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Sarah Bonnell’s Key Stage 4 Pathways

“Every Pathway Leads to Success” The Key Stage 4 curriculum has been divided into 4 pathways to meet your individual needs and aspirations. The pathways are named after four inspirational women who have excelled in their area of expertise. They had the courage to take risks, challenge gender stereotypes and follow their dreams. These four women represent the high aspirations we have for you and the strength of character we wish you to demonstrate whilst working to achieve your goals. A pathway will be suggested for you to follow and you will be given support and guidance throughout the pathway process to ensure that the subjects and courses selected suit your ability, ambitions and specific needs.

The Curie Pathway Who was Marie Curie? Marie Curie was a Polish-born physicist and chemist and one of the most famous scientists of her time. Marie faced great opposition from male scientists in France, and she never received significant financial benefits from her work. Despite this she was awarded the Nobel Prize for Physics in 1903, and she went on to win a second Nobel Prize, for Chemistry, in 1911. Her research was crucial in the development of x-rays in surgery. During World War One Curie helped to equip ambulances with x-ray equipment, which she herself drove to the front lines. What is the Curie Pathway? The Curie Pathway includes studying GCSEs in English Language, English Literature, Maths, Biology, Chemistry, Physics, Religious Studies, History or Geography and a Language. All students study Core PE. If you choose to follow this pathway you would study a combination of the following GCSEs:

What makes this pathway different is the opportunity to study GCSE Triple Science. This is a challenging and interesting scientific programme of study. The course structure will provide you with an in-depth knowledge of the key scientific principles, through studying Biology, Chemistry and Physics. This pathway is designed for students who have shown an aptitude for the sciences and aspire to achieve GCSEs in 3 separate sciences as well as studying academic subjects forming an EBacc suite of qualifications. These subjects are highly valued by Russell Group Universities.

The Hadid Pathway Who was Dame Zaha Hadid? Dame Zaha Hadid was an Iraqi-born British architect, who became one of the most celebrated architects in the world despite architecture being a male dominated industry. She made her early reputation largely upon her teaching and the imaginative and colourful paintings she made of her proposed buildings. In 2004, she was the first woman to win the Pritzker Prize, architecture’s equivalent of the Nobel Prize. She received the UK’s most prestigious architectural award, the Stirling Prize in 2010 and 2011. In 2012, she was made a Dame by Queen Elizabeth II for services to architecture, and in 2015 she became the first woman to be awarded the Royal Gold Medal from the Royal Institute of British Architects. She is responsible for the design of the Aquatics Centre built for the 2012 London Olympics. What is the Hadid Pathway? The Hadid Pathway includes studying GCSEs in English Language, English Literature, Maths, Combined Science, Religious Studies, History or Geography and a Language and a choice of one other EBacc subject and open subjects. All students study core PE. If you choose to follow this pathway you would study a combination of the following GCSEs:

What makes this pathway different is that it provides you with the EBacc suite of qualifications and the opportunity to choose another subject that meets your creative talents and interests. The Combined GCSE Science course provides you with a challenging and interesting scientific programme of study resulting in 2 GCSEs. The course structure provides you with a broad knowledge of important scientific principles, through studying Biology, Chemistry and Physics. This qualification gives you a solid preparation for A level Sciences which can lead to Higher Education. Whilst the EBacc includes academic subjects highly valued by Russell Group Universities, successful applicants are normally expected to have achieved good grades in a range of subjects at GCSE or equivalent and to meet any specific requirements for their chosen course.

The Angelou Pathway Who was Maya Angelou? Maya Angelou was a black American author, poet, historian, songwriter, playwright, dancer, stage and screen producer, director, performer, singer, and civil rights activist. She was best known for her seven autobiographical books and has been nominated for National Book Awards and the Pulitzer Prize for Poetry. The first black woman director in Hollywood, Angelou wrote, produced, directed, and starred in productions for stage, film, and television. She received the Golden Eagle Award and was twice nominated for a Tony award for acting. In 2000, she received the National Medal of Arts, and in 2010 she was awarded the Presidential Medal of Freedom by President Barack Obama. What is the Angelou Pathway? The Angelou Pathway includes studying GCSEs in English Language, English Literature, Maths, Combined Science, Religious Studies, History or Geography and a Language and a choice of one other EBacc subject and open subjects. All students study core PE. If you choose to follow this pathway you would study a combination of the following GCSEs:

What makes the Angelou Pathway different is that it does not provide you with an EBACC qualification as you are not required to study a language or humanities subject. The Angelou pathway gives you the opportunity to excel in GCSEs that are valued by Russell Group universities. This pathway gives you the opportunity to study a wide range of subjects, allowing you to explore your academic interests and creative talents, to develop collaborative skills, technological competencies, flexible thinking, and an appreciation for diversity.

The Thunberg Pathway Who is Greta Thunberg? Greta Thurnberg is a Swedish activist best known for speaking about the need to take immediate action against climate change. Her ambitious outlook on the power of the individual to make a difference globally has inspired millions to make positive changes to the way they live. Thunberg describes her Asperger's Syndrome as her"superpower". Campaigning since the age of 15, Thunberg’s confident, articulate voice is one that has made an incredible impact across the world. What is the Thunberg Pathway? The Thunberg Pathway includes studying Entry Level English, Maths, Science, Asda and 2 other courses. You will also study core PE. If you choose to follow this pathway you would study a combination of the following courses:

Students who are identified for this pathway will study for qualifications that are tailored to meet their educational needs. This pathway provides you with the appropriate Entry Level qualifications in English, Maths and Science. Through the ASDAN programme and offer of creative subjects, you will develop personal, social, independent, ICT and work-related skills at the same time as achieving qualifications that will take you to the next stage of your education and prepare you for adulthood.

The Alternative Pathway The Alternative Pathway provides the opportunity for students to learn in an alternative educational setting and take a different approach to their KS4 experience. Sarah Bonnell School has selected partnership educators who provide high quality teaching led by well qualified staff. Students on this pathway will be identified by the school and will have 1:1 conversations about the setting that is right for them. They are taught in smaller class sizes and have opportunities to complete Level 2 qualifications such as GCSEs and BTECs. Specialist mentoring and support from expert staff ensure students develop self esteem, confidence and engagement in their learning. Students remain on the Sarah Bonnell School roll and are visited regularly by members of staff to support their learning and wellbeing. Our partnership providers include: Newham College Education Links The Boxing Academy

CAREERS INFORMATION, EDUCATION, ADVICE AND GUIDANCE (CIEAG) All students are at Sarah Bonnell receive Careers Information, Education, Advice And Guidance AIMS OF THE KS4 CEIAG PROGRAMME AT SARAH BONNELL: ● ● ● ● ●

To support all students in making the right decisions about their post-16 options To expand their understanding and awareness of the pathways available post-16 To develop essential skills such as confidence, communication, organisation and decision making Provide guidance on how to write personal statements and CVs, and how to prepare for interviews and secure placements To empower students to think aspirationally about their careers beyond education, providing them with insight into an array of potential careers

Content OF THE CEIAG PROVISION IN YEAR 10-11 ● ● ● ●

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One-to-one interviews with our careers advisors, Ms Aylott and Ms Fuller, to help students consider their future sixth forms/colleges, universities, work placements, and careers Drop ins during break time and lunch times to ask questions or find out information Mock Interviews done on one of our Enhanced Learning Days (ELD) with business volunteers from fields such as banking and law Skills building at our ‘Boss Day’ event on another ELD in Year 10 where they will enjoy seminars providing insights into the labour markets, how to apply for jobs, and how to handle job interviews Experience of the world of work, through a World of Work programme Opportunities to apply to and engage in work experience placements Career Insight Visits to some of our corporate partnerships through collaboration with ELBA (East London Business Alliance) and 15 billion. Careers advice at our Parents and Carers Evening. Post 16 Careers Fair Future Fridays - sessions, guidance and live talks from our alumni network To provide other opportunities such as visits during Careers Week, bursaries with InvestIn, Barclays Skillsbuilder programme, sessions led by local colleges, and many other external opportunities

KEY PEOPLE: ● ● ●

Jonny Slater - Assistant Headteacher - jonny.slater@sarahbonnell.net Elizabeth Aylott - Careers Advisor - futures@sarahbonnell.net Sara Fuller - Careers Advisor - futures@sarahbonnell.net

PSHE & RSE All Students at Sarah Bonnell Receive Personal, Social, Health, Citizenship and Economic Education & Relationship And Sex Education AIMS OF THE KS4 PSHE & RSE PROGRAMME AT SARAH BONNELL: ● ● ● ● ● ●

To promote leadership, wellbeing, resilience and spiritual, moral, social and cultural aspects of education, complementing our wider curriculum and Enhanced Learning Days (ELDs). To further enhance students’ confidence and the contribution they make to the local, national and global community, building on a spiral curriculum of themes introduced in KS3. To foster positive relationships at all levels of the school, uniting in a sisterhood which supports everyone to become influential 21st Century citizens. To promote and encourage robust physical, mental and social health. To enable students to learn and understand about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. (RSE) To develop essential skills for building positive, enjoyable, respectful and non-exploitative relationships and staying safe both on and offline. (RSE)

CONTENT

Our PSHE and RSE programmes are designed to respond to the needs of our students as and when situations/issues arise. Therefore the content below is not exhaustive or permanent, but we expect the programme to follow this broad outline. The below topics will be covered in Form Time, Assemblies and on some ELDs (Extended Learning Days). The content will not be assessed, but students will be expected to engage with all topics. Year 10 ● Health & wellbeing - growth mindset & diversity, challenging stereotypes. ● Mental health and wellbeing. stress, anxiety, depression. ● Wider world - harassment, addiction, social media. Rights and responsibilities of 21st century citizens. ● Careers (preparing for work experience) and money matters. ● RSE: Healthy relationships. ● Physical health - food & body, exercise and health. Year 11 ● Equality & diversity. ● Mental health and wellbeing - focus on exam stress. ● RSE: Developing and maintaining healthy relationships. ● Exam preparation and emotional wellbeing during exam time.

