KEY STAGE 4 PROGRAMME

OF STUDY For Students of Year 9and their Parents/Carers

Please note that the content of this booklet is correct at the time of printing but may be

subject to change.

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Contents

PAGE

INTRODUCING KEY STAGE 4 4

WHAT DECISIONS DO WE NEED TO MAKE? 5

OPTION SUBJECTS 6

Core Subjects

ENGLISH 7

MATHEMATICS 8

SCIENCE 9

HUMANITIES - HISTORY AND GEOGRAPHY 10 –11

MODERN FOREIGN LANGUAGES - FRENCH AND GERMAN 12

COMPULSORY PHYSICAL EDUCATION 13

Option Subjects

RELIGIOUS EDUCATION 15

DESIGN TECHNOLOGY MATERIALS AND ENGINEERING 16-17

HOSPITALITY AND CATERING 16 HEALTH AND SOCIAL CARE 17 ART AND DESIGN: TEXTILES 18

ICT COMPUTER SCIENCE 19

BUSINESS STUDIES 20

IMEDIA 21

EXPRESSIVE ARTS ART AND DESIGN 22

DRAMA 23

MUSIC 24

DANCE 25

GCSE PHYSICAL EDUCATION 26

BTEC LEVEL 1/2 AWARD IN SPORT 27

Guidance Curriculum

THE INCLUSION AND ACHIEVEMENT DEPARTMENT 28

OVERVIEW OF THE SCHOOL CURRICULUM 29

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INTRODUCING KEY STAGE 4

When students join us at the start of Year 7 we aim to provide a broad and balanced curriculum which supports all learners needs. We offer a range of subjects which further build on the successes of their Primary school experiences and work hard to prepare them for future study. Over many years at Charlton we have been innovative with our curriculum to allow students to make increased choices earlier as to which subjects they wish to study as they make progress through the school. Our aim is to manage students curriculum to best support the needs of every individual. We have now reached the time where for your child these choices begin. This booklet provides information on subjects within the Year 9, 10 and 11 curriculum and will provide information to support option choices. Students will receive further information, advice and guidance throughout the process with the aim of continuing a broad and balanced curriculum for all. All information contained in this booklet is correct at the time of printing although some courses may change over time. In education nationally at this time, there is a significant amount of reform taking place, where new courses are being offered alongside changes being made to those currently available. In some cases, courses are still awaiting approval from the government. At Charlton, as is the case in all schools; we will continue to make any decisions as updates occur and communicate to parents any amendments which we feel are in the best interests of all students concerned. All schools are encouraged to allow students to study subjects which form part of ‘The English Baccalaureate’ (EBacc) which recognises where students have secured a good qualification in what are defined as academic subjects – English, mathematics, history or geography, the sciences and a language. To support this measure, these subjects together with PE make up our core provision supported by other option based subjects. For some students in school, there will be an option not to continue with a Modern Foreign Language and to complete an alternative qualification. Parents of these targeted students will receive further information regarding these arrangements. Students are asked to choose 4 preferences from the 14 options offered. It is our intention to match as many 1st and 2nd preferences requests as possible but there are always some oversubscribed courses causing preference 3 or 4 to be allocated. We would ask that you support your child by reading through the courses available and check their understanding of the processes involved. When final choices are made it is essential that selection is based on interest, ability and possible career development. Discourage choice based on friendships and favourite teachers, each of which can change considerably over 3 years. All students will be given further information by Curriculum Leaders in school who will present a range of materials within lessons to help inform choices. In addition we will be holding a virtual parents meeting on Thursday 5th November with two time slots (5:30 and 6:00pm) and sending out PowerPoint presentations that subject leaders have recorded giving more information about their curriculum areas. In addition to the information evening and PowerPoint presentations you can send individual departments questions via email (addresses for subject leaders can be found at https://www.charlton.uk.com/contact-us/school-email-contacts). The completed options form should be submitted online by Friday 13th November at the latest, please do not hesitate to contact one of the staff members below should you have any concerns.

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To support these requirements, students will study subjects in our Core Offer, alongside those offered as

Options, details of there are outlined below :

CORE SUBJECTS

In these compulsory subjects, in most areas Curriculum Leaders will allocate students to appropriate groups

according to the information provided in this booklet. In Science all students complete Trilogy Science

(2xGCSE’s) which is a combination of Chemistry, Physics and Biology. Some students will be spoken to

regarding studying Separate Science (3xGCSE’s) where it is felt this would be an appropriate option. In

Humanities students are asked to select either Geography or History and will study RE until the end of Year 9.

Please note that all students will enhance their ICT skills as part of their core provision.

WHAT DECISIONS DO WE NEED TO

MAKE?

Due to ongoing government developments, all schools are responding to the new curriculum outlined to

ensure that students are fully prepared for the world of work. The general message is that there are

new courses in all areas with greater levels of content and higher levels of expectation (in areas such as

Maths, there is said to be a third more content than has previously been taught).

In relation to assessment, the old system of GCSE grades A*-G has been removed, with the introduction

of a numeric scoring system from 1-9. Information available at this time outlines that when students

currently in Year 8 are at the end of Year 11, entry onto post 16 courses may become dependent on

what will be known as their Attainment 8 Score.

This score will be generated from the following areas where English and maths will be double weighted;

students will be expected to study a number of EBacc qualifications; which will be further extended by a

number of subjects known as the open group. The government have published a list of qualifications

which can be included in this measure, we aim to ensure that all courses offered count for students to

ensure that they are able to progress into their future career pathway.

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The majority of students will be expected to study a Modern Foreign Language subject to complete the EBacc

suite of qualifications, although some will be given the opportunity to focus on an alternative option as outlined

below.

OPTION SUBJECTS Following advice and guidance in school, students will be asked to select four preferences in rank order from

those listed below. We aim to allocate as many 1st and 2nd choices as possible, although depending on final

course approval and what students returns look like we may have to consider 3rd or 4th preferences.

