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KEY STAGE 4
CURRICULUM
HANDBOOK
CONNAUGHT CONNAUGHT CONNAUGHT CONNAUGHT
SCHOOL FOR GIRLSSCHOOL FOR GIRLSSCHOOL FOR GIRLSSCHOOL FOR GIRLS
MARCH 2014MARCH 2014MARCH 2014MARCH 2014
2
Dear Year 9 This document contains information on the Key Stage 4 curriculum for 2014-2016. Years 10 and 11 are perhaps the most important in your school career. These are the years in which you study for public examinations. At Connaught School most pupils prepare for a maximum of 10 full GCSE courses. On the following pages you will find the curriculum pathways available to you – both the compulsory subjects (the core curriculum) and those from which you will make choices. Please read about all the subjects and not just the optional ones. This will help you understand what is expected of you next year. Think very carefully about your choices. Think about what you may want to do later in life. The EBAC (English Baccalaureate) is a new school performance measure of the percentage of pupils achieving GCSE in English, mathematics, 2 sciences, a modern foreign language and history or geography. If you are considering a very academic pathway at Connaught followed by “A” levels and university then you may wish to consider taking history or geography as your optional subjects. You should also talk to your teachers as they will be able to tell you more about the course and what you will be studying. You can also talk to girls in Years 10 and 11 who are studying these KS4 subjects. The following points are intended to assist you in making the right choices. Do choose subjects you enjoy Do choose subjects you do well at Do choose subjects that will help you with your future Do check the balance in the subject between controlled coursework and examination Do investigate exactly what a subject is and what it requires from you Don’t choose subjects because your friends are choosing them Don’t choose subjects because you want a particular teacher (you might not get them!) Don’t choose a subject because you think it is easy Don’t choose a subject if you don’t know what it’s about What happens if too many pupils choose one subject? This may not be a problem as in some subjects there may be more than one group. However, if there is only one group which is limited to 20 or 30 pupils, then selection will occur. This selection for the over-subscribed subject will be based on your second preference and attitude and effort in your subjects in Year 9. What happens if only a few pupils choose a subject? You have a choice of subjects in the option list. We know, however, that some of these subjects may not be able to be run as the number of girls choosing them will not make a viable group. If this happens Mrs Scott will speak to you about your choices. This is the first time that you have had the chance to make important decisions about what you learn. Use the opportunity wisely. It makes sense to consider your choices carefully. Your teachers, form tutor, Mrs Wallace and Mrs Scott are all available to help you.
3 When you start your KS4 courses the teachers are committed to helping you achieve your very best. You, in turn, must play your part. Excellent attendance and punctuality, having a positive attitude, cooperation and listening are essential to your success. These will help you achieve your potential in your examinations and enable us to provide you with an excellent reference when you leave school. Reading this document carefully and making suitable choices is the first step in getting the most out of Years 10 and 11. Choose wisely! Mrs Betts
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CONTENTS
Introduction/Guidance on Subject Choices Pages 2-3
Contents Page 4
Summary of Subjects Page 5
CORE SUBJECTS
English Pages 6-8
Mathematics Pages 9-10
Science Pages 11-14
ICT Page 15-16
RE Pages 17-18
Core PE Page 19
LANGUAGE OPTIONS
French Pages 20-21
German Pages 22-23
Spanish Pages 24-25
OPTIONS
Art Pages 26-27
Catering Pages 28-29
Drama Pages 30-31
Geography Pages 32-33
History Pages 34-35
Music - BTEC Pages 36-37
PE GCSE Pages 38-39
PE BTEC Pages 40-41
Product Design Pages 42-43
Supported Studies Page 44
Textiles Pages 45-46
Extended Curriculum Page 47
Subject Choice Form Page 48
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SSUUMMMMAARRYY OOFF SSUUBBJJEECCTTSS
Everyone studies the following subjects:
English
Mathematics
Science
RE
PE
Everyone studies a Modern Foreign Language from the following:
French
German
Spanish
Everyone studies three choices from the following options:
Art
Catering
Drama
Geography
History
ICT
Music - BTEC
PE GCSE or BTEC
Product Design
Supported Studies
Textiles
6
EENNGGLLIISSHH
All students must study English
You study this subject because…
English is about communication
English is fundamental to all aspects of school and work life in the 21st century
English enhances your ability to communicate ideas and feelings with clarity and
confidence. It also instills listening skills which aid tolerance and respect of others
It fosters a pleasure in reading a wide range of literature
It develops critical awareness and independent thought
English extends your sympathy and understanding of people in different situations and
with different circumstances
You are given opportunities to engage in healthy debate and discussion about current and
interesting issues
You will develop a real appreciation of the cultures, traditions and values of the people of
the world
What will you study?
We will follow the Edexcel GCSE syllabus. Pupils will be required to study a range of texts,
including:
A Shakespearean play (Romeo and Juliet) and a contemporary drama (a text will be
selected from the following prescribed texts; An Inspector Calls, Blood Brothers, Pygmalion)
Literary Heritage Prose (a text will be selected from the following prescribed texts: Pride
and Prejudice, Great Expectations, The Hound of the Baskervilles, Animal Farm)
Prose from Different Cultures (Of Mice and Men)
Poetry (selection of poems from the Edexcel Poetry Anthology)
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Course structure
As part of the GCSE curriculum, students will have Controlled Assessments as well as Exams in
both English and English Literature. Controlled Assessment has replaced Coursework and will be
tasks assessed in school (internally assessed) but under controlled conditions (supervision, limited
use of notes and a specified amount of time to complete each task). Students will continue to
write exams which will be assessed externally (set and marked by the exam board, Edexcel).
Speaking and Listening (internally assessed as a Controlled Assessment) will now be awarded as
a separate certificate alongside the GCSE grades for English Language and Literature.
Throughout the GCSE course (Year 10 and 11), students will do a range of Speaking and
Listening tasks as well as studying spoken language and developing writing for the spoken voice.
You can also expect to study a range of non-fiction texts and develop writing to express ideas
and information clearly. Studying Literature, students will also develop skills in analysing and
comparing texts. Controlled Assessment tasks will be completed in Year 10 and exam
preparation in Year 11 for the exams in the summer term.
Homework
GCSE students are expected to meet all deadlines including any research and preparation for
both Written and Speaking and Listening Controlled Assessment. Students are encouraged to
read as much as possible in their own time and prepare notes on characters, language, themes,
plot, setting, context and such like when studying different texts.
