Key Stage 4 - 2014 by Brooke Weston

FOR ACADEMIC YEAR 2014 - 2015

Contents Message from the Principal.................................. 3 Mathematics Department.................................. 28 Introduction.......................................................... 4 Art Department.................................................... 9 GCSE General Art (Edexcel)................................. 9 GCSE Photography (Edexcel)............................. 10 Design & Technology Department..................... 12 GCSE Design & Technology: Product Design (AQA)................................................................. 12 GCSE Design & Technology: Food Technology (AQA)................................................................. 13 GCSE Design & Technology: Textiles Technology (AQA)................................................................. 14

GCSE Mathematics (OCR).................................. 28 Additional Maths (OCR)..................................... 29 Modern Foreign Languages Department........... 30 GCSE in French, German or Spanish (AQA)....... 30 Performing Arts Department.............................. 32 GCSE Dance (AQA)............................................. 33 GCSE Drama (AQA)............................................ 34 GCSE Music (Edexcel)........................................ 34 PH&F Department.............................................. 36 GCSE PE (AQA)................................................... 36

English Department............................................ 15 Science Department........................................... 38 GCSE English Language (OCR)............................ 15 GCSE Science (OCR Gateway Suite)................... 38 GCSE English Literature (OCR)........................... 16

GCSE Additional Science (OCR Gateway Suite).. 39

GCSE Media Studies (OCR)................................ 17

Separate sciences (OCR Gateway suite)............ 40

Humanities Department..................................... 19

BTEC First Awards in Applied Science (Edexcel).40

GCSE Geography (OCR)...................................... 20 FAQs.................................................................... 42 GCSE History (OCR)............................................ 21 GCSE Religious Studies: Philosophy and Ethics (AQA)................................................................. 22 ICT and Business Department............................ 23 GCSE Business Studies (Edexcel)........................ 24 Cambridge National Level 2 Certificate in Business and Enterprise (OCR).......................... 25 GCSE in Computing (OCR).................................. 26

KS4 Options 2014................................................ 44

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Key Stage 4 Choices, 2014 – 3

“ Students make outstanding progress because of consistently high-quality teaching, teachers’ exemplary use of assessment, rigorous tracking, sharply focused interventions, and excellent support and guidance. “ – Ofsted 2011

Message from the Principal Dear students As you approach the next two years of your education, you will be able to make some 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, mathematics and science, will enable you to follow any future career pathways. You should have already secured one GCSE grade 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. You will be aware that if you chose a route which combines English, mathematics, science, history or geography and a modern foreign language, then you will be eligible to secure the English Baccalaureate. This will be an important qualification for students thinking of going to University in the future. 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. I am very confident that you will go on to achieve high levels of success in this very important phase of your studies and we will be here to support you in every way that we can. Good luck

Miss Stringer

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Introduction This Key Stage 4 course booklet sets out the subjects available. It introduces a range of additional academic and vocationally-related choices for you to select in readiness for the final phase of your 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 you. 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? What about the eBacc? 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 you can make the most relevant decision for you. The opportunities we offer our students during Key Stage 4 will include: General Certificate of Secondary Education (GCSE) in a range of subjects Vocationally-related qualifications 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. Everyone is already competent in information and communication technology and should have already gained a formal qualification in this subject by 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. An average school curriculum is based on 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. The investment of time into the core subjects identifies our priorities; it is in the subjects of English, mathematics and science that we expect GCSE entry for everyone. In addition to this, all students should have already secured an OCR Level 2 Cambridge National Certificate in ICT, equivalent to 1 GCSE, during Year 9. 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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Structure Core Subjects (15 lessons per week) English (4 lessons per week) GCSE English Language with GCSE English Literature All students will pursue a course leading to two GCSEs in English.

Mathematics (4 lessons per week) GCSE mathematics All students will pursue a course leading to one GCSE in mathematics. (Those students aiming for an A* will have the opportunity to pursue a course in ‘Additional Maths’ alongside their mathematics GCSE)

Science (4 lessons per week) GCSE Science (1 GCSE) with GCSE Additional Science (1 GCSE); Separate Sciences (3 GCSEs); BTEC First Awards in Applied Science (2 GCSEs) 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.

Citizenship (1 lesson per week) The Citizenship 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; social education; and financial management. The 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 European Union and the UN. Students will also expand their enterprise skills and their active citizenship role in organising a Fair Trade Christmas Market. 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 reflect on career pathways 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. They will also be given the opportunity to look at social and moral dilemmas from the past and present to look at the impact they have on our lives and the way they influence our government.

Optional Subjects (10 lessons) There is a wide and varied choice of optional subjects available to students covering the arts, languages, humanities-based subjects, business-related subjects, sports studies and creative-based options. These

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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.

English Baccalaureate The Government believes that schools should offer students a broad range of academic subjects to age 16, and the English Baccalaureate (EBacc) is designed to ensure this happens. The EBacc is not a new qualification in itself. It recognises students’ achievements across a core of selected academic subjects. The English Baccalaureate will cover achievement in English, mathematics, science, a modern foreign language and a humanities subject. To achieve the EBacc, students will need to ensure they opt to study GCSE English and GCSE mathematics (both core options), either triple science or GCSE Science with GCSE Additional Science, a modern foreign language and either history or geography.

GCSEs and University The grades you achieve at GCSE and the subject choices you make at this point can have a significant impact on whether or not a future application made to University is successful. The following points should be considered: Virtually all university courses now stipulate a minimum entry requirement of 5 A*-C GCSEs, including English language and mathematics. Several courses require at least a GCSE grade B in English language or mathematics and in some cases, both subjects Occasionally a university will require a GCSE in a modern foreign language at A*-C for entry onto any course at the university For a degree in English language, universities often look for applicants to have a GCSE grade A*-C in a modern foreign language A grade B in GCSE mathematics, and sometimes a science subject, is often required for certain degrees such as psychology and physiotherapy A number of university medical and veterinary science courses require a minimum of 7 A* grades at GCSE Further information regarding GCSE entry requirements to university courses can be found in the ‘Course Search’ section of the UCAS Website.

