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Contents Page 2 Timeline 3 Copleston High School – Members of Staff 4 The Next Two Years 5 Vocational Subjects 6 Employment Focused Pathway 7 Making Choices 8 Who can help me with my decisions? 9 After GCSE up to Nineteen Core Curriculum Subjects 11 Mathematics (Core) 12 English/English Literature 13 Science (Gateway) 14 Personal, Social, Health & Economic Education (PSHEe) 15 PE (Core) 16 Religious Education (RE) 17 ICT (Core – Cambridge Nationals Couse) GCSE Courses 19 Geography 20 History 21 Art & Design 22 Music – AQA 23 Music Technology - Edexcel 24 Drama 25 Dance 26 Business 27 Design Technology 28 Food Technology 29 Textiles Technology 30 Modern Foreign Languages 31 ICT (Edexcel GCSE course) 32 Sociology 33 Applied GCSE in Health & Social Care & Early Years 34 Media Studies 35 Additional English / Additional Maths – invited students only


GCSE (Pink)

Vocational Courses 37 BTEC Art & Design 38 CACHE Child Care


39 College Courses – invited students only 40 Prince’s Trust XL Course – invited students only 2013 - 2014 Pathways Form


Timeline for Pathways 2012-2013

Wednesday 23 January 2013

Year 9 Parents’/Carers’ Evening - Pathways Booklets issued Market Place for subject information

Thursday 24 January 2013

Follow-up Assembly for Year 9 students

Friday 8 February 2013

Return of all Pathways Forms – 100% on the day please.

May 2013

Students to receive written confirmation of Pathways Choices

Disclaimer: Although every effort has been made to provide you with the most up to date information, we are always looking for ways to expand the curriculum for the benefit of our students. Therefore, the information in this booklet is subject to change.


Copleston High School


Mr Common

Head of Lower School

Mr Green

Head of Upper School

Mr East

Director of Learning of Year 9

Ms Fowles

Head of Year 9

Mrs Osborne

Assistant Head of Year 9

Miss Crozier / Mrs Pyke

Pastoral Support Worker

Mr Paul

Heads of Department Core Subjects:

English Mathematics Physical Education Science Religious Education Personal, Social & Health Education

Mr Byrne Mrs Vadali / Mr Lynch Mr Yorke Mr Durnford Mrs Saied Miss Curtis

Other Subjects:

Media French Spanish History Geography Technology Food Technology Drama Art Music Children’s Care Dance Textiles Technology ICT Health & Social Care Business Studies

Miss Johnston Mrs Taylor Mrs Souto Mr Iacobucci Miss Acton Mr Froud Ms Quirk Mrs Pilcher Mrs Hunt / Mrs Baker Mr Clover Mrs Muldoon Mrs Steward Ms Quirk Mr Kerampran Mrs Muldoon Mr Schofield


The Next Two Years During the first three years at Copleston all students follow a common curriculum. On entering Year 10, there are significant changes. For the first time you will have some choice in your school subjects. To help you decide, you need to start thinking about what you will do post 16. What subjects must I do? You must study the following subjects - This is called the Core Curriculum: • English Language and English Literature (8 lessons per fortnight) • Mathematics (6 lessons per fortnight) • Science (10 lessons per fortnight) • Physical Education (4 lessons per fortnight) • Religious Education (2 lessons per fortnight) • Personal, Social & Health Education (2 lessons per fortnight) • ICT (2 lessons per fortnight) Pathways at 14 The following diagram summarises the choices students face and how these choices lead to education post 16. Pathway Employment Focussed Pathway

Applied Learning Pathway General Pathway

Practical timetable including • PRINCE’S TRUST XL AWARD and ACCREDITED WORK EXPERIENCE • NVQ UNITS BASED AT TRAINING CENTRES • COLLEGE COURSES BASED AT SUFFOLK COLLEGE OR OTLEY COLLEGE Vocational subjects combined with non vocational subjects Options programme with no vocational awards

Leading to Post 16 • NVQ • BTEC Level 1 Awards • Employment with training

• • • • •

Apprenticeships Level 2 or 3 Applied A Levels BTEC Level 2 or 3 Employment with training ‘A’ Levels – non applied

For some students the pathways listed above may not be suitable. Selected students will be offered a modified curriculum which consists of Entry Level courses and lessons preparing for adult life. Students and parents/carers will be contacted directly by the Special Needs Department.


Vocational Subjects What are Vocational/Applied Learning Awards? These awards offer students: (a) The opportunity to explore vocational learning (b) The opportunity to develop knowledge and understanding of a particular vocational area by investigating the world of work (c) A more applied approach to learning (d) The opportunity to learn about the world of work while leaving options open (e) The opportunity to enable those with clear vocational aspirations to start on their vocational programme. Will they affect my choices at 16? Students studying vocational subjects have the same progression opportunities as those who take only traditional ones, for example: (a) Level 3 courses leading to AS/A Levels, or applied A Levels in the same or different subjects, or a BTEC equivalent. (b) Level 2 courses leading to vocational qualifications. (c) Employment with training, such as an apprenticeship. How can I find out more about these courses? Listen to details given in information sessions, approach the Heads of Department and read the course descriptor in this booklet.


Employment Focused Pathway This is an individualised programme consisting of core subjects and a practical timetable including the possibility of using some of the following • • •

Prince’s Trust XL Award Training Courses based at Training Providers as appropriate to the individual student Accredited Work Experience as and when appropriate.

Students suitable for this approach to learning will be identified by the school and individual programmes constructed following discussion between the parents/carers, student and Mrs Osborne. ONLY STUDENTS IDENTIFIED BY THE SCHOOL MAY PARTICIPATE IN THIS OPTION THE SCHOOL WILL CONTACT PARENTS/CARERS OF STUDENTS FOR WHOM THIS IS AN APPROPRIATE OPTION.


Making Choices Most courses will be followed for two years, but some may make early entries. Please be aware that while every attempt will be made to meet requests to study particular subjects, consideration may need to be given to: i) ii) iii)

A student’s ability to pursue the subject successfully The demand on specialist resources The number of students that choose a subject. A subject will only be timetabled if sufficient numbers choose the subject. How should I choose? The subject will be useful for a number of careers.

I like the teacher.

X Reasons for choosing a particular subject.

It’s a practical subject so I won’t have to do much homework.


My teacher has told me I am good at this subject.

My friend is doing the same subject.

I enjoy the subject.



Who can help me with my decisions? •

Explanation, guidance and help in making choices will be available from subject teachers, Mrs Osborne, Miss Crozier / Mrs Pyke, Mr Paul or any of the Year 9 Form Tutors, as well as others listed on Page 2.

The Careers Library and Mr Whittaker are available for use and Connexions can also help.

Discuss your intentions at home with your parents/carers. They will want to help you make your decisions.

By the time you read this booklet, your son or daughter should already have had a personal interview. If they haven’t, please ask them to see Mr Whittaker who will organise one.

Subject Teachers Mr Whittaker Co-ordinator of Information, Advice and Guidance (IAG)

Heads of Department

From where do I seek help?

