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Contents 02 03 04 06 08 09

Message from the Headteacher Introduction Key Stage 4 Curriculum Structure Key Stage 4 Curriculum Key Stage 4 Targets Types of QualiďŹ cations

10 11 12 13 14 15 16 17

THE COMMON CORE Work Related Learning English Language & English Literature Values and Lifestyle Mathematics Science Information Creative Technology PE & Games

18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

GCSE SUBJECTS Art & Design Business Drama DT - Food Technology DT - Resistant Materials DT - Graphic Products DT - Product Design French Geography History Media Studies Music Physical Education Religious Studies Spanish

34 35 36 37 38 39

VOCATIONAL OPTIONS BTEC in Business Studies BTEC in Engineering BTEC in Health & Social Care BTEC in Sport BTEC in Travel & Tourism

40

OPTIONS FORM

01


Work related learning Dear Parent/Carer

As parent s you should be confident that our curriculum and teaching is providing your child with the best opportunity to reach their full potential for their future. An important step for their future occurs in Year 9 when your son or daughter makes subject choices for Key Stage 4. These choices can influence which courses they can study in sixth form or college. Our option system enables us to maximise the choices available for your child. The system allows students to choose three subjects in Year 9. They will study two options in year 10, where one option is taken over one year, for four hours each week, and the other option is studied over two years, for two hours each week. Students will then start their third option in Year 11, giving them the opportunity to review their third choice at the end of year 10, and make a different selection if they have changed their minds about their career path. They will also choose a fourth futures option in Year 11 to prepare them for education, employment or training beyond school. Our options system also allows students and parents, if they wish, to choose GCSEs which will qualify students for the newly introduced English Baccalaureate. The English Baccalaureate is not a qualification in it itself but recognises a range of academic qualifications. As a school we do not think that these qualifications, in isolation, are good preparation for life in the twenty first century but if combined, with a BTEC qualification, as our system would allow, then students would be well prepared for their future. In general, students will need to achieve 5A*-C GCSEs or equivalent to gain access to our sixth form, but to study A levels, students will need 5A*-C including English and Mathematics. In some subjects students will need to gain a B grade in the subject of choice and in English and or Maths to be eligible to take A levels. So when students make their year 10 option choices they need to choose subjects which they enjoy and excel at but, they also need to consider the subjects they wish to take post 16. If you would like to discuss your child s options choices with Mrs Mitchell or a Head of College please contact the school to make an appointment. Thank you for your continued support.

Dr W J Frain Headteacher

02


Introduction As you will be aware the exam results at the school have been well above national average for the past 3 years with over 90% of students gaining 5A*-C grades in 2009, 2010, 2011 and 2012. While this reflects the high quality teaching it also reflects our very flexible curriculum at Key Stage 4 which allows students to chose subjects that interest them and which give them the best chance of exam success. The aim of our Key Stage 4 curriculum is to ensure students have life long learning skills and the flexibility to thrive in an ever changing society, such as employability, communication, teamwork, thinking and independant learning skills. We offer a broad based curriculum with some compulsory elements as well as some choices so that students can concentrate on areas of particular interest to them. There is a strong vocational element to our curriculum. This is not simply directed at steering students into a particular career or only preparing them for the world of work. Vocational subjects link learning to practical situations. There is also a strong emphasis on the use of ICT in all subjects in addition to specific courses on ICT. We recognise that students are being asked to make very important decisions about their future and I know that we are all keen to offer them our full support. Therefore, I would strongly advise that parents and student s do not complete their option forms until they have read and discussed the options booklet carefully, and attended the Year 9 Parents Evening on Tuesday 26th March. If you are happy with the choices your son or daughter has made then please return the signed form to school. If you would like to discuss the choices further with Mrs Mitchell or a Head of College please make an appointment through the school reception with: Mrs Mitchell

Director of KeyStage 3

Miss George

Head of Davy College

Mrs Robe

Head of Herschel College

Ms S Todd

Head of Swan College

03


Key Stage 4 Curriculum Structure 2013 - 2015 Our aim at South Shields Community School is to offer a personalised education for our students. A key element of personalisation is to ensure students have a wide choice of subjects to study. In order to achieve increased subject choice in our Key Stage 4 curriculum, students study three options over two years, plus a Futures option in year 11. This is made possible by students choosing two options in year 10 and one option in year 11 and a Future s option. These arrangements have many advantages:

• With fewer subjects to study at any one time, students are able to focus their time and energy into those subjects without being pulled in different directions by demands from different subject teachers.

• There are more lessons each week for each subject meaning much greater continuity of learning and a chance to build good relationships quickly with subject staff.

• Completing one course by the end of year 10 eases the pressure on students at the end of year 11.

• Delaying the start of two courses until the start of year 11 allows students to rethink their options if they change their career plans.

• Having a combination of one and two year courses means that we are able to increase the choice of options available. Some parents may be concerned that children may not be sufficiently mature to complete their GCSEs by the end of year 10. However, students who have already sat options in year 10 have shown that this is not the case. Other schools who use this approach have also seen increased standards and achievement as a result.

