friday10th May. Please note that forms are not processed on a first come, first served basis, with the exception of forms that are returned after the deadline. Confirmation of choices may not be given until mid-June due to possible timetable/staffing changes. Guidance Pupils have been spoken to in assembly and tutor time about the process and the choices available. Guidance is also available from Mrs Bright (i/c careers). Subject teachers are also advising pupils. GCSE Equivalence GCSEs are Level 2 examinations. The BTEC Level 2 examination on offer has GCSE equivalence but the Sports Leadership/Higher Project Option does not. More details about this will be given at the presentation in school

3

KS4 Curriculum Pathways All pupils study English (language and literature), maths, science, RE and games. The other options are GCSE courses in French, geography, history, computer science, art, business studies, classics, design and technology, music and PE. A BTEC Level 2 course in Enterprise is also available, as well as a Level 1 Workskills BTEC. One further option is a Sports Leadership Award (Level 1 and Level 2) which is taken alongside a Higher Project L2 option. Details of these courses are given in this booklet. Science Option The more able scientists are offered the chance to study for 3 separate GCSEs: biology, chemistry and physics. This is based on pupils’ performance in internal exams as well as the aptitude they have shown in class. French or Vocational Study Option Pupils can opt for French or a vocational course. There are 2 vocational courses available, a Level 2 BTEC in Enterprise (which is a GCSE equivalent) or a Level 1 BTEC in Workskills. Depending on the French/vocational option, pupils will follow different pathways. 1. French. Pupils will have 3 option choices to make. History or geography should be one of the options (NB pupils can do both humanities if they wish). 2. Level 2 BTEC. If this course is chosen, pupils have to choose either history, geography or computer science as one of their options. The 2 subjects that are not chosen then go into the group of subjects form which pupils choose 2 more. 3. Level 1 BTEC. If a pupil opts for this course he will take geography and then 2 further options. Please look at the examples below. Pupil profiles: Pupil A is a student who is likely to go on to do A levels after KS4

Pupil B is more likely to go on to do a Level 3 BTEC after KS4 Pupil C is more likely to go on to do a vocational course at college or an apprenticeship Further information about the above will be given at the presentation on 30th April.

French or Vocational Options

Pupil A

French GCSE Any 3 from the options list (one choice to be history or geography)

Pupil B BTEC Level 2 Enterprise

Any 3 from the options list, although one must be geography, history or computer science

Pupil C BTEC Level 1 Workskills

Geography plus 2 choices from the options list

4

There are a broad range of possibilities, but we anticipate the majority of pupils will do French with 3 options, one of which would be geography or history. Some examples of possible com-binations are given below:

Core Science French/Voc Option

Option choices Total number of GCSEs or equivalent

Likely progres-sion route

Pupil 1 English (language and literature) Maths RE

Separate sciences: biology, chemistry, physics

French History Geography Art

11 A levels


Double science (‘Trilogy’)

French History PE Business

10 A levels



BTEC L2 Enterprise

Computer Science PE Art

10 A levels/BTEC Level 3



BTEC L2 Enterprise

History PE Sports Leader-ship/Higher Pro-ject

9 BTEC Level 3



BTEC L1 Workskills

Geography DT Sports Leader-ship/Higher Pro-ject

8 BTEC L3/ Level 2 Vocational Programme/Apprenticeship

Please note that some pupils may be guided towards certain choices if staff feel that a particular pathway would be most suitable

5

Subject Information

Page

RE GCSE 6

Maths GCSE 7

English Language GCSE 8

English Literature GCSE 9

Science GCSE 10

French GCSE 11

Enterprise BTEC Level 2 12

Workskills BTEC Level 1 13

Art GCSE 14

Business GCSE 15

Classical Civilisation GCSE 16

Design and Technology GCSE 17

Geography GCSE 18

History GCSE 19

Computer Science GCSE 20

Music GCSE 21

PE GCSE 22

Sports Leadership & Higher Project Level 2 23/24

Subject Choice Form 25

6

Religious Education

Specification (AQA)

This GCSE consists of two modules: Catholic Christianity and Perspectives on Faith (including Judaism). Component one covers the Catholic faith in depth. Units include Creation, the Trinity and doctrines of Redemption and Incarnation. Component two combines a study of Judaism as well as ethical themes such as war and peace and relationships.

