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Key Stage 4 Options Booklet 2009


Brooke Weston Key Stage 4 Choices 2009

Table of Contents

Message from the Principal................... 2

Structure............................................... 4

Introduction.......................................... 3

The Duke of Edinburgh’s Award............. 5

Time allocation...................................... 3

Trips and visits....................................... 5

GCSE 3D Art (OCR)................................................................................................................................................... 6 GCSE Art General (OCR)........................................................................................................................................... 7 GCSE Photography (OCR)......................................................................................................................................... 8 GCSE Business Studies (OCR)................................................................................................................................... 9 GCSE Design & Technology: Product Design (AQA)............................................................................................... 11 GCSE Design & Technology: Engineering (AQA).................................................................................................... 11 GCSE Design & Technology: Textiles Technology (OCR)........................................................................................ 12 BTEC First Diploma in Construction (Edexcel)....................................................................................................... 12 GCSE English Language (WJEC).............................................................................................................................. 14 GCSE English Literature (WJEC).............................................................................................................................. 15 GCSE Drama (EDEXCEL).......................................................................................................................................... 16 GCSE Media Studies (OCR)..................................................................................................................................... 16 GCSE Geography (OCR).......................................................................................................................................... 17 GCSE History (OCR)................................................................................................................................................ 18 GCSE Psychology (OCR).......................................................................................................................................... 19 GCSE Religious Studies – Philosophy and Ethics (OCR)......................................................................................... 19 GCSE Sociology (WJEC)........................................................................................................................................... 20 BTEC National Award in Business (eBusiness Software) (Edexcel)........................................................................ 21 GCSE Mathematics (AQA Modular)....................................................................................................................... 22 GCSE in French, German or Spanish (AQA)........................................................................................................... 24 BTEC First Certificate in Music (Edexcel)................................................................................................................ 26 GCSE Dance (AQA)................................................................................................................................................. 26 GCSE Music (Edexcel)............................................................................................................................................. 27 BTEC First Certificate in Sport (Edexcel)................................................................................................................. 29 GCSE PE (OCR) ....................................................................................................................................................... 29 GCSE Science (OCR Gateway Suite)........................................................................................................................ 30 GCSE Additional Science (OCR Gateway Suite)...................................................................................................... 31 GCSE Additional Applied Science A (OCR 21st Century Suite).............................................................................. 32 Separate sciences (OCR Gateway suite)................................................................................................................. 32 Fast track entry (OCR)............................................................................................................................................ 33 Level 2 Diploma in Construction & the Built Environment (Edexcel)................................................................... 35 Level 2 Diploma in Creative and Media (Edexcel)................................................................................................. 37 FAQs.................................................... 38

KS4 Options Sheet............................... 40

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Brooke Weston Key Stage 4 Choices 2009

Message from the Principal

Dear students As you approach your final two years of compulsory education, you will be able to make choices about which courses you wish to pursue to GCSE. This presents you with a genuine opportunity to compile a personalised curriculum appropriate to you. In creating the range of optional subjects, we have attempted to consider every interest and enthusiasm. Students of different aptitudes and abilities should be able to create a selection of courses that fulfil their ambitions and interests. We have ensured that the optional element of the curriculum along with the compulsory core subjects, such as English, maths and science, will enable you to follow any future career pathways. You should have already secured the equivalent of four GCSE grades in ICT before embarking on your Year 10 studies. This is an excellent achievement and one that should provide you with much confidence as you start your new courses. The optional element of your curriculum will provide you with a wide range of subjects. Genuine interest and enthusiasm in a subject is always a sound basis from which to start the selection process. The choices are for you and your parents to make. We will always be happy to provide you with advice and guidance; but we are insistent that the choice is yours. I do hope you find the information in the booklet helpful. If you need to seek clarification from me, staff in subject departments or from any of my senior colleagues, please do not hesitate in approaching any of us. Mr Primmett, the careers advisor, is also available to help you. I am intensely proud of your achievements in your first three years at Brooke Weston. Your excellent results in the SATs examinations at the end of Year 8, along with the GCSEs you have already secured, will, I am sure, see you achieve high levels of success in this very important phase of your studies. Good luck

Trish Stringer Principal


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Introduction This Key Stage 4 course booklet sets out the subjects available to all students. It introduces a range of additional academic and vocational choices for them to select in readiness for the final phase of their compulsory secondary education. The subjects that Brooke Weston students are required to study up to 16 years of age ensure that the doors of opportunity for most careers and vocations will remain open to them. Nevertheless, some choices must be made. How much science must I study? How many subjects can I realistically pursue to examination level? What subjects must I definitely prioritise for my career ambitions? Should I select some courses which are more for pleasure than academic purposes? All of these questions will need answering and much counselling, advice-seeking and consultation will be necessary before students can make the most relevant decision for them. The opportunities we offer our students during Key Stage 4 will include: „„ „„ „„ „„ „„ „„

General Certificate of Secondary Education (GCSE) in a range of subjects Vocational qualifications in a range of subjects A construction option Diploma options Industrial and commercial work experience (at the start of Year 11) A clear progression of courses into the Sixth Form and then on to Higher Education through academic or vocational routes „„ Additional recreational activities such as residential experiences, competitive and individual sports, music tuition and the Duke of Edinburgh’s Award Brooke Weston’s curriculum aims to provide opportunities beyond the minimum National Curriculum requirements with the core of English, mathematics and science well provided for in time and resources at Key Stage 4. Everyone is already competent in information and communication technology and should have already gained a formal qualification in this subject at the end of Year 9.

Time allocation In apportioning time to the curriculum, Brooke Weston is conscious of the fact that its day and year are significantly longer than other schools. Consequently, students are able to spend more time on particular subjects or to take more subjects. Both possibilities are available. An average school curriculum is based on 24 and 25 hours per week. This does not, of course, include tutor time and assemblies. The Brooke Weston curriculum is 31.25 hours per week and for seven or eight days more per year than local schools (this depends on Bank Holiday dates). The net effect of this is that our students study more than 325 extra hours each year. Much of this extra time is absorbed in improving the quality of what is learned, but some is devoted to the quantity. The extra time in Years 7, 8 and 9 was allocated to broadening Key Stage 3 experiences in some subjects, with enhancement and bridging activities to GCSE level study in other subjects, such as business studies. The investment of time into the core subjects identifies our priorities; it is in the subjects of English, maths and science that we encourage GCSE entry for everyone. In addition to this, all students should have already secured a Level 2 OCR National Certificate qualification in ICT, equivalent to 4 GCSEs, during Key Stage 3. We wish to emphasise that it is not our intention to compel every student to pursue as many GCSEs as possible, particularly if this influences the quality of their work.


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Brooke Weston Key Stage 4 Choices 2009

Structure Core Subjects (15 lessons per week)

English (3 lessons per week) GCSE English Language and GCSE English Literature Students will pursue these two courses, leading to two GCSEs. A proportion of the work is, in fact, of double value some coursework can count for both English Language and English Literature.

Mathematics (3 lessons per week) GCSE mathematics All students will pursue a course leading to a GCSE in mathematics. Fast track students may take early entry and then proceed to study new aspects of mathematics, such as a course which will aid the transition to A Level mathematics.

Science (4 lessons per week) GCSE Science and Additional Science/Additional Applied Science (2 GCSEs), Separate Sciences (3 GCSEs) All students will study one of these courses. Fast track students will study the three separate sciences (biology, chemistry and physics) at GCSE followed by an AS in science. These students must choose Fast Track Science as one of their options as they will require an additional two lessons per week.

Design & Technology (2 lessons per week) GCSE Design & Technology: Product Design, GCSE Design & Technology: Engineering or GCSE Design & Technology: Textiles Technology All students will study one of these courses.

Personal Health and Fitness (2 lessons per week) All students are expected to follow an individualised programme of physical education. This will be negotiated between the students and their teacher.

Period One (1 lesson per week) The Period One programme is delivered by Brooke Weston staff but is, in some instances, supported by external specialists. The programme integrates the delivery of citizenship; sex and relationship education; drugs education; careers education and guidance; personal health and social education and religious education. The Period One curriculum in Year 10 is very varied and offers students opportunities, through a wide range of topics, to express opinions as well as to reflect on their own life and goals. Through the investigation of their role as a global citizen, students will develop their empathy to others and their understanding of complex international situations. Students will widen their understanding of major worldwide institutions such as the G8 or the UN. They will also have the opportunity to use some of our international links with China and Gambia to build skills for life. Students will as well expand their enterprise skills and their active citizenship role in organising a Fair Trade Christmas Market. Year 10 students will also investigate their own learning styles (VAK) and prepare for their work experience. In Year 11, students concentrate on reflection and dealing with the pressure of exams. Indeed, they will explore a variety of techniques to help them manage their own time and their deadlines. Students will be taught how to plan their revision time and how to perform well during their exams. They will be given opportunities to self-reflect on their work experience in order to discuss future options such as progression to the Sixth Form and apprenticeships. Students will also explore how media influences the society we are living in through the study of world affairs and conflict resolution.

Either Optional Subjects (10 lessons) There is a wide and varied choice of optional subjects available to students covering the arts, languages, humanitiesbased subjects, business-related subjects, sports studies and music. These courses are all offered at GCSE or equivalent level, with some being taught in four lessons per week and others in two lessons per week. Any student that has secured either a Merit or Distinction in their OCR National Certificate ICT course will also have the option to study a Level 3 qualification (equivalent to one A Level) in eBusiness.


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Or Construction Option (10 lessons) The BTEC First Diploma in Construction offers students an insight into the many elements of the construction industry. It is designed to provide specialist work-related knowledge, understanding and skills to prepare students for future employment and/or further education. Students will be taught off-site one day a week. In addition to this, students will have one taught lesson at Brooke Weston to cover other aspects of this qualification. Students will then select another option along with a literacy/numeracy lesson and a mentoring session.