Mr Paul

Form Tutor

Mrs Osborne

Miss Crozier / Mrs Pyke

Older Students

Connexions Your Parents/Carers


After GCSE Up To Nineteen These days the great majority of students stay in education or training up to at least the age of nineteen. This means that the decisions you are making now will have important implications for your future job or career at nineteen and beyond. Students stay in education and training so that they are able to take up more highly paid and more responsible jobs in the future: the opportunities for low skill, low paid jobs are becoming less and less. However, there is a wide range of opportunities, within three main pathways at sixteen. You may follow:  A training pathway leading to employment  An applied learning route leading to further training or to further education  A general educational route leading to either further education or to training Training Opportunities For students wanting to train in a specific job there is a variety of opportunities. A popular route is gaining an apprenticeship. This involves being paid whilst you study. You would be in employment but would study for a nationally recognised apprenticeship qualification either at a Training Centre or at a College. Copleston is linked to its own training centre – Inspire Training – which offers apprenticeships in Business, Retail and ICT. Careers staff can provide further information about the range of sectors offering apprenticeships or similar training. Although there are often no formal entry requirements, good grades at GCSE – particularly in Mathematics and English - will greatly help. Applied Opportunities Many students at sixteen wish to continue studying but in areas that ultimately they wish to work in by the age of nineteen, or possibly at a later age if they wish to study at university. Their starting points will depend on their grades at sixteen. For students with GCSE grades at around D the next step is to take Level 2 awards. Level Two Awards: At Copleston Sixth Form we currently offer one year programmes in Health, Sport and Business/Tourism. Students go on to either higher level awards or to employment after the year. There are courses in other areas at local colleges. For students with GCSE grades at C or better the next step is Level Three courses. Level Three Awards: At Copleston Sixth Form we offer a range of two year awards in Health, Leisure, Tourism, Business and ICT. Students combine these courses with more traditional ‘A’ level subjects (such as English) to create an individual programme right for them. After the two years they can go on to employment or high education. General Pathways For students with GCSE grades at C or better there is a wide range of traditional two year ‘A’ level programmes which may be combined with applied ‘A’ levels to form an individual programme. Some of these subjects require that you have specific GCSEs at C or better so it is important that you take advice at fourteen about which options you choose. Subjects on offer include both very familiar ones (such as Drama, Biology and English) as well as new ones (such as Psychology and Sociology). As part of your individual programme there are also various shorter courses which offer valuable opportunities to develop your individual profile, including work placements, Extended Projects, Mentoring and Sport. It is important that you take care to keep possible pathways open when choosing your options. Certain careers, for example, require you take specific subjects at ‘A’ level or that you have been successful at GCSE. For instance to be an architect taking Art or Design Technology to at least GCSE is important. And to be a lawyer both English and History are very useful. You need to take specific advice from careers staff when making your choices at fourteen so that you can take the best subjects for your pathway at sixteen. Another source of help is the excellent Careers Library, which is open to all students.




The importance of mathematical ability needs no elaboration. Mathematics is a tool that we all use, at one level or another, either consciously or sub-consciously every day of our lives. From checking change in a shop to the complex calculations of research scientists, mathematics is all around us. Consequently a qualification in Mathematics is essential when seeking entry into many trades and professions. All students follow a Key Stage 4 programme of study with a choice of different modes of assessment as outlined below. MATHEMATICS GCSE Students can achieve the following grades from the different tiers of entry. Foundation Higher

C, D, E, F, G, U A*, A, B, C, D, U

There is no coursework involved at GCSE Mathematics. Students in accelerated groups will complete Higher GCSE Mathematics in November of Year 11 and follow an additional GCSE Mathematics course in Year 11, the Level 2 Further Mathematics qualification sitting an additional examination in Summer of Year 11. Students following the Higher GCSE course will sit Mathematics at foundation level in November of Year 11. These students will go on to complete the higher tier at the end of Year 11. They will also follow a Level 2 Award in Algebra in Year 11 sitting an additional examination in Summer of Year 11. Some students following the foundation tier will complete their GCSE course early and take Foundation GCSE in November of Year 11. They will then continue their Mathematics by taking GCSE Statistics. This will have an element of coursework and they will sit a terminal examination in the summer of Year 11. MATHEMATICS – ENTRY LEVEL CERTIFICATE This syllabus has enabled us to bring about a substantial improvement in the standards and motivation of low attaining students in Mathematics. The syllabus is only used for students who achieve a National Curriculum level of 1 – 4 at the end of Key Stage 3 and who need additional time on Numeracy Skills. The course is assessed by in-class tasks, which can be taken more than once, and a terminal written exam paper. Some students may have the opportunity to take a full GCSE as well. PLEASE NOTE that students wishing to progress to ‘A’ Level Maths will need to achieve a minimum of Grade B at GCSE. Double/Further Mathematics students will need a minimum of a grade A at GCSE.


WHAT DOES THE COURSE INVOLVE? Most students will follow courses leading to GCSE exams in both English and English Literature. The course covers the full range of English activities – speaking and listening, reading and writing. During the course you can expect to study plays, short stories, novels, anthologies, letters, travel books, animated cartoons, newspaper articles, advertisements and many other forms of English. You will read texts by Shakespeare and other pre-1914 writers. Written controlled assessment forms an important part of the final GCSE award. You should be prepared to work to deadlines, with the help and guidance of your teacher and then work independently in class. In addition you should be prepared to develop your speaking and listening skills through assessed oral work assignments. We hope that through the GCSE English course you will develop your individual interests, information finding, speaking and listening and ICT skills. WHY IS ENGLISH IMPORTANT? Most people would agree that it is essential in modern life to be able to communicate accurately and fluently in both speech and writing, and to be able to read and interpret a wide variety of different texts, both literary and non-literary. An English qualification is a compulsory requirement for most college and sixth form courses and virtually every career and profession. HOW WILL I BE ASSESSED? A student entered for both English and English Literature will sit three examinations and submit a portfolio of work completed under controlled conditions: English: 1 x Exam – 1 hour 30 minutes 5 x Controlled Assessment

40% 60%

English Literature: 2 x Exams – 1 hour 30 minutes 75% 1 x Controlled Assessment – Shakespeare 25% There are two tiers of entry:

• •

Foundation Tier leading to grades G – C Higher Tier leading to grades D – A*

Your teacher will decide which tier you will be entered for based upon: • Your performance during the course • The standard of your coursework • Your performance in mock exams In addition to GCSE English and English Literature, the department also offers a corrective reading programme and the Entry Level in English to a small number of students. A Functional Skills qualification will also be available.



During Year 9 students start their GCSE Science courses. You have already received a letter explaining this. Students will follow one of two Science pathways. 1. 2.

Three separate Sciences Science followed by Additional Science


The three separate Sciences will involve students studying all three Sciences in greater depth. At the end of the two years, students will have 3 GCSEs, one in each of Biology, Chemistry and Physics. This award is geared towards students who are expected to achieve A* - B grades. Assessment is a mixture of Examinations (all at end of Year 11) and Controlled Assessments in class. There will be no extra curriculum time in Year 10/Year 11 for this course so students will be expected to work at pace and show commitment to the course.


Students will gain a complete GCSE in Science by the end of Year 10 and will complete a second GCSE called Additional Science in Year 11. Exams will be done at the end of Year 10 and the end of Year 11 and tasks done in class under controlled conditions will also be assessed. At the end of the two years students will have 2 GCSEs in Science.

Where next? Both courses allow progression to ‘A’ Level Science provided 2 Bs are obtained and other post 16 Science courses. More material will have been covered in the Triple Science course but Dual Science still provides an excellent grounding.



Aim: At Copleston our aim is to make the PSHEe curriculum as current and informative as we can. Our designed programme of study follows the government guidelines closely to ensure that the provision of education is effective. We hope to equip young people with the knowledge and skills that will enable them to make informed decisions and to manage: • • •

Their immediate circumstances, issues and challenges Those circumstances that can be confidently predicted to lie in their future; and Those circumstances that are, as yet, unforeseen.

