Saffron Walden County High Options Booklet 2019

YEAR 8 GCSE CHOICES HANDBOOK 2019– 2022

SAFFRON WALDEN COUNTY HIGH SCHOOL SEEKS TO BE A LOCAL COMPREHENSIVE SCHOOL OF EXCEPTIONAL QUALITY

YEAR 8 CHOICES, FEBRUARY 2019 Dear Parents/Guardians, At this point in the year your child is moving towards the end of Key Stage 3 and will begin our Key Stage 4 curriculum in Year 9. This follows the staged introduction nationally of new, more challenging GCSE courses, a process that is now complete in all subjects.

Schools across the country have had to respond to the policy initiatives of the previous coalition government and present Conservative government, and SWCHS is no exception.

We have adapted our curriculum to ensure that our students in Years 9 to 11 can continue to follow a broad and balanced core of GCSEs but with genuine opportunities to personalise subject choices from Year 9. We are however no longer offering 2 year GCSE courses for completion in Year 10.

The National Curriculum requires all students to study English, Maths and Science. Our core programme also includes Religion, Philosophy and Ethics (including RE and Citizenship), PE, and, through timetable collapses and other activities, comprehensive provision of Economic Well-Being, Careers and PSHEE inputs.

Students will continue to opt for four GCSEs, which are combined as one of four Learning Pathways. The Learning Pathways are designed to allow our students to play to their strengths whilst maintaining a broad and balanced curriculum, and therefore keeping options open for future progression. Within their four ‘options’ subjects, one will however have to be an academic ‘E-Bacc’ subject . Please note however the government’s view, recently restated, that an increasing proportion of students should opt for a combination of subjects that complies with the full ‘English Baccalaurate’ (that is, including at least one Humanities and one Language option) in order to maximise progression options. For a small number of selected students, an alternative curriculum featuring fewer GCSE courses might be appropriate.

Please note that timetabling constraints mean that we cannot guarantee to accommodate the individual options requests of every student. We will contact parents where this is an issue, where the requested combination is not a Learning Pathway combination, or where the options chosen do not seem appropriate for the ability profile of a student.

We hope that this booklet provides sufficient information to allow parents and students to make informed, sensible and balanced choices. The Year 8 pastoral team is concerned that appropriate guidance and support should be offered to those involved in this important decision making process. You can request a tutorial with our Careers Advisor or to discuss possibilities further with Mr Heath or myself. Please do not hesitate to contact us if you need further explanation or discussion.

There is a section headed “Dates for Year 8 Diary”. Here you will find a timetable of the options process, which outlines the school’s support mechanism for students and parents.

The current Year 8 are a hard working and very pleasant group of young people with immense potential. At a time of significant change nationally in education, we look forward to continuing to co-operate with you to ensure they receive the best possible education to prepare them for progression post-16 and beyond.

Yours sincerely,

Anthony Ardin Year 8 Achievement Co-ordinator

Graham Oxborrow Director of Curriculum

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CONTENTS Page 2019 DATES FOR YOUR DIARY

4

CHANGES TO GCSE COURSES AND EXAMINATIONS

5

YEAR 8 CHOICES – NOTES FOR STUDENTS

6-9

CORE SUBJECTS English Maths Science Religion, Philosophy & Ethics PSHEE PE

11 12 13 14 14 14

SPECIALIST CHOICES Expressive Arts:

Art & Design Drama Music

16-17 18 19

Design &Technology: D & T Metals & Engineering D & T Timbers Food; Preparation and Nutrition Art & Design Textiles Art & Design Graphics

20 20 20 21 21

Humanities:

History Geography Latin

22 23 24

Languages:

French German Spanish

25 25 25

Computing:

Computer Science & DIT

26-27

Physical Education:

PE/Sports Studies Dance

28 30

Vocational:

Business Studies Health & Social Care

31 32

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2019 DATES FOR YOUR DIARY

15th January 2019



Year 8 Curriculum evening for parents.

11th February 2019



Initial Choices Assembly

by Mr G Oxborrow.

25th February 2019



Choices booklet published

Early March 2019



Options forms issued.

21st March 2019



Year 8S Parents Evening.

28th March 2019



Year 8W Parents Evening.

3rd April 2019



Deadline for return of choices form to Form Tutor.

