The Knights

Templar School

Options Guidance

2016

1

Introduction for Parents and Carers

Dear Parent/Carer

I hope that you find the information in this booklet useful as you start to build up a picture of

the choices and opportunities that lie ahead for your child. This booklet provides the key

information such as: subject descriptions, key staff to contact for more advice and the overall

structure of choices available for your child to study for the next two years.

I have set out the information here for a parent/carer who has not gone through this process

before. However, even if you have supported a child through this previously, education has

changed much over the past few years. As a successful and ambitious school we are taking

advantage of the opportunities open to us to provide an exceptional curriculum for our

students.

The options process is a critical time for students. Your child is faced with making choices that

may impact on their ability to study a subject in further/higher education or even pursue

careers when they eventually leave school, college or university. It is also a complicated

process. There is a wide variety of subjects on offer. They differ in the way they are assessed

and they even have different levels of qualification. This booklet will not be able to provide

you with all the answers to your questions but I hope it enables you to clarify the questions

you have and point you in the direction of the best person to answer your query.

Please spend time talking with your child about what interests them in school and what they

would enjoy studying over the next two years. The options evening will give you the

opportunity to ask questions of the staff here at Knights Templar and then you will need time

to reflect on the choices to be made. It is not something that students and parents should face

on their own and I would urge you not to be reluctant to contact your child’s tutor if you

have any questions. It is very unlikely that any changes can be made to choices once school

starts in September, so it is vital that parents/carers, students and staff feel that they have had

the opportunity to consult and discuss choices prior to completing the options form. This will

be given to students shortly.

Mr I Burrows

Deputy Head

2

Contents

Introduction to Parents/Carers ......................................................................................... 1

Qualifications Overview ................................................................................................ 3

Who to ask for help ........................................................................................................ 4

Careers .......................................................................................................................... 5

Core Curriculum ............................................................................................................. 6

English Language & English Literature ............................................................................... 7

Mathematics .................................................................................................................. 8

Science (Combined) ........................................................................................................ 8

PE Core ......................................................................................................................... 10

PSHCE ........................................................................................................................... 10

Guided Options ............................................................................................................. 11

KS4 Options ................................................................................................................... 12

Further Guidance for students following the Orange Pathway ............................................ 13

Key Questions ............................................................................................................... 14

Art & Design ................................................................................................................. 15

Art: Graphic Design ........................................................................................................ 16

Business Studies ............................................................................................................. 17

Computing .................................................................................................................... 18

Economics ...................................................................................................................... 19

Dance ........................................................................................................................... 20

Design & Technology – Food Preparation and Nutrition .................................................... 21

Design & Technology – Graphic Products ........................................................................ 21

Design & Technology – Resistant Materials ....................................................................... 22

Design & Technology – Systems and Control Technology .................................................. 22

Design & Technology - Textiles ....................................................................................... 23

Drama .......................................................................................................................... 24

Geography .................................................................................................................... 25

History ......................................................................................................................... 26

Home Economics: Child Development ............................................................................ 27

Media ........................................................................................................................... 28

Modern Foreign Languages ............................................................................................ 29

Music ........................................................................................................................... 30

Physical Education ......................................................................................................... 31

Religious Studies ............................................................................................................ 32

Science (Triple) ............................................................................................................... 33

PLO Programme ............................................................................................................ 35

Venues for Subject Presentations ...................................................................................... 36

Stages of the Options Process .......................................................................................... 37

3

Qualifications Overview

• General Certificate of Secondary

Education

• Set by a variety of Examinations

organisations

• Syllabus sets out relevant content

for assessment

GCSE

• Practical Learning Opportunities -

an alternative programme for

students that involves spending

time at college

• Students attend college for one

morning or afternoon a week in

Years 10 and 11.

• Leads to a variety of recognised

qualifications not normally offered

in school, NVQ and City and Guilds

PLO

4

Who to ask for help and how to get it

Your first port of call should always be your child’s form tutor who will be pleased to answer

any query or pass it on to the person most likely to provide the information you need. If you

need information directly related to a specific subject then you may like to contact;

Subject Head of Department

Art Mr W Leonowicz

Business Studies Mr D Vallier

Careers and Work-Related Learning Mr D Vallier

Computing Mr A Somerville

Dance Miss S Henderson & Miss L Ward

Design and Technology Mrs C Ellis

Economics Ms A Lawther

Food Preparation and Nutrition & Textiles Miss E Theobald

Drama Mr A Sills

English & English Literature Mrs K Weston

Geography Mrs A Foy

History Miss C Harrison

Home Economics: Child Development Miss E Theobald

Mathematics Mrs K Dixon

Media Miss R Baker

Modern Foreign Languages Mrs K Bonail

Music Mrs H Johnson (Acting HoD)

Personal, Social, Health & Citizenship Education Miss M Staines

Physical Education Miss S Olden

Religious Studies Miss H Stern (Acting HoD)

Science Mr B Chantrell

There are also a number of websites that provide excellent advice and information in making

subject choices.

www.fasttomato.com (fasttrack code KTSB)

www.hertsdirect.org.uk

www.hertschoices.org.uk

5

Careers

Helping your son or daughter to choose G.C.S.E. subjects should not be fraught with too many

difficulties! In general, it is far better for students to study subjects they enjoy and are good at,

and to avoid the obvious pitfalls – choosing subjects because their friends are doing them,

because they like the teacher (who they are unlikely to have in Year 10).

At this stage choosing subjects from a career perspective is not usually advisable. People

change their minds repeatedly between 14 and 19, so the broad range of GCSEs and vocational

options on offer should cover most eventualities. If your child has had a burning career

ambition since primary school however, it may clearly influence the choice. At this stage a

broad and balanced curriculum is sufficient for most, but any information on specific job

requirements is available from the Careers Library. It is more important to think about the

immediate progression after GCSEs into A levels, vocational courses, jobs etc. A clear aim at 16

can improve prospects of GSCE success.

‘Core’ subjects – English, Mathematics and Science are essential and therefore compulsory.

Sixth Forms, Colleges and Employers will pay particular attention to these. In other areas the

curriculum is becoming more flexible to promote greater opportunities for the individual. Part

of this approach is the increasing emphasis on vocational and applied education. There is a

perception that University has seriously reduced the pool of highly skilled (and well paid!)

people, so vital to the economy. By no means ignore the wonderful opportunities on offer at

universities, but consider alternatives as well….. and don’t forget those tuition fees!

The job situation is changing rapidly. It has been estimated that people in Hertfordshire

change jobs at least thirteen times in the course of their career (now defined as: lifelong

progression in education, work, learning and training). Exam success is obviously desirable, but

so are the more general employability skills sought by employers – adaptability, reliability,

good social behaviour, politeness etc. The next two years should not just see an academic

improvement, but a positive personal development as well.

To help with this the ‘Connexions’ Service provides a comprehensive service of help and

advice to all 14-19 year old students. You should have received an explanatory booklet about

their service.

Good luck with your choices.

Mr D Vallier

‘Connexions’ Co-ordinator

6

The Core Curriculum

This constitutes the elements of the National Curriculum that all students must undertake.

These subjects are not optional and their information in this booklet is for you to understand

the components and expectations of all students during their GCSE study of these courses.

The subjects that make up the core are:

English & English Literature

Mathematics

Science (Combined)

Physical Education

Personal, Social, Health and Citizenship Education (including Religious Education)

7

SUBJECT: ENGLISH LANGUAGE & ENGLISH LITERATURE BOARD: AQA

We teach the AQA English Language and English Literature syllabuses at GCSE and all students will be

entered for both subjects.

