options booklet 2016
DESCRIPTION
A Guide for Students and ParentsTRANSCRIPT
Charters Year 9 Options 2016 A Guide for Students and Parents
‘Unity, Respect, Excellence’
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Options Timetable
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The time has arrived for you to decide which subjects you will study over the next two years for your Key Stage 4 curriculum. Your decision is a very important one as it will affect: Your progress over the next two years Your choices for further study at the end of these two years Your prospects for employment.
This booklet is designed to help you make these decisions so it is important that you study it carefully and discuss your thoughts with parents, teachers and your tutor. In it you will find details of all the courses that are available at Charters, some are compulsory and others are optional. As a school we firmly believe in studying the correct courses to suit your needs and to support your future aspirations. Along with recommendations from teachers and the data we have analysed, we have de-signed 3 pathways for you. You will be recommended to select your options based on these pathways and we would advise that you consider these carefully before making decisions.
ADVICE ON CHOOSING COURSES This is an exciting opportunity for you to choose courses which you enjoy and which suit your interests, skills and future career ambitions. In order to make the best of your opportunities please consider your answers to these questions. What are the subjects you want to do? What is your progress like in these subjects? Will you be successful? What will your choices lead to in the sixth form, college or employment? What is available after the sixth form or college? What career do you want? What are your skills?
When making your choices:
In general, select subjects that you enjoy, support your career plans (if you have them) and that you are successful in.
DO DON’T
Talk to parents, tutors and subject teachers about courses and your capacity to be success-ful.
Choose a subject because your friend is doing it. This is about your future and it shouldn’t be based on anything other than your dreams and aspirations.
Read the subject details in this booklet careful-ly and ask if you need more information
Choose a subject because you like a particular teacher
Opt for a balanced choice of subjects to keep your future options open
Avoid a subject because of your experiences of being taught by a particular teacher.
Be realistic about your ability – do not choose subjects you may find too hard
Be misled by the title of a subject into thinking you need it for a career.
Introduction
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1. What are the different types of qualification? Qualifications are assessed at many different levels as detailed below: Level 1 – GCSE grades 1-5; BTEC grade: Pass Level 2 – GCSE grades 4-9; BTEC grades: Pass, Merit, Distinction, Distinction* Level 3 – post 16 qualifications including A levels and Level 3 BTECS
Changes to the Grading System. (This applies to the majority of subjects but not all) The grading system for GCSE has also changed. Grades will now be given as a level grade rather than a letter grade. These are not the same as the number levels you have been used to at KS3. The diagram below gives some indication of how they correspond to the old GCSE letter grades to help you under-stand. It is important to note that GCSEs in general have been made tougher and hence the grade chang-es reflect this.
Grade 9: top A* performers; about half of the 6.8% who got an A* this year are likely to get it
Grade 7: equivalent to a current A grade pass
Grade 5: international benchmark. Pitched at two thirds of a grade above the current C pass
Grade 4: equivalent to a current C grade pass
Grade 1: equivalent to current grade F and G passes. The bottom of grade 1 will be aligned with the bot-tom of grade G.
It is expected that a good pass will be a 4. However this is expected to rise to a 5 in the coming years.
GCSE
GCSE stands for ‘General Certificate of Secondary Education’. These are academic qualifi-cations that are recognised and valued by schools, colleges, employers and universities so they will be useful whatever you are planning to do in the future. GCSE courses in-volve studying the theory of a subject and usually includes some investigation work. Some may involve practical work. GCSEs are Level 1 and 2 qualifications and are graded at 9-1. Some subjects have ‘tiers’ of entry (Higher and foundation) to support students studying at different levels of abil-ity.
BTEC
BTEC (Business & Technology Education Council) qualifications are work-related or voca-tional courses suitable for a wide range of learners. Like GCSEs these are nationally rec-ognised and have been designed to meet the needs of employers and allow progression to further study. They provide a practical, real world approach to learning. BTECs are assessed through coursework and generally have one examination. These courses are suitable for students who might not show their full potential in courses that are assessed through lots of examinations
Frequently Asked Questions
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2. What is the English Baccalaureate (EBacc)? In 2010 the government announced its intention to recognise individual student achievements across a core of selected academic subjects. They call this the English Baccalaureate (EBacc). The aim is to offer students the opportunity to study a broad range of academic subjects up to the age of 16, to promote aspirations. What subjects are in the English Baccalaureate? The English Baccalaureate is not a qualification in itself. It is a measure which recognises students’ achievements across a core of selected academic subjects:
English Mathematics Two Sciences (one of which can be computing) History or Geography* A Foreign Language
*Please note that Religious Studies is not part of the EBacc. Why have the government chosen these subjects for the English Baccalaureate? The subjects the government have included are designed to ensure that all students have the opportunity to study a broad core of subjects, ensuring that doors are not closed off to them in terms of future pro-gression to certain universities. The Russell Group* guide on making informed choices for post-16 education identifies ‘facilitating subjects’ at A-Level. These are subjects most likely to be required or preferred for entry to certain degree courses and ones that will keep the most options open. Some of the subjects they identify are those included in the English Baccalaureate – Mathematics, English, Physics, Biology, Chemistry, Geography, History and Languages (classical and modern). School View As a school, we believe that we should give students the opportunity to gain the English Baccalaureate, provided that it is appropriate, and our options process reflects this statement of intent. We also recog-nise that the combination of subjects required to gain this may not be appropriate for all our students. We have, therefore, designed three pathways to address the needs of all our learners and these can be seen later in this booklet.
Frequently Asked Questions
*The Russell Group of Universities is a group of universities that have a shared focus on research and a reputation for academic achievement.
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3. What is the core curriculum?
The core curriculum is a selection of subjects that every student in the school will study. It has been de-signed to ensure that you will have a broad and balanced education at Key Stage 4. It will allow you to maintain a wide choice of future pathways at the age of 16. The core curriculum consists of: GCSE Mathematics GCSE English GCSE Science (Combined Award – 2 GCSEs) PE Citizenship+ (not examined) PSHE (not examined)
Please note that all PE courses will be chosen separately to this process in April 2016, but information about the possible options are contained within this booklet.
Frequently Asked Questions
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An introduction to the KS4 Learning Pathways In the table on the next page you will see the three pathways that we have designed for our options pro-gramme. Each pathway is designed to meet your needs and you will have a sticker on the front of this options book which gives you our recommended pathway. The GREEN PATHWAY is designed to support those of you who will study double science. You can then decide to follow the pathway for which you choose:
GREEN A: A language and a humanity and then two further options. or
GREEN B: One from the list of humanities or languages and then three further options.
The RED PATHWAY is designed for those students who have been identified as potential triple scientists and are at this stage aspiring to study science at KS5. You can then decide to follow the pathway for which you choose
RED A: A language, humanity and one other option. or
RED B: One from the list of humanities or languages and then two further options.
Being identified as the red pathway means that you have the potential to study triple science. However, we do understand that you may not wish to do triple science. If this is the case then please follow the green pathway instead. It is possible to continue studying science beyond GCSE if you follow the double science option.
The BLUE PATHWAY has been designed specifically for those of you who would benefit from a curricu-lum that gives you more time to study fewer subjects, thus maximising your potential in these subjects and giving you the best outcome at the end of two years. You will follow either:
BLUE A: Extra Mathematics and or Extra English and one subject from the list of humanities or lan-guages and then two further options.
or BLUE B: Extra Mathematics and or Extra English and three further options.
or BLUE C: Extra Mathematics and or Extra English, BTEC Workskills and two further options.
Who do I contact? The first point of contact for you or your parents is your tutor. They know you well and will be able to ad-vise you. You should also plan key questions to ask at options evening.
If your parents wish to discuss anything in more detail having already consulted with your tutor or class teachers then they need to put it in writing to Dr Green or Mrs Hill.
Learning Pathways
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Assessment overview Every course is assessed through a mixture of examination and controlled assessment. Controlled assess-ments are tasks completed under a teacher’s supervision. Examinations cannot be avoided but, when se-lecting options, students should consider which mixture of assessment would be most suitable.
