The Year Nine options process is the first time in most student's school careers when they are faced with significant choices to make. The choices that they make will not only affect what they study for the next two years but also open doors to employment and further study. At The Whitby High School we are committed to every student achieving their potential and it is therefore vital that they make informed and sensible option choices. Every child is unique, so at The Whitby High School we offer a Curriculum that is personalised to meet the needs of all our young people. Being a large school we are able to offer an exceptional range of subject choices across four Learning Pathways. Students will be advised as to which Pathway will be most suitable for them to follow so that they can truly achieve their potential. Please take some time to look through this option booklet to enable you to gain an appreciation of the subjects on offer. I look forward to welcoming you to the forthcoming Year 9 Options Evening where you will be able to gain more information about courses and the options process.
Mr B Heeley Headteacher Prepare Achieve Care Enjoy
A ‘Pathway’ is a route through the curriculum. At The Whitby High School, we have four pathways aimed at four different types of learners. Students will receive a different Options Preference Form depending upon the pathway that they will follow.
THE CORE CURRICULUM All Students will follow a Core Curriculum consisting of English, English Literature, Mathematics, Statistics, Physical Education, Personal and Social Education / Citizenship, Religious Education and Science.
THE OPTIONAL CURRICULUM In addition to the Core Curriculum, students will make choices from a wide range of optional subjects. One choice must be made from each option block.
PATHWAY P This Pathway is for students who aim to progress to Advanced Level study followed by Higher Education and/or employment with training. These students will study the core curriculum which may include Separate Sciences, GCSE Statistics, English Language and English Literature. Studying Separate Sciences will place learners in a strong position to progress into Advanced Level study in the sciences, and for those who wish, graduate studies in science including Medicine, Dentistry, Veterinary Science, etc. Students will also choose from a range of optional subjects and all students will be eligible for the English Baccalaureate (EBacc). The English Baccalaureate is a composite qualification consisting of GCSEs in English Language, Mathematics, Science, History or Geography and a Modern Foreign Language, all at Grade ‘C’ (4+ in English and Maths) or above.
PATHWAY A Pathway A is for students who aim to progress to Advanced Level study followed by Higher Education and/or employment with training. These students will study the core curriculum including Combined Science, English Language and English Literature. Students will follow the core curriculum plus four optional subjects. Students will be eligible for the EBacc if they choose to study a Humanities subject and a Modern Foreign Language.
PATHWAY C This Pathway is designed for a small number of students who are motivated by a vocational and practical curriculum. This Pathway prepares students for Advanced Level study, Modern Apprenticeships and Higher Education.
PATHWAY E This pathway offers a bespoke curriculum suitable for a very small number of students. Students will follow the Core Curriculum and an Options Curriculum tailored to meet their specific needs. They will study a range of academic and vocational courses such as GCSE’s and BTECs. In addition, they will also spend slightly more time studying English Language and Mathematics. This Pathway prepares students for Further Education or employment with training. Students will follow the core curriculum plus take part in an extended work placement.
ART & DESIGN
Students will be introduced to a variety of experiences exploring a range of two and three dimensional media, techniques and processes. They will explore relevant images, artifacts and resources relating to a range of art, craft and design from the past and recent times, which should be integral to the investigating and making process. Responses to these examples must be shown through practical and critical activities which demonstrate the student's understanding of different styles, genres and traditions. Students will explore drawing for different purposes and needs, and will use sketchbooks to support their work. Students should produce practical and critical/contextual work associated with both of the endorsements listed. They may also explore and develop ideas by combining and overlapping the areas of study: Fine Art: drawing, painting, mixed media, printmaking, photography. Three-Dimensional Design: ceramics, sculpture, card/paper construction, body adornment, environmental art and design.
Component 1 - Portfolio of work - 60% Controlled Assessment - set and marked by centre and moderated by AQA. Candidate portfolio selected from work undertaken during course of study and must include more than one project. Component 2 - Externally Set Task - 40% Question papers issued from 1 January. Marked by centre and moderated by AQA. Unlimited preparation time and 10 hours of supervised study. Candidates respond to their chosen starting point.