The Duke of Edinburgh’s Award At Brooke Weston we offer the Duke of Edinburgh Award to anyone in Year 10 and above. 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). Volunteering - unpaid 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

Key Stage 4 Choices, 2014 – 7

Expedition - a camping adventure over 1, 2 or 3 nights Residential project (Gold level only) - 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 extremely 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 well-developed 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 Year 10 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.

Business students An educational trip to Alton Towers brings to life the story of the Alton Towers business. As a result, students can apply their business knowledge and understanding to a real life business. Covering 30 years of Alton Towers Resort and how the brand has evolved, students will learn more about brand positioning, utilising profits, the organisational structure and business aims. Students will also look at the objectives of the marketing department and use past and present campaigns to show the principles of advertising, promotion and market research. This experience offers students a broad insight into the following key areas of marketing; the UK entertainment market, market research and analysis, marketing planning and market segmentation.

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English students Students are, when and where possible, invited to attend theatre performances of the texts they study in lessons. This opportunity extends their knowledge and interpretation of the text, enabling greater insight into the playwrights’ methods as well as developing an appreciation of the arts.

Geography students The GCSE Geography students are required to conduct primary data collection as part of their controlled assessment unit. This research part of the GCSE course is conducted on a fieldtrip to a place of geographical interest. There is usually a small charge for transport.

Modern Languages students The Modern Languages Department regularly organises a range of trips to mainland Europe. In previous years, these have included cultural visits to Barcelona for Years 11, 12 and 13 students of Spanish, trips to the Christmas Markets in Aachen and Cologne for students of German in Years 10 and 11 and a Work Experience trip to Brittany for Year 12 students of French. In 2012 there was a one-week cultural trip to Cuba for students studying Spanish.

Performing Arts students The Performing Arts Department regularly organises a range of local and national trips to the theatre. In previous years, these have included visits to “To Sir, With Love” at the Royal and Derngate, “Matthew Bourne’s Dorian Gray”, “The Beauty Queen of Leenane” and “Chicago” at the Curve, “Blood Brothers”, “Wicked” and “Legally Blonde” in the West End. GCSE Drama students are offered opportunities to go to the theatre as part of their coursework and GCSE Dance students are encouraged to watch the live performances of their set studies. Music students are taken to the Schools’ Proms at the Royal Albert Hall and the choir often takes part in local and national festivals and competitions. There is a minimum of one trip per term which is offered.

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 2015. 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; Madrid; Italy; the French Alps; the Ardѐche region of France; Costa Brava; Normandy and New York.

Brooke Weston expedition Throughout previous years there have been several very successful Brooke Weston expeditions, for students in Years 11-13, to different locations around the world. There have been trips to Poland, Botswana, Zambia, Namibia and Venezuela. Currently, students are planning and organising a four week trip to Ecuador and the Galapagos Islands where the students will trek to the top of an extinct volcano to view a crater lake, complete project work with indigenous tribes in the Amazon rainforest, sail around the Galapagos islands for a week interacting with the unique wildlife and immerse themselves in the culture and atmosphere that the capital Quito and surrounding areas have to offer. It is hoped that further expeditions will take place in the future if there is sufficient demand.

Key Stage 4 Choices, 2014 – 9

“ Brooke Weston Academy provides students with an outstanding education. “ – Ofsted 2011

Art Department 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 choice of materials is endless and the support of subject specialist teachers enables students to achieve any set goal. Creativity is fostered through exciting assignments that cater for individual interest. The students are encouraged to experiment with ideas and materials within a nurturing environment promoting maturity. The transferable skills learnt enable students to think imaginatively across their range of subjects. Students who have successfully completed an arts-based GCSE have gone on to pursue careers as diverse as medicine and environmental sciences as well as creative avenues such as museum curation, illustration, graphic design, and teaching.

Optional courses offered in Art: GCSE General Art GCSE Photography

GCSE General Art (Edexcel) Entry: Students will have experienced a GCSE taster course in Year 8 and 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 C in their chosen specialism.

Overview: This is an optional course, taught over two lessons. It comprises of one coursework unit, totalling 60% of the GCSE. Students will undergo an introductory skills based course to establish individual strengths. They will then complete a selection of units from which one coursework unit will be compiled. This will result in either a 3-Dimensional or 2-Dimensional outcome depending on the identified strengths of each

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student. Students will be given an externally set examination paper during Term 3 of Year 11, culminating in a 10-hour final examination during Term 4.

Unit descriptors: Unit 1: Skills and Techniques; Unit 2: Festivals 2D; Unit 3: Festivals 3D 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 area of interest, 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 progression through the unit. Students will then design a final piece, reflecting their observational 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: Studying artists and crafts people Development of ideas through the use of various materials and techniques Recording observations from first-hand information and showing technical ability 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 Fine Art, Photography or Art 3D at A Level or the Cambridge Technical Introductory Diploma in Art and Design.

GCSE Photography (Edexcel) Entry: Students will have experienced a GCSE taster course in Year 8 and 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 C in their final assessment.

Overview: This is an optional course, taught over two lessons. It comprises of three coursework units, totalling 60% 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.

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Unit descriptors: Unit 1: Portraiture; Unit 2: Urban Landscape; Unit 3: Trial Exam 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 Adobe 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 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 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:

Studying artists and crafts people

Development of ideas through the use of various photographic techniques

Recording observations from first-hand information and showing technical ability

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 Photography at A Level.