04


The flexibility of our Key Stage 4 curriculum is impressive and will deliver a large range of possible outcomes:

POSSIBLE QUALIFICATIONS

CORE

Qualification

No. of GCSEs (or equivalent)

SCIENCE

BTEC Science

2 GCSEs

or Dual Award Science/Applied Science or Separate Sciences

2 GCSEs 3 GCSEs

MATHEMATICS

Mathematics

1 GCSE

ENGLISH

English Language & English Literature

2 GCSEs

ICT

ICT

1 GCSE

OPTIONS

GCSEs/Btecs

3 GCSEs

HUMANITIES

Humanties

1 GCSE

Based on this curriculum students will achieve a range of qualifications up to 11 GCSE s.

05


Key Stage 4 Curriculum The range of courses offered give all of our students the best opportunities to gain both academic and vocational qualifications. The Key Stage 4 curriculum is made up of two parts: 1. The common core which is followed by all students 2. Other options where students select four subjects

THE COMMON CORE • • • • • • •

English Language and English Literature - 2 GCSEs Mathematics - 1 GCSE Science - 2-3 GCSEs or equivalent ICT - 1 GCSE equivalent Physical Education Values and Lifestyle - 1 GCSE covering Personal, Social and Health Education, Citizenship, History, Geography and RE Work Related Learning and Careers Education - (also covered in Btec options)

THE OPTIONS In choosing their options, students should concentrate on what they are good at and enjoy. They should not follow friends or a particular teacher. Friends may have different strengths and they may have different teachers at KS4:

GCSE SUBJECTS

BTEC SUBJECTS

• • • • • • • • • • • • • • •

• • • • •

Art & Design Business Drama DT - Food Technology DT - Resistant Materials DT - Graphic Products DT ‒ Product Design French Geography History Media Studies Music Physical Education Religious Studies Spanish

Business Studies Engineering Health & Social Care Sport Travel & Tourism

06


Key Stage 4 Curriculum QUALIFICATIONS All students will be assessed in the subjects they study. These may include:

• GCSE examinations graded A*- G. • BTEC courses equivalent to 1 GCSE pass at grade A*- C. • ASDAN Courses • Employability Courses TARGETS A set of targets (shown on the next page) has been agreed and it is the aim that every student should achieve these during their final two years in school.

CORE SUBJECT GROUPS Most departments will teach students in groups according to their ability. Such groupings, made at the beginning of Year 10, are always provisional and they may alter at a later date, depending on the progress made.

PROGRESS FILES All students will compile a progress file which records the positive academic and social achievements throughout their school career.

ALTERNATIVE CURRICULUM Some students will be given learning opportunities out of school, this will be made possible by reducing their option choice. The students taking these courses will be chosen by the school with the agreement of students and parents.

07


Key Stage 4 Targets STUDENT TARGETS ATTENDANCE - You should have an attendance of at least 95% or more in years 10 and 11. PUNCTUALITY - You should have punctuality of at least 95% or more in years 10 and 11. BEHAVIOUR - You should accept and follow the standards and codes of behaviour of the school. WORK EXPERIENCE - You should complete a quality work experience placement. LITERACY - You should achieve a nationally recognised literacy qualification. ICT - You should achieve a nationaly recognised ICT qualification. NUMERACY - You should achieve a nationally recognised numeracy qualification. COMPLETION OF WORK ON TIME - You should complete work by agreed deadlines.

WHAT SHOULD I DO NOW? ONE

Read the information on each course carefully.

TWO

Talk to your family about your abilities, interests and possible future career, training and educational aspirations.

THREE

Attend the Year 9 Parents Evening on Tuesday 26th March 2013 starting at 3:45pm and finishing at 6.00pm where you will be given help and advice on the choices available by your teachers.

FOUR

Complete the option form and return it to Mrs Mitchell no later than Thursday 28th March 2013. We hope to offer all subjects as listed but the school reserves the right to make changes as the need arises.

08


Types of Qualifications Obtaining the equivalent of five or more A* - C grades, including English and Maths, is often a requirement for taking A-Levels or Vocational BTEC courses at sixth form or at a further education college. Most Universities typically require a C or better in English and Mathematics, regardless of a student s performance in their A-Level. Every student will be given information, advice and guidance through Year 10 and Year 11 through their mentor and our independent careers advice service to support them to identify the most appropriate options for their future education, employment or training pathway when leaving school.

GCSE The General Certificate of Secondary Education (GCSE) is the name of academic qualifications taken at level 2. At the end of a GCSE course, each student receives a grade based on internally assessed work (controlled assessments) and an end of year examination. The grades, from highest to lowest, are: A*, A, B, C, D, E, F and G. The English Baccalaureate The English Baccalaureate is not a qualification in itself but a certificate that will be given to students to recognise their achievement in academic qualifications if they achieve C grades or higher in the following GCSEs: English & Mathematics & Science & History or Geography & French or Spanish.

BTEC BTEC is the name given to vocational qualifications. Vocational options offer students a real alternative to the traditional GCSEs. They fit into the new national framework for education and training which now encompasses the traditional academic subjects in a vocational context. BTEC qualifications have a greater practical element than GCSEs and are assessed based on project-based evidence completed in school and one external assessment carried out within school, usually via an online test. The BTEC is worth the equivalent of one GCSE at A*-C. National evidence indicates that vocational learning through BTECs helps students do better in their GCSE s as well as increasing their lifetime earning potential compared to those who study just GCSE s.

09


Subjects that everyone studies...

THE COMMON CORE 10


Work related learning Work-related learning is defined as: planned activity that uses the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices, and learning the skills for work. Therefore the statutory requirement is for schools to make provision for all students at Key Stage 4 to:

Learn through work, by providing opportunities for students to learn from direct experiences of work, for example, through work experience or part-time jobs, enterprise activities in schools and learning through vocational contexts in subjects.