April to July 2019



Follow up discussions as required

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CHANGES TO GCSE COURSES AND EXAMINATIONS The current Year 8 will sit their GCSE examinations in May/June 2022. By then all GCSE or equivalent courses will be of the ‘reformed’ variety incorporating changes first implemented by the previous Coalition Government.

The key changes introduced progressively introduced up to the summer examinations in 2019 are summarised below, and are also referred to elsewhere in this Booklet: 

Most GCSE courses are now ‘linear’ – this means that all examinations will be taken at the end of the course (in Year 11). The option of students sitting ‘modules’ as they progress through the course has in most subjects been withdrawn.



In many subjects ‘coursework’ in the form of controlled assessments undertaken during the course has been withdrawn. Where coursework will remain, this is highlighted in the subject section.



Many subjects have additional content – for example in GCSE Mathematics it is estimated that the new GCSE will contain an additional 30% of content to be taught and learned by students.



There is an explicit agenda to make the new courses and assessments harder, with a greater emphasis on factual recall.



BTEC and equivalent courses, which were traditionally assessed using assignments completed as part of the course, must now include at least a 25% examination component. Effectively, these courses have also been made harder.



The A*- G grading system will be replaced by a 9 to 1 numerical scale. 9 is the new top grade, and a smaller proportion of students will achieve this than the former A* top grade.

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NOTES FOR STUDENTS This term you have the opportunity to make some important decisions about which GCSE subjects you will study during Years 9, 10 and 11. You will need to take as much advice as possible and there are many places to look for help.

This booklet Read this booklet very carefully. It has been written for you and will tell you what your choices are and what each subject involves.

Tutorials Use tutorials to talk through what you are thinking of doing and to get some guidance about this.

Subject teachers Talk to your teachers about how well you are doing in their subject and what their subject involves at GCSE level. Read any additional information that subjects give you.

Don’t worry We have designed the curriculum so that no choice you make is likely to reduce your chances of entering any career.

If you are feeling confused:     

Talk to your parents and other adults about your subjects and your career ideas.

Ask your Tutor to arrange a discussion with the school’s Independent Careers Advisor – she is an expert on careers and further education after school.

Ask your teachers for help.

Use ‘New Kudos’ to research information about careers and the courses that might be required.

Don’t forget that older brothers and sisters can give some good advice.

Don’t be influenced by ‘gender stereotypes’:    

Engineering companies want to employ more female engineers – so think about Engineering, girls!

The NHS wants to employ more male doctors – so think about Health & Social Care, boys!

Many leading fashion designers and dancers are male – so boys can think about Textiles or Dance!

IT companies want to employ more women – so girls can consider Computer Science or ICT!

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MAINTAINING BALANCE, BUT OFFERING CHOICE The curriculum we offer at Key Stage 4 meets National Curriculum requirements by ensuring that all students follow core subjects and are entitled to opt for additional ones. You and every student in Years 9 to 11 will follow the core courses described below.

Core provision Physical Education (not examined) Tutorials – arranged with Form Tutor Personal, Social, Health and Economic Education (PSHEE) (delivered on special curriculum days and in form time) Economic Well Being and Careers education (delivered on special curriculum days) And the following core GCSE subjects: English and English Literature (2 GCSEs) Mathematics Science (2 or 3 GCSEs – both courses include Biology, Chemistry and Physics) Religion, Philosophy and Ethics (leading to a full GCSE qualification) Optional Subjects In addition you will choose four other GCSEs combined by following one of these four Learning Pathways:  





Pathway 1 = 1 GCSE from each of Expressive Arts, Humanities, Languages and Technology Pathway 2 = 2 GCSEs from Expressive Arts or 2 GCSEs from Humanities or 2 GCSEs from Languages or 2 GCSEs from Technology, plus 2 GCSEs from the three areas not chosen as a specialism (we would normally expect these to be from two different areas but in exceptional circumstances we will consider applications from one area where particular circumstances apply).

Pathway 3 = 1 GCSE from Business or Dance or Health & Social Care or Computing or ICT or PE, plus 3 GCSEs from Expressive Arts, Humanities, Languages or Technology (one from each of three areas is encouraged but two from one area might be allowed where particular circumstances apply) Pathway 4 = 2 GCSEs from Business or Dance or Health & Social Care or Computing or ICT or PE, plus 2 GCSEs from Expressive Arts, Humanities, Languages or Technology (but not two from any one of these areas)

Please note however that you must choose one English Baccalaureate (‘E-Bacc’) subject (Computing, French, Geography, German, History, Latin, Spanish) within any Learning Pathway that you choose. In addition, it is the government’s view, recently re-stated, that an increasing proportion of students should opt for a combination of subjects that complies with the full ‘English Baccalaurate’ - that is, including at least one Humanities and one Language option. We expect therefore that most students will consider carefully this subject combination in order to support progression options in the future.