The courses involve the study of non-fiction texts and a wide range of literature, including poetry,

prose and drama. Reading, writing, speaking and listening skills are all assessed and students will sit their

final examinations in both subjects at the end of the two year course. There are no coursework or

Controlled Assessment elements in the new qualifications and speaking and listening marks are reported

separately on the English Language certificate.

There is a single tier of entry and results are awarded using a number scale of 1 to 9, with 9 being the

highest level.

AQA GCSE ENGLISH LANGUAGE

Paper 1: Examination (50% of total marks)

Explorations in Creative Reading and Writing

Section A: Reading - four questions on one extract from C20th or C21st Literature text.

Section B: Writing - one extended creative writing response to a visual stimulus or scenario.

Paper 2: Examination (50% of total marks)

Writers’ Viewpoints and Perspectives.

Section A: Reading - four questions on two linked extracts from literary non-fiction and

non-fiction from C19th, and either C20th or C21st depending on the time period

in Paper 1.

Section B: Writing - one extended writing response in which students write about their

own viewpoint.

Speaking and Listening (separate endorsement - 0% of total marks)

Spoken Language Controlled Assessment

Presenting

Responding to questions and feedback

Use of Standard English

AQA GCSE ENGLISH LITERATURE

Paper 1: Examination (40% of total marks)

Shakespeare and the 19th Century Novel

Section A: Shakespeare – one question on a Shakespeare play. Students will write about an

extract from the play and then write about the play as a whole.

Section B: 19th Century Novel –. Students will write about an extract from the novel and

then write about the novel as a whole.

Paper 2: Examination (60 % of total marks)

Modern Texts, Poetry, Unseen Poetry

Section A: Modern texts: students will answer one essay question from a choice of two on

modern prose or drama set texts.

Section B: Poetry: students will answer one comparative question on one named poem

printed on the paper and one other poem from their chosen anthology cluster

Section C: Unseen poetry: Students will answer one question on one unseen poem

and one question comparing this poem with a second unseen poem

Mrs K Weston

8

SUBJECT: MATHEMATICS BOARD: EDEXCEL

The GCSE Mathematics examination consists of two tiers of entry, Higher and Foundation.

Both tiers are assessed by written examinations and there is no coursework.

Level/Tier Grades available

Foundation 1 to 5

Higher 4 to 9

All assessments are taken at the end of the course in May/ June of Year 11.

There are three exam papers each 1½ hours long. A calculator can be used in two of these

papers.

All levels cover work on:

Number

Algebra

Ratio, proportion and rates of change

Geometry and measure

Probability

Statistics

A grade 4 at the end of the course is currently set at the level of the previous grade C and grade 7

is set at the level of the previous grade A.

Mrs K Dixon

SUBJECT: SCIENCE (COMBINED) (GCSE) BOARD: AQA

Introduction

Science is a compulsory subject for all students with study towards the initial GCSE course

already beginning for all students in Year 9. Over the course of three years students cover

either a ‘Combined Science’ course or a ‘Triple Science’ course’ (see page 33). All students have

already begun the study of the common elements of ‘Combined’ & ‘Triple’ in Year 9.

Both of these courses provide a good solid foundation for those wishing to go on to study any

of the Sciences in the 6th Form, as well as producing scientifically-literate citizens for the 21st

century.

What will Science do for me?

Investigative dexterity (practicals), analytical prowess (graphs & conclusions), reflective

proficiency (evaluations) and problem solving techniques will all be further developed in Years

10 & 11. This is taught by subject specialists in 9 lessons a fortnight for ‘Combined Science’.

9

Course Content

Year 10 Topics Year 11 Topics

Biology

Health issues (in Year 9)

Infectious diseases (in Year 9)

New drugs (in Year 9)

Cell biology

Communicable diseases

Bioenergetics

Homeostasis and response

Biology

Inheritance

Variation

Evolution

Adaptations

Competition

Ecosystems

Biodiversity

Chemistry

Atoms (in Year 9)

Periodic table (in Year 9)

Reactivity of metals (in Year 9)

Reactivity of acids (in Year 9)

Bonding structure and the properties of matter

Organic chemistry

Chemistry of the atmosphere

Rate of chemical change

Energy changes

Chemistry

Conservation of mass

Quantitative interpretation of chemical equations

Purity, formulations and chromatography

Using the Earth’s resources

Obtaining potable water

Identification of common gases

Life cycle assessment and recycling

Physics

Energy (in Year 9)

Work and power (in Year 9)

Electricity (in Year 9)

Particle model of matter (in Year 9)

Properties of waves

EM spectrum

Forces & Motion

Work and energy

Hooke's Law

Momentum

Physics

Atomic structure

Circuits

Magnets

Electromagnetism

Radioactivity & radioactive decay

Assessment

Assessment is by way of six 1 hour 15 minute exams at the end of Year 11- two papers for each

science subject area. The marks are added together to give an overall ‘Combined’ grade worth

2 GCSE’s. The exams are a mixture of multiple choice, short answer, open response and

practical themed questioning based on work completed during the course

There are two tiers of entry, higher (Grades 5-9) and foundation (1-5). As this is a new course

it is currently unknown whether it is possible to do different tiers for the Biology, Chemistry

and Physics components as with the current GCSEs.

Student progress will be carefully tracked throughout the two years, via end of module tests

and mock exams, to ensure that students are entered for the appropriate tier.

Students are set in Year 10 & 11 according to their ability, based on their end of year exam

performance and continuous assessment throughout Year 9, as well as their teachers’

professional judgment.

Some students can add a third qualification by choosing to do “Triple Science” as one of their

options. This will lead to separate GCSE’s in Biology, Chemistry & Physics

Mr B Chantrell

10

SUBJECT: PHYSICAL EDUCATION (Core)

REMEMBER – research shows that students who participate fully in physical activity on a

regular basis can increase all of their GCSE results by a grade!

Exercise is a great way to relieve stress too, so it is especially important you use your core PE

time to help you cope with your other studies.

Students have 2 PE lessons each week. The Key Stage 4 curriculum endeavours to both broaden

the variety of activities undertaken and give students the opportunity to develop more

advanced techniques and strategies. Students are encouraged to take greater responsibility for

their own learning and develop confidence in a variety of roles other than as a performer.

In Year 10 students are taught in ability groups, completing modules in Netball/Rugby,

Football, Trampolining, Basketball, Fitness, Badminton, Rounders/Cricket, Tennis and Athletics.

An options system in Year 11 allows students to select up to six activities from Netball, Girls’

Football, Boys’ Football, Trampolining, Badminton, Basketball, Table Tennis, Girls’ Rugby,

Boys’ Rugby, Lacrosse, Spinning, Aerobics and the Sports Centre Fitness Room.

Students have the opportunity to follow a Leadership course during one of their PE lessons

each week. This involves learning how to plan, organise, lead and support sport sessions,

including festivals and tournaments for students from a variety of year groups.

Miss S Olden

SUBJECT: PERSONAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION

During Years 10 and 11 students will study 4 separate non-examined modules, for 1 hour per

week.

PSHCE – will include work on personal health, sex and relationships and personal safety.

RE – (not to be confused with the GCSE option) will include topics such as the nature of

God, religion and science, and death and afterlife.