Art and Design is a totally practical course with very little written work (Just artist research/brief sketchbook annotation/process write-ups/evaluations). Art and Design is a good choice at GCSE for a creative person and if you think you might be interested in pursuing a career in the Art and Design industry, early years/primary education, secondary (art) education, architecture, floristry, hairdressing/beauty, computer game design or even running an art gallery! AQA
â€œAll children are artists. The problem is how to remain an artist once he grows up" Pablo Picasso
Students will develop a multitude of skills, including collaboration, communication and an understanding of how to amend and refine work in order to make a smooth transition to the next level of study. Students will study one complete and substantial performance text and two key extracts from a second contrasting performance text. The texts must be studied to gain a practical understanding of drama. Students will participate in a formal written exam, exploring their understanding of a set text and live theatre. Theatre practitioners, scripts and live theatre will be explored and written work completed to develop students understanding of the different aspects of Drama and performance. Students will also participate in a minimum of two performances, one devised and one from a performance text, which has been studied as part of the course.
Participation in theatre visits. EDEXCEL
Component 1 - Devising - 40% Internally assessed and externally moderated. Students devise a piece of theatre, which they then perform. They will record the process in a portfolio. This component deals with devising, which is an exciting and challenging opportunity to work collaboratively with others to explore a range of stimuli in order to create an original performance piece. Component 2 - Performance from Text - 20% Externally assessed by a visiting examiner. Performance of two extracts from a text. Understanding a performance text is fundamental to the subject, as this provides students with opportunities to explore plot, structure, narrative and stories from around the world and from different time periods. Component 3 - Theatre Makers in Practice - 40% - Written exam Choice of one set text from eight. Must be explored practically. Evaluation of a piece of live theatre they have seen. Sec A: Questions on a set text Sec B: Live Theatre Evaluation This component focuses on the work of theatre makers and the theatrical choices that are made by crucial members of the creative and production team in order to communicate ideas to an audience.
MUSIC In BTEC Music you study the Music Business through a range of different research based topics. You will look into the organisations, agencies and service companies that work together within the Music Industry including venue management, agents, promoters and music producers to name a few, plus a wide range of other jobs including the performance roles. There will be the option of choosing some topics which suit a studentâ€™s strengths whilst developing skills such as concert organisation, live sound, composition and sequencing, using current professional standard computer software programs. There are many opportunities to enrich your music education through playing, organising events, working in the studio and following your own interests. Music lessons are available in a wide range of instruments. You will be given many opportunities to perform and be involved in making music at the Whitby High School.
Students are required to complete four components, two of which are compulsory. Component 1 - The Music Industry (25%) One hour written examination externally assessed. It is comprised of short multiple-choice style questions and longer questions requiring greater depth of knowledge. Component 2 – Managing a Music Product (25%) This is a group-based project where the students are required to design, produce, promote and evaluate a product such as a CD or Concert. The work is submitted in portfolio format and internally assessed. You will select your other two specialist components (25% each) from a range of areas that develop more practical skills: · Live Sound · Music Composition · Music Performance · Music Recording · Music Sequencing
This course is a fantastic opportunity to explore and develop your passion for Dance and gives you the chance to experience different styles of Dance. This is a new specification, which has been completely updated and involves studying modern choreographies and exciting, vibrant pieces of Dance, including Hip Hop, Salsa and Contemporary genres. You will complete the following units in GCSE: Component 1 - Performance and Choreography This area will be full of practice, practice and practice some more! This section allows you to work with professional dancers and work closely with your peers to improve your own dance style and knowledge of moves. This component, for some pupils, can be the best section as it gives you a chance to make your own piece of dance choreography and be as creative as you like. There are two opportunities to choreograph in Year 11 â€“ The 1st allows you to use a Professional Dance work to gain movement ideas and the 2nd allows you to pick your own theme. The 2nd opportunity requires you to be passionate about your theme and must inspire you to want to work hard on your idea. Choosing the right music is your job too and this can be very exciting. Component 2 - Dance Appreciation You will see many Dance performances and videos over the duration of the course, so that in the short summer examination you will be confident to answer questions and make reference to professional dance works. You will study six exciting pieces of choreography and will see some of these performed live on theatre visits.
In both Year 10 and Year 11, you will work on your GCSE course (AQA) which is mostly practical but is assessed at the end of Year 11 instead of during the year.