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Subject Combinations Please note that the introduction of new Art and Technology specifications mean that there are some subject combinations within and between these subject Areas that are not permitted, or are discouraged unless particular circumstances apply. You are advised to discuss these with subject teachers, and to read carefully additional materials provided.

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GCSE ASSESSMENTS The government has moved to a system where most GCSEs are linear courses and assessment will be based on examinations taken at the end of the course in Year 11.

It will remain the case however that in some of your GCSE courses, part of the final grade for your examination will be based on controlled assessments. This could be in the form of written pieces of work on a project, oral work or practical work usually completed in school under controlled conditions. We give you information about how the assessment is likely to be broken down into exams and coursework in the subject pages which follow. For this year group, all GCSEs will be graded on a new 9 to 1 scale rather than A* to G.

TUTORIALS Tutorials will continue to be an important part of the school’s guidance programme in Years 9, 10 and 11. Form Tutors have timetabled tutorial slots to work through counselling sessions with individuals or small groups of students. Students are withdrawn from lessons for a period of 20 minutes to discuss with their Form Tutors matters relating to their own organisation, motivation and progress in upper school courses. Tutors are thus able to track the development of students in their own forms and to offer support and advice at critical points. Students can expect to take part in at least three sessions during each academic year. We believe they are invaluable for helping each student achieve their academic potential.

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THE CORE SUBJECTS

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ENGLISH EXAMINATION BOARD – AQA % of exam work GCSE English Language: Examination (Speaking and listening awarded and graded separately) GCSE English Literature: Examination

100%

100%

Under new Government rules all students will study the double award route of English Language and English Literature. There will be no tiered entry for the exams at the end of Year 11.

DESCRIPTION OF COURSE GCSE English Language allows students to demonstrate their ability to use English in real life contexts and uses an investigative and analytical approach to language topics, drawing on personal experience. Students will learn how to analyse a range of texts, including fiction and non-fiction, from both pre-and post-1900. They will apply these skills to unseen passages in the examination. They will also learn how to manipulate their own writing for different audiences and purposes. There will be a focus on writing accurately and effectively.

GCSE English Literature requires candidates to explore texts from a personal perspective and offers an experience of:  

Literature today The Literary heritage.

Students will study Shakespeare, poetry, novels and plays, all of which will be assessed in ‘closed book’ examinations. They will have prepared some of these texts in advance and some will be unseen in the examination.

These courses are taught concurrently through Key Stage 4, although students will ultimately receive two separate GCSE grades. Year 9 English will aim to prepare all students for the type of activities they will undertake at GCSE. There will be mock examinations in Year 9, Year 10 and Year 11.

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MATHEMATICS EXAMINATION BOARD - Edexcel % of exam work - 100%

DESCRIPTION OF COURSE All GCSE Mathematics courses are now assessed by examination only. The course will be assessed by three examinations, each worth a third of the total marks. One of these examinations must be taken without a calculator, and for this reason there will be an emphasis on mental and written methods during the course.

The GCSE Mathematics course builds on your achievements at Key Stage 3, providing opportunities to study new topics as well as to revisit and extend ideas you have already met. There are two different ‘tiers’ in Mathematics GCSE and you will be taught the course most appropriate to your ability.

Tier Higher Foundation

Grades available 9-4 5-1

Typical number of sets 7 5

It is expected that only students in the top band (sets 1a to 4a) will follow a mathematics course that will enable them to complete the entire Higher GCSE syllabus. This is due to the increased difficulty of the Higher GCSE now incorporating former A level material. The next four sets will cover most but not all of the Higher course. As the mark needed to attain a grade 7 is only about 56% of the exam it is crucial students have a very firm grounding in the more basic topics.

We are currently supporting about 38 students after school on Mondays with the Further Maths GCSE. This course is ideal for students aiming at the top maths grades and there is an application procedure for all students wanting to take on this challenge.

COMMENTS We look forward to extending your abilities with number, proportional reasoning, algebra, shape and data handling as well as improving your problem solving skills and logical thinking.