Progression and Complementary Studies

Skills and Commitment

The course provides an opportunity to introduce the pupils to important issues and Catholic teachings, within an intellectually demanding academic structure. It also encourages debate and discussion regarding comparisons with Judaism.

By two exam papers, 1 hour 45 minutes each — both are sat at the end of the two-year course.

Assessment

Teaching and Learning Methods

Use of textbooks, discussions, videos, as well as a range of departmental resources

This GCSE will enhance pupils' ability to make informed moral judgements and insights into general human problems. It complements well the study of other subjects such as English literature and history, but also gives a deeper perspective to some scientific problems as well. An A level Religious Education course in Philosophy, Ethics and New Testament will be available in Year 12. This is an academic subject highly respected by top universities and places of employment (see website).

Contact:

Mrs S McKenna Subject Leader RE

7

Mathematics

Specification (Edexcel)

There are 2 Tiers of assessment, Foundation and Higher. The qualification consists of 3 equally weighted written exams at either Foundation or Higher (NOT a combination). Paper 1 is a non-calculator assessment and calculator is allowed for Paper 2 and 3. Each exam is 1 hour 30 minutes and each paper is out of 80 marks, For each paper questions will be set in both mathematical and non-mathematical contexts. The grades will be based on a 9-1 scale using the total marks across ALL 3 papers. 9 is the highest grade. Foundation Tier: Grades 1 to 5 Higher Tier: Grades 4 to 9 There is a greater emphasis on mathematical problem solving, reasoning and communication. Pupils will need to learn more formulae and with the change in the structure of the exams it will mean that the new GCSE maths exams will be more demanding.


Groups are set for maths by ability. Students who need most support will prepare for the foundation level papers only.



Mathematics is one of the core subjects. Skills taught arise in many other subjects, e.g. physics, chemistry, geography etc. Success and good working habits can only help to enhance these subjects. Many pupils each year progress to take A level mathematics in the sixth form.

The mathematics department aims to encourage pupils to develop good working habits as early as possible in the course. Every encouragement is given to assist the pupils with their problems. Greater emphasis is made on-non use of the calculator to perform calculations. Pupils need to be proactive if they have problems with the work. The mathematics department is available every lunchtime for help.

Contact:

Miss M Carpenter Subject Leader

Mathematics

8

English Language - Inspiring, motivating and challenging students

through a range of texts covering the 19th, 20th and 21st centuries

Specification (AQA 8700)

1. Explorations in creative reading and writing 2. Writers’ viewpoints and perspectives

Teaching and Learning Methods Pupils will be taught in sets according to their ability. They will be encouraged to adapt their writing to a range of formal and informal situations. Pupils will study a range of texts from the 19th, 20th and 21st centuries.

Assessment

Two equally balanced papers, relating reading sources to the topic and theme of writing tasks. All texts in the examination will be unseen: Paper one: Explorations in Creative Reading and Writing (50% of GCSE) 1hr 45 mins Paper two: Writers’ Viewpoints and Perspectives (50% of GCSE) 1hr 45 mins Non-examination Assessment - Spoken Language Assessed by the teacher throughout the course, separate endorsement (i.e. does not contribute to the overall GCSE score) Content/skills Critical reading and comprehension - identifying the main theme or themes; summarising ideas and information from a single text; synthesising from more than one text. Writing - produce clear and coherent text: writing for different purposes and audiences. Spoken language - presenting information and ideas: for different purposes and audiences.