Or Diploma Option (10 lessons) The Diplomas in Construction and the Built Environment and Creative and Media offer students a mix of theoretical and practical learning. They are designed to develop a range of intellectual skills, coupled with hands on practical skills in a work-related context. With these qualifications, students may progress to a university degree, college course, an Apprenticeship or employment. The Principal Learning of the Diplomas will be delivered over one day a week. In addition to this, students choose two further options which will contribute to the Diploma qualification overall. One lesson each week will be devoted to the development of functional skills and the completion of a project.

The Duke of Edinburgh’s Award At Brooke Weston we offer the Duke of Edinburgh Award to anyone over the age of 14. It is a programme that is enjoyable, challenging at times and rewarding to all who take part. The Award is tailor-made to reflect a student’s abilities, interests and commitment plus local provision. Each level of the award (Bronze, Silver or Gold) has 4 sections to it (5 at gold). „„

Service - voluntary work that gives something back to a less fortunate individual or a whole community „„ Skills - development of a personal interest or social and practical skills „„ Physical recreation - an activity that improves the level of physical fitness of the individual „„ Expedition - a camping adventure over 1, 2 or 3 nights „„ Residential project (Gold level only) - a voluntary service in a residential setting to broaden experience through involvement with others The award, once gained at any level, shows that a person has interests outside formal education. Students develop their self belief and confidence; they gain independence and a sense of responsibility; and they become aware of their abilities and potential. All these qualities produce a more rounded individual which is attractive to over-subscribed universities and then later in life to future employers.

Trips and visits In addition to their academic studies, Brooke Weston offers students a range of curriculum trips as well as our welldeveloped residential programme. Art students Students have the opportunity to spend a day at a London art gallery to experience original works of art first-hand. This visit takes place during Term 2 and 3 of Year 11 and it is recommended that all art students take part in order to extend their creative horizons. The trip takes place within the normal day and there is a small charge for transport History students GCSE History students visit Stoke Bruerne towards the end of Year 10 in order to gather evidence for their coursework, assessing their ability to interpret and analyse historical evidence. The trip takes place within the normal day and there is a small charge for transport and museum entrance. Modern Languages students: The Modern Languages Department organise a range of trips to Europe each year. In the academic year 2008/09 these included visits to Barcelona for Year 11 students of Spanish and a trip to the Christmas Markets in Aachen and Cologne for students of German in Years 10 and 11.


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Music students Music students have the opportunity to travel to London to watch the Schools’ Proms at The Royal Albert Hall. The Music Department also tries to arrange two optional theatre trips per year for all students. These trips take place out of the normal day and there is a charge for transport and tickets. Residentials Students in Year 10 will have the opportunity to sign up once again for a residential experience which will take place in the July of 2010. It is expected that there will be a choice of cultural and active trips to Europe. In the past, we have run trips to a variety of places including Paris; Berlin; Barcelona; Italy; the French Alps; the Ardѐche region of France; Costa Brava; Normandy and New York and Washington.

Art Department The Art department offers three exciting GCSE courses; Art General, 3D Art and Photography. Students have the opportunity to specialise in the art subject that best reflects their ability with artistic techniques ranging from 3-dimensional ceramic constructions to the tactile world of textiles, fine painting and draughtsmanship to digitally manipulated imagery. The Art department comprises of 4 spacious classrooms, each containing a vast wealth of subject specific equipment. The choice of materials is endless and the support of subject specialist teachers enables students to achieve any set goal. Students will find a new haven in their photography suit; the generously sized darkroom is fully kitted out and contains 8 enlargers for the development of black and white photography. The photography room also accommodates 12 computers with CS3 Photoshop packages, scanners and an interactive whiteboard. Students will be required to attend a trip to a London gallery in Year 11 to experience the work of artists first-hand. Optional courses offered in Art: „„ GCSE 3D Art „„ GCSE Art General „„ GCSE Photography

GCSE 3D Art (OCR) Entry: Students will have experienced a GCSE taster course in Year 9; this provides an accurate representation of the course requirements at GCSE level. A good indicator to success would be to achieve at least a grade D in Year 9.


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Overview: This is an optional course, taught over four lessons. It comprises of three coursework units, each worth 20% of the GCSE. Students will have two terms to complete each unit of work, resulting in a large-scale 3-dimensional final piece. Students will be given an externally set examination paper during Term 3 of Year 11, culminating in a 10-hour final examination.

Unit descriptors: „„ Unit 1: Multi-Cultural Art „„ Unit 2: Natural Form „„ Unit 3: Architecture Each unit of work will begin with students selecting relevant subject matter. They will be then given a number of tasks to explore their chosen subject matter; involving many different artistic techniques. Students will need to demonstrate the ability to accurately record observations of their chosen subjects. They will study a selection of artists and crafts people to aid the progression through the unit. Students will then design a final piece, reflecting their observation studies combined with the artistic styles they have researched. Students will also produce a sculptural final piece within a 10-hour controlled time period.

Assessment: Students must demonstrate ability in the following Assessment Objectives in each of the 3 units of coursework: „„ Recording observations from first-hand information and showing technical ability „„ Studying artists and crafts people „„ Development of ideas through the use of various materials and techniques „„ Completing a final piece in relation to all the supporting studies. The externally set examination provides 40% of the GCSE marks.

Progression to Sixth Form: This course can lead to the study of A Level Art and Design. There will also be an opportunity for students to choose to study A Level Photography if they have shown an aptitude for this subject within their GCSE coursework.

GCSE Art General (OCR) Entry: Students will have experienced a GCSE taster course in Year 9; this provides an accurate representation of the course requirements at GCSE level. A good indicator to success would be to achieve at least a grade D in Year 9.

Overview: This is an optional course, taught over four lessons. It comprises of three coursework units, each worth 20% of the GCSE. Students will have two terms to complete each unit of work, resulting in a large-scale final piece. Students will be given an externally set examination paper during Term 3 of Year 11, culminating in a 10-hour final examination.

Unit descriptors: „„ Unit 1: Natural Form „„ Unit 2: Multi-Cultural Art „„ Unit 3: Colour and Shape Each unit of work will begin with students selecting relevant subject matter. They will then be given a number of tasks to explore their chosen subject matter; involving many different artistic techniques. Students will need to demonstrate the ability to accurately record observations of their chosen subjects. They will study a selection of artists and crafts people to aid their progression through the unit. Students will then design a final piece, reflecting their observation studies combined with the artistic styles they have researched. Students will also produce a final piece within a 10-hour controlled time period.

Assessment: Students must demonstrate ability in the following Assessment Objectives in each of the 3 units of coursework: „„

Recording observations from first-hand information and showing technical ability


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„„ Studying artists and crafts people „„ Development of ideas through the use of various materials and techniques „„ Complete a final piece in relation to all the supporting studies. The externally set examination provides 40% of the GCSE marks.

Progression to Sixth Form: This course can lead to the study of A Level Art and Design. There will also be an opportunity for students to choose to study A Level Photography if they have shown an aptitude for this subject within their GCSE coursework.

GCSE Photography (OCR) Entry: Students will have experienced a GCSE taster course in Year 9; this provides an accurate representation of the course requirements at GCSE level. A good indicator to success would be to achieve at least a grade D in Year 9.

Overview: This is an optional course, taught over two lessons. It comprises of three coursework units, each worth 20% of the GCSE. Students will have two terms to complete each unit of work, resulting in a large-scale final piece. Students will be given an externally set examination paper during Term 3 of Year 11, culminating in a 10-hour final examination.

Unit descriptors: „„ Unit 1: Still Life „„ Unit 2: Portraiture „„ Unit 3: Urban Landscape Each unit of work will begin with students selecting relevant subject matter. They will be then given a number of tasks to explore their chosen subject matter; involving digital photography, image manipulation with CS3 Photoshop and dark room photography. Students will need to demonstrate the ability to accurately record observations of their chosen subjects. They will study a selection of artists and crafts people to aid their progression through the unit. Students will then design a final piece, reflecting their observation studies combined with the artistic styles they have researched. Students will also produce a professional photographic final piece within a 10-hour controlled time period.

Assessment: Students must demonstrate ability in the following Assessment Objectives in each of the 3 units of coursework: „„ Recording observations from first-hand information and showing technical ability „„ Studying artists and crafts people „„ Development of ideas through the use of various photographic techniques „„ Completing a final piece in relation to all the supporting studies. The externally set examination provides 40% of the GCSE marks.

Progression to Sixth Form: This course can lead to the study of A Level Photography.


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Business Department The Business Studies department consists of four subject specialists with experience of both teaching and working in industry. In addition to their normal lessons, students will have the opportunity to gain first-hand experience of the topics they are studying. Previously, a HR manager from RS Components visited Year 10 students of Business Studies to lead a recruitment activity. The department makes use of a range of technology, including the use of interactive whiteboards and extensive use of computers around the building. Optional courses offered in Business: „„ GCSE Business

GCSE Business Studies (OCR) Entry: Open to all students with an interest in business studies.

Overview: This is an optional course, taught over two lessons. The course is assessed by a combination of examination (75%) and externally assessed controlled assessment (25%). Students will develop a knowledge and understanding of various aspects of business, including marketing; human resources; production; and ecommerce.

Unit descriptors: Human Resources Students will learn about the activities of this important department, particularly in relation to recruiting and training staff. As well as thinking about the most suitable ways to recruit new members of staff, students will design their own CV and apply for a job of their choice. Production Students will take part in a competition, working in teams to produce birthday cards. Each team will use a different method of production and once complete, students will reflect on the advantages and disadvantages of the methods that they have used. Marketing Students will learn about different aspects of marketing, including market research; market segmentation and the marketing mix. In addition to enabling them to develop knowledge and understanding needed for their final exam, the knowledge developed in this unit will be an important component of the externally assessed controlled assessment.