Learn about work, by providing opportunities for students to develop knowledge and understanding of work and enterprise, for example, through careers education.

Learn for work by developing skills for enterprise and employability, for example,through problem-solving activities, work simulations, and mock interviews.

Students will have the opportunity to do a futures option in Year 11 covering work related learning careers education and employability skills, through business projects and work experience, to support their future career pathway.

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English Language & English Literature ■ INTRODUCTION GCSE English Language is one of the most important courses students will have to study; it is an essential entry requirement for many college courses and careers. The English programme of study commences in year 9 and can be complete by the end of year 10. This allows students to resit the GCSE in year 11 to improve their grade, if necessary. Alongside this students will also study GCSE English Literature.

■ COURSE CONTENT Through their GCSE students will continue to build on the skills developed in Key Stage 3. Students will work on their reading, writing and speaking skills along with studying a range of poetry and novels, which will include Shakespeare and other texts from the Literary Heritage. Both courses consist of small units which will be undertaken throughout Years 10 and 11. Students will be assessed through a series of exams and controlled assessments; these are like exams but the questions will be known before hand and students will be given time to prepare for them. Students will be placed in groups according to their ability and will be constantly monitored and tracked to ensure that they are achieving their full potential.

■ EXAMINATION The scheme of assessment consists of two tiers: Foundation will give you up to a C grade (C-G) and Higher will give you a grade up to A*(A-D).

English Language

English Literature

40% Exam 60% Controlled Assessment

75% Exam 25% Controlled Assessment

12


Values and Lifestyle (including PHSE, Citizenship & RE) ■ INTRODUCTION The course aims to support students in their moral, social, emotional and physical welfare. The course focuses on topics that are relevant to life in modern society, and aims to equip students with the ability to effectively deal with the problems and dilemmas they are likely to face as they progress through life. Within Values and Lifestyles, students will also study a Humanities based course, leading to many students achieving GCSE accreditation.

■ COURSE CONTENT The course covers issues such as: • Healthy Living • Environmental Awareness • Careers & Preparing for Work • Equality and Diversity • Individual Rights & Responsibilities • Managing Money & Financial Planning • Leisure & Recreation • Becoming involved in the Community The course is delivered through a mixed approach of classroom based teaching, outside agencies and providers visiting school, and involvement in collaborative projects.

■ SEX AND DRUG EDUCATION National Curriculum guidelines will be followed in the programme of Sexual Relationships Education and Drug Education. The course is supported by professionals from: The South Tyneside Sexual Health Team, and the Policy in Education and Prevention Team. The course provides students with opportunities to develop their decision making skills; providing them with a sound knowledge base to be able to recognise risks, effects and consequences of unhealthy choices. Students will be provided with information on how to access relevant agency support services. An element of RE will be delivered through the course. It is compulsory by law to have Religious Education at Key Stage 4.

13


Σ

Ω

Mathematics The National Curriculum for Mathematics requires all students in Key Stage 4 to follow a course of mathematics which includes functional skills preparing the students for the world of work.

■ INTRODUCTION Knowledge of the basic skills in mathematics is essential to all students. These are used to develop an understanding in other subject areas. Students will be encouraged to develop the confidence to use mathematics to tackle problems in the workplace and in everyday life.

■ COURSE CONTENT The programme of study covers: Algebra, Data Handling, Number, Shape and Space, and functional skills.

■ EXAMINATION The GCSE programme of study commences in year 9 to give students the opportunity to complete the programme at the end of year 10. Students will be given the option to improve their grade further in year 11. Note: Students will only be allowed to sit the exams at the end of year 10 if they have made sufficient progress to be able to achieve their target grade. The GCSE mathematics programme is linear, with exams taken in November or June. The exams can be taken at two levels:

• •

Foundation Grades G to C Higher Grades D to A*

For each tier of entry students are required to sit two exams:

• •

Paper 1 is Non Calculator Paper 2 is Calculator

Student s progress is heavily monitored to ensure that each student achieves the highest grade possible.

14


Science Students follow a course leading to a GCSE or Btec in Science in Year 10 and an additional GCSE or Btec in Year 11. Both courses provide knowledge and understanding of Science so students can see how Science works. However, the approach to GCSE Science is different to BTEC Science. Where the content is more theoretical and conceptual compared to Btec which is more vocational and applied. Some students will progress to Further Additional GCSE Science.

■ GCSE CORE SCIENCE The course consists of 3 topics that cover Biology, Chemistry and Physics. The scheme of assessment is composed of 75% written assessments and 25% practical assessment. Students gain 1 GCSE.

■ GCSE ADDITIONAL SCIENCE 1 This course builds on the knowledge and understanding students have gained for GCSE Science. The assessment structure follows the same pattern as CORE Science with students studying Biology, Chemistry and Physics. Students gain 1 GCSE.

■ GCSE FURTHER ADDITIONAL SCIENCE This course is suited to A*- B grade students at Additional Science and those wishing to follow a scientific pathway at A Level. The course covers Biology, Chemistry and Physics and again has a practical assessment. Students gain 1 GCSE.