Subject Exam Board Percentage Examination
Percentage Controlled Assess-
ment or Coursework
Art and Design Edexcel 40 60
Business Pearson 25 75
Child Development OCR 40 60
Citizenship+ and PSHE
Computer Science OCR 80 20
Dance AQA 40 60
Drama WJEC 40 60
English Language AQA 100 0
English Literature AQA 100 0
Food Preparation and Nutrition OCR 50 50
French tbc 100 0
Geography Edexcel 100 0
Graphic Products Edexcel 40 60
History AQA 100 0
ICT OCR 25 75
Leisure and Tourism AQA 40 60
Mathematics Edexcel 100 0
Music Edexcel 40 60
Music Technology NCFE 0 100
Performing Arts (Acting) Edexcel 0 100
Photography AQA 40 60
Physical Education Edexcel 60 40
Religious Studies Edexcel 100 0
Resistant Materials Edexcel 40 60
Science AQA 100 0
Spanish tbc 100 0
Sport Edexcel 25 75
Textiles AQA 40 60
Compulsory Subjects
English Maths Science Physical Education
Citizenship Plus and PSHE
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English Language What will you study during the course? The new GCSE English course is exciting and varied, allowing us to incorporate a wider variety of litera-ture, stories, non-fiction and poetry than ever before. The new course is designed to be accessible and engaging for all students. The new course will equip you with all the skills you need to progress to sixth form, university and the world of work. While nurturing a love of creativity and literature, the course will also develop your critical thinking and analytical skills. How will the course be taught? You will be placed in sets at the end of Year 9 based on your prior performance and teachers’ professional recommendations. All students will have the opportunity to change set up to three times during their GCSE course depending on their level of progress during years 10 and 11. Students who already receive additional support in years 7-9 and those who teachers believe would pros-per from greater focus in their lessons will be given additional English lessons in their timetable, and will only complete one GCSE at the end of Year 11. How will your work be assessed? You will sit 2 papers at the end of Year 11, each 1 hour 45 minutes long. Each paper consists of a reading and a writing section. The reading sections are based on real texts by authors from periods spanning the 19th-21st centuries. The writing sections focus on your ability to write in different forms and for different audiences. Both papers are equally weighted and count for 50% of your GCSE. There is also a spoken language qualification which requires you to complete a presentation to your class and answer questions. Where can it lead? In order to continue on to an A-Level at Charters, you will need to achieve a grade level 7 if you wish to study the English Literature course, or a grade level 6 to study the Language and Literature A-Level. If you do not achieve a minimum of a grade level 5, you will have to re-sit your English GCSE as you con-tinue with your further education.
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English Literature What will you study during the course? The English Literature course allows you to study a wide variety of set texts from different periods. All Lit-erature courses include the following: Shakespeare, a 19th Century novel, a Modern dramatic or prose text, and a wide variety of poetry. You will have the opportunity to study the texts closely and explore literary and historical contexts. You will also be expected to explore audience and reader responses to a variety of texts. How will the course be taught? You will be placed in sets at the end of Year 9 based on your prior performance and teachers’ professional recommendations. All students will have the opportunity to change set up to three times during their GCSE course depending on their level of progress during years 10 and 11. Students who already receive additional support in years 7-9 and those who teachers believe would pros-per from greater focus in their lessons will be given additional English lessons in their timetable, and will only complete one GCSE at the end of Year 11. How will your work be assessed? You will sit 2 papers at the end of Year 11, one of 1 hour 45 minutes and one lasting 2 hours 15 minutes. Each paper consists of two parts so that half of each paper is dedicated to each text studied throughout the 2-year course. The shorter paper is worth 40% of your Literature GCSE and the longer is worth 60%. Where can it lead? In order to continue on to an A-Level at Charters, you will need to achieve a grade level 7 if you wish to study the English Literature course, or a grade level 6 to study the Language and Literature A-Level.
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Mathematics What will you study during the course? In 2015, there were major reforms to the structure and assessment in GCSE Mathematics, to be first as-sessed in summer 2017. The focus is on how you use Mathematics to solve real world problems and ap-ply your knowledge in a variety of contexts. You need to be an independent learner and you will need to develop your skills of inquiry and perseverance, in order to be successful. The following table outlines the course content and how assessment will take place.
How will the course be taught? You will be placed into sets very carefully depending upon the grade you are targeting. All work will be geared to your level of learning to enable you to fulfill your potential and get the best grade possible. Your performance, progress and attitude to learning will all factor in our setting decisions. How will your work be assessed? You will sit three examination papers, one non-calculator and two calculator. Each paper is equal time and evenly weighted. Scores from all three papers are combined and converted into a final grade. You will sit these exams in the summer of year 11. You will either sit the Higher or Foundation tier. On the Higher paper, you can achieve grades 9-4 and on the Foundation paper, grades 5-1. A final decision about tier of entry for each student will be made in Year 11. Where can it lead? Most sixth form/colleges are still deciding on entry requirements for A level so it is important that you check the entry requirements carefully when you get to planning your post 16 studies. Some will require you to sit an entrance exam. If you do not achieve a minimum of a grade 4/5, you will have to re-sit your Mathematics GCSE, as you continue with your further education.
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Combined Science
Every student will study a Science course. Most will study Combined Science. If you would like to choose to take Triple Science, please see the Triple Science information in the
Options section of this booklet. Subjects are arranged in alphabetical order. What will you study during the course? All students will learn about the biological, chemical, physical and world through the modules below. In addition they will plan and conduct investigations to test out scientific ideas and explanations. During the course they will discover that scientific knowledge has been developed over time by scientists from cultures all around the world. They will also learn that the scientific understanding of the world is constantly changing due to continuing research and new technology (for example the current debate on global warming, the expanding universe and stem cell research). Biology: 1. Cell biology; 2. Organisation; 3. Infection and response; 4. Bioenergetics; 5. Homeostasis and response; 6. Inheritance, variation and evolution; 7. Ecology Chemistry: 8. Atomic structure and the periodic table; 9. Bonding, structure, and the properties of mat-ter; 10. Quantitative chemistry; 11. Chemical changes; 12. Energy changes; 13. The rate and extent of chemical change; 14. Organic chemistry; 15. Chemical analysis; 16. Chemistry of the atmosphere; 17. Using resources Physics: 18. Forces; 19. Energy; 20. Waves; 21. Electricity; 22. Magnetism and electromagnetism; 23. Particle model of matter; 24. Atomic structure How will the course be taught? 9 lessons per fortnight with 3 specialist teachers How will your work be assessed? There are six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas. All papers are 1hour 15 mins and are each worth 16.7% of the GCSE grade The questions are a mixture of multiple choice, closed short answer, and open response. Where can it lead? The scientific method fosters thinking skills. Science feeds a love of learning, opens doors to many disci-plines and prepares students for future careers. Students who choose Double Science can still go on to study A-level Science if they wish to have a wider range of GCSEs.
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Physical Education What will you study during the course? Component 1- Applied anatomy and physiology (structure and function of the muscular, skeletal, cardio-vascular and respiratory system, aerobic and anaerobic exercise, the short and long term effects of exer-cise), movement analysis (lever systems, planes and axis of movement), and Physical training (relationships between health and fitness, components of fitness, principles of training, how to prevent injuries and effective use of warm up and cool downs) Component 2- Health, fitness and wellbeing (physical, social and emotional health, sedentary lifestyle con-sequences, diet, nutrition and hydration) sport psychology (classification of skills, SMART targets, feed-back on performance and mental preparation) and socio-cultural influences (commercialisation of sport, ethical issues within in sport) Component 3- Practical Performance- Skills during individual activities, skills during team activities Component 4- Evaluating and analysing of personal exercise plans, preparing and completing a personal exercise plan How will the course be taught? In ability groupings within their timetabled cohort, students will be set theoretically and practically. There will be two lessons of practical PE per fortnight and 3 theory lessons per fortnight. How will your work be assessed? Component 1- 36% of the qualification. A 90 mark exam paper lasting 1 hour and 45 minutes. Component 2- 24% of the qualification. A 70 mark exam paper lasting 1 hour and 15 minutes. Components 1 & 2 are assessed May/ June of 2018 Component 3- 30 % of the qualification. The assessment consists of students completing three practical activities from a set list. One must be a team activity, one must be an individual activity and the final can be a choice from the activity list. Pupils can be given a mark for each practical activity at any point in the two year course, however they will be moderated by an external moderator in March/April 2018. Students will be required to demonstrate skills in an isolated/unopposed situation and demonstrate their skills in competitive situations while under pressure. Component 4- 10% of the qualification. The assessment consists of students producing a Personal Exer-cise Plan (PEP) and analysing and evaluating their performance. The areas covered are aim and planning analysis, carrying out and monitoring their PEP, evaluation of data and programme. The PEP must be sub-mitted either in written (1500 words) or verbal (15 minutes). This is due to be assessed in the Autumn term of year 11. Where can it lead? GCSE PE can lead to a variety of jobs and roles within the community. Such jobs could be a personal trainer, army recruitment, sports coach, sports official, sports development officer, teacher, sports scien-tist, sports medicine. Taking part in GCSE PE will also lead to students having an understanding and ability to lead a healthy, active lifestyle.