Course content: At KS4 the over-arching policy driver is Every Child Matters (ECM) with its five inter-related outcomes. The curriculum contains a number of cross-curriculum dimensions which provide important unifying areas of learning that help young people to make sense of the world and give education relevance and authenticity. They reflect the major ideas and challenges that face individuals and society and whilst intended to unify the whole curriculum they are central to PSHEe education. They include: • • • • • • • • •

Identity and cultural diversity Healthy lifestyles Enterprise Future jobs and economic advice Global dimension and sustainable development Crime and the media Sex and relationships education Personal safety Study skills

PSHEe will be delivered through a variety of flexi days that covers the key strands of the PSHEe curriculum. This will be delivered by professional, external agencies and charities to provide the students with an interactive and informative approach to the PSHEe that will equip the students will key information that they will need.


PHYSICAL EDUCATION The PE Department at Copleston High School is giving every student at KS4 the opportunity to study a PE based qualification in Years 10 and 11. We recognise that sport and physical activity should be an integral part of the curriculum for all students and, as such, they will have the chance to study one of two different qualifications in Years 10 and 11. These qualifications are either GCSE PE or BTEC Sport and it is the expectation that your child will complete one of these qualifications. In order to help your child to decide whether they should study GCSE or BTEC in Years 10 and 11, we have put together some detailed information so that they are fully aware of the expectations and requirements of each course. However, it is important that I point out that the course that your child studies will be guided by their current Year 9 PE Teacher as this person will have a very thorough knowledge of their skills and attributes. Before discussing which course to take with their PE teacher it is important that a student should recognise that these courses, which will take place during curriculum PE time, carry with them the same expectations of work-ethic, homework and commitment as every other course offered at Copleston High School. It is vital that students understand that success in GCSE or BTEC is not solely about how good they are at sport or how much they enjoy it but is just as much linked to the application of skills and their work ethic. If students are successful in the course they take this will provide an additional GCSE or GCSE equivalent qualification. Information about the two courses is shown below and your child’s PE Teacher will discuss these options with them in order to help them make an informed and well guided choice. BTEC Extended Certificate in Sport • 4 units, 1 year = a Nationally recognised qualification and equivalent to a GCSE (from C-A*). • This is a ‘hands on’ vocational course, which suits those that have an interest in sport but are not practically able in a variety of sports. • This is a ‘coursework’ only course, NO EXAM! • There are 4 units, each carries a number of assignments = which constitutes their coursework. • The Assignments are carried out in the following ways – word processing, practical demonstrations, verbal discussions and assessment, reviews, organising and leading sports activities and an event. The Units that MUST be completed and achieved are:  Unit 1 – Fitness Testing and Training = 5 Assignments  Unit 2 – Practical Sport = 7 Assignments  Unit 7 – Planning and Leading Sports Activities = 5 Assignments  Unit 20 – Planning and running a sports event = 4 Assignments Total = 21 Assignments MUST be completed to at least PASS standard by 1st June 2014. This is an ALL OR NOTHING COURSE

Expectations: • Students are expected to be organised, punctual, hardworking and positive • The Assessment is on-going. Students will be completing Assignments on a weekly basis and therefore…… MUST MEET DEADLINES! To keep on top of the work and PASS the course. GCSE PE

60% of the assessment in this course is assessed on practical ability Students must be assessed in 4 different activities 40% of the assessment in this course is on a final theory exam

There is a large amount of theory content to cover so approximately 40% of lessons throughout the year will be in a classroom and homework will be given every week! • Are you able to work independently to carry out research? • Are you able to work collaboratively to plan presentations? • Do you complete homework to the best of your ability and hand it in on time? • Do you have a genuine interest in sport (a variety, not just Football!!) and are you prepared to put in the effort to achieve a good grade? If a student’s answer to the majority of these questions is yes, GCSE PE is the probably the right course for them! We are expecting all students at KS4 to undertake a PE based qualification and have provided the information above so that you can discuss with your child the most suitable route for them. During lesson time, your child’s PE Teacher will also be undertaking an audit of any sporting activities that they currently participate in or might be interested in trying.


In Year 10 all students following a full timetable will have one period of Religious Education a week.

COURSE CONTENT In Religious Education, many social and religious issues faced by people in life will be examined such as: the law and moral issues surrounding topics such as Abortion. They will also consider religion and prejudice, as well as religious and non-religious views on marriage and relationships. In Years Ten all students will have one lesson a week. They will continue their studies that they began in Year Nine. Most students will complete a full GCSE in RE. There are two exam boards, AQA and OCR. If you have been studying the AQA course you will have completed four topics on Religion and Life Topic 1: Religion and Animal Rights Topic 2: Religion and Prejudice Topic 3: Religion and Early Life – Abortion Topic 4: Religion, War and Peace – Is it ever right to go to war? You may have started some of the following topics and you will complete these in Year 10 to finish your full GCSE Religion and Citizenship Topic 1: Religion and relationships Topic 2: Religion, Sport and Leisure Topic 3: Religion and Multi-Cultural Society Topic 4: Religion and Identity – Who am I? If you have been studying the OCR course you will have completed the following four topics on the Philosophy of Religion Philosophy 1 Topic 1: Beliefs about Deity – Can we prove God’s existence? Topic 2: The End of Life – What happens when we die? Philosophy 2 Topic 1: Good and Evil Topic 2: Religion and Science You may have started some of the following topics and you will complete these in Year 10 to finish your full GCSE Applied Ethics 1 Topic 1: Religion and Human Relationships Topic 2: Religion and Medical Ethics Applied Ethics 2 Topic 1: Religion Peace and Justice Topic 2: Religion and Equality Candidates are encouraged to express their own opinions about social and current events and compare these to religious viewpoints. METHOD OF ASSESSMENT All candidates for both exam boards will be entirely assessed by written examination.


Year 10 ICT (Core: Cambridge Nationals) In Year 10 all students following a full timetable will have one period of ICT a week. They will complete the ICT qualification that they started in year 9. This qualification (Cambridge Nationals in ICT) is the equivalent of 1 GCSE. The qualification is based on 3 coursework units and 1 written examination. Two of the coursework units will have been completed in year 9. Students will complete the 3rd coursework unit at the start of year 10 and will then prepare for the summer examination. Students who follow this course will undertake the following units while in year 10. Unit title and summary



Coursework units 1 and 2 will have been completed in year 9

Controlled Assessment

25% per unit

UNIT 3 – Using ICT to create business solutions: This unit will enable learners to develop their ICT skills by using a wide range of applications that are commonly used in the workplace, schools, and in further and higher education. They will learn how to select the most appropriate software to complete tasks to meet specified business requirements in a variety of contexts.

Controlled Assessment: 10 hours of controlled assessment


UNIT 4 – Understanding computer systems: Learners will develop their knowledge and understanding of computer systems. From personal computers to smartphones, computing devices are an essential feature of the modern world. Technology may be changing every day, but the knowledge and understanding of how to use computers effectively is the same regardless of the technology being used. Computers are powerful devices for the storage and manipulation of data, but how can they be used effectively and the important data they use be stored securely?

Written Examination (Summer 2014)


The aims of the course are to: • Develop ICT skills in using application software in a business orientated context. • Enhance creativity and communication skills using ICT. • Develop time management and organisational skills. For more information, please visit the ICT department page on Frog and/or the following website:




Geography GCSE is designed to inform and prepare students for life in a rapidly changing world. It examines the links between people and their environment, covering many of the most topical issues in the news today. The course follows an enquirybased approach which encourages students to debate and evaluate problems as well as suggest possible solutions. By using relevant and varied case studies students are encouraged to take an interest in, and develop an understanding of, the world around them and the role they play in shaping the future.