Careers – Students will get an opportunity to identify their employability skills,

highlighting their personal strengths and areas they need to develop. They will also

compile a professional curriculum vitae that will assist them in applying for future

academic and career opportunities.

CITIZENSHIP – is taught discreetly through all modules in Years 10 and 11.

Miss M Staines

11

The Guided Option Choices

Our Guided Options Choices are offered through a pathway structure, shown on the next

page. Students will receive an individual letter with the pathway that is considered to be the

most appropriate for them. The rationale behind which pathway is recommended will be

explained at the Options evening.

Whichever pathway is chosen, only one Technology subject can be chosen, unless one of your

choices is Food Preparation and Nutrition (T), in which case two may be chosen.

When I have all the choices in from the students I will do my best to allocate them into blocks

so that all students get their first choices. However, it is very likely that some students will not

get all their first choices so they need to choose a reserve wisely.

As usual, subjects will need to have an economically viable number of students in order for

them to run in the next academic year.

There is a lot for students and parents to discuss. The options process will run for the whole of

this half term and during that time you will all be encouraged to speak to teachers, tutors and

the leadership team about the implications of your decisions. I would much prefer all the

forms to come in during the final week safe in the knowledge that students and parents had

explored all the possibilities and come to a decision that the students are happy with.

Mr I Burrows

Deputy Head

2016 KS4 Options

Blue Pathway – College Pathway - PLO

This is for students who wish to take advantage of our links with the North Hertfordshire College and undertake a slightly different programme of study. There are four

possible subjects to choose in this pathway at college, but places on this pathway will be severely limited as these courses are offered in collaboration with many schools

in North Hertfordshire. Also, the college may not decide to offer all these courses if there is not sufficient demand. There is more detail on this programme on page 35.

This course takes up the time for 2 options. Students on this course will study GCSE IT within this time so should not opt for Computing.

Red Pathway

English

Baccalaureate

Choose one from

Geography

History

Choose one from

German

French

Spanish

Choose 2 subjects from Free choice list. You can only choose more than 1 Technology subject, if you

choose Food Preparation and Nutrition(T)

Art, Art Graphics, Child Development, Systems and Control(T), Dance, Drama,

Business Studies, Economics, Food Preparation and Nutrition(T), Geography, History, French, German,

Spanish, Graphic Products(T), Media, Music, PE, Resistant Materials(T),

Religious Studies, Textiles(T), Computing, Triple Science

Orange Pathway

Choose one from

Geography

History

German

French

Spanish

Choose 3 subjects from Free choice list. You can only choose more than 1 Technology subject, if you

choose Food Preparation and Nutrition(T). Make sure you follow the advice given on the next pages.

Art, Art Graphics, Child Development, Systems and Control(T), Dance, Drama,

Business Studies, Economics, Food Preparation and Nutrition(T), Geography, History, French, German,

Spanish, Graphic Products(T), Media, Music, PE, Resistant Materials(T),

Religious Studies, Textiles(T), Computing, Triple Science

Blue Pathway

College Pathway

Choose one from

Geography

History

German

French

Spanish

Choose one from

Welding

Construction

Motor Vehicles

Animal Care

Choose 1 subject from the Free choice list

Art, Art Graphics, Child Development, Systems and Control (T),

Dance, Drama, Business Studies, Economics,

Food Preparation and Nutrition(T), Geography, History, French,

German, Spanish, Graphic Products(T), Media, Music, PE,

Resistant Materials(T), Religious Studies, Textiles(T), Triple Science

Yellow Pathway

Alternative Pathway

A reduced offer with a reduced number of GCSEs including possibly English, Maths, Combined Science and 3 others (3 GCSEs or

College course + 2 GCSEs). The remaining time will be used to give further support/consolidation in these subjects and an in-house

life skills course. YOU CANNOT CHOOSE THIS PATHWAY – YOU WILL BE APPROACHED IF THIS PATHWAY IS MORE SUITABLE

FOR YOU.

12

Further Guidance for students following the Orange Pathway

Subjects are grouped as follows as a guide to help students:

Languages Humanities and

Business Education

Creative Design and Technology and

Physical Education

Other

German

French

Spanish

Geography

History

Business Studies

Economics

Religious Studies

Art or Art Graphics

Dance

Drama

Media

Music

Systems and Control(T)

Food Preparation and Nutrition(T)

Graphic Products(T)

Resistant Materials(T)

Textiles(T)

PE

Computing

Triple Science

Child Development

To make Broad & Balanced choices we would propose:

No more than 2 from each column above

AND

If 2 are chosen from one column, then 3rd & 4

th choice should come from 2 different columns above

Some examples of Broad and Balanced choices:

Choice 1 Choice 2 Choice 3 Choice 4

History Spanish Music Economics

Geography German French PE

Geography PE Resistant Materials Triple Science

German RS Art Graphic Products

History Spanish PE Art Graphics

French Textiles Dance Geography

Geography Business Studies Music Food Preparation and Nutrition

French History Media Drama

Spanish Systems and Control Triple Science Computing

French Media Food Preparation and Nutrition Child Development

History German Computing Economics

Some examples of choices which are not Broad and Balanced:

Choice 1 Choice 2 Choice 3 Choice 4

French Art Dance Drama

Geography History RS Business Studies

Geography History Triple Science Economics

French German Spanish Resistant Materials

Spanish Geography History RS

History Art Drama Media

History RS French German

Spanish German Geography Economics

German Geography Business Studies History

Music Media Dance German

We expect the vast majority of students to follow this advice that has been given. Every student will be

interviewed by a senior member of staff to ensure their option choices follow this advice and are

suitable for them as an individual.

13

•What could you do if you successfully completed this course?

•What qualifications would you like to take at 6th Form or at college?

•Does this course prepare you for those further courses?

Where does it lead?

•Do you have ideas on possible careers?

•What subjects do certain careers insist on now or later?

•What should you do if you do not know what you want to do yet?

Career thoughts?

•Make sure you get advice from people who know what they are talking about.

•Be careful with advice from the Internet, can it be trusted?

•Never be afraid to ask too many questions - this needs to be right. Advice

•Do you have an idea of the assessment or exam work load for a subject you want to do?

•Are you prepared to work at 100% for the full two years? Work load

•Whichever courses you take during Year 10 and 11 you will require motivation, hard work, determination and organisation to succeed.

•Reflect on how well you demonstrate these areas in school at the moment and what, if any, you might need to work on over the next two terms.

Commitment

•All the subjects listed in this booklet are those we hope to run in September.

•Please be aware that courses will only run if a specific number of students opt to take them.

•There has to be a maximum capacity as well for many subjects so the key is make your choices early and pick additional subjects. Changes are only made in consultation with parents/carers and students.

Numbers

KEY QUESTIONS

14

15

SUBJECT: ART AND DESIGN BOARD: EDEXCEL

Rationale

The Edexcel GCSE in Art and Design encourages an adventurous and enquiring approach to art

and design. Successful students should be able to demonstrate an understanding of past and

present contemporary art and design practice, and be able to produce a personal response that

embraces a range of ideas.

Knowledge and Understanding

The GSCE in Art and Design requires students to develop practical and theoretical knowledge

and understanding of:

how sources inspire the development of ideas - drawing on the work and approaches of

artists, craftspeople or designers from contemporary and/or historical contexts, periods,

societies and cultures,

the ways in which meanings, ideas and intentions can be communicated,

the characteristics, properties and effects of using different media, materials, techniques,

the different purposes, intentions and functions of art, craft and design.