*You are not able to study Design

Technology: Textiles and Art and

Design together.

** Students will be assigned GCSE

or BTEC in consultation with the PE

department.

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EXAM BOARDS AND REQUIREMENTS English Language GCSE (AQA): Examination 100%

English Literature GCSE (AQA): Examination 100%

These are two separate qualifications.

WHY STUDY ENGLISH AND LITERATURE?

English is of vital importance in the development of students as individuals and as

members of society: language is our principal means of making sense of our experience

and of communication with others. GCSE Language and GCSE Literature are two

separate courses. Spoken Language is awarded as a separate endorsement in English

Language.

WHAT SKILLS WILL ENGLISH AND ENGLISH LITERATURE OFFER YOU?

These subjects focus attention on the development of students' reading, writing and

spoken language skills in, and for, a variety of situations. Students' understanding of the

spoken word and the capacity to express themselves effectively will be promoted in a

variety of activities, matching style and response to audience and purpose. Independent

research is an integral part of the Key Stage 4 programme and students are encouraged

to read a variety of literary and non-literary material. Throughout all aspects of work in

English there is an on-going focus on the development of the skills of spelling,

punctuation and grammar and an emphasis on high quality presentation.

HOW WILL YOU LEARN?

Learning will take place in a variety of contexts, including discussion with teachers and

peers; information retrieval; self-assessment/evaluation, as well as formal teacher led

presentations. The study of literary and non-literary texts will enable you to differentiate

between fact and opinion, to understand bias and detect authorial points of view.

HOW WILL YOU BE ASSESSED?

English Language Paper 1 and Paper 2: Reading and Writing.

English Literature Paper 1: Shakespeare and the Nineteenth Century Novel.

English Literature Paper 2: Modern Text and Poetry.

There is no coursework for either English Language or English Literature.

WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS?

You will play an important role in the learning process through the adoption of good

working practices, including the adherence to planning deadlines; the thorough revision

of work for exams and tests; careful personal organisation and interaction with teachers

and peers.

ENGLISH

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EXAM BOARD AND REQUIREMENTS

Students will follow the AQA linear syllabus and be entered for the appropriate tier; Foundation or Higher. GCSE Mathematics is examined through three equally balanced exams (one non-calculator and two calculator papers).

WHY STUDY MATHEMATICS?

Mathematics is a universal part of human culture. It is the tool and language of business, engineering and other sciences including computing. It helps students recognise patterns and understand the world around us. Mathematics helps us to keep stock in everything we measure; time, distance, money, cooking quantities, building materials etc. It also helps us to make better choices; is the economy size of toothpaste really worth it? Is there a way to use the least amount of fencing to enclose a certain area?

WHAT SKILLS WILL MATHEMATICS OFFER YOU?

The Mathematics curriculum will enable students to develop conceptual understanding of the mathematics they learn, its structures and relationships and the fluent recall of mathematical knowledge and skills to equip them to solve familiar and more complex, unfamiliar problems.

HOW WILL YOU LEARN?

Mathematics will be taught using the following strategies:-

Use of example, consolidation and practice, problem solving, investigation, discussion and practical work. It is essential that students bring a calculator to every lesson as the emphasis has moved across to using a calculator to solve problems.

HOW WILL YOU BE ASSESSED?

Assessment will be related to national norms, with regular tests across the course. There will be assessments throughout Years 9 and 10 using AQA exam practice resources. From the Summer term of Year 10 and throughout Year 11 there will be a series of formal mock exams to give students a thorough experience of practising exam technique.

WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS?

You will be well prepared for the course if you demonstrate the following qualities:-

The ability to plan, arrive fully equipped every lesson, the ability to listen, the ability to co-operate, demonstrating confidence, motivation and a fascination for a subject that will supply you with skills for the rest of your life.

MATHEMATICS

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EXAM BOARD AND REQUIREMENTS

Students will be starting the new GCSE Science course after

Christmas of Year 9. We will be offering; a Separate Science course worth three GCSEs

for those who choose it as an option, and a Combined Science Trilogy course which

comprises all three sciences and is worth two GCSEs for all other students. Both options

will be started in Year 9 and will be examined at the end of Year 11.

WHY STUDY SCIENCE AND WHAT SKILLS WILL IT OFFER?

Science is a core subject in the National Curriculum and makes an important and significant contribution to all our lives.

Although Science is compulsory, luckily it is good fun too! Understanding the Science behind many modern issues is often

difficult to come to terms with. Hospital superbugs, MMR jabs, pollution, volcanic ash clouds and energy usage are a few of the

big issues handled with varying degrees of skill by politicians and the media. We live in a democracy and scientific thinking can

usefully be added to enrich these debates and many others too.

At its most basic level studying Science gives students the opportunities to develop their skills in selecting and using apparatus,

planning, carrying out and interpreting investigations, written and oral communication of ideas and the presentation and

analysis of data. It also provides a useful body of knowledge.

Science is also crucial to developing a scientifically rich curriculum, which pervades all aspects of school life and work. Its

purposeful study helps to raise the scientific literacy of students, the school as a whole and the wider community. At Charlton

we aim to develop students who can question and take a reasoned view of their place in the scientific world; who can make

sense of the changing environment; and come to sound and reasoned judgements about unfolding moral, cultural, ethical,

social, scientific and mathematical dilemmas. In this way students will move on from being puzzled passengers in a quickly

changing modern scientific world to become active and informed citizens, involved in and driving active decision making and

questioning.

HOW WILL YOU LEARN?

In Charlton Science lessons you will learn through a variety of learning opportunities: individual and group assignments, data

search, field work, discussion, reporting, practical investigation, ICT modelling and case studies. You will plan, carry out and

interpret your own investigations. You will keep records of your own progress and use these to identify your own strengths and

weaknesses and to set yourself targets.

WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS?

Science is moving away from simply recalling information for the exams, therefore you will have to apply the knowledge learnt

in lessons and evaluate situations. You will be expected to identify areas of strength and weakness and independently work on

these to apply the information to test papers.

HOW WILL YOU BE ASSSESSED?

Assessment will be related to national norms, with regular tests across the courses. There will be assessments throughout Years

9—11 to look at progress and to prepare for the final linear exams in the Summer term of Year 11. These terminal assessments

will consist of 6 exams at the end of Year 11; 2 Biology, 2 Chemistry and 2 Physics.

Year 9 Year 10 Year 11

Some Science Foundation term followed by

Separate Sciences Separate Sciences Separate Sciences

Most Science Foundation Term followed by

Combined Science Combined Science Combined Science

SCIENCE

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Students will choose to study Geography or History. It is a legal requirement that all students study R.E at Key Stage 4; therefore all students will have an R.E lesson each week in Year 9. Students will be able to study GCSE RE in addition as one of their option subjects.

HISTORY

EXAM BOARD AND REQUIREMENTS Edexcel History The course involves the study of a variety of aspects of history:

Paper 1 - Thematic study and historical environment case study: Medicine in Britain c.1250-present day and Injuries and treatment on the Western Front 1914-1918

Paper 2 – Period study and British depth study: Henry VIII and his ministers, 1509–40 and Superpower relations and the Cold War, 1941–91

Paper 3 – Modern depth study: Weimar and Nazi Germany, 1918–39

Students will complete all units.

WHY STUDY HISTORY? History is a well-respected subject, it demonstrates critical thinking, understanding of key issues and persuasive argument. History prepares students for careers in journalism, leadership and law.

• History helps you develop the skills to look beyond the headlines, to ask questions properly, and to express your own opinions.

• History trains your mind and teaches you how to think and process information.

• History students are rounded individuals who develop an understanding of both past and present.

• History is one of the most respected academic qualifications – it is well respected by top universities.

• History helps you make sense of most other subjects.

• History helps you understand the origins of modern political and social problems.

• History helps appreciation that people in the past were not just ‘good’ or ‘bad’, but motivated in complex and inconsistent ways, just like us.

• History provides you with the skills employers are looking for.

WHAT SKILLS WILL HISTORY OFFER YOU? In this subject you will get the chance to discover, explore, argue, debate and look at attitudes that shape our past and present and develop new skills. History is about further developing the skills you start to use at Key Stage 3, in particular those awkward questions of Who, What, Where, When, Why and How. If you want to argue and question and take nothing at face value then History is the subject you should study.

It provides high level thinking skills that are essential to the changing job market. History is perfect for careers in the police, journalism, law and media. It creates confident individuals who can develop sophisticated opinions and express themselves clearly.

HOW WILL YOU LEARN? You will learn for yourself and not simply be given the answers. Don’t expect to be simply taught to pass an exam. You will learn to learn, how to research and how to find out all that you need to know in order to pass the exam at the end and remember it when you leave the exam room!

HOW WILL YOU BE ASSESSED? 3 exam papers; Paper 1 - Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city - Written examination: 1 hour and 15 minutes 30%* of the qualification 52 marks (16 for the historic environment, 36 for the thematic study)

Paper 2 –Henry VIII and his ministers, 1509–40 and Superpower relations and the Cold War, 1941–91 - Written examination: 1 hour and 45 minutes 40%* of the qualification 64 marks (32 for the period study and 32 for the British depth study)

Paper 3 –Weimar and Nazi Germany, 1918–39 - Written examination: 1 hour and 20 minutes

HUMANITIES

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GEOGRAPHY

EXAM BOARD AND REQUIREMENTS Edexcel GCSE Geography B

This course is based on human interaction with the world. Themes include population, resources, climate change, use

of water, tectonic processes, rivers, to name but a few!

WHY STUDY GEOGRAPHY?

Geography is everywhere! We are all curious about the world around us and geography helps us answer some of

those queries whilst encouraging us to ask more questions. Geography tackles many contemporary issues including

many of the problems we are faced with in the 21st century - from water pollution, energy and global warming to

sustainable development and the concerns about the developing world. These issues are studied at a variety of levels.

Geography stimulates an interest in, and a wonder of, the world around us – and gives people

the desire to explore and enables them to travel confidently. A Geography qualification is a

good foundation for any career. It can lead to a career directly related to the subject such as

surveying, planning, cartography, conservation or jobs in tourism and transport.

In addition, however, geographers are highly employable as they possess a number of skills

that are important to any job.

WHAT SKILLS WILL GEOGRAPHY OFFER YOU?

• Investigative skills – There is the opportunity for fieldwork which requires

independent learning of places, environments and human behaviour.

• Communication skills - through group work and presentations.

• Numeracy skills – by interpreting data from graphs, maps and tables.

• Literacy skills – extended writing.

• Decision making skills – making well informed judgments about environments such as the

future of the equatorial rainforests and the management of energy resources on the UK.

HOW WILL YOU LEARN? Geography is a dynamic subject – it deals with the knowledge and understanding of current events from local to

global. Lessons reflect this by including a wide variety of techniques which are reviewed and updated regularly. These

include fieldwork, group work, role plays, presentation, the internet, text books and audio-visual material. As

fieldwork is an important component of the subject all students will take part in a minimum of two fieldtrips with

other opportunities being made available.

HOW WILL YOU BE ASSESSED?

The assessment is broken into three units. These are as follows:-

Component 1 – Global Geographical issues (37.5%)

Component 2 - UK Geographical issues (37.5%)

Component 3 - People and environment Issues - Making Geographical Decisions (25%)

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EXAM BOARD AND REQUIREMENTS

We use Edexcel and students will study themes such as Identity and

Culture, Local Area, holidays and travel as well as International and

Global Aspects. All four skills are used – listening, speaking, reading

and writing.