THE COURSE The course covers a wide range of geographical topics and covers physical, environmental, economic and human geography. Students are encouraged to make links between topics to develop a deeper understanding of the complexity of many issues. Fieldwork is an important aspect of Geography and there will be opportunities for students to apply their knowledge in a fieldwork setting. There are THREE units of study:

Challenges of living in a built environment – This unit focuses on rural and urban issues around the world and how we can plan to create better cities to live in.

People and the natural world interactions - This unit covers a range of physical geography topics including ecosystems, rivers, coasts and weather.

Uneven Development & Sustainable environments – This unit looks at issues linked to

inequality around the world, causes of poverty and possible solutions, as well as investigating issues caused by changes to world trade patterns

ASSESSMENT There are two tiers of entry for GCSE Geography to help maximise achievement: Higher: Foundation:

grades A*- D grades C - G

The course is assessed in three ways: 1.

CONTROLLED ASSESSMENT (25%) – There is one piece of controlled assessment. This is in the format of a ‘Geographical Enquiry’. Students carry out field work to collect data which they then use to answer an enquiry question. The write up phase is carried out during lessons over several weeks.


CROSS UNIT PROBLEM SOLVING EXERCISE (45%): This exam is designed to test the skills developed over the course, e.g. map reading and data analysis. Students are given information about an issue in the exam (based on topics previously studied in lesson), and ultimately, have to make a decision which they must be able to justify.


KNOWLEDGE EXAM (30%): This examines the knowledge and case studies learnt throughout the course from the different themed topic areas.


WHY STUDY HISTORY? “I believe that despite recent developments in science, people haven’t changed much over the last 2000 years; in consequence we must still try to learn from history. History is ourselves.” History is essentially the study of people, their motivation, actions and consequences of those actions. History is crucial if students are to become more analytical, more sceptical and more informed about the world in which we live.

INTRODUCTION History is an exciting and popular subject at GCSE. It provides students with a vibrant foundation to explore a range of topics and an academic base for future study. By the end of the course, each student will have: • An understanding of how stories, myths and interpretations are created. • The skills to independently judge the bias and strength of evidence. • An ability to debate and build clear arguments. Students enjoy their studies in the following areas: THE AMERICAN WEST (Examination taken in June of Yr 11) A vibrant study of why European Settlers moved West and began to take lands from Native tribes like the Sioux. The course begins by comparing events here with other atrocities and asks if the American Government is right to deny a ‘Genocide of Indians’. Students will discover colourful characters like Billy the Kid, Chief Sitting Bull and General Custer. HISTORY OF MEDICINE (Examination taken in June of Yr 11) A study of the development of medicine through time from pre-history to present. Students explore how and why medicine has changed over time, looking at what treatments were most effective and why. HISTORY AROUND US (Coursework) An excellent opportunity for students to investigate the role the Suffolk Regiment played in the Great War. The course takes the story of the Suffolk Regiment and, more importantly, the role played by soldiers from the St John’s Parish. There is the opportunity to visit the Battlefields of France and Ypres for all students. DEVELOPMENTS IN BRITISH MEDICINE (Examination taken in June of Yr 11) A source based course looking at the great advances in British Medicine from the Middle Ages to today. CONCLUSION Overall a relevant, stimulating and exciting course. Many students study the course because: • It provides a firm basis for ‘A’ Level study. • It attracts employers from a range of fields from Journalism to Medical, from Legal to Media – Police to Social Care. • It compliments a variety of other subjects to keep options open and provides a broader curriculum. • It is enjoyable and fun! • It helps to develop rigorous, critical and analytical skills which are vital in a fast, changing global environment. Enquiries: To all History Team Course Staff: Mr Iacobucci, Mr Watkin, Mrs Sheldrake, Miss Sharpe, Mr Macartney, Mrs Styles.


The course is designed: To give students a broad understanding of Art and Design and its significance in today’s society. To stimulate and inspire students to work creatively, to give sufficient scope to encourage imaginative and individual responses yet adequate structure to ensure the development of sound observational and visual skills. To enable students to appreciate and enjoy the subject both as Artist, Designers and consumers. To develop the capacity to make informed aesthetic judgements.

COURSE CONTENT COURSEWORK Students are required to complete two units of coursework (Units 1 and 2). Each unit of work should cover all of the assessment objectives and must consist of a body of research, supporting studies and developmental work leading to one or more outcomes. Each unit of work must also include a work journal in which the developmental process is recorded and well documented. EXTERNALLY SET ASSIGNMENT The externally set assignment takes the form of a thematic paper and represents the culmination of the GCSE course. Students are given the papers well in advance with an eight-week preparatory period. During this time students may be supplied with supporting guidance and materials and are encouraged to consult with staff about their developing ideas and possible outcomes. Work produced during the ten hour period must be the student’s unaided work with students working largely from their own preparatory work which they should have with them throughout the examination. ASSESSMENT Each unit of work is assessed at regular intervals throughout the course using assessment sheets based on the four assessment objectives. The final assessment takes place at the conclusion of the course when all the work is mounted in the form of an exhibition. There is weighting of 60% for coursework and 40% for the externally set assignment. GENERAL INFORMATION Students are expected to bring the basic equipment to each lesson. They also need a sketchbook/work journal and portfolio both of which we can supply, at cost, in the department.


The aims of the course are as follows:1. To develop candidates’ musical sensitivity, creativity and aural perceptions. 2. To promote candidates’ cultural development and involvement in music as performers, composers and listeners through the study of a wide range of music. 3. To support candidates’ personal and social development through creating and performing music with others.

AQA The course has four units. 1. Listening to and Appraising Music 2. Composing and Appraising Music 3. Performing Music 4. Composing Music The content of the course is structured around five ‘Areas of Study’ and three ‘Strands of Learning’. The Areas of Study are:-‘Rhythm and Metre’; ‘Harmony and Tonality’; ‘Texture and Melody’; ‘Timbre and Dynamics’; ‘Structure and Form’. th


The Strands of Learning are:- The Western Classical Tradition; Popular Music of the 20 and 21 Centuries; World Music. SKILLS: The skills to be developed for the various parts of the course are as follows:a)



Listening: Candidates will develop sufficient skills to identify and compare the distinctive characteristics of music from a variety of styles and traditions and to make critical judgements using the appropriate musical vocabulary. Performing: Candidates will be expected to demonstrate technical control and appropriate interpretation in one ‘Individual Performance’ or ‘Technology-based Performance’ lasting no more than five minutes and one ‘Group Performance’ lasting no more than five minutes. Composing: There are two ‘Composition’ units. In the first, candidates compose one piece of music using two or more of the Areas of Study and linked to the Western Classical Tradition. They are also required to appraise the composing process and the composition. In the second, candidates are required to compose one piece of music that explores two or more of the Areas of Study. The composition can be in any style or genre.

ASSESSMENT: 1) Listening and Appraising – 20% - Candidates will sit a listening and written paper of one hour. 2) Composing and Appraising – 20% - One composition and appraisal. Externally assessed. 3) Performing Music - 40% - One individual and one group performance. Controlled internal assessment. 4) Composing Music - 20% - One composition. Controlled internal assessment. Whilst it is a considerable advantage if you have (or have had) tuition on a musical instrument, the course is designed as a natural progression from work studied in Key Stage 3. Students who have a good understanding of the musical language and who have enjoyed making a worthwhile contribution to the practical performance, composition and listening activities studied in Years 7-9, should feel confident in opting for this subject.