■ GCSE ADDITIONAL APPLIED This course builds on the knowledge and understanding students have gained for GCSE CORE Science. The course delivers content through work and industry based context. The course structure suits students who can produce high quality port-folio work. The course is composed of 60% port-folio assessment and 40% written assessment.

■ BTEC SCIENCE Students will study two Btecs in Science. The first covers the principles of Science (year 10) and the second applies these principles (year 11). Linked to work related learning, assessment is through coursework assignments or collections of evidence over 2 years through a minimum of 6 units of work. There are two written examinations. This qualification is equivalent to 2 GCSEs at A* - C.

15


Information Creative Technology ■ INTRODUCTION BTEC ICT has been developed to provide students with an introduction to the skills, knowledge and understanding required to prepare them for work. Also it has been designed to help students develop their personal skills in the areas of team working, career planning, communication and problem solving.

■ COURSE CONTENT Students will follow the BTEC first ICT course which covers areas such as The Online World, Technology Systems and creating digital media. The core units are the online world (entrance exam) and the digital portfolio (internal assessment). The optional units include: (These are all assesed internally)

• • • •

Mobile Apps Development Creating Digital Graphics Animation Video or Audio

Full award certificates will be graded at:

• • • •

Pass Merit Distinction Distinction*

■ PROGRESSION INTO EMPLOYMENT These qualifications are designed to enable students to enter employment at an operative or trainee level within a wide range of business environments. The contents of the course covers the areas needed to be functionally ICT literate in the work place.

PROGRESSION TO FURTHER QUALIFICATIONS These qualifications have been designed to aid progression to A Level GCE ICT or GCE Computing. They will also provide a basis for progression into other qualifications at Level 3 such as other A level and BTEC level 3 courses.

16


PE & Games ■ INTRODUCTION Core PE is a compulsory element of the curriculum for all year 10 and 11 students. Its aims are to increase participation in sport and ensure that all students have access to a minimum of two hours of physical activity per week.

■ COURSE CONTENT We will offer a wide variety of activities which may include:

• • • • • • • • • • •

Football Rugby Netball Swimming Badminton Squash Dance Trampolining Rounders Cricket Fitness

Health related exercise, leisure skills and competitive team sports are seen as vitally important in the overall development of individuals. Core PE provides a platform in which students can develop their social, communication and leadership skills, team work and general health and fitness. A successful PE and Sports programme requires the highest levels of commitment from all students involved.

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Subjects that you can choose...

THE GCSE SUBJECTS 18


GCSE Art and Design A GCSE in Art and Design provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in art and design. It allows for a very broad experience of the arts, with students encouraged to work in, and explore several different areas of Art and Design.

■ WHAT IS THE COURSE CONTENT? Throughout the course students will undertake a wide range of two-dimensional and threedimensional projects, using materials as varied as; clay, modroc, textiles, and papier-mâché, alongside the more traditional drawing and painting materials of pencil, pen, paint, inks and pastels. Students will be encouraged to explore print-making, collage and painting on canvass and opportunities will also be available for students to work digitally, producing computer generated artwork and digital photography. Areas of study can include:

• • • • •

Fine Art and Printmaking Graphic Communication Textile Design Three-Dimensional Design Photography: lens-based and light-based media

Students will also be encouraged to critically examine the works of other artists, designers and craftspeople. The research and study of artists and artwork will include the production of written elements to support practical work. Homework will be set regularly to support and strengthen class work.

■ HOW IS THE COURSE ASSESSED? Pupils will produce a portfolio of selected work completed during the course, which will provide 60% of the total marks at GCSE. The further 40% will come from a final exam, including preparatory work, and supervised time. Students will hold a final exhibition of their artwork at the end of the course.

19


GCSE Business ■ COURSE CONTENT: This new specification is exciting and innovative. It comprises of a common enterprise-themed core and a choice of specialised units for three of the pathways either Business Studies, Business Communications or Business Studies and Economics. We offer the Business Studies option.

GCSE in Business (all pathways) UNIT 1: Introduction to Small Business

UNIT 2: Investigating Small Business

UNIT 3: Building a Business GCSE in Business Studies

GCSE qualifications in business subjects enable students to: Actively engage in the study of business and economics to develop as effective and independent students. They will explore contemporary issues in a range of local, national and global contexts, to appreciate the range of perspectives of different stakeholders in relation to business and economic activities. They will also consider the extent to which business and economic activity can be ethical and sustainable. The controlled assessment allows students to choose an area of business that they are interested in and the freedom to investigate a small business of their choice.

■ ASSESSMENT UNIT 1

is externally assessed through a 45-minute paper.

UNIT 2

is internally assessed under controlled conditions.

UNIT 3

(GCSE in Business Studies only) is externally assessed through a 1 hour 30 minutes paper.

20


GCSE Drama This specification follows a unitised structure with two units.

UNIT 1 - DRAMA WRITTEN PAPER

• • • •

Section A: Practical work completed during the course Section B: Study and performance of a scripted play Section C: Study of a live theatre production seen Students need to address the following elements as necessary: • style, genre and social context • awareness of health and safety factors.

Performance elements • interpretation of text, characterisation • voice - volume, accent, pace, timing, emotional range • physical qualities - movement, posture, gesture, facial expression • relationship with others on stage

Design elements • interpretation of text, visual impact • design qualities - scale, shape, colour, texture, materials • use of scenic devices

Technical elements • interpretation of text, technical support • lighting, sound, modern technology • appropriate equipment and its deployment and use

UNIT 2 - PRACTICAL WORK Students are required to study at least two controlled assessment options. They are free to choose any of the options from the following list, including two performance options, two design options or two technical options.