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Sport This is a vocational course and is equivalent to one GCSE. What will you study during the course? During the course, you will study two compulsory units: Fitness for Sport & Exercise Practical Sports Performance And a further two specialist units that we will select. These are yet to be decided, but may include: Lead-ing Sports Activities and Training for Personal Fitness. How will the course be taught? A variety of approaches will be used. There will be some formal teaching, but there will also be lots of opportunities for you to work in groups, carry out individual research and to participate in a practical envi-ronment. How will your work be assessed? Each pupil will produce 3 - 4 major pieces of coursework, or portfolios, on 3 of the units listed above. The majority of the course, 75% is internally assessed. An important aspect to consider is that one of the core units is externally assessed online in the form of an examination. Each piece of coursework complet-ed will be graded as Pass, Merit or Distinction. Where can it lead? This is a vocational course and provides an excellent preparation for any career. There are also many opportunities open to you for further study including BTEC Level 3 Subsidiary Diploma and Diploma in Sport, ‘A’ Level Physical Education, NVQ in Activity Leadership.
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Dance
What will you study during the course? The GCSE Dance Syllabus is broken down into three areas: Performance – Looking at the basic principle of body movement, dynamics, spatial aspects, relationships, technique and interpretation.
Composition– Involving the selection and development of appropriate movement, using a variety of cho-reographic techniques, devices and stimuli.
Appreciation– Involves the understanding and analysis of dance from peers, themselves and professional dances. A variety of dance styles, choreographers, dancers and dance companies will be studied. How will the course be taught? GCSE Dance is taught over two years. All GCSE dance lessons are practical based with elements of theo-ry throughout. Year 10 students will be taught how to choreograph exploring a variety of devices and structures as well as develop their contemporary technique and performing skills using the set phrases and material from the AQA GCSE Dance Anthology professional works. In Year 11 students prepare the coursework components of the course to perform to the external moderator in March and share their work in the annual Charters ‘Evening of Dance’.
Throughout the course students will develop a more informed opinion of dance. They will have many op-portunities to visit theatres and professional dance companies as well as performing themselves in public shows and workshops. Dancers will critically appreciate their own and other’s work as well as the profes-sional works on the GCSE Dance Anthology analysing action, spatial, dynamic and relationship content as well as set design, costume, lighting and music. Group work is also an integral part of the course. Through sharing ideas and opinions students will develop personal skills of leadership, compromise and decision making.
How will your work be assessed? Component 1: Performance and Choreography- 60% of GCSE All performance and choreography is internally marked by your teacher and then moderated via video recording by an AQA examiner. Performance- 30% of GCSE (40 marks in total); Set phrases through a solo performance (15 marks); Duet/trio performance (25 marks). Choreography- 30% of GCSE (40 marks in total); Solo or group cho-reography – solo or a group dance for two to five dancers.
Component 2: Dance Appreciation- 40% of GCSE, Written exam: 1 hour 30 minutes (80 marks). Where can it lead? GCSE Dance will give a good grounding for any vocation centred around the world of art and entertain-ment. Self- confidence, the ability to communicate effectively, leadership and the skills of expression are all developed throughout the course. These characteristics will benefit anyone in a working environment or taking future courses including A Level Dance and BTEC Performing Arts Dance in particular.
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Young Apprenticeship in Sports Management, Leadership and Coaching
The Young Apprenticeship requires students to make an application in writing explaining why they wish to become a Young Apprentice. This will be followed by a formal interview for shortlisted candidates. It is important to realise that there are a maximum of 20 places that are available on the Young Apprentice-ship Programme. What will you study during the course? The course is based on the BTEC Level 2 First Award in Sport, which is a vocational course and is equivalent to 1 GCSE grade A*-C. You have the opportunity to gain a BTEC qualification whilst at the same time combining study for GCSE PE. There are also opportunities to gain additional National Gov-erning Body (NGB) qualifications and qualifications such as First Aid, Level 2 Gym Instructor Award, and Level 2 Health Related Activity Award. How will the course be taught? As with the BTEC First Award, a variety of approaches will be used. There will be some formal teaching, but there will also be lots of opportunities for you to work in groups, carry out individual research and to participate in a practical environment. Additional time for study is made on Fridays from 3.15 to 4.45pm with some INSET Days and some half terms in Year 10 spent acquiring the additional qualifications mentioned or at Tirabad! The course is not for the faint hearted! This is a course for students who have a clear commitment to sport as a likely career path. It is for stu-dents who: Can demonstrate a commitment to school. Have a passion for sport and leisure activities. Enjoy learning in a practical setting. Have the ability to cope with challenges of extended work placements. How will your work be assessed? As with the BTEC Sport course each pupil will produce 3 - 4 major pieces of coursework, or portfolios, on 3 of the units listed above. The majority of the course, 75% is internally assessed. An important aspect to consider is that one of the core units is externally assessed online in the form of an examination. Each piece of coursework completed will be graded as Pass, Merit or Distinction. The NGB and additional qualifications are assessed in a number of ways but will undoubtedly involve practical demonstrations and leadership in a number of cases. There will also be a certain amount of written work required for each qualification to show evidence which maybe in the form of a logbook or other document. Where can it lead? This is a vocational course and provides an excellent preparation for any career. The additional qualifica-tions specific to the sport and leisure industry provide an excellent base from which students could follow a career in sport. There are also many opportunities open to you for further study including, BTEC Level 3 Subsidiary Diploma and Diploma in Sport, ‘A’ Level Physical Education, NVQ in Activity Leadership.
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Citizenship Plus and PSHE All Year 10 students will study CZ+ This non – assessed course is taught over one lesson per fortnight and will cover key elements of: Religious Studies Citizenship Careers
This exciting programme will allow pupils to discuss and learn about a wide variety of topics which affect them in the twenty first century. Lessons will include discussion about controversial issues and will be vital in developing the transferable skills of empathy, debate and respect for others. The topics will include:
In addition to this, all students will study one PSHE lesson (Personal, Social, Health and Economic Edu-cation ) per fortnight which is designed to ‘help young people grow and develop as individuals and as members of families and social and economic communities’ This non-assessed course will include the following topics: Healthy Relationships and Sex Education Drugs Education Body Image Personal Identities Mental Health
Power, Politics and the Media Drugs and Alcohol
Identities and Diversity, Living together in the UK Global Citizenship issues
Relationships Rights and responsibilities
Money, Finance and Careers Peace and conflict
Crime and Punishment Environment and Medical issues
Option Subjects ...
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Art, Craft and Design What will you study during the course? You will work in a variety of media such as Fine Art (printing, painting and drawing), 3D Design (ceramics, card), Textile design and Photography (digital processing). In Year 10, an off-site visit is organised to a museum or gallery in support of the first component. This information is used in a variety of ways throughout the first year. As part of the course, you will create design work in support of the School production. During Year 11 you will follow an ‘Identity’ project. Oc-casionally professional artists are invited to give presentations and hold a workshop which may continue for a short period after school. The main aim of the course is to develop your visual language skills and for you to build a comprehensive personal portfolio of work. Importantly you should enjoy making, creating, experimenting and adopting a ‘what if’ approach. We also offer after school gallery visits as well as an international study visit in Febru-ary half term. How will the course be taught? You will have 5 lessons over a fortnight. Projects are themed in preparation of the final exam at the end of the course in Year 11. Your teacher will provide you with projects, demonstrate techniques for you to apply and provide guidance. There will be regularly held controlled assessments to test your learning. You will be set regular homework tasks to develop your independent learning skills which must be completed to pass the course. Throughout the GCSE course, we plan exhibitions of your work to celebrate achievement. Parents are al-ways invited. The main exhibition is held during the summer term. How will your work be assessed?
Assessment is based on the full range of GCSE grades from 9 to 1. You will have an externally set practi-cal exam issued towards the end of Year 11. The exam paper is issued approx. 8 school weeks before the exam date thus giving you taught time to prepare, experiment and research. Where can it lead? This course can be followed by Further Education: Art Foundation course; BTEC Nationals; Diplomas and then Higher Education: Degree - a specialism such as Fine Art, Fashion, Interior Design, Architecture, a teaching qualification, product design, art therapy, stage or set design, costume design, illustration.