Contact:

Mr D Dwyer Subject Leader English


We currently offer English literature at A level. As a core subject, English is popular and highly regarded at ‘A’ level and beyond. It combines well with most subjects. Pupils can proceed not only to a degree in English but also in fields such as film or media studies. English provides an ideal springboard for a variety of careers such as law, publishing, journalism, advertising and teaching.

9

English Literature ‘Designed to inspire, challenge and motivate every

student, no matter what their level of ability’.

Specification (AQA 8702)

Pupils will undertake a wide range of reading of modern and pre-1914 texts.


Pupils will be taught in the same sets for both language and literature.

Assessment

All assessments are ‘closed book’: Any stimulus materials required will be provided as part of the assessment. Pupils will be expected to have their own ‘working copy’ to annotate and make notes in. Paper 1: Shakespeare and the 19th Century Novel (40% of GCSE) 1 hr 45 mins Texts: Macbeth (Shakespeare) and Dr Jekyll and Mr Hyde (Robert Louis Stevenson)

Contact:

Mr D Dwyer Subject Leader English

Specificat 8702 Paper 2: Modern texts and poetry (60% of GCSE) 2 hrs 15 mins

Modern prose or drama texts

The poetry anthology

Unseen poetry Section A Modern texts: An Inspector Calls (J B Priestley) Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. The cluster to be studied is ‘Power and Conflict’. Section C Unseen poetry: students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.


We currently offer English literature at A level. As a core subject, English is popular and highly regarded at ‘A’ level and beyond. It combines well with most subjects. Pupils can proceed not only to a degree in English but also in fields such as film or media studies. English provides an ideal springboard for a variety of careers such as law, publishing, journalism, advertising and teaching.

10

Science


In addition to laboratory work, a strong emphasis is placed on homework and all students are expected to rise quickly to the high standards demanded of them by both their teachers and the course itself.

Assessment

External assessment at the end of two years will consist of six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding. Each exam will be 1 hour and 15 minutes long, for combined science or 1 hour 45 minutes long for the separate sciences and will be either foundation or higher. (Foundation covers grades 1-1 to 5-5 and higher covers 4-4 to 9-9 or 4-9.) The questions will consist of multiple choice, structured, closed short answer, and open response style questions. Working Scientifically; which involves practical skills will be assessed as part


There are a range of specialist skills that each subject area will require. These will have been outlined, practised and coached throughout Key Stage 3. At Key Stage 4 we expect pupils to be able to use these skills with greater aptitude and a strong commitment to hard work.


Many students go on to do a science A level in either biology, chemistry or physics. Students not wishing to progress any further with their science education will find very quickly that much, if not all of their GCSE scientific knowledge is useful and often used in their chosen field of study or career.

Contact:

Mrs J Tiernan Subject Leader Science

Pupils follow GCSE biology, GCSE chemistry and GCSE physics as separate sciences, or a combined science programme (referred to as Trilogy Science) that leads to two GCSE science qualifications

Specification (AQA)

11

French


There are five themes which are further broken down into sub-topics:

Identity and culture

Local area, holiday and travel

School

Future aspirations, study and work

Global and international dimension As well as learning the vocabulary and structures associated with each topic, you will develop the skills necessary to do the following:

Understand recorded conversations, announcements and reports

Obtain goods and services in shops

Speak in a range of social situations

Talk about yourself, your experiences and your plans

Read and understand stories, notices, advertisements and letters

Write messages, emails, postcards, letters and stories

Translation and prose.


To be successful, you should learn new words and phrases every day. You will benefit from keeping a vocabulary notebook in which you will collect all the words and phrases you must know. In class you will practise speaking individually, in pairs and in groups. You will read a wide range of texts for information and interest. You should take every opportunity to practise and develop your language skills outside of the classroom.

Contact:

Mrs H Delarue-Ward Subject Leader French

Assessment

Each of the following is assessed equally: Speaking/Listening/Reading/Writing There are different tiers of entry in each. These will be examined at the end of the 2 year course.