KEY PEOPLE ● Rebecca Clark - Deputy Headteacher - rebecca.clark@sarahbonnell.net ● Hana Malik - Assistant Headteacher

GCSE RELIGIOUS STUDIES (Exam Board and Specification Code: AQA 8062) All students following the Curie, Hadid and Angelou pathways study for this GCSE course. AIMS OF THE COURSE 1. 2.

3. 4. 5.

7. 8. 9.

To investigate and respond to the fundamental questions of life raised by religious and human experiences. Acquire knowledge and develop understanding of the beliefs, values and traditions in two major religions – Christianity and Islam, and non-religious beliefs (Atheism and Humanism). To develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding the content. Exploring religious, philosophical and ethical arguments relating to various issues, and recognise their impact and influence in the modern world. Students should be aware of contrasting perspectives of relevant issues, linking these to cross-curricular subjects such as Politics, Philosophy, Theology, Citizenship, and Science, in contemporary British society. Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt, and contribute to their preparation for adult life in a pluralistic society and global community. Explore their own beliefs, self-identity and self-worth. To prepare students for the world of work and transition to sixth form/college. To understand the contemporary world and society with values of tolerance and acceptance of diversity.

CONTENT The full GCSE Religious Studies course follows AQA Route A and consists of 2 UNITS: COMPONENT 1: THE STUDY OF RELIGIONS: BELIEFS, TEACHINGS AND PRACTICES Candidates will study the Beliefs, Teachings and Practices of Christianity and Islam. How students are assessed: • Written Exam: 1 hour 45 minutes • 96 marks, including 6 Marks for Spelling, Punctuation and Grammar (SPaG) • 50% of GCSE COMPONENT 2: THEMATIC STUDIES Candidates will study the following topics: · · · ·

Theme A: Relationships and Families: Theme B: Religion and Life Theme D: Religion, Peace and Conflict Theme E: Religion, Crime and Punishment

ASSESSMENT/OTHER INFORMATION ● ● ● ●

Written exam: 1 hour 45 minutes 96 marks, including 3 Marks for Spelling, Punctuation and Grammar (SPaG) Student self-evaluation and critical thinking skills is an important part of the programme. Students will follow the AQA exam specification for this course.

GCSE ENGLISH LANGUAGE (Exam Board and Specification Code: AQA 8700) All Students following the Curie, Hadid and Angelou Pathways study this course. AIMS OF THE COURSE The English Course is designed to develop: 1. Understanding of the spoken word and the ability to express ideas effectively in a variety of forms. 2. Understanding of the written word and the ability to respond to, compare and evaluate a wide range of texts. 3. The ability to write appropriately and accurately in a range of forms. CONTENT AND ASSESSMENT/OTHER INFORMATION All texts in the examination will be unseen Paper 1: Explorations in Creative Reading and Writing Written Exam 50% of the total GCSE marks Section A: Reading (40 marks) (25%) One literature fiction text

1 hour 45 minutes

80 marks

-one single text · 1 short form question (1 x 4 marks) · 2 longer form questions (2 x 8 marks) · 1 extended question (1 x 20 marks)

Section B: Writing (40 marks) (25%) Descriptive or narrative writing

1 extended writing question (24 marks for content, 16 marks for technical accuracy)

Paper 2: Writers’ Viewpoints and Perspectives Written Exam 50% of the total GCSE marks Section A: Reading (40 marks) (25%) One non-fiction text and one literary non-fiction text Section B: Writing (40 marks) (25%) Writing to present a viewpoint

1 hour 45 minutes

-two linked texts · 1 short form question (1 x 4 marks) · 2 longer form questions (1 x 8, 1 x 12 marks) · 1 extended question (1 x 16 marks) ·

1 extended writing questions (24 marks for content, 16 marks for technical accuracy)

Non-examination Assessment Spoken Language What’s assessed (AO7-AO9) · Presenting · Responding to questions and feedback · Use of Standard English · · · ·

80 marks

Assessed Teacher set throughout course Marked by teacher Separate endorsement (0% weighting of GCSE)

GCSE ENGLISH LITERATURE (Exam Board and Specification Code: AQA 8702) All Students following the Curie, Hadid and Angelou Pathways study this course. AIMS OF THE COURSE The GCSE English Literature enables students to develop: 1. The ability to understand and respond to a range of literature texts and to appreciate the ways in which different authors achieve their purpose. 2. The ability to compare and evaluate a range of literary texts. 3. Understanding how form and style is suited to the particular audience and purpose. CONTENT AND ASSESSMENT/OTHER INFORMATION All assessments are closed book: any stimulus materials required will be provided as part of the assessment. All assessments are compulsory. Paper 1: Shakespeare and the 19th-century novel Written paper 40% of the total GCSE marks 1 hour 45 minutes

64 marks

Section A: Shakespeare

Students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole.

Section B: The 19th-century novel

Students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

Paper 2: Modern texts and poetry Written paper 60% of the total GCSE marks

2 hours 15 minutes

96 marks

Section A: Modern text

Students will answer one essay question from a choice of two on their studied modern prose or drama text.

Section B: Poetry (Comparative question)

Students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.

Section C: Unseen Poetry (Comparative question)

Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

GCSE MATHEMATICS (Exam Board and Specification Code: PEARSON 1MA1) All Students following the Curie, Hadid and Angelou Pathways study this course. AIMS OF THE COURSE The aims of the Mathematics course in Years 9, 10 and 11 are: · To ensure that all students study mathematics to the highest level of which they are capable. · To provide interesting lessons for all students, which will develop their skills in using and applying a range of mathematical knowledge. CONTENT The Mathematics Curriculum Area uses Edexcel Specification and units taught build on existing Key Stage 3 learning, whilst also introducing new mathematical knowledge, understanding and skills. All students follow the National Curriculum to their appropriate level, covering geometry and measures, algebra, number statistics and ratio, proportion & rates of change. Within each of the themes they use and apply their knowledge and skills to real-life situations and while investigating new areas of mathematics. Recognising the importance of Mathematics in their own lives and in society, students learn to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices. Students experience a variety of types of lesson: teacher-led sessions that introduce new ideas; individual work where they practise skills; group or paired work on tasks which use and develop their understanding. Students use calculators and computers when appropriate. ASSESSMENT AND OTHER INFORMATION Assessment: all students to be entered for a GCSE in Mathematics from the Edexcel exam board. The students are banded broadly in line with entry levels of the Mathematics GCSE: Entry Level: Higher tier Foundation tier There are three exam papers for each tier: Paper 1: Non-Calculator paper Paper 2: Calculator paper Paper 3: Calculator paper Homework Each week Homework is set on Sparx Maths. Sparx Maths is an online platform that uses interleaving and spacing methods to develop long term memory of key mathematical ideas. The algorithms that support Sparx Maths will also adjust the difficulty of the challenge to ensure all students are stretched and challenged appropriately. Homework will last approximately 1 Hour each week and parents will be notified by email before the deadline if students have not completed their work. Equipment Students will use scientific calculators, rulers, compasses and protractors throughout the course and in the GCSE examinations: we recommend they have their own set of this equipment which they should bring to each mathematics lesson. The course we follow is Edexcel GCSE Mathematics