Assessment
English Language
Controlled Assessment = 40%
Unit 1: - Reading and analysing a non-fiction text (10%)
- Writing Task (10%)
Unit 2: - Study of Spoken Language (10%)
- Writing for the Spoken Voice (10%)
Exam = 60%
Section A: Reading response to Different Cultures Prose (35%)
Section B: Writing Task (25%)
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English Literature
Controlled Assessment = 25%
Task 1: Shakespeare play (comparing reading of text and
a production on stage or screen) (15%)
Task 2: Contemporary drama (10%)
Exam = 75%
Poetry Exam
Section A: Response to one unseen poem (10%)
Section B: Response to two Anthology poems (15%)
Prose Exam
Section A: Four part question on Literary Heritage text (25%)
Section B: Essay question on Different Cultures text (25%)
Support Information
Students are provided with the texts they need to study as well as background and additional
material. They may, if they so choose purchase study guides and notes to help when analyzing
texts. We also encourage independent Internet research using common search engines. For
further information please see Mr Dorrell, Head of English.
For further details see: www.edexcel.com/quals/gcse/gcse10/english
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All students study GCSE Mathematics
You study this subject because…
It contributes to the development of skills and qualities like communication, reasoning,
problem solving and creativity
It is useful throughout life and offers you intellectual excitement and wonder
It is a universal means of communication and tackles problems in everyday life while
preparing you for the world of work
It encourages critical analysis - vital in understanding the world around you
What will you study?
Working Mathematically
Number
Algebra
Ratio, Proportion and Rates of Change
Geometry and Measures
Probability
Statistics
Course Structure
You will build up your knowledge, skills and understanding so you reach your full potential. The
level of GCSE entry will be decided as late as possible and will reflect the standard of class
work, homework and the result of your mock examination.
There are two tiers of entry (this is the general setup but may change depending on the ability
of the year group):
Higher Tier Sets 1, 2 and 3
Foundation Tier Sets 4 and 5
Homework
Homework is assigned twice a week and aims to:
Reinforce work covered in the lessons
Extend topics taught during lessons
Introduce exam questions to the students
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Assessment
Students are assessed at the end of year 9 and are given an end of year National Curriculum
level. Students are assessed regularly by their teachers verbally, using mini-whiteboards, tests or
by marking at exercise books. Feedback is important and students are always made aware of
how they can improve in their maths work.
Functional Mathematics
Functional mathematics is a key development designed to provide learners with the knowledge
and understanding they need to use and apply mathematical skills in everyday life. You will
always be given the opportunity to work with maths in a functional manner – through starters,
project work or in the classroom. Functional maths will be assessed in each exam:
Numeracy
Here are some examples of what is meant by numeracy:
being able to critically assess statistics used by advertisers or politicians
being able to manage family budgets – credit cards, offers at supermarkets and so on
being able to estimate – in all kinds of situations, e.g. journey speed, time and distance,
roughly how much a bill will be or your expected bank balance at the end of the month.
You will develop these useful skills, and more, in your maths lessons.
Support Information – Useful Websites
For further information please see Mr Flynn,
subject leader for Mathematics.
The following websites may be of interest:
http://www.mathsrevision.net/gcse/index.php
http://www.gcse.com/maths/
http://www.mymaths.co.uk
http://www.mathswatch.co.uk
http://www.mangahigh.com/en_gb/
http://www.emaths.co.uk
http://www.edexcel.com
Careers with Maths Videos
Who Employs Mathematicians?
What do Mathematicians Do?
Support Information – Useful APPs Edexcel App for GCSE Maths Link
GCSE Maths Revision Questions
Mathswatch
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SSCCIIEENNCCEE
All students must study Science
You study this subject because…
Science relates to all parts of everyday life
Science provides a good background for adult life
Science gives you the innovative skills for an ever changing world and makes you a
valuable and sought-after person for employers
What will you study?
You will be following one of the 3 pathways described below:
Progression Pathway 1
A two year Core and Additional science course
(2 separate GCSE courses)
You will study all aspects of Science including Biology, Chemistry and Physics.
The school follows the GCSE AQA examining board for Core and Additional. The AQA exam
papers are made up of structured questions requiring either a short or longer answer. There are
both Foundation (Grades C-G) or Higher (Grades A*-D) levels of entry. Most students will be
expected to be entered for the Higher paper. The coursework is based on a scientific
investigation with 2 x 45min exams attached to it e.g.“ The effect of acid rain upon Cress
seedlings”. Marks are given for how well your table of results and graphical analysis are done,
together with the marks from the attached exam, and how well you handle equipment throughout
the course.
Core Science is 1 GCSE. Additional Science is 1 GCSE.
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AQA CORE SCIENCE & ADDITIONAL SCIENCE
Core Science Content How Science Works
The thinking behind the doing
Fundamental ideas
Observation as a stimulus to investigation
Designing an investigation
Making measurements
Presenting data
Using data to draw conclusions
Societal aspects of scientific evidence
Limitations of Scientific Evidence
Biology
How do human bodies respond to changes inside themselves?
What can we do to keep our bodies healthy?
How do we use/abuse medical and recreational drugs?
What causes infectious diseases and how can our bodies
defend themselves against them?
What determines where particular species live and how many
of them there are?
Why are individuals of the same species different form each other?
What new methods do we have for producing plants and animals with the
characteristics we prefer?
Why have some species of plants and animals died out?
How do new species of plants and animals develop?
How do humans affect the environment?
Chemistry
How do rocks provide building materials?
How do rocks provide metals and how are metals used?
How do we get fuels from crude oil?
How are polymers and ethanol made from oil?
How can plant oils be used?
What are the changes in the Earth and its atmosphere?
Physics
How is heat (thermal energy) transferred and what factors
affect the rate at which heat is transferred?
What is meant by the efficient use of energy?
Why are electrical devices so useful?
How should we generate the electricity we need?
What are the uses and hazards of the waves that form the electromagnetic spectrum?
What are the uses and dangers of emissions from radioactive substances?
What do we know about the origins of the Universe and how it continues to change?
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Additional Science Contents How Science Works
The thinking behind the doing
Fundamental ideas
Observation as a stimulus to investigation
Designing an investigation
Making measurements
Presenting data
Using data to draw conclusions
Societal aspects of scientific evidence
Limitations of scientific evidence
Biology
What are animals and plants built from?
How do dissolved substances get into and out of cells?
How do plants obtain the food they need to live and grow?
What happens to energy and biomass at each stage in a food chain?
What happens to the waste material produced by plants and animals?
What are enzymes and what are some of their functions?
How do our bodies keep internal conditions constant?
Which human characteristics show a simple pattern of inheritance?
Chemistry
How do sub-atomic particles help us to understand the structure of substances?
How do structures influence the properties and uses of substances?
How much can we make and how much do we need to use?