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“ Classrooms are stimulating places to learn; lessons have a buzz of activity that reflect students’ excellent attitudes and teachers’ high level of commitment. “ – Ofsted 2011

Design & Technology Department The Design & Technology department has two well-equipped workshops; a specialist electronics room; excellent ICT facilities that include CAD/CAM; and a dedicated textiles suite and fully equipped Food Technology area which gives our GCSE students access to a wide variety of manufacturing and catering processes.

Optional courses offered in Design & Technology: GCSE Design & Technology: Product Design GCSE Design & Technology: Food Technology GCSE Design & Technology: Textiles Technology

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 an optional course, 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: Controlled Assessment The controlled assessment consists of four main units of work that focus on: research; development of design; making; testing and evaluation. The majority of marks are achieved through the developmental and design stages.

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Examination The externally set examination will test the knowledge, skills and understanding that students have acquired throughout the course. This includes 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 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 controlled assessment that is worth 60% and an externally set examination that is worth 40%.

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

GCSE Design & Technology: Food Technology (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 food technology module in Year 9 before commencing this course.

Overview: This is an optional course, taught over two lessons. It helps students develop their creativity, with making of food products a vital feature of their experience of taking this specification. This two unit specification requires students to develop their application of knowledge and understanding when developing ideas, planning, producing products and evaluating them. This course has 60% controlled assessment in order to recognise the importance of practical work within this subject.

Unit descriptors: Controlled Assessment Students will undertake a single design and make activity which is selected from a range of board set tasks.

Examination The examination will test students’ specialist knowledge, skills and understanding of food technology through questions on the subject content which includes: materials; processes; applications; design and market influences.

Assessment: The course consists of a piece of internally assessed controlled assessment that is worth 60% and an externally set examination that is worth 40% in total.

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Progression to Sixth Form: This course can lead to the study of A Level Food Technology

GCSE Design & Technology: Textiles Technology (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 textiles technology module in Year 9 before commencing this course.

Overview: This is an optional course, 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 one final examination that is worth 40%.

Unit descriptors: Controlled Assessment Students will be required to produce a textiles product that can be marketed. The underlying influence on the project is that it must be suitable for commercial production and realised in school with the facilities that are available. Students will complete a prototype of this product. Suitable products they could design include some clothing, bag design, hats, and interior design products such as cushions and wall hangings. The evidence required to be submitted for assessment must include a 3-dimensional product with a concise portfolio.

Examination The examination will test studentsâ&#x20AC;&#x2122; specialist knowledge, skills and understanding of textiles technology through questions on the subject content which includes: materials; processes; applications; sustainability and industrial applications.

Assessment: The course consists of a piece of internally assessed controlled assessment that is worth 60% and an externally set examination that is worth 40% in total.

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

Key Stage 4 Choices, 2014 – 15

“ In lessons, students are active participants and their positive attitudes contribute to their outstanding progress and achievement. “ – Ofsted 2011

English Department The principles of effective communication – in reading, writing, speaking and listening - lie at the heart of every aspect of English; our teachers strive to inspire and educate all students in the importance of the subject, not just as part of the curriculum but as a very important life skill for the future.

Courses offered in English: GCSE English Language GCSE English Literature

Optional courses offered in English: GCSE Media Studies

GCSE English Language (OCR) Entry: All students will take GCSE English Language.

Overview: This is a core subject, taught over four 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 of a wide range of fiction and non-fiction texts.

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Unit descriptors: Controlled Assessment The assessment of Unit 1: Extended Literary Texts and Imaginative Writing will be based on the production of two controlled assessment pieces. The first assignment will show appreciation of a prose text. The second assignment will require students to produce two linked, continuous imaginative writing responses. In addition, for Unit 2 students will study Spoken Language and complete three speaking and listening assessments.

Examination There will be one externally set written paper for Unit 3: Information and Ideas. The examination requires students to show understanding of how meaning is constructed in media and non-fiction texts and produce a continuous writing response, adapting style and language to a range of purposes and audiences. This final examination is worth 60%.

Assessment: Controlled Assessment (40% of the GCSE) Students must submit three assignments: a reading response to a prose text; two linked imaginative writing responses; and a spoken language study. In total they contribute 60% of the final GCSE. Students must also complete three speaking and listening assessments â&#x20AC;&#x201C; a drama focused activity, a group activity and an individual extended contribution. These are not part of the final grade but are a requirement of the course.

Examination (60% of the GCSE) There is one 2 hour examination for GCSE English Language.

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

GCSE English Literature (OCR) Entry: All students take GCSE English Literature.

Overview: This is a core subject, taught over four 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.

Key Stage 4 Choices, 2014 â&#x20AC;&#x201C; 17

Unit descriptors: Controlled Assessment The assessment of Unit 1: Literary Heritage Linked Texts will be based on the production of two controlled assessment pieces. The first assignment will show appreciation of a Shakespeare play linked to a film version. The second assignment will answer one comparative question, linking poems studied on the course.

Examination There will be three externally set written papers. The examination for Unit 2 requires study of a modern drama text and is worth 25%. The Unit 3 examination requires students to respond to a prose text from a different culture, worth 25%. These Unit 2 and Unit 3 examinations are sat together in one session. The remaining examination for Unit 4 requires students to respond to a literary heritage prose text and respond to either an anthology of contemporary poetry studied or an unseen poem; this examination is worth 25%.

Assessment: Controlled Assessment (25% of the GCSE) Students must submit two essays in response to a Shakespeare play and Literary Heritage Poetry.

Examination (75% of the GCSE) There are two 45 minute examinations (sat during one session) and one examination of one and a half hours for GCSE English Literature.

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

GCSE Media Studies (OCR) Entry: Open to all students with an interest in a career in the media industry or any student who enjoys creating, analysing and debating media products.