AQA GCSE TRIPLE SCIENCE (Biology, Chemistry and Physics – 3 Separate GCSEs) Exam Board and Specification Code: AQA Biology 8461 AQA Chemistry 8462 AQA Physics 8463 All Students following the Curie Pathway study this course AIMS OF THE COURSE Triple Science is a challenging and engaging scientific programme of study which is taught as 3 separate sciences, allowing you to achieve 3 GCSEs in Science. The course structure will provide you with an in-depth knowledge and understanding of the key scientific principles, through studying a variety of topics in Biology, Chemistry and Physics. Through observing, experimenting and testing out ideas, this qualification gives you a solid preparation for A Level Sciences which can lead to Higher Education. Selection is based on academic success, and commitment and aspiration to the subject. CONTENT Biology

Chemistry

Physics

1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology

1. Atomic structure and the periodic table 2. Bonding, structure, and the properties of matter 3. Quantitative chemistry 4. Chemical changes 5. Energy changes 6. The rate and extent of chemical change 7. Organic chemistry 8. Chemical analysis 9. Chemistry of the atmosphere 10. Using resources

1. Forces 2. Energy 3. Waves 4. Electricity 5. Magnetism and electromagnetism 6. Particle model of matter 7. Atomic structure 8. Space physics

ASSESSMENT/OTHER INFORMATION The specification route we follow is AQA. These qualifications are linear, which means that students will sit all their exams at the end of the course. This will be in the form of 6 exams which are assessed in the following way: ● 2 Biology exams (paper 1 and paper 2) leading to a Biology grade. ● 2 Chemistry exams (paper 1 and paper 2) leading to a Chemistry grade. ● 2 Physics exams (paper 1 and paper 2) leading to a Physics grade. ● Each exam paper sitting is 1 hour 45 minutes and is a written exam. ● Each exam is made of 100 marks. ● There is a choice between higher and foundation tier. Exam questions consist of multiple choice, structured, closed short answers and open extended responses.

AQA GCSE COMBINED SCIENCE: TRILOGY (2 GCSEs) Exam Board and Specification Code: AQA 8464 All Students following the Hadid and Angelou Pathways study this course. AIMS OF THE COURSE The Combined Science course provides you with a challenging and interesting scientific programme of study resulting in 2 GCSEs. The course structure provides you with a broad knowledge of important scientific principles, through studying Biology, Chemistry and Physics. Through observing, experimenting and testing out ideas, this qualification gives you a solid preparation for A Level Sciences which can lead to Higher Education. CONTENT Biology

Chemistry

Physics

1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology

1. Forces 2. Energy 3. Waves 4. Electricity 5. Magnetism and electromagnetism 6. Particle model of matter 7. Atomic structure

ASSESSMENT/OTHER INFORMATION The specification route we follow is AQA. These qualifications are linear, which means that students will sit all their exams at the end of the course. This will be in the form of 6 exams which are assessed in the following way: ● 2 Biology exams (paper 1 and paper 2). ● 2 Chemistry exams (paper 1 and paper 2). ● 2 Physics exams (paper 1 and paper 2). ● The completion of all 6 exams will lead to a combined Trilogy science grade. ● Each exam paper sitting is 1 hour 15 minutes and is a written exam. ● Each exam is made of 70 marks. ● There is a choice between higher and foundation tier. Exam questions consist of multiple choice, structured, closed short answers and open extended responses.

GCSE GEOGRAPHY (Exam Board and Specification Code: AQA 8035) Students following the Curie, Hadid and Angelou Pathways can select to study this course. AIMS OF THE COURSE Geography is a force for broadening the mind. Geography is not only up-to-date and relevant, it is one of the most exciting, adventurous and valuable subjects to study today. The world is always changing. Geography helps us to understand how other countries are the way they are, and this is really very important in helping us to realise that we all share the same planet and we should know more about what makes us different as well as what makes us similar. Global warming, sustainable food production, natural disasters such as earthquakes and tsunamis, the spread of disease, the reasons for migration and the future of energy resources are just some of the great challenges facing the next generation of geographers. If you study GCSE Geography you will: · Be able to explain and evaluate current global issues such as population dilemmas, hazards and global warming. · Be a leader in wider society. We will help you to develop the skills you need to think critically about the world around you, process information presented in a variety of ways, think about issues from different perspectives, and develop your own viewpoints. · Be able to confidently communicate a range of concepts and ideas. Geography is recognised for its academic ‘robustness’ and, most importantly, it also helps young people into the world of work. You will be prepared for college, 6th form, university and the world of work by being able to work collaboratively and analytically. Employers prize the knowledge and skills that studying Geography can provide, be it knowing how the world works, planning research and report writing, working in a team, using new technologies and communication skills – and much more. COURSE CONTENT We study the AQA specification. Students will travel the world from the classroom, exploring case studies in the United Kingdom (UK), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes. Module 1: Living with the physical environment (Section A: The challenge of natural hazards; Section B: Physical landscapes in the UK; Section C: The living world). Module 2: Challenges in the human environment (Section A: Urban issues and challenges; Section B: The changing economic world; Section C: The challenge of resource management). Module 3: Geographical applications (Section A: Issue evaluation; Section B: Fieldwork). ASSESSMENT & FIELDWORK Assessment: Remember, you have been studying some of the GCSE topics in Year 9, and as a result, have a good understanding of the course and how we assess. Assessment consists of three exams. There will be a compulsory course requirement of two day trips across the two years. This involves a human and physical field-work investigation. These investigations will take you outside of the classroom, applying your own existing knowledge on the content area and then drawing conclusions from the data obtained. What can you expect from us? Our mission is to provide every student with every opportunity to achieve their full potential. The Geography Curriculum Area works hard to provide engaging lessons and learning resources that will help you achieve success. We have very high expectations of ourselves and you, and provide every student with everything they need to achieve in Geography, from independent resources on our website, to revision folders, revision sessions and 1-2-1 interventions. What do we expect from students? You will need to aim high, work hard, and be enthusiastic and enquiring.

GCSE HISTORY (Exam Board and Specification Code: AQA 1Hl0) Students following the Curie, Hadid and Angelou Pathways can select to study this course. AIMS OF THE COURSE Students who choose History are often inquisitive people. They like asking questions and want to understand why events happened, what effects people or events had and why our world looks the way it does today. Students also enjoy lively debates and are able to offer opinions on the significance of events or people. Students who choose History also often enjoy literacy and like the challenge of putting together well balanced arguments in extended pieces of writing. Students will develop:● Historical skills: understanding why events occur, analysis of evidence. ● Life skills: being able to recognise bias in newspapers and television. ● Research skills: gathering, reading and understanding different kinds of information. ● Ability to produce balanced arguments: weigh up the pros and cons of situations. ● Communication skills: through articulating arguments clearly both verbally and in written format. A History qualification demonstrates critical thinking, analytical skills and the ability to make connections between social, economic and political issues. Our students have gone on to study courses such as Law, politics and Journalism CONTENT The GCSE course studied in Years 10 and 11 will be the Edexcel course The following topics will be covered: Paper 1: Thematic study and historic environment: ● Option 10: Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city. Paper 2: Period study and British depth study: ● Part A: Period study: Options 26/27: Superpower relations and the Cold War, 1941–91. ● Part B: British depth study B4: Early Elizabethan England, 1558–88. Paper 3: Modern depth study ● Option 31: Weimar and Nazi Germany,1918–39. ASSESSMENT/OTHER INFORMATION There will be three examination papers: 100% exam. There is no coursework or controlled assessment element. Exam 1: Crime and Punishment in Britain c.1,000-present and Whitechapel c1870-1900. Exam 2: Superpower relations and the Cold War 1941-1991 AND Early Elizabethan England 1558-88 Exam 3: Weimar and Nazi Germany, 1918–39

GCSE COMPUTER SCIENCE (Exam Board and Specification Code: OCR J277) Students following the Hadid and Angelou Pathways can select to study this course. AIMS OF THE COURSE This carefully planned course gives students a real, in-depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing. OCR’s GCSE (9–1) in Computer Science will encourage students to: ● Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation. ● Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs. ● Think creatively, innovatively, analytically, logically and critically. ● Understand the components that make up digital systems, and how they communicate with one another and with other systems. ● Understand the impacts of digital technology to the individual and to wider society. ● Apply mathematical skills relevant to Computer Science. CONTENT OVERVIEW Assessment model, consisting of two papers, one focusing on the theory of Computer Science and one with a focus on Computational thinking, algorithms and programming. Students take J277/01 and J277/02 to be awarded the OCR GCSE (9–1) in Computer Science. Computer systems component will assess: Systems Architecture | Memory and Storage | Computer Networks, Connections and Protocols| Network Security| System Software | Ethical, Legal, Cultural and Environmental Impacts of Digital Technology Computational thinking, algorithms and programming component will assess: Algorithms| Programming Fundamentals |Producing Robust Programs |Boolean Logic |Programming languages and integrated Development Environment Translators and facilities of languages All students will undertake a programming task or tasks during their course of study: Programming techniques | Analysis | Design | Development | Testing and evaluation and conclusions ASSESSMENT OCR’s GCSE (9–1) in Computer Science consists of two compulsory components that are externally assessed. 1. Computer Systems: (Non Calculator) 50% of total marks for GCSE (9-1) 1 hour and 30 minutes Written paper. The question paper will consist of short and medium answer questions. There will also be one 8-mark extended response question. 2. Computational thinking, algorithms and programming: 50% of total marks for GCSE (9-1) 1 hour and 30 minutes Written paper- 1 hour and 30 minutes Written paper. -Section A is worth 50 marks, and assesses students’ knowledge and understanding of concepts of Computer Science. Students then apply these to problems in computational terms, where they may use an algorithmic approach. -Section B is worth 30 marks, and assesses students’ Practical Programming skills and their ability to design, write, test and refine programs.