• • • • • • •

Devised thematic work Improvisation Physical Theatre Costume Properties Puppets Sound

• • • • • • •

Acting Theatre in Education Set design Make-up Masks Lighting Stage management

21


GCSE DT - Food Technology The Design Technology department will offer a full course in Food Technology.

■ INTRODUCTION The aim of the course reflects national curriculum requirements which includes a consideration of the influences of past and present design and technology on society, to develop a working knowledge of a wide range of materials, ingredients and standard components.

■ COURSE CONTENT Students will study the functional properties of food, nutritional properties, the effects of combining different ingredients, structure and shape of mixtures as well as components processes and techniques which are used in industry. Students must also demonstrate their practical abilities to produce a quality outcome. Designing and making are combined to produce nutritional and saleable food products.

■ EXAMINATION Assessment consists of two components. A written examination which makes up 40% of the total marks.

• A single paper A-G grade - 2 Hours long Coursework project which makes up the remaining 60% This is a single design and make activity from a range of set tasks. It will be approximately 45 hours long and completed within the school environment.

22


GCSE DT - Resistant Materials The Design Technology department will offer a full course in resistant materials.

■ INTRODUCTION The aim of the course reflects national curriculum requirements which includes a consideration of the influences of past and present design and technology on society. The course will also develop a broad working knowledge of a variety of resistant materials and workshop techniques.

■ COURSE CONTENT The students will study through a practical approach activity that encourages the students to design and make a product with creativity and originality. Pupils will learn to use a range of materials and techniques; these include woods, metals, plastics and composite materials. Industrial practices, systems and control and cad cam will also be incorporated.

■ EXAMINATION

Written paper

Single tiered assessment covering grades A*‒G to cater for students of all abilities. The exam is worth 40% of the total marks and will be 2 hours long.

Controlled Assessment

A single design and make activity selected from a choice of set tasks, which will result in the making of a project and a concise design folder. It is worth 60% of the total marks. It is expected that students should spend approximately 45 hours on this activity.

23


GCSE DT - Graphic Products The Design Technology department will offer a full course in Graphic Products.

■ INTRODUCTION The aim of this course reflects national curriculum requirements which includes a consideration of the influences of design and technology on society. The course will also develop a broad working knowledge of graphics and modelling materials and techniques.

■ COURSE CONTENT The students will study through a practical approach activity that encourages the students to design and make a product with creativity and originality. Pupils will learn to use a range of graphic and modelling materials and new technologies. Industrial practices, systems and control and cad cam will also be incorporated.

■ EXAMINATION Assessment consists of two components.

Written paper

Single tiered assessment covering grades A*‒G to cater for students of all abilities. The exam is worth 40% of the total marks and will be 2 hours long.

Controlled Assessment

A single design and make activity selected from a choice of set tasks, which will result in the making of a project and a concise design folder. It is worth 60% of the total marks. It is expected that students should spend approximately 45 hours on this activity.

24


GCSE DT - Product Design ■ INTRODUCTION The aim of the course reflects national curriculum requirements which includes a consideration of the influences of past and present design and technology on society. The course will also develop a broad working knowledge of a variety of product design materials and working techniques.

■ COURSE CONTENT The students will study through a practical approach activity that encourages the students to design and make a product with creativity and originality. Pupils will use a range of materials and techniques, packaging, labelling, and marketing tools, such as advertising and points of sale. Industrial practices, systems and control and cad cam will also be incorporated.

■ EXAMINATION

Written paper

Single tiered assessment covering grades A*-G to cater for students of all abilities. The exam is worth 40% of the total marks and will be 2 hours long.

Controlled Assessment

A single design and make activity selected from a choice of set tasks, which will result in the making of a project and a concise design folder. It is worth 60% of the total marks. It is expected that students should spend approximately 45 hours on this activity. The course also allows for progression to a post 16 course: AS/2 level Product Design.

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GCSE French ■ INTRODUCTION The course will develop your ability to understand and use French effectively for the purpose of practical communication both in a personal and business environment. You will do this by using interactive activities that will develop an understanding of French grammar and vocabulary. There will be an emphasis placed on looking at French culture and how it links with your own. You will get a chance to use a lot more ICT and through this to develop your skills in a fun, but effective way. This will also enable you to use French both imaginatively and creatively. By studying one language you will develop the skills that will enable you to learn more languages in the future.

■ COURSE CONTENT The course will focus on developing speaking, listening, reading and writing skills through a range of topics:

• • • •

Lifestyles Leisure Home and Environment Work and Education

These will be delivered through a range of techniques which will allow for both practical and written activities.

■ EXAMINATION The scheme of assessment consists of two tiers: Foundation will give you up to a C grade (C-G) and Higher will give you a grade up to A* (A-D). You can be entered for a different tier in the four skills. Listening and Reading are examined in Year 11; this is 40% of your final mark. Writing and Speaking is assessed by coursework, which are completed in lessons. Writing and Speaking make up the last 60% of your final mark.

26


GCSE Geography Students will follow the AQA GCSE Geography course. It will allow students the opportunity to develop a deeper understanding of the issues at the forefront of today s global society.

