Option Pathways 2018/19
Thank you Key Stage 3. Thank you for taking the time to read through our Options Pathways Booklet. The options process is a very important time for you and your child. The decisions that you make together will have a significant influence on their academic achievement and on their future. As you are aware, we monitor and assess your child’s progress carefully throughout Year 7 and Year 8; we do this in all subject areas to gain a strong understanding of your child’s strengths and areas for further development. The data collated is based on a range of evidence including, application of understanding in class, assessment of homework, project-based learning, contribution in lesson, practical work or a performance. Following two years of assessment, we believe that we are in a favourable position to guide your child’s future subject choices based on their personal preferences and their talents and emerging strengths. As your child moves in to Key Stage 4, they will be supported by Miss Wilkinson, Head of Key Stage 4 School, and her team to ensure that they achieve well. I am very confident that your child has the necessary skills to succeed in Key Stage 4. It is imperative that they remain driven to achieve and continue to demonstrate a positive attitude to learning that will enable them to realise their potential. I would like to thank you for your continued support throughout Key Stage 3. I offer your child my very best wishes as they embark on their exciting journey into Key Stage 4. Yours sincerely,
Mr. M. Gordon Head of School KS3
Welcome to Key Stage 4. On behalf of myself and my team, welcome to Key Stage 4. The transition to Key Stage 4 is a hugely exciting time for students but also marks a time of significant change. It is crucial that we work together to ensure that your child is well-supported to make sensible decisions that will drive their future success. This important landmark in your childâ€™s education will allow them to focus on courses that will provide a stepping-stone into further education, training and their chosen career pathway. I am pleased that your chid has emerged from Key Stage 3 with the necessary skills, knowledge and understanding to provide a solid foundation upon for their future study. It is important that your child embraces the next challenge in their education and respects that personal sacrifices and hard work will support their success. I lead a team of highly driven staff who are committed to ensuring that your child achieves well. Together and with your support we know that your child can be successful and achieve their future ambitions. Key Stage 4 is committed to preparing students to become lifelong learners. We equip our young people with the necessary skills and attributes to achieve excellence. Our aim is to ensure that your child achieves personal success: academic excellence, informed decisions to stay safe, make a valuable contribution to society, leads a happy and fulfilled lifestyle. I look forward to working with you over the next three years. Yours sincerely
Miss. L Wilkinson Head of School KS4
Career Pathways This Option Pathway Booklet will provide you with a greater understanding of the subject areas available to you in Year 9, Year 10 and Year 11. Academy 360 has three pathways for students to follow: Alexandra, Hylton and Wearmouth, named after the bridges in the local area. Bridges provide a route between two destinations, secondary education and further education. Our pathways offer support to students on their journey to further education and Post-16 opportunities. The curriculum at Academy 360 is underpinned by our core values: high expectations, a ‘can do’ attitude and consistency. Our values are driven to ensure that students at Academy 360 can compete in a highly competitive national arena.
A Level AS Level Tech Level Higher Education Diploma Level 3 National Vocational Qualifications (NVQ) Advanced Apprenticeship
GCSE (Grades 9,8, 7, 6, 5, 4 or A*, A, B, C) Level 2 National Vocational Qualifications (NVQ) Level 2 National Certificate (BTEC)
GCSE (Grades 3, 2, 1 or D, E, F, G) Level 1 National Vocational Qualifications (NVQ) Level 1 National Certificate (BTEC)
Top Tips When choosing Key Stage 4 courses you should consider the points below as well as speaking to your parents, tutor and class teacher. Remember that the core curriculum and option blocks have been created to ensure that you have a broad and balanced curriculum that will create a wide range of options for you when you leave Academy 360.
• Choose courses you know you will enjoy • Choose courses you are interested in • Choose a range of different courses • Read the subject information on the next few pages very carefully • Ask the advice of your subject teachers, your tutor and our career advisers • Discuss it with your parents
Things to avoid • Choose a course simply because your friends have; • Allow either like or dislike of particular teachers to influence your choice; • Choose a course because you think it might be easy; • Make your decision hastily; • Drop any subject you may want to study after Year 11; • Drop any subject you may require for a particular occupation or further study.