Overview: This is an optional course, taught over two lessons per week. This exciting course allows you to sample aspects of the media industry. Your studies will allow you to explore the media industry from a range of perspectives â&#x20AC;&#x201C; both as a creator and an audience of media. You will explore a wide range of media texts and will have the opportunity to be creative by producing media texts.

Unit descriptors: B321 Controlled Assessment - Individual Portfolio 1 (30% of the GCSE) You will produce an individual portfolio containing a comparative analytical assignment based in two media texts, a production exercise and a planning and evaluative commentary. The comparative analytical assignment is based on at least two media texts from a selection of set topics.

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Comparative Essay – Representation/Media Messages This aspect of the module looks at representations in the media – this could be newspapers, music videos, sports magazines and more. You will analyse a variety of media texts to become familiar with the concept of representation and the effect on audiences, engaging with key debates about how role models are created and if representations in the media are fair.

Production You will be required to work independently on this project. You will have the choice of producing a range of media texts linked to the comparative essay. You will be taught how to use a range of creative programmes and be given a range of opportunities to experiment with and push your creative limits.

Evaluation This takes the form of a short essay to evaluate the success of your production task.

B324 Controlled Assessment - Production Portfolio 2 (30% of the GCSE) This is an exciting module where you are required to work like a real industry professional. Working from a chosen brief, it will be your responsibility to use a range media techniques and technologies to create a product. You will be required to manage the process of production from its initial ideas right through to a final, polished media product.

Planning and Research The Production Portfolio offers you the opportunity to demonstrate their skills in research, planning, and preparation to produce a range of media products. Through careful research of products, audiences, technology and more, you can learn how to create products of an exceptional quality.

Production Working from a range of exciting briefs – for example, an advertising campaign or a cross media project to market a new computer game – you will have the chance to produce a portfolio of media products just like a professional working in the media industry.

Evaluation You will be asked to write an essay to evaluate your final media product.

Examination (40% of the GCSE) You will explore a range of media concepts which will be assessed in the form of an exam. In Section A, you will explore technical concepts (camera work, editing, mise-en-scene and sound), narrative, character and genre in relation to Action Adventure films. In Section B, you will turn their focus on the audience and institutional aspects of TV Comedy.

Assessment: You will take two internally marked coursework portfolios which, combined, are worth 60% of the course. The examined unit makes up the remaining 40% of the marks.

Progression to Sixth Form: This course is an ideal gateway to the study of A Level Media Studies.

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“ Assessment, particularly in informing students on how well they are doing and what they need to do to further improve, is used by teachers to set suitably ambitious targets that are well matched to students’ different needs. “ – Ofsted 2011

Humanities Department The humanities department offers GCSEs in geography, history and religious studies. These subjects develop our knowledge and understanding of human behaviour and its consequences for others and the world we all live in. They teach us to appreciate different cultures and beliefs and to understand the world around us. Through studying a humanities subject, you will also be learning how to think creatively and critically, to reason and to ask questions, thus providing you with essential skills that may be applied in other subjects and in everyday life. The humanities are traditional subjects which are held in high regard as academic disciplines and are therefore looked upon very favourably by both employers and universities. As a result geography and history are part of the eBacc qualification and at Brooke Weston, the study of one of these is very highly recommended at GCSE. In addition, religious studies may be taken as an optional subject in which you will consider important ethical questions and gain the knowledge and understanding to make your own informed decisions.

Optional courses offered in Humanities: GCSE Geography GCSE History GCSE Religious Studies: Philosophy and Ethics

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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.

Overview: This is an optional course, taught over two lessons. Students will study a variety of geographical topics. They will study three compulsory topics: Extreme Environments, The Global Citizen and Similarities and Differences in Settlements and Population whilst developing various geographical skills. Students will also conduct a Local Geographical Investigation.

Unit descriptors: All students study three units: Contemporary Themes in Geography: This unit is divided into three separate topics. In the ‘Extreme Environments’ topic students will investigate the physical geography of mountain and desert regions while considering how humans use these locations and how they may change in the future. A recent earthquake event is also studied in this unit. ‘The Global Citizen’ will introduce economic geography as students investigate the impact of the processes of production and consumption while developing an understanding of global inequalities. The issue of supplying our energy demands is introduced and the management of this issue is considered. Awareness of our changing world is further developed in the human geography unit ‘Similarities and Differences in Settlements and Population’. Students focus on how settlements grow and change over time and understand how levels of development affect people in two contrasting settlements. The contemporary issue of managing populations and migration are developed through this unit. Geographical Skills: Students will learn and develop Geographical skills throughout the course. Local Geographical Investigation: Students will conduct a geographical investigation as part of their controlled assessment; a piece of work which develops an in-depth awareness of their local environment by applying their understanding of geographical skills and processes.

Assessment: Students sit two exams; a 1hr 45min Contemporary Themes in Geography exam and a 1hr Geographical Skills exam. Students will also produce a 2000 word controlled assessment which contributes towards 25% of the final grade.

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

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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 four 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: Aspects of International Relations: the Cold War, 1934-195: This unit looks at the Origins of the Cold War, the Berlin Blockade and Airlift, the Cuban Missile Crisis and the Vietnam War. Germany 1919-1945: This unit looks at Germany after the First World War, the rise of Hitler and life in Germany under the Nazis. How was British society changed 1939-1975? This unit looks at social, economic and political changes, including immigration, the changing status of women and the development of youth culture. Historical Enquiry - The USA 1919-1941: This unit will look at social, economic, political and cultural change in the USA between the wars. It will be assessed through controlled assessment.

Assessment: Assessment is through two externally set examinations and one piece of controlled assessment. Paper 1: tests knowledge of both International Relations and Germany. It is worth 45% of the total marks. Paper 2: uses historical sources about an aspect of the changes to British society 1939-1975 to assess studentsâ&#x20AC;&#x2122; source evaluation skills. It is worth 30% of the final grade. Controlled Assessment is worth 25% of the GCSE. It consists of one essay type question of around 2000 words based an aspect of life in the USA between 1919 and 1941. 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.

