Triple Science GCSE

Creative iMedia (Level 2) Cambridge National Certificate (J834 Spec – new for 2022)

Exam Board: OCR

How the course is assessed

The OCR Cambridge National in Creative iMedia equips students with the wide range of knowledge and skills needed to work in the media industry

This will help you to develop independence and confidence in using skills that would be relevant to the media industry. The qualification will also help you to develop learning and skills that can be used in other life and work situations, such as: • thinking about situations and deciding what is required to be successful • exploring different options and choosing the best way forward to a solve problem • exploring and generating original ideas to find imaginative solutions to problems • selecting the best tools and techniques to use to solve a problem • appropriate use of media to convey meaning • use of planning techniques to complete tasks in an organised way which meet deadlines.

Made up of the three units:

RO93: Creative iMedia in the media industry Externally assessed unit comprising a written exam set and marked by OCR (40%)

RO94 Visual identity and digital graphics and one optional unit. These two units are internally assessed, externally moderated project units (equalling 60%)

Suitable Candidates

This course would suit students who are interested in taking an engaging qualification where you will use your learning in practical, real-life situations, such as: • developing visual identities for clients

• planning and creating original digital graphics

You will study 2 mandatory units and choose 1 optional unit.

The two mandatory units are:

Unit R093: Creative iMedia in the media industry. This is assessed by taking an exam. Unit R094: Visual identity and digital graphics This is assessed by completing a set assignment.

Topics to choose from for the optional unit include: • Characters and comics • Animation with audio • Interactive digital media • Visual imaging • Digital games.

• planning, creating and reviewing original digital media products. • Students will need to have good written literacy skills to attain the higher grades.

You may only take one of Media Studies or Creative iMedia

Post 16 Progression Routes

Cambridge nationals provide a strong base for progression to Further Education:

• Cambridge technicals in IT: Digital

Media Level 2-3 • A level Media studies • Apprenticeships level 3

Student Comments

“Interesting. You get to learn a lot. I think most people would enjoy it.”

“Not what I was expecting but it is cool!”

Dance GCSE

Exam Board: Exam Board: AQA

The GCSE Dance course allows candidates to develop an insight into and an understanding of a wide range of Dance based activities including: • Using movement to express ideas and concepts • Developing and applying performance skills • Appreciating professional works • Exploring contemporary dance technique

“Dance is vital, an activity both exhilarating and liberating to watch or do. The instinct to dance is fundamentally joyous and no matter how hard you try you can’t get away from that for long.”

Candidates are given the opportunity to develop an understanding and working knowledge in three key areas;

• As performers, students develop confidence, technique, selfesteem, as well as being able to sensitively work with others. • As choreographers, students use their problem-solving and creative skills. Effective choreography requires imagination and the ability to organise a number of elements. • As critics, students make informed decisions about the dances they see. They articulate their knowledge, opinions and preferences.

How the course is assessed How the course is assessed

Internally marked and externally moderated coursework and a 1½ Suitable Candidates hour written exam.

• Marks are awarded for • Performance- 30% • Post 16 Progression Routes Choreography – 30% • Appreciation – 40%

Exam questions are based Student Comments on students’ own practice in performance and choreography and the six professional dance works.

Suitable Candidates

Whilst students who wish to follow the course do not need to have had previous experience of performance, this is a challenging course and they should have enjoyed opportunities in lessons for performing, choreographing and appreciating. They should also have a keen interest in dance and be prepared to give time out of school for theatre visits and rehearsing with their group in preparation for examined performances.

Post 16 Progression Routes

AS and A level Dance or Performing Arts BTEC Dance or Performing Arts.

Student Comments

“Dance challenges me in a completely different way to my other subjects. Besides doing something I love,I develop as a dancer, work creatively through choreography, and express myself in performance, whilst also studying about dance and the history of it.”