■ INTRODUCTION There has never been a better or more important time to study Geography. With growing interest in issues such as climate change, sustainable development and migration, Geography is one of the most relevant courses you could choose to study. Geography will provide you with knowledge and transferable skills that will reward you personally and advance you professionally.

■ COURSE CONTENT Students will study a range of themes, places and environments, at different scales (local, regional, national, international and global). The topics studied are:

• •

The Physical World and how it changes The Human World and people s issues

■ ASSESSMENT The Scheme of assessment comprises four components:

1 EXAMINATION PAPER UNIT 1 ‒ Taken in June - 37.5% (This paper covers Physical Geography)

2 EXAMINATION PAPER UNIT 2 ‒ Taken in June - 37.5% (This paper covers Human Geography)

3 Coursework in the form of a controlled assessment based upon a question selected by the examination board and investigative fieldwork carried out by the students - 25% There are two tiers of assessment:

• •

Foundation

C-G

Higher

A*- C

Geography presents students with a range of challenges that will demand a good level of literacy, numeracy and graphicacy. GCSE Geography is highly regarded as a subject for entry into University. The subject also lays a firm foundation for the study of A Level Geography, and Level 3 Travel & Tourism.

27


GCSE History Students will follow the OCR GCSE Modern World B History course. In completing the course students will have an opportunity to study both local and major international historical events that have helped to shape South Shields, our Country and the wider world.

■ INTRODUCTION Students will develop their analytical skills, organize and communicate their knowledge and improve their powers of discernment. These problems will be used in a practical way to prepare students for their controlled assessment, which in turn will develop many transferable skills that college tutors and employers are looking for.

■ COURSE CONTENT • International relations - The Road to World War 2 • Nazi Germany • How was British society changed 1890-1918. • Historical Enquiry. The Role of the Individual in History ‒ Black Civil Rights ■ ASSESSMENT The scheme of assessment comprises of three components:

1 and 2. Written Examinations taken in June worth 45% and 30% of the overall grade. 3

Historical enquiry. Pupils will study in class a particular theme that will help them answer a question supplied by the exam board that will then be written in a 2,000 word essay in a controlled environment. 25% of the overall grade.

GCSE History is highly regarded as a subject for entry into University. The subject also lays a firm foundation for the study of A Level History.

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GCSE Media Studies â–  COURSE CONTENT: The mass media play an increasingly important role in contemporary society, providing us with information and entertainment. In addition, the media play an important part in shaping attitudes and social values. This course is designed to enable students to develop a critical understanding of the role of television, ďŹ lm, radio, pop music, newspapers and magazines in society. An important feature of the course is the relationship between theory and practical work.

GCSE Media Studies (Single Award) Unit 1: Investigating the Media Written Paper 1 hour 30 mins - 60 marks - 40% External Assessment Based on a pre-released topic with guidance and stimulus. Task 1: Knowledge and Understanding. Task 2: Research, Planning and Presentation; Production and Evaluation. Unit 2: Understanding the Media Controlled Assessment taken from banks of set assignments 90 marks - 60% Three Assignments: Introductory assignment; Cross-media assignment; Practical Production and Evaluation.

GCSE Media Studies (Double Award) Unit 1: Investigating the Media Written Paper - 1 hour 30 mins - 60 marks - 20% External Assessment Based on a pre-released topic with guidance and stimulus. Task 1: Knowledge and Understanding. Task 2: Research. Planning and Presentation; Production and Evaluation. Available June Unit 2: Understanding the Media Controlled Assessment taken from banks of set assignments - 90 marks - 30% Three Assignments: Introductory assignment; Cross-media assignment; Practical Production and Evaluation. Available June Unit 3: Exploring Media Industries Written Paper - 1 hour 30 mins - 60 marks - 20% External Assessment. Section A: 10 short answer questions. Section B: 5 longer responses to a media stimulus. Unit 4: Responding to a Media Brief Controlled Assessment - set brief (changed annually) - 90 marks - 30% Research, Planning and Presentation to a client Fully Realised Production and Evaluation.

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GCSE Music ■ INTRODUCTION The course is divided into 4 units

■ COURSE CONTENT Unit 1

Listening to and Appraising Music - 20% You will study music of different types. This will include Western Classical Music, Popular Music of the 20th & 21st Centuries and Music from Africa, India and the Caribbean. You will explore these musical traditions and learn about musical language under the heading: The Organisation of Sound . This will include Rhythm and Metre, Harmony and Tonality, Texture & Melody, Timbre & Dynamics, Structure and Form. You will learn how music is written and structured and how to appreciate and understand how composers write their music.

Unit 2

Composing and Appraising Music - 20% You will compose music based on one of the styles mentioned in Unit 1 and record it onto a CD. You will also produce a written appraisal of the process of your composition.

Unit 3

Performing Music - 40% You will perform individually or through ICT and as part of a group. You will record your performance onto a CD.

Unit 4

Composing Music - 20% This second composition will be of your own choice. You will be encouraged to write music of a style that you like.

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GCSE PE ■ WHAT IS THE COURSE STRUCTURE? The GCSE course is split up into the following TWO areas:

• •

Practical Performance Theory Examination

(60%) (40%)

■ WHAT IS THE COURSE CONTENT? Practical Performance: The practical ability of each student will be assessed across a variety of sporting activities. The majority of which will be taken directly from those covered in the key stage 3 curriculum, however GCSE students will also be given the chance to achieve grades in outdoor and adventurous sports. In recent years GCSE students have enjoyed the opportunity to participate and be highly successful in less mainstream sports such as Judo and Fencing. Students will be required to complete a Personal Exercise Plan over a six week period as course work, and will be assessed in their ability to analyse the performance of teams and individuals.