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Finance Students will find about different sources of finance (from bank loans to selling shares) and how businesses manage their finances (from budgeting to cash-flow forecasting). They will also learn how to put together a basic profit and loss account and a balance sheet. The External Business Environment Students will learn how businesses are affected by the environment around them. This unit will explain to students how businesses can be affected by changes in interest rates, exchange rates and taxation. Marketing and Communication Students will be encouraged to think about how businesses can benefit from the use of technology to promote their products and services. They will find out about the importance of effective communication, particularly in relation to the ways in which businesses communicate with their customers.

Assessment: Students will take two externally set examinations worth 50% and 25% respectively. The externally assessed controlled assessment makes up the other 25% of the marks and is based on marketing and enterprise.

Progression to Sixth Form: A GCSE in Business Studies enables students to pursue a wide range of Sixth Form subjects. Students who have a particular interest in the External Business Environment unit often progress onto A Level Economics. A Level Business Studies allows students to build on their knowledge from GCSE, giving them a deeper understanding of all areas of business. For those students preferring a portfolio-based course, OCR National Travel and Tourism will build on their knowledge and enable them to relate it to the travel and tourism industry.

Design & Technology Department The Design & Technology department has recently undergone an extensive refurbishment. The new facilities include two well-equipped workshops; a specialist electronics room; excellent ICT facilities that include CAD/CAM; and a dedicated textiles suite. A new food technology area will also be available from September 2009. These new facilities enable our GCSE students to have access to a wide variety of manufacturing processes that will assist them in the manufacture of their coursework projects. Courses offered in Design & Technology (all students must choose one of the following): „„ GCSE Design & Technology: Product Design „„ GCSE Design & Technology: Engineering „„ GCSE Design & Technology: Textiles Technology Other optional courses offered in Design & Technology: „„ BTEC First Diploma in Construction


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GCSE Design & Technology: Product Design (AQA) Entry: This course builds on the Key Stage 3 programme of study for Design and Technology. It would be beneficial for students to have studied the product design module in Year 9 before commencing this course.

Overview: This is one of the DT optional courses, taught over two lessons. It is suited to students who enjoy the more creative aspects of Design & Technology and who enjoy working with a wide range of materials. Students will learn about a range of materials, manufacturing processes, techniques and technologies and be able to use them, as appropriate, in the design and make process.

Unit descriptors: Coursework The coursework consists of six units of work that focus on research, designing, developing, planning, manufacture and evaluation. Students will be able to choose the project they wish to work on. Suitable project themes include: fragrance design and marketing; designing and manufacturing a flat-pack product; or creating an innovative hand held electronic device. Examination The externally set examination will test the knowledge, skills and understanding that students have acquired through analysing and evaluating products and processes; engaging in focused tasks to develop and demonstrate techniques; engaging in strategies for developing ideas, planning and producing products; considering how past and present design and technology, relevant to a designing and making context, affects society; and recognising the moral, cultural and environmental issues linked to design and technology.

Assessment: The course consists of one piece of internally assessed coursework that is worth 60% and a final, externally set examination that is worth 40%.

Progression to Sixth Form: This course can lead to the study of Product Design at A Level.

GCSE Design & Technology: Engineering (AQA) Entry: This course builds on the Key Stage 3 programme of study for Design and Technology. It would be beneficial for students to have studied the engineering module in Year 9 before commencing this course.

Overview: This is one of the DT optional courses taught over two lessons. This is intended as an introduction to Engineering, this allows students to develop skills and understanding which will be of use generally and as part of a progressive career path leading to further technical or academic engineering qualifications.

Unit descriptors: Coursework This coursework consists of two units of work. Unit 1: Materials, Technologies and Design considerations is the theory aspect of the course and is tested with an examination. Unit 2: Designing, Communicating and Manufacturing is the application of the knowledge gained in Unit 1 applied to the design and making of AQA specified tasks. Examination The externally set examination consists of two sections: Section 1 is a Product Study (based on information made available in a Preparation sheet). Section 2 consists of questions based on Manufacturing and Materials.


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Assessment: The course consists of two pieces of internally assessed coursework that is worth 60% of the GCSE and the externally set examination that is worth 40%.

Progression to Sixth Form: This course can lead to the study of Product Design at A Level.

GCSE Design & Technology: Textiles Technology (OCR) Entry: This course builds on the Key Stage 3 programme of study for Design and Technology. It would be beneficial for students to have studied the textiles technology module in Year 9 before commencing this course.

Overview: This is one of the DT optional courses, taught over two lessons. It is suited to students who have a sound understanding and skill base when working with textiles. The course consists of a piece of coursework that is worth 60% and two final examinations that are worth 40% in total.

Unit descriptors: Coursework Students will be required to produce a textiles product that can be marketed. The underlying influence on the project should be that it will be the first of a batch of 50, realised in school with the facilities that are available. Students will complete a prototype, of this product. Suitable products they could design include clothing, bag design, hats, uniforms and interior design. The evidence required to be submitted for assessment must include a 3-dimensional product with a concise portfolio (including evidence of modelling) and/or appropriate ICT evidence. Examination The two examinations will test students’ specialist knowledge, skills and understanding of textiles technology through questions on the subject content which includes: materials; processes; applications; and industrial applications.

Assessment: The course consists of a piece of internally assessed coursework that is worth 60% and a two externally set examinations that are worth 40% in total.

Progression to Sixth Form: This course can lead to the study of Product Design at A Level.

BTEC First Diploma in Construction (Edexcel) Entry: Open to all students with an interest in the construction industry, who are keen to develop their practical skills and improve their knowledge of various elements of construction.

Overview: This is an optional course worth a maximum of four GCSEs, taught over a full day off-site with support from Brooke Weston staff. Students begin by studying a City and Guilds Level One qualification which provides an introduction to the crafts of plumbing, bricklaying, plastering and electrics. Once this has been successfully completed, students will progress onto this course which is assessed by a number of assignments which are internally marked and externally moderated. There are three compulsory core units and three selected units following a trowel, brickwork and blockwork pathway, a building services engineering pathway or an exploring crafts units (general pathway).

Unit descriptors: Unit 1: An Introduction to the Construction Industry introduces students to the structure of the construction industry, it’s social and economic significance and the wide range of work undertaken by the industry. Unit 2: Exploring Health, Safety and Welfare in Construction provides students with an insight into the importance of health, safety and welfare within construction.


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Unit 3: The Use of Science and Mathematics in Construction gives students a sound foundation in the basic scientific and mathematical concepts relevant to the construction industry. This unit is delivered at Brooke Weston. The Trowel, Brickwork and Blockwork Pathway Unit 10: Exploring Trowel Operations allows students to learn and explore the basic skills and materials involved in bricklaying and blockwork. Unit 11: Performing Blockwork Operations introduces students to the bonding arrangements for raising corners and junctions using concrete blocks and also the processes and techniques used in their construction. Unit 12: Performing Brickwork Operations develops students’ knowledge of common bonding arrangements for raising corners, junctions and piers in brickwork and enables them to understand the processes and techniques used in their construction including pointing and joining. The Building Services Engineering Pathway Unit 16: Exploring Building Services Techniques provides students with an introduction to the basic processes and techniques used in the building services engineering sector. Individuals will gain experience of using common hand tools and learn the basic skills required to form and connect pipes and cables. Unit 17: Performing Plumbing Operations explores the techniques involved in using hand tools and portable power tools in the installation of mechanical services, particularly the forming and installing pipework systems. Unit 18: Performing Electrical Operations allows students to demonstrate the techniques involved in using hand tools and portable power tools in the installation of electrical services, particularly the forming and installing of wiring systems. The General Pathway Unit 10: Exploring Trowel Operations allows students to learn and explore the basic skills and materials involved in bricklaying and blockwork. Unit 13: Exploring Painting and Decorating allows students to learn the basic principles of preparing surfaces and applying paints for decorative purposes. Unit 16: Exploring Building Services Techniques provides students with an introduction to the basic processes and techniques used in the building services engineering sector. Students will gain experience of using common hand tools and learn the basic skills required to form and connect pipes and cables typically used in this area of construction.

Assessment: A variety of internally assessed and externally moderated assignments including a combination of case studies, assignments, work-based assessments, projects, performance observations and time-constrained assessments are used in this qualification.

Progression: This course can lead to further study in the Sixth Form, an apprenticeship or employment.


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English Department The English department offers four GCSEs: English Language, English Literature, Drama and Media Studies. The department has a suite of rooms designed to meet the creative challenges demanded by these academic, yet creative, GCSEs. We have a range of classrooms, each with an interactive whiteboard, media suites, a dedicated computer study area, a drama studio and use of the Weston Theatre. The facilities boasted by the English department, plus the dedication of teachers who are passionate about their subjects and experts in their field, ensure that all students receive the highest quality teaching and learning. Courses offered in English: „„ GCSE English Language „„ GCSE English Literature Optional courses offered in English: „„ GCSE Drama „„ GCSE Media Studies

GCSE English Language (WJEC) Entry: All students take GCSE English Language.

Overview: This is a core course, taught over three lessons with GCSE English Literature. It develops students’ abilities to communicate effectively in speech and writing and to listen with understanding. It also enables them to be enthusiastic, responsive and knowledgeable readers.

Unit descriptors: Coursework „„ Speaking and Listening: 3 assessments „„ extended individual contributions „„ group discussion and interaction „„ drama focused activities Reading: 2 essays „„ poetry from different cultures and traditions „„ a play by Shakespeare


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Writing: 2 pieces „„ inform, explain, describe „„ argue, persuade, advise Examination Students sit two externally set examinations for GCSE English Language. Both exams assess students’ ability to read a range of texts and write for a variety of purposes.

Assessment: Students will take two externally set examinations worth 30% each. Paper 1 consists of reading a prose passage from the English literary heritage and two writing tasks. Paper 2 consists of reading non-fiction and media texts and two writing tasks. Coursework makes up the other 40% of the marks.

Progression to Sixth Form: This course can lead to the study of A Level English Language and/or English Literature. It will also enable students to access other courses in the Sixth Form such as A Level Media Studies, A Level Sociology, A Level Psychology and the combined A Level English Language and Literature.