How can we control the rates of chemical reactions?
Do chemical reactions always release energy?
How can we use ions in solutions?
Physics
How can we describe the way things move?
How do we make things speed up or slow down?
What happens to the movement energy when things speed?
up or slow down?
What is momentum?
What is static electricity, how can it be used and what is the connection between
static electricity and electric currents?
What does the current through an electrical current depend on?
What is mains electricity and how can it be used safely
Why do we need to know the power of electrical appliances?
What happens to radioactive substances when they decay?
What are nuclear fission and nuclear fusion?
Homework
Homework is designed to be challenging and helps to advance you by building on prior
knowledge. Homework types vary from research and written accounts to exam questions and
projects.
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Course structure
YEAR SUBJECT EXAM WEIGHTING COURSEWORK WEIGHTING
10 GCSE Core
Science
Biology (60mins)
Chemistry (60mins)
Physics (60mins)
25%
25%
25%
1 piece 25%
11 GCSE Additional
Science
Biology (60mins)
Chemistry (60mins)
Physics (60mins)
25%
25%
25%
1 piece 25%
Progression Pathway 2
One GCSE Core Science over 2years for identified students
Progression Pathway 3
“Triple Science” made up of 3 separate GCSEs in Biology, Chemistry and Physics over 3 years -
Years 9, 10 and 11. These students are identified in Year 8 and are the very highest ability
students.
Support Information
If you have any questions please speak to Mr Patterson, Subject Leader for Science. You can
also get information from the following websites:
http://www.aqa.org.uk/qual/gcse/scienceb.html
http://www.ase.org.uk/htm/homepage/notes/news/january2005/gcse/faq.pdf
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ICT GCSE
You study this subject because:
ICT is a subject that cannot be avoided in modern times. It is constantly developing and with each
year it becomes more and more sophisticated. The GCSE ICT course will help students to become
creative, effective problem-solvers and resourceful thinkers.
ICT will give students a strong foundation and further develop their knowledge of current and
emerging technologies. In this course you will use a range of ICT tools and techniques; this will
prepare you for further ICT at college, university or at work.
What will you study?
GCSE Information Communication Technology
Course structure
The ICT GCSE is made up of one externally assessed examination worth 40% of the qualification
(Unit 1) and two controlled assessment units worth 30% each (Units 2 and 3).
Unit 1 There are four key themes that will be covered during the course of this unit:
1. Computer systems and mobile technologies
2. Current input and output devices
3. Storage devices and media
4. Communications and entertainment.
All of these topic areas will be covered during lessons using electronic and paper based
resources.
You will take an exam on this unit of work at the end of year 11; the paper will be divided into
sections A, B and C. 1 hour 30 minutes Exam 40% of the marks
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Unit 2 This unit is controlled assessment; therefore you will be given only a limited time to work on this
unit. In this unit you will be given a large project to do which will need to be planned, carried
out, evaluated and reported on. This may involve collecting data, designing leaflets producing
spreadsheets etc.
Marks will be awarded for not only the computer skills used to achieve your goal, but also on the
steps to get there and how you assessed yourself at the end. You will need to make sure all
your work is clear and grammatically correct and that the format is suitable for the audience it is
intended for.
An example of a current Unit 2 project scenario is:
Using ICT to help with the organisation of a school talent contest for students
Controlled Assessment 30% of the marks
Unit 3 This unit is controlled assessment; therefore you will be given only a limited time to work on this
unit.
This unit will give you the choice of picking from one of six different scenarios. All the scenarios
are based around real world problems and will require you to plan, execute, evaluate and
report about how to solve this problem.
A typical scenario may ask you to create posters, spreadsheets or any other type of document to
solve the problem. You will be given a candidate booklet with all the information about the
problem and some general idea of what is expected and then it will be down to your ICT skills to
find the best solution for the problem. This does not just test your ability at producing a certain
type of document but also your planning and evaluation skills.
Examples of previous Unit 3 scenarios:
1.Your school regularly organises a visit for students to a local attraction. Find a solution.
2. Your school organises an annual school prom for year 11 students. Find a solution.
3. Your school organises a regular event for senior citizens or parents and toddlers. Find a
solution. Controlled Assessment 30% of the marks
Assessment
Units 2 & 3 are all internally assessed before being externally moderated by the examining
board. Unit 1 is externally graded by examining board.
Support Information
For further information please see Mr Ali, subject leader for ICT.
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RREE
All students study RE
You study this subject because…
It increases your depth of understanding about the various ethical issues common in today’s
society, locally, nationally and internationally, and thereby develops skills you will need in your
every life.
What will you study?
You will be prepared for Edexcel’s Religious Studies GCSE Full Course, involving studying units 1
and 8; religion and life, and religion and society from a Christian Perspective with the study of
one other religion (Islam). This is currently one of the most popular courses available to students
and a qualification in this subject will stand you in very good stead when applying for all AS and
A level courses at college. This is due to the cross-curricular skills you will be developing
throughout this course and its connection with all subjects related to life and human experience in
general terms. As there is NO coursework element you will sit two 1 hour 30 minutes exams in the
summer of Year 11.
Modules to be studied in unit 1:
Year 10 Year 11
Believing in God Social harmony
Matters of Life & Death Exam Technique/Revision
Marriage and the Family
Modules to be studied in unit 8:
Year 10 Year 11
Rights and responsibilities Peace and conflict
Environmental and medical issues Exam Technique/Revision
Crime and punishment
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During this course you will have numerous opportunities to increase your depth of
understanding through:
Acquiring knowledge and understanding of the beliefs, values and traditions of
Christianity, Islam and Humanism
Considering the influences of beliefs, values and traditions associated with Christianity,
Islam and Humanism
Considering religious and other responses to various moral issues
Identifying, investigating and responding to fundamental questions of life raised by
religion and human experience, including questions about the meaning and purpose of
life
Course structure
Each module will last for approximately 15 weeks and will follow a similar structure. This is a
144 hour course comprising of a two hour study period per week throughout Key Stage 4.
Homework
Homework usually consists of GCSE practice paper questions, or work to follow on the lesson
content. Also you will be expected to use homework time to good effect e.g. using newspapers
as a source to keep up to date on religious events, and developing opinions surrounding the
course text.
Assessment
At the end of each module there is a 25 minute written assessment. You will sit 8 module exams
throughout the course (4 for each unit) and these will inform your grades which are reported to
your parents/carers.
Support Information
For further information or advice please speak to Mr. Silk, subject leader for RE.