Component 1 Personal Portfolio in Art and Design This is worth 60% of your final grade
Component 2 Externally Set Assignment in Art and Design This is worth 40 % of your final grade
Internally set and marked; verified by an external moderator
Externally set theme and internally marked. Verified by an external moderator
You will be assessed using the 4 Assessment Objectives - Develop, Experiment, Record, Present. Each objective is worth 18 marks. Each project is assessed out of 72 marks
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Business
What will you study during the course? Unit 1 Enterprise in the Business World (Internally assessed) This unit will develop your understanding of a whole range of factors affecting business for example, tax-ation, interest rates and the state of the economy. You will learn about business ownership, the aims and objectives of business as well as all the stakeholders of a business. In the final part of this unit, you will produce a business plan for a new business idea of your own. Unit 2 Finance for Business (Externally assessed) This unit begins to develop your understanding of the financial issues involved in business such as costs, how businesses make a profit, break-even analysis, cash flow forecasting, the profit and loss account and the balance sheet. You will have an examination in this unit. Unit 3 Promoting a Brand (Internally assessed) This unit will develop your understanding of how businesses brand and promote their products. You will also develop your own branded product and produce marketing material that will persuade your target market to buy the product. Unit 8 Recruitment, Selection and Employment (Internally assessed) In this unit, you will look at the organisational structure of businesses, functional areas and job roles within those areas. You will also look at the documents used for an interview such as a CV and letter of application. How will the course be taught? A variety of approaches will be used. There will be formal teaching, but there will also be lots of opportu-nities for you to work individually and in groups to carry out research. You will use computers to produce coursework and use software packages such as Word, Excel, Publisher and PowerPoint.
How will your work be assessed? Each student will be required to produce three major pieces of coursework on the three internally as-sessed units; Units 1, 3 and 8. These units will be assessed by your teacher. Unit 2 will be externally assessed by an examination. Each coursework (as well as Unit 2) will be graded as Pass, Merit or Distinction. The marks from each unit will be aggregated and your final grade will either be a Pass (C), Merit (B), Distinction(A) or Distinc-tion* (A*). The GCSE equivalence is shown in the brackets.
Where can it lead? This is a vocational course and provides an excellent preparation for a career in business. There are many opportunities open to you for further study including BTEC First Diploma in Business, the Applied Business course at ‘A’ Level, BTEC Level 3 National in Business and ‘A’ Level Economics.
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Child Development
What will you study during the course? You will study the following topics: Pregnancy and parenthood, including the responsibility of parenthood, reproduction, contraception,
pregnancy, preparation for birth, labour, types of delivery, post-natal care. Physical development, covering the needs of the baby, stages of development, safety, sleep and
clothing. Intellectual, social and emotional development, looking at the stages of development, learning
through play, learning to be sociable, development of language, development of personality and emotional health.
Nutrition and health, including feeding babies and young children, nutritional needs, breast and bot-tle feeding, food products available for weaning, illnesses and immunization.
Family and community, different types of family, types of child care available, voluntary and statuto-ry services, the needs of children who have learning difficulties, home, garden and road safety.
How will the course be taught? The course is taught through a variety of teaching activities. There are discussions linked to most topics, use of dvds and You tube, group activities and presentations. How will your work be assessed?
Examination: 40% There is one tier of entry. Coursework: 60% The students will complete three short tasks and a more detailed child study during the two years. Three short tasks: each short task will account for 10% of the final grade. Areas covered are related to the course content such as an investigation relating to comparing home-made and commercially made baby food, healthy pregnancy and looking at bottle and breast feeding. Child Study: this accounts for 30% of the final grade. This is a more detailed piece of coursework which involves completing a child study relating to play. The students will need to have access to a child between the ages of one and five to observe six times over a period of several months. Where can it lead?
It is an ideal subject for students considering careers in primary teaching, nursery education, nursing, midwifery, working with special needs children and social care. It covers a detailed specification and has strong links with Science particularly biology.
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Computer Science What will you study during the course? Unit 1: Computer systems and programming (40%) This unit it assessed by an examination. It covers the following topics:
Systems Architecture Memory Storage Wired and wireless networks Network topologies, protocols and layers System security System software Ethical, legal, cultural and environmental concerns
Unit 2: Computational thinking, algorithms and programming (40%) This unit is assessed by an examination. It covers the following topics:
Algorithms Programming techniques Producing robust programs Computational logic Translators and facilities of languages Data representation
Unit 3: Programming Project (20%) In this unit students will carry out a practical activity involving the following:
Programming techniques Analysis Design Development Testing and evaluation and conclusions
How will the course be taught? The course will be taught through a mixture of whole class teaching, some group work and individual tasks. Development of skills will be taught through a number of practical activities. How will your work be assessed? Both units 1 & 2 will be assessed by a written examination (1 hour 30 minutes) worth 80 marks. The question paper will include short answer questions and essay type questions. Unit 3, worth 40 marks, is a practical programming unit. The assessment task(s) will be set by OCR. Units 1 & 2 will be externally as-sessed whilst Unit 3 will be internally assessed and externally moderated. Where can it lead? It’s a great way to develop critical thinking, analysis and problem-solving skills, which can be transferred to further learning and to everyday life. Students who want to go on to higher study and employment in the field of computer science will find it provides a superb stepping stone.
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Drama
What will you study during the course? The WJEC Eduqas GCSE in Drama is an exciting, inspiring and practical course. The specification pro-motes involvement in and enjoyment of drama, as performers and/or designers. Additionally it provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audi-ence members. You will study a variety of different dramatic techniques, skills, styles and genres. We engage in, and ac-tively explore, a wide range of activities that are thought-provoking and stimulating, drawing from a varie-ty of situations and contexts that you can relate to. GCSE Drama encourages you to develop critical thinking skills and become effective and independent learners. With the focus on working imaginatively, collaborating creatively and communicating effectively, Drama is highly beneficial to all students. However, it is those with a passion for the subject who succeed. How will the course be taught? You will have 5 lessons of Drama over the two week timetable and one teacher. Lessons will combine practical and theoretical aspects each week. Lessons will be highly practical when preparing for the per-formance components and lessons will be used as rehearsals. In order to prepare for the written exam, a proportion of lessons will be solely theoretical.
How will your work be assessed? Component 1: Devising theatre You will participate in the creation, development and performance of one piece of devised theatre in re-sponse to a chosen stimulus set by WJEC. This will involve creating a group performance that either uses the techniques of an influential theatre practitioner or a genre. There will also be a written evaluation of the final performance. Component 2: Performing from a text You will study two extracts from a chosen performance text. Using this text, you will create one perfor-mance which uses both extracts. This is assessed by a visiting examiner. Component 3: Interpreting theatre This is a written exam, lasting 1 hour 30 minutes. You will study in detail (both theoretically and practical-ly) one set text and answer a series of questions about it in the exam. We will also visit the theatre to see a live show, which you will be required to write about in the form of a live theatre review, analysing and evaluating an aspect of the production you’ve seen.
Where can it lead? There are many things you can go on to do with GCSE Drama. A-Level Drama and Theatre and Level 3 BTEC in Performing Arts are currently offered at our Sixth Form. These courses would be highly suitable for someone wishing to pursue a career in the subject.
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Food Preparation and Nutrition What will you study during the course?
Nutrition: students will develop a knowledge of the nutrients and nutritional content of food and drink, the relationship between diet and health, the nutritional and dietary needs of different groups of people. Food provenance and choice: students will understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes and diet and health choices Cooking and preparation: students will demonstrate a knowledge and understanding of functional and nutritional properties of foods. They will consider sensory qualities and food safety when preparing, pro-cessing, storing, cooking and serving food. Skill requirements, preparation and cooking techniques: students will demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of commodities, cooking techniques and equipment. Students will understand and explore a range of ingredients and processes from different cul-inary traditions, to inspire new ideas or modify existing recipes.
How will the course be taught? The course will be taught through a combination of theory lessons and practical work. In practical les-sons students will develop a wide range of food preparation techniques. They will complete a scientific investigation and complete some practical experimental work. Students will use and develop a wide range of ICT skills to support their controlled assessment coursework. How will your work be assessed? The course will be assessed through controlled assessment coursework and an examination component. Where can it lead? If you have an interest and enthusiasm for studying food you could find many exciting opportunities in the Food industry, which represents the largest manufacturer in the British economy, in fact 12% of the British workforce work in the food industry.
It is also the first step into a continuing education in food which can be studied at A level and Degree. Careers involving food and nutrition can include Dietician, Food Technologist, Food Marketing, Environ-mental Health Officer, Teaching, Lecturing, Nursing and Health Services, Hospitality, Hospitality Manage-ment, Journalism, Event Management.
The student will need a commitment to planning, organising and preparing ingredients on a regular ba-sis. These are invaluable skills which will be used throughout adult life.
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French What will you study during the course? French grammar, vocabulary and structures in GCSE Contexts.