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GCSE SCIENCE EXAMINATION BOARD: Edexcel % of exam work:

100%

GCSE Science is a three-year course, with different options for students depending on their aptitude and ability in the subject.

All students are taught the same material in Year 9 in rough ability groups. During the year, internal assessments will be taken which will allow us to group the students more confidently. Some group movement will take place in January of Year 9 and at the beginning of Year 10, to ensure that students are placed on the correct route.

The groups in Year 10 will then follow one of the following routes of study: GCSE routes: 

Students will work towards gaining three GCSEs in the separate sciences: Biology, Chemistry and Physics.



Students will work towards GCSE Combined Science (two GCSEs, but still including core elements of Biology, Chemistry and Physics)

or

All the GCSEs will be linear with examinations at the end of Year 11. There will be no coursework although students will complete core practicals during the course, and will be assessed on them in the exam.

All students will be given opportunities to gain an understanding of the importance of science to their everyday lives. They will develop practical skills, as well as scientific knowledge, and a questioning, analytical and evaluative approach to solving scientific problems and issues. The course will encourage enthusiasm for Science and its applications, leading to the possibility of Advanced Level study in Biology, Chemistry, Geology, Physics and Applied Science in the Sixth Form.

A small number of students will be invited to pursue an alternative science curriculum.

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RELIGION, PHILOSOPHY AND ETHICS EXAMINATION BOARD – AQA % of exam work - 100%

DESCRIPTION OF COURSE In this GCSE students will study the beliefs and practices of Christianity and Islam and a range of contemporary ethical themes ranging from issues of medical ethics to questions about law and order. Students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. Students will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. This will help contribute to their preparation for adult life in a pluralistic society and global economy as well as equip them with the evaluative skills needed for making important moral and ethical decisions.

Citizenship issues form an important part of the course, exploring identity, human rights, environmental questions and the voluntary and charitable activities that go towards creating a healthy society.

PSHEE Students will receive a number of interventions during Years 9 to 11 relating to Personal, Social, Health and Economic Education. These will be delivered through a planned series of timetable collapses, assemblies and inputs during from time, and will include elements such as e-safety, and forming safe and stable relationships.

Health education is a vital part of the programme, focusing particularly on drugs education in Year 10.

PHYSICAL EDUCATION The non-examined core PE course is followed by all students for four periods per fortnight in Year 9, and three periods in Years 10 and 11. They follow a balanced programme of physical activities. The programme will include: aerobics, athletics, volleyball, basketball, cricket, cross-country, dance, hockey, keep fit, multi-gym, netball, rounders, rugby, soccer, swimming, trampolining and tennis.

Health and fitness modules which give students an insight into their own personal fitness and show methods of monitoring and improving fitness levels are an integral part of the course.

Physical education is also offered as a GCSE subject with GCSE lessons in addition to these in the core subjects (see Page 28 for details)

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OPTIONS CHOICES

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ART AND DESIGN EXAMINATION BOARD – AQA Component 1: Coursework 60% of GCSE award Component 2: Externally set assignment 40% (set by exam board)

DESCRIPTION OF COURSE (3 year course; consisting of Year 9 Foundation and GCSE in Years 10 and 11) The GCSE Art and Design course builds on the skills learned at Key Stage 3. The course allows students to experience a wide range of media and materials including painting, drawing and designing, print making, silk painting and textiles as well as three dimensional design. The course includes a foundation year that focuses on preparing students for GCSE. During the first year of the course students undertake exciting and investigative work from a range of starting points to assist in building a strong Art and Design portfolio of work. The course will allow students to develop a personal response using a wide range of materials, processes and techniques. In the second and third year students will become more independent and develop work in a much more personal way.

Throughout the course there will be opportunities to visit galleries and museums to build an appreciation of art and design as well as providing a springboard for new projects. The three year GCSE course is followed by all students, allowing students to enjoy the subject and develop confidence and creativity and an in depth understanding of Art, Craft and Design.

The portfolio of work compiled during Years 9, 10 and 11 consists of one extended project based on the theme of natural forms and one shorter project based on the theme of ‘Still Life and Cubism’. The externally set task is completed in Year 11, consists of long ‘lead in period’ followed by a practical task completed under exam conditions.