Further information about the course can be found at:
http://www.edexcel.com/quals/gcse/gcse09/rs/Pages/default.aspx
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PPHHYYSSIICCAALL EEDDUUCCAATTIIOONN -- CCOORREE
All students will participate in a variety of activities which will build on skills developed in Key
Stage 3. A variety of techniques, strategies and tactics will be developed and the importance of
exercise to personal, social and mental wellbeing will be explored.
In Years 10 and 11, students take part in a variety of lessons which are at school and also offsite
at Redbridge Sports Centre. Students will have the opportunity to take part in different activities
on a six week rotation. Students travel by tube to Fairlop Station which is a short walk to the
Sports Centre. Some of the activities available are:
Gym (use of the Gym facilities to workout)
Street Dance
Zumba
Basketball
Trampolining
Spin (exercise to music on bikes)
There are also activities on site at school for students to develop their skills.
Other Information
Students MUST have an oyster card to travel to and from the Sports Centre so need to apply for
this in advance. It is also vital that students have the correct PE kit with them for every lesson. In
Year 10, pupils travel with staff to the Sports Centre and make their own way home. In Year
11, pupils can travel to and from the Sports Centre on their own. However, if you would prefer
your daughter did not travel by herself then this can be communicated via the letter that is given
out at the start of the year.
For further information please see Mrs Watson, subject leader for PE.
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FFRREENNCCHH
Why choose this subject?
You study this subject because Languages are a key economic skill. There are many opportunities
for Language students in business, travel and finance.
Choose French if you:
Enjoy your French lessons and are pleased with your results
Want to be able to understand and speak French better
Want to have a better understanding of your own language
Like finding out about the culture and way of life in other countries
Want to open doors to new experiences/ opportunities in your own country and abroad
Want to share in the benefits that the world has to offer and are interested in a career in
tourism or a career with an international dimension
What will you study?
The GCSE course covers 4 topics:
My World Holiday Time & Travel
Work & Lifestyle The Young Person in Society
What you are required to do in each area:
Learn to talk about the above topics in French, via conversations which you will practise
with the French assistant
Listen to and understand information from interviews, dialogues, instructions and
announcements in French
Read and understand instructions, signs, brochures, advertisements and letters in French
Write short essays on topics such as My Holiday, Healthy Living and My Town. Write and
prepare short talks on similar topics for oral assessment
21
Course Structure
The four skills assessed are:
Speaking: 2 controlled assessment tasks = 30%
Listening: Foundation or Higher Tier = 20%
Reading: Foundation or Higher Tier = 20%
Writing: 2 controlled assessment tasks = 30%
Homework
Homework is an essential part of the course for raising achievement in both the speaking and
writing exam. It will include at least one learning and one written task per week. In addition to
this, students are advised to spend 10-20 minutes every evening learning/revising word lists and
using suggested websites. Homework is vital in preparation for high achievement in all four skills.
Assessment
There is an examination for GCSE at the end of Year 11 in Listening and Reading. For Writing
you submit 2 pieces of work taken from those written during the course. All of those submitted
must have been written under exam conditions. For Speaking you will be assessed during Years
10 and 11 in controlled exam conditions.
Higher Tier (Grades A* to D) Foundation Tier (Grades C to G)
The Speaking Test will be marked by your teacher but moderated by the Examination Board. It
is possible to combine a Higher Tier and a Foundation Tier paper. All Writing Coursework will be
sent to AQA for marking.
Support Information
For practice in listening a personal stereo is useful. Model speaking answers can be downloaded
onto students’ MP3 players.The following websites may be of interest:
http://www.aqa.org
http://www.bbc.co.uk/gcsebitesize
http://www.vocabexpress.com
Please see Ms Ball for any further information.
22
GGEERRMMAANN
Why choose this subject?
You study this subject because Languages are a key economic skill. There are many opportunities
for Language students in business, travel and finance.
Choose German if you:
Like meeting and talking to people
Want to be able to understand and speak German better
Want to have a better understanding of your own language
Like finding out about the culture and way of life in other countries
Want to open doors to new experiences/opportunities in your own country and abroad
Want to share in the benefits that the world has to offer and are interested in a career in
tourism or a career with an international dimension
What will you study?
The GCSE course covers 4 topics:
My World Holiday Time & Travel
Work & Lifestyle The Young Person in Society
What you are required to do in each area:
Learn to talk about the above topics in German, via conversations which you will practise
with the German assistant
Listen to and understand information from interviews, dialogues, instructions and
announcements in German
Read and understand instructions, signs, brochures, advertisements and letters in German
Write short essays on topics such as My Holiday, Healthy Living and My Town. Write and
prepare short talks on similar topics for oral assessment
23
Course Structure
The four skills assessed are:
Speaking: 2 controlled assessment tasks = 30%
Listening: Foundation or Higher Tier = 20%
Reading: Foundation or Higher Tier = 20%
Writing: 2 controlled assessment tasks = 30%
Homework
Homework is an essential part of the course for raising achievement in both the speaking and
writing exam. It will include at least one learning and one written task per week. In addition to
this, students are advised to spend 10-20 minutes every evening learning/revising word lists and
using suggested websites. Homework is vital in preparation for high achievement in all four skills.
Assessment
There is an examination for GCSE at the end of Year 11 in Listening and Reading. For Writing
you submit 2 pieces of work taken from those written during the course. All of those submitted
must have been written under exam conditions. For Speaking you will be assessed during Years
10 and 11 in controlled exam conditions.
Higher Tier (Grades A* to D) Foundation Tier (Grades C to G)
The Speaking Test will be marked by your teacher but moderated by the Examination Board. It
is possible to combine a Higher Tier and a Foundation Tier paper. All Writing Coursework will be
sent to AQA for marking.
Support Information
The following websites may be of interest:
http://www.aqa.org
http://www.bbc.co.uk/gcsebitesize
http://www.vocabexpress.com
Please see Mrs Patterson for any further information.
24
SSPPAANNIISSHH
Why choose this subject?
You study this subject because Languages are a key economic skill. There are many
opportunities for Language students in business, travel and finance.
Choose Spanish if you:
Like meeting and talking to people
Want to be able to understand and speak Spanish better
Want to have a better understanding of your own language
Like finding out about the culture and way of life in other countries
Want to open doors to new experiences/opportunities in your own country and abroad
Want to share in the benefits that the world has to offer and are interested in a career in
tourism or a career with an international dimension
What will you study?