Themes Identity and culture Local area, holiday, travel School Future aspirations, study and work International and global dimension Skills You will: develop your ability to use French effectively for communicating in “real life” situations increase your understanding and awareness of France, its people and their way of life form a sound base of the skills required for further study, work and leisure develop an awareness and understanding of the nature of language learning How will the course be taught? We build on the topics already studied at Key Stage 3 and the themes listed above. We have 5 timetabled lessons a fortnight. This includes one session in M5 to work independently We use the interactive packages ActiveTeach and ActiveLearn, with the student textbook and a stu-
dent workbook. You will also be given a Charters GCSE study guide You will be given the opportunity to participate in a week's homestay visit with tailor-made lessons in
France in June/July of Year 10. How will your work be assessed? You will be tested regularly on vocabulary and grammar and there will be internal assessments in prepa-ration for the GCSE. For the final examinations at the end of Year 11, students are entered for either Foundation or Higher tiers in the following papers. Paper 1: Listening (25% of final GCSE) You will need to respond to questions in both English and French. Paper 2: Speaking (25% of final GCSE) There are three elements to the speaking exam: Role play Picture stimulus Conversation Paper 3: Reading (25% of final GCSE) You will need to respond to questions in both English and French and will be required to translate a French text into English. Paper 4: Writing (25% of final GCSE) You will be asked to produce written work of increasing complexity over the course of the paper. This will include an extended piece of structured writing and the translation of an English text into French. Where can it lead? Speaking another language is a skill and complements all subjects. There are many job opportunities where languages can be used, such as: Marketing; Law; Banking; Publishing; Translating; Journalism; Fashion; Teaching; Sales; Telecommunications; Public Relations; Engineering; Tour Operators; Tourism; Manufacturing. Increasingly, universities are requesting a GCSE in a Modern Foreign Language as a facili-tating subject.
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Geography What will you study during the course? Global Geographical Issues Hazardous Earth: three studies from the world’s climate system, extreme weather events and tectonic hazards; Development dynamics: a case study of one of the world’s emerging countries (India, China, Brazil); Challenges of an urbanising world: a case study of one named megacity from a developing or emerging country (e.g. Mumbai, India) UK Geographical Issues The UK’s evolving physical landscape: two studies from coastal change and conflict, and river processes and pressures; The UK’s evolving human landscape: a case study of one named city in the UK; Geo-graphical investigations – fieldwork— one physical and one human investigation. People and Environment Issues: Making Geographical Decisions People and the biosphere: a study of the global distribution and characteristics of large-scale ecosystems; Forests under threat: studies of the tropical rainforests and the taiga; Consuming energy resources: a study of renewable and non-renewable energy. How will the course be taught? Geography is very practical with opportunities to learn new skills such as modern computer based map-ping (called GIS), map skills, interpreting photographs, fieldwork skills, presenting, role play and debating techniques. Students will improve their literacy through report writing and written work and make practi-cal use of numeracy skills when they interpret data and construct graphs. How will your work be assessed?
Where can it lead? Geography could lead to exciting career prospects - geography achieves good examination results nationally and is one of the most versatile subjects. Geography is classified as a science subject in many universities when studied at A Level, again proving its versatility. Careers linked to environ-ment and sustainability includes environmental engineers, pollution analyst, forestry managers. The business world is also full of geographers; financial risk assessors, logistics managers, retail, lawyers – the possibility are really endless.
Global Geographical Issues 1 hour and 30 minutes written external examina-tion with short answers and extended writing.
37.5%
UK Geographical Issues Ditto 37.5%
People and Environment Issues – Making Geographical Decisions
Ditto 25%
Component Assessment Proportion of total marks
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Graphic Products
What will you study during the course? This course provides opportunities in designing, making and evaluating with a focus on exploring spaces using visual impact and communication. Through a series of creative Design and Make activities, you will identify needs arising from real life situations including existing products, artifacts and systems. These tasks will include the production of two and three dimensional models. The course offers the opportunity to develop graphic skills through a selection of compliant materials. You will be expected to demonstrate a wide range of graphic techniques including advertising, aspects of inte-rior design, displays and product launches. The use of ICT to manipulate and generate ideas using CAD programs and Adobe Photoshop will assist in the production of 2D and 3D solutions. Commercial printing methods and other related industrial processes are also studied. Models of suggested solutions are pro-duced to explore ideas and feedback from ‘clients’ is an important part of the testing and evaluation of design proposals. How will the course be taught? Students are taught through a variety of short tasks to develop practical and graphical skills. Theory work is used to support these activities. In addition to this they are introduced to the drawing and design skills they need to develop their own creative skills. ICT is used extensively to present the work in the design folder. Throughout both Years 10 and 11 you will work on the Design and Making aspects of the Controlled assessment. Both the Design and Making tasks are in line with suggested themes provided by the exami-nation board. How will your work be assessed? The Controlled Assessment task consists of a design folder and a piece of practical work, together worth 60% of the whole GCSE. This is marked internally with a sample of candidates work sent away to be moderated externally. A written exam is taken at the end of Year 11 and is worth 40%. This is based on the theory work taught throughout the course. Where can it lead? Further Education: A level Design Technology: Product Design – Graphic Products Higher Education: Degrees in Architecture, Interior Design, Marketing or Retail, Graphic Design Careers: Architecture, product design, graphic design, most areas of engineering, telecommunications, manufacturing industries, business and commerce, education, research and development, interior design, advertising and marketing, cartography,
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History
What will you study during the course? The GCSE history specification is broken into two distinct parts. The first section is based around ‘Understanding the Modern World’ and brings to life an in depth understanding of America during the in-ter-war period as well as looking at the struggle for Civil Rights up to the 1970s. Alongside this the paper examines the failure of the peacemakers after World War One and the build up to World War Two during the period 1919-1939. The second section is devoted to ‘Shaping the nation’ of Britain. It looks at a thematic study of medicine through time and the major advances in health that have taken place. This is combined with an in-depth investigation into Elizabethan England and in particular understanding the major political, social and inter-national events that characterised the last 35 years of her reign. This second element also incorporates the study of a specific historical environment. In this respect the GCSE history course offers a broad chronological understanding of past, as well as providing students with a valuable insight into Britain and the wider world.
How will the course be taught? The course is taught through a variety of teaching activities. Discussion work, project work, role play and media sources such as film clips from You Tube and DVD, support the more traditional approaches to the subject through source work and essay writing. How will your work be assessed? Paper 1 Written Examination: 1hr 45mins (80 marks) Section A – six compulsory questions Section B – four compulsory questions Paper 2 Written Examination: 1hr 45mins (80 marks) Section A – five compulsory questions Section B – four compulsory questions Additional marks are awarded for spelling, punctuation, grammar and specialist terminology. Both units are completed at the end of Year 11.
Where can it lead? History is recognised as one of the more highly regarded subjects for Colleges, Universities and beyond. Studying this subject gives you an insight into the past and an understanding of the current world in which we live. Students will gain essential background knowledge to today’s current affairs as well as a broader understanding of the how this nation’s past has been forged. Students are encouraged to become independent learners, producing ICT presentations and working in groups, whilst also being taught through a variety of activities. Students will have the opportunity to see the historic environment in which we live and how this informs British culture. Universities view History very favourably during the Admissions process. Employers value the study of History very highly. Careers related to History include: Finance; Law; Journalism; Police; Politics; Media; Public Relations; Advertising and Marketing.
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Information Communications Technology
OCR Level 1/2 Cambridge National Certificate in ICT What will you study during the course? R001: Understanding Computer Systems This unit covers the body of knowledge about ICT, on which students will be examined. It covers the fol-lowing topics: An understanding of how ICT can be used to meet business needs How to work with information and data to meet specific business needs How IT can be used to support business working practices An understanding of the legal, ethical, safety and security issues that affect how computers should
be used. The following units are practical units where students carry out coursework tasks to demonstrate their knowledge, understanding and skills.
How will the course be taught? The course will be taught through a mixture of whole class teaching and individual tasks. Development of skills will be taught through a number of practical activities. How will your work be assessed? Unit R001 will be assessed by a written examination (1 hour) worth 60 marks. The question paper, which will be based on a pre-release case study, will have short answer questions and extended response questions. The other units are coursework units which will be internally assessed and externally moderated. Where can it lead? The Cambridge Nationals in ICT are industry relevant, geared to key sector require-ments and are very popular with schools and colleges because they suit a broad range of learning styles and abilities. The qualification provides an ideal foundation for students to progress to more advanced studies in ICT and ICT related careers.
R002: Using ICT to create business solutions Use techniques to search for, store and
share information Select and use software to handle data Select and use software to communicate
information for a business purpose Use software tools to format documents
R004: Handling data using databases Modify databases to meet user require-
ments Produce outputs from databases to meet
user requirements Create user interfaces for databases to
meet user requirements Analyse databases suitable for a business
purpose. R005: Creating an interactive product using multimedia components Design interactive products Create interactive products containing multimedia components Complete usability testing.