The Dance Course is a fantastic course that will not only provide you with lots of experience to become a professional dancer, teacher or instructor, but also with a range of skills and a level of confidence that will help you to succeed in any employment sector. This course will also lead into the Level 3 BTEC course in Sixth Form and compliments Drama and Music. AQA
GCSE Students will prepare for the GCSE examinations, developing the four skills of Listening, Speaking, Reading and Writing. All four examinations are at the end of the two year course and pupils will be entered according to their ability. The Foundation Tier covers grades 1 -5 and the Higher Tier covers grades 4 - 9
Most students continue to study a modern foreign language in Years 10 and 11 and this must be the language they have studied at Key Stage 3. It is a great advantage to have a qualification in a foreign language and employers see this as a valuable skill. Your present teacher will give you more advice or information or you can ask Mrs Marshall for advice on French. Eduqas (Welsh board)
GERMAN Students will prepare for the GCSE examinations, developing the four skills of Listening, Speaking, Reading and Writing. All four examinations are at the end of the two year course and students will be entered according to their ability. The Foundation Tier covers grades 1 -5 and the Higher Tier covers grades 4 - 9
Most students continue to study a modern foreign language in Years 10 and 11 and this must be the language they have studied at Key Stage 3. It is a great advantage to have a qualification in a foreign language and employers see this as a valuable skill. Your present teacher will give you more advice or information or you can ask Mrs Rawden for advice on German. Eduqas (Welsh board)
ANCIENT HISTORY From September 2017, the History department is excited to offer a new GCSE in Ancient History. This qualification will enable students to develop their understanding of the ancient world, including its military, political, religious, social and cultural history. It will also allow students to appreciate the legacy of the ancient world in today’s society. Much as with traditional GCSE History, students will develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context. However, the study of the ancient world presents a unique challenge, as ancient historians today rely on fewer sources than are available for modern history. This means our interpretation of events often relies on very scarce evidence, and students must tread carefully when considering the reliability of sources. Yet exploring the very roots of western civilisation has its rewards. Students of Ancient History will embark upon two period studies and two depth studies, each with its own fascinating area of the ancient world to uncover.
“...the battle of Marathon, even as an event in English history, is more important than the battle of Hastings” John Stuart Mill
The Persian Empire: This period study of just over 90 years (559 - 465 BC) traces the rise of the mighty Persian Empire under Cyrus the Great, the subsequent conquest of Egypt, and the momentous conflict that followed between Persia and the ancient Greek city states of Athens and Sparta. Alexander the Great: This depth study of 33 years (356 - 323 BC) follows the legendary life of Alexander the Great, who unified Greece, conquered Persia and forged an empire that stretched as far as India. The foundations of Rome: This period study of over 300 years (753-440 BC) focuses on the origins of Rome from the mythical founder Romulus, through to the foundation of the early Roman Republic. Britannia, from conquest to province: This depth study of approximately 40 years (43 - 84 AD) focuses on the conquest of Britain by the Emperor Claudius and the renowned resistance campaigns of tribal leaders such as Caratacus and Boudicca.
Students undertake two written examinations in OCR Ancient History on ‘Greece and Persia’ and ‘Rome and its neighbours’. Each exam lasts 1 hour 45 minutes. There is no coursework for Ancient History.
GEOGRAPHY There are three main areas of Geography. Component 1 - Changing Physical and Human Landscapes: Includes the study of rivers and their landforms, coasts, UK landscapes, rural-urban geography, challenges facing our towns, global cities, earthquakes, tsunamis and volcanoes. Component 2 - Environmental and Development Issues: We will cover core topics like climate and climate change, ecosystems and environments, development, water resources and economic development. In addition, consumerism and its impact on the environment and managing ecosystems are studied. Component 3 - Applied Fieldwork Enquiry: Students will attend two field trips and look at the process of enquiry. They do not complete a controlled assessment but will be asked in the exam about various aspects of fieldwork they have studied.
Three examinations each 1 hour 30 minutes. Component 1 - Changing Physical and Human Landscapes - 35% Component 2 - Environmental and Development Issues - 35% Component 3 - Applied Fieldwork Enquiry - 30% There is only one tier of entry.
Geography will provide you with a whole range of valuable transferable skills that will not only make you a more well-rounded individual, but which are also increasingly sought after by employers, colleges and universities: skills such as the ability to think critically, communicate effectively, solve problems, work well in a team, collect, analyse, present Informatio and develop written arguments. Geography is also an EBACC subject. EDUQAS Specification A
HISTORY A GCSE in History encourages learners to develop their interest in and enthusiasm for history and an understanding of its intrinsic value and significance as well as extending their knowledge and understanding of specific historical events, periods and societies. It enables students to acquire an understanding of different identities, including their own, within a society and an appreciation of social, cultural, religious and ethnic diversity which builds upon their understanding of the past and the diversity of human experience. Students of History will typically develop a critical appreciation of the concept of historical significance and why some people, events and developments are seen as historically important. A GCSE in History continues to be highly valued by employers, colleges and sixth forms and is a leading pathway towards successful careers in law, education and many other areas.