WHY STUDY A MODERN FOREIGN LANGUAGE?

The top two languages rated by managers in UK firms as useful to

their businesses in a recent survey were: GERMAN 50% and FRENCH

49%.

Modern Languages develop your communication skills, team working

skills, interpersonal skills, presentation skills, problem-solving skills, organisational skills and help you to develop

good learning strategies.

Whatever career you are interested in, there are increasing opportunities to use languages. English is no longer

enough. A little language can make a lot of difference. Learning a language can really help you to keep your options

open and broaden what you can do with your life.

HOW WILL YOU LEARN?

You will explore lots of new topics and develop your listening, speaking, reading and writing skills.

WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS?

You will play an active role in all parts of the course and be expected to make a full contribution.

HOW WILL YOU BE ASSESSED?

All skills will be assessed by means of a final examination in Year 11.

Modern Foreign Languages FRENCH / GERMAN

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Physical Education at Key Stage 4 is compulsory for all students. It is a practical subject which encompasses 4 main areas:

Health and Fitness, Athletic Activities, Games, Out of School Activities. The activities currently offered are: Netball, Rugby, Football, Cricket, Rounders, Basketball, Volleyball, Badminton,

Table Tennis, Dodgeball, Skiing, Ice Skating, Softball, Athletics, Golf, 5 a side football (Goal Zone), Skiing and Fitness.

WHY STUDY PHYSICAL EDUCATION? The P.E department has two main aims: ENJOYMENT and UNDERSTANDING leading to enlightened, confident and motivated students who would choose physical activity as part of their lifestyle. Physical Education:

Educates the body and the mind Raises confidence and self-esteem Promotes interpersonal and communication skills Promotes problems solving, analytical thinking and understanding.

“An exercised Student is more alert and eager to learn!”

HOW WILL YOU LEARN?

Active participation Coaching roles Officials’ roles (e.g. umpire ,referee)

“If you want to be the best, you’ve got to try harder than the rest”

HOW WILL YOU BE ASSESSED? There is no formal assessment for Core PE in KS4 but an Attitude to Learning Grade will be provided for all students.

WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS? We will expect all students to participate in practical sessions unless they are unable to do so because of illness or injury in which case they may be asked to officiate, umpire or take part reciprocally by observing and coaching, planning and evaluating.

COMPULSORY

PHYSICAL EDUCATION

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EXAM BOARD AND REQUIREMENTS Edexcel All candidates will be required to develop their knowledge, understanding and ability to evaluate and reflect upon questions about the meaning and purpose of life, especially relating to the topics of War & Peace, Marriage & the Family, Life & Death and Crime & Punishment . They will gain significant insights into the life and beliefs of two major world religions: Christianity and Islam. There are more than 6 billion people in the world. More than 5 billion of them say they belong to a religion. If you want to know humanity, you have to know religion. WHY STUDY RELIGIOUS EDUCATION? This course will help to promote an enquiring, critical and sympathetic approach to the study of religion, especially in its expression and relevance to the problems of modern day living. A qualification in Religious Studies will qualify you for entry into a wide range of jobs and professions. Many occupations require the skills which Religious Studies offer; colleges and employers accept the subject as being equal in status to any other. A number of career opportunities are available to anyone with qualifications in Religious Studies. These include teaching, library and archive work, journalism and publishing, social work and personnel work, youth and community work, nursing and related services, marketing and selling, banking and insurance. These are only a small sample of careers for which qualifications in Religious Studies are known to be accepted. WHAT SKILLS WILL RELIGIOUS EDUCATION OFFER YOU? On offer is the opportunity to develop discussion and debating skills and the experience of presenting an argument. Candidates are not only encouraged to show their understanding of religious terms and concepts but also to make their own evaluation based on evidence and argument. The syllabus is non-denominational, no commitment to any religion is presupposed or required by the syllabus, which is open to candidates of any religious persuasion or none. Candidates are free to make their own judgements about the issues raised, where appropriate, provided that they are adequately supported by reasoned arguments. HOW WILL YOU LEARN? You will learn through a variety of teaching styles. For example: discussion, research, group work, visits, classroom teaching, debate, role play situations. If you enjoy a good discussion and presenting a point of view then you will enjoy this subject. HOW WILL YOU BE ASSESSED? Each candidate will be assessed by formal examination at the end of the course. There is no coursework for this subject. WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS? You will be encouraged to play an active part in the learning process by being involved in discussion, group work and debate. You will be encouraged to do independent research, note-taking and reporting back on various tasks. Some students may be offered the option of pursuing a short course GCSE in RE for their compulsory lesson during Year 9. Signing up for this will not necessarily commit the student to taking the actual exam, a final decision can be made about that in January, but will determine the nature of the course they study throughout the year

RELIGIOUS EDUCATION

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DESIGN TECHNOLOGY

EXAM BOARD AND REQUIREMENTS Students have the option to focus on any of the following key areas within Design Technology, they may opt for more than one:-