Skills

Students will learn to develop their ideas; refine their work as is progresses; record their ideas

and observations; use visual language; use drawing as a tool to observe, think and record, and

to realize a personal intention.

Assessment objectives – What students will be marked on

Develop ideas through investigations, demonstrating critical understanding of sources 25%

Refine work by exploring ideas, selecting and experimenting with appropriate media,

materials, techniques and processes 25%

Record ideas, observations and insights relevant to intentions as work progresses 25%

Present a personal and meaningful response that realizes intentions and demonstrates

understanding of visual language 25%

The assessment objectives are equally weighted and form the basis of the course.

The examination will consist of two components.

1. Coursework (60%): (Modules 1 & 2) Students will be expected to exhibit their work.

Each Unit of coursework must show evidence of all assessment objectives and include

the work journal.

2. Externally Set Assignment (40%): made up of:

a) Preparatory studies: showing the development of ideas, the consideration of

techniques, sketches, notes, etc. leading to a final piece or pieces in response

to the externally set theme (approximately 8 weeks preparation).

b) Controlled test: A 10-hour examination during which students produce a

final piece or pieces, in response to the externally set theme.

The work journal, preparatory/supporting work and the 10-hour test piece must, as a

whole, show evidence of each of the four assessment objectives and an understanding of

their inter-relationships.

Mr W Leonowicz

16

SUBJECT: ART: GRAPHIC DESIGN BOARD: EDEXCEL

Rationale

The Edexcel GCSE in Art: Graphic Design encourages an adventurous and enquiring approach

to art and design. Successful students should be able to demonstrate an understanding of past

and contemporary art and design practice, and be able to produce a personal response that

embraces a range of ideas.

Graphic design is the communication of information and ideas by visual means. The critical

elements for a graphic designer are the successful communication of a message through the

organisation of words and images.

Knowledge and Understanding

The GSCE in Art: Graphic Design requires students to develop practical and theoretical

knowledge and understanding of:

how sources inspire the development of ideas - drawing on the work and approaches of

artists, craftspeople or designers from contemporary and/or historical contexts, periods,

societies and cultures,

the ways in which meanings, ideas and intentions can be communicated,

the characteristics, properties and effects of using different media, materials, techniques,

the different purposes, intentions and functions of art, craft and design.

Skills

Students will learn to develop their ideas; refine their work as it progresses; record their ideas

and observations; use visual language; use drawing as a tool to observe, think and record, and

to realize a personal intention.

Assessment objectives – What students will be marked on

Develop ideas through investigations, demonstrating critical understanding of sources 25%

Refine work by exploring ideas, selecting and experimenting with appropriate media,

materials, techniques and processes 25%

Record ideas, observations and insights relevant to intentions as work progresses 25%

Present a personal and meaningful response that realizes intentions and demonstrates

understanding of visual language 25%

The examination will consist of two components.

1. Coursework (60%): (Modules 1 & 2) Students will be expected to exhibit their work.

Each Unit of coursework must show evidence of all assessment objectives and include

the work journal.

2. Externally set Assignment (40%): made up of:

a) Preparatory studies: showing the development of ideas, the consideration of

techniques, sketches, notes, etc. leading to a final piece or pieces in response

to the externally set theme (8 weeks’ preparation).

b) Controlled test: A 10-hour examination during which students produce a

final piece or pieces, in response to the externally set theme.

The work journal, preparatory/supporting work and the 10-hour test piece must, as a

whole, show evidence of each of the four assessment objectives and an understanding of

their inter-relationships.

Mr W Leonowicz

17

SUBJECT: BUSINESS STUDIES BOARD: AQA

Reasons for choosing GCSE Business Studies

It is interesting

It is current and relevant

Students can relate to it

It may help students find employment

It may help students decide what career path to follow

Students will develop an understanding of:

Spotting a business opportunity

Qualities and skills needed to start your own business

Consideration of the following when putting a business idea into practice and then

further development of the topics through growing a business:

o Organisation and legal structure of a business

o Marketing (market research, segmentation of the market, devising the marketing

mix – price, product, promotion and place)

o Human Resources (recruitment, training, pay, motivation)

o Finance (accounts, financial ratios, break-even analysis – this will involve a certain

amount of Maths)

o Production

Consideration of the external environment and the threats and opportunities it presents

Take note that Business Studies involves a lot of new terminology, concepts and words which

therefore does not make it an easy option.

Methods used for learning

• Case studies – current and classic - ‘Chupa Chups’, ‘Even Levi’s Can Make Mistakes’,

‘Porsche Cars’

• Presentations

• Group work

• Guest speakers from industry

Assessment is in three parts:

1. Unit 1: a one hour written exam, ‘Setting up a Business’ (40%)

2. Unit 2: a one hour written exam: ‘Growing as a Business’ (35%)

3. Unit 3: ‘Investigating a Business’. The exam board will set a task which involves up to 8

hours guided research/investigation which will then be the subject of a three hour

exercise which will be done under exam conditions in class (a so-called ‘controlled

assessment’). (25%)

The course provides a valuable academic qualification in its own right and can also serve as a

very useful introduction to those intending to study Business or Economics at AS or A Level, or

Applied A Level courses in these subjects. It will also give a good foundation of knowledge for

anyone who at some later stage in their career hopes to work in business or commerce.

Mr D Vallier

18

SUBJECT: COMPUTING BOARD: OCR

This year we will be teaching the new OCR GCSE Computing specification. This qualification will build

on the knowledge, understanding and skills established through the Computer Science elements of the

Key Stage 3 programme of study. The content has been designed not only to allow for a solid basis of

understanding but to engage learners and get them thinking about real world application.

Aims and learning outcomes

OCR’s GCSE (9–1) in Computer Science will encourage learners to:

Understand and apply the fundamental principles and concepts of Computer Science, including

abstraction, decomposition, logic, algorithms, and data representation

Analyse problems in computational terms through practical experience of solving such problems,

including designing, writing and debugging programs

Think creatively, innovatively, analytically, logically and critically

Understand the components that make up digital systems, and how they communicate with one

another and with other systems

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

Apply mathematical skills relevant to Computer Science.

Below is a breakdown of the course:

Content Overview Assessment Overview

Computer systems

Systems Architecture

Memory

Storage

Wired and wireless

networks

Network topologies,

protocols and layers

System security

System software

Ethical, legal, cultural and

environmental concerns

Computer systems

80 marks

1 hour and 30 minutes

Written paper

40%

Of total

GCSE

Computational thinking, algorithms

and programming

Algorithms

Programming techniques

Producing robust programs

Computational logic

Translators and facilities of

languages

Data representation

Computational thinking, algorithms

and programming

80 marks

1 hour and 30 minutes

Written paper

40%

Of total

GCSE

Programming project

Programming techniques

Analysis

Design

Development

Testing and evaluation and

conclusions

Programming project

40 marks

Totalling 20 hours

Non-Exam Assessment

20%

Of total

GCSE

The specification has been designed to seamlessly transition into Computer Science at AS Level and/or A

Level.

Mr A Somerville

19

SUBJECT: ECONOMICS BOARD: AQA

This subject begins with a look at how finance, money and economic issues affect each

individual and then goes on to study ‘The Economic Problem’ as it applies to all societies: the

fact that resources are scarce in relation to our wants, meaning that there has to be a

‘rationing’ system to allocate those resources between users.