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GCSE Religious Studies: Philosophy and Ethics (AQA) Entry: Open to all students with an interest in philosophical topics and who enjoy the challenge of reasoning and thinking.

Overview: This is an optional course, taught over two lessons. Students will study 8 topics on the philosophy of religion and 8 topics on ethics. Students will develop important skills in analytical thinking and in producing coherent arguments. Religious Studies also supports skills developed in other subjects such as the ability to communicate information and demonstrate the ability to understand the points of view of others without necessarily agreeing with them. Through studying the various topics, students will develop a knowledge and understanding of different beliefs and of the reasons why these views are held and how different worldviews affect the attitudes of people today; linking to an understanding of their own personal views on various issues.

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

Assessment: There are 2 externally set examination papers. Students take 2 written papers each 1 hour and 30 minutes long. Students answer 4 questions (broken into 5 parts) from a choice of 6 given. There is no coursework.

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

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“ Exemplary care, guidance and support pervade all aspects of the academy’s provision. “ – Ofsted 2011

ICT and Business Department ICT is essential in our modern lives and is not only an important subject in its own right but supports many others. Learning how to use computer applications including spreadsheets, email, word processing, databases and presentation packages will enable you to fulfil a wide range of task for potential employers. Business is the lifeblood of any developed nation, whether it is the small sole trader or the massive multinational, all contribute to the way we live and work. Learning business will enable you to develop an array of skills from marketing, finance, human resources and generally gain an appreciation of the economic environment. If you want to set up your own business or understand the complexities of where you may end up working business is the ideal starting place and an important subject where skills learnt can be transferred to everyday life. The department makes use of a range of technology, including the use of interactive whiteboards and extensive use of computers around the building. The ICT and business department has 7 subject specialist teachers all with extensive industry knowledge in applying both ICT and business skills to real life problems. Four courses are offered encompassing the traditional GCSE and the more vocational Cambridge National, both offering an excellent grounding in the world of business and ICT.

Optional courses offered in ICT and Business: GCSE Business Studies Cambridge National Level 2 Certificate in Business and Enterprise GCSE Computer Science

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

Overview: This is an optional course, taught over two lessons per week. 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 finance.

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.

Finance Students will learn 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 Economic Context Students will learn how businesses are affected by the environment around them. This unit will explain how businesses can be affected by changes in interest rates, exchange rates and taxation. Students will also look at what happens to a variety of businesses when there is a fluctuation in supply and demand.

Assessment: Students will take two externally set examinations worth 25% and 50% respectively at the end of the two year course. The externally assessed controlled assessment makes up the other 25% of the marks and is based upon investigating small business.

Progression to Sixth Form: A GCSE in Business Studies enables students to pursue a wide range of Sixth Form subjects. A Level Business Studies allows students to build on their knowledge from GCSE, giving them a deeper understanding of all areas of business.

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Cambridge National Level 2 Certificate in Business and Enterprise (OCR) Entry: Open to all students with an interest in business studies.

Overview: This is an optional course, taught over two lessons per week. The course is assessed by a combination of examination (25%) and externally assessed controlled assessments (75%). Students will develop a knowledge and understanding of a wide variety of areas including business ownership and objectives, planning a business career and starting your own business.

Unit descriptors: Introduction to business (Examined Unit) This unit will provide students with knowledge and understanding of how different forms of business ownership operate, such as sole traders, partnerships, ltd and public ltd. Students will also cover how businesses are run in terms of their form of ownership, the impact of external factors on business success, understanding the different objectives a business might have and the key functional areas within a business which enable it to operate effectively. A one hour exam will be used to assess students on the all the topics covered.

Planning for work This unit will provide students the skills and knowledge which will assist them with planning for their future career and preparing to enter the world of work. Students will gain an understanding of job roles within businesses, they will take part in the recruitment process and they will evaluate how they currently see themselves in terms of their career aims. They will then create a career plan to help them understand how to achieve these aims. This is a coursework unit which in internally assessed and externally moderated.

Setting up and running an enterprise This unit will provide learners with an understanding of enterprise activities in a business context. The learner will develop skills which will help to: identify and plan enterprise activities, contribute towards the implementation of an enterprise activity and review both their own contribution to the enterprise and how successful the enterprise activities were. This is a coursework unit which in internally assessed and externally moderated.

Assessment: Students will take one externally set examination worth 25%. Two further units are internally assessed and externally moderated.

Progression to Sixth Form: A Cambridge National Level 2 Certificate in Business and Enterprise enables students to pursue a wide range of Sixth Form subjects. A Level Business Studies allows students to build on their knowledge from GCSE, giving them a deeper understanding of all areas of business. They may also consider studying the BTEC Level 3 National Subsidiary Diploma/Diploma in Business which reinforces all the subject matter students have learnt and encourages real world application to the theory.

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GCSE in Computing (OCR) Entry: Open to all students who have achieved a distinction in their Cambridge National in ICT and have a strong and keen interest in computers and programming. A strong mathematics and science background will also help in this course.

Overview: This is an optional course, taught over two lessons per week. The course is assessed by a combination of examination (40%) and two externally assessed controlled assessments (60%). It gives students a real, in-depth understanding of how computer technology works. Students will no doubt be familiar with the use of computers and other related technology from their other subjects and elsewhere. However, this course will give them an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing.

Unit descriptors: Computer systems and programming (Examined Unit) This unit will allow students to learn about a wide range of computer theory including fundamentals of computer systems – how computers work, computing hardware and software, computer data representation and databases, computer communications and networking and programming of computers. It is designed to give the foundations of the overall course and to support the other units studied.