Materials / Engineering Textiles Food

WHY STUDY TECHNOLOGY AND WHAT SKILLS WILL IT OFFER Every product that we use and rely upon has been designed, developed and manufactured. Technology is all around us, it is integral to our lives. Whether you are at the front edge of manufacturing, construction and the trades or involved in management, distribution, marketing and sales, to have an awareness of the products we use and the industries that create them is essential in today’s world. A Design and Technology qualification opens up a wide range of career paths. Avenues become available in areas such as engineering, product design/development, electronics, carpentry and catering etc. Other more creative paths such as industrial, fashion, and graphic design are opened - as well as business and industry management. The skills acquired and developed range from hands on practical skills to more conceptual ones. Technology is now one of the few subjects in schools that rely on the completion of project based work when assessed. This develops and evidences a pupil’s ability to time manage, organise and work independently, as well as demonstrating their capacity for creativity and solving problems. The ability to link these skills and apply them together are highly valued in business, industry and further education. HOW WILL YOU LEARN? You will learn by completing a number of design & make activities, as well as focussed practical tasks linked to materials and manufacturing based theory. ICT is integrally used as part of the learning and manufacture process. You will have the opportunity to use CAM embroidering machines, laser cutters, CAM cutter plotters, scanners, 3D printers and other specialist CAD software. If you enjoy solving problems, being creative and learning through making you will enjoy Technology. During Year 7 and Year 8 you will have studied the full range of Technology based subject areas. In Year 9, you will choose ONE of these subject areas to focus on for your course. When making your choices remember to consider your existing strengths, what you enjoy and any career aspirations you may have. WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS? You will be expected to involve yourself in the lessons by completing the designing and practical activities. You will be encouraged to engage in discussion with staff regarding your work and how to improve it, along with using different sources of research to develop your knowledge and understanding of systems, materials and processes. Students are expected to make a contribution towards costs for their projects at the start of the year. HOW WILL YOU BE ASSESED? During Year 9 and 10 assessment is based upon mini projects and the focussed practical tasks. Students are assessed internally for a skills demonstration and extended project task. Students will also complete an externally assessed examination for some of the Design and Technology qualifications.

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MATERIALS/ENGINEERING

The course on offer will be ideally suited to learners who enjoy a mixture of theoretical, design and practical learning. Students will have the opportunity to develop skills in making products using woods, metal and polymers. They will be expected to make a range of products/prototypes and samples, applying technical and practical expertise to ensure that the product is fit for purpose. Students will study a number of units that will look at analysing how a product has been made, designing a product and manufacturing a product. During the course students will learn about a range of topics linked to materials/engineering and will apply this knowledge during a written exam. Upon completion of this course students can progress onto qualifications such as A level Product Design or BTEC extended level 3 diploma in Engineering based subjects. *The chosen course will be communicated to students and parents at the start of the 2020-2021 academic year.

FOOD/HOSPITALITY AND CATERING The course for food will allow students to develop their skills and knowledge required to prepare high quality food within a home or commercial catering setting. Students will carry out a number of bite-sized projects, will produce a series of practical outcomes and record their work in a portfolio. Students will also undertake an extended project in response to a brief set by the chosen exam board that showcases the skills they have learnt throughout the course. Students will develop skills in planning and development, making, testing and evaluation and communication whilst also studying the fundamentals of food and the catering industry and the industrial and commercial processes that exist within it. Upon course students can progress onto qualifications such as a Level 2 or level 3 BTEC in Hospitality and Catering at College or Sixth Form. This helps to build on what they have learnt and is a stepping stone to a Catering apprenticeship or work-based training which can help you to specialise in a particular area of expertise or in general Hospitality and Catering. *The chosen course will be communicated to students and parents at the start of the 2020-2021 academic year.

HEALTH AND SOCIAL CARE WHY STUDY HEALTH AND SOCIAL CARE AND WHAT SKILLS WILL IT OFFER Health and Social Care will equip learners with sound specialist knowledge and skills for everyday use. They will also challenge all learners by introducing them to demanding material and skills; encouraging independence and creativity; providing tasks that engage with the most taxing aspects of the National Curriculum (including Values of Care and the current legislation requirements and the importance of softer skills such as communication skills to ensure individuals right to independence and dignity).

Cambridge Nationals are vocational qualifications, equivalent to GCSEs, for 14–16 year olds. Recognised on performance tables (up to 2022) each qualification goes from Level 1 to 2. They provide an excellent foundation for progression to Cambridge Technicals and other Level 3 vocational qualifications as well as A Levels and apprenticeships.

HOW WILL YOU LEARN AND BE ASSESSED? You will learn by completing four units as part of the OCR Health and Social Care syllabus: Unit 1—Written Paper (can be taken twice with the best mark awarded.) Unit 2—Coursework (mandatory coursework assignment: “Communicating and working with individuals in health, social care and early years settings” Unit 3 and 4—Students can pick from 8 optional units to complete their coursework. Coursework (Internally assessed work: 75% ) Written Paper: 25% This award is a technical award that is equivalent to a GCSE e.g. Level 1 or 2 at pass, merit or distinction.

WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS? You will be expected to involve yourself in the lessons by completing the coursework and research activities. You will be encouraged to engage in discussion with staff regarding your work and how to improve it, along with using different sources of research to develop your knowledge and understanding of systems, materials and processes.

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ART AND DESIGN: TEXTILES

EXAM BOARD AND REQUIREMENTS AQA

WHY STUDY ART AND DESIGN?

Vibrant and dynamic, this specification will give you the freedom to explore GCSE Art and Design in ways that inspire and bring

out the best in you. It will equip you with the skills you need to continue the subject with confidence at AS, A-Level and beyond.

The qualification features a wide range of titles including Art, craft and design, Fine art, graphic communication, Textile design,

Three-dimensional design and Photography. The flexibility of its design means you can tailor your course to your interests. You

can find out about all the art and design qualifications at aqa.org.uk/art-and-design.

WHAT SKILLS WILL ART AND DESIGN OFFER YOU?

This title promotes learning across a variety of experiences and through various processes, tools,

techniques, materials and resources to generate different kinds of evidence of working and

outcomes. Emphasis is on an increased breadth of approach commensurate in demand with the

other titles. The context of practice, rather than the breadth of activities and/or range of media

employed, determines whether a student’s work can be described as art-based, craft-based and/or

design-based.

KNOWLEDGE, UNDERSTANDING AND SKILLS

Students must explore and create work associated with areas of study from at least two titles listed below.

Fine art: for example drawing, painting, sculpture, installation, lens/light-based media, photography and the moving image,

printmaking, mixed media and land art.