Studies In Depth – 1 paper – 2 Hours The Elizabethan Age 1558-1603 Candidates will be required to consider the major influences on political and social life during the period as well as the issue of religious controversy. The USA: A Nation of Contrasts, 1910-1929 Candidates will be required to consider the main problems and challenges facing American society during the period, the major economic problems and the development of American culture and society. Candidates should develop an awareness of how aspects of life in the USA in this period have been represented and interpreted. Studies In Breadth – 1 paper – 2 Hours The Development of Germany, 1919-199 Candidates will be required to consider the developments, events and personalities which have shaped the recent history of Germany. Candidates will be required to examine the major political, social, economic and cultural perspectives which have affected the lives of the German people over the whole of this period. Changes in Crime and Punishment in Britain, c.500 to the present day Candidates will be required to consider the causes and types of crime, law enforcement, combating and punishment of crime and changing attitudes towards crime and punishment over time. Candidates will also be required to examine the major political, social, economic and cultural perspectives which have contributed to the development of both crime and punishment from c.500 to the present day.
PHILOSOPHY & ETHICS
Philosophy means 'Love of Wisdom' and is about asking the big questions in life (e.g. Who made the universe? Why do we exist? Is there any such thing as a soul?). Ethics, or moral philosophy, deals with questions of right and wrong (e.g.: Is abortion ever right? Is killing always wrong?). The course is much broader than traditional RE, so whilst religions have answers to these questions and the views of people such as Christians and Buddhists must be taken into account, there are other groups such as scientists and atheists who must also be studied. If you are naturally a curious person and aren't afraid to ask questions or encounter new ideas then this subject could be for you.
How useful is Philosophy and Ethics? The answer might surprise you. Watch the news or read a newspaper on any day of the week and there will always be stories relevant to the subject. Philosophy and Ethics is a subject happening everywhere in the world around you, which is a great help when it comes to homework and revision! Because the questions raised within Philosophy and Ethics apply to almost everyone, they relate to most subjects and career paths. Scientists, businesses and medics must consider the ethical implications of their actions. Police, teachers and journalists frequently encounter viewpoints different to their own. In fact, any profession which involves working with people is likely to make use of the skills you develop. Countless occupations will put your ability to think through problems, consider solutions and provide an answer to the test!
Some of the units studied in Ethics and Philosophy include: 路
路 路 路
The existence of life: where did the universe come from? (religion vs science) How should we treat animals and the environment? Are euthanasia or abortion morally wrong? The existence of God: Can proof of God be found through things such as miracles, the Design Argument or the First Cause Argument? Crime and Punishment: Why are crimes committed? How should criminals be punished and should capital punishment be allowed? Peace and Conflict: Why does terrorism take place? Does religion cause war? Is there any moral justification for war? Is it possible to be pacifist in the 21st century?
At the end of Year 11 there are two exams, each lasting 1 hour 45 minutes. AQA
"The unexamined life is not worth living" Socrates
TRAVEL & TOURISM
Component 1 - The UK Travel and Tourism Sector This unit covers the main types of tourism in the UK, the contribution that travel and tourism makes to the UK economy and the different component industries that make up the UK travel and tourism sector. Component 2 - UK Travel and Tourism Destinations This unit covers what the different types of UK destinations have to offer, as well as locating tourist UK destinations and routes. You will be able to select your optional specialist units from: Component 3 - The Development of Travel and Tourism in the UK Which looks at developments that have shaped the sector and how the UK travel and tourism industry has developed as lifestyles, interests and technology have changed, giving an insight into why it is such a dynamic sector. Component 4 - International Travel and Tourism Destinations Which looks at international travel and tourism destinations and gateways and reasons for their appeal to different visitors. Component 5 - Factors Affecting Worldwide Travel and Tourism Covers the influential factors on tourism and why events such as natural disasters can have a significant impact on the sector. Component 6 - The Travel and Tourism Customer Experience Which looks at the needs and expectations of different types of customer in the travel and tourism sector and how organisations address these.