GCSE FRENCH (Exam Board and Specification Code: PEARSON 1FR0) Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language. The GCSE French is an exciting two year course that covers a range of topics relevant to young people such as social media, fashion, films and music, environment and charity work… amongst others! AIMS OF THE COURSE 1.

To develop language-learning skills for immediate use, and to prepare students for further language study and use in school, higher education or employment.

2. To develop student’s ability to communicate with confidence in speech and writing, conveying what they want to say with increasing accuracy. 3. To acquire new knowledge, skills, and ways of thinking, through the ability to understand and respond to a rich range of authentic spoken and written material, including extracts from literary texts. 4. To develop awareness and understanding of the culture and identity of the countries and communities where French is spoken. CONTENT ● ● ● ● ●

Identity and Culture (Relationships, Daily life, Cultural life) Local area, Holidays and Travel (Holiday destinations, Tourism, Local attractions) School (What school is like, School activities) Future Aspirations, Study and Work (Using languages beyond the classroom, Ambitions, Jobs) International and Global Dimension (Bringing the world together, Environmental issues)

All topics will be studied in the context of both the students’ home country and that of countries and communities where French is spoken.

ASSESSMENT Four skills are assessed at the end of Year 11: listening, speaking, reading and writing. They each carry an equal weighting of 25% towards the final GCSE grade. We follow the Edexcel GCSE specification (1FR0). OTHER INFORMATION French is the 5th most spoken language on the planet with a total of 300 million speakers. It is spoken primarily in France, Belgium, Switzerland, former French and Belgian colonies in Africa, and Canada. Having served as an international language in diplomacy and commerce, it enjoys great prestige culturally and is one of the languages used officially by the United Nations. French is also the official language of the Olympic Games together with English, and a working language of the European Union and the African Union. Studying a second language gives students a significant advantage in a global economy, therefore French is highly prized by employers in all areas of the job market such as: Medicine, Law, Marketing, Finance, Fashion, Cinema and Culinary arts.

GCSE ITALIAN (Exam Board and Specification Code: PEARSON 1IN0) Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language. AIMS OF THE COURSE 1.

To develop language-learning skills both for immediate use and to prepare students for further language study and use in school, higher education or employment.

2. To develop student’s ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy. 3. To acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts. 4. To develop awareness and understanding of the culture and identity of the countries and communities where Italian is spoken. CONTENT ● ● ● ● ●

All topics will be studied in the context of both the students’ home country and that of countries and communities where Italian is spoken.

ASSESSMENT All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the Edexcel GCSE specification (1IN0) OTHER INFORMATION Knowing Italian is greatly beneficial in several career fields with Italy being world leaders in interior design, fashion, food and drink, car design, engineering and robotics. The British Council has ranked Italian the 6th most important language to the future of the British economy. According to UNESCO 60% of the world’s art treasures are found in Italy and Italy is home to some of history’s most famous writers, artists and thinkers such Dante, Da Vinci and Botticelli. Studying the language is the key to understanding and being able to access these works of art, philosophy and literature.

GCSE MANDARIN (Exam Board and Specification Code: AQA 8673) Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language. AIMS OF THE COURSE 1.

To develop language-learning skills both for immediate use and to prepare students for further language study and use in school, higher education or employment.

CONTENT 1. Theme 1: Identity and culture 2. Theme 2: Local, national, international and global areas of interest 3. Theme 3: Current and future study and employment All topics will be studied in the context of both the students’ home country and that of countries and communities where Mandarin is spoken.

ASSESSMENT All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the AQA specification (1IN0) OTHER INFORMATION GCSE Mandarin is becoming increasingly popular amongst students and families with an international outlook and forward-thinking mindset who want to set their child up for success. 1.3 billion people speak Mandarin in mainland China. There are millions more people who speak Mandarin in many territories, including Singapore, Taiwan, Malaysia and so on. People who can speak Mandarin can carry out their jobs or professions abroad in the Far East. .Many jobs in London or other parts of England require an ability to speak and write one or more foreign languages.UK has been doing business in various areas with China which is the second largest economy of the whole world therefore many jobs require English and Mandarin speakers. Speaking a foreign language will add £10,000 minimum to your salary.

GCSE SPANISH (Exam Board and Specification Code: PEARSON 1SP0) Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language. AIMS FOR THE COURSE ● ● ● ● ●

Introduce and develop principles and inter-relationships of sounds and writing of Spanish. Teach Spanish grammar and its application. Develop language-learning skills, such as how to use bi-lingual dictionaries and other reference materials appropriately and effectively. Foster an ethos of academic discipline. Provide students with opportunities for the development of independent learning in using Spanish. Provide students with an insight into the culture and civilization of Spanish speaking countries, thus encouraging positive attitudes to speakers of other languages.

CONTENT ● ● ● ● ●

Identity and Culture (Relationships, Daily life, Cultural life) Local area, Holidays and Travel (Holiday destinations, Tourism, Local attractions) School (What school is like, School activities) Future aspirations, Study and Work (Using languages beyond the classroom, Ambitions, Jobs) International and Global Dimension (Bringing the world together, Environmental issues)

All topics will be studied in the context of both the students’ home country and that of countries and communities where Spanish is spoken.

ASSESSMENT All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the Edexcel GCSE specification (1SP0) OTHER INFORMATION There are 250 million native speakers of Spanish in the world including Spain, South and Central America and the USA. Spanish is a fast growing language in the United States of America. South America represents one of the most important areas of social and economic development in the world and all the South American countries, except for Brazil, are Spanish speaking countries. These countries have strong cultural and economic links with Spain, Europe and the United States. Historically, Spain has a close relationship with the Arab world and India which is evident in its Moorish architecture, many words borrowed from Arabic and its flamenco music which has links to ancient Indian music. Spanish is becoming an important language for business and trade in the world.

GCSE URDU (Exam Board and Specification Code: PEARSON 1UR0) Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language. AIMS OF THE COURSE 1.

To develop language-learning skills both for immediate use and to prepare students for further language study and use in school, higher education or employment.

Identity and Culture (Relationships, Daily life, Cultural life) Local area, Holidays and Travel (Holiday destinations, Tourism, Local attractions) School (What school is like, School activities) Future aspirations, Study and Work (Using languages beyond the classroom, Ambitions, Jobs) International and Global Dimension (Bringing the world together, Environmental issues)

All topics will be studied in the context of both the students’ home country and that of countries and communities where Urdu is spoken.

ASSESSMENT All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the Edexcel GCSE specification (1UR0) OTHER INFORMATION Urdu is spoken throughout North India, Pakistan and indeed through most of the sub-continent. Today Urdu is spoken in many countries around the world, including Britain, Canada, the USA and in the Middle East. Written Urdu contains much Persian and Arabic script. The study of Urdu enables British Urdu speakers to explore the culture and language of their parents and grandparents and so become familiar with the Urdu language and culture that contributes so much to multicultural Britain. Throughout the course, students will find out more about the culture and countries of Urdu speaking people, through music, film and literature.

GCSE CITIZENSHIP STUDIES (Exam Board and Specification Code: PEARSON 1CS0) Students following the Hadid and Angelou Pathways can select to study this course. AIMS OF THE COURSE Is Citizenship the right course for me? The world and society is always changing and you are a part of it. Citizenship provides you with the opportunity to gain knowledge about the local, national and global community and society. Citizenship encourages you to develop your skills of enquiry and analysis about the world you live in. It also enables you to develop a firm understanding of how important it is for you to take informed decisions within your life and be an active participant and citizen within society. CONTENT The GCSE course is studied in Years 10 and 11 and is divided into five themes: ● ●

● ● ●

A: Living together in the UK: How have communities developed in the UK? What is identity? What are democratic values and where do they come from? How does local democracy work? B: Democracy at work in the UK: Who runs the country? How does Parliament work? How is power shared between Westminster and the devolved administrations? How does the government manage public money? C: Law and justice: What is the law for and how does it affect us? How does the justice system work? Is crime increasing in society? D: Power and influence: What power and influence can citizens have? What role and influence should the media have? Does the UK have power and influence in the wider world? E: Taking citizenship action: Students will carry out an in-depth, critical investigation leading to citizenship action. It will be designed to have an impact locally, nationally or globally. Students will be assessed on the investigation and action they have undertaken through a series of examination questions that comprise 15% of the total marks.