Graphic communication: for example communication graphics, design for print, advertising and branding, illustration, package

design, typography, interactive design, (including web, app and game), multi-media, motion graphics, signage and exhibition

graphics.

Textile design: for example art textiles, fashion design and illustration, costume design, constructed textiles, printed and dyed

textiles, surface pattern, stitched and/or embellished textiles, soft furnishings and/or textiles for interiors, digital textiles and

installed textiles.

Three-dimensional design: for example architectural design, sculpture, ceramics, product design, jewellery and body

adornment, interior design, environmental/landscape/garden design, exhibition design, three-dimensional digital design and

designs for theatre, film and television.

Photography: for example portraiture, location photography, studio photography, experimental imagery, installation,

documentary photography, photo-journalism, moving image: film, video and animation, fashion photography.

HOW WILL YOU BE ASSESSED? Students must complete both components.

Component 1: Portfolio + Component 2: Externally set assignment

What’s assessed

A portfolio that in total shows explicit coverage of the four

assessment objectives. It must include a sustained project

evidencing the journey from initial engagement to the

realisation of intentions and a selection of further work

undertaken during the student’s course of study.

What’s assessed

Students respond to their chosen starting point from an

externally set assignment paper relating to their subject title,

evidencing coverage of all four assessment objectives.

How it’s assessed: No time limit, 96 marks, 60% of GGCSE How it’s assessed: Preparatory period followed by 10 hours of

supervised time, 96 marks, 40% of GCSE

Non-exam assessment (NEA) set and marked by the school/college and moderated by AQA during a visit. Moderation will nor-

mally take place in June.

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WHY CHOOSE AQA GCSE IN COMPUTER SCIENCE? GCSE in Computer science is for students who would like to study computer science in further education. We have specifically chosen this course for its focus upon emerging technologies and the growing importance for students to learn a computer language. Computer science as a discipline itself and as an ‘underpinning’ subject across science and engineering is growing rapidly. Students choosing to study this course will learn how to create applications that:-

• Run on mobile devices

• Operate in a web enabled environment. In addition they will:-

• Learn how to create simple computer games

• Gain an understanding of the fundamental concept’s around creating software applications.

• Have opportunities to work collaboratively.

Students will be able to create their own mobile applications to gain additional functionality from their mobile device, such as mobile phones or tablets, rather than being restricted to the applications available from other sources. They will also be able to create interactive web-based applications as opposed to just being end user of these. In the context of gaming, candidates will be able to create their own simple games instead of being restricted to those produced for them by others. Whilst studying this course students will be developing the skills and understanding which underpin the creation of their own applications. The course does not say which computer language the students have to learn, this is chosen by the school. The course will provide an excellent progression to ‘A’ Level Computer Science, vocational courses and on to a degree level course in the areas of computing, engineering and science. Components and Assessment Criteria There are two components to the course Component 2 – Computing fundamentals – 80% 2 x 1 hour 30 minutes Exams

This exam will include a range of question types from very short to extended answers.

Component 1 – Practical programming – 20% 1 controlled assessment task (25 hours)

Each student will complete one task from a choice of four. They will work independently, demonstrating the ability to code a solution to a given problem. The task will be set in engaging and relevant contexts e.g. gaming, web, mobile phone applications.

COMPUTER

SCIENCE

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PEARSON BTEC LEVEL 1/2 BUSINESS ENTERPRISE

We are waiting approval of the qualification at the moment

Students apply their knowledge and understanding to different business contexts ranging from small enterprises to large

multinationals and businesses operating in local, national and global contexts. Students develop an understanding of how

these contexts impact on business behaviour.

Students will apply their knowledge and understanding to business decision making including: the interdependent nature

of business activity, influences on business, business operations, finance, marketing and human resources, and how these

interdependencies underpin business decision making how different business contexts affect business decisions the use

and limitation of quantitative and qualitative data in making business decisions.

Our specification requires students to draw on the knowledge and understanding to: use business terminology to identify

and explain business activity apply business concepts to familiar and unfamiliar contexts develop problem solving and

decision making skills relevant to business investigate, analyse and evaluate business opportunities and issues make

justified decisions using both qualitative and quantitative data including its selection, interpretation, analysis and

evaluation, and the application of appropriate quantitative skills.

QUALIFICATION STRUCTURE

The Pearson BTEC Level 1/Level 2 in Business Enterprise 120 guided learning hours (GLH).

This is made up of 2 Coursework Components and 1 Exam.

Learners must complete the two core units and one Exam unit.

BUSINESS

STUDIES

Unit Core units Assessment method

1 Exploring Enterprises Internal

2 Promotion and Finance for an Enterprise External

Optional specialist

3 Planning for and Pitching and Enterprise Activity Internal

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CREATIVE iMEDIA

WHY STUDY CREATIVE IMEDIA?

Digital Media is a key art of many areas of our everyday lives and vital to the UK economy. Production of digital media

products is a requirement of almost every business so there is huge demand for a skilled and digitally literate workforce.

This qualification will help students develop specific and transferrable skills such as research, planning and review, working

with others and communication creative concepts. The qualification’s hands-on approach has strong relevance to the way

young people use the technology required in creative media.

Example of the Units covered:-

UNIT R081: Pre-production Skills

This is an exam unit in which you will learn about client requirements, planning and briefs.

UNIT R082: Creating digital graphics

This is a coursework unit in which you will learn the basics of digital graphics for the creative and digital media sector.

UNIT R087: Creating the interactive multimedia product

In this coursework unit you will explore the uses of digital video products then

produce an interactive multimedia product to meet a client’s brief.

proposal that can be presented to a client.

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ART AND DESIGN

EXAM BOARD AND REQUIREMENTS Eduqas C650QS

WHY STUDY ART AND DESIGN?