The GCSE course covers 4 topics:
My World Holiday Time & Travel
Work & Lifestyle The Young Person in Society
What you are required to do in each area:
Learn to talk about the above topics in Spanish, via conversations and role-play which you
will practise with the Spanish assistant
Listen to and understand information from interviews, dialogues, instructions and
announcements in Spanish
Read and understand instructions, signs, simple brochures, advertisements and letters in
Spanish
Write short essays on topics such as My Town, My Holiday and My School
25
Course Structure
The four skills assessed are:
Speaking: 2 controlled assessment tasks = 30%
Listening: Foundation or Higher Tier = 20%
Reading: Foundation or Higher Tier = 20%
Writing: 2 controlled assessment tasks = 30%
Homework
Homework is an essential part of the course for raising achievement in both the speaking and
writing exam. It will include at least one learning and one written task per week. In addition to
this, students are advised to spend 10-20 minutes every evening learning/revising word lists and
using suggested websites. Homework is vital in preparation for high achievement in all four skills.
Assessment
There is an examination for GCSE at the end of Year 11 in Listening and Reading. For Writing
you submit 2 pieces of work taken from those written during the course. All of those submitted
must have been written under exam conditions. For Speaking you will be assessed during Years
10 and 11 in controlled exam conditions.
Higher Tier (Grades A* to D) Foundation Tier (Grades C to G)
The Speaking Test will be marked by your teacher but moderated by the Examination Board. It
is possible to combine a Higher Tier and a Foundation Tier paper. All Writing Coursework will be
sent to AQA for marking.
Support Information
The following websites may be of interest:
http://www.aqa.org
http://www.bbc.co.uk/gcsebitesize
http://www.vocabexpress.com
Please see Ms Gooden for any further information.
26
AARRTT,, CCRRAAFFTT AANNDD DDEESSIIGGNN
Why choose this subject?
You should choose this subject if:
You enjoy the subject
Have an adventurous and enquiring mind
Like experimenting with different materials
Are interested in the work of artists and craftspeople
Are interested in comparing and discussing your work with other students
Are interested in a career in any of these areas:
Advertising Animation Architecture
Ceramics Computer Animation Costume Design
Fashion Film & TV Interior Design
Jewellery Design Graphic Design Furniture Design
Model Making Fine Art/Painting/Sculpture Garden/Landscape
Photography Printmaking Prop Making
Marketing/PR Set/Stage Design Special Effects
Textile Design Multi Media/Games Design Web Site Design
What will you study?
This course builds on skills learned in Years 7-9 but there is a greater emphasis on individual
work. You will be required to collect information and resources, study the work of artists from all
cultures and times, to experiment with a wide range of materials and develop original ideas.
You will be visiting galleries and when possible working with visiting artists.
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Course structure
You will be required to complete a personal portfolio which will make up 60% of your final
grade. The examination consists of an externally set assignment with 20 hours preparation and a
timed test (all practical). This makes up the remaining 40% of your grade.
Homework
All GCSE students have to use sketchbooks to explain where their ideas have come from and the
processes they have used. Most of the homework will be sketchbook work – expect to spend 1
hour per week.
Assessment
There are 2 papers: Paper 1 is the personal portfolio worth 60%. Paper 2 is a timed test. This
takes the form of a broad theme such as “Journeys” or “Inside” set by the exam board. You are
given 20 hours preparation time and then 10 hours under exam conditions to complete your work
which is worth 40%.
Support Information
For further information please see Mr Hamilton, subject leader for Art.
28
CCAATTEERRIINNGG
Why choose this subject?
If you love food and cooking, then you will enjoy this course
If you are interested in learning more about nutrition, food choice and health.
If you want to improve your cooking skills
If you are considering a career in the food industry then this course will lay a good
foundation.
What will you study?
Health, safety and hygiene
Food preparation
Methods of cooking
Culinary terms and presenting food
Nutrition, including healthy eating and special diets
Costing and portion control
Menu planning
The industry: food and drink
Course structure
Year 10:
The course consist of practical and theory work. You will have 3 food lessons a week; one will be
a practical cooking lesson and the other two will be theory lessons or experimental work.
Year 11:
The Controlled assessment task comprises of two externally set tasks which together make up 60
% of the assessment.
Task 1 is based on commodities that are widely used in the catering industry. You will need to
complete a practical exam based on fruit and vegetables, rice and pasta or dairy products
Task 2 is based on meal preparation and you will need to be able to dovetail tasks
effectively. The meals are based on international cookery, healthy eating or vegetarian
cookery.
29
Homework
Worksheets
Group work
Revision for tests
Researching recipes
Planning for practical sessions
Coursework
Assessment
The written paper consists of 40% of the total marks and the tasks consist of 60% of the total
marks.
Support Information
Please see Ms Wallace, subject leader for Food Technology, for any further information.
30
DDRRAAMMAA
Why choose this subject?
Drama is for anyone, whatever career you pursue from media to medicine, politics to pop-star,
the skills you hone in Drama will give you the edge in your chosen field.
Drama will help you:
Dramatically enhance your interpersonal skills through learning to be an active, problem,
committed, constructive, articulate and flexible team member/leader
To develop confidence, presence and awareness of both your own and other’s body
language – a skill for life
Develop your voice into a powerful and effective communicative tool through developing
a connected, flexible and articulate
Hone your analytical skills which will favourably impact on your other subjects
Be sensitive and empathetic to other people’s feelings by putting yourself into another
person’s shoes to play a role
Gain essential stage-craft skills
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Course structure:
Unit 1
Using a range of Drama elements, mediums and strategies students use stimulus such as music,
film, poetry, lyrics, photos and real life events to practically explore a theme/issue.
Assessment
20% Practical workshops (6 x 1 hour sessions)
10% Documentary Evidence (Essay analyzing work done in the workshops -2000 words)
Unit 2 Students practically explore a play text using a range of Drama elements, medium and
strategies.
Assessment 15% Practical workshops (6 x 1 hour sessions)
15% Two essays:
1. Documentary Evidence (Essay analyzing the practical workshops - 1000 words)
2. Review Essay (Review of a live performance -2000 words)
Unit 3 In groups students present a piece of devised, scripted or mixed performance for an external
examiner.
Assessment 40% of final grade
Support Information
If you have any questions please speak to Ms Brothers, subject leader for Drama.
32
GGEEOOGGRRAAPPHHYY
Why choose this subject
“Geography is the subject which holds the key to our future" - Michael Palin
Geography helps you to make sense of the world around you. Geography gives you the chance
to understand the processes which shape and change our world and gives you the chance to get
to grips with some of the big questions which affect it.
Geography lessons include literacy, numeracy, investigation, GIS (computer based mapping),
interpreting evidence, map skills, discussion and debate. These are all very versatile skills and
will be of value in your other lessons too. During the field trip in the Summer of Y10 you will be
able to develop some practical fieldwork skills and have some fun!