Theory Examination: The remaining 40% of marks are gained from a written theory examination consisting of: Exercise and Training

• • •

Health, fitness, exercise and performance Methods of training Principles of training

Safety aspects and risk assessment

• •

Prevention of injury Sports injuries

Applied anatomy and physiology

• •

Circulatory system Respiratory system

■ PROGRESSION AND CAREER OPPORTUNITIES. GCSE PE forms clear pathways into both further education and the work place. Students could choose to pursue this to A level or National Diploma standard and in turn can lead to studies at University or enhanced employment opportunities such as: Teaching, Coaching, Physiotherapy, Leisure Management and instructing in outdoor education.

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GCSE Religious Studies Students will follow the new AQA Syllabus A course. This will allow students to develop an understanding of how people are influenced by their beliefs and values, and how their beliefs and values influence them in their response to contemporary moral issues.

■ INTRODUCTION Is it right for a pregnant woman to have an abortion? How should we punish criminals? Should gay couples be allowed to marry? - Or is the idea of marriage out of date anyway? Do we have a responsibility towards people who are homeless and starving, but who live in other countries? Can having an affair ever be right? If these are the kind of issues that you have strong opinions about and like to discuss, then this is the subject for you! The subject studies the link between what Christian s believe; how these beliefs are reflected in their religious life; and how their beliefs and values influence their views and opinions about a range of moral issues. Students will be encouraged to express and defend their own points of view on the moral issues studied as part of the course.

■ COURSE CONTENT Students will study two broad themes. These are Christianity as a World Religion , and Christian Ethics (Moral Issues). Topics studied include:

• • • • •

The Right to Life: Medical Technology Personal Responsibility Global Responsibility Conflict

(Abortion & Euthanasia) (Cloning, Genetic Engineering) (Sexual Relationships, The use of drugs) (The Environment, World Poverty) (War & Peace, Crime & Punishment)

■ ASSESSMENT There is no coursework element to this qualification. Students will sit two exams at the end of the course. Religious Studies presents students with a range of challenges that will require them to have a good level of literacy, and the need to keep up to date with moral issues raised throughout the course in the media. GCSE Religious Studies is highly regarded as a subject for entry into University. The subject also lays a firm foundation for the study of A Level Philosophy & Ethics, and AS Level Critical Thinking.

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GCSE Spanish ■ INTRODUCTION Having a qualification in a language is now considered to be favourable by many businesses and employers. This exciting GCSE course is being offered only to those students who have the dedication and enthusiasm needed to study a new language. The course will develop your ability to understand and use Spanish effectively for the purpose of practical communication both in a personal and business environment. You will do this by using interactive activities that will develop an understanding of Spanish grammar and vocabulary. There will be an emphasis placed on looking at Spanish culture and how it links with your own. You will get a chance to use a lot more ICT and through this to develop your skills in a fun, but effective way. This will also enable you to use Spanish both imaginatively and creatively. By studying one language you will develop the skills that will enable you to learn more languages in the future.

■ COURSE CONTENT The course will focus on developing speaking, listening, reading and writing skills through a range of topics:

• • • •

Lifestyles Leisure Home and Environment Work and Education

These will be delivered through a range of techniques which will allow for both practical and written activities.

■ EXAMINATION The scheme of assessment consists of two tiers: Foundation will give you up to a C grade (C-G) and Higher will give you a grade up to A* (A-D). You can be entered for a different tier in the four skills. Listening and Reading are examined in Year 11, this is 40% of your final mark. Writing and Speaking are assessed by coursework, which are completed in lessons. Writing and Speaking make up the last 60% of your final mark.

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Subjects that you can choose...

VOCATIONAL BTECs

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BTEC Business Studies ■ INTRODUCTION Level 2 BTEC First Award has an essential core of knowledge and applied skills. External assessment is now also part of the new BTEC. The qualification provides independent evidence of learning and progression alongside the predominantly portfolio-based assessment.

■ COURSE CONTENT - (Core and Optional Units) The compulsory core units cover content that employers and educators consider essential for 14-19 yearold learners. One of the core units is externally assessed. Two optional units will be selected and focus on a particular area within the business sector. Edexcel BTEC Level 1/Level 2 First Award in Business Unit

Core units

Assessment Method

GLH

1

Enterprise in the Business World

Internal

30

2

Finance for Business

External

30

Optional Specialist 3

Promoting a Brand

Internal

30

4

Principles of Customer Service

Internal

30

5

Sales and Personal Selling

Internal

30

6

Introducing Retail Business

Internal

30

7

Providing business Support

Internal

30

8

Recruitment, Selection and Employment

Internal

30

Full award certificates will be graded at:

• • • •

Pass Merit Distinction Distinction*

■ PROGRESSION INTO EMPLOYMENT These qualifications are designed to enable students to enter employment at an operative or trainee level within a wide range of business environments, such as assistants in business administration, marketing, finance, human resources, sales and customer service.

■ PROGRESSION TO FURTHER QUALIFICATIONS These qualifications have been designed to aid progression to A Level GCE ICT or GCE Computing. They will also provide a basis for progression into other qualifications at Level 3 such as other A level and BTEC level 3 courses.