GCSE English Literature (WJEC) Entry: The majority of students take GCSE English Literature.

Overview: This is a core course, taught over three lessons with GCSE English Language. It enables students to explore the world of literature and to be enthusiastic, responsive and knowledgeable readers. Students are given the opportunity to read, understand and respond to a wide range of literary texts, to appreciate the ways in which authors achieve their effects and to develop the skills necessary for literary study. Students are also encouraged to be aware of social, historical and cultural contexts and influences in the study of literature and to construct and convey meaning in speech and writing, matching style to audience and purpose.

Unit descriptors: Coursework Assessment will be based on four assignments, one of which may take an oral form. Two assignments will show appreciation of poetry selected from a range studied during the course (one assignment must consider work published before 1914 and the second must consider work published after this date); one assignment will show appreciation of a prose text; and one assignment will show appreciation of a drama text. Examination There will be a single externally set written paper of 2½ hours. This terminal examination requires study of a prose text, study of a drama text and response to unseen poetry.

Assessment: Coursework (30% of the GCSE) Students must submit four essays, one of which can be assessed orally. These will cover poetry from different cultures and traditions; pre-1914 Poetry; pre-1914 Prose; and Shakespeare. Examination (70% of the GCSE) There is one 2 ½ hour examination for GCSE English Literature

Progression to Sixth Form: This course can lead to the study of A Level English Language and/or English Literature. It will also enable students to access other courses in the Sixth Form such as A Level Media Studies, A Level Sociology, A Level Psychology and the combined A Level English Language and Literature.


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GCSE Drama (EDEXCEL) Entry: Open to all students with an interest in performance related professions or creative fields of further education.

Overview: This is an optional course, taught over two lessons. Drama is a subject that requires students to combine their creative and imaginative skills, with practical techniques used for creating effective dramatic performances. Students will have access to a range of published plays, but will also have lots of opportunity to devise and create their own performances. Students are required to see one live theatre performance as part of the course.

Unit descriptors: Paper 1 This consists of two units. Unit A asks you to explore your responses to a range of materials chosen by your teacher. Unit B is an exploration of a play. Students are assessed on practical work and on the supporting notes kept during the workshops. Paper 2 This is where students can take part in a play they have created as a group or have rehearsed from a script. They are assessed on their acting skills. This performance takes place in front of an audience and an examiner.

Assessment: The examination for GCSE Drama is a practical performance. This is externally assessed by a visiting examiner and is worth 40% of the marks. The 60% coursework part of the course consists of 2 different practical workshops, internally assessed by the teacher and a written portfolio of evidence to support these workshops.

Progression to Sixth Form: This course can lead to the study of A Level Drama and Theatre Studies. The skills acquired during the course such as working with others, problem solving and communication will be valuable on any A Level course.

GCSE Media Studies (OCR) Entry: Open to all students with an interest in a career in the media industry or creative field of further education.

Overview: This is an optional course, taught over two lessons. This course allows students to sample aspects of the media industry through one of the most popular subjects that is rising in status. Students will explore a wide range of media texts and will have the opportunity to be creative by producing a media text.

Unit descriptors: Coursework Media Languages and Categories (1000 word essay) This unit of work is an investigation into the codes and conventions of a text type. Teaching will include analysis and comparison of film texts, from a range of different genres, looking at narrative structure, character roles, mise-enscene and audience response. Media Messages and Values (1000 word essay) This unit of work looks at representations in the media. Students will analyse a variety of media texts to become familiar with the concept of representation and the effect on audiences. Teaching will include a focus on advertising, soap operas, sit-coms, documentaries, magazines and newspapers. Production Students, for the most part, will be working within small groups and will then be required to work independently on this project. They will have the choice of producing a teenage magazine; the opening of a TV programme; or an entertainment website.


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Examination Textual Analysis Exam Students will have the opportunity to choose between the analysis of Music Magazines and Sit-coms. Cross Media Topics Exam Students will choose between advertising or news texts.

Assessment: Students will take two externally set examinations worth 50% of the course. The coursework units make up the other 50% of the marks.

Progression to Sixth Form: This course can lead to the study of A Level Media Studies.

Humanities Department The Humanities Department offers a variety of subjects at GCSE level and uses a variety of learning approaches. The department is based in a suite of rooms, each with an interactive whiteboard and access to video/DVD players and laptop computers. Courses are well-resourced with text books and audio-visual resources. Students are encouraged to supplement these with other resources from the library in order to enhance their knowledge. Optional courses offered in Humanities: „„ GCSE Geography „„ GCSE History „„ GCSE Psychology „„ GCSE Religious Studies: Philosophy and Ethics „„ GCSE Sociology

GCSE Geography (OCR) Entry: Open to all students with an interest in finding out about the world and who wish to work on geographical subjects of their own choosing.


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Overview: This is an optional course, taught over two lessons. Students will study a variety of geographical topics. There is only one examination, which students take at the end of Year 10. The rest of the course is assessed through coursework. Students are encouraged to select their own area of study and may submit coursework in any format they choose.

Unit descriptors: In Year 10, students study three units: Extreme environments: Students look at the Arctic in terms of its climate, landscapes and how people are able to live here. They follow a journey to Svalbard on a sailing ship and are given a DVD each to use as reference material for homework and class work. Local area: Students study aspects of their own area. A speaker from North Northants Development Corporation helps give students an idea about the future of Corby or Kettering. People as consumers: Students study how their actions as consumers can have effects around the globe in terms of their carbon footprint.

In Year 11, students study two from a list of nine optional units. Both are assessed by means of coursework. Travel and tourism destinations: Students write a personal account of a holiday and compare two destinations. Geography in the news: Students choose a recent issue in the news from around the world and one from their local area for in-depth study. Geographical information systems: Students look at how computer maps are used to present/use geographical data. Coastal management: Students study how coasts may be managed both now and in the future. Planning where we live: Students study how the planning system works and look at one scheme. Urban transport for sustainability: Students study how city transport systems work now and into the future. Investigating geography through fieldwork: Three different fieldwork expeditions are discussed in this unit. Cultural geography: Students look at how global culture is changing and how British culture is responding to globalisation. Living with floods: Students study the causes and effects of floods in both Britain and abroad.

Assessment: The externally set examination taken during Year 10 is worth 67% of the total marks. The coursework is worth 33%.

Progression to Sixth Form: This course can lead to the study of A Level Geography.

GCSE History (OCR) Entry: Open to all students with an interest in finding out about what people did in the past and why.

Overview: This is an optional course, taught over two lessons. Students will study three different historical topics which will be taught using a variety of methods. Through studying these topics, students will develop a knowledge and understanding of the past and of the reasons some of these events took place and how it affects the attitudes of people today. They will also develop important skills, such as the ability to analyse and communicate information.

Unit descriptors: A Study in Depth: Germany 1919 – 1945 This unit looks at Germany after the First World War, the rise of Hitler and life in Germany under the Nazis. A Study in Development: Medicine through Time This unit looks at how beliefs and practices about health and medicine have changed through the course of history, starting from prehistoric times up to the 20th century. Either


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A Modern World Study: The Arab Israeli Conflict This unit looks at the history behind the current conflict so that students gain some understanding of the reasons for what is happening in the world around them today. Or History Around Us This topic is based on the evaluation of a historical site as evidence, and will involve a visit to the site so that students can collect the necessary evidence. Students will also be taught about the historical period relevant to the site so that they can place the site into its historical context.

Assessment: Assessment is through two externally set examinations and one piece of coursework. Paper 1 tests knowledge of both Germany and Medicine through Time. It is worth 45% of the total marks. Paper 2 uses historical sources about a specific aspect of the history of medicine to assess students’ source evaluation skills. It is worth 30% of the final grade. Coursework is worth 25% of the GCSE. It consists of one essay type question of around 2000 words based on either the Arab Israeli Conflict or History Around Us. Students will be given time to prepare their answer, which will then have to be written up in lessons within a set amount of time.

Progression to Sixth Form: This course can lead to the study of A Level History.

GCSE Psychology (OCR) Entry: Open to all students with an interest in the scientific study of the mind, behaviour and experience.

Overview: This is an optional course taught over two lessons. Prospective students should be aware that GCSE Psychology is based heavily on theory, research studies and methodology. Students learn to question and discuss psychological issues that may affect their own lives, the direction of society and the future of the world.

Unit descriptors: Cognitive Psychology: Students will study perception, learning and memory. Social Psychology: The unit focuses on forming impressions of other people, prejudice and discrimination, and social influence. Developmental Psychology: This topic looks at attachment and separation in childhood, cognitive development and the biological differences between males and females, including chromosomes and hormones. Pro-and Anti-Social Behaviour: This topic looks at the development of moral behaviour, pro-social behaviour, altruism, empathy and explanations of aggression. Coursework: Students will carry out and write up a piece of psychological research.

Assessment: Students will take one externally set examination worth 80% of the total course. The coursework is worth 20%

Progression to Sixth Form: This course can lead to the study of A Level Psychology.

GCSE Religious Studies – Philosophy and Ethics (OCR) Entry: Open to all students with an interest in thinking about philosophical topics.


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Overview: This is an optional course, taught over two lessons. Students will study five topics on the philosophy of religion and five topics on ethics. Students will develop important skills in analytical thinking and in producing coherent arguments.

Unit descriptors: The Study of Philosophy of Religion This includes the nature of God; the nature of belief; death and afterlife; science and religion and good and evil. The Study of Ethics This includes human relations; medical ethics; racism; capitalism and war and peace.

Assessment: There are two externally set examination papers; one in philosophy of religion and the other in ethics and religion. Each paper is two hours long and carries 50% of the marks for the course. There is no coursework.

Progression to Sixth Form: This course can lead to the study of A Level Philosophy and Ethics.

GCSE Sociology (WJEC) Entry: Open to all students with an interest in how and why we behave the way we do.