English Baccalaureate. First introduced in 2010, the English Baccalaureate, or EBacc, is a government performance measure that recognises students who have attained Level 2 qualifications, in a range of curriculum subjects at GCSE. The English Baccalaureate demonstrates a focus on raising aspirations in what is deemed to be the more academic route to the study of A-level and university. Subject combination: 1. English 2. Maths 3. Science (Computer Science) 4. Spanish 5. Geography or History
Art, Craft & Design
BTEC Business Studies
BTEC Hospitality & Catering
Health & Social Care
BTEC Creative Media Production
English Language All students will study English Language as part of the core curriculum for one GCSE pass. Throughout the course, they will study a range of texts and master a range of writing styles including, amongst others, discursive, narrative and persuasive writing. The course encourages critical thinking, strong writing skills, and skill in formulating and effectively expressing ideas and opinions. Two exam papers: • 19th Century fiction extract writing imaginatively. • Analysing two non-fiction extracts and writing non-fiction.
English Literature Complementary to Language, students will study English Literature and gain a further GCSE pass. The Literature course aims to engage students in a range of texts from our rich literary heritage. Students will study a range of poetry, a pre-1914 novel, a play by Shakespeare and a post-1914 play or novel. This wide ranging and exciting course will further develop skills of critical thinking and students’ ability to effectively express ideas and opinions.
Two exam papers: • Knowledge of the Shakespeare play studied and the post-1914 play or novel. • Knowledge of a range of poetry and a pre-1914 novel.
Mathematics The aim of GCSE Mathematics is to develop students’ knowledge, skills and understanding of mathematical methods and concepts; acquire and use problem-solving strategies; select and apply mathematical techniques and methods in everyday and realworld situations, reason mathematically, make deductions and inferences, and draw conclusions to interpret and communicate mathematical information in a variety of forms. Many job descriptions indicate that a grade 4 in GCSE Mathematics is an essential qualification for anyone applying for the post. Some Further and Higher education courses require students to have achieved a grade 4 at GCSE Maths prior to entry. Studying further education with Maths could be an A Level in Maths or Statistics, a degree in Maths, Statistics, Engineering or possible career pathways such as accountancy, engineering or architecture.
Exam assessment is based on two tiers of entry: • Foundation 5-1 • Higher 9-4
Combined Science This Key Stage 4 Science course is delivered as three separate sciences. Students will build on the knowledge and skills they have developed during Years 7 and 8. The material studied in Years 9, 10 and 11 allows students to explore how Science is important in everyday life. Science topics studied at GCSE include: • Biology: cell biology, organisation, infection and response, bioenergetics, homeostasis and response, inheritance, variation and evolution and ecology • Chemistry: atomic structure and the periodic table, bonding, structure and the properties of matter, quantitative chemistry, chemical changes, energy changes, the rate and extent of chemical change, organic chemistry, chemical analysis, chemistry of the atmosphere • Physics: energy, electricity, particle model of matter, atomic structure, forces, waves, magnetism and electromagnetism. If students are on the Separate Science route they will study towards a separate Biology, Chemistry and Physics GSCE, meaning students will attain three science GCSE’s at the end of year 11.
Combined science is 100% exam based across three papers containing Biology, Physics and Chemistry.
Triple Science The Key Stage 4 Science Trilogy course will build on the knowledge and skills that students have developed during Years 7 and 8. The material studied in Years 9, 10 and 11 will allow students to explore how Science is important in everyday life. Science topics studied at GCSE include: â€˘ Biology: cell biology, organisation, infection and response, bioenergetics, homeostasis and response, inheritance, variation and evolution and ecology. â€˘ Chemistry: atomic structure and the periodic table, bonding, structure and the properties of matter, quantitative chemistry, chemical changes, energy changes, the rate and extent of chemical change, organic chemistry, chemical analysis, chemistry of the atmosphere. â€˘ Physics: energy, electricity, particle model of matter, atomic structure, forces, waves, magnetism and electromagnetism. Students who take the Combined Science Trilogy route will attain two GCSE qualifications.
Triple science is 100% exam based across three papers containing Biology, Physics and Chemistry.