The rationale for the BTEC First suite in Travel and Tourism is to: · Inspire and enthuse you to consider a career in the travel and tourism sector. · Give you the opportunity to gain a broad knowledge and understanding of and develop skills in, the travel and tourism sector. · Support progression to a more specialised level 3 vocational or academic tourism course or an apprenticeship. · Give the potential opportunity, in due course, to enter employment within a wide range of junior job roles across the travel and tourism sector, for example posts in travel agencies, visitor attractions and the tourist information centre.
BTEC Firsts in Travel and Tourism provide a practical, real-world approach to learning and develop specific knowledge and skills learners need to work successfully in the Travel and Tourism industry, such as: · ·
Understanding travel and tourist destinations and investigating the appeal of UK tourist destinations. Presenting information about the key developments over time and how they have moulded and influenced UK travel and tourism into the sector it is today and an appreciation of the appeal of International destinations. Developing business and customer awareness by understanding the importance of customer service to travel and tourism organisations.
BUSINESS AND ENTERPRISE This qualification is designed for learners who want an introduction to business and enterprise that includes a vocational and hands-on element. It has been developed to enthuse and inspire learners about a career in business and enterprise. The qualification will appeal to learners who wish to either set up their own business, move into employment, or progress onto further study. This qualification aims to: · Develop a broad and comprehensive understanding of business and enterprise · Develop a significant knowledge core which spans the vocational sector · Provide academic and study skills that will support progression within business and enterprise and more broadly.
This qualification replaces the GCSE in Business Studies and comprises four units over two years Component 1 - Completed in Year 10 - Introduction to Business and Enterprise - Portfolio Assessed Component 2 - Completed in Year 10 - Marketing for Business and Enterprise - Externally Assessed Component 3 - Completed in Year 11 - Finance for Business and Enterprise - Portfolio Assessed Component 4 - Completed in Year 11 - Plan, Develop and Participate in a Business or Enterprise Project - Portfolio Assessed
ECONOMICS The subject content looks at economic activity through the lens of consumers, producers, government and the workings of the global economy. As students go through the course they are presented with opportunities to focus on real-world issues. Students should consider and reflect upon moral, ethical and sustainable issues that arise as a result of the impact of economic activity. Students should use their economic knowledge and skills to investigate national and global economic situations and issues from the last 15 years. Students should also be aware of the policies that governments have used to attempt to manage these situations and issues. Students will develop quantitative skills relevant to the subject content. They should be able to make relevant calculations from economic data and be able to interpret data presented in the form of graphs and charts. Students should be able to recognise the possible limitations of both quantitative and qualitative data.
Component 1 - How Markets Work - 50% Focuses on economic foundations, resource allocation, how prices are determined, production, costs, revenue and profit, competitive and concentrated markets. Component 2 - How the Economy Works - 50% Focuses on an introduction to the national economy, government objectives, how the government manages the economy, international trade and the global economy, the role of money and financial market. There is no coursework in Economics and pupils will be required to complete two exams at the end of Year 11, each 1 hour and 45 minutes long requiring skill with the written word and a strength in Maths.
CONSTRUCTION Component 1 – Health Safety and Welfare in the Construction Industry - 25% In this unit students learn all about the laws and codes of practice which are in place in the construction industry to ensure the safety of the workforce. This unit is assessed by an external examination at the end of Year 10. There is an opportunity for a resit in Year 11 if needed. Component 2 – Practical Skills in Construction - 50% In this unit students are taught many of the practical skill needed to work in the construction industry. This includes: Carpentry and Joinery, Plumbing, Electrical Installation, Painting and Decorating and where possible other additional skills. Three of these tasks are planned by the students, written up, carried out, and evaluated and this plus photographs of the student’s outcome and tutor reports are the evidence required to pass this unit. Component 3 – Planning Construction Projects - 25% This unit looks at construction projects in the real world. The students learn who is involved in a project, what their roles and responsibilities are and how to sequence a project correctly to ensure its success. This unit is assessed by a formal written assignment English skills are assessed throughout the course and Mathematics skills are assessed as part of unit 3. At the end of the course all the grades are aggregated and a final mark is given which ranges from Level 1 Pass up to a Distinction. If you require any further details please contact Mr Morby. WJEC
FOOD PREPARATION & NUTRITION This is a practical based course with students cooking most weeks. You are able to select a variety of dishes to make and will become more independent during these sessions as the course progresses. Students complete written work to support their practical work and apply the knowledge gained. Food is an exciting course to complete, not only will you receive a GCSE qualification and a life skill in cooking but the experience gained will also open up a range of opportunities to work within the catering and hospitality industry. Whether this be full time or part time during your journey through Further Education at 6th form and university.