Vibrant and dynamic, this specification will give you the freedom to explore GCSE Art and Design in ways that inspire and bring out the best in you. It will equip you with the skills you need to continue the subject with confidence at AS, A-Level and beyond. The qualification features a wide range of titles including Art, craft and design, Fine art, Graphic communication, Textile design, Three-dimensional design and Photography. The flexibility of its design means you can tailor your course to your interests. You can find out about all the art and design qualifications at Eduqas Art and Design

WHAT SKILLS WILL ART AND DESIGN OFFER YOU?

This title promotes learning across a variety of experiences and through various processes, tools, techniques, materials and resources to generate different kinds of evidence of working and individual outcomes.

KNOWLEDGE, UNDERSTANDING AND SKILLS

Students must explore and create work associated with areas of study from at least two titles listed below.

Fine art: for example drawing, painting, sculpture, printmaking and mixed media.

Graphic communication: for example illustration, typography, multi-media graphics

Textile design: for example art textiles, constructed textiles, printed and dyed textiles, surface pattern, stitched and/or embellished textiles.

Three-dimensional design: for example architectural design, sculpture, ceramics, jewellery and body adornment.

Photography: for example portraiture, experimental imagery and documentary photography.

HOW WILL YOU BE ASSESSED?

Students must complete both components. The overall grade will be calculated by adding the two components

together to give a total mark. This grade is then converted into a GCSE qualification grade.

Non-exam assessment (NEA) set and marked by the school/college and moderated by Eduqas during a visit. Moderation will normally take place in June.

Component 1: Portfolio + Component 2: Externally set assignment

What’s assessed

A portfolio that in total shows explicit coverage of the

four assessment objectives. It must include a sus-

tained project evidencing the journey from initial

engagement to the realisation of intentions and a

selection of further work undertaken during the stu-

dent’s course of study.

What’s assessed

Students respond to their chosen starting point from

an externally set assignment paper relating to their

subject title, evidencing coverage of all four assess-

ment objectives.

How it’s assessed: No time limit, 120marks, 60% of

GCSE

How it’s assessed: Preparatory period followed by 10

hours of supervised time, 80 marks, 40% of GCSE

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BTEC Tech Awards

Performing Arts (Drama)

WHO IS THE QUALIFICATION FOR? The Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts (Drama) is for learners who want to acquire technical knowledge and technical skills through vocational contexts by studying acting as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes. The qualification will broaden the learners experience and understanding of the varied progression options available to them. The qualification prepares you to study Drama or performing arts at A level or through a BTEC Level 3 at KS5, it is equivalent to a GCSE. WHAT DOES THE QUALIFICATION COVER? The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

• Development of key skills that prove your aptitude in Performing Arts such as reproducing repertoire or responding to stimuli

• Process that underpins effective ways of working in the Performing Arts, such as development of ideas, rehearsal and performance

• Attitudes that are considered most important in the Performing Arts, including personal management and communication knowledge that underpins effective use of skills, process and attitudes in the sector such as roles, responsibilities, performance disciplines and styles.

• Knowledge that underpins effective use of skills, process and attitudes in the sector such as roles, responsibilities, performance disciplines and styles.

HOW IS THE COURSE ASSESSED?

WHAT PLAYS WILL WE STUDY?

Blood Brothers by Willy Russell Curious Incident of the Dog in the Night by the National Theatre and Frantic Assembly Frankenstein by the National Theatre Circles by Sheila Delahay

*You will also devise and record your own script in response to a given stimulus FURTHER INFORMATION The full specification and supporting documents and tutorials can be found on line at: https://qualifications.pearson.com/en/qualifications/btec-tech-awards/performing-arts.html

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EXAM BOARD EDEXCEL BTEC WHO IS THE QUALIFICATION FOR? This course is for anyone that wishes to engage with the music industry and develop a range of relevant practical and technical skills. The BTEC Music course is for students that wish to gain knowledge in areas such as music product development and events management and apply their knowledge in new and practical industry-related contexts. The qualification is 120 GLH, which is the same size and level as a GCSE and is aimed at everyone who wants to find out more about the music industry.

WHAT DOES THE QUALIFICATION COVER? You will study the following two mandatory units, covering the fundamental knowledge, skills and understanding required for the music sector:

• the music industry

• managing a music product.

You will build on the knowledge gained in the mandatory units, and explore two subsectors of the music industry, by choosing a further two units, covering areas such as:

• introducing live sound

• introducing music composition

• introducing music performance

• introducing music recording

• introducing music sequencing.

HOW IS THE COURSE ASSESSED? WHERE WILL THIS TAKE ME? BTEC Firsts in Music can help you take your first steps towards a career in the music industry. You’ll learn essential skills

from performing and composing to producing, sound engineering and promoting a new track, album or concert. The sector-specific knowledge and skills will support progression to a level 3 academic, a-levels, applied general or technical level music or music technology qualification, or to an apprenticeship. FURTHER INFORMATION The full specification and supporting documents and tutorials can be found on line at: https://qualifications.pearson.com/content/dam/pdf/BTEC-Firsts/Music/2013/Specification-and-sample-assessments/9781446936177_BTECFIRST_L12_AWD_MUSIC_Iss2.pdf

BTEC First Award in Music

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Pearson BTEC Level 1/Level 2 Tech Award in Performing

Arts - Dance

Qualification Number: 603/0406/6 WHY CHOOSE DANCE? If you are a motivated, creative and dedicated dancer then Dance maybe the course for you. It is a 60% practical course so you will need to be prepared to work hard and keep fit. Dance will offer you opportunities to perform at various events and visit professional dance works. The theory element combines the study of 3 exciting dance works in a variety of styles with the ability to understand and analyse your own work. WHAT SKILLS WILL DANCE OFFER YOU? You will get the chance to explore your creative side when choreographing and creating group and solo pieces. You will practise and develop your technical and expressive dance skills using a variety of styles. You will develop the skills neces-sary to critically appreciate three different professional dance works. You will also improve your self-analysis and assess-ment of your own performance. HOW WILL YOU BE ASSESSED? Component 1 Exploring the Performing Arts – Theory & Practical ( Internal Assessment)

• Examine professional practitioners’ performance work & explore the constituent features of existing performance material. Component 2 Developing Skills and Techniques In Dance – Practical (Internal Assessment)

• Develop skills and techniques for performance

• Apply skills and techniques in rehearsal and performance

• Review own development and contribution to the performance Component 3 Responding to a Brief—Practical & Theory (External Assessment)

• Understand how to respond to a brief

• Select and develop skills and techniques in response to a brief

• Apply skills and techniques in a workshop performance in response to a brief

• Evaluate the development process and outcome in response to a brief WHAT DO I NEED TO KNOW, OR BE ABLE TO DO BEFORE TAKING THIS COURSE?