Geography is a useful subject to study if you want to go to university. This is because
Geographers have such a wide skill set and cross curricular knowledge.
As well as being incredibly interesting and well respected, Geography is useful for a range of
future careers. These include journalism and the media, law, engineering, business management,
ICT, environmental consultancy, town and country planning, architecture, recreation, tourism
What will you study?
`We follow the OCR B Geography course which is split into four themes
Population and Settlement – this unit investigates how and where people live, the way that towns
and cities grow and how this differs between more and less developed countries. The unit also
considers the various reasons why people might move house and the way that our shopping
habits are changing.
Rivers and Coasts – this unit looks firstly at the different features that we find along rivers or at
the coast (e.g. waterfalls, beaches) and how they form and change over time. Following on from
this we look at the causes and effects of coastal and river flooding and how these can be
minimised.
33
Natural Hazards – in this unit students have the opportunity to find out how and why volcanic
eruptions, earthquakes and droughts occur. They look at where these happen and what effects
these disasters have. Finally they investigate the way that people try to minimise the risk of
living in these dangerous environments.
Economic Development – this unit allows students to consider what we mean by ‘development’
and how we can measure how developed a country is. The unit also looks at the sort of work that
is done in different countries and the way some companies can exploit less developed countries
to increase profits.
Course Structure
We will cover two of the units in Y10 (Rivers and Coasts and Population and Settlement). During
the Summer Term we will prepare for, carry out and write up the Controlled Assessment. This
involves a residential field trip to Swanage, Dorset.
In Y11 students will cover the Natural Hazards unit up until the end of January before starting
their final unit Economic Development.
Homework
Takes many forms and is set at least once a week. It may involve research, practise exam
questions, watching a programme on TV, researching a topic or carrying out a survey.
Assessment
Type of
Assessment Weighting What it involves When
Decision Making
Exam
25% This is a 1hr 30min exam which is based on one of the
units (in 2016 this will be Rivers & Coasts). Students
are asked to answer tasks and make a decision based
on resources provided in the exam.
Summer 2016
Controlled
Assessment
25% A piece of work based on data that is collected on a
fieldtrip. The task will be chosen from four which OCR
will give us. This will be carried out through a
residential course to allow the students to complete as
much of the task as possible while the information is
fresh in their minds.
Summer 2015
Key Themes Exam 50% This exam is based on three of the core themes. In
2015 they will be; Population and Settlement, Natural
Hazards and Economic Development
Summer 2015
Support Information
Please see Miss Quinn, Head of Geography, if you require further information
34
HHIISSTTOORRYY
Why choose this subject?
History is interesting – students never cease to be fascinated by people such as Hitler,
Stalin or Mandela and the events that helped to shape the world we live in
History helps you to make sense of today’s world
You learn skills which apply not only to History but to other subjects such as the ability to
question and see events from a variety of perspectives
You will continue to develop your powers of thinking critically about the world
History is a highly regarded subject by colleges and employers
What will you study?
This GCSE course requires you to study 4 topics:
1. A source-based investigation into the topic “How was British society changed 1890 –
1918”. It includes looking at the beginnings of the Welfare State, the role of women and
the Suffragettes and impact of World War One on Britain
2. Weimar and Nazi Germany 1919 – 1945
3. The Cold War 1945 – 1975 including case studies on Cuba and Vietnam
4. Controlled assessment on South Africa : Apartheid and how it ended
Course structure
In this course you will be expected to do:
Lots of discussion: whole class, in groups and in pairs
Reading from a wide range of well-illustrated text books
Evidence based work – looking at propaganda, speeches, statistics, photographs, posters,
newspapers, cartoons, maps and diagrams
Watching DVDs and films, most of which use archive material from the 20th century
One piece of controlled assessment completed in class at the beginning of Year 11
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Homework
Homework will include writing up or finishing off work covered in class as you have been
used to doing in Key Stage 3
Specific homework tasks may be set e.g. typical GCSE exam questions
Assessment
Examination Board: OCR – J417 (Specification B) – Modern World History.
There are TWO final written examinations and coursework
Paper 1 (45%) (2 hours) Germany } Factual recall
The Cold War } and understanding
Paper 2 (30%) (1½ hours) Britain – source paper
Controlled assessment (25%) 1 assignment on South Africa
Support Information
If you have any questions please speak to Ms Williams, subject leader for History.
36
MUSIC
BTEC Level 2 Award
Why choose this subject?
The BTEC Level 2 Award in Music is equivalent to a GCSE and gives students an overview of
employment opportunities within the music industry.
If you enjoy making music and can work well as part of a group then this course is for you! It is
mainly coursework based, with a written examination (25%) on the music industry at the end of
Year 11, and will give you the chance to develop your performing skills.
What will you study?
You will be involved in planning, rehearsing and performing music, showing awareness of various
aspects of the music industry.
The BTEC course offers you the opportunity to develop as a musician and study all that goes into
successfully communicating music to an audience.
You will learn to reflect on and evaluate your practical work and produce a portfolio of
evidence to support your ideas.
Course structure
There are four main units:
The Music Industry: You will explore a range of music organisations to discover their purpose, the
ways in which they operate and how they relate to each other. You will also consider the roles of
people working in these organisations, specifically exploring those involved in the administration,
promotion, performing and production of music events and products.
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Managing a Music Product: You will be involved in the planning and promotion of a live concert,
where your performing and organisational skills will be demonstrated and assessed. You will
have the opportunity to perform as a soloist and as part of an ensemble. You will need to
demonstrate the ability to listen and respond to the opinions and ideas of others throughout the
process.
Introducing Music Performance: This unit will enable you to develop your technique and reflective
practice as a performer.
Introducing Music Sequencing : You will learn to use ICT for music
making, giving you a valuable vocational skill as well as a grounding in a
fundamental aspect of music making in the workplace.
Homework
Homework may be practical, written or both and is set on a regular basis to record and develop
ideas in progress.
Assessment
Students compile a portfolio of evidence to support their practical work. This might take different
forms including: recordings of their work (audio/DVD); a log/diary; review of progress;
rehearsal schedules; sheet music and concert programmes. Students are assessed in their ability
to plan, explore and develop, communicate (perform) and evaluate.
Support Information
If you have any questions please speak to Mrs Sanger or read about it on the Edexcel website:
http://www.edexcel.com/migrationdocuments/BTEC%20Firsts%20from%202012/BTEC-L1-2-
First-Award-Music-accred-pre-pub-spec.pdf
38
PHYSICAL EDUCATION – GCSE
Why choose this subject?
If you would like to develop your physical competence and
confidence.
If you would like to develop your ability to use your skills to
perform in a range of activities to a high level
If you would like to learn more about how your body works.