Food Preparation and Nutrition GCSE

This GCSE has been designed to cover a range of different topics which ensure students have a broad and deep understanding of all areas of food. Students will study: • Food Preparation Skills • Food Nutrition and Health • Food Safety • Food Science • Food Provenance • Food Choice

During the course you will be given the opportunity to practise a wide range of practical skills along with having a greater understanding of nutrition, the science behind food as a material and the wider environmental aspects associated with food. The course is taught in a very “hands on” practical way and so consequently the weekly purchase of ingredients is essential; therefore time to collect ingredients and the cost of them will need to be considered. If you are worried about this then you can discuss this with your Design Technology teacher.

Exam Board: AQA

How the course is assessed

In Year 11 students will complete 2 Non Examination Assessments (NEA): • Task 1: investigation (approx.10 hours) 15% of GCSE • Task 2: Food preparation

Assessment (approx.20 hours including a 3 hour practical assessment) 35% of GCSE

Written examination:

• 1 hour 45 minute exam, 50% of

GCSE

Suitable Candidates

This course would suit anyone with a passion for food and who is interested in learning more about the subject while enhancing their practical skills.

Post 16 Progression Routes

How will it help me in the future?

The food technology industry is one of the world’s fastest and biggest growing industries. In fact over 20% of the top 100 British Companies are in food manufacturing. The food and drink industry is booming, with employment reaching the heights of 650,000 people and an annual turnover of £66 billion. The opportunities to work within the food industry really are endless. The food industry contains many multinational companies and opportunities for travel or work abroad exist for those who wish to spread their wings.

Examples of jobs within the food industry include:

Dietician/ Nutritionist/ Food buyer/ Product development/ Sensory Analysis and Product Testing/ Chef/ Baker/ Caterer/ Food Journalist/ Environmental Health Officer/ Store Manager of Supermarket/ Packing Technologist/ Teacher

There are a range of options to study food further at college level including, but not limited to: • NVQ Catering • Health and Social Care • Sports and Nutrition • A Level Science Students can then pursue a degree in a range of different subjects including: • Food and Nutrition • Dietetics • Food Science • Food Management

Student Comments

“Health and Nutrition is part of everyone’s future and this course is preparing me for a range of education and career options. It is also really enjoyable to develop new recipes in a relaxing environment where everyone is sharing and learning from each other.”

Design and Technology GCSE

Design and Technology: Product Design is a great opportunity for creative and practical students to explore and develop their skills in designing and making high quality marketable products.

The course encourages students to:

• Design original and useful products using a range of materials and processes. • Research real situations, identify gaps in the market and find practical design solutions to real problems. • Learn drawing and modelling skills to communicate and develop design ideas. • Develop manufacturing skills using CAD CAM (Computer Aided

Design and Computer Aided Manufacture). • Develop manufacturing and making skills using a range of processes, using woods, metals and plastics.

In the past, our Year 10 students have produced working Xylophone designs and lighting solutions using traditional construction joints with laser cut details.

Exam Board: AQA

How the course is assessed

1x 2hr written exam 50%. 1x 30-35 hr Non Examined Assessment (NEA) 50% which includes a design portfolio and practical product.

Suitable Candidates

You must like designing and making. This course is suitable for students considering a creative future as Design Architecture, Manufacturing or Engineering. It is a great complement to maths, science and physics. It is also suitable if you intend to go to college to focus on a particular practical expertise for example electronics, carpentry or plumbing.

For the Non Examined Assessment, students will independently manage a 35 hour design and make task. You can choose to work in your preferred specialist materials and processes.

Hard work, an enquiring mind and determination are essential skills to make high quality marketable products.

Design and Technology could lead to jobs within the creative, engineering, manufacturing and construction industries including: Product and Packaging Designer, Engineer, Research and Development, Automotive Designer, Modelmaker, Visualiser, CAD Technician, Marketing, Management, Metal worker, Carpenter, Design Journalism, Teacher.

Post 16 Progression Routes

There are a range of options to study Product Design further at college level including, but not limited to: AS/A2 level Product Design NVQ Carpentry, Electrics & Plumbing Students can then pursue a degree in a range of different subjects including: • Product Design • Furniture Design • Architecture • Engineering • Visual Arts • Interior Design • Stage/Theatre Design • Ceramic Design

Student Comments

“Everything around us has been designed, it is my ambition to design products that make a real difference to people’s lives, I want to make people’s lives better”