The GCSE Art courses provide an excellent opportunity for students to follow specialist pathways in creative Arts subjects, The GCSE Art and Design and Three Dimensional Design courses prepare students with the required drawing and painting skills, creative understanding and aesthetic appreciation to successfully progress onto A Level courses offered at SWCHS. Studying Art and Design provides an excellent platform to further study at university in all creative subjects.

Art courses offered within the art department provide a high level of specialist support and challenge for students of all abilities. The GCSE Art courses teach a high level of practical skills, a vast array of media and creative processes whilst celebrating individual creativity, embracing experimentation and independent learning.

Only in exceptional cases will students be allowed to combine GCSE Art with GSCE Art and Design Textiles or GCSE Art and Design Graphics (Three Dimensional Design). Any such requests should be submitted to Goxborrow@swchs.net before options forms are submitted.

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ART AND DESIGN Three Dimensional Design EXAMINATION BOARD – AQA Component 1: Coursework 60% of GCSE award Component 2: Externally set assignment 40% (set by exam board)

DESCRIPTION OF COURSE (3 year course; consisting of Year 9 Foundation and GCSE in Years 10 and 11) This three year course is specifically tailored to students with a keen interest in three dimensional work; the course allows students to explore a wide range of three dimensional materials including ceramics, construction using wire, modrock, card and plaster. The course teaches students how to develop their ideas from initial drawings and investigative work through to maquettes, model making and large scale work.

The course will use a range of starting points to generate ideas and also build an appreciation of artists, craftspeople and designers in relation to your 3D specialism.

The first year of the course will provide students with an excellent foundation in necessary 3D skills to allow them to undertake more personal and technical work in Years 10 and 11 that will make up their GCSE coursework portfolio.

Throughout the course students will have opportunities to visit galleries and museums to build an appreciation of art and cultures as well as providing a springboard for new projects.

The portfolio of work compiled during Years 10 and 11 consists of one extended project and one shorter project. The externally set task is completed in Year 11, consists of long ‘lead in period’ followed by a practical task completed under exam conditions.

Only in exceptional cases will students be allowed to combine GCSE Art Three Dimensional Design with GSCE Art and Design Textiles or GCSE Art and Design Graphics (Three Dimensional Design). Any such requests should be submitted to Goxborrow@swchs.net before options forms are submitted.

Students should not opt for both GCSE Art and GCSE Art Three Dimensional Design.

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DRAMA EXAMINATION BOARD – Eduquas DESCRIPTION OF THE COURSE The three-year Drama GCSE course develops students’ creativity, personal growth, confidence, communication and analytical skills through the acquisition of knowledge, skills and understanding. It encourages students to explore all key areas of drama such as performing, devising, directing and designing. It provides opportunities for students to see professional and local theatre and to develop their skills as informed and thoughtful audience members.

Through the study of this course, students will be given opportunities to participate in and interpret their own and others’ drama. They will explore the forms, styles and contexts of drama and will learn to collaboratively develop ideas and to reflect on their own and others’ performances.

Year 9 is a foundation year where students are introduced to the three components which make up the GCSE and spend time developing their knowledge and understanding of the skills required to succeed in these components. During year 10 students will focus solely on component 1 and will complete a mock exam as well as their final performance and supporting written work (worth 40% of the overall GCSE grade). During Year 11 students will focus on component 2, which they will be formally assessed on in March, and the component 3 written exam which they will sit during the summer term.

Component 1 – Devising Theatre 40% Students will devise a practical performance based on a stimulus, linked with a practitioner or a genre. They will work in groups of between two and five. Alongside the performance, students will complete a portfolio which highlights the development of their piece, and an evaluation of the final performance. Students may choose to be assessed on a theatre design skill rather than acting, for example lighting or costume. This component is internally assessed and externally moderated.

Component 2 – Performing from a Text 20% Students will perform two scenes from a published play. They will work in groups of between two and four. As in Component 1, students can select to be assessed on a theatre design skill rather than acting. A visiting examiner externally assesses this performance.

Component 3 – Interpreting Theatre 40% Students will sit a 1 ½ hour written examination. In section A of the written exam they will be assessed on their ability to analyse one set text as an actor, designer and director. In section B, they will be assessed on their ability to review a piece of live theatre seen during the GCSE course. This is externally assessed in June.

The following skills are highly recommended for GCSE Drama:   

Ability to co-operate in groups.

Confidence in performance, including the confidence to take risks and to perform in front of a live audience.