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Leisure and Tourism The full title of this course is: GCSE in Leisure and Tourism. This is a vocational course and is equivalent to 1 GCSE grades A*-C. Please note that this GCSE course is available in the time normally allocated to two option subjects, to cater for students who may require a less demanding curriculum pace. What will you study during the course? The nature of the leisure and tourism industry Factors influencing customer choice Introduction to destinations, impacts and sustainability/Employment opportunities in leisure and
tourism Visitor attractions, leisure facilities and tourist destinations/Providing service for differing customer
types and needs How will the course be taught? It is planned that the course will be, where possible, practical and engaging. Students are expected to use a variety of research and investigative techniques to study the world of leisure and tourism and show their understanding through presentations, reports, journals and ‘hands on’ tasks. The course is intended to be interactive and include opportunities for students to experience the industry first hand through access to visits to local attractions and visitors from other areas of leisure and tourism. How will your work be assessed? The leisure and tourism course involves the completion of two units and is assessed in two main compo-nents: 60% coursework 40% exam Where can it lead? Part of the course is learning about the vast range of employment opportunities in the leisure and tourism industry. 75% of 16-25yrs olds obtain a job in Leisure and Tourism. The industry is one of the best in terms of the availability of entry level jobs but there are also opportunities to develop a career within the industry. Routes include Customer Service, Catering and Hospitality, Visitor Attractions and Sports & Lei-sure. The GCSE Leisure and Tourism qualifications support progression to advanced level study in a variety of A Level and BTEC courses in Leisure and Recreation/Travel and Tourism. It also builds an appropriate base of knowledge and understanding to link to training opportunities such as modern apprenticeships and the Level 3 NVQs in Travel and Tourism Services. For students who work to the appropriate level there are links to a variety of other advanced level courses including BTEC Nationals in Sport and Business, Applied A Levels in Business and A Level Geography.
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Music What will you study during the course? Music involves three key areas: performing, composing and listening. Whilst activities have been based around these skills in Years 7-9, GCSE Music is much more advanced. The course is split into three units: Unit 1: Performing Music – 30% coursework This can be taken using any instrument, including voice. 30% of the whole examination is performing on your chosen instrument, so if you already have instrumental lessons and enjoy them then this subject would be ideal for you. The GCSE Music Students present their own concert in the July of Year 10. As a GCSE Music Student you will be expected to participate in at least one of the many extra-curricular groups on offer. These will help you to develop your listening and performing skills as well as helping to develop your music theory knowledge. All GCSE students are expected to be a member of the Senior Vo-cal Group (rehearsals: Friday, 2nd Break). Unit 2: Composing Music – 30% coursework Initially, you will work in pairs and then increasingly on your own, composing music in a variety of styles. Much of your composition coursework will be completed using music notation software, Sibelius and Log-ic. In fact, a large proportion of your lesson time will be spent using this software in the Music IT Suite so you will need to have plenty of self-motivation to be able to work on your own, both during and outside of the curriculum time. Unit 3: Listening and appraising – 40% examination Listening to music and responding to it is an integral part of music lessons. You will study eight set works arranged into four Areas of Study and also listen to related repertoire. These set works range from Western Classical Music to Music for film and Musical Theatre. During the 1 hr 45 minute examination you will be played excerpts from these eight set works, along with unfamiliar pieces, and will have to an-swer questions. You will also have to give a longer, written response question based on one of the set works and an unfamiliar piece. How will the course be taught? Lessons will focus around the three units of study: performance, composition, and listening and apprais-ing. You prepare for Unit 3 through studying the eight set works and listening to related repertoire, with your learning being tested after each one. You will spend some lessons working on the computer creating your composition. Much of the composition element is taught through tutorials and you will be expected to continue with your work whilst your teacher is dealing with other students. There will also be termly performances, which will be assessed to allow you to gauge how well your performance is progressing. How will your work be assessed? Unit 1, Performance, and Unit 2, Composition, are coursework based. You complete these over the course of Year 10 and 11 and these are then marked in-house and moderated by the exam board. Unit 3 is a 1hr 45 minute examination, which will test your knowledge of the Areas of Study. Where can it lead? Music GCSE is ideal preparation for A Level Music. It also gives you a very well-rounded academic arts education that both employers and Sixth Form Colleges value. This academic approach will also prepare you for general A level study.
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Music Technology What will you study during the course? The NCFE qualification is split up into 4 units, which are studied through three practical projects.
Project 1 (Unit 1):
This project will provide an introduction to using sequencing software. The candidate will be required to create a new project using Logic and sequence a piece of pre-existing music by recording MIDI and audio information into the software, following a guide track. This project will aim to develop basic skills in using sequencing software and an understanding of how to set up the software for sequencing MIDI and re-cording audio.
Project 2 (Unit 2):
This project will be set by the exam board. It will require the candidate to create a piece of music for a set brief. Sequencer mixing facilities will be used to alter aspects of the arrangement such as tempo and volume levels effectively. The piece will need to be enhanced using audio and MIDI editing functions, with candidates being required to submit a mixed musical arrangement as part of the project.
Project 3 (Unit 3/4):
The final project will require candidates to create a multi-track recording of a pre-existing song. The re-cording will consist of several instruments recorded in the studio using microphones. The recorded audio will need to be edited effectively, using EQ and the necessary effects processors to create a balanced product. For this project pupils will work in teams as well as individually and will be able to utilise instru-mental skills if appropriate as part of creating the recording.
How will the course be taught?
Each of the three units is practical and demands a high level of independent learning. The necessary skills are taught within lessons and then time is spent working on projects, which require demonstration of these skills. Work is reviewed regularly within lessons and targets set to allow pupils to access the highest marks. Pupils will be expected to spend a reasonable amount of their own time working on the projects outside of lessons.
Project 3 does allow for more workshop-based teaching, with the class working together in the studio to familiarise themselves with how it works and experimenting recording different instruments.
How will your work be assessed? Projects 1 and 3 will be assessed through a portfolio of evidence, both written and music, covering Units 1, 3 and 4. Project 2 will be stipulated by the exam board and marked externally, both as written and au-dio evidence.
Where can it lead? Music Technology is a vocational qualification that aims to give pupils grounding in the practical uses of Music Technology through coursework-based projects. The qualification prepares pupils for further study of Music Technology at AS level and is graded as Pass, Merit, Distinction and Distinction*. The course re-quires pupils to be self-motivated and independent leaners, which will afford them skills easily transferred onto any Higher Education course.
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Performing Arts (Acting) The full title of the course is Edexcel BTEC Level 2 First Award in Performing Arts (Acting). This is a vocational course and is the equivalent to 1 GCSE grade.
What will you study during the course? During the course, you will study two core units. These are called ‘Individual Showcase’ and ‘Preparation, performance and production’. These units are designed to prepare you for the voca-tional world of performing arts, developing your performing skills and providing you with essential knowledge of the industry. You will also complete a specialist unit, in this case, ‘Acting’, which will devel-op your rehearsal technique, your interpretive skills, and your ability to develop a role. Lessons will in-volved a wide variety of practical and theoretical tasks, designed to develop your skill as an actor. These could include improvisation, learning scripts, participating in skill based workshops and research.
How will the course be taught? A variety of approaches will be used. However most teaching will be done through practical workshops. We would also hope for some sessions to be led by outside agencies, including theatre in education com-panies and professional actors. We will also occasionally run theatre trips to highlight the skills and styles covered in school based sessions.
How will your work be assessed? There is a 25% externally assessed unit. The course consists of three units, designed to develop prepara-tion and performance skills, for which they will need to complete a variety of coursework. This will include both practical assessed performances as well as written work, covering aspects such as the preparation and rehearsal procedures for performances and research projects. Assignments will be pass, merit or dis-tinction.
Where can it lead? This is a vocational course and provides an excellent preparation for any career, as it will build confidence and presentation skills, which are needed in most forms of employment. Students who take this course often reflect that it has helped improve their confidence and ability to articulate themselves successfully. Unit 1: Individual Showcase provides students with the opportunity to prepare for an audition/job inter-view scenario, which will be hugely beneficial to anyone considering going into the Performing Arts Indus-try.
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Photography What will you study during the course? In Component 1 and Component 2 you will work in one or more area(s) of photography, such as those listed below: Portraiture • location photography • studio photography • experimental imagery • installation • documen-tary photography • photo-journalism • moving image, film, video and animation • fashion photography. You will create all your work as an e-portfolio building and updating a website, learning blog page and e-magazines. Your ideas will be captured using still photographs, videos and sound files edited using soft-ware such as Adobe Premiere Pro, InDesign and Photoshop. How will the course be taught? Our approach to photography is creative. You will learn several processes and techniques but the main aim of the course is to help you look harder and better at the world around you so that you can create images that reveal those worlds in new ways. You will spend around two thirds of the time on practical photography assignments and one third on developing your critical understanding of other photographers work. Formal assessments will be held regularly and are a vital part of the course. You will be expected to supplement classroom work with a minimum of one hour a week personal study to help develop the pro-ject. How will your work be assessed? Unit 1: Portfolio of Work 60% (96 marks) It will include a sustained project evidencing the journey from initial engagement to the realisation of in-tentions and a selection of further work undertaken during the course of study.