Practical Investigation Students will study one area from a range of topics which will be supplied by OCR. Students will be expected to carry out practical investigations of the topic and any supplementary research necessary to complete these investigations. Students will produce a report in which the topic is analysed, justified and evaluated showing evidence of the practical work undertaken. The research component may involve some collaboration with other candidates in a group activity. The report produce will then be assessed under the four headings: Practical activity Effectiveness and efficiency of the solution Technical understanding Testing, evaluation, judgements and conclusions.

Programming Project Students will need to choose from a range of assessment tasks issued by OCR each consisting of up to three sub tasks. The set of tasks within the controlled assessment will provide opportunities for the candidate to demonstrate practical ability to use a range of programming skills. Students will need to create suitable algorithms which will provide a solution to the stated problem then code their solutions in a suitable programming language. The solutions must be tested at each stage to ensure they solve the stated problem using a suitable test plan with appropriate test data.

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Students are expected to annotate the code to describe the process. Test results should also be annotated to show how these relate to the code, the test plan and the original problem. Students will need to provide an evaluation of their solution based on the test evidence.

Assessment: Students will take one externally set examination worth 40% and two further units are internally assessed and externally moderated.

Progression to Sixth Form: The GCSE in Computing enables students to pursue a wide range of Sixth Form subjects. The Cambridge Technical in ICT allows students to build on their knowledge from this course, giving them a deeper understanding of all areas of applying ICT to business solutions.

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“ The staff work incredibly hard to meet the needs of every individual student regardless of their background. “ – Ofsted 2011

Mathematics Department Mathematics is a core subject and strong competence in this subject is expected from both employers and universities, as well as being a part of our everyday lives. Success at GCSE Mathematics can allow many opportunities for students to study AS/A2 subjects which can then lead onto study at degree level, for example, AS Psychology, Economics and Geography.

Courses offered in Mathematics: GCSE Mathematics Additional Mathematics

GCSE Mathematics (OCR) Entry: All students take GCSE Mathematics.

Overview: This is a core course, taught over four lessons per week in Years 10 and 11. 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 four areas: Number: Arithmetic, types of number, Percentages, fractions, decimals, ratio and indices Algebra: Simplifying, factorising, solving and dealing with complex expressions and equations and being able to see the connection with graphs.

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Geometry: Understanding of Shape properties, transformations, Trigonometry and Pythagoras and then being able to apply to functional questions Statistics: Collecting, representing and analysing data and developing the ability to statie what this means

Assessment: The course is 100% assessed through externally set examinations. There is no coursework element. Students will take two exams, one is non-calculator and the other allows the use of a calculator

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

Additional Maths (OCR) Entry: Students aiming to achieve an A* in GCSE Mathematics will be invited to apply to study this course as an additional mathematics course.

Overview: This course is intended to stretch and expand the knowledge of the students and is more rigorous than the usual GCSE Mathematics. It will be taught alongside the GCSE Mathematics to enable students to develop their algebra and more, in preparation for top success at AS/A2 mathematics. Students will study for this qualification once a week, with the other 3 lessons being directed towards the GCSE course.

Unit descriptors: Designed for students who will comfortably achieve Grade A at GCSE. It provides an excellent preparation for AS study for Year 11 students. This qualification is at Level 3, attracting points on the UCAS tariff (up to 20). The content consists of four strands of pure mathematics: Algebra; Co-ordinate Geometry; Trigonometry; and Calculus, each with an associated application providing tasters for applied mathematics

Assessment: The course is 100% assessed through one externally set examination. There is no coursework element.

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

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“ Students make outstanding progress as a result of mostly outstanding teaching and excellent monitoring and intervention strategies. “ – Ofsted 2011

Modern Foreign Languages Department Success in a Modern Foreign Language is becoming more and more important in the current world due to the rich and diverse culture in which we live. Having a language will improve your chances of getting a good job in the future and a place at a top university. The Languages Department will encourage you to work more independently in preparation for Higher Education and will provide you with learning opportunities so that you can showcase your talents. The Department is fortunate in having an experienced staff including native French, German and Spanish speakers. The Department also currently has the support of a team of Foreign Language Assistants 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 trip to visit the Christmas Markets in Aachen and Cologne for students of German. Students are also encouraged to develop contacts via e-mail with their counterparts in our partner schools in Germany and Spain.

Optional courses offered in Modern Foreign Languages: GCSE French GCSE German GCSE Spanish

GCSE in French, German or Spanish (AQA) Entry: Open to all students, based on the language studied during Key Stage 3.

Overview: This is an optional course, taught over four lessons per week. It seeks to develop an understanding of the chosen language in both its written and spoken form in a number of different contexts. Through

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their learning of their respective languages, students are encouraged to develop their knowledge of the people and culture in the country where the target language is spoken and thereby to develop a greater understanding of, and positive attitudes towards those cultures. As studentsâ&#x20AC;&#x2122; 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: Lifestyle: This will include discussion of healthy and unhealthy lifestyles, relationships with family and friends, future plans and social issues such as equality in society. Leisure: Students will learn to discuss free time activities, shopping, fashion and trends. They will also share ideas on holiday preferences and the advantages of new technology. Work and Education: In this topic students will discuss their own school and learn about schools in the countries where the language is spoken. They will look at the workplace and the problems of looking for a job. Home and Environment: This topic deals with the studentsâ&#x20AC;&#x2122; homes and neighbourhoods and includes a discussion of the importance of looking after the environment. They will also learn how these questions are handled in other countries.

Assessment: Assessment is by a combination of externally set examinations and internally conducted Controlled Assessments. All four skills are tested. The Speaking and Writing skills are assessed by means of two short recorded interviews and two pieces of written coursework that are produced under controlled conditions during Year 10. The Reading and Listening skills are tested through written examinations at the end of the two year course in Year 11.