The knowledge of at foreign language is today considered a basic educational requirement for everyone, whatever the choice of further education or career. Many jobs in business and industry have an international dimension. People who can use foreign languages effectively have an added advantage when they are seeking employment. You have the opportunity to learn a skill which can benefit you for a lifetime!

12

Level 2 BTEC in Enterprise

Contact:

Mr. M Mac Aoidh i/c Vocational Learning



Assessment

The award in Enterprise is for learners who wish to acquire knowledge and skills in a vocational context. The qualification enables learners to develop technical skills, such as market research, planning, promotional and financial skills using realistic work scenarios.

The course we offer is highly vocational by nature. Therefore, students will be required to submit on-going work which meets the relevant criteria in a variety of ways including; reports, recorded interviews and presentations. Within the course students may partake in the Young Enterprise Program where they will set up and run a legally registered company. Formal meetings will be held where new business ideas along with everyday company affairs will be discussed.

The course is made up of 3 components:

Component 1 – Exploring a business (internal)

Component 2 – Planning for and Pitching an enterprise activity (internal)

Component 3 – Promotion and Finance for Enterprise (external)

60% of course is assessed internally. This involves the students’ coursework being, marked and verified by the relevant teacher. The remaining 40% is marked externally through one examination covering promotion and finance. This will be set and marked by the examination board.

Opportunities for Progression

The school offers the Level 3 BTEC National Extended Diploma in Business in the sixth form. This is a natural progression from the Level 2 qualification, Outside of education, companies value the vocational and practical skills acquired with the BTEC course.

13

BTEC Certificate in Workskills Level 1


This course is designed to help learners develop employability skills. The units covered will vary according to the needs of the group, but will include aspects such as:

Applying for jobs

Employability and personal effectiveness

Personal behaviour for success

Reviewing and improving own performance


There will be a variety of ways in which the programme will be delivered. Much of the work will involve personal and group project work. Pupils will be expected to maintain a work folder which will include evidence which they can submit for assessment.

Pupils who follow the course will be expected to develop a good level of independence and respond positively to the practical elements of the course.

Assessment

Work is assessed by the course leader which is in turn externally assessed.

There are no terminal examinations.


Pupils who opt for workskills will need to be able to manage their project work effectively. They will be need to organised, responsible and have a mature approach to their studies.

They will also have the opportunity to be creative and develop their own ideas.

Progression

This course is ideal for a pupil who is thinking of an apprenticeship or a post-16 voca-tional course, but it is also of great benefit for any pupil as it provides a valuable insight into making the transition form school to employment or further training.

Contact:

Mr N Bailey i/c Workskills

14

Art & Design (Fine Art)

Specification (AQA)

The AQA course we follow is in Fine Art and has two components - a portfolio of work and an externally set task (examination). The coursework component is a portfolio selected from work undertaken during course of study and must include more than one project. It accounts for 60% of the final mark. Areas of study include drawing and painting form direct observation, imaginative and expressive work. The externally set task takes place at the end of the course. Students have three months in which to prepare and fill a sketch-book with their response to a chosen title and then have 10 hours under exam conditions to complete a final piece. This accounts for 40% of their final grade.


Pupils will be introduced to a variety of experiences, exploring a range of fine art media, techniques and processes, including both traditional and new technologies. They will be introduced to a range of artists and works from other cultures. They will investigate their own ideas through studying the work of others. Pupils will need to show the journey their investigations take them; through visual work, links to influences from other artists and annotating their work. Their work must include their own photographs and drawing from observation.

Assessment

Pupils are marked equally on the four assessment objectives:

AO1 Develop ideas through investigations, demonstrating critical understanding of sources. AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. AO3 Record ideas, observations and insights relevant to intentions as work progresses. AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Contact:

Miss A Giesen Subject Leader Art

Although this course allows for a wide range of abilities it is essential that students

choosing this option have a keen interest and enthusiasm for art and design. Because of

the quantity of work required for the portfolio of work (Unit 1) it is essential that a

significant amount of work is produced outside of the classroom.