Enjoy and be happy to try all forms of Dance Be prepared to perform and be part of school productions/festivals etc. A back ground in dance is beneficial but not essential General good health, as it is important to be able to take part in the practical lessons fully.

WHAT CAN I DO AFTER I’VE COMPLETED THE COURSE? A level Dance BTEC Dance Audition for Dance colleges

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GCSE PHYSICAL EDUCATION

EXAM BOARD REQUIREMENTS: AQA

Section A – 60% Theory

Exam Paper 1 contains: - Anatomy & Physiology, Movement Analysis, Training- 1Hr 15min (30%)

Exam Paper 2 contains: - Psychology, Social Aspects, Health & Fitness, Data – 1Hr 15min (30%)

Section B – 40% Practical: - all assessed as a player/performer in one individual sport (10%) and one team sport

(10%) and one optional activity (10%). Analysis of Performance Assessment (10%).

WHY STUDY GCSE PHYSICAL EDUCATION AND WHAT SKILLS WILL IT

OFFER?

• For the enjoyment of physical activity

• You are a talented sportsperson and would like to be involved in sport in some capacity after you leave

school.

• To gain an understanding of the principles of health related fitness

• Know more about the skeletal and muscular systems, cardiovascular and respiratory systems, diet, politics

in sport, the Olympic Games and current affairs.

HOW WILL YOU LEARN?

• Learning will take place in a variety of contexts. Practical lessons covering a range of different PE/Sporting

activities. Classroom based theory lessons which will help embed the principles surrounding PE/sport.

Independent research tasks will be set throughout the course along with homework.

WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS?

• Attendance with full kit to practical sessions

• Hard work and an inquisitive nature

• Keeping up-to-date with events in the world of sport

• Meeting homework deadlines

• Attendance at school sport practices and fixtures

• Revise fully for all tests and assessments

HOW WILL YOU BE ASSESSED

See above for all assessment requirements and weightings.

*There may be consideration for some students to be entered into

the BTEC Sport or Cambridge National qualifications in Sport (which is the equivalent to a GCSE) if it benefits their

individual goals and career direction.

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BTEC LEVEL 1/2 AWARD IN SPORT

EXAM BOARD REQUIREMENTS: Pearson / Edexcel

• 4 units of Work:

1. Fitness for Sport and Exercise 25% (Exam)

2. Practical Sport 25% (Coursework Assignment)

3. Personal Training 25% (Coursework Assignment)

4. Sports Leadership 25% (Coursework Assignment)

WHY STUDY BTEC SPORT AND WHAT SKILLS WILL IT OFFER?

• You are looking for a career in Sport Science or Sports Coaching

• You would like to gain additional Leadership and National Governing Body Coaching Awards

• To gain an understanding of the principles of health related fitness and how the bodily systems function and

respond to exercise.

HOW WILL YOU LEARN?

• Leaning will take place in a variety of contexts. Practical lessons covering a range of different PE/Sporting activities.

Classroom based theory lessons which will help embed the principles surrounding PE/sport. Independent research

tasks will be set throughout the course along with homework.

WHAT PART WILL YOU PLAY IN THE LEARNING PROCESS?

• Very strong commitment to independent learning and continuous based assessment and must be willing to meet

strict assignment deadlines

• Attendance with full kit to practical sessions

• Hard work and an inquisitive nature

• Meeting homework deadlines

• Attendance at school sport practices and fixtures

HOW WILL YOU BE ASSESSED

See above for all assessment requirements and weightings.

Assessment Grading’s: Level 1 Pass, Level 2 Pass, Level 2 Merit, Level 2 Distinction

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THE INCLUSION AND ACHIEVEMENT

DEPARTMENT

At Charlton we support the needs of all learners across the ability range. We work hard to

ensure that all students make the very best progress and are fully supported in developing both

academically and within their own personal development. To achieve this, many lessons have

additional support to ensure that all students are included within our curriculum offer which

makes a significant difference to many students’ progress.

Some students are involved with bespoke intervention sessions which take place across the

week, these focus on developing further literacy and numeracy where required. For further

information, or to discuss specific learning needs, please contact the SENCO.

In Year 10 & 11 a small number of students have the opportunity to engage in alternative courses

offered by a range of providers. Individual programs can be provided which ensure continued

support and target the development of students which is specific to their identified needs.

We carefully mentor and support all students and where necessary for those with identified

needs make any adjustments required to provide further support. Through regular

communication with parents we are able to listen and respond to any concerns which do occur

mainly due to the increased rigour and pressures of the Key Stage 4 curriculum.

Good communication and partnerships with students and families is vital to achieve this.

Should you have any further questions do not hesitate to contact the school.

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Overview of the Curriculum

Enhanced use of INFORMATION COMMUNICATION TECHNOLOGY is delivered through the curriculum.

All students will continue to study RELIGIOUS EDUCATION until the end of Year 9.

Work Experience is available for all students during Year 10.

Intervention programs will be available for those students with Special Education Needs and those who require additional support.