ASSESSMENT There are two examinations of 1 hour and forty five minutes duration. Each paper is worth 50% of the total marks and qualification. Paper 1 comprises four sections: A, B, C and D. Some sources will be provided and will need to be read during the examination in order to answer some of the questions. Paper 2 comprises three sections: A: Own citizenship action – based on the knowledge and understanding gained whilst carrying out their citizenship action B: Power and influence: other’s actions and C: Power and influence. The Edexcel GCSE Citizenship course is followed. (Google Edexcel GCSE Citizenship Studies)

GCSE SOCIOLOGY (Exam Board and Specification Code: AQA 8192) Students following the Hadid and Angelou Pathways can select to study this course. AIMS OF THE COURSE Sociology is the study of how people create, organise and sustain their societies. It explores how human action both shapes and is shaped by, surrounding economic, social and cultural structures and processes. Through studying families, education, crime and deviance, class and sociological research methods, new perspectives of social interaction and the world we live in will be revealed to you. You will learn about critical tools and explore possibilities for creating a better world. ● ● ● ●

To develop an understanding of how Sociologists form opinions about society. To challenge preconceptions about education, social position and socialisation. To encourage analytical and objective thinking about pressing political issues. To consider the role that students play in wider society.

Sociologists have many career options, including civil service and government departments, journalism and media, work with NGOS, pressure groups, overseas development, public relations, public opinion and politics, social and policy research and social care and health services.

CONTENT The course covers the following areas in depth: The sociological approach ● ●

How sociological knowledge and ideas change over time How sociologists research and investigate the social world we live in

Families: Different family structures, their role in society and the impact they have on the individual. Education: Its role in preparing individuals for work, explaining inequalities within the structure. Crime and deviance: Causes of crime and the impact it has on society. Social stratification: Social groups in society, inequalities that exist and the impact of these. In their spare time, GCSE Sociology students are expected to read for pleasure and take an interest in current affairs, including watching the News as well as challenging documentaries on political and social issues. ASSESSMENT/OTHER INFORMATION This is a linear GCSE course, with 2 final written examinations worth 50% each. There is no coursework or controlled assessment. Paper 1: The sociology of families and education including relevant areas of social theory and methodology - 1 hour 45 minutes, 100 marks, 50% of GCSE. Paper 2: The sociology of crime and deviance and social stratification including relevant areas of social theory and methodology - 1 hour 45 minutes, 100 marks, 50% of GCSE.

GCSE DRAMA (Exam Board and Specification Code: AQA 8261) Students following the Hadid and Angelou Pathways can select to study this course. AIMS OF THE COURSE This qualification is designed for learners who wish to develop a range of transferable practical and academic skills, and to develop a clear understanding of drama and theatre. Due to its focus on academic as well as practical skills, the course is accepted by Russell Group Universities. Students learn to collaborate with others, think analytically and evaluate effectively. They gain the confidence to pursue their own ideas, reflect and refine their efforts, both practically and in their written work. The GCSE offers opportunities to: ● Develop an understanding of plays in practical performance and under academic study. ● Improve written and oral communication skills. ● Participate in a range of performances and rehearsals, and reflect on them through writing. ● Attend and evaluate a piece of live theatre. CONTENT The GCSE Drama offers students the opportunity to explore drama as a practical art form in which ideas and meaning are communicated to an audience through choices of form, style and convention. The subject content for GCSE Drama is divided into three components: ● Understanding drama ● Devising drama ● Texts in practice For the practical units students choose to work as performers or designers (design students may choose lighting, sound, set, costume or puppets). ASSESSMENT There are three components in the GCSE Drama: Component 1: Understanding drama (40% of GCSE) What's assessed • Knowledge and understanding of drama and theatre • Study of one set play from a choice of six • Analysis and evaluation of the work of live theatre makers How it's assessed • Written exam: 1 hour and 45 minutes • Open book Component 2: Devising drama (practical) (40% of GCSE) What's assessed • Process of creating devised drama • Performance of devised drama (students may contribute as performer or designer) • Analysis and evaluation of own work How it's assessed • Devising log • Devised performance Component 3: Texts in practice (practical) (20% of GCSE) What's assessed • Performance of two extracts from one play (students may contribute as performer or designer) How it's assessed • Performance of Extract 1 and Extract 2 OTHER INFORMATION You should have a real interest in practical drama and theatre, both in terms of scripted and devised drama, and the evaluation of live theatre. You also need to have a willingness to work out of hours as you will be expected to rehearse independently for performances and on coursework projects, as well as to answer a wide range of written questions about drama. Students who study Drama develop a wide range of transferable skills in addition to theatrical skills. Students who complete GCSE Drama often follow career paths in industries including but not limited to; acting, theatre, online, print and broadcasting media, teaching, law, business and a range of other professions.

GCSE MUSIC (Exam Board and Specification Code: OCR J536) Students following the Hadid and Angelou Pathways can select to study this course. AIMS OF THE COURSE This course aims at students developing: 1. Enjoyment of playing and listening to music of different styles and cultures. 2. Understanding of the language of music in terms of theory and structure. 3. Enthusiasm for composing music in various styles individually and as part of a group. 4. The confidence to perform vocally and/or instrumentally, solo or as part of an ensemble, from notation and by ear. CONTENT 1. Performance pieces will be selected by the students with the guidance of the teacher and there will be ample opportunity to perform inside and outside the classroom. 2. Students will compose a variety of music using given or chosen stimuli. They can work both with acoustic instruments and/or using music technology. 3. Music of many styles and cultures will be listened to and analysed with a view to developing critical listening skills and an understanding of music in preparation for the listening exam worth 40%. 4. 60% of performance and composition work can be completed in students’ own choice of style and medium (e.g. voice, piano – any instrument).

ASSESSMENT/OTHER INFORMATION All students will receive tuition from our specialist team of musicians on their chosen instrument and this will support all components of the course. Students are encouraged to continue to take up opportunities for performance as part of the school’s extra-curricular programme throughout the course. ASSESSMENT will be an ongoing process culminating in:•

2 in-depth compositions

30% } } Developed over the 2 year course and 30% } submitted as a recording.

•

2 performances one of which must be a group piece

•

A 1 hour 30 minute listening exam

40%

Students will be studying the OCR GCSE music syllabus which includes content on the concerto through time, rhythms of the world, film music and popular music.

GCSE PE (Exam Board and Specification Code: OCR J587) Students following the Hadid and Angelou Pathways can select to study this course. AIMS OF THE COURSE ● ● ● ● ● ● ● ●

To develop your theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance. To understand how the physiological and psychological state affects performance. To perform effectively in different physical activities by developing skills and techniques as well as selecting/using tactics, strategies and/or compositional ideas. To develop your analytical and evaluative skills to improve your practical performance. To understand the contribution and benefits which physical activity and sport make to health, fitness and well-being. To understand key socio-cultural influences which can affect people’s involvement in physical activity and sport. To create numerous cross-curricular links with subjects such as Science, Sociology and English. To support your career development within PE/sport. E.g. Physiotherapist or Sports Promoter

CONTENT You must have an interest in Physical Education, Sport and/or Exercise. You will be expected to contribute towards the organisation of Sports Day, Inter Form competitions or any school competitions and events. ● You will have three GCSE lessons a week (one practical and two theory lessons) along with your two core PE lessons. ● It is compulsory for students to attend extra curricular clubs and activities in school (3.15-4.15pm) and strongly advised that they attend community sports clubs too. Theory (60%): ● ●

The theoretical element of the course covers two components that both link to A-level PE. Component One: Applied Anatomy and Physiology (Skeletal and muscular system, cardiovascular and respiratory system, effects of exercise on the body, components of fitness, principles of training, preventing injury in physical activity). ● Component Two: Socio-cultural issues and sports psychology (engagement patterns in physical activity and sport, commercialisation, ethical and socio-cultural factors, sports psychology, health, fitness and well-being). Practical (30%) and coursework (10%): ● ●

● ●

You must commit to at least one extra-curricular club per week and take part in school competitions, as these both count towards your final grade. You will study and practice a range of practical activities including but not limited to Netball, Climbing, Athletics and Trampolining.