Progression to Sixth Form: This course is specifically designed to prepare students for further study of their chosen language at A Level. Students will also be able to experience a series of AS style lessons during their Year 11 studies to fully prepare them for higher level study of a language. The learning of French/German or Spanish grammar is of particular importance for higher level study.

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“ Behaviour is outstanding, both in classrooms and around the academy. “ – Ofsted 2011

Performing Arts Department A GCSE in performing arts is an excellent qualification to have for many career paths as it shows total commitment to a particular study or hobby. Performers spend many hours on their own and in groups rehearsing to improve their skills. Of course, if you wish to teach music, dance or drama or perform it is a vital course to take. Music, dance and drama have many transferable skills: your listening skills will enhance the aural perception needed in languages. Your performing skills develop confidence in playing to an audience – very useful if you wish to pursue law or media. Music and the arts also provide an excellent discussion point in interviews. Through devising and creating personal work, your abilities to sensitively critique, deeply evaluate and act upon feedback to improve will be expanded; responsibilities and life skills essential for all career paths. All performing arts students are exposed to national professional performances, broadening their outlook on life and offering experiences to become a well-rounded individual. If you are creative and are looking for a GCSE to express yourself, one that offers practical opportunities to devise, then you should consider a GCSE in the Performing Arts Department.

Optional courses offered in Performing Arts: GCSE Dance GCSE Drama GCSE Music

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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. 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 (20%) Students sit an externally set examination paper on listening and appraising.

Paper 2: Set Dance (20%) Students will perform a choreographed routine externally set for the duration of the course.

Paper 3: Performance in a Duo/Group Dance (20%) Students sit an internal practical assessment under controlled conditions.

Paper 4: Choreography (40%) Students sit an internal practical assessment under controlled conditions.

Progression to Sixth Form: This course can lead to the study of BTEC Level 3 Subsidiary Diploma in Performing Arts.

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GCSE Drama (AQA) 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: Unit 1: Students are asked to comment upon the devised and scripted, practical work completed during lessons. Students will also have to evaluate a live theatre production of which opportunities to visit performances will be made available throughout the year. Unit 2: This is where students explore a choice of two play texts they have created as a group or have rehearsed from a script. They are assessed on their acting skills. These performances take place in front of an audience and moderator.

Assessment: The examination for GCSE Drama is a written paper. This is externally assessed by the exam board and is worth 40% of the marks. The 60% coursework part of the course consists of 2 different practical workshops that are realised through performances, internally assessed by the teacher and externally moderated by the exam board. A written portfolio of evidence to support these workshops is also submitted.

Progression to Sixth Form: This course can lead to the study of BTEC Level 3 Subsidiary Diploma in Performing Arts. The skills acquired during the course such as working with others, problem solving and communication will be valuable on any A Level course.

GCSE Music (Edexcel) Entry: Open to all students who are 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. Students should have reached a minimum level of ABRSM grade 3 (or any other equivalent examining board) to be considered for this course.

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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: 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 (30%) There are two aspects to this – solo and ensemble performing.

Paper 2: Composing (30%) Two different compositions are written, based on one of the areas of study.

Paper 3: Listening and Appraising (40%) Students sit an externally set examination paper on listening and appraising.

Progression to Sixth Form: This course can lead to the study of A Level Music or BTEC Level 3 Subsidiary Diploma in Music Technology.

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“ Because teachers consistently have high expectations of what students should achieve, lessons proceed at a brisk pace using activities that constantly engage and challenge them. “ – Ofsted 2011

PH&F Department Students who are enthusiastic about sport and proficient in a variety of areas would be suited to studying a sport-related course that not only develops their practical skills but also introduces them to the theoretical side of Physical Education. Such courses are particularly relevant to students looking at a career in the sports industry or who want to maintain a good level of expertise and fitness in later life.

Optional courses offered in PH&F: GCSE PE

GCSE PE (AQA) 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 (40%). Content includes: the demands of performance; individual differences; the difference between aerobic and anaerobic exercise; characteristics and benefits of leisure and recreation; health, fitness and a healthy active lifestyle; training; diet; influences on participation; emotional health and wellbeing; cultural and social factors; and opportunities and pathways available for becoming for remaining involved in physical activities.

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Unit 2: Practical (60%). 4 assessments from at least 2 groups/ways of thinking: at least two as a performer. Coaching, leading and officiating can be used for two assessments.

Assessment: Students will take one externally set examination in Year 11, 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 Subsidiary Diploma in Sport.

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“ Technology is used exceptionally well by both staff and students to enhance the learning and well being of all concerned. “ – Ofsted 2011

Science Department We cannot escape the fact that Science is a necessary part of our everyday lives. It studies the things that are happening around and within us and looks for evidence to explain ideas. Advances in technology and science are transforming our world at an incredible pace from the food that we eat, the medicines we take and the clothes that we wear. Having an understanding of the role of science in our lives is important for each of us so therefore, achieving a GCSE in science is an essential requirement for all students. Having an understanding of the role science plays in our lives is also recognised by many Universities, as a significant number of degree courses have a qualification in GCSE science as one of the entry requirements.

Courses offered in Science (all students must choose one of the following routes): GCSE Science followed by GCSE Additional Science Separate sciences leading to GCSEs in Biology, Chemistry and Physics BTEC First Awards in Applied Science

GCSE Science (OCR Gateway Suite) Entry: This course is for students who would like to study the relevance of science in today’s society. It allows every student the opportunity to fulfil their potential in science. This course is taken with GCSE Additional Science.