Overview: This is an optional course, taught over two lessons. Sociology examines society from a variety of standpoints and tries to understand and account for how people behave as a group and as individuals. It is a subject that students find relevant and interesting as they are able to apply it directly to their own experiences. This course provides a basic introduction to the subject and to some of the main areas of sociological study.

Unit descriptors: Understanding Social Processes This unit involves studying socialisation, inequality and sociological research methods, plus at least one from the topics of family, education, mass media and sport. Understanding Social Structure This unit involves further study of socialisation, inequality, power and sociological research methods, plus at least one from the topics of work, power and participation, crime and deviance and global citizenship.

Assessment: Students will take two externally set examinations, one on each of the units. Each examination paper is worth 50% of the total course and consists of a compulsory section and a choice of optional topic.

Progression to Sixth Form: This course can lead to the study of A Level Sociology.


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ICT Department The ICT department consists of five dedicated ICT suites, each containing up-to-date equipment including PCs, scanners, laser printers as well as a projector and interactive whiteboard. In addition to this resource, open study areas, the library and a site-wide wireless network allows students to access their work both in and out of lessons. We invest heavily in software to ensure that current, industry-standard software can be used by all students. Currently, Microsoft Office 2007, Adobe CS3 Premium and a range of Serif software is installed. Teaching and learning materials are accessed via our Virtual Learning Environment (VLE). Optional courses offered in ICT: „„ BTEC Level 3 National Award in Business (eBusiness Software)

BTEC National Award in Business (eBusiness Software) (Edexcel) Entry: This course is equivalent to one A Level. Students should have achieved a Merit or Distinction in their OCR National Certificate in ICT before considering this course. Students will need to be able to work independently and manage their time well to complete large amounts of portfolio work. They should have an interest in ICT and business.

Overview: This is an optional course, taught over four lessons. It is a new, vocational course designed to cover aspects of eBusiness within the UK. Some of the units involve practical “hands-on” use of ICT packages. The course encompasses areas of business studies that overlap with areas of ICT. There are no examinations in this course.

Unit descriptors: Unit 1: Exploring business activity Students will look at different types of business activity and ownership and how they set strategic aims and objectives, at functional activities and the organisational structure they have and at how external factors impact on business organisations. They will use real organisations and relate the theory learnt to these in a real world context. Unit 2: Investigating business resources Students will look at how human resources are managed, the purpose of managing physical and technological resources, how to access sources of finance and at how to interpret financial statements. Examples will be used throughout this module to enforce the taught theory. Unit 3: Introduction to marketing Students will look at the concept and principles of marketing, how and why marketing research is conducted and used and how marketing techniques can be used to increase demand for goods and services. Real world examples will be researched and used to enable students a real life view of the theory.


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Unit 4: Effective people, communication and information Students will look at the importance of employing suitable people, how to communicate within organisations using appropriate methods, how different types of information can be processed and analysed and at how to present information effectively through the use of different media and medium. Unit 33: Website production and management Students will design an interactive website complete with all interactive elements, create the website they have designed using their designs, understand factors that influence website performance and understand the constraints and problems relating to the production and use of websites. Unit 34: Digital graphics and computers Students will look at the hardware and software that is required to work with graphics and understand types of graphic images compression methods and file formats. They will then design a variety of graphics and use editing tools to edit and manipulate them. They will need to meet a set of user requirements for the graphics that have been designed and created.

Assessment: This is a two year course, assessed internally by portfolios of equal weighting which are then externally moderated. There are no examinations. (Please note that there is a heavy coursework demand associated with this course)

Progression to Sixth Form: This course can lead to further study in eBusiness (National Certificate – equivalent to 2 A Levels) or the OCR Level 3 Nationals in ICT.

Mathematics Department The Mathematics department gives students the opportunity to study mathematics at GCSE level in order to prepare them for the challenges of working life. After studying GCSE mathematics at Brooke Weston, many students continue their mathematical studies at AS and A2 level, as well as following university and college courses. The department is well equipped with resources to support students, including the use of software packages and PowerPoint presentations. Courses offered in Mathematics: „„ GCSE Mathematics

GCSE Mathematics (AQA Modular) Entry: All students take GCSE mathematics.


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Overview: This is a core course, taught over three lessons. This course follows the AQA (B) Modular Scheme. It provides a carefully staged route of progression through mathematics at this level; fosters an understanding of the relationship between the mathematics content and its actual use in the real world; and enables students to be functional in their use of mathematics.

Unit descriptors: The course is designed to give students a broad and balanced mathematics curriculum covering topics in: „„ „„ „„ „„ „„ „„

Number: Percentages, fractions, ratio, indices Algebra: Simplifying, solving and dealing with complex expressions and equations Shape & Space: Transforming complex shapes using translations and enlargements Trigonometry and Pythagoras Handling Data: Cumulative frequency diagrams and histograms Using & Applying Mathematics: Applying complicated mathematical techniques in real world contexts.

Assessment: The course is assessed solely through externally set examinations. There is no coursework element. Students will take 3 modular examinations: „„ Module 1: Handling Data worth 18% of the final accreditation. „„ Module 3: Number worth 27% of the final accreditation. „„ Module 5: Algebra & Shape & Space worth 55% of the final accreditation There are two distinct pathways with which students are entered for GCSE mathematics: Route 1 – Fast Track Students are entered for GCSE Mathematics to be completed by the end of the January of Year 11 with a view to using the remainder of Year 11 to gain a broader and deeper understanding of the mathematics to be covered at AS level. Route 2 – Core Students will generally take the Module 1 examination in the November of Year 10, followed by Module 3 in the summer of Year 10. The final terminal examination (module 5) will be taken during the summer of Year 11.

Progression to Sixth Form: This course can lead to the study of A Level Mathematics and/or A Level Further Mathematics. It can also lead to A Level Accounting.


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Modern Foreign Languages Department The Modern Foreign Languages department is situated in a suite of five classrooms, all of which are equipped with data projectors and interactive whiteboards. The Department offers GCSE courses in French, German and Spanish and is fortunate in having an experienced staff including two French native speakers and one native German speaker. The Department also currently has the support of a Spanish and a Senegalese Assistant who are able to give additional help with spoken language and conversation. Each year, the Department organises a series of trips to France, Germany and Spain. In the past year these have included a cultural visit to Barcelona for students of Spanish and a Christmas Markets trip for students of German. Courses offered in Modern Foreign Languages in Key Stage 4: „„ GCSE French „„ GCSE German „„ GCSE Spanish

GCSE in French, German or Spanish (AQA) Entry: Open to all students who wish to continue the study of a language from Key Stage 3.

Overview: This is an optional course, taught over four lessons. The course seeks to develop an understanding of the chosen language in both its written and spoken form in a number of different contexts. At the same time students are encouraged to develop their knowledge of the people, culture and country where the target language is spoken and to develop positive attitudes towards the learning of the language. As students’ awareness of the structure and grammar of the language improves, their listening, speaking, reading and writing skills will also develop.

Unit descriptors: During the study of this course, students will cover a number of topics grouped broadly under the following four themes: My World This will include personal introductions, and learning to talk about family, spare time activities and future plans.


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Holiday Time and Travel This will include language relating to tourism, booking accommodation and dealing with lost property. Work and Lifestyle This looks at the topics of healthy eating, leisure and shopping and work experience. The Young Person in Society This will include discussion of topics such as the environment, social issues, the media, unemployment and job hunting.

Assessment: Assessment is by a combination of externally set, written examinations and a speaking test. All four skills are tested. The reading, listening and writing skills are tested through written examinations while the speaking skills are assessed by means of a recorded interview. Students can choose not to sit the writing examination, but to replace it with two short pieces of coursework.

Progression to Sixth Form: This course is designed to prepare students for further study of their chosen language at A Level.

Performing Arts Department The Performing Arts Department consists of three specialist teachers; 2 music teachers and a dance/drama teacher. There is strong and well-developed peripatetic provision within Brooke Weston and the department offers a variety of extra-curricular activities for students and has established a regular concert programme which takes different ensembles to perform nationally, in collaboration with other groups. Brooke Weston will benefit in September 2009 from a state-of-the-art purpose-built Creative Arts and Media wing. Teaching will take place in a specifically designed drama studio, dance studio with a sprung floor and music department with practice rooms and a recording studio.  There will be a main music room to cater for practical music and extra-curricular rehearsals and a music technology suite that will house a classroom set of music-based computers with a selection of music software.  The 3 practice rooms and the bigger ensemble room will all be sound proofed and will benefit from being connected to the studio control room.  The drama and dance studios will benefit from projectors and the music department will also have interactive whiteboards.  This new interactive learning environment is a superb and exciting addition to Brooke Weston that aims to develop the learning experience of all performing arts students. Optional courses offered in Performing Arts: „„ BTEC First Certificate in Music „„ GCSE Dance


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GCSE Music

BTEC First Certificate in Music (Edexcel) Entry: Open to all students with an interest in music. Their practical music skills might not be strong enough to meet the traditional requirements of the GCSE in Music. Students will have experience of using music and computers together and will also be interested in capturing live music as recorded sound.

Overview: This is an optional course worth two GCSEs, taught over four lessons. The course is designed to provide a specialist work-related qualification and has been developed to provide the knowledge, understanding and skills necessary to prepare students for employment in the music industry.

Unit descriptors: Unit 1: Planning and Creation of a Music Product This unit allows students to apply the specialist skills, knowledge and understanding for their discipline to the planning, preparation and/or rehearsal of a showcase of their work in the form of an audio CD. The scope of the music product should reflect the skills and understanding gained through the specialist units in this qualification. Therefore, the unit is suitable for instrumentalists, singers and computer music specialists. Unit 4: Exploring Music Composition: Exploring music composition brings the creative aspect of music to the fore and will guide students through the process of creating music. They will be introduced to the technical and creative skills required of a working composer. They will be encouraged to explore a range of compositional starting points, to investigate a range of techniques for developing and manipulating ideas and finally to form ideas into completed pieces of music. Unit 14: Exploring an Area of Music: This unit will enable students to extend their musical knowledge in the area of their choice and it is expected that on completion of the exploration, the knowledge gained will be shared with other members of their group. A key part of this unit is the need to complete the exploration of the chosen area to a specified deadline. This will ensure that learners plan their exploration time accordingly.