ASSESSMENT/OTHER INFORMATION We follow the OCR GCSE syllabus. There are two 60 minute exams (Component One and Component Two) You will be assessed in a range of sports throughout the course with your highest scoring three contributing to your final grade (one individual, one team and one from either). 14 hours of coursework will be completed throughout the course in controlled conditions For further information, please see a member of the PE department or click on the link. https://www.ocr.org.uk/Images/234822-specification-accredited-gcse-physical-education-j587.pdf

PEARSONS BTEC Tech Award 1/LEVEL 2 AWARD HEALTH AND SOCIAL CARE (Exam Board and Specification Code:) Students following Hadid and Angelou Pathways can select to study this course AIMS OF THE COURSE This is an exciting and challenging qualification that will introduce you to the health and social care sector. To gain knowledge and an understanding of individuals health and wellbeing. ● ● ● ● ●

To understand growth and development of the body throughout the different life stages and the impact that this has on an individual physically, intellectually, emotionally and socially (PIES). To develop your understanding and ability to assess the different types of care providers and evaluate when/how these should be accessed by individuals. To develop your understanding of the health and social care values and how they are delivered through different services. Career pathways include care workers, support worker, health care assistant, nursing (community and hospital), dental nurse, teaching (early years, primary or secondary), childcare, midwifery and social worker etc. A level 2 qualification is equivalent to a full GCSE with a Merit or Distinction securing progression onto a Level 3 BTEC qualification or A Level course.

CONTENT A BTEC Tech Award is an ideal qualification for you if you prefer a vocational style of study. The topics covered focus on the impact of physical, intellectual, emotional and social well-being through issues such as lifestyle choices, expected and unexpected life events, healthy lifestyle choices and types of support. The course is split up into three different sections: Component 1: Human Lifespan Development (30% of total course)-Internally assessed Aim: Understand how we grow and develop throughout our lives Component 2: Health and Social Care Services and Values (30% of total course)- Internally assessed Aim: To know how the Health and Social Care sector works and the care values that lie at the core of it Component 3: Health and Wellbeing (40% of total course)- Externally assessed Aim: Learners will explore the factors that affect health and wellbeing, learning about physiological and lifestyle indicators, and person-centered approaches to make recommendations to improve an individual’s health and wellbeing. ASSESSMENT Internally assessed - This means that the teacher uses an exam board approved assignment brief with a deadline for completion. The assignment will cover what you have been learning within lessons and will be an opportunity to apply your knowledge and skills. Externally assessed - The task will be set and marked by the exam board. You will have a set time to complete the task and it will provide an opportunity to bring together what you have learnt in both Components 1 and 2. Overall final grades at the end of the course are awarded a Level 1 Pass, Level 1 Merit, Level 1 Distinction, Level 2 Pass, Level 2 Merit, Level 2 Distinction and Level 2 Distinction*. OTHER INFORMATION You should have an interest in working with children, young people and adults with a range of needs within the health and social care sector. You need to be enthusiastic and willing to work hard at learning new and different skills. This is a vocational qualification so assessments include role plays, practical tasks and presentations. You should have good time management skills and be able to meet controlled assessment deadlines. Good written and oral communication skills will be an advantage.

GCSE BUSINESS Students following the Hadid and Angelou Pathways can select to study this course. AIMS GCSE Business Studies will engage students in the study of business and economics, helping them to develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts. ● ● ● ●

To actively engage in the study of business and economics to develop as effective and independent students and as critical and reflective thinkers with enquiring minds. To use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgements. To develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts. Investigate and analyse real business opportunities and issues to construct well-argued, well-evidenced, balanced and structured arguments, demonstrating their depth and breadth of understanding of business.

CONTENT Theme 1 – Investing a Small Business Topic 1.1 Enterprise and entrepreneurship Topic 1.2 Spotting a business opportunity Topic 1.3 Putting a business idea into practice Topic 1.4 Making the business effective Topic 1.5 Understanding external influences on business Theme 2 – Building a Business Topic 2.1 Growing the business Topic 2.2 Making marketing decisions Topic 2.3 Making operational decisions Topic 2.4 Making financial decisions Topic 2.5 Making human resource decisions

ASSESSMENT Theme 1 (EXAM) – Investing A Small Business – 1 HR 45 MINS – 50% Theme 2 (EXAM) – Building A Business - 1 HR 45 MINS – 50% We follow the Edexcel course.

AQA ART AND DESIGN: FINE ART Students following the Hadid and Angelou Pathways can select to study this course. Aims of the Course: ● To experience and refine skills in: Printmaking, Painting, Ceramics, Photography and Drawing. ● To have the opportunity to study artists and designers through trips to galleries and museums and through workshops and projects with artists ● To develop a portfolio of work for further education or employment ● To explore the following topics Portraiture, Organic vs Manmade, Architecture, Identity and more CONTENT In Year 10 you will learn to use a range of art materials, techniques and skills. You will apply these skills by creating personal projects that respond to a range of project themes. At the end of Year 10 you will be given a mini mock exam paper, you will choose a question from the paper to develop a project of work and produce a final piece from. All work in Year 10 will count toward your coursework portfolio which is 60% of your total grade. In Year 11 you will independently develop ideas and work in response to a main theme through investigating and researching a range of artists. In this project you will build and refine the skills and techniques learnt through year 10. Externally set task: In January of Year 11 you will begin your externally set task. It features a range of questions/ starting points and you choose one of them. You have 12 weeks preparation time, then 10 hours of supervised time to make a final piece. This is worth 40% of your total marks.

ASSESSMENT ● ● ● ●

AO1: Develop ideas through investigations, demonstrating critical understanding of sources. AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. AO3: Record ideas, observations and insights relevant to intentions as work progresses. AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

OTHER INFORMATION Are you interested in a career in..... ● Architecture? ● Art (artist, curator, educator, teacher, gallery work)? ● Design (product, web design, jewellery, graphic or interior design etc)? ● Illustration/ Book design? ● Animation/ Game Design? If so, a Fine Art GCSE may be for you! I

AQA ART AND DESIGN: TEXTILE DESIGN Students following the Hadid and Angelou Pathways can select to study this course. Aims of the Course: ● To experience and refine skills in: fashion design and illustration, constructed textiles, printed and dyed textiles, stitched and embellished textiles ● To have the opportunity to study artists and designers through trips to galleries and museums and through workshops and projects with artists ● To develop a portfolio of work for further education or employment Some of the techniques you will learn……. Machine sewing and embroidery, weaving, felting, appliqué, 2D/3D construction methods, knitting, crochet, screen printing, shibori dyeing, using recyclable and sustainable materials and hand embroidery. CONTENT In Year 10 you will learn to use a range of textiles materials, techniques and skills. You will apply these skills by creating personal projects that respond to a range of project themes. At the end of Year 10 you will be given a mini mock exam paper, you will choose a question from the paper to develop a project of work and produce a final piece from. All work in Year 10 will count toward your coursework portfolio which is 60% of your total grade. In Year 11 you will independently develop ideas and work in response to a main theme through investigating and researching a range of artists. In this project you will build and refine the skills and techniques learnt through year 10. Externally set task: In January of Year 11 you will begin your externally set task. It features a range of questions/ starting points and you choose one of them. You have 12 weeks preparation time, then 10 hours of supervised time to make a final piece. This is worth 40% of your total marks.

How will you be assessed? ● AO1: Develop ideas through investigations, demonstrating critical understanding of sources. ● AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. ● AO3: Record ideas, observations and insights relevant to intentions as work progresses. ● AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. OTHER INFORMATION Careers in Textile Design: ● ● ● ● ●

Accessory Designer (shoes/bags/hats/jewellery) Dressmaker Fashion Designer/ Sports Apparel Designer Pattern Maker Fabric/Textile Print Designer

AQA ART AND DESIGN: PHOTOGRAPHY Students following the Hadid and Angelou Pathways can select to study this course. Aims of the course ● To develop creativity and imaginative ideas within your work. ● Create images using photographic film, digital methods as well as moving image. ● To develop skills as an independent/collaborative learner. ● Develop practical skills by using a range of photographic tools, materials and techniques with skill and confidence. ● Develop research and analytical skills by looking at a range of photographers and contexts to help develop your ideas. ● To develop a photographic portfolio of work for further education or employment. You will have the opportunity to study artists and designers through trips to galleries, artist ● studios and museums and through workshops and projects with artists. Areas of study include: How the camera works/history of photography, Using a DSLR, photography out on location, moving image/video/film/animation, studio photography and documentary photography, cameraless photography, composition and the formal elements. Content In Year 10 you will learn to use a range of textiles materials, techniques and skills. You will apply these skills by creating personal projects that respond to a range of project themes. At the end of Year 10 you will be given a mini mock exam paper, you will choose a question from the paper to develop a project of work and produce a final piece from. All work in Year 10 will count toward your coursework portfolio which is 60% of your total grade. In Year 11 you will independently develop ideas and work in response to a main theme through investigating and researching a range of artists. In this project you will build and refine the skills and techniques learnt through year 10. Externally set task: In January of Year 11 you will begin your externally set task. It features a range of questions/ starting points and you choose one of them. You have 12 weeks preparation time, then 10 hours of supervised time to make a final piece. This is worth 40% of your total marks. How will you be assessed? ● AO1: Develop ideas through investigations, demonstrating critical understanding of sources. ● AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. ● AO3: Record ideas, observations and insights relevant to intentions as work progresses. ● AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. Careers in Photography: ● Advertising & Marketing ● News Press Photographer ● Magazine Editor ● Film/Video Editor ● Commercial/Industrial Photographer