What can you expect from the course? The course will give you the opportunity to develop skills in creating and recording music using technology. You will learn how a recording studio works, the differences between microphones, and how to mix and master your own music. You will learn how to create your own music using technology and will have the opportunity to use several different software packages to accomplish this. You will also learn about a variety of different types of music and the impact of music technology on these different genres.

Edexcel Performance - 15%

The performance can be a computer based performance, which is usually one of the students’ compositions. However, this can also be a live DJ performance, if the student can already DJ.

Recording - 15%

Students will have to record a live band using close-mic technique. Students will learn what microphones to use to get the best sound out of a range of instruments. Students will then learn to mix this recording to a professional standard.

Composition - 30%

Students have to produce two compositions. One of these can be used as the students’ performance. Students will be given the opportunity to compose in various styles including producing a dance remix, composing a piece of popular music and producing an electroacoustic composition. In order to do this students will be given the chance to use Logic Pro and Garageband, as well as several other music software packages.

Musical Comprehension and Understanding - 40%

Students will explore four areas of study with a specific focus on areas of study 2 and 3. Area of study 1 — Western classical music 1600 – 1899 • F. Handel: Chorus: And the glory of the Lord from Messiah • W. A. Mozart: Symphony No. 40 in G minor 1st movement • F. Chopin: Prelude No 15 in D (F) Major, Op. 28 Area of study 2 – Music in the 20th Century • L. Bernstein: Something’s Coming from West Side Story • A. Schoenberg: Peripetie • S. Reich: Electric Counterpoint Area of study 3 – Popular Music in Context • M. Davis: All Blues • Moby: Why does my heart feel so bad • J. Buckley: Grace Area of study 4 – World Music • Capercaillie: Chuir M’Athair Mise Dhan Taigh Charraideach (Skye Waulking Song) • Various: Indian music — Rag • Desh Koko: African music — Yiri The purpose of studying these pieces is to widen the students’ musical experience and give students an insight into how technology can be applied to a variety of genres. Students will have the opportunity to study pieces other than those mentioned in the areas of study, these will include musical examples from multiple genres. However, only the pieces listed will be tested in the exam at the end of year 11.


EDEXCEL: GCSE Drama This two year course will develop a wide range of transferable skills vital in today’s workplace, whilst developing students’ knowledge of key dramatic techniques and genres. This course will help develop students’ self-confidence and gain an awareness of how they present and articulate themselves.

The course breakdown UNIT 1 – The study of a topic or issue practically in lessons resulting in the completion of a 2000 word piece of coursework undertaken in school under controlled conditions. This is worth 30% of the overall qualification. UNIT 2 – The study of a complete play practically in lessons resulting in the completion of a 1000 word piece of coursework undertaken in school under controlled conditions. In addition students will watch a performance of the play being studied and complete a 2000 word theatre review on this performance again under controlled conditions. This is worth 30% of the overall qualification. UNIT 3 – Students will be given a stimulus from the exam board then using this as a start point will go on to develop a performance piece that they will perform to an external examiner. This is worth 40% of the overall qualification. WHAT COULD I DO WITH A GCSE IN DRAMA? It has been highlighted in the recent Wolf report that employers and universities are looking for students that have a “well-rounded education”. Whilst achievement in the core subjects is imperative to providing options for students in the future, it is also equally important that they have developed life skills such as CONFIDENCE, NEGOTIATION, COMMUNICATION, PRESENTATIONAL EXPERIENCE and an AWARENESS OF HOW THEY PRESENT THEMSELVES BOTH PHYISCALLY AND VOCALLY. Drama develops not only the skills mentioned above, but a whole host of others too. It is not simply about wishing to be a performer on the stage but having the confidence to stand up and present a sales pitch, motivate a team, impart information or even lead a country.


AQA GCSE Dance An extra 2 hours of Dance each week!

This course aims to: a. develop an understanding and appreciation of a range of dance styles. b. evaluate professional dance works. c. develop knowledge, skills and understanding in performance and choreography. d. develop written work in relation to Dance. e. develop co-operative skills, critical and creative thinking, decision making and aesthetic sensitivity. • • • •

You will learn about famous choreographers and dancers and have a go at their dance techniques – contemporary, jazz, ballet and many more. You will perform set technical dances. You will have the opportunity to choreograph solo, duo and group dances. You will learn to evaluate dance though written work and discussion.

Assessment comes in five parts. 1. 1 hour Written Exam at the end of Y11 based on the set work (20%). 2. Practical Examination of a one-minute technical Set Study (20%). 3. Ongoing coursework Performance in a group dance lasting 2-3 minutes (20%). 4. Choreography (40%): Solo composition (15%) and solo/duo/group choreography (25%). Your performance is videoed, marked by your teacher and moderated by AQA. There are opportunities to be involved in school dance performances, see professional companies and experience appropriate workshops. This may involve some financial contributions but every attempt is made to keep costs to a minimum and should not be seen as a restriction.


Business Studies GCSE (Edexcel)

Why Study Business? ‘It’s the economy, stupid’ (Bill Clinton), when asked what mattered most to US voters. Business & Economics matters to all of us, whether you want to start your own business (think Dragons’ Den) or manage someone else’s (think Apprentice). Business is a daily part of the news; it affects the lives of all of us and is constantly changing. An understanding of it is vital if you want to know what is happening in the world, how you will be affected by it and how you can be part of it. Introduction Business is a new and exciting course at GCSE which provides a real foundation for a wide range of further study (at sixth form or university) as well as skills which will be sought after by future employers and the inspiration to possibly start your own business. A course companion is available on the school’s VLE (FROG) together with topic power point presentations so that students can see for themselves what the course involves. Skills By the end of the course students will have gained skills in: • Understanding the problems of succeeding in business • Developing strategies for success • Building arguments and developing opinions • Making judgements and making decisions The Course Students study the following units: Unit 1: Introduction to Small Business - exam, 25% sat June yr11 Students find out how to spot business opportunities, how to be enterprising by putting ideas into practice, how to make business start up effective and the economic context businesses have to operate in. Unit 2: Investigating Small Business - controlled assessment, 25% sat July yr10/Sept yr11 Work based on subject content in Unit 1where students research a pre-released topic through investigating a local business and write up their findings under controlled conditions. Unit 3: Building a Business – exam, 50% sat June yr 11 Students study marketing, customer service, financial management, managing people and the impact on businesses of the wider world Conclusion The course offers an excellent overall introduction to both Business Studies and Economics requiring students to think creatively and logically about topics which impact on us all and about which we should all be concerned. It will: • Provide a firm basis for ‘A’ level study • Be attractive to prospective employers • Compliment subjects such as Mathematics and English • Promote aspects of critical thinking and the ability to form opinions and make evidence-based judgements • Be grounded in what you can see happening everyday in the world around you and better equip you to make sense of that world Enquiries Please ask any member of the Business & Economics Team – Mr Schofield, Mrs Jenner, Mr Iacobucci if you have any questions.


The GCSE Design Technology courses available provide the maximum choice to students. They all seek to further develop skills, concepts and understanding used in Design Technology. The courses all follow on and build upon the work done in years seven to nine. There are five different full GCSE courses available in Design Technology. Graphics, Resistant Materials and Electronics are discussed below, whilst Food and Textiles Technology are discussed on the following pages.