Art & Design: Photography Students must develop and apply the knowledge, understanding and skills specified in the subject content to realise personal intentions relevant to photography and their selected area(s) of study. The development of ideas, relevant to photography: • How sources relate to historical, contemporary, social, cultural and issuesbased contexts and external considerations such as those associated with the cultural industries and client-oriented requirements • How ideas, themes, subjects and feelings can inspire creative responses informed by different styles, genres and aesthetic considerations and/or an individual’s distinctive view of the world. Photography Skills Within the context of photography, students must demonstrate the ability to: • Use photographic techniques and processes, appropriate to students’ personal intentions. • Use media and materials, as appropriate to students’ personal intentions, for example: film, photographic papers, chemicals appropriate to darkroom practices and digital media, programs and related technologies.
This subject is assessed with a portfolio making up 60% and externally assessed examination worth 40% of grade.
Spanish Students study three themes over the course of the three years. Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries and communities where Spanish is spoken. Theme 1: Identity and culture Topic 1: Me, my family and friends, relationships with family and friends, marriage/partnership Topic 2: Technology in everyday life, social media, mobile technology Topic 3: Free-time activities, music, cinema and TV, food and eating out, sport Topic 4: Customs and festivals in Spanish-speaking countries/communities Theme 2: Local, national, international and global areas of interest Topic 1: Home, town, neighbourhood and region Topic 2: Social issues, charity/voluntary work, healthy/unhealthy living Topic 3: Global issues, the environment, poverty/homelessness Topic 4: Travel and tourism Theme 3: Current and future study and employment Topic 1: My studies Topic 2: Life at school/college Topic 3: Education post-16 Topic 4: Jobs, career choices and ambitions
This subject is 75% examination and 25% coursework
Geography Geography enables young people to become globally and environmentally informed and thoughtful, enquiring citizens. GCSE Geography provides the opportunity for students to understand more about the world, the challenges it faces and their place within it. The GCSE course will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, highlight the dynamic links and interrelationships between places and environments at different scales, and develop studentsâ€™ competence in using a wide range of geographical investigative skills and approaches. Students study the theory and reality of current and topical geographical issues, including aspects of physical geography such as rivers, coasts, weather and ecosystems and aspects of human geography such as urban and rural geography and industry and development in different parts of the world.
Assessment is separated in to three exam papers: Investigating Geographical issues Problem Solving Geography Applied Fieldwork Enquiry
History enables the exploration of events from the past that have shaped our present and future. Students will study a range of topics that will allow them to develop the necessary skills and attributes to examine various significant events of our past. Unit 1 (Paper 1): Medicine through time, c1250-present day Â Unit 2 (Paper 2): American West c1835-c1895 Â Unit 3 (Paper 2): Henry VIII and his Ministers, 1509-1540 Unit 4 (Paper 3): Weimar Republic and Nazi Germany, 1919-1939
This subject is 100% examination.
This course will enable learners to understand 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. Planning is an essential part of working in the creative and digital media sector. Digital graphics feature in many areas of our lives and play a very important part in todayâ€™s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively.
This subject is 75% coursework and 25% examination.
Art, Craft & Design Component 1 : Portfolio : 60% Students must show evidence of working in areas of study drawn from two or more of the titles taking into account the distinguishing characteristics of art, craft and design: • •
A sustained project. A selection of further work.
Component 2: Externally set assignment (40%) (8-10 weeks preparation time) Preparation time: Students develop a sketchbook/ pages of preparatory work to cover all four assessment objectives. This work can not be added to once the 10hr exam begins as the first exam begins. Exam: Supervised time (10 hrs of exam time) Students work on a final piece/response to their preparatory work. Preparatory work can be viewed and referred to but must not be added to once the exam time begins and must be kept secure between exam sessions.
BTEC Business Studies
Students will have the opportunity to develop knowledge and understanding of the different types of enterprise and their ownership looking at the characteristics of small and medium enterprises (SMEs) and entrepreneurs with reasons for levels of success. Students will understand the importance of a clear focus on the customer and the importance of meeting their needs. If students are going to succeed as an entrepreneur or as an innovator in business students need to have great ideas and to plan how you are going to put, them into practice. Any enterprise needs to plan how it will succeed through working out how it can harness physical, financial and human resources â€“ and that means the skills that students and others bring.