Assessment: This course is 100% coursework which is internally assessed and externally moderated.

Progression to Sixth Form: This course can lead to the study of BTEC National Award in Music Technology (Recording)

GCSE Dance (AQA) Entry: Open to all students with an interest in dance. They should ideally have experience of some dance styles and have a basic grasp of dance terminology. Students will hopefully have a developed level of physical and rhythmic awareness.

Overview: This is an optional course, taught over two lessons. This course allows students to capitalise on using symbolic movement to express themselves. The areas of study include a range of dance styles and aims to develop dance styles already experienced by the students. The course is designed to allow the study of dance through the integration of performing, choreography and reflection and appraisal.

Unit descriptors: Unit 1: Critical Appreciation of Dance In this unit students will develop their ability to describe, analyse, interpret and evaluate features of dance using appropriate terminology. They will study dance, comparing and contrasting different choreographers, dance works, styles and cultural influences. Students will develop an understanding of the physical, aesthetic and artistic contexts of dance.


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Unit 2: Set Dance In this unit students will demonstrate their physical competence and effectiveness as performers and their knowledge of safe working practice. Unit 3: Performance In a Duo/Group Dance In this unit students will demonstrate their physical competence and effectiveness as performers and their knowledge of safe working practice within a specific role as a member of a group and team dance work. Unit 4: Choreography In this unit students will demonstrate their increasing effectiveness as a choreographer and their ability to appreciate dance. They will explore their thoughts, ideas and meaning through movement. Students will select and use actions, dynamics, space and relationships to convey artistic intention and create and structure dances.

Assessment: Paper 1: Critical Appreciation of Dance Students sit an externally set examination paper on listening and appraising. This is worth 20% of the total marks for the course. Paper 2: Set Dance Students will perform a choreographed routine externally set for the duration of the course. This is worth 20% of the total marks for the course. Paper 3: Performance in a Duo/Group Dance Students sit an internal practical assessment under controlled conditions. This is worth 20% of the total marks for the course.

Paper 4: Choreography Students sit an internal practical assessment under controlled conditions. This is worth 40% of the total marks for the course.

Progression to Sixth Form: This course can lead to the study of A Level Dance and/or BTEC National Award in Performing Arts.

GCSE Music (Edexcel) Entry: Open to all students with an interest in music. They should ideally be learning a musical instrument and have a basic grasp of music terminology. Students will hopefully have experienced music technology in one format of another. It is invaluable if students can read music notation.

Overview: This is an optional course, taught over two lessons. This course allows students to capitalise on their different musical interests. The areas of study include a wide range of music from classical and world music to popular music. It is designed to allow the study of music through the integration of performing, composing, listening and appraising with the opportunity to use music technology in performance and as a compositional tool.

Unit descriptors: Unit 1: Performing Music In this unit students will submit both a solo and ensemble recorded performance. Performances may be on any instrument and in any style. Unit 2: Composing Music In this unit students will submit two original compositions based on different areas of study from Unit 3: “Listening and Appraising�. Although students will have the freedom to compose in any style, they will have to show their understanding through the study of music of the same genre. Unit 3: Listening and Appraising In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres grouped into four areas of study each of which contains three set works:


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Area of study 1 - Western Classical Music 1600-1899 Area of Study 2 - Music in the 20th Century Area of Study 3 - Popular Music in Context Area of Study 4 - World Music

Assessment: Paper 1: Performing There are two aspects to this – solo and ensemble performing. Each is worth 15% of the total marks for the course. Paper 2: Composing Two different compositions are written, based on one of the areas of study. Each is worth 15% of the total marks for the course. Paper 3: Listening and Appraising Students sit an externally set examination paper on listening and appraising. This is worth 40% of the total marks for the course.

Progression to Sixth Form: This course can lead to the study of A Level Music, BTEC National Award in Music (Performing) or BTEC National Award in Music Technology (Recording).

PH&F Department The PH&F department has a wide range of resources that fully meet the needs of students studying Physical Education at both core and examination level. In practical areas, students have access to a fully-equipped sports hall, dedicated fitness equipment , two Astroturf pitches, a high-quality rugby pitch, a high-quality football pitch, five tennis courts, three netball courts and access to the Weston Theatre for dance activities. Work in the classroom is supported by the latest technology, such as interactive whiteboards, to ensure the curriculum is developed to meet the learning needs of all our students. Optional courses offered in PH&F: „„ BTEC First Certificate in Sport „„ GCSE PE


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BTEC First Certificate in Sport (Edexcel) Entry: Open to all students with an interest in the theoretical aspects of sport with a particular focus on coaching and officiating. Students that enjoy sport as a leisure pursuit and who are interested in the development of skills linked to the running and administration of sporting activities would be particularly suited to this course.

Overview: This is an optional course worth two GCSEs, taught over four lessons. This course offers an introductory vocational qualification that focuses on aspects of employment within the sport sector.

Unit descriptors: Unit 1: Health, Safety and Injury in Sport This unit will provide students with a good understanding of health and safety issues relating to sports participation and how they can take precautions to ensure sports participants avoid injury. Types of sporting injury are also examined. Unit 2: Planning and Leading Sports Activities This unit provides students with knowledge and skills to be able to plan and lead a range of practical sport activities and it provides students with their first steps into leadership and sports coaching. Unit 3: Practical Sport This unit focuses on developing and improving the students’ own practical sports performance. At least one team and one individual sport should be studied, giving students the opportunity to improve and develop their understanding.

Assessment: This course is 100% coursework which is internally assessed and externally moderated.

Progression to Sixth Form: This course can lead to the study of a BTEC Level 3 in Sport.

GCSE PE (OCR) Entry: Open to all students with strong sporting ability and an interest in developing their theoretical knowledge.

Overview: This is an optional course, taught over two lessons. This course encourages students to develop their sporting ability in at least two of the following activity areas: games, dance, athletics, swimming and outdoor and adventurous activities. The theoretical element looks at helping to consolidate knowledge within a wide range of Physical Education contexts.

Unit descriptors: Unit 1: Theoretical – Factors Affecting Performance and Participation in Physical Activity Section A: Health, fitness and the factors affecting performance. This will include the following aspects: the components of skill and health-related fitness related to specific physical activities, the nature of different types of physical activity and an analysis of a healthy diet. Section B: Principles of training. This will include the following topics: an analysis of effective fitness training techniques, the physiological response to exercise, related psychological factors linked to fitness, skill acquisition, technical developments in fitness and the study of safety issues including risk assessment. Section C: Factors affecting individual performance and participation. This will include the following topics: school, changing attitudes, social groupings, leisure time and facilities available. Section D: Social and cultural factors affecting performance. This will include the following topics: sponsorship, media, social and cultural aspects and the influences of local and national providers. Unit 2: Practical – Effective Performance and Analysis of Physical Activities Section 1: Analysing performance Task


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Section 2: Students are assessed in four practical activities chosen from at least two of the following activity areas: games, gymnastics, dance, athletics, swimming and outdoor and adventurous. Students may also opt instead for a games option which allows students to be assessed in four different games.

Assessment: Students will take one externally set examination worth 40% of the total marks for the course. The coursework unit makes up the other 60% of the marks.

Progression to Sixth Form: This course can lead to the study of a BTEC Level 3 in Sport.

Science Department The Science department has twelve subject specialists and is supported by a team of four technicians. Learning takes place in a block of ten modern, purpose-built laboratories. All laboratories have been enhanced to provide excellent facilities including built in video and Internet access and interactive whiteboards. There are two preparation rooms enabling the department to be fully stocked with the chemicals and equipment needed for Key Stage 4 courses. Courses offered in Science (all students must choose one of the following): „„ GCSE Science followed by a choice of either GCSE Additional Science or GCSE Additional Applied Science (two separate qualifications) „„ Separate sciences leading to GCSEs in Biology, Chemistry and Physics „„ Fast track entry leading to GCSEs in the separate sciences at the end of Year 10 and AS Science in Year 11

GCSE Science (OCR Gateway Suite) Entry: This course is for students who benefit from studying at a slower pace, allowing them to fulfil their potential in science. This course is taken with GCSE Additional Science.

Overview: This is one of the Science optional courses, taught over four lessons with GCSE Additional Science/Additional Applied Science. It is centred on exciting, innovative activities and investigations that are linked to the role of science in our everyday lives. All of the modules studied are common to the separate science GCSEs, allowing students the flexibility and choice of course that will maximise their potential.


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Unit descriptors: Unit 1 P1: Energy for the Home C1: Carbon chemistry B1: Understanding ourselves Unit 2 P2: Living for the Future C2: Rocks and Metals B2: Understanding Our Environment Unit 3: Coursework The coursework unit comprises of a set of ‘Can-Do’ tasks and a report on Science in the News.

Assessment: Students will take two externally set examinations worth 33.3% of the marks for the course. The coursework unit makes up the other 33.3% of the marks.

Progression to Sixth Form: This course can lead to the study of A Level Biology, A Level Chemistry and/or A Level Physics as well as OCR National Level 3 in Health, Social Care and Early Years

GCSE Additional Science (OCR Gateway Suite) Entry: This course is for students who benefit from studying at a slower pace, allowing them to fulfil their potential in science. This course is taken with GCSE Science.

Overview: This is one of the Science optional courses, taught over four lessons with GCSE Science. It is centred on exciting, innovative activities and investigations that are linked to the role of science in our everyday lives. All of the modules studied are common to the separate science GCSEs, allowing students the flexibility and choice of course that will maximise their potential.

Unit descriptors: Unit 1 B3: Living and Growing C3: The Periodic Table P3: Forces for Transport Unit 2 B4: It’s a green world C4: Chemical Economics P4: Radiation for Life Unit 3: Coursework The coursework unit comprises of a portfolio of work, including a research study, a data task and practical skills.