Graphics and Resistant Materials- these two courses follow the same outline. Unit 1 (Year 10) - INTRODUCTION TO DESIGNING AND MAKING (Internally controlled assessment, 30% of total award) In this unit students work with a given theme and undertake research before designing and making a range of suitable products. Unit 2 (Year 11) - MAKING QUALITY PRODUCTS (Internally controlled assessment, 30% of total award) This unit builds on the skills and abilities developed in Unit 1. In this unit, students will select a different topic and focus on developing products for a particular target group. Students will need to demonstrate their ability to plan, develop creative and original design ideas and carry out a range of practical activities. Unit 3 (Year 11) - SUSTAINABILITY AND TECHNICAL ASPECTS OF DESIGNING AND MAKING (Examination, 40% of total award) This unit looks at the ‘6Rs’ of sustainability: • • • • • •

Recycle – the choice materials Reuse – how products and materials can be reused Refuse – how consumers can influence product design Rethink – how products can be redesigned Repair – looking at in built obsolescence and durability Reduce - how materials and energy use can be reduced.

GCSE Electronics

This is available for students who show an aptitude for Electronics and enjoy Maths and Science. Please see Mr Howard or Mr Froud, if interested. Course Introduction (Year 10) - RECYCLED RACERS PROJECT The course begins by students learning foundation theory and skills about electronics and sustainability. They then apply this to a light sensitive buggy made from recycled materials. Unit 1 (Year 10 & Year 11) - CREATIVE DESIGN & MAKE ACTIVITIES (Internal controlled assessment, 60% of total award). The first half of this unit is covered in Year 10. Students are asked to make a high-quality fullyfunctioning electronics product from one of five digital circuit designs. In Year 11 they are then asked to develop their own electronic product for a given design situation using a range of project research, design and CAD/ CAM skills. An A4 design portfolio is created for this unit. Unit 2 (Year 11) - KNOWLEDGE AND UNDERSTANDING OF ELECTRONIC PRODUCTS (Examination, 40% of total award) This unit examines the electronics knowledge, skills and understanding built up during the course, along with issues of sustainable design, materials, processes and health and safety.



Why study Food Technology? In a society where the food industry is the biggest employer in the world and where the health of the nation is very much in question, Food Technology has a great deal to offer. Not only does the subject foster a good knowledge of a 'healthy diet' but it also gives the students the knowledge to be discriminating consumers- a point that is gaining in importance every year.

Introduction Food Technology is an exciting and popular subject at GCSE. Students combine practical and technological skills with creative thinking to design and make food products that meet our everyday needs. The course aims to promote the careful and thoughtful use of ingredients and components to encourage a wide range of skills and knowledge to produce creative, innovative food products. Unit 1 – A521 (Year 10) INTRODUCTION TO DESIGNING AND MAKING (Controlled Assessment, 30% of total award) In this unit students work with a given theme and undertake research before designing and making a range of suitable food products. For example, the given theme may be ‘Food from around the world’ from which a student may decide to research the foods of Italy. Following their research, they would then design and make a range of suitably Italian themed dishes. Unit 2 – A523 (Year 11) MAKING QUALITY PRODUCTS (Controlled Assessment, 30% of total award) This unit builds on the skills and abilities developed in Unit 1. In this unit, students will work with a different topic and focus on developing products for a particular target group. Students will need to demonstrate their ability to plan, develop creative and original products and carry out a range of practical activities. Unit 3 – A525 (Year 10 & 11) SUSTAINABLITY & TECHNICAL ASPECTS OF DESIGNING AND MAKING. (Examination, 30% of total award – sat at the end of Year 11) In Year 10 students study the ‘6Rs’ of sustainability: • Recycle – the choice of packaging materials • Reuse –use of leftover ingredients to make new dishes • Reduce – the negative effects of diet and health, transportation of food, food waste • Refuse – high sugar, fat and salt foods. • Rethink – the average UK high-fat diet, the use of healthy ingredients in creative designs. • Repair – the function of nutrients in repairing the body Students will also study social, cultural and moral issues surrounding food production, preparation and consumption. In year 11 students will study the composition, structure and properties of food and the importance of a balanced diet. Tools and equipment, including new technologies, used to make manufactured products and health and food safety issues are also studied.



Why study Textiles Technology? Textiles Technology is an exciting course that explores aspects of the fashion and textiles industry. Lessons are interactive and vibrant, providing a stimulating experience to learn and develop skills in areas of design and making. Textiles Technology is not just about clothing. Recent textile innovations include: highperformance sports equipment, clothing with micro-climate control, multi-purpose body armour, and materials for aircraft and cars.

Introduction Textiles Technology is an exciting and popular subject at GCSE. Students combine practical and technological skills with creative thinking to design and make textile products that meet our everyday needs. The course aims to promote the careful and thoughtful use of fabrics and components to encourage a wide range of skills and knowledge to produce creative, innovative textiles products. Unit 1 – A571 (Year 10) INTRODUCTION TO DESIGNING AND MAKING (Controlled Assessment, 30% of total award) In this unit students work with a given theme and undertake research before designing and making a suitable textile prototype. For example, the given theme may be ‘Travel’ from which a student may decide to research products to be used ‘on the move’. Following their research, they may then design and make a rucksack, or handbag. Creativity in designing will be a key focus in this unit. Unit 2 – A573 (Year 11) MAKING QUALITY PRODUCTS Controlled Assessment, 30% of total award) This unit builds on the skills and abilities developed in Unit 1. In this unit, students will select a different topic and focus on developing a product for a particular target group. Students will need to demonstrate their ability to plan, develop creative and original design ideas and carry out a range of practical activities to make an appropriate quality textile product. Unit 3 – A575 (Year 10 & 11) SUSTAINABLITY & TECHNICAL ASPECTS OF DESIGNING AND MAKING. (Examination, 30% of total award – sat at the end of Year 11) In Year 10 students study the ‘6Rs’ of sustainability: • Recycle – fabrics that can be recycled, products made from recycled materials. • Reuse –products that may be adapted for a new use (a pair of jeans into a bag, for example) • Reduce – life cycle of a product / eco-footprint, energy and materials waste. • Refuse – for example, products made using child labour. • Rethink – how is it possible to approach design problems differently • Repair – products that can / cannot be repaired In year 11 students will study the design and making of quality manufactured products, performance characteristics of different materials, including ‘smart’ materials. The tools, equipment and new technologies used to make quality products, decorative and construction techniques and Health & Safety issues are also studied.


FRENCH or SPANISH GCSE (AQA) We would encourage as many students as possible to continue their first Foreign Language at GCSE level.

THE GCSE COURSE Students practise, develop and extend the Language skills (Listening, Speaking, Reading and Writing) acquired at Key Stage 3. The course is taught for four hours per fortnight in Year 10 plus normal homework time and 5 hours per fortnight in Year 11. All students will have contact with a Modern Foreign Language assistant during this time. TOPICS The GCSE course is based on four broad themes: • Lifestyle • Leisure • Home and Environment • Work and Education Within each theme there are a number of topics and various language tasks. For example, within the theme of Leisure, students will study Free Time and the Media along with Holidays. There are some new areas of study, but many of the topic areas develop work that was started in Key Stage 3. ASSESSMENT There are two tiers of assessment: Foundation (Grades G – C) and Higher (Grades D – A*). Students may choose to be entered for either Foundation or Higher level tests in Listening and Reading at the end of the course. All students will sit the reading and listening exams in the summer of Year 11. Their speaking and writing skills will be assessed via two controlled assessment tasks in each skill area to be completed during Years 10 and 11. These tasks are untiered. WHY STUDY A LANGUAGE? • There are great opportunities for students with language skills. • The study of a language equips you with many of the skills employers are looking for. For example, linguists are good communicators and people with good communication skills are in demand. • A language also makes you more mobile, giving you the opportunity to travel and work in places where a non-linguist would struggle. • Languages are an important addition if you are interested in Tourism, Media, Business or Law. • According to recruitment agencies, salary uplift can be anything from 8% to 20% depending on how essential languages are to the role.