It studies the workings of the Free Market system, operating through the forces of Supply and

Demand, as a method for allocating these resources and looks at the role of government in

trying to make it all work smoothly and fairly. In addition it examines how businesses work in

this environment to meet our needs. Students will gain both theoretical knowledge and a

good understanding of the key issues of the day: the Euro, the state of the UK and World

economy, unemployment, interest rates, inflation, taxation etc.

Assessment is in two parts:

1. Unit 11: a 1 ¼ hour written exam, ‘Personal Economics’ (50%)

This covers personal finance, work and unemployment, the national and global

economy.

2. Unit 12: a 1 ¼ hour written exam: ‘Investigating Economic Issues’ (50%)

This covers the Managing of the Economy: the economics of Government, the working

(or not!) of the economy as a whole, and the EU.

In addition, each year, two current economic issues will be selected by the exam board for

investigation, and there will be questions on them in the exam. Possible issues include: the

environment; global warming; developing countries; the causes of poverty in the least-

developed countries; the power of dominant firms and how to control them; globalisation.

The course provides a valuable academic qualification in its own right and can also serve as a

very useful introduction to those intending to study Business or Economics at A Level. It will

also give a good foundation of knowledge for anyone who at some later stage in their career

hopes to work in business or commerce.

Ms A Lawther

20

SUBJECT: DANCE BOARD: AQA

(This specification is a draft and may still be subject to change)

Requirements of Students

Students will do well in this subject if they enjoy working both with others and independently,

to create pieces of dance choreography. They should feel comfortable presenting dance works

to an audience and want to experience a variety of contemporary dance styles.

Course Content

Over the two years they will focus on the creative and expressive qualities of dance. They will

study different choreographic styles and learn how dance movement can be used as a medium

for communication in performance. Students will build a dance vocabulary, develop at least

two dance styles and gain knowledge of the physical demands of this practical subject.

Alongside this they will cultivate an appreciation of professional dance repertoire. Students

will experience live dance works then discuss and analyse the productions they see. Students

will be expected to perform in showcases, assemblies and become involved in the schools

dance community through clubs and leadership.

This course will seek to improve the students’ creativity, self-confidence, body awareness,

concentration, self-discipline and communication skills. Alongside this, students will develop

analytical and evaluative skills in theory lessons to ensure they can meet the demands of this

academic subject.

Exam Content

Practical – 60%

Theory – 40%

There is one written paper at the end of the course broken into 3 sections; section A requires

answers on performance skills, choreographic processes and hypothetical dance scenarios.

Section B requires reflection on their own practice and choreography throughout the course.

Section C requires answers from 8 professional works in their dance anthology.

Students also take part in a practical examination. They are assessed in both performance and

choreography. The performance components are a solo demonstration of set phrases and duet

or trio.

The choreography requires students to respond to an externally set task. They may

choreograph a group or solo piece based on this.

Miss S Henderson & Miss L Ward

21

SUBJECT: FOOD PREPARATION AND NUTRITION BOARD: UNCONFIRMED

Food Preparation and Nutrition is a new GCSE that has been developed to launch in

September 2016. The draft subject specifications include the knowledge, understanding and

practical skills required to cook and apply the principles of food science, nutrition and healthy

eating.

Topics studied include core areas of; Food Nutrition and Health, Food Science and

preparation, Food Safety, Food Choice and Food Provenance.

Content will include the theoretical knowledge behind and practical ability of controlled knife

skills, different cooking methods, forming and shaping products and development of recipes to

manipulate the sensory properties of a dish (changing the texture, flavour, and decorative

techniques of a dish.)

Assessment

Both AQA and OCR exam boards offer 50% written exam and 50% NEA (Non exam

Assessment). The NEA will consist of two tasks which will be set by the exam board.

Task 1 will be a Food Investigation where practical work must take place to research and

investigate the practical making of a specific food product. The report must be presented with

written conclusions in a 1500 – 2000 word portfolio.

Task 2 will be a Food Preparation Assessment where the student must plan, prepare, cook and

present a final menu of 3 dishes in a single period of no more than 3 hours. The focus of the

dishes will be provided from set tasks from the exam board. This portfolio will be a maximum

of 15 pages including photographs of the practical work.

Miss E Theobald

SUBJECT: DESIGN AND TECHNOLOGY (Graphic Products) BOARD: AQA

This course offers students the opportunity to design, make and evaluate solutions to needs

arising from real life situations. The products produced will take the form of two and three-

dimensional models. These may be one-off or batch produced.

During the course students will develop their understanding of such things as materials,

industrial applications, and systems and control. The emphasis is, however, clearly on the

development of graphical skills. Areas of focus include sketching and rendering, pictorial

drawing, information drawing, computer graphics, developments (nets) as well as modelling.

Students will have the opportunity to increase their knowledge and understanding in the field

of CAD/CAM (Computer Aided Design/Computer Aided Machining).

Assessment

In Year 11 all students will undertake a major project covering all aspects of designing and

making which must result in two dimensional or three-dimensional models. 60% of the total

marks are allocated for this project. The remaining 40% of the marks are allocated for a

written paper taken in the summer term of Year 11. It is important that CAD/CAM is included

in project work.

22

SUBJECT: DESIGN AND TECHNOLOGY (Resistant Materials) BOARD: AQA

The main aim of this course is to involve the students in designing and making good quality

products. The project style of work undertaken at Key Stage 3 is continued with a

specialisation in Resistant Materials. This will involve working with wood, metal and plastic.

Working characteristics of each of these groups of materials will be studied, together with

manufacturing techniques and processes. Quality control and other industrial practices will be

applied to workshop situations. Students will have the opportunity to increase their knowledge

and understanding in the field of CAD/CAM (Computer Aided Design/Computer Aided

Machining).

Assessment

In Year 11 all students will undertake a project covering all aspects of designing and making

which should result in usable and useful products which are designed to meet a particular need.

60% of the marks are allocated for this project. The remaining 40% of the marks are

allocated for a written paper taken in the summer term of Year 11. It is important that

CAD/CAM is included in project work.

SUBJECT: DESIGN AND TECHNOLOGY (Systems and Control Technology) BOARD: AQA

The main aim of this course is to involve the students in the designing and the making of good

quality products. The project style of work undertaken at Key Stage 3 is continued with a

specialisation in systems and control. It utilises knowledge taught during Key Stage 3 of

electronics and materials.

The core areas studied are Materials, Products, Systems, Energy, Structures and Mechanisms.

Electronics forms a large part of the course and will be studied in detail. This will involve

designing and making circuit boards and the use of programmable microchips.

Assessment

In Year 11 all students will undertake a major project covering all aspects of designing and

making. This should result in the production of a useable and useful product. 60% of the

total marks are allocated for this. The remaining 40% of the marks are allocated for a written

paper taken in the summer term of Year 11. It is important that CAD/CAM is included in

project work.

Mrs C Ellis

23

SUBJECT: DESIGN AND TECHNOLOGY (Textiles) BOARD: AQA

The main aim of this course is to involve students in designing and making good quality

products. The project style of work undertaken at Key Stage 3 is continued with a specialism

in Textiles. This will involve the study of fabric construction, properties of fabrics, the design

and development of textiles, products and industrial applications.

In Year 11 all students will undertake a project covering all aspects of designing and making

which should result in usable and useful products. 60% of the marks are allocated for this

project. The remaining 40% of marks are allocated for a written paper taken in the summer

of Year 11.

Miss E Theobald

There are

better ways of

making

important

decisions....