Unit 2: Externally Set Task 40% (96 marks) Eight week preparation time. 10 hours of sustained focused study. You respond to a chosen starting point from an externally set as-signment paper relating to the subject title, evidencing coverage of all four assessment objectives. Where can it lead? A Level and degree level Photography studies. Potential career pathways include: Advertising and editorial photographer, fashion photographer, digital imaging specialist, general practice photographer, forensic photographer, image sales executive, machine print operator, press photographer or photo journalist, unit stills photographer, medical photographer. Maximum course size There will be a limit of 20 students who can be accommodated on this course due to resources, so if you wish to apply for photography you will be required to present a portfolio of your four favourite photo-graphs that you have recently taken and a write up of no more than 100 words explaining what your ide-as were in taking these photographs and a write up of no more than 100 words describing why you want to do GCSE Photography Go to the photography department website to view and print off the application form. All ap-plications should be returned direct to Mr Holmes. GCSE Photography application form: http://chartersschoolphotographydept.weebly.com/gcse-application-details.html
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Religious Studies What is Religious Studies about? This exciting and interesting course addresses a variety of topics and issues relevant to society today. Skills such as critical thinking, evaluation, understanding and empathy are developed during the course. Both reli-gious and non-religious ideas are explored and you will learn to form and express your own opinions whilst evaluating the views of others. What will you study during the course? The specification integrates the study of two religions (e.g. Christianity and Islam) with the study of themes in philosophical and ethical studies in the modern world. The topics we will be exploring will likely include: Ethics, Peace and Conflict, Philosophy and Social Justice. These include the study of belief in God, mar-riage and the Family, Crime and Punishment, Religious Experience, Living the Religious Life, Peace and Conflict, Matters of Life and Death, Equality. Religious Studies is not about making you ‘religious’, it is about enabling you to think for yourself about religious, moral and philosophical issues. How will the course be taught? We use a variety of tasks and activities including written reports, exam style practice, group work, presenta-tions, video clips, discussions about different moral and religious issues, talks from guest speakers. Trips. How will your work be assessed? This is a two year GCSE course assessed by two written examinations each worth 50% taken at the end of Year 11. Where can it lead? Religious Studies is a highly regarded academic subject and it is an excellent preparation for A levels and Uni-versity as well as the workplace as it helps students develop marketable skills and aptitudes including;
analytical and strategic thinking, research skills, critical judgement; the ability to work with abstract, conceptual ideas; an ability to 'understand both sides' and negotiate and resolve conflict; problem-solving skills, leadership skills; understanding of the impact of conflicting ideologies; and an appreciation of human diversity, belief systems, cultural and spiritual experiences. These skills are particularly useful for future careers in law, education, politics, medicine, or the media. Reli-gious Studies is an interesting, highly versatile subject that is an excellent preparation for any career.
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Resistant Materials What will you study during the course? This course is concerned with the designing and making of products and artifacts using wood, metal and plastics. The Designing aspect of the course will include identifying needs and opportunities, research and inves-tigation skills, appreciating the needs of a ‘client’, product analysis and an understanding of the real world of design and manufacture. Products will be developed from initial ideas, through detailed develop-ment, to the production of working drawings. Through Making you will develop an understanding of the properties of materials that make them suita-ble for specific uses, develop the skills involved in working with these materials using a variety of hand and machine tools safely and accurately, how to plan the sequence of manufacture and how to test and evaluate the final product. How will the course be taught? Students are taught through a variety of short tasks to develop practical skills. Theory work is used to support the practical activities. In addition to this they are introduced to the drawing and design skills they need to develop their own creative skills. ICT is used extensively to present the work in the design folder. In the second half of Year 10 they will work on the Design aspect of the Controlled assessment. In Year 11 they will produce a piece of practical work for the second part of the Controlled assessment. Both the Design and Making tasks are in line with suggested themes provided by the examination board. How will your work be assessed? The Controlled Assessment tasks consists of a design folder and a piece of practical work, together worth 60% of the whole GCSE. This is marked internally with a sample of candidates work sent away to be moderated externally. A written exam taken at the end of Year 11 is worth 40% and is based on the theory work taught. Where can it lead? Further Education: A Level Design Technology: Product Design – Resistant Materials. Higher Education: Degrees in Product Design, Automotive design, Engineering, Apprenticeships in a variety of industries including Aviation, Automotive, Electrical and others. Careers Architecture, product design, graphic design, most areas of engineering, telecommunications, electronics industries, manufacturing industries, business and commerce, education, research and development.
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The study of triple science will occupy one of the free option choices and is available within the Red Pathway only. Students who are unsure whether they will study a science subject at A level are advised to follow the double science course in order to maintain breadth and keep open the greatest number of potential options for study in the sixth form. What will you study during the course? All students will learn about the biological, chemical, physical and world, studying the modules below. In addition they will plan and conduct investigations to test out scientific ideas and explanations. During the course they will discover that scientific knowledge has been developed over time by scientists from cultures all around the world. They will also learn that the scientific understanding of the world is constantly changing due to continuing research and new technology (for example the current debate on global warming, the expanding universe and stem cell research) Biology: 1. Cell biology; 2. Organization; 3. Infection and response; 4. Bioenergetics; 5. Homeostasis and response; 6. Inheritance, variation and evolution; 7. Ecology Chemistry: 1. Atomic structure and the periodic table; 2. Bonding, structure, and the properties of mat-ter; 3. Quantitative chemistry; 4. Chemical changes; 5. Energy changes; 6. The rate and extent of chemi-cal change; 7. Organic chemistry; 8. Chemical analysis; 9. Chemistry of the atmosphere; 10. Using resources Physics: 1. Forces; 2. Energy; 3. Waves; 4. Electricity; 5. Magnetism and electromagnetism; 6. Particle model of matter; 7. Atomic structure; 8. Space physics How will the course be taught? 14 lessons per fortnight with 3 specialist teachers How will your work be assessed? Assessment in two written papers each 1 hour 45 minutes set at foundation or higher tier. Each contrib-utes 50% to the overall grade. Both papers consist of multiple choice, structured, closed and open re-sponse questions. Where can it lead? The scientific method fosters thinking skills. Science feeds a love of learning, opens doors to many disci-plines and prepares students for future careers. Most students continue onto A level courses at Charters or college and many go onto university to study science courses.
Science (triple)
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Spanish
Themes Identity and culture Local area, holiday, travel School Future aspirations, study and work International and global dimension
Skills You will develop your ability to use Spanish effectively for communicating in “real life” situations increase your understanding and awareness of Spain, Spanish culture and Spanish traditions form a sound base of the skills required for further study, work and leisure develop an awareness and understanding of the nature of language learning How will the course be taught? We build on the topics studied at Key Stage 3 and cover the themes listed above We have 5 timetabled lessons a fortnight. This includes one session in M5 to work independently We use the interactive packages ActiveTeach and ActiveLearn, with the student textbook and a stu-
dent workbook. You will also be given a Charters GCSE study guide You will be given the opportunity to participate in a week's homestay visit with tailor-made lessons
in Spain in June/July of Year 10. How will your work be assessed? You will be tested regularly on vocabulary and grammar and there will be internal assessments in prepa-ration for the GCSE. For the final examinations at the end of Year 11, students are entered for either Foundation or Higher tiers in the following papers. Paper 1: Listening (25% of final GCSE) You will need to respond to questions in both English and Spanish. Paper 2: Speaking (25% of final GCSE) There are three elements to the speaking exam:
Role play Picture stimulus Conversation
Paper 3: Reading (25% of final GCSE) You will need to respond to questions in both English and Spanish and will be required to translate a Spanish text into English. Paper 4: Writing (25% of final GCSE) You will be asked to produce written work of increasing complexity over the course of the paper. This will include an extended piece of structured writing and the translation of an English text into Spanish. Where can it lead? Speaking another language is a skill and complements all subjects. There are many job opportunities where languages can be used, such as: Marketing; Law; Banking; Publishing; Translating; Journalism; Fashion; Teaching; Sales; Telecommunications; Public Relations; Engineering; Tour Operators; Hotel and Catering; Manufacturing. Increasingly, universities are requesting a GCSE in a Modern Foreign Language as a facilitating subject.