AQA Art and Design: THREE-DIMENSIONAL DESIGN (DT) Students following the Hadid and Angelou Pathways can select to study this course. Aims of the course To use creative skills in order to solve real world problems. To learn how to safely use a range of modern machinery such as the laser cutter, 3D printer and different mechanical saws/drills. ● To become proficient in in technical drawing and digital design ● Learn how to prototype 3D shapes using a range of materials ● Learn how to cut, shape and finish wood using basic hand tools safely ● Develop research and analytical skills by looking at a range of designers and contexts to help develop your ideas. Areas of study include: Product Design, Architectural Design, Electronics & Woodwork, Ceramics, Jesominte, Set Design ● ●

Content In Year 10 you will learn to use a range of textiles materials, techniques and skills. You will apply these skills by creating personal projects that respond to a range of project themes. At the end of Year 10 you will be given a mini mock exam paper, you will choose a question from the paper to develop a project of work and produce a final piece from. All work in Year 10 will count toward your coursework portfolio which is 60% of your total grade. In Year 11 you will independently develop ideas and work in response to a main theme through investigating and researching a range of artists. In this project you will build and refine the skills and techniques learnt through year 10. Externally set task: In January of Year 11 you will begin your externally set task. It features a range of questions/ starting points and you choose one of them. You have 12 weeks preparation time, then 10 hours of supervised time to make a final piece. This is worth 40% of your total marks. How will you be assessed? ● AO1: Develop ideas through investigations, demonstrating critical understanding of sources. ● AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. ● AO3: Record ideas, observations and insights relevant to intentions as work progresses. ● AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. OTHER INFORMATION Careers in 3D Design: ● Engineer (Mechanical/Software/Aerospace) ● Architect ● Marketing ● Graphic Designer ● Set Design

AQA UNIT AWARD SCHEME AND ARTS AWARD: ART & DESIGN, DRAMA AND TECHNOLOGY All students following the Rowling Pathway study this course. Aims Of The Course The AQA Unit Award Scheme (UAS) offers learners the opportunity to have their achievements formally recognised with a certificate issued by AQA each time a short unit is successfully completed. 1. The scheme motivates, encourages, engages, supports and raises self-esteem. 2. Rewards achievement that otherwise might go unrecognised. 3. Helps students to progress to further study, training and independent living. 4. Completely flexible in terms of what, when and how learning can be accredited. Content Students can access personalised courses tailored to meet their interests and needs. Modules include:

Art, Design and Technology The UAS Art Certificate involve students developing a range of fine art skills. This includes looking at the work of Artists & Designers experimenting with a wider range of art materials from Drawing & Painting to Printmaking & Ceramics. Students will work toward creating a portfolio of work and work towards a final exhibition of work in which they can develop personal ideas and create expressive responses. Bronze Arts Award is a Level 1 qualification on the Regulated Qualifications Framework (RQF) and is open to young people aged 11 to 25. To achieve a Bronze Arts Award, young people collect evidence in an individual arts log or portfolio of their experiences of: developing their interests, knowledge and skills through actively participating in any art form, experience of at least one arts event/experience as an audience member and their review of that event/experience, researching the career and work of an artist or craftsperson that inspires them, experience of passing on an arts skill. Drama The UAS Drama Certificate involve students developing a range of theatrical skills. This includes rehearsal, performance and scriptwriting. Students undertaking this course have also had opportunities to perform in whole school drama productions, attend educational visits and participate in film projects and lunchtime performances too. As a result of their work in UAS Drama, students develop a broad range of skills including communication, team work, writing and confidence Assessment Learners are required to demonstrate the knowledge or skills in the areas chosen and this is recorded through verbal or written self-assessment, peer-assessment and teacher records. Achievements are also recorded through film and photo where possible.

NCFE ICT at Entry Level 1/2/3 All students following the Rowling Pathway study this course. Aims of the course The NCFE Functional Skills qualification in ICT at Entry Level 1 is an ideal qualification for candidates wishing to develop practical, transferable skills in ICT in order to work confidently, effectively and independently in life. It is suitable for a wide range of individuals and is fundamental to the successful completion of various wider qualifications and frameworks, such as Foundation Learning. The aim of these qualifications are to help learners to: · Apply their knowledge and understanding to everyday life. · Engage competently and confidently with others. · Solve problems in both familiar and unfamiliar situations. · Develop personally and professionally as positive citizens who can actively contribute to society.

CONTENT OVERVIEW Functional Skills ICT at Entry Level covers the following: • checking ICT work area safety • using emails, folders, and passwords • developing spreadsheet data on Excel • developing a Word document. The course content covers; 1. Interact with ICT and use an ICT system for a given purpose. 2. Follow safety and security practices. 3. Finding and selecting information, using simple searches. 4. Developing, presenting and communicating information using ICT-Based Communication. The skills you will acquire can be applied to different problem solving scenarios present in everyday life and the workplace.

Assessment These qualifications consist of one mandatory component: · Component 1 Information and Communication Technology To pass these qualifications learners are required to successfully complete the mandatory component by achieving the task-based assessment. Grades are not awarded. Assessment requirements: Summative, task-based assessment taken in a controlled environment, which is then internally assessed and moderated and externally moderated.

CAMBRIDGE IGCSE ENGLISH AS A SECOND LANGUAGE This course is only available for students for whom English is an additional language and require support developing their English AIMS OF THE COURSE · · · ·

Develop learners’ ability to use English effectively for the purpose of practical communication. Form a solid foundation for the skills required for further study or employment using English as the medium. Develop learners’ awareness of the nature of language and language-learning skills. Promote learners’ personal development.

CONTENT Technology & Entertainment The world of work

Happiness and Success

Exploration

Environment and Wildlife

Young and Old

Sports, Fitness and Health

Culture and Society

Fashion

Education

Travel and Transport

Competition

ASSESSMENT The percentages for the IGCSE qualification are: Reading 30%, writing 30%, listening 20% and speaking 20%. OTHER INFORMATION Cambridge IGCSE English as a Second Language is designed for learners whose first language is not English but who use it as a lingua franca or language of study. Cambridge IGCSEs are general qualifications that enable learners to progress directly to employment or to proceed to further study. Candidates who are awarded grades 9 to 4 in Cambridge IGCSE English as a Second Language will achieve an award at level 2 qualification. This will prepare students to follow courses leading to Cambridge International AS and A Level English or the equivalent. Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of academic achievement. Candidates may follow either the Core curriculum only or the Extended curriculum which includes both the Core and Extended. Candidates aiming for grades 9 to 7 must follow the Extended curriculum.

ENTRY LEVEL CERTIFICATE IN MATHEMATICS LEVELS 1-3 All Students following the Rowling Pathway study this course. AIMS OF THE COURSE · · · · ·

Use and apply mathematics in practical tasks, in real-life problems and within mathematics itself. Use a range of methods of computation and apply these to problems. Use calculators and computer software. Explore shape and space through drawing and practical work using a range of materials. Use computer to transform graphic images and to solve problems. Collect, record, represent data and draw conclusions.

CONTENT AND ASSESSMENT/OTHER INFORMATION Component 1: STAGE TESTS

Component 2: TASKS

What’s assessed:

Learners need to demonstrate performance in all three skills areas:

Learners need to demonstrate knowledge and understanding in these areas:

Skill area 1: making and monitoring decisions to solve problems

Skill area 2: communicating mathematically

perform calculations

solve numerical problems

understand and use properties of shape

Skill area 3: developing skills of mathematical reasoning

· ·

understand and use numbers and the number system

understand and use properties of position, movement and transformation understand and use measures

process, represent and interpret data How it’s assessed · Students should complete one internally assessed coursework, assessing: ·

Using and Applying Mathematics

50% of the qualification

How it’s assessed

• Students should complete one internally assessed coursework, assessing: • • •

Number and Algebra Shape, Space and Measure Handling Data

50% of the qualification

Tasks

Stage Tests

Entry 1: Students demonstrate competence in all three skill areas at Entry 1 or above

Entry 1: Students scores 80% or more on one Entry 1 stage test (maximum 16 marks) Entry 2: Students scores 80% or more on one Entry 2 stage test (maximum 20 marks) Entry 3: Students scores 80% or more on one Entry 3 stage test (maximum 20 marks)

Entry 2: Students demonstrate competence in all three skill areas at Entry 2 or above Entry 3: Students demonstrate competence in all three skill areas at Entry 3 and show evidence of the use of a calculator.