15

Business Studies

Further Research

If you want to find out more about the skills you might learn or develop when you study the course, watch BBC programmes like The Apprentice and Dragons’ Den. Useful websites to discover the types of things you might learn include: www.bbc.co.uk/school/gcsebitesize/business www.businessed.co.uk Read the business sections of newspapers.

Assessment

Students will take two written examinations where a variety of tasks are undertaken. The final exams are a mixture of multiple choice, short answer, extended writing and data response questions.

Skills Required

Progression

At the end of the course students would be in a good position to join sixth form courses run by the Campion School. We offer A levels in economics and business studies and a two year business BTEC course. Business studies combines well with other subjects. Pupils looking for careers in financial management or accountancy may find this course advantageous. Business studies and other related disciplines such as economics are some of the most popular university courses.

Contact:

Mr G Durr Subject Leader Business Studies

You will be given the opportunity to study business from the first ideas of setting up a business to the successful operation of a firm. You might have an interest in business and want to start your own business one day. You should have an enquiring mind and be interested in learning about the world around you, how businesses are set up and what it is that makes someone a great entrepreneur.


You need to be a good communicator in explaining your ideas and not be afraid of learning new things. You should be confident in working with numbers to solve business problems. You need to think creatively and be good at making decisions.

16

Classical Civilisation

Specification (OCR)

In Classical Civilisation we study two areas of Greek and Roman life. In Year 10 we study War & Warfare

Athenian naval warfare with their powerful triple oared trireme warships

Spartan warfare including Leonidas & The 300 at Thermopylae

Roman warfare including the armour & weaponry of the legions In Year 11 we study the 12 Gods of Olympus & Religious Sites

well known stories and myths including Hercules the founder of the Olympic Games

famous sites: including the Temple of Zeus at Olympia one of the Seven Wonders of the Ancient World

In both years we read the best of ancient literature including Homer’s Iliad and Virgil’s Aeneid. We read about the duel of Hektor and Achilles and the entry of the Wooden Horse into Troy.


Teaching is by class and individual instruction. A range of resources are used and pupils are encouraged to examine and interpret source material. Pupils learn by working collaboratively and individually, as well as by contribution to class discussion.

Assessment

Both topics are examined by means of short answer and essay questions.


It can be seen from the content of this course that it is quite demanding. You have to be very interested in historical and political topics as well as be able to read literature in a thoughtful and critical manner. A certain degree of maturity and independent thinking are a pre-requisite for success in this course. Hard work is essential.


Classical civilisation goes well with many other subjects, particularly those of an historical or literary nature. It also forms a useful background for the study of Classical Civilisation at A level. It is well regarded by university and college admissions tutors who know of the intellectual challenge it offers.

Contact:

Mr J Collett Subject Leader

Classics

17

Design & Technology

Specification (AQA)

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. The GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.


A number of different materials will be available for pupils to develop their modelling skills including architectural modelling board, polystyrene foam and sheet card and other semi-resistant materials. These skills will be developed in lessons and reinforced by means of regular homework. Pupils will need their own equipment to practise the skills

Assessment

Non-exam assessment (NEA): 30–35 hours approx. • 100 marks • 50% of GCSE • Written exam: 2 hours • 100 marks • 50% of GCSE


The GCSE will set out the knowledge, understanding and skills required to undertake the iterative design process of exploring, creating and evaluating. The majority of the specification will be delivered through the practical application of this knowledge and understanding based around themes.

Contact:

Mr I Garrod Subject Leader DT


The course has always been an enjoyable and successful option for many pupils who have used it to good effect on leaving school or moving on to further education. Pupils achieving and demonstrating high level skills and achieving good grades would be eligible for a place in the sixth form for the advanced level technology course.

18

Geography

Specification - Edexcel A

The specification includes the study of a number of physical and human themes. These include changing cities, global development and resource management. The changing landscapes of the UK, weather hazards and climate change as well as ecosystems, biodiversity and management. As you study these broad themes, you will focus on the changing relationships between people and their environment which will be developed through fieldwork and tested in a synoptic paper.


A wide range of teaching methods will be used during the course, including both group and individual study, using a wide range of stimulus material including maps, satellite images, photographs, a number of different text books, a large number of audio-visual aids and information technology as well as compulsory field work.

Assessment

There are three 90 minute exams and NO coursework

Component 1: The Physical Environment.

Component 2: The Human Environment

Component 3: Geographical Investigations


The geography GCSE requires hard work and a positive and mature attitude. Geographers need to be able to collect and present data in a variety of forms and to be able to express themselves clearly with good presentation. They must also be able to interpret graphs, maps and photographs and to analyse data in many forms. Opportunities will exist for you to use and develop IT skills within the classwork and fieldwork.

Contact:

Mr N Wylie Subject leader Geography


Geography acts as a valuable bridge between the sciences and other subjects and helps pupils make sense of the world. At Campion, geography is a popular option at A level and many students have gone on to higher education in this and related subjects. Employers value geography as a subject as it provides a wide variety of valuable skills and a good understanding of the world around us. Geography tackles big issues; environmental responsibility; global interdependence; cultural understanding & tolerance; commerce; trade & industry. “If we don’t understand geography, we can’t properly understand the past, present or future of our planet” (Michael Palin). Your geography teacher will help you with further background information on this course.

19

History

Contact:

Mrs K Ladly Subject Leader History


The GCSE history specifications look at a broad range of History chronologically to give an insight in the diversity of the subject. It also looks at some periods in depth and others over a broad period to allow students to experience different approaches to History study. Our topics have relevance to current issues that students will face outside of school.


A variety of methods are used. These include discussions, research, reading, group presentations and using original sources. Considerable use is made of our stock of original film and you will also use digital and on-line resources. You will be encouraged to develop and express your views on very important issues and on what you learn.

Assessment

There are three examination papers to be taken: Paper 1. Thematic study and historical environment (1 hour 15 minutes): Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city. Paper 2: Period study and British depth study (1 hour and 45 minutes): Early Elizabethan England, 1558–88 and Superpower relations and the Cold War, 1941–91 Paper 3: Modern depth study (1 hour and 20 minutes): Weimar and Nazi Germany, 1918–39


The skills which will be developed are a continuation of those studied in Years 7,8 and 9. We look at sources to work out bias and propaganda; we consider different interpretations and why people viewed the past differently. We analyse how events have changed societies and why they happened. You will also learn how to structure your ideas clearly on paper. It is important that the work set is completed, and that notes are kept up-to-date. The papers mainly assess through the use of extended writing tasks e.g., essays, therefore a good standard of written English is required.


History fits in well with many other subjects. As well as being interesting and enjoyable, it teaches you about the world you live in. Although history is useful for such careers as research, law, journalism and politics, it also teaches you the kind of skills that most future employers will be looking for. These include the ability to sort and analyse; to identify biased and faulty information; to argue a case, and to present your proposals orally and on paper.

20

Computer Science

Specification (AQA)

Aims and Learning Outcomes

AQA Computer Science( 8520) .

The Computer Science(8520) specification is set by AQA is academically challenging, offering the opportunity for students to experience real-world programming and provides a good understanding of the fundamental principles of computing. Courses based on this specification should enable students to:

Understand and apply the fundamental principles and concepts of computer science, including logic, algorithms and data representation.

Analyse problems in computational terms through practical experience of solving problems, including designing, writing and debugging programs.

Think creatively, innovatively, logically and critically.

Understand the components that make up digital systems and how they communicate with one another and with other systems.

Understand the impacts of digital technology to the individual and to wider society.

Apply mathematical skills relevant to Computer Science.

Enable students to progress into further learning and/or employment.


The nature of computer science means that lessons are varied between theoretical and practical. In a typical lesson, the teacher will explain concepts and perform demonstrations, while students observe and interact by asking questions. Where relevant and applicable there will be group based activities. A significant number of lessons will involve a hands on approach where pupils will be working on, writing and developing programs which they will subsequently test.

Assessment

The specification content will be assessed in these three units Paper 1: Computational thinking and problem solving (written exam 40%) Paper 2 : Written Assessment (written exam 40%) Non-exam assessment (20 %)

Contact:

Mr L Fitzmaurice Subject Leader

Computer Science

Why choose GCSE in Computer Science?

Students studying this specification will gain an understanding of the fundamental concepts around creating software application and develop an understanding of the structure of computer systems. The specification provides progression from Key Stage 3 and will provide excellent progression to ‘A’ level computer science.

21

Music


GCSE music is a popular and accessible course for those with strong vocal skills, or instrumental skills of Grade 2 ABRSM.


There are three sorts of musical activity involved in the GCSE course:

Composition. This can be done using software such as Cubase or Sibelius. Students write two compositions (each around one or two minutes long). These can be instrumental pieces or pieces in any pop style. Computers are available before school, at break, lunch and after school if students do not have software at home.

Performance. Students prepare a 4 minute performance. This can be done on keyboard, singing or an instrument of choice to ABRSM Grade 4 standard. Performances are recorded live and uploaded onto Cubase, where students can use their recording skills.

Understanding Music. Students need to gain a good understanding of ta range of modern, traditional and classical pieces. There will be short and long answer questions on these.

Assessment

Compositions are worth 30% and include three minutes of music over two compositions. Students also write a summary of their own music. Performances are worth 30% and include four minutes of music with at least 60 seconds involving other live musicians. Understanding Music is worth 40%. Two thirds of this will be unfamiliar music; one third incorporates essay-style questions on prepared tracks.


Alongside previous experience in singing, or ABRSM Grade 2 standard on your instrument, you can build on your skills from KS3 and perform for 4 minutes accurately and with dynamics you can be successful. Coursework continues to feature heavily in the music GCSE. Students will complete 60% of the course by mid-March in Year 11. Motivation and self-discipline to work consistently over the two years is particularly important.


Music GCSE is creative and academic so shows employers and universities that you have a valuable skill. It can lead to a career in music technology or performance and is a subject favoured by universities for almost any degree course.

Contact:

Mr J Devor Subject Leader Music

22

Physical Education

Specification (OCR)

The course enables candidates to improve their knowledge, skills and understanding of a range of physical activities and attempt to improve their abilities in planning, performing and evaluating them. In order to achieve this the course is split into 2 parts: 1. Theoretical course content (60%) Pupils will study a range of theoretical topics including: applied anatomy and physiology, (bones of the body, function of the skeleton, joints and movement, muscles, levers, cardiovascular and respiratory systems, effects of exercise, components of fitness and principles of training. In Year 11 pupils will study social and cultural influences on sport (activity levels, participation levels, commercialisation of sport, ethics in sport, drugs in sport, violence in sport, diet and nutrition. 2. Practical Performance (40%) Learners must be assessed in the role of player or performer in 3 different activities. Learners are required to demonstrate performance including the use of tactics and techniques while holding a sound understanding of the rules.


Although PE has a practical element the course requires a detailed study of a range of theoretical topics. This will require pupils to be dedicated not only to extra-curricular activities but also to individual study and research. Added to this, pupils will develop language and numeracy skills.

Assessment

Written and practical assessments will take place throughout the duration of the course. Students will chose two activities in the first year and one more in the second year of their GCSE course


This is NOT an option for pupils who are simply good at sport; they have to learn an all round working knowledge of sport. This committed approach will require each pupil to be involved in AT LEAST 2 OF THEIR 3 CHOSEN ACTIVITIES ON AN EXTRA-CURRICULAR BASIS. This will enable each pupil to gain the necessary exposure, in order to develop their abilities and to take advantage of the practical weighting to their final mark.


The course will provide the ideal platform for the pupils to explore the many varied directions that study of sport offers. A level physical education is available in the sixth form as is Level 3 BTEC in Exercise and Sports Science is available in the Sixth Form.

Contact:

Mr N Jones Subject Leader PE

23

Contact:

Mr N. Jones Subject Leader PE

These qualifications are designed to use sport and physical activity to help young people develop and hone their leadership skills whilst helping themselves and others stay physically active. The courses involve both guided & peer-to-peer learning and supervised leader-ship to ensure that learners have all the skills they need to lead basic physical activities to other people. Session plans include:

What makes a good leader?

How to work effectively in a team

How to become a good leader

The sessions use sport to deliver fun and engaging physical activities with other students and within the community. Students will plan, lead and evaluate sports/physical activity sessions over a number of tutored hours and then demonstrate their leadership skills.

Individual units are assessed by the course leader. This assessment

is mainly based on how each candidate plans, prepares and delivers

sports programmes. Activities also involve self-assessment and

review. Pupils will complete L1 in Year 10 and L2 in Year 11.

Pupils need to have an interest in sport as well as a desire to help

others.

They will learn how to manage group activities effectively and develop

key leadership skills which they can apply in other situations.

A qualification in Sports Leadership can lead to a more active

participation in sports clubs, which in turn can help with the Duke of

Edinburgh award and other schemes where evidence of leadership is

required. As such it is a valuable addition to a CV.

Specification


Assessment



The Sports Leadership

Awards option is taken

alongside the Higher

Project Qualification

(please refer to the

relevant section).

Sports Leadership Awards L1 and L2/Higher Project

24

Sports Leadership Awards L1 & L2/Higher Project Qualification L2

The Higher Project Qualification allows students to discover the joys of independent learning, take responsibility for their own study and develop new life and study skills. The Level 2 Higher Project will develop and extend from one or more of the student’s study areas and/or from an area of personal interest or activity outside their main programme of study. It will be based on a topic chosen by the student and agreed as appropriate by the centre.

Students are required, with appropriate supervision, to:

Choose an area of interest

Draft a title and aims of the project

Plan, research and carry out the project

Deliver a presentation to a non specialist audience

Provide evidence of all stages of project development and

production for assessment

Pupils are assessed on their ability to manage and then present a

personal project which displays the following skills:

The ability to work independently

To research an area of interest

To present the project

To reflect on the process and display learning

Pupils need to show that they are able to undertake a personal project

and maintain a high level of independence. They need to show that

they are developing research techniques and creative ways to present

their topic. They also need to be reflective and display learning from

the process.

The Higher Project provides substantive evidence of the ability to

plan, research and then deliver a project whilst working

independently. As such it is a valuable tool in developing these

important life-skills.

It is a valuable contribution to a CV.

Specification


Assessment



The Higher Project option

is taken alongside the

Sports Leadership

Awards (please refer to

the relevant section).

25

Auctore Deo The Campion School

KEY STAGE 4 SUBJECT CHOICE FORM

Please read the Key Stage 4 Courses Booklet before completing this form which must returned to the school office on or before Friday 10th May 2019

Pupil’s Name Tutor Group

French/vocational Option — please select French BTEC Enterprise Level 2 Workskills Level 1

Parent’s Signature Date

If you choose French then you should make 3 choices from the list below, one of which should be history or geography

ART HISTORY

BUSINESS COMPUTER SCIENCE

CLASSICAL CIVILISATION MUSIC

DESIGN AND TECHNOLOGY PE

GEOGRAPHY SPORTS LEADERSHIP & HIGHER PROJECT

Please indicate your choices in rank order (1 being first choice). Please also include a reserve choice (by putting R against the subject).

If you choose Enterprise then you should choose history, geography or computer science and then 2 further choices

If you choose Workskills then you will also take geography. Please choose 2 further subjects from the list below.

key stage 4€¦ · a btec level 2 course in enterprise is also available, as well as a level 1...

Documents