Assessment: Students will take two externally set examinations worth 33.3% of the marks for the course. The coursework unit makes up the other 33.3% of the marks.

Progression to Sixth Form: This course can lead to the study of A Level Biology, A Level Chemistry and/or A Level Physics as well as OCR National Level 3 in Health, Social Care and Early Years


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Brooke Weston Key Stage 4 Choices 2009

GCSE Additional Applied Science A (OCR 21st Century Suite) Entry: This GCSE is taken after the GCSE science and is suitable for students who produce their best work in class rather than in examinations and are interested in developing an understanding of how science influences our daily lives.

Overview: This is one of the Science optional courses, taught over four lessons with GCSE Science. Additional Applied Science provides a work-oriented experience of how science is applied in chosen manufacturing or service areas.

Unit Descriptors: Module AP1: Life Care In this module candidates explore the importance of collecting, analysing and interpreting data, and of monitoring progress in fitness, treatment and care programmes. Module AP3: Scientific Detection Collecting and analysing reliable scientific evidence plays a fundamental role in many important decisions made on a personal, local, national and international level. In this module, candidates explore the importance of scientific evidence in a variety of contexts. Module AP5: Communications Systems which process and transmit signals are widely used in entertainment, personal and mass communications. They have become an integral part of very many people’s lives. Global communications have dramatically changed production, politics and national cultures. In this module, candidates explore a variety of communications technologies including: warning and surveillance systems; broadcast radio and television; fax and email communications; home entertainment systems.

Assessment: Units 1, 3 and 5 are assessed by means of separate externally set examination papers each worth 16.7% of the total GCSE marks. The fourth unit is coursework which comprises a portfolio of work related tasks worth 50% of the total marks for the course.

Progression to Sixth Form: This course can lead to the study of OCR National Level 3 in Health, Social Care and Early Years.

Separate sciences (OCR Gateway suite) Entry: This is the course the majority of science students will follow, allowing them access to 3 GCSEs in Biology, Chemistry and Physics.

Overview: This is one of the Science optional courses, taught over four lessons. It will appeal to students of all abilities and is centred on exciting, innovative activities and investigations that are linked to the role of science in our everyday lives. The first 4 modules in each of the Biology, Chemistry and Physics qualifications are common to GCSE Science and GCSE Additional Science, allowing students the flexibility and choice of course that will maximise their potential.


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Unit descriptors: Biology Unit 1

Biology Unit 2

B1: Understanding ourselves

B4: It’s a green world

B2: Understanding Our Environment

B5: The Living Body

B3: Living and Growing

B6: Beyond the microscope

Chemistry Unit 1

Chemistry Unit 2

C1: Carbon chemistry

C4: Chemical Economics

C2: Rocks and Metals

C5: How much?

C3: The Periodic Table

C6: Chemistry out there

Physics Unit 1

Physics Unit 2

P1: Energy for the Home

P4: Radiation for Life

P2: Living for the Future

P5: Space for reflection

P3: Forces for Transport

P6: Electricity for gadgets

Biology, Chemistry and Physics Unit 3: Coursework The coursework unit can be chosen to be a set of ‘Can-Do’ tasks and a report on Science in the News or a research study, a data task and practical skills.

Assessment: For each of the three sciences, students will take two externally set examinations worth 33.3% of the marks for the course. The coursework unit in each makes up the other 33.3% of the marks.

Progression to Sixth Form: This course can lead to the study of A Level Biology, A Level Chemistry and/or A Level Physics as well as OCR National Level 3 in Health, Social Care and Early Years

Fast track entry (OCR) Entry: This is the course for those students who work at an accelerated pace through the activities and are then able to achieve a very good grade in each of the separate sciences at the end of year 10.

Overview: This is one of the Science optional courses, taught over six lessons. GCSEs in the three separate sciences will be completed at the end of Year 10. In Year 11, students have the opportunity to study AS Level Science. This course contains elements of biology, chemistry and physics, as well as earth science and environmental science. It offers students a broad, balanced study of science beyond GCSE that will provide firm foundations if they then wish to go on to study the science in the Sixth Form.

Unit descriptors: GCSE Biology, Chemistry and Physics are outlined under the Separate Sciences section. AS Level Unit 1 Remote sensing and the Natural Environment; sensing the environment using electromagnetic radiation; and Stable and vulnerable ecosystems


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Brooke Weston Key Stage 4 Choices 2009

Unit 2 Science and human activity; weather, climate and climate change; chemical processes in the atmosphere; proteins and genetic engineering; and options for energy generation Unit 3: Coursework Practical skills in Science; case study; and practical task

Assessment: GCSE Biology, Chemistry and Physics are outlined under the Separate Sciences section. AS science Students will take two externally set examinations worth 30% and 50% respectively. The coursework unit makes up the other 20% of the marks for this AS Level.

Progression to Sixth Form: This course can lead to the study of A Level Biology, A Level Chemistry and/or A Level Physics as well as OCR National Level 3 in Health, Social Care and Early Years.

Diplomas What do Diplomas involve? From 2009 Brooke Weston will be offering two new Diplomas in Construction and the Built Environment and Creative and Media. The Diplomas offer a mix of theoretical and practical learning and consist of three key elements: „„

„„ „„ „„

Principal Learning -This focuses on developing the knowledge and skills that are a crucial element of the subject that is chosen. There will be a strong focus on learning by doing and students will be given the opportunity to develop their skills in an applied context Generic Learning – All diploma students will follow a programme of Generic Learning which will include functional skills, a project and work experience: Functional Skills - These allow students to develop their skills in English, mathematics and ICT in a practical way and are in addition to the GCSEs in English and mathematics. Project – All diploma students will have the opportunity to undertake a project which will be related to the key subject area of their Diploma and will enable them to put the skills they are learning into practice – for example if a student is studying a Creative and Media Diploma, they may get involved in developing a publicity campaign for an art exhibition.


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„„

Work Experience - In addition to the above, all students will undertake a minimum of ten days work experience which will be related to the subject area of the Diploma and give them the opportunity to put their knowledge and understanding into practice. „„ Additional and Specialist Learning – This gives students the opportunity to choose two further 2-lesson optional subjects (GCSEs or Nationals) which may be related to the Diploma or may simply reflect other interests and career ambitions they may have. „„ The Higher Diploma will be equivalent to 7 x GCSEs grade A* – C. In addition to the above, all Diploma students will undertake the core subjects as outlined on page 3, namely: „„ „„ „„ „„ „„

English Language and Literature (2 GCSEs) Mathematics (1 GCSE) Science (2 or 3 GCSEs) DT (1 GCSE) Period 1 (not examined)

„„

PE (not examined)

What is different about a Diploma? Diplomas are a new way of studying and accumulating qualifications. They offer students the opportunity to learn both through theory and practice, applying their learning and knowledge in a practical and real world environment. The Principal Learning will be delivered during one full day, equivalent to five lessons a week, over ten terms – five in Year 10 and five in Year 11. This means that in Year 11, Diploma students will not commence full study leave at the end of term 4 but continue to attend the Academy for the diploma day only. The Additional and Specialist learning will be timetabled alongside the traditional GCSE and Nationals options and the Generic Learning will take place on one lesson each week. The traditional 10 day work experience will continue to take place at the end of Year 10 but Diploma students may do additional specialist work placements during the course of the two year programme. What are the benefits? The Diplomas combine elements of academic subjects and practical skills in a way that reflects modern industrial and commercial working practice and the demands of a degree course. They give students a good understanding of a group of closely related subjects whilst at the same time enabling them to develop the knowledge, understanding and transferable skills they need in employment or in a college or university course. Which students will the Diplomas be applicable to? The format of the Diplomas will appeal to students who are academically focused but who like practical subjects and problem solving as well as relishing the opportunity to apply what they are learning in real life contexts. The flexibility of the programmes allows students to gain both an in depth knowledge in subjects in which they are really interested but also to broaden their studies in other areas. Students will be self motivated and have the ability to work independently on projects and be adaptable to working in a range of different contexts.

Level 2 Diploma in Construction & the Built Environment (Edexcel) Entry: The Diploma in Construction and the Built Environment takes a holistic and integrated work-related approach to the built environment. It will prepare young people for a range of occupations within the sector including architecture, interior design, construction, specialist building, building maintenance services, utilities services, facilities management, property and asset management, and housing.

Overview: This is an optional course taught over one day per week. The Diploma in Construction and the Built Environment gives students a chance to learn in different settings. They will learn how the built environment is designed and constructed, how it is used, and how it affects people and communities. There will be lots of practical activities such as getting involved in site visits and the planning and building of prestigious projects, guided by teachers, local practitioners and leading employers within the industry. Finally, each student will have the opportunity to apply everything they have learnt into their own specialist area or interest.


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Brooke Weston Key Stage 4 Choices 2009

There are three main themes that run through the Construction and Built Environment Diploma: Design the built environment: Students will learn about the various design considerations and architectural features associated with the built environment. This may involve designing their own unique modern building or structure, which takes into account how it will impact on the people and community around it. Create the Built Environment: Students will learn about the tools and practical techniques used in design and construction. Students may, for example, learn how to build a half-brick wall using traditional building techniques and investigate various new and sustainable building materials. Value and use the built environment: Students will analyse the need for good management and continuous maintenance of a range of buildings including stately homes to prestigious public facilities.