The course we follow is Entry Level Mathematics Edexcel (NMA0)

ENTRY LEVEL CERTIFICATE – STEP UP TO ENGLISH (SILVER STEP) All students following the Rowling Pathway study this course. AIMS OF THE COURSE The English Course is designed to develop: • Read, with some understanding, a range of texts, including literature and literary non-fiction as well as other writing such as letters and leaflets. • Read and make comparisons between texts, explaining personal preferences where relevant. • Locate and explain information or ideas from texts. • Write effectively and coherently using Standard English appropriately. • Use grammar correctly and punctuate and spell accurately. • Acquire and develop an appropriate vocabulary in writing and spoken language. • Listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate. CONTENT AND ASSESSMENT/OTHER INFORMATION Component 1: Literacy topics

Component 2: Creative reading and writing

What’s assessed: Spoken language task • Presenting • Responding to questions and feedback

What’s assessed: Section A Reading Two literary texts

Reading tasks Three transactional texts

Section B Writing Creative writing

Writing task Transactional writing How it’s assessed • Students should complete and submit two topics • Externally set non-exam assessment: up to 1 hour and 30 minutes • 60 marks per topic, 120 marks per component • 50% of Step up to English

How it’s assessed • Students should complete one paper • Externally set non-exam assessment: up to 1 hour and 30 minutes • 60 marks • 50% of Step up to English

Tasks Spoken language (12 marks) One task

Tasks Reading (30 marks) • Two linked texts • Short form questions

Reading (24 marks) • Three linked reading tasks • Short form questions

Writing (30 marks) One longer form writing task

Writing (24 marks) One longer form writing task The course we follow is AQA 5970

ENTRY LEVEL CERTIFICATE – STEP UP TO ENGLISH (GOLD STEP) Students following the Rowling Pathway study this course. AIMS OF THE COURSE The English Course is designed to develop: • Read, with some understanding, a range of texts, including literature and literary non-fiction as well as other writing such as letters and leaflets. • Read and make comparisons between texts, explaining personal preferences where relevant • Locate and explain information or ideas from texts. • Write effectively and coherently using Standard English appropriately. • Use grammar correctly and punctuate and spell accurately. • Acquire and develop an appropriate vocabulary in writing and spoken language. • Listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate. CONTENT AND ASSESSMENT/OTHER INFORMATION Component 1: Literacy topics

Component 2: Creative reading and writing

What’s assessed: Spoken language task • Presenting • Responding to questions and feedback

What’s assessed: Section A Reading Two literary texts (from 19th, 20th, 21st century)

Reading tasks Three transactional texts

Section B Writing Creative writing

Writing task Transactional writing How it’s assessed How it’s assessed • Students should complete and submit two • Students should complete one paper topics • Externally set non-exam assessment: up to • Externally set non-exam assessment: up to 1 hour 30 minutes 1 hour 30 minutes • 60 marks • 60 marks per topic, 120 marks per • 50% of Step up to English component • 50% of Step up to English Tasks Spoken language (12 marks) One task Reading (24 marks) • Three linked reading tasks • Short form questions

Tasks Reading (30 marks) • Two linked texts • Short form questions Writing (30 marks) One extended writing task

Writing (24 marks) One extended writing task The course we follow is AQA 5970

ENTRY LEVEL CERTIFICATE – SCIENCE SINGLE AWARD All Students following the Rowling Pathway study this course. AIMS OF THE COURSE The Entry Level Science course is designed to: ● ● ● ● ● ● ●

Develop their interest in, and enthusiasm for, science. Develop a critical approach to scientific evidence and methods. Acquire and apply social skills, knowledge and understanding of working scientifically and its essential role. Acquire scientific skills, knowledge and understanding necessary for progression to further learning. Apply literacy, numeracy and information technology skills. Acquire and develop an appropriate vocabulary in writing and spoken language. Listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate.

CONTENT AND ASSESSMENT/OTHER INFORMATION The six components meet the Programme of Study Key Stage 4 requirements, but students need only submit evidence for three Teacher-devised assignments plus three Externally-set assignments. These do not need to be from the same components. Component 1: Externally-set assignments (ESA)

Component 2: Teacher devised assignments

What’s assessed:

Students should submit evidence from at least three of the six components. At least one each from Biology, Chemistry and Physics.

Students must submit evidence for three components. They are not required to be the same components as the ESAs. These are assessments of practical tasks set by the teacher and marked against the marking criteria provided in the Scheme of assessment.

How it’s assessed: · Externally-set assignment: 45 minutes · Each test is worth 20 marks · Weighting 57% These assignments are set by AQA and marked by the teacher using a mark scheme provided by AQA. ESAs and mark schemes are accessible via e-AQA.

How it’s assessed: · Teacher-devised assignments · Each piece of coursework is worth 15 marks · Weighting 43%

The specification comprises six components. 1. Component 1- Biology: The human body 2. Component 2 - Biology: Environment, evolution and inheritance 3. Component 3 - Chemistry: Elements, mixtures and compounds 4. Component 4 - Chemistry: Chemistry in our world 5. Component 5 - Physics: Energy, forces and the structure of matter 6. Component 6 - Physics: Electricity, magnetism and waves The course we follow is AQA ELC Science 5960

Entry Level Certificate –Science Double Award All Students following the Rowling Pathway study this course. AIMS OF THE COURSE The Entry Level Science course is designed to: ● ● ● ● ● ● ●

Develop their interest in, and enthusiasm for, science. Develop a critical approach to scientific evidence and methods Acquire and apply social skills, knowledge and understanding of working scientifically and its essential role. Acquire scientific skills, knowledge and understanding necessary for progression to further learning. Apply literacy, numeracy and information technology skills. Acquire and develop an appropriate vocabulary in writing and spoken language. Listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate

CONTENT AND ASSESSMENT/OTHER INFORMATION Students studying all six components meet the KS4 Programme of Study requirements. Students certificating in Entry Level Certificate Science – Double Award must submit evidence for six Teacher-devised assignments plus six Externally-set assignments. Component 1: Externally-set assignments (ESA)

Component 2: Teacher devised assignments

What’s assessed:

Students should submit evidence from all six components.

Students must submit evidence for all six components. These are assessments of practical tasks set by the teacher and marked against the marking criteria provided in the Scheme of assessment.

How it’s assessed: · Teacher-devised assignment · Each piece of practical work is worth 15 marks · Weighting 43%

ASDAN Entry 1 and Entry 2 in Personal and Social Development AIMS OF THE COURSE The ASDAN course is embrace personal, social, health, citizenship and ICT, and enables candidates to develop skills that prepare them for independence and working life.They offer imaginative ways of supporting young people in becoming confident individuals who are physically,emotionally and socially healthy, being responsible citizens who make a positive contribution to society and embrace change and managing risk together with their own wellbeing, as well as introducing them to new activities and personal challenges. CONTENT AND ASSESSMENT/OTHER INFORMATION Managing own Money - Unit MOME1

Environmental Awareness - Unit EAE2

This unit is about introducing candidates to the basic elements of managing their personal finances and carrying out simple transactions capably. Making the Most of Leisure Time Unit MLTE2 This unit is about introducing candidates to a range of leisure activities and encouraging them to think about their preferences for what they do in their leisure time.

This unit is about candidates developing an understanding of the environmental impact of their actions and about encouraging them to engage in activities to improve the environment in their local area. Preparation for Work - Unit PWE2 This unit is about candidates exploring the personal skills and qualities that employees need and matching these to their own skills and qualities; candidates are then required to consider suitable job roles and to prepare key information to apply for a specific job.

Working Towards Goals - Unit TGE2 This unit is about individuals developing their skills as independent learners. The candidate does this by agreeing and working through action steps that will help them to achieve a personal learning goal. Working as Part of a Group - Unit WGE2 This unit supports candidates in developing their skills as active contributors when working with others on group activities.

Using Technology in the Home and Community - Unit UTE2 This unit is about encouraging candidates to use technology safely and correctly in the home and community. Developing Self - Unit DSE2 This unit is about individuals reflecting on their own personal development and being engaged in activities to help them improve their personal skills, qualities, abilities and behaviours. The candidate does this by working through action steps that will help them to achieve an agreed target for their self-development.

Dealing with Problems in Daily life This unit introduces candidates to the concept of problem solving and helps them to develop a systematic approach to tackling problems in their daily lives

Healthy Living - HLE2 This unit is about introducing candidates to ways in which they can contribute to a healthy lifestyle and encouraging them to engage in activities that will improve their own lifestyle.

The course we follow is PSD Standard with Guidance 2009