What will you study during the course? Spanish grammar, vocabulary and structures in GCSE Contexts
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Textiles
What will you study during the course? In Year 10, students learn how to use a commercial paper pattern to make a skirt. The skirt will be deco-rated using computerized embroidery and/or applique and will be based upon a theme chosen from a giv-en list (e.g. Pop Art, love and lace or tribal patterns) A project on fibres and fabrics is given as a long-term homework task to develop knowledge of the origins, properties and uses of fibres, but also to practice research skills, independence and meeting deadlines. In addition, students are taught a wide range of decorative techniques, making and evaluating samples that are presented in a folder and used as a reference file in Year 11. Students are taught a wide range of textiles related topics in theory lessons including how textile products are made on a commercial scale, health and safety during manufacture as well as in the use of products, how computers are used in the industry, environmental and sustainable issues, fabric construction and fin-ishes etc. How will the course be taught? Textiles is taught with a mixture of practical and theory lessons. Theory work is used to support the practi-cal activities, for which work books are provided. These booklets contain factual information as well as tasks to complete. Students are taught to understand the design process and will be given experience researching, analyzing and designing before developing a product through the use of experimental practical activities. Evaluation skills are practiced and used by the students to develop and improve their work. At the end of Y10, the Controlled Assessment task is started, and continues throughout Year 11. This con-sists of a single design and make activity selected from a range of exam board set tasks. ICT is used ex-tensively to present the work in the design folder. How will your work be assessed? The Controlled Assessment task consists of a design folder and a piece of practical work, together worth 60% of the whole GCSE. This is marked internally but the design folders are sent away to be moderated externally. A written exam taken at the end of Year 11 is worth 40% and is based on the theory work taught, but also includes a design question that is prepared in advance in lessons. Where can it lead? Textiles combines well with Art, Business Studies, Photography, or English amongst other subjects. Further Education: Art Foundation Courses, BTEC National Diplomas. Some degree courses require students to take an Art Foundation Course irrespective of whether the stu-dent has an A Level in Art. Higher Education: Degrees in Fashion Design, Fabric Design, Garment Technology, Pattern Cutting, Cos-tume Design, Interior Design, Marketing or Retail, Fashion Journalism and Fashion History. Careers Fashion Design, Fabric Design, Pattern Cutting, Costume Design, Interior Design, Tailoring, Advertising & Marketing, Retail Management, Fashion Journalism, Fashion Buying & Merchandising and Fashion Photog-raphy.
Careers Information Subject Costs
Useful Contacts
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Careers Education will help students develop the knowledge and skills they need to make successful choices, manage transitions in learning and move into work. Careers Education is delivered through a careers module in Citizenship in Year 10 and careers events in Year 11. In Year 10 students use ‘Kudos’, a computer-based questionnaire which considers their strengths and abilities, their personal skills and interests and explores possible career choices. Students also view a se-ries of short films and have discussions on: (a) How to succeed at job and college interviews (b) Evaluating different career choices (c) Understanding the benefits of work experience (d) Main option choices available to students at 16 During the year, students will make initial preparations for their mock interview by completing their CV, writing a letter of application and filling in a job application form. In Year 11 all students have an individual mock interview which is designed to help them with job inter-views and sixth form and college interviews as well. Our interviewers are local employers. Students also have the opportunity to attend the annual Careers Fair which takes place in February and meet in excess of 30 employers this year as well as representatives from local colleges. Careers Education is co-ordinated by Mr J Dhesi in conjunction with Adviza, our external careers advice partner and Head of Years 10 and 11 and tutors. Adviza offer impartial careers advice and guidance to our students. This is done on an individual and group basis at school which parents are welcome to at-tend. They also play an important part during the activity days in offering our students advice on post 16 options. In addition, our careers personal advisor, Georgina Lindsay, attends Parents’ Evening in Year 11 for consultations and is available during the Year 9 options evening and the sixth form prospective even-ing to offer advice to students.
Careers Education and Guidance
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Subject Costs
Subject Cost in Year 10 or 11
Description of item Ap-prox cost £
Art and Design Yr 10 A3 Sketchbook and 2 x trips £32
Art and Design Yr 11 A3 Sketchbook £8
Business Yr 10 Workbook for the Finance unit and relevant chapters photocop-ied from textbooks for coursework. £10
Child Development Yr 11 None
Computer Science None anticipated
Dance Yr10 Leotard, trousers, t-shirt and fleece for dance lessons and dance examination performances £60
Dance 10/11 Workshop c£15, theatre visits x2 £20 each £55
Drama and Performing Arts (Acting) Yr 10/11 Theatre trips to London. Cost per trip £25
English None anticipated
Food Prep. and Nutrition Yr 10/11 Incidental ingredients to support student’s practical work £20
French Yr 10 Workbook (compulsory) £4
French Yr 10 Year 10 Homestay Montpelier (optional) £675
Geography Yr 10/11 Optional cost of WideWorld magazine subscription £12.50
Geography Yr 11 2 days tbc. Costs represent 2015 figures £30
Graphic Products Yr 10/11 Wood, metal, plastics. Adhesives, abrasive papers, paper, card, primer paint etc. Typically £10-£30 in Year 11 £15
History None anticipated
Parents have asked us to provide a list of indicative costs for the subjects studied in years 10 and 11 to help them to budget. The list below is not exhaustive and the costs are approximate but nonetheless we hope you will find it helpful. Please note that not all these items are essential purchases.
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Subject Costs continued
Subject
Cost in Year 10 or Year 11
Description of item
Ap-prox cost £
ICT None anticipated
Leisure and Tourism None anticipated
Mathematics Yr 10 Scientific Calculator £7.50
Mathematics Yr 11 Revision Pack £10
Music Yr 10/11 Weekly instrumental or vocal peripatetic lessons Varies
Music Yr 10/11 At least one trip per year to see the Royal Philharmonic Orches-tra £15
Music Yr 10 Revision guide £8
Music Technology None anticipated
PE Pearson Revision guide and Work Book (optional) £10
Photography Yr 10 Trip to museum or gallery £20
Photography Yr11 Printing and framing of final piece coursework and exam work £50
Religious Studies Revision Guide £5
Resistant Materials Yr10/11
Wood, metal, plastics. Adhesives, abrasive papers, paper, card, primer paint. Individual material cost of Controlled Assessment as designed by student in Year 11 typically £10-£35
£15
Science Contribution towards the cost of the online textbook and other learning resources £5
Spanish Yr 10 Workbook £3.85
Spanish Yr 10 Year 10 Homestay Salamanca (approx. 20 students) £660
Textiles Yr 10 Charge for incidentals used for practical work over the 2 years (thread, interfacing, wadding and various other items of haber-dashery)
£10
Textiles Yr 10 Revision guide and workbook £4.75
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Having read this booklet we hope that you have a better insight into choosing your options for Years 10 and 11. If however, there are any questions you still feel you need answering, please contact us.
Useful contacts
Role Name Contact Details
Head of Year Dr N Green [email protected]
Options Co-ordinator Mrs K Hill [email protected]
Senior Leadership team link Mrs S Derrick [email protected]
Assistant Head of Year Mrs S Gilmour-Smith [email protected]
Tutor 9C Mrs T Jain [email protected]
Tutor 9H Miss N Morgan n,[email protected]
Tutor 9A Mr J Chilton [email protected]
Tutor 9R Mrs J Hoogeboom [email protected]
Tutor 9T Mr R Wightman r,[email protected]
Tutor 9E Mr A Riches [email protected]
Tutor 9M Miss M Bratton [email protected]
Tutor 9S Miss N Godbold [email protected]
Careers Co-ordinator Mr J Dhesi [email protected]
Adviza Careers Service Mrs G Lindsay [email protected]
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Index Title Qualification Page
Options Timetable 3
Introduction 4
Frequently Asked Questions 5
Learning Pathways 8
Assessment Overview 10
English GCSE Studied by all 12-13
Mathematics GCSE Studied by all 14
Science (combined) GCSE Studied by all 15
Physical Education inc. Dance, Sport and YA GCSE Studied by all 16-19
Citizenship Plus and PSHE n/a Studied by all 20
Art, Craft and Design GCSE 23
Business BTEC 24
Child Development GCSE 25
Computer Science GCSE 26
Drama GCSE 27
Food Preparation and Nutrition GCSE 28
French GCSE 29
Geography GCSE 30
Graphic Products GCSE 31
History GCSE 32
ICT Cambridge National 33
Leisure and Tourism Double Option GCSE 34
Music GCSE 35
Music Technology NCFE Level 2 Certificate 36
Performing Arts (Acting) BTEC 37
Photography GCSE 38
Religious Studies GCSE 39
Resistant Materials GCSE 40
Science (triple) GCSE 41
Spanish GCSE 42
Textiles GCSE 43
Careers Education and Guidance 46
Subject Costs 47-48
Useful Contacts 49