Proficiency in writing, particularly analytical and reflective writing.

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MUSIC EXAMINATION BOARD – WJEC/Eduqas Three themes: Component 1 – Performing Component 2 - Composing Component 3 - Appraising

DESCRIPTION OF COURSE The WJEC Eduqas GCSE in Music offers a broad and coherent course of study which encourages learners to:  engage actively in the process of music study  develop performing skills individually and in groups to communicate musically with fluency and control  develop composing skills to organise musical ideas  recognise links between the integrated activities of performing, composing and appraising  broaden musical experience and interests, develop imagination and foster creativity  develop knowledge, understanding and skills needed to communicate effectively as musicians  develop awareness of a variety of instruments, styles and approaches to performing and composing  develop awareness of music technologies and their use in the creation and presentation of music  recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology  develop as effective and independent learners with enquiring minds  reflect upon and evaluate their own and others’ music  engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.

FREQUENTLY ASKED QUESTIONS Do I need to be able to sing?

No but we will use voices in class and attendance at one of the school’s choirs is strongly recommended.

Should I be having lessons on an instrument/voice?

Although we cannot make this a requirement, it will be a significant advantage if you are!

Do I need to play two instruments?

No! Do I need to be able to read music?

No, but you will be expected to work on this during the course.

Is Music an academic subject?

Yes, it is accepted by all universities.

You will be expected to attend at least one extra-curricular activity to help with Area of Study 1 & 2 above.

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DESIGN AND TECHNOLOGY Design and Technology is a highly popular, inspiring, rigorous and practical subject.

Using creativity and imagination, you will learn how to design and make products that solve real and relevant problems within a variety of contexts. As you follow a Design and Technology course you will also acquire a broad range of subject knowledge and draw on disciplines such as Mathematics, Science, Computing and Art. You will learn how to take risks, becoming resourceful, innovative and enterprising.

The GCSE Design and Technology courses we offer all build on the skills and knowledge learnt at Key Stage 3 in each of the specialist subject areas. The courses allow students to gain experience in a wide range of skills and knowledge in a specialist subject area of their choice. All courses are three year courses, with Year 9 as a foundation year that prepares students for the demands of the coursework component started in Year 10, and examination component in Year 11. Practical work plays a very large part in all of our courses, and requires students to be involved in designing and making quality products in their chosen specialist area of study.

COURSES WE OFFER: Students are able to follow a full GCSE Design and Technology course in a specialist material area of their choice from the courses available below: GCSE Design and Technology: Metals and Engineering* Exam Board: Edexcel Exam Component: 50% Coursework Component: 50% Description of the course: This course is for all students who wish to work in an Engineering context and work predominantly with a metals based materials selection.

Students will also study a wider range of materials such as timbers and plastics and the associated machinery. This is an excellent course that allows students to develop creativity, design and problem solving skills. *Please note that the singular GCSE Engineering course is no longer available.

Students who wish to study an Engineering based course should opt for the GCSE Design and Technology: Metals and Engineering course.

GCSE Design and Technology: Timbers Exam Board: Edexcel Exam Component: 50% Coursework Component: 50% Description of the course: Student will work through a range of projects that allow them to work with woods, metals and plastics and the associated machinery, but have a larger focus on working with a wood based materials selection. Students will also develop creativity, design and problem solving skills.

GCSE Food Preparation and Nutrition Exam Board: AQA Exam Component: 50% Coursework Component: 50% Description: The course focuses on practical cooking skills to ensure that students develop a thorough understanding of nutrition, food provenance, and the working characteristics of food materials. Students who choose to study Food will be required to provide ingredients each week. The finished dishes will be taken home to form part of the family meal!

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GCSE Art and Design: Textiles Exam Board: Edexcel Component 1 - Personal Portfolio: 60% of GCSE award Component 2 - Externally set assignment: 40% of GCSE award (set by exam board) Description: Students will study a range of projects that focus on fashion design, garment construction and decorative surface decoration GCSE Art and Design: Graphics (studied under Three Dimensional Design) Exam Board: Edexcel Component 1 - Personal Portfolio: 60% of GCSE award Component 2 - Externally set assignment: 40% of GCSE award (set by exam board) Description of the course: Students will study a range of projects that focus on Architecture (interior and exterior), packaging, advertising and editorial design, CAD/CAM, digital design, and drawing techniques.