This subject is 75% coursework and 25% examination.
Computer Science Students will engage with key 21st theory learning about Cyber security and different threats to systems and people. This course will introduce students to the Central Processing Unit (CPU), computer memory and storage, wired and wireless networks, network topologies, system security and system software. It is expected that students will become familiar with the impact of Computer Science in a global context through the study of the ethical, legal, cultural and environmental concerns associated with Computer Science. In addition we encourage students to apply this knowledge and understanding using computational thinking. Students will be introduced to algorithms and programming, learning about programming techniques, how to produce robust programs, computational logic, translators and facilities of computing languages and data representation. Students will become familiar with computing related mathematics.
This subject is 100% examination.
BTEC Hospitality and Catering Learners apply their learning by considering all aspects of the vocational sector. They should acquire knowledge of all aspects of the industry and be able to propose new hospitality and catering provision for specific locations. Learners will be able to use their learning of different types of establishment and job roles to determine the best option. They will then apply their learning in relation to front of house and kitchen operations to determine how the proposed hospitality and catering provision will operate efficiently legally and financially viable whilst meeting the needs of their potential market. Learners apply their learning to safely prepare, cook and present nutritional dishes. They will draw on their learning of different types of provision and kitchen and front of house operations in Unit 1, as well as personal safety in their preparations. The content is relevant not only to employees within food production, but also those with a responsibility for food safety in the industry, nutritionists and managers and owners. This extends the learners appreciation of the whole vocational area beyond the kitchen environment.
This subject has two exams and a unit of coursework based on Hospitality and Catering in Action.
Health and Social Care The course is made up of three components: two internally assessed and one that’s externally assessed. The three-block structure, explore, develop and apply, allows students to build on and embed their knowledge and put into practice what they have learned. Human Lifespan Development • • •
Explore how individuals develop physically, emotionally, socially and intellectually. Investigate how various factors, events and choices impact individuals’ growth and development. Discover how people adapt to life events and cope with making change.
Health and Social Care Services and Values • • •
Learn which health and social care services are available. Identify why people might need to use these services. Explore what might stop people from accessing the services they need.
Health and Wellbeing • • •
Learn what ‘being healthy’ means to different people Assess an individual’s health using what they’ve learned Reflect on potential challenges the person may face when putting the plan into action.
30% Human Lifespan Development 30% Health and Social Care Services and Values 40% Health and Wellbeing
BTEC Creative Media Production The BTEC Tech award in Creative Media Production is a practical introduction to life and work in the industry, where students can explore the sector whilst they develop technical skills and techniques, produce digital media products in response to a brief, and review and reflect on the processes involved. Throughout the course, students will investigate media products across a number of sectors including: •
Audio/moving image (TV, films, radio broadcasts, animations)
Publishing (newspapers, magazines, comics)
Interactive media (websites, apps, mobile games, video games).
Students can continue their studies in this area, up to level 2 or level 3 on a vocational media course at college. Students will be well prepared for apprenticeships and traineeships within the sector.
Assessment is in three sections: Internal Assessment - Exploring media products 30% Internal assessment - Developing digital media production skills 30% Externally marked task - Create a media product in response to a brief 40%
Sport The BTEC Level 1/ Level 2 Award in Sport comprises of four units in total. They include three coursework units and an externally assessed examination unit. The combination of the compulsory core units and selected units gives the learners great opportunities to explore and develop subject specific concepts. Over time these basic concepts can be nurtured into more advanced ideas and applied into real life scenarios. Fitness for Sport and Exercise (Core Unit) • Know about the components of fitness and the principles of training • Explore different fitness training methods Practical Sports Performance (Core Unit) • Understand the rules, regulations and scoring systems for sports • Practically demonstrate skills, techniques and tactics in sports The Sports Performer in Action • Know about the short-term responses and long-term adaptions of the body • Know about the different energy systems used during sports performance Training for Personal Fitness • Design a personal fitness training programme • Know about exercise adherence factors and strategies for continued success Exam: 25% Coursework: 75%
Portsmouth Road Sunderland SR4 9BA 0191 300 6506 www.academy360.co.uk