ICT Option: Edexcel GCSE In addition to the mandatory ICT lesson that students will attend in year 10, students may also choose ICT as an option to complete the Edexcel ICT course over 2 years. Edexcel’s GCSE in ICT is designed to develop students’ practical ICT skills and extend their knowledge and understanding of ICT systems. The Edexcel GCSE ICT course involves students undertaking two units, one examination worth 40% of the total marks, and one controlled assessment worth 60%. This course will be offered as a single option (2 hours a week). This is a new single award GCSE course that is not related to the OCR Nationals course. Students who follow this course will undertake the following units: Unit title and summary


UNIT 1 - Living in a Digital World: In this unit, students explore how digital technology impacts on the lives of individuals, organisations and society. Students learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and well-being, on the move). They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice.

Written paper: Externally assessed

UNIT 2 - Using Digital Tools: This is a practical unit. Students broaden and enhance their ICT skills and capability. They work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. Students learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice. They put into practice what they learned about digital technology.

Controlled Assessment Brief (CAB) Provided by Edexcel, marked by teachers and moderated by Edexcel.

Time allocated Students have 90 minutes for the written paper


Students have 40 hours to complete the CAB



The aims of the course are to: • Develop ICT skills in using application software in a business orientated context. • Enhance creativity and communication skills using ICT. • Develop time management and organisational skills. For more information, please visit the ICT department page on Frog and/or the following website:


What is Sociology? Sociology is essentially the study of groups of people in society. Sociologists are concerned with understanding why we form groups and, when we do, how these groups function, the conflicts that occur within and outside of them, the impacts they have on individuals and on society as a whole. We as sociologists ask questions of society and compare our own lives to others to ask enquiring questions of the way the world works. For example, we are interested in why there are a variety of family types and is there a family type that is ‘best’ for healthy individuals and society? Why do some people do better than others at school? Why do people commit crimes? Why are some people rich and others poor? Does money equal power?

Unit 1 Studying Society, Education and Families Studying society – this topic offers students the chance to understand how sociology is formed. We introduce students to the research techniques used in social research and evaluate their use to us. Education – this topic allows students the chance to understand theories of student achievement in education based on gender, social class and ethnicity, the role of education in society and how education has changed over the decades. Families – this topic opens up ideas of the different family structures in existence, the way families organise the roles within the family, theories of the family and its impacts on individuals and society and finally cultural variations of the family. Unit 2 Crime and Deviance, Mass Media, and Social Inequality Crime and Deviance – this is looking at theories of not only why people commit crimes but also the social impacts these crimes have on communities, victims and the individual, alongside this understanding the way that societies deal with criminals Mass Media – Looking at the social impacts the media has, does media encourage crime? Do the media have power in society? Does the media encourage stereotyping? Social inequality – this topic introduces us to the idea that not everyone has the same amount of money in society and this might be argued to affect our opportunities in life. It also poses questions as to why people have varying wealth and could society survive if we didn’t have a system of wealth at all? Why should I study Sociology? Students study the course because: • It helps develop key employment skills such as communication, empathy and group working skills • Sociology encourages and nurtures thinking skills, for example analysis, evaluation and synthesis • It’s a subject recognised by employers and further/higher education institutions as broad ranging in skills and knowledge • It opens doors to various A Level courses (and later degree courses) as well as a variety of employment areas • It compliments a variety of other curriculum areas • It is taught in an interactive and fun way to ensure students are engaged and inspired by Sociology Enquiries: To Mrs Phillips Course Staff: Mrs Phillips, Mrs Symonds, Mrs Chapman and Miss Ribbans


This is an exciting applied GCSE which will help you to become a better communicator, a team worker and an independent learner, whilst also having the opportunity to work with professionals to achieve a qualification that has currency in the REAL WORLD.

Key Features  Progression from this course can lead to GCE AS/A2 Health and Social Care, Sociology, Psychology or to a Level 3 Child’s & Young People’s Workforce. It forms a good basis for all subjects in the Sixth Form.  The GCSE Health & Social Care can lead to a variety of career routes, forming a sound foundation for a wide number of courses and professions related to Early Years, Health (from nursing to radiography, physiotherapy, midwifery, occupational health, to name just a few), and Social Care of the young, adults with learning disabilities and the elderly. The list is endless!!  This is a single GCSE in 2 periods a week

So what is Health, Social Care and Early Years?  A blend of biology, sociology, an element of Early Years, some basic psychology and vocational work.  You are NOT tied to the related vocation.  Work experience can be linked if you have a career path and will form the basis of a coursework unit.  There will be great opportunities for you to meet with professionals and work with client groups within these three sectors. What units will I study? 1)

Understanding Personal Development & Relationships as an examined unit which involves:• The stages and patterns of development • Different factors that can affect human growth & development • The development of self concept & different types of relationships • Major life changes and sources of support


Health Social Care & Early Years Provision, a coursework unit which involves:• Understanding the care needs of a major client group • How people obtain services and barriers that may prevent services from being accessed • The types of services that meet clients’ needs and how these are organised • The principles of Care that underpin all care work • The main work roles and skills of people who provide Health, Social Care & Early Years services

What are the strengths of this course?  It is an exciting subject which will challenge all students  The course will enable you to become an Independent learner  Throughout the programme you will experience varied teaching and learning styles  There is a high level of student input; you will be expected to participate in group work, debates/activities which involve working with professionals, both in school and off site.  The assessed unit will involve an investigation into a Health, Social Care or Early Years Service; therefore you will be working with professionals and clients from the workplace.  The course will enable you to improve your skills in communication, research, planning, evaluation, analysis of materials using a wide range of media/resources.  The programme is based on coursework through a controlled assignment and an examination, both of which build confidence in the application of knowledge from practical understanding. How will I be assessed?  Single Award = 1 GCSE which involves 1 major piece of coursework. This is a controlled assignment worth 60% of the marks and an external exam worth 40% of the total mark.  Exams are externally set and marked by the Examination Board OCR. Longer assignments and our expectations!  The controlled assignment will be based on underpinning knowledge learnt throughout the unit. It will be written up under supervised conditions using ICT resources.  The assignment will involve researching and investigating a wide range of issues on your own, with support from your teachers. It involves an in depth investigation of a local Health, Social Care or Early Years Setting.  This Single Award programme involves some work-related contact in the form of placements, visits to settings, organising a conference and speakers coming into school.  It is essential you are a well organised, well motivated student who wants to achieve high level outcomes. Therefore, you should be able to work to deadlines, work in partnership with staff and other students and be committed to doing your best! Please ask Mrs Muldoon if you have any questions or email


Research shows that most British children spend more time with the media – television, film, magazines, the Internet, MP3 players, computer games – than they do at school. Media Studies recognises this and provides an opportunity to develop students’ understanding and appreciation of what they watch, read or hear. Media Studies is a popular and successful course at Copleston. The skills that students acquire during the course are valid for a wide range of careers.