24

SUBJECT: DRAMA BOARD: OCR

Requirements made of students

This exciting new specification for GCSE Drama gives students the opportunity to explore the

subject from a range of perspectives by devising their own, original work; by bringing to life

the work of a playwright; as theatre reviewers, developing their own thoughts on what makes

drama and theatre successful; and as creative artists building and bringing a character to life

through exploration and rehearsal.

Students can choose to be assessed as either a performer or as a designer in the non-exam

components. This means that students have the choice to complete the course as a performer,

as a designer or through a combination of both roles.

Theory and practical work will be integrated throughout the course and all texts studied will

be explored practically.

Course Content

This course aims for the student to:

Engage actively in the process of dramatic study in order to develop as effective and

independent students and as critical and reflective thinkers with enquiring minds

Work imaginatively and creatively in collaborative contexts, generating, developing and

communicating ideas

Reflect on and evaluate their own work and the work of others

Develop competence in a range of practical, creative and performance skills

Consider and explore the impact of social, historical and cultural influences on drama

texts and activities.

Assessment

60% teacher assessed (Component 1 and Component 2)

40% externally assessed written examination (Component 3)

Non-examined Content (coursework)

Component 1: Devising Drama (30%)

Students explore a stimulus provided by the exam board. They will work in groups to create

their own devised drama based on their exploration. Students can work as either performers or

designers creating a portfolio and a final performance. (10% Performance/20% Portfolio)

Component 2: Text Performance (30%)

Students explore a text and perform two scenes to a Visiting Examiner. Students can work as

either performers or designers completing a Statement of Intent and a final performance

showcase. (20% Performance/10% Statement of Intent)

Examination Content

Component 3: Performance and Response (1½ hrs written exam)

Section A contains questions based on the study of a full text from a list set by the exam board.

Section B contains an extended response analysing and evaluating live theatre.

Mr A Sills

25

SUBJECT: GEOGRAPHY BOARD: Edexcel B

The new Edexcel Geography course introduces many exciting, engaging and relevant topics. A

variety of physical and human subject areas are studied, and there is a balance between the

familiar and the new. Geography has an enquiry approach so that students use a range of

analytical and statistical skills in making decisions about contemporary issues in the world.

There are three components to the course and each of these has a separate exam. There is no

longer a Controlled Assessment element. There is also now only one entry level (not higher

and foundation as in the past).

Component 1: Global Geographical Issues

Hazardous Earth (Extreme weather, global warming, tectonic events)

Development Dynamics (Global inequality and the world’s emerging countries)

Challenges of an urbanising world (the growth of cities and megacities)

Component 2: UK Geographical Issues

The UK’s evolving physical landscape (Coastal change and River processes)

The UK’s evolving human landscape (An in depth study of changes in a UK city)

Geographical investigations ( based on 2 contrasting pieces of fieldwork)

Component 3: People and Environment Issues

People and the biosphere

Forests under threat

Consuming energy resources

Making a geographical decision

Students will undertake 2 pieces of fieldwork linked to aspects of the syllabus. One of these

will be based on physical geography and the other on human geography. The data collection,

presentation, analysis and evaluation involved will be examined as part of Component 2.

Geography is a popular subject at GCSE. As well as giving students a very informed view of

the dynamic and unpredictable nature of the world around, it provides them with a wide

range of transferable skills. It teaches students to appreciate ‘cause’ and ‘effect’ and to look at

a variety of contemporary issues. It is a broad subject which can be accepted as a science or an

arts subject, and therefore it is studied alongside many other subjects at higher levels. This

makes Geography extremely desirable by universities and employers alike.

Mrs A Foy

26

SUBJECT: HISTORY BOARD: AQA

This qualification focuses on students developing their insight and understanding of how the

world we live in today has been shaped by the past. By looking at both breadth and depth

studies, students will have the opportunity to examine social, political and economic changes

over time and the specific effects these have had on different groups of people.

Assessment:

Students will take two written examinations at the end of Year 11:

Paper 1 Understanding the Modern World (50% of GCSE)

Paper 2 Shaping the Nation (50% of GCSE)

There is no coursework

Course content:

Students are required to cover:

• One period study

• One thematic study

• One wider world depth study

• One British depth study including the historic environment

Period Study - America 1920-1793: Opportunity and Inequality (Paper 1)

American people and the Boom – benefits, social/cultural developments, divisions in

society

Bust – Americans’ experience of the Depression and New Deal – impact of the

Depression, effectiveness of the New Deal, impact of WW2

Post-war America – the economy, racial tension and civil rights, social policies/changes

Wider World Depth Study - Conflict and tension, 1918-1939 (Paper 1)

Peace-making – Armistice, Treaty of Versailles, impact of the Treaty

The League of Nations and international peace – formation and organisation,

diplomacy, collapse of the League

The origins and outbreak of the Second World War – tension, escalation, outbreak of

war

Thematic Study – Britain: Health and the People: c1000 to the present day (Paper 2)

Medicine stands still - Medieval medicine, the medical process and public health in the

Middle Ages

The beginnings of change – The Renaissance, disease – treatment and prevention

A revolution in medicine – Germ Theory, surgery, public health

Modern medicine – treatment of disease, impact of war, modern public health

British Depth Study – Elizabethan England, c 1568-1603 (Paper 2)

Elizabeth’s court and parliament – Elizabeth’s background, difficulties of a female ruler

Life in Elizabethan times – Golden Age, the poor, English sailors

Troubles at home and abroad – religion, Mary Queen of Scots, conflict with Spain

The Historic environment of Elizabethan England – a study of a historic site (set by the

exam board) that they are examined on as part of Paper 2 (10% of the overall course)

Please note: This is a new specification and while the exam board will certainly be AQA, the

specific topics are still subject to change.

Miss C Harrison

27

SUBJECT: HOME ECONOMICS: CHILD DEVELOPMENT BOARD: OCR

This qualification focuses on learning about the development of a child from conception to the

age of five, developing knowledge and understanding in all aspects of child development. It

offers students a variety of different learning methods including small group work, research

tasks, practical observations and interactive activities.

Main topics covered include:

- Family and parenting

- Preparation for pregnancy and birth

- Physical development

- Nutrition and health

- Intellectual, social and emotional development

- Community support

Assessment

The course is assessed by a written exam at the end of Year 11, worth 40% of the GCSE and

written coursework projects worth 60% of the GCSE.

The coursework projects are divided into 2 areas:

Short Tasks (30% of coursework mark of GCSE) – 3 need to be completed, each project

contributing 10% of coursework mark of GCSE.

Child Study (30% of coursework mark of GCSE) – 1 task that studies a chosen child aged

0-5 years that details specific development over 6 months through planned observed

activities.

The coursework is completed under controlled assessment conditions in the lessons with an

allocated amount of hours available set by the exam board.

Both coursework projects will assess the student’s following skills;

- Research

- Selecting & Justifying choices

- Planning

- Practical work

- Evaluation

Miss E Theobald

28

SUBJECT: MEDIA BOARD: OCR

GCSE Media Studies is an increasingly important and relevant subject, looking at all aspects of

the media that impact on our lives today. During the two-year course students will look at a

variety of media products ranging from popular music, film, radio, television, newspapers,

social networks, magazines and the internet. Students will also have to design, make and

evaluate their own media products.

This GCSE is ideal for students that have enjoyed the media components of their English lessons

and are interested in popular culture. The subject is both practical and analytical, developing

production skills through the coursework tasks and analytical and critical thinking skills through

all components. It will also prepare students for A-level study.