Component 1 - Non â€“ Exam Assessment (practical investigations using food) - 50% Students demonstrate understanding of the working characteristics and functions of a variety of ingredients. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. This is worth 50% of the total mark. Component 2 - Written Exam Paper - 50% Theoretical knowledge of food preparation and nutrition. This is taken at the end of the course and is worth the remaining 50% of the total mark. WJEC There will also be an opportunity for students to gain a further qualification, a which will count towards their point score at the end of Year 11.
ENGINEERING REPLACES BTEC LEVEL 2 ENGINEERING
This is for students who want to study Engineering in a practical way and understand the working properties of metals and plastics. It will enable learners to work in a hands-on way to develop the core skills to make highquality products using metals and polymers. Students will have the opportunity to use traditional skills and also modern technologies.
This Level 1/2 Technical Award in Materials Technology gives Students a whole host of easily transferable skills. They include: A wide range of practical making skills specific to the engineering sector and beyond that will help them to secure places in further education or apprenticeships. An understanding of commercial processes and an indepth knowledge of materials and their properties. Additionally, students will gain transferable skills such as communication and teamwork that will benefit them in the workplace. This draft qualification has not yet been approved by the DfE but approval is expected in plenty time for September 2017.
Component 1 - Skills Demonstration (Internally Assessed) Students will carry out a number of projects to demonstrate their ability in the 12 core skills outlined. These skills will have an engineering focus, for example: · Marking out on a range of materials · Sawing, shearing, filing · Vacuum forming, line bending · Aluminium casting · Using nuts and bolts and thread cutting · Drilling, cutting, turning, routing, milling · Using jigs and templates · Using CAD software to drive a vinyl cutter, laser cutter, 3D printer and CNC router · Preparing surfaces by spraying, plastic dip coating and polishing · Working to tolerance and using stops, fences, visual inspection, using gauges and measuring equipment · Working to create an outcome as a member of a team Students will produce a series of small made outcomes and record their work in a portfolio of no more than 12 pages. Componentt 2 - Extended Making Project (Internally Assessed) Students will undertake an extended engineering making project that showcases the skills and knowledge they have developed in Unit 1 and the knowledge they have developed through Unit 3. The project will be in response to a set brief. Students will develop skills in planning and development, making, testing, evaluation and communication. Component 3 - Fundamentals of Materials Technology (Externally Assessed) Students will study materials and their working properties and learn about processes and manufacture. They will gain knowledge of the applications and characteristics of a wide range of woods, metals and plastics and also learn about possible careers within industry.
MATERIALS TECHNOLOGY REPLACES GCSE GRAPHICS, PRODUCT DESIGN AND RESISTANT MATERIALS
This is for students who want to work with materials in a practical way and understand the working properties of woods, metals and plastics, students who like making things will really enjoy this course. Itâ€™s a hands-course using core skills to make high-quality products using woods, metals and polymers. Students will have the opportunity to use traditional tools and skills as well as modern technologies like laser cutters and 3D printers.
This Level 1/2 Technical Award in Materials Technology gives students a whole host of easily transferable skills including a wide range of practical making skills including using hand tools for cutting or shaping, using joining and finishing techniques in a range of materials and develop an understanding of commercial processes and an in-depth knowledge of materials and their properties. Additionally, students will gain transferable skills such as communication and teamwork that will benefit them in the workplace. This draft qualification has not yet been approved by the DfE but approval is expected in plenty time for September 2017.
Component 1 - Skills Demonstration (Internally Assessed) Students will carry out a number of projects to demonstrate their ability in the 12 core practical skills. Students will produce a series of practical projects like desk tidies, birdhouses or trophies and record their work in a portfolio of around 12 pages per project, including the transferable skill of teamwork. Component 2 - Extended Making Project (Internally Assessed) Students will do one extended making project that showcases the skills and knowledge they have developed in Unit 1 and the knowledge they have developed through Unit 3. The project will be in response to a set brief and may include things like lamps and radios. Students will develop skills in planning and development, making, testing, evaluation and communication. Component 3 - Fundamentals of Materials Technology (Externally Assessed) Students will gain knowledge of the applications and characteristics of a wide range of woods, metals and plastics and learn about possible careers within industry. They will sit an exam about these materials and their working properties and be tested on processes and manufacture.