Why choose GCSE Media Studies? In addition to helping students acquire subject knowledge, this specification: • • • • •

develops critical thinking and decision-making skills develops appreciation and critical understanding of the role of the media in daily life combines practical and theoretical knowledge and skills through opportunities for personal engagement and creativity encourages an understanding of how to use key media concepts to analyse media products and their various contexts prepares students for study in a range of disciplines at National Qualifications Framework Level 3 and above.

Media Studies is a very important subject, ultimately combining aspects of Politics, Sociology, History and Economics. It encourages creativity, teaches analytical skills and introduces students to critical ways of thinking about the world around them. These talents are highly valued by schools and universities. COURSE ASSESSMENT Three Units: 1) Individual Media Studies Portfolio (controlled assessment) on ‘Film Genres’. This assesses both analytical and media production skills 2) Examination – 1 hour 45 minutes. Textual Analysis on an unseen media product 3) Production Portfolio (controlled assessment). Here, you will demonstrate skills of research, planning and presentation through the construction of your own practical production skills. You have the opportunity to make a film, magazine, or advertisement of your own and evaluate its success.

For more information please see Miss S. Johnston (KS4 HoD) in ICT 1or the English Team Room


Additional English and Additional Maths (Invited Students only)

The importance of an English and Maths qualification at Grade C or better at GCSE cannot be underestimated. It will open doors to further study beyond the age of 16 and add to students employability in the future. We recognise that some students may need extra help and support for them to achieve these 2 important qualifications. What the course provides • Extra time each week with a specialist in the subject • Supplementary work that will support the work being done in normal lessons • Smaller groups than a normal English or Maths class • Improved chance of reaching a Grade C or better in English or Maths - this is not an additional qualification in English or Maths • Different approach to the subject than in the Core English and Maths lessons How can this be achieved in the timetable • Students must be invited to take this course and will be recommended by consultation with English or Maths teachers, Head of Year and Director of Learning • Students will be invited onto the Additional English or the Additional Maths course in some circumstances on to both. • Each Additional Core lesson will replace one Option choice so that students will only be able to choose 3 other option choices. How will I know if I have been invited onto this course? The school will contact parents and students and you will be invited to a meeting where this Option will be discussed in more detail and all questions answered. A final decision will then be agreed about the other choice of Options.




BTEC ART & DESIGN The course is designed for students to experience their learning working alongside practising artists and designers. The course is designed to equip students with the skills and experience required for the working sector. It is a highly respected and credible alternative qualification to GCSEs and is vocationally based.

Edexcel Level 2 BTEC First Certificate in Art and Design BTEC (Art and Design) Students will complete three coursework tasks: 1. 2. 3.

2D and 3D Visual Communication Contextual Reference Working to an Art Brief

There is no formal examination in this option and the students will be awarded a pass, merit or distinction. If interested please see Mrs Cooper or Ms Freedman.

At BTEC Distinction is equivalent to 2 As at GCSE Merit is equivalent to 2 Bs at GCSE Pass is equivalent to 2 Cs at GCSE


COURSE TITLE: CACHE Level 2 Award in Child Care and Education


Level 2 Award in Child Care and Education

Why choose CACHE? This qualification helps prepare you to work in a supervised capacity, with children and their families, in a variety of settings and environments within the sector of Children’s services. Assessment • You will complete written assignments after each completed Unit • The Qualification is made up of: Unit Titles Unit 1 Unit 2

An introduction to working with children The developing child

Assessment Method 2000 word Assignment Task 2000 word Assignment Task

Progression routes and Career opportunities • If you are successful, after the course, you can go on to study the CACHE Level 3 Children’s and Young People’s Workforce course at Copleston or work in a nursery and continue studying on a day release basis. • This programme will enable you to look at future employment pathways in Early Years settings, nursing, midwifery, social work, secondary, primary or nursery teaching, family therapy and support, to mention just a few!! What will I get out of CACHE? • The qualification is worth 1 GCSE equivalent. • An understanding of how children develop. • This course takes 1 option block Why CACHE may be for me! This challenging programme focuses on acquiring skills and developing qualities that are relevant to Early Years’ career opportunities. How will I learn? • There will be a mixture of learning approaches which will involve you working on case studies and assignments. • You will undertake visits and investigations in a variety of Early Years related settings. Is the programme for me? YES if: I am hard working and have a positive attitude towards learning.  I am keen to work with children, families or social care as a future career route.  I am interested in developing my learning and communication skills.  I am an independent worker who is reliable, able to take responsibility and will respond well to working with a range of people What we demand from you?  It is important for you, as a young learner to be able to understand the theoretical elements of Child Development, which will involve understanding how and why children develop in different ways.  Commitment to coursework assignments and regular homework are essential to achieving in this course.  Finally, it is a great course, you will gain so much knowledge, understanding and experience for your future career route. For further information see Mrs Willett or email Mrs Willett on


COLLEGE COURSES The courses on offer, but not yet confirmed, are likely to include the following:Motor Vehicle Carpentry Brickwork Childcare Hairdressing Catering Public Services The students who are offered a place on any of these courses will be nominated by their Head of Year.



WHAT DOES THE COURSE INVOLVE? The Prince’s Trust XL Course is designed to get young people reengaged with education. It allows these young people the opportunity to try many new things, take ownership of their education and ultimately give them the chance to be seen in a positive light throughout the school. Students will earn a ‘Level 2 Award’ from the course that is a nationally recognised qualification. Note: it is not a GCSE but will equip young people with the skills required to successfully complete their GCSEs throughout years 10 and 11. Aim: To:

Re-engage young people in education by making learning accessible, valid, relevant and attractive. Increase your confidence, self-esteem, social skills and behaviour. Improve attendance and motivation within school. Develop enterprise and employability skills.

Course content: The XL Course provides young people with the space and attention they need to learn new skills and confidence as well as to form as sense of ownership over their work and own development. The course will based around 5 key areas over its two year duration. The 5 key areas are: Developing Group and Teamwork Communication Skills – Year 10 Using Cooking Skills in a Domestic Kitchen – Year 10 Preparation for Work – Year 10+11 Healthy Living – Year 11 Undertaking an Enterprise Project – Year 11 The young people will have the opportunity to work alongside the school gardener and plan their own school gardens and then put their planning in into action. They will also be given the opportunity go on trips, team bonding adventures, work on developing positive relationships and ultimately be greater prepared for leaving school. They will also set up a business within the school and work as a group to successfully sell a product or service. Further information can be found at: How will I be assessed? The Young People will have to provide a portfolio simply documenting what they have been doing. This is something that they will be putting together over the course of the year and photographs and simple task sheets will be used as the evidence. Note: Copleston High School will be choosing the students for this course.




Name: ____________________________________ COMPULSORY SUBJECTS CORE CURRICULUM per 2 weeks



CHOICES GRID 2013-2014 Form: _______________ OPTION 3


Choose 4 subjects from the following: VOCATIONAL COURSES (Up to 2


choices may be made from this section)

Mathematics (6 lessons – 1 GCSE) English (8 lessons - 2 GCSEs) Geography


BTEC Art & Design (Art)


Food Technology


Child Care (CACHE)

PSHEe (2 lessons)

Music Technology

Textiles Technology

Prince’s Trust XL Course – invited students only

PE (4 lessons – 1 GCSE or GCSE

Art & Design





Resistant Materials





Health & Social Care

Business Studies

Media Studies

Additional English/Additional Maths

Science (10 lessons -2 or 3 GCSEs

equivalent) RE (2 lessons – 1 GCSE in most cases) ICT (2 lessons)

Additional English/Additional Maths = Invited Students only

Copleston Pathways Booklet 2013  
Copleston Pathways Booklet 2013  

Copleston Pathways Booklet 2013