The course is divided into two parts:

60% coursework

40% exam

The coursework involves two production portfolios. The first is an individual task made up of

an essay and production task. You will analyse the representation of characters in two films

and write a 1,500 word essay. Using this analysis, you will then research, plan and produce a

poster campaign for a fictional film. A written evaluation of your practical work finishes the

portfolio.

An option is available for the second portfolio to work independently or as part of a group

(maximum size of four). For this portfolio you research, plan and produce a magazine front

cover, contents page and double page spread for a genre of magazine of your choice. If

working in a group, you will produce additional double page spreads.

The exam is split into two sections. The first section is based on Action Adventure films

whereby you watch and analyse a clip from a film (previous clips include Spy Kids, Skyfall and

Hot Fuzz). The second section is based on TV comedy whereby you study two different

comedies and look at where they are broadcast and why, as well as how they create humour

for their audience.

It is a very practical subject and essential skills include an interest in all aspects of media,

competence in computing and an interest in design.

Miss R Baker

29

SUBJECT: MODERN FOREIGN LANGUAGES BOARD: TBC

(French, German and Spanish)

All students are encouraged to continue to study a language. (Those who have shown

particular aptitude for language learning may continue to study more than one). Speaking

another language opens doors to many travel opportunities and gives insights into other

cultures. Furthermore, it can be an enjoyable experience in its own right. In the modern world

a qualification in a language is increasingly important and is highly valued by employers and

higher education providers alike. The regard given to a GCSE in a foreign language by the

Government is evident in its inclusion as an element of the EBacc qualification.

In September 2014 we began teaching the GCSE course in French and German to our Year 9

students. This has enabled us to explore areas of the specification in greater depth leading to a

better understanding amongst our students. Whilst our Spanish students begin their GCSE

course in Year 10, as in the majority of subjects, their progress is more rapid thanks to the

wealth of language learning strategies they have developed by the time they embark upon this,

their third language.

THE COURSE

The four skills of listening, speaking, reading and writing continue to be developed equally.

Language skills are practised within the context of everyday topics (such as media, travel,

leisure, the world of work). The emphasis is on practical communication but the structure and

grammar of the language are also studied in depth. The background and culture of French,

German and Spanish-speaking countries are explored.

WHICH LANGUAGE CAN I CHOOSE?

*Some supplementary work may be required during the Summer break for students who have

not studied French or German in Year 9, but who wish to return to these languages in Year 10.

ASSESSMENT

Students will have a short speaking test in the Summer of Year 11 and all of the remaining skills

(listening, reading and writing) are assessed by examinations during the main examination

period. All skills are equally weighted at 25% each.

Mrs K Bonail

In Year 8 I did French and German In Year 8 I did German only

In Year 9 I did French and German

For my GCSEs I can take French,

German or both

In Year 9 I did Spanish

For my GCSEs I can take French*, German*,

Spanish or two of these languages

In Year 9 I did German only

For my GCSEs I can take German

30

SUBJECT: MUSIC BOARD: AQA

The AQA GCSE course in Music is designed to allow students to study music through

performing, composing, listening and appraising, with fantastic opportunities to use music

technology. Every student has different learning styles and musical tastes, and the new AQA

syllabus caters for this by offering a wide range of genres to study, and an open approach to

performance styles and compositional skills.

All the students who take the GCSE share a common interest and enthusiasm for music. We

have built up close links with local music centres. Students enjoy participating in a wide range

of extra-curricular activities, and the department arranges a number of visits per year to see live

musical performances in London.

The Music department has excellent resources, and all students will have the opportunity to

develop their skills in the use of music technology. We have a well-equipped Music

Technology room (K2) with 23 Apple Mac Workstations using Logic Pro, GarageBand and

Sibelius 7 software.

The new AQA Syllabus for GCSE Music is still in draft form, but we are anticipating that it will

comprise of the following three components:

Component 1: Understanding Music 40%

Externally assessed

1 hour 30 minutes exam for Listening and Contextual Understanding

Students listen to and study a wide range of musical styles across a number of contrasting areas

of study, including classical, jazz, popular, folk and world music. They develop their skills in

aural work, and are encouraged to improve their ability to read music fluently.

Component 2: Performing Music 30%

Internally assessed, externally moderated

Students are assessed on one solo and one ensemble performance on one or more instruments

or voice of their own choice. A minimum of four minutes and a maximum of seven minutes is

required. Students can perform at any level, and do not need to have undertaken any grade

exams; however, the highest marks are accessible through performing at a higher standard.

Component 3: Composing Music 30%

Internally assessed, externally moderated

In this paper students are taught how to develop ideas to enable them to complete two

compositions. The first composition is to a set brief, whereas the second one is a free

composition. A minimum of three minutes and a maximum of four and a half minutes is

required. Students are encouraged to compose using instruments as well as technology such as

GarageBand, Logic or Sibelius software.

Music Twilight

In addition to Music being offered in the pathways structure, Music is also offered as a twilight

course (run after school). Twilight Music is timetabled on Period 6 (3.30pm-4.30pm) two

days per week. There will be a charge for this extra GCSE course. As it is an additional GCSE,

Music Twilight is normally taken by more experienced and able musicians, who are already

working at Grade 4 on their instrument. Please note that Music Twilight may occasionally

clash with fixtures, other extra-curricular activities and possibly revision sessions in Spring or

Summer of Year 11. Hence, students should be careful not to overburden themselves and

should think carefully and talk to their class teacher before choosing this option.

Mrs H Johnson (Acting Head of Department)

31

SUBJECT: PHYSICAL EDUCATION (GCSE) BOARD: EDEXCEL

(This specification is a draft and may still be subject to change)

Is this the right subject for me?

A course in Physical Education course will appeal to you if you:

• have a keen interest in sport and recreation and always look forward to your PE lessons

• take part in sport/recreation outside of class time on a regular basis

• want to follow a course that develops a detailed knowledge and understanding of the

theoretical areas of physical education

• want to know more about the benefits of sport and exercise

• want to improve your own performance in a range of sports

• want to study a course that is active and that you will enjoy

• are willing to try all activities on the course

• are willing to develop knowledge of skills, rules, and tactics in a range of sports

• are considering a sports-related career or an A Level/higher education course OR

• wish to develop skills such as independent learning, communication, teamwork,

organisation to help gain an advantage in non-sports related courses

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

The course builds on the knowledge, understanding and skills established in Key Stage 3

Physical Education. It will give you exciting opportunities to be involved in a number of

different physical activities, promoting an active and healthy lifestyle.

The theory of Physical Education is both detailed and challenging, and makes up a large part of

this course. A strength in Science and extended writing skills will be an advantage.

You will be assessed as a player/participant in three activities. You should have an interest in PE

and sport, enjoy being active and appreciate the benefits of keeping fit and healthy.

You must be prepared to bring PE kit up to 6 times a fortnight. You will be expected to work

both indoors and outdoors in all types of weather. You must be willing to work hard in all

activities, even those you personally do not prefer.

Activities undertaken outside of school can also help you, please speak to a member of the PE

department for more details

How will I be assessed?

The GCSE course is assessed over 2 units:

Unit 1 Theory (70%)

This is externally assessed through two written examination papers of 1 hour and 45 minutes

and 1 hour and 15 minutes

Unit 2a Practical (20%)

Three practical performances in the role of a player/participant

Unit 2b Personal Exercise Programme (10%)

Plan, perform and evaluate your own personal fitness training programme

32

GCSE Physical Education cont…

What can I do after I have completed the course?