Overview: This is one of the Science courses, taught over four lessons a week. 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 B1: Understanding ourselves; C1: Carbon chemistry; P1: Energy for the home Unit 2 B2: Understanding our environment; C2: Chemical resources; P2: Living for the future Unit 3: Controlled assessment

Assessment: Students will take two externally set examinations: Unit 1 is worth 35% and Unit 2 is worth 40% of the marks for the course. The controlled Assessment unit makes up the other 25% of the marks.

Progression to Sixth Form: This course can lead to the study of OCR Level 3 Cambridge Technical Introductory Diploma in Health and Social Care.

GCSE Additional Science (OCR Gateway Suite) Entry: This course follows on from the core science GCSE. It extends and enhances the science learnt during the study of the core science GCSE and allows every student the opportunity to fulfil their potential in science.

Overview: The course deals with aspects of biology, chemistry and physics found in the world around us. It follows on from the Science course, dealing with scientific ideas in more detail and is taught over four lessons a week with GCSE Science. 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. Students undertake practical work throughout the course, some of which will be assessed as part of the Controlled Assessment.

Unit descriptors: Unit 1: B3 Living and growing; C3: Chemical economics; P3: Forces for transport Unit 2: B4 Itâ&#x20AC;&#x2122;s a green world; C4: The Periodic Table; P4: Radiation for life Unit 3: Controlled assessment

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 Level 3 Cambridge Technical Introductory Diploma in Health and Social Care.

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Separate sciences (OCR Gateway suite) Entry: This is the course for students who wish to study the sciences in more depth, allowing them access to 3 GCSEs in Biology, Chemistry and Physics.

Overview: This is one of the Science courses, taught over four lessons a week. It will appeal to students who wish to study the sciences at A Level 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.

Unit descriptors: Biology – Unit 1: B1 Understanding ourselves; B2: Understanding our environment; B3: Living and growing Biology – Unit 2: B4 It’s a green world; B5: The living body; B6: Beyond the microscope Chemistry – Unit 1: C1 Carbon chemistry; C2: Chemical resources; C3: Chemical economics Chemistry – Unit 2: C4 The Periodic Table; C5: How much?; C6: Chemistry out there Physics – Unit 1: P1 Energy for the home; P2: Living for the future; P3: Forces for transport Physics – Unit 2: P4 Radiation for life; P5: Space for reflection; P6: Electricity for gadgets Biology, Chemistry and Physics - Unit 3: Controlled Assessment

Assessment: For each of the three sciences, students will take two externally set examinations, Unit 1 is worth 35% and Unit 2 is worth 40% of the marks for the course. The controlled Assessment unit makes up the other 25% of the marks.

BTEC First Awards in Applied Science (Edexcel) Entry: This course is for students who benefit from studying a vocational qualification preparing them for science in a working environment.

Overview: This is one of the Science options, taught over four lessons a week. There are 2 separate parts to the qualification which together make up the double award:

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Edexcel BTEC Level 1/Level 2 First Award in Principles of Applied Science During the study of this course the students will explore the way in which scientific ideas have developed and how science has had an impact on our lives. Students undertake practical and investigatory activities throughout the course to explore the way scientists develop and test their ideas. They will develop not only practical skills but also skills in analysing, interpreting and evaluating evidence.

Edexcel BTEC Level 1/Level 2 First Award in Applications of Science This course covers the key scientific principles vital for both scientists and citizens of the future. It develops and exemplifies these principles in applied and vocational contexts, leading to an understanding of how the principles are applied in practice. Challenging, yet attainable, this qualification is designed to meet the needs and expectations of employers.

Unit descriptors: Edexcel BTEC Level 1/Level 2 First Award in Principles of Applied Science Unit 1: Principles of science Unit 2: Chemistry and our earth Unit3: Energy and our universe Unit 4: Biology and our environment

Edexcel BTEC Level 1/Level 2 First Award in Applications of Science. Unit 5: Application of chemical substances Unit 6: Application of physical science Unit 7: Health applications of life science Unit 8: Scientific Skills

Assessment: Each of the courses has an exam worth 25% of the final mark. The remaining 75% is through internally assessed tasks which are then moderated by a BTEC visiting moderator. On-going assessments and moderations take place throughout the course. All individual units are graded as Pass, Merit, Distinction or Distinction*. The total qualification is equivalent to two GCSEs.

Progression to Sixth Form: This course can lead to the study of OCR Level 3 Cambridge Technical Introductory Diploma in Health and Social Care.

42 – Key Stage 4 Choices, 2014

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

4 lessons

Mathematics

4 lessons

Science

4 lessons

PH&F

2 lessons

Citizenship

1 lesson

Options

10 lessons

How many can I select? On 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.

Are there any restrictions? There are a very small number of restrictions on the combination of subjects that you can select. For example: you may only select one of the subjects offered by Art; it is not possible to study GCSE Business Studies and the Cambridge National Level 2 Certificate in Business and Enterprise; you may only select one of the subjects offered by Design & Technology.

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.

Key Stage 4 Choices, 2014 â&#x20AC;&#x201C; 43

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 C 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.

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.

GCSE Maths

BTEC Science

GCSE Science & Additional Science

Triple Science (GCSE Biology, Chemistry and Physics)

Geography

German

Student Signature

Alternative Pathway

Spanish

History

Choose one

French

Choose one

Tutor Group

Citizenship

Core

All students will study the following subjects

GCSE English Language + GCSE English Literature

Tutor Signature

Subjects

Lessons Per Week

Name

KS4 Options 2014

Geography

Religious Studies

History

Music

Media Studies

Drama

Textiles Technology

Computing

Product Design

Dance

Business & Enterprise Photography

Food Technology

Business Studies

General Art

4 (2 x 2)

Choose two

Options

Brooke Weston Coomb Road Corby Northants NN18 8LA

Any further questions please contact us on: 01536 396366

For more information please visit: www.brookeweston.org The BW App is available for iOS and Android