â€œDesign is not just what it looks like. Design is how it worksâ€Śâ€? Steve Jobs
Students will have the opportunity to use traditional and modern technologies but will also be able to: · Develop a broad knowledge of materials, components and technologies · Develop practical skills · Design and make products that demonstrate creativity and originality · Develop decision-making skills through both independent, team and collaborative work · Communicate their decisions effectively to a third party · Read, interpret and work from drawings, plans and instructions · Produce working drawings and production plans · Develop an understanding of quality and how this can be achieved by making to fine tolerances · Use material efficiently in relation to cost and environment impact · Demonstrate safe working practices · Use key technical terminology relates to materials and processes · Develop the knowledge and understanding to evaluate and refine their own skills whilst making · Develop an awareness of commercial practices and employment opportunities.
This Technical Award is designed to equip learners with the practical skills in fashion and textiles they need to progress to further general or vocational study. They will develop a broad understanding of the sector so they can make informed decisions about their career opportunities. Learners will also develop transferrable skills including communication and collaboration.
There are two internally assessed units which are practical based and make up 60% of a final grade. The third unit is externally assessed and takes the form of a written paper which will be 40% of a final grade. Component 1 - Skills Demonstration: Learners have the chance to carry out a number of bite sized projects to demonstrate their competency in core practical skills. Their work will be recorded in a portfolio. Skills will include: · Joining and finishing using seams · Fabric manipulation · Applying functional components · Colouring fabrics · Surface embellishment · Developing and modifying pattern · Combining materials · Sleeve setting · Shaping and control of fullness · Teamwork and collaboration. · Edge finishing and facings patch pockets Component 2 - Extended Making Project For this unit, learners will undertake and extended project that showcases the skills they have developed in unit 1. They will be marked on their ability to plan and develop a design, making skills, testing and evaluation and communication throughout the project. Component 3 - External Assessment (Written Exam - 40%) Learners will be assessed on the following topics: · Materials and components · · Skills · Health and safety · · Tools and equipment · · ICT and CAD/CAM ·
Social, environmental, cultural and economic issues Commercial practice Employment opportunities
PHOTOGRAPHY This course uses digital cameras and image editing software to produce creative outcomes from photographic images â€“ it is not a pure photography course. You will learn how to use digital cameras and you will learn how to use a range of imaging editing software. The course links very well with ICT, Media Studies and other Art courses. Component 1 is a personal portfolio and requires students to take a collection of photographs. It is important that anyone taking the course is motivated and prepared to work hard in their private time to learn new skills and to take photographs. The ownership of a camera is not essential as candidates are allowed to borrow them from the school. However, candidates having their own cameras have the advantage of being able to take photographs at any time and not just when there are cameras available for loan.
The examination is 100% coursework and it is carried out under controlled conditions. It is made up of two elements: Component 1 - Art and Design Portfolio - 60% A portfolio of work responding to a self selected brief or scenario with a client focus. Context â€“ this assignment will take approximately 45 hours from research to completion. Component 2 - Art and Design OCR - Set Task - 40% An exam board set task taking 10 hours of working time on a given theme. Research and preparation is undertaken in advance.
INFORMATION TECHNOLOGY This course aims to provide students with a unique opportunity to identify and solve real problems by designing information and communication systems in a wide range of contexts relating to their personal interests. The course encourages the investigation and study of Information and Communication Technology in a variety of contexts. Students are given the opportunity to acquire competence and critical skills through creation, implementation and use of a range of information and communication skills. This specification in ICT requires learners to demonstrate the ability to: · · · · · · · ·
Think creatively, logically and critically Select, use and integrate ICT tools and techniques to meet needs. Find, select and evaluate information for its relevance, value and accuracy. Manipulate and process data and other information, sequence instructions, model situations and explore ideas. Communicate data and information in a form fit for purpose and audience. Adopt safe, secure and responsible practice when using ICT. Develop appropriate and effective ICT-based solutions in a range of contexts. Evaluate their own and others' use of ICT.