These courses develop the transferable skills and key skills that employers are looking for and

can lead to a wide variety of employment opportunities both in sport and also in non-sport

related careers.

This can include further training in areas such as recreational management, leisure activities,

coaching, officiating, the fitness industry and as well as Medicine, Business, Computing, Law,

the Civil Service, the Armed Forces, Journalism etc. Both courses are recognised by all colleges,

universities (including Russell Group) & employers. They also provide a good foundation for

further study in qualifications such as BTEC Nationals in Sport & Exercise Sciences and A- Level

Physical Education.

Miss S. Olden

SUBJECT: RELIGIOUS STUDIES BOARD: EDEXCEL

Religion is everywhere; it is on TV, film and in popular music. It is impossible to open a

newspaper, listen to the radio or watch television without being bombarded by debates about

religious and ethical issues. It is at the centre of global and cultural conflict and has direct

relevance to the world we live in.

Religious Studies does not seek to impose a particular view or way of life on students; rather it

encourages students to learn about the historical and cultural effects of religion and helps create

educated, forward thinking individuals.

Reading and writing skills are essential in any job so students who study RS are well prepared

to enter a variety of careers, including the health profession, law, business and teaching; in

addition it is regarded by universities as being academically demanding; it is accepted as a valid

entry qualification for further and higher education courses because it develops a wide range of

skills including those essential for enquiry, interpretation, reasoning, evaluation and

communication.

We follow the Edexcel specification. Students have to sit 2 exams at the end of Year 11.

What will you study? You will study both Christianity and Judaism:

Belief in God – characteristics of God; how and why people believe in God.

● Marriage and the Family – family life; marriage; divorce, contraception.

● Living the Religious Life – worship; prayer; pilgrimage; the role of the Church

● Matters of Life and Death – abortion; euthanasia; what happens after death.

Miss H Stern (Acting Head of Department)

33

SUBJECT: TRIPLE SCIENCE (GCSE) BOARD: AQA

Introduction

In Science we do a bit of everything: History, Computing, PSHCE, Maths, English, RE.,

Technology (all of them), P.E. and Geography (you name it, we do it), as did every great

scientist from Galileo to Charles Darwin to Stephen Hawking and so can you!

Am I suitable?

If your “GCSE Interim target grade” set by the school for Year 9 is a grade C or higher

And

you also have a genuine love and commitment to Science

Then

you may want to think seriously about taking this course.

In short, students with an aptitude for Science may wish to consider “Triple Science” as an

OPTION subject

Course Content

This Triple Science option is a two year course consisting of extra Science lessons every two

weeks in addition to the compulsory 9 hours per fortnight of Science.

It has the same general content and framework as ‘combined’ Science but with EXTRA ideas

covered in addition to the standard content which are then examined in a separate series of

papers.

This content is in addition to the compulsory Science modules that are studied in the AQA

Combined Science (A) GCSE during Year 9 & 10.

Triple Extra content

GCSE Biology

Culturing microorganisms/ Monoclonal Antibodies

Plant Disease/ The Brain/ The eye

Control of Body Temperature/ Plant Hormones

Sexual and asexual reproduction/ DNA Structure/ Cloning

Theory of Evolution/ Speciation

Decomposition/ Trophic Levels/ Food Production

GCSE Chemistry

Properties of transition metals

Bulk and surface properties of matter including nanoparticles

Reactions of alkenes and alcohols/ Synthetic and naturally occurring polymers

Chemical cells and fuel cells

Yield and atom economy of chemical reactions/ Using concentrations of solutions

Using materials

The Haber process and the use of NPK fertilisers

GCSE Physics

Insulation, fuses and circuit breakers

Sound waves/ Visible Light/ Reflection at a boundary/Uses of waves/ Lenses/ Black body radiation

Moments, levers & gears/ Pressure in fluids

Impulse & changes in momentum

Static electricity

Loudspeakers, microphones, transformers and generators

Background radiation & dosage/ Uses of radioactivity/ Fission and fusion

Space physics

34

Assessment

The “triple” science qualification is composed of the following parts:

GCSE Biology: two 1 hour 45 minutes papers covering roughly half the course content in each

paper.

GCSE Chemistry: two 1 hour 45 minutes papers covering roughly half the course content in

each paper.

GCSE Physics: two 1 hour 45 minutes papers covering roughly half the course content in each

paper.

All exams are a mixture of multiple choice, short answer, open response and practical themed

questioning based on work completed during the course.

Like with Combined Science there are two tiers of entry, higher (Grades 5-9) and foundation

(1-5). As this is a new course it is currently unknown whether it is possible to do different tiers

for the Biology, Chemistry and Physics exams as with the current GCSEs, although as they are

separate qualifications, this is highly likely.

Further information

Please be aware that taking ‘Triple Science’ means taking this option instead of taking another

subject. In terms of learning hours, almost 1/3rd of your timetable will be spent studying Science

so it is recommended that only students with a passion for the subject should consider taking it.

If you are still confused, it is complicated, then speak to your Science teachers or to Mr

Chantrell.

Mr B Chantrell

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PRACTICAL LEARNING OPPORTUNITIES (PLO)

This is a work-related learning programme that will take place on one morning a week at

various sites within the remit of the North Hertfordshire College. It will lead to a recognised

and valid qualification. It should be stressed that numbers for these courses will be limited as

we share the provision with other schools. The courses provisionally on offer will be:

Welding

Construction

Motor Vehicles

Animal Care

Further details on these courses, which will all lead to a Level 1 qualification, will be available

at the KS4 Information Evening. This will give the students the possible opportunity of

continuing their studies at level 2 at a local college.

GCSE ICT

For the students that decide to go to college they will also be doing a GCSE in ICT. This

qualification combines 2 controlled assessments and 2 exams at the end of year 11. You will be

learning valuable skills that will empower you to confidently use ICT in your future careers.

You will be learning various skills including:

Spreadsheets

Databases

Web design

Animation

What you will learn and achieve will feature an up to date qualification which will engage you

and combine essential theory with practical skills to equip you for further study or to enter

employment.

CHARGING

Please note that, in a small number of option subjects, it is the school policy, in line with the

1988 Education Act, to charge for some of the materials students use. Charges will be very

moderate and in most cases finished products will become the student’s property to keep if

desired.

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Venues for Subject Presentations

Drama Studio .............. Drama and Science

Gym ........................... Dance

DSA ........................... GCSE PE

Library ........................ French, German, Spanish, &

Geography

S1A ............................. RE

K1 and K2 ................... Music

K12 ............................. Computing

K13 ............................. Business Studies & Economics

K16 ............................. Media Studies

K17 ............................. Art & Art Graphics

K18 ……………………. History

Sixth Form Common Room - Careers & Connexions

College Courses / PLO

Design and Technology

Child Development

Sixth Form consultants

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Stages of the Options Process

Pathway recommendation letters and Booklets issued to

students/parents by Intouch on 15th January

prior to Options Evening

Year 9 Options Assembly to set

out key elements of process

Thursday 21st January

Options information evening

with staff and parents

Thursday 21st January

Consultation with

students/tutors/SLT link/subject

teachers/heads of department

22nd January - 12th February

KS4 options forms returned to

tutors by

Monday 22nd February

Analysis of returns and

construction of class sizes

March

Interviews with students

During March

Confirmation of students'

options

April/May