If you would like to promote an active and healthy lifestyle.
If you are currently performing well in PE and it is a subject you really enjoy.
What will you study?
Practical skills in a variety of physical activities such as games, athletics, health and fitness,
looking at competence, performance and creativity.
Techniques, tactics, rules and safety considerations to the games/activities taught.
How the skeletal, cardiovascular, respiratory and muscular systems relate to performance
and participation in different physical activities.
The importance of a healthy active lifestyle to maintain and develop social, mental and
physical health.
The ability to analyse your own and others performance.
How preparation, training and fitness relate to and affect performance.
Reasons for participation in physical activity and factors affecting participation.
Course Structure
The course is 60% practical and 40% theory. In a week and there will be a combination of
theory and practical lessons. As you develop further into the course the theory element is the
main focus of the course.
Assessment
Unit 1 – Examination
40%
Unit 2 – Controlled Assessment 60%
Unit 1 is externally
assessed through a
written examination
paper of 1 hour and 30
minutes. This will
contribute a maximum
of 40% towards your
total marks.
Unit 2 is assessed in two sections.
Section 1 – Four practical performances in the role of
player/participant, leader or official.
You can achieve 48% of the marks from your four
performances, two of which may be in the role of a
leader or official.
Section 2 – Analysis of performance in one of the
chosen activities. This will be worth 12% of the marks
and should include planning, performing and
evaluating a Personal Exercise Programme.
39
Unit 1 Examination
Theory Element – 40%
The course will take an in depth look at how the different body systems
(skeletal, muscular, cardiovascular and respiratory) work. It also
includes the function of the body and how lifestyle choices (such as
exercise, diet, rest and drugs) affect those systems.
Socio-cultural elements are taught within the course and the affect that they can have on
participation. Agencies involved in the provisions of opportunities for sport, exercise and leisure
are also explored within the course.
Unit 2: Controlled Assessment
Practical Element – 48% of final grade
You will have regular practical lesson (these can be quite demanding and a reasonable level of
fitness is required). There are a range of activities covered both in school and using the local
facilities. Some of the activities include basketball, netball, rounders’, volleyball, badminton and
circuit training. You will need to show competence in at least 4 of the activities, as it is the top 4
marks that will be entered. You can be assessed as a performer, coach/leader or official.
You can also be assessed in activities that you may be participating in, outside of school, at club
level e.g. Karate. It is important that candidates have a reasonable level of fitness. It is essential
that you have a good foundation from Key Stage 3 PE in order to cope with the high demands
of the course.
Analysis of Performance – 12% of final grade
You will be required to write an analysis of a performance in one of the chosen activities. This
should include planning, performing and evaluating a Personal Exercise Programme.
Observations of the performances are undertaken, identifying the strengths and weaknesses. An
action plan is then produced to correct the weaknesses and then evaluated for its effectiveness.
Homework
One piece of homework will be given on a weekly basis.
Support Information
For further information please see Mrs Watson, subject leader for PE
40
PHYSICAL EDUCATION – BTEC SPORT
Why choose this subject?
If you would like to develop your knowledge of the sports industry.
If you would like to increase your knowledge of fitness and exercise.
If you like to study through a vocational method of learning.
It encourages personal development through practical participation and performance in a
range of sports and exercise activities.
What will you study?
The components of fitness and the principles of training.
Different fitness training methods such as cardiovascular fitness and muscular endurance.
Investigation of fitness levels through fitness testing, with high level of analysis of fitness.
Develop understanding of the rules, regulations and scoring systems for selected sports.
Practically demonstrate skills, techniques and tactics in selected sports.
Start to review and analyse sports performance.
Course Structure
The course is made up of units that are guided by the number of learning hours. There are two
core units and then two optional units that are learnt within the course.
The two main core units for the BTEC course are Unit 1 and Unit 2.
Unit 1: Fitness for Sport and Exercise
All sports performers want to be the best they can be. To reach optimal levels requires years of
dedication to training, including successfully overcoming any barriers (such as injury) that might
prevent a performer from achieving their goals. Working closely with their coach, the performer
will gain an appreciation and understanding of the different fitness components, training
principles, training methods and fitness tests, which can be incorporated into their training regime
to further, enhance and improve their sports performance.
Unit 2: Practical Sports Performance
This unit focuses on developing and improving your own practical sports performance. This is
achieved through your active participation in practical activities and reflection on your own
performance and that of other sports performers. This unit introduces you to a variety of
different sports and, through participating in different sports, it is expected that you will develop
knowledge of the associated rules, regulations, scoring systems, skills, techniques and tactics.
The two optional units that are needed for the course can be chosen from the following:
41
Unit 3: The Mind and Sports Performance
Psychology has become one of the most interesting subjects in the field of sport. The sports
viewer will often give a psychological explanation for the failure of a team or individual, for
example by saying ‘he bottled it’. Sports psychologists are becoming more common in sport, and
many sports performers and teams use their services.
Unit 4: The Sports Performer in Action
When a person exercises regularly, the body undergoes several short-term effects, such as
increased breathing and heart rate. However, as their training progresses they’ll start to notice
that the short-term effects first observed change and they develop different long-term
adaptations, such as a slower heart rate than before and a more controlled and easier
breathing rate when they exercise. But why do these changes take place? What causes the
change in physiological responses over a period of time? This unit will look at the training effects
that occur when a person regularly participates in sport and physical activity over a given
period of time.
Unit 5: Training for Personal Fitness
Ever wanted to improve your personal fitness but haven’t been sure where to start? Have you
wanted to design a personal fitness training programme but not been sure how to go about it?
This unit shows you the way.
Unit 6: Leading Sports Activities
This unit introduces you to sports leadership, enabling you to start on the ladder of leadership
and coaching, through delivering components of sports sessions and whole activity sessions. You
will be introduced to the basics of sports leadership and then will be required to plan, deliver
and evaluate your ability to lead a sports activity session or component of a session.
Assessment
Students are graded on a pass, merit or distinction throughout the course and at the end of the
course are given a grade in this method.
Unit 1: The unit is externally assessed using an onscreen test – Edexcel sets and marks the test.
The external assessment will be 1 hour.
Unit 2,3,4,5,6: The unit is internally assessed using set criteria. Assessment briefs are given and
students are to work to those, completing set tasks to achieve the criteria set by the exam board.
Homework
One piece of homework will be given on a weekly basis.
Support Information
For further information please see Mrs Watson.
42
PPRROODDUUCCTT DDEESSIIGGNN
Why choose this subject?