Please note that you cannot study this course in conjunction with the AQA Art and Design: Three Dimensional Design course ADDITIONAL COURSE INFORMATION: Learning Pathway 2 allows students to opt for two GCSE Design and Technology courses. Please note however that students cannot study the following courses in combination:   

GCSE Design and Technology: Timbers and GCSE Design and Technology: Metals and Engineering GCSE Art and Design Graphics (Three Dimensional Design) and GCSE Art and Design Textiles Only in exceptional cases will students be allowed to combine either GCSE Art and Design Textiles or GCSE Art and Design Graphics (Three Dimensional Design) with any other Art course. Any such requests should be submitted to Goxborrow@swchs.net before options forms are submitted.

All considerations for studying two GCSE Design and Technology courses should be discussed first with the departments Area Coordinator and KS4 Coordinator; Miss L Cox. lcox@swchs.net Our new GCSEs offer an exciting opportunity for students to follow specialist pathways in subjects that link directly to future careers. The GCSEs outlined above lead directly into A Level courses available for study at the SWCHS Sixth Form and subsequently at university, college or though the apprenticeship system.

Design & Technology is a subject for all abilities and gives students not just practical skills and knowledge but the ability to design creatively, manage projects over a prolonged period of time, problem solve and become independent learners.

An additional GCSE Design and Technology options booklet will be available to students shortly and will include more detailed information about the courses outlined above.

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HISTORY EXAMINATION BOARD – AQA % of exam work – 100% History at GCSE is interesting, challenging and very rewarding. It will not only provide you with powerful knowledge and skills but it will also help you develop a rich understanding of the complex world in which we live today. You will study important periods of British history which have shaped our country and our identities; you will also cover exciting aspects of modern world history which will help you understand international relations today. We have chosen topics which will help you appreciate the experiences, attitudes and actions of different types of people and cultures both in Britain and across the globe. The engaging, exciting and enjoyable topics currently studied are: Changing Life in China under Chairman Mao Zedong 1949-1962 In this topic we study the Communist Revolution in China and how ‘Chairman Mao’ completely transformed the country by destroying the old leaders of China, sharing out the land to the peasants and by modernising China’s economy and society. We also look at how Mao was challenged by members of his own party and how he re-established his power in the violent ‘Cultural Revolution.’ We also study China’s relationship with other countries during the Cold War. Germany, 1890–1945: Life in Germany during the Weimar democracy and Adolf Hitler’s Nazi Party In this topic we study a turbulent period which shaped not only the twentieth century but many aspects of our world today. We study the 1918 revolution in Germany which led to fall of the Kaiser and the growth of a very modern and democratic system of government in the 1920s. We then look at the impact of the Great Depression and the rise of Adolf Hitler and the Nazi Party. We finish the unit by exploring life in Nazi Germany: we analyse how Hitler addressed Germany’s economic and political issue and how the Nazis used a diabolical mixture of terror and propaganda to maintain their power.

The Cold War between the East and West, 1945–1972 In this topic we study the causes and events of the Cold War and seek to show how and why conflict occurred and why it proved difficult to resolve the tensions. We begin by looking at the end of the Second World War: the effect of the dropping of the first atom bomb on post-war super power relations; contrasting attitudes and ideologies of the USA and Russia and the Iron Curtain. We then go on to study the development of the Cold War: the significance of the Communist Revolution in China; the Korean War; the Vietnam War; the Arms Race; NATO; the Space Race. We then finish with a study of the transformation of the Cold War: the Berlin Wall; the Bay of Pigs and the Cuban Missile Crisis; the easing of tensions.

Britain: Power and the people: In this unit we study the development of the relationship between the people and the government in Britain over a long period of time. We look at many very significant developments including the Magna Carta, the Peasants Revolt; the English Civil War; the impact of the American Revolution, the Great Reform Act, the antislavery movement; the Suffragettes and women’s rights; the development of multi-racial society since the Second World War; The Elizabethan Age, 1558 – 1603 In this topic we study the reign of Queen Elizabeth I, a queen who styled herself as a ‘prince’, refused to be dominated by her opponents and fought to cement England’s position as a major power in Europe. We look at her character and image, how she attempted to solve her problems and how she established a ‘Golden Age’ in culture and ‘Gloriana’ in defeating the Spanish Armada. This topic also includes a study of a ‘historic environment’: this will involve students visiting a site such as a Tudor mansion house or theatre and studying the site in depth.