Component 1 - Understanding ICT: Single Award - 20% - External Assessment - 1 hour 30 mins Component 2 - Solving Problems with ICT: Single Award - 30% - Controlled Assessent - 22 hours 30 mins Component 3 - ICT in Organisations: Single Award- 20% - External Assessment-1 hour 30 mins Component 4 - Developing Multimedia ICT Solutions: Single Award - 30% - Controlled Assessment 22 hours 30 mins. WJEC
CAMBRIDGE NATIONAL CERTIFICATE
Component 1 - Pre-production skills - Written paper OCR set and marked External Assessment: 1 hour 15 mins - Taken: YEAR 10 or 11 This examination paper will assess learners understanding of pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. Component 2 - Creating digital graphics Centre assessed tasks OCR moderated Controlled Assessment - Taken: Year 10 This controlled assessment consists of a portfolio of work, where learners are expected understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learnersâ€™ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. Component 3: Two additional optional units will be taken which could be on any of the following: Controlled Assessment - Taken: Year 11 Story telling with a comic strip Creating a multipage website Creating a digital animation Creating interactive multimedia products
Cambridge Nationals in Creative iMedia are media sector-focused, including film, television, web development, gaming and animation, and have IT at their heart. They provide knowledge in a number of key areas in this field from pre-production skills to digital animation and have a motivating, hands-on approach to both teaching and learning. The Cambridge Nationals in Creative iMedia will equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products. Students who decide to follow this course need to have an interest in ICT and design showing creativity and understanding of what make a professional media product. OCR
Students will study the BTEC First in Sport, which has been developed to give learners a stimulating and engaging introduction into the world of sport. The BTEC includes a combination of theory and practical study, in which learners can gain knowledge, skills and understanding through classroom learning and practical participation in a range of sport, exercise, and health-related fitness activities. This allows them to become familiar with the language, skills and processes required to work in the sport and leisure industry.
Students will cover the following units: 路 Fitness for Sport and Exercise 路 Practical Sport 路 The Sports Performer in Action 路 Leading Sports Activities
Examination (25%) Internal assessment (25%) Internal assessment (25%) Internal assessment (25%)
The method of assessment suits a wider-range of students because it involves a leadership element as a fundamental aspect of the course. This means that students opting to study BTEC are not required to be outstanding athletes in several sports; however, it is an expectation they have an interest and passion for Physical Education. The BTEC has exactly the same weighting as a GCSE, which will enable students who obtain the required grades to progress to A Levels, BTEC Nationals and post 16 Physical Education and Sport qualifications. There are also several trips and enrichment opportunities, which are only available to those who are studying BTEC Sport, and we strongly encourage every student to complete the Duke of Edinburgh Award.
HEALTH & SOCIAL CARE Students study four units of work during the course. These cover a range of areas that provide a core of knowledge that ensures that all learners develop to their full potential. Students will study Human Lifespan Development, Health & Social Care Values, Effective Communication in Health & Social Care and Promoting Health & Wellbeing. This course will introduce students to work related learning and provide an overview of this sector. Students will be encouraged throughout the course to take responsibility for their own learning. Students will need to: 路 路 路 路
Be focused on their work and be able to keep to target deadlines. Be prepared to complete guided research at home. Have regular attendance at lessons Complete their Year 10 Work Experience in a suitable placement linked to Health & Social Care.
Component 1: Human Lifespan Development - (externally assessed) The test comprises both short and longer questions and is 1 hour in length. The other units are all portfolio based and are made up from a range of activities including: making posters, booklets, presentations, case studies, role play and reports. The use of computers to aid work presentation is encouraged.
SEPARATE SCIENCES You will study Biology, Chemistry and Physics and develop your knowledge and understanding of different science ideas and contexts. You will develop your skills and understanding of how science works. You will undertake practical and investigatory activities throughout the course.
There are nine written examinations at both Foundation and Higher Level.
This route is only suitable for those students who have definitely decided to concentrate on Science. Students will be invited to study this course after Year 10 Assessments. AQA
You will develop your knowledge and understanding of different science ideas and contexts. You will develop your skills and understanding of how science works. You will undertake practical and investigatory activities throughout the course.
There are six written examinations at Foundation and Higher Level
The course will enable students who obtain the required grades to progress to GCE A Levels, BTEC Nationals and other post 16 Science related programmes. AQA
THE WHITBY HIGH SCHOOL SYCAMORE DRIVE ELLESMERE PORT CH66 2NU WWW.WHITBYHIGH.ORG 0151 355 8445