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BTEC Engineering BTEC qualifications are very wide ranging in subject areas and levels, which are traditionally taught in Higher or Further Education Colleges.

■ INTRODUCTION The course is an Extended Certificate in Engineering. Both provide an understanding of Engineering Science and Mathematics, Engineering Drawing, as well as engineering aspects of mechanical, electrical and electronic maintenance. They are ideal qualifications for those students who wish to progress on to further education (BTEC National Diploma), an Apprenticeship or directly into employment. This is a one year course.

■ COURSE CONTENT BTEC EXTENDED CERTIFICATE LEVEL 2 (2 GCSE A* - C grade equivalent) Mandatory technical units & Optional units. All of the units are assessed, mainly by assignment and then given a grade. An overall grade for the qualification is awarded based on the unit grades. These are awarded at Pass, Merit and Distinction grade.

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BTEC Health & Social Care The aim of this qualification is to prepare students for progression to employment and/or further training in the health, social care and early years sectors through the development of knowledge, skills and understanding needed for work in these sectors.

■ INTRODUCTION The qualification could be used to gain admission to other levels of training, for example nursing, psychiatry, working with people with disabilities, teaching, research or social work. To increase students knowledge and understanding of the health, social care and early years sectors through the investigation and evaluation of a range of services and organisations. To develop candidates awareness of the influences on an individual s health and well being and to highlight the importance of motivation and support when improving health. To encourage students to recognise the importance of the stages of development of an individual and their relationships. To promote critical and analytical approach to problem solving within the vocational context.

BTEC LEVEL 2 EXTENDED CERTIFICATE (2 GCSE A* - C grade equivalent) All of the units are assessed, mainly by assignment and then given a grade. An overall grade for the qualification is awarded based on the unit grades. These are awarded at Pass, Merit and Distinction grade. There are 5 units to be covered in school. These Five units will be: Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Communication in Health and Social Care. Individual rights in Health and Social Care. Individual needs in Health and Social Care. Securing environments in Health and Social Care. Human life span development.

These will provide the 30 credit and 180 guided learning hours required for the qualification.

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BTEC Sport ■ WHAT IS THE COURSE STRUCTURE? This course aims to provide opportunities to experience a vocational qualification in sport.

■ WHAT IS THE COURSE CONTENT? The course consists of four separate modules made up from the following areas: Core Units: • Fitness for sport and exercise • Practical sports performance Optional Specialist Units: • The mind and sports performance • The sports performer in action • Training for personal fitness • Leading sports activities

■ HOW WILL THE COURSE BE ASSESSED? All four modules must be completed to receive a qualification. Fitness for sport and exercise is externally assessed through an online exam. The remaining core unit and the two optional units are assessed internally through written pieces of course work.

■ PROGRESS AND CAREER OPPORTUNITIES & WHAT CAN I DO AT THE END OF THE COURSE? This qualification is designed to allow learners who enjoy sport to learn in a practical way although is theory based. This will lead to work opportunities in leisure centres, coaching or community placements. It can also lead to higher education in post 16 where students can continue the BTEC route in a National Diploma Level Three or A levels.

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BTEC Travel and Tourism ■ WHAT IS THE BTEC EXTENDED CERTIFICATE? The BTEC Level 2 Extended Certificate in Travel and Tourism is a practical, work-related course. It is designed to widen participation and provide flexibility to enhance Learner attainment at Level 2. It is a 6 unit qualification and equivalent to 2 GCSEs grades A* - C.

■ WHAT IS THE COURSE STRUCTURE? The course is made up of six units: three core units plus three specialist units. The specialist units enable you to study particular areas in depth.

■ WHAT SUBJECTS WILL I STUDY? CORE UNITS Unit 1:

The UK Travel & Tourism Industry

Unit 2:

Exploring Customer Service in Travel & Tourism Specialist Units

Unit 3:

Understanding Nature and Effects or World Travel

SPECIALIST UNITS Unit 6:

UK destinations

Unit 8:

Worldwide destinations

Unit 9:

Holiday Planning

The class activities include theory, which will develop your knowledge as well as practical, hands-on tasks. This will enable you to achieve employability and life skills required by the Travel and Tourism industry. We try, as far as possible, to include an out of school visit. In the past places visited have included SAFC, Beamish, Bedes World, Metro Centre and Newcastle Upon Tyne.

■ HOW IS THE COURSE ASSESSED? All units are internally assessed through assignment/coursework. You learn by completing a range of projects and tasks that are based on realistic workplace situations, activities and demands. Each unit is assessed using the grading criteria at Pass, Merit and Distinction. There is also an overall qualification grade calculated from the unit grades. Students will be expected to develop their skills as independent learners, and maintain a high level of attendance during the course.

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NAME TUTOR GROUP DATE

/

/ 2013

Options GCSE Subjects Art & Design

Geography

Business

History

Drama

Media Studies

DT - Food Technology

Music

DT - Resistant Materials

Physical Education

DT - Graphic Products

Religious Studies

DT - Product Design

Spanish

French

BTEC Subjects Business Studies

Sport

Engineering

Travel & Tourism

Health & Social Care

The following subjects can t be combined as your options: • BTEC Sport and PE

After studying all the subjects above please indicate by placing a number between 1 and 4 against the four subjects you would like to study at KS4. Where 1 is your first choice and 4 is your reserve choice.

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Options Booklet 2013 Year 9