COMMENTS: Many students go on to choose A-Level History, a subject which is valued by leading universities and is often an important facilitating subject for students who go on to study subjects like Law, Philosophy, Government & Politics and Economics & Management at the next level.

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GEOGRAPHY EXAMINATION BOARD – AQA % of exam work - 100%

DESCRIPTION OF COURSE Geography is the study of the earth: its people, its environments and the relationships between them. Geography involves the investigation and exploration of the world; it is relevant, interesting and exciting! At a time when sustainable development is of major global importance, Geography has never been more important. The study of Geography at GCSE emphasises the interdependence between human and physical environments, and encourages you to question the world we live in.

Living World This unit focuses on the natural world around us and the reasons why ecosystems are different all around the world. There will be special attention paid to the Amazon Rainforest and the Sonoran Desert in Arizona as students grapple with the issues facing these areas and how they can be developed in a sustainable way.

Urban Issues and Challenges Where are the world’s most important and influential cities and what problems do they face?

In this unit there will be a focus on London and Mumbai as students begin to search for an answer to the question: can a city ever be sustainable? Finally, this unit will involve the first opportunity of compulsory fieldwork undertaken in Saffron Walden, which will be used in their final exam.

The Challenge of Natural Hazards Students are now being given the opportunity to study natural hazards for the first time at KS4. This unit looks at the array of natural hazards faced by people globally, before looking at examples of recent earthquakes and atmospheric hazards. Finally, this unit looks the natural and human factors causing climate change and encourages thinking behind ways of managing this global issue.

The Changing Economic World What contributes to global development? We will be thinking about the indicators which show development and the differences between the quality of life of people. Linking with the studies of the UK, students will focus their attention to the future of the UK economy, tracking past developments and changes to project future trends and global links.

Physical Landscapes in the UK This unit gives us the opportunity to focus on the features in the UK in more depth, whilst developing geographical and mapping skills. Students will begin to look carefully at the coastal and glacial landscapes around the UK. During this unit, students will undertake their second piece of compulsory fieldwork for the GCSE at Clacton-on-Sea, which will feed into their final exam.

The Challenge of Resource Management The final unit of the GCSE course looks at the importance of food, water and energy in human development and social wellbeing. Students will begin to think about how the changing demand and provision of these resources creates both opportunities and challenges both nationally and globally.

Geographical Application and Skills Students following the course will be given the opportunity to develop the map, graph and statistical skills necessary for the successful completion of the course. Throughout all of these skills, links will be made to the third paper taken at the end of the GCSE. This paper has focussed questions relating to students own fieldwork, along with the fieldwork of others, together with a decision making exercise based on pre-release materials.

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LATIN EXAMINATION BOARD – WJEC Eduqas Latin Language - 50% Latin Literature and Sources - 50%

DESCRIPTION OF COURSE This is a challenging and exciting option available to those who have studied Latin in Year 8. In Year 9 we will build on the language work begun in Year 8 and continue to explore the fascinating Roman culture of Pompeii, Roman Britain and Roman Egypt. From Year 10 onwards we will begin to study the exam sources topic, which involve reading engaging Latin texts, which bring to life real Romans’ lives. We will also look at ancient artefacts, such as mosaics and statues, and consider what we can learn from these.

In addition, we extend learning beyond the classroom through visits to museums and galleries, as well as inviting academics into school to give talks to broaden students’ knowledge of the ancient world and inspire them. There is also the opportunity to visit Pompeii and Herculaneum so that students can have the incredible experience of seeing first-hand these Roman cities frozen in time.

All assessment is by examination at the end of Year 11.

COMMENTS Latin gives you the unique opportunity to expand your knowledge of language, literature and ancient civilisation. This enables you to develop keen analytical and problem solving skills, attention to detail and a sophisticated appreciation of literary criticism. Considering English derivations from Latin broadens and enriches your vocabulary.

Reading Latin texts, written in the original language 2000 years ago, is an exciting challenge and the set literature covers a variety of genres from historical accounts to witty poems and epic adventure. This opportunity to read what real Romans wrote gives you a unique insight into their intriguing world, which has influenced our modern culture in so many ways.

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MODERN FOREIGN LANGUAGES EXAMINATION BOARD - AQA

% of exam work

- Listening 25% - Reading 25% - Writing 25% - Speaking 25%