Unit descriptors: Unit 1: Design the Built Environment: The Design Process: Students will investigate the factors that influence the design process and the factors that can influence the outcome of their own design. These may include town & country planning, building regulations and control, or community consultation and sustainability issues. Unit 2: Design the Built Environment: Materials & Structures: Students will learn about materials & their function within structures. They will investigate how materials are incorporated into a project and their function within the overall design solution. Students will also understand the sustainable elements in their choice of materials they investigate. Unit 3: Design the Built Environment: Applying Design Principles: Students will be supplied with a brief from a client for a modern construction project. They will learn how to develop this brief into a detailed design. During this task they will learn both traditional hand drafting techniques as well as Computer Aided Design (CAD), enabling them to produce detailed floor plans, elevations, cross sections or exploded detail. Unit 4: Create the Built Environment: Structures: Students will learn about the methods used in the construction of the main structural elements of a new building or structure. This unit explores the construction of a building from its substructure to the superstructure. Substructure covers the different types of foundations that support the loads of the building, from traditional strip foundations to modern raft foundation construction. The different forms of structure that support a building and the material that can be used for these (such as steel and concrete) are also investigated. Unit 5: Create the Built Environment: Using Tools: Students will learn and implement health & safety practices in a construction craft environment. In this unit students will undertake a practical exercise which may, for example, require them to produce one meter square of half brick wall in stretcher bond, with a bucket handle pointed joint one side Unit 6: Value & Use of the Built Environment: Communities: Students will learn how sustainability affects the built environment. They may, for example, be required to conduct a role play in which they have been appointed as a consultant for a supermarket chain to produce a report on the sustainability of its growth and maintenance works. Unit 7: Value & Use of the Built Environment: Facilities Management: Students will learn about the maintenance of the built environment and will work with organisations that maintain, manage and protect the built environment. Understanding how these types of services are provided and being able to identify the social and economic benefits that such management brings to the organisation and the wider community.

Project: The Level 2 Project is a stand-alone qualification and a mandatory component of the Diploma. The Project is an independent piece of work selected by the student to help them develop their skills in independent enquiry, planning, research, analysis, presentation skills and the further development of their Functional Skills and PLTS. The Level 2 Project offers students the chance to develop their own learning experiences in an area of personal interest and can also be used to help them with their plans for further and higher education or career development. The student needs to present a plan of their Project which needs to be approved by the tutor and awarding body.

Assessment: To achieve the Diploma, the student must successfully meet the assessment criteria for all the components of the Diploma programme of study. Each unit is assessed through a single assignment which reflects the aim of the unit. These assignments may be a combination of case studies, practical assignments, work-based assessments, projects, or sustained investigations. Only Unit 4 (Create the Built Environment: Structures) will be externally assessed. All other units will be assessed internally.


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Progression to Sixth Form: The Diplomas have been designed to allow seamless progression from the Higher to the Progression/Advanced Diploma in Construction and the Built Environment. At this stage, students can then elect from one of four different pathways to focus their studies in areas of interest to them: Construction – the relationship between the built environment and the wider community Building Services Engineering – looking at electrical and mechanical engineering links Management of Built Assets – understanding the issues relating to sales, letting and management of buildings „„ Management in the Built Environment – resource management within the industry. However, students could opt to take up an apprenticeship or enter into employment within the industry or decide to undertake a more traditional academic route and study A Levels. „„ „„ „„

Level 2 Diploma in Creative and Media (Edexcel) Entry: Open to all students with an interest in and aptitude for the visual arts, media, ICT and creative writing. The course would be most suitable for students who want to develop their creative skills, who enjoy a practical, coursework based approach to learning, with a view to further study or working within the Creative and Media sector. A good indicator of success would be to achieve at least a D grade in their Y9 art and design studies and NC level 5 in English.

Overview: This is an optional course taught over one day per week. Taking the best elements and concepts from academic and vocational qualifications, the Diploma in Creative and Media is a rigorous and demanding qualification, developed in conjunction with industry and higher education. The Diploma comprises of seven mandatory units. Six units are project based, internally assessed and externally moderated and the seventh is an externally set and examined written report. Ten days of work experience is essential to the course and local employers will be engaged in workshops, presentations and live briefs to contextualise and further students’ understanding.

Unit descriptors: Unit 1: Scene: An introduction to the creative and media industries both locally and nationally, identifying and analysing the needs of the region Unit 2: Performance: Students study the history of performance and the elements that contribute to staging a performance (not a drama assignment – no acting/dancing/singing skills necessary) Unit 3: Artefact: Creating objects for a purpose. Investigating designing and making techniques to answer a design brief Unit 4: Record: Students will need to be able to keep notes/journals. They will investigate different and innovative ways of recording progress from internet blogs to pod casts and video journals to sketchbooks, photographic records and witness statements Unit 5: Campaign: Investigation into the various elements required to make a campaign ranging from advertising techniques, to raising awareness of local issues, to fund-raising Unit 6: Festivals: A celebration of the achievements made during the course, including an exhibition of work produced in the individually negotiated Extended Project. Students will research festivals of the world and bring some of what they learn to their own celebration Unit 7: Project Report: Externally set, written report documenting an assignment students have produced during the course

Project: Alongside the seven mandatory units outlined below students will complete a sustained project under a negotiated theme that will extend their understanding of the creative and media industries.

Assessment: A variety of internally assessed and externally moderated assignments including a combination of case studies, practical assignments, work-based assessments, projects, performance observations and sustained investigations are used in this qualification.


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Brooke Weston Key Stage 4 Choices 2009

Progression to Sixth Form: This course can lead to a Level 3 Diploma in Creative and Media, traditional A Levels in art, photography, theatre studies, English language, literature and media studies or an apprenticeship in the creative and media sector.

FAQs How will the teaching groups be organised? You will, generally, be in groups related to your ability or options selected. When entering GCSE exams, decisions have to be made about the degree of difficulty of the exam you will take, for example whether the highest grade achievable in a course is an A* or maybe a C. Different students will need to deal with different skills, concepts and knowledge and sets are the most suitable way to cope with these challenges. Differentiation within sets will continue to operate, which means that students who work well in a set can move up and not be ‘out of phase’ with the new group. Conversely, those who do not work well will move down. How many lessons will I be taught in each subject? „„ English 3 lessons „„ Maths 3 lessons „„ Science 4 lessons „„ Design & Technology 2 lessons „„ PH&F 2 lessons „„ Period One 1 lesson „„ Options 10 lessons How many can I select? One the options sheet, some of the subjects are taught with 4 lessons per week and others with 2 lessons. You will need to choose a range of options that will fill 10 lessons per week. This means that you have 4 choices: „„ „„ „„ „„ „„

Two subjects that have 4 lessons per week, one subject with 2 lessons per week (10 lessons total) One subject that has 4 lessons per week, three subjects with 2 lessons per week (10 lessons total) Five subjects that have 2 lessons per week The Construction option (with one choice of a 2-lesson option) A Diploma option (with two choices of 2-lesson options)


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Are there any restrictions? There are a small number of restrictions on the combination of subjects that you can select. „„ „„ „„ „„

You may only select one of the subjects offered by Art You may only select BTEC Level 3 National Award in Business (eBusiness Software) if you have achieved a Merit or Distinction in your OCR National Certificate in ICT You may only select one of the subjects offered by Music You may only select one of the subjects offered by PH&F

Who do I consult? Clearly your parents must be involved. At Brooke Weston, your Tutor is obviously the first person to talk with. Subject Teachers and Heads of Department are willing to speak with you informally and by appointment. You can also take the opportunity to talk to teachers in lesson time. Mr Primmett, the careers advisor, will be available to discuss any issues concerning the choices and vocational implications. The final decisions are made by you and your parents. What do I need to achieve if I take five GCSEs and want to go on to higher education? Usually students are expected to achieve five GCSEs at grade B or above to pursue AS Level in Year 12 and onto A2 (the full A Level) in Year 13. It is normal for those with three A Level passes at grade D or above to gain entrance to higher education. Those students who wish to proceed to the highly competitive courses such as medicine, law, business studies, veterinary science, etc. often need to study four A Levels and achieve at least an A grade in each. Will all the courses listed in this booklet take place? We hope to be able to offer all the courses listed in this booklet. However, if there are insufficient numbers to allow a course to run then we will endeavour, where possible, to offer an alternative. There may also be some changes to the curriculum offered as a result of staffing and timetabling constraints. What after school clubs are available? There are a wide range of post 16:05 clubs and activities to take part in. As well as sports clubs and teams, there are activities offered by different departments. A full list of current activities can be accessed on our website. They are also listed on the television screens each day. Will I be able to take part in the residential programme? Students in Year 10 are able to take part in our varied residential programme which occurs each year at the beginning of July. We offer a range of active and cultural trips. Past trips have included water-based activities in Spain, mountain-based activities in the Alps, trips to Berlin, Barcelona, Paris, New York, Greece, Italy, London and a French chateau. What happens if I am unhappy with my subject choices after a short period of time? If you decide early during the first term of Year 10 that you may have made the wrong choices, you should discuss this initially with your subject teachers and tutor. In most cases, you will be able to change course without too much difficulty although, of course, you would need to catch up on work missed from the new course.


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Brooke Weston Key Stage 4 Choices 2009

KS4 Options Sheet Name Tutor Group Core (15 lessons per week)

Tick

English

Maths

Science

Design Technology (please choose ONE): GCSE Design and Technology: Product Design GCSE Design and Technology: Engineering GCSE Design and Technology: Textile Technology PH&F

Period one

Options (10 lessons per week)

Tick

Lessons per week

GCSE 3D Art

4

GCSE Art General

4

GCSE Photography

2

GCSE Business Studies

2

GCSE Drama

2

GCSE Media Studies

2

GCSE Geography

2

GCSE History

2

GCSE Psychology

2

GCSE Religious Studies: Philosophy and Ethics

2

GCSE Sociology

2

BTEC Level 3 National Award in Business (eBusiness Software)

4

GCSE French

4

GCSE German

4

GCSE Spanish

4

BTEC First Certificate in Music

4

GCSE Dance

2

GCSE Music

2

GCSE First Certificate in Sport

4

GCSE PE

2

Fast Track Science

2

BTEC First Diploma in Construction

10

Level 2 Diploma in Construction and the Built Environment

10

Level 2 Diploma in Creative and Media

10

Tutor signature

Key Stage 4 Prospectus 08-09  

Brooke Weston's KS4 prospectus for academic year 2008-09