You should choose this subject if you:
Enjoy being creative
Are an independent learner
Can identify and solve problems
Can communicate thoughts clearly
Can present your ideas accurately
Are interested in how things are made and how they work
What will you study?
In Years 10 and 11 you will study:
Presentation of original work on A3 paper
How materials work and their uses
Products, their design and manufacturing processes
Practical skills
Problem solving skills
Designers and different design movements
Course structure
In Year 10 you will complete a number of short projects focusing on skills all leading to a
practical outcome. Possible projects include: wooden stools, working with recycled vinyl records,
pewter jewellery and working with paper/card.
As Product Design has no limitations on material you will work in a wide range of material
For each topic you will have to experiment, research, design, make and explain
You will need to work in your own time because deadlines MUST be met and all work will
have to be effectively presented
You will be encouraged to use ICT where appropriate
43
In Year 11 the project will be focusing on designing and manufacturing a product made
using a sustainable recycled element. In the past students have made mirrors made with
recycled fabric pillows, clocks made from circuit boards, lamps made from computer parts,
chairs made from cd’s, sofa made from bicycle wheels and tables made from beer caps. You
can make virtually whatever you want.
Homework
AQA –student books to be completed
A3 folder work to support project work
Assessment
Pupils will be following the AQA GCSE full course in Design and Technology –
Product Design. In Year 10 students are graded according to the AQA assessment criteria for
3 main projects and sit a mock examination. The course content will be National Curriculum
based and will involve coursework (60%) and a final examination (40%).
Support Information
If you have any questions please speak to Ms Graydon, subject leader for DT. Please also
see the following websites:
www.firsthanddesign.co.uk www.mdx.ac.uk/pde
www.aqa.org.uk www.productiondesigforums.com
www.lboro.ac.uk
www.aqa.org.uk/qual/gcse/gp-ms/AQA-35445-W-QP-JUN05.PDF
44
SSUUPPPPOORRTTEEDD SSTTUUDDIIEESS
You will be offered the opportunity to join this group if it is felt that you would benefit from:
improving your literacy skills of reading, writing and extending your vocabulary
improving your numeracy skills
extra help to complete coursework, homework and other assignments
help with problem solving/organisation
enhanced ICT skills
motivation and raising of self esteem
What will you study?
You will:
follow a reading and comprehension programme
work on your coursework and other assignments and practise answering exam questions
learn to use different study skills techniques, such as mind maps, to prepare for exams
learn to use ICT for different tasks
You will be required to:
keep up to date with your GCSE coursework and homework in your other subjects
practice your numeracy and literacy skills
develop your ICT skills
If you have any queries please speak to staff in the Learning Support department.
45
TTEEXXTTIILLEESS
Why choose this subject?
You should choose this subject if you:
Like being creative
Enjoy making things in fabric
Enjoy textiles and think it might be a good leisure interest for the rest of your life
Are well organized and careful
Can identify and solve problems
What will you study?
You will be using and developing the skills you already know as well as experimenting with new
ones. You will have a choice of topics to study but they might include:
Fashion and clothes, pattern designing and making using computer software
Industrial practices
Dyeing, printing and surface decoration including dye sublimation printing
Fabric construction e.g. weaving, knitting and felting
Products, their design and manufacture
CAD/CAM using the BROTHER and JANOME computerized embroidery machines and the
laser cutter
Introducing electronics into textile products
Course structure
You will be working in the same way that you are used to but in more depth
For each topic you will have to experiment, research, design, make and explain
You will need to work in your own time because deadlines MUST be met and all work will
have to be effectively presented
You will be encouraged to use Information and Communication Technology where
appropriate
46
Homework
This may include:
Design work
Revising work for tests
Project work
Attending clubs to complete practical work
Written answers to questions
Research tasks
Creating posters or leaflets
Assessment
You will be following the AQA GCSE in Design Technology: Textiles Technology specification
code 4570. The course content will be National Curriculum based and will involve a final
examination (40%) and a controlled assessed task (60%). This task will consist of a piece of
practical work and a supporting folder based on a brief set by AQA.
Support Information
If you have any questions please speak to Mrs Horsley, subject leader for Textiles.
You can also get useful information from the following websites:
www.designandtech.com www.craftscouncil.org.uk
www.design-technology.info/home.htm www.design-council.org.uk
47
EEXXTTEENNDDEEDD CCUURRRRIICCUULLUUMM
In addition to the timetabled curriculum, there are many extended learning opportunities at
Connaught School for pupils in Key stage 4.
Year 10 girls have the chance to follow the Duke of Edinburgh scheme for their bronze award.
Various theatre trips, visits and activities are organised to extend and enrich the learning
programme. There is also a visit to a local university in the summer term
The most able linguists are offered the chance to study a second foreign language GCSE. They
can take part in the Fast Track French GCSE programme after school and study another foreign
language in school time.
Our more able scientists take the “Triple Science” pathways taking GCSE examinations in
Biology, Chemistry and Physics.
There is an opportunity to take an additional GCSE in your community language if you can
speak, read, write and listen in the language. Urdu classes are held at lunchtimes and after
school for girls wishing to prepare for GCSE Urdu.
A wide range of careers guidance books and college prospectuses are available in the library
and room 8. All girls receive careers interviews from an impartial careers adviser. In Year 10 this
is usually in groups of 4. In Year 11 it is an individual interview. Any pupil wanting further
careers advice should speak to Mr Phillips and visit the website of local sixth form and further
education colleges.
In the spring term Year 10 prefects are elected to perform important duties and tasks around the
school. This is a position of responsibility for the girls and they serve a valuable role in the
smooth running of the school.
In Year 11 a mentoring scheme is run for students who are borderline for achieving 5 A*-C
grades at GCSE including English and Maths.
48
Year 9 Option Choices - Spring 2014
Name: Form: 9 _________
Please do not choose both Textiles and Product Design, as there are similarities in
the course content of these subjects.
Option A Option B Option C Option D
French Geography Art Art
German History Catering Catering
Spanish Textiles Drama Drama
Supported Studies Geography PE (BTEC)
ICT History Product Design
PE (GCSE) Music (BTEC) Textiles
Below, in all 4 option columns, write your 1st, 2nd and 3rd choices.
(Only 1st and 2nd choice is needed for the languages Option A.)
Option A Option B Option C Option D
1st choice=
1st choice= 1st choice= 1st choice=
2nd choice=
2nd choice= 2nd choice= 2nd choice=
3rd choice= 3rd choice= 3rd choice=
Signature of Pupil:________________________________________
Signature of Parent/Carer: _________________________________
Date: __________________________________________________
Please hand this form to your form tutor
by 8:40 am on Friday 14th March 2014.
If you have any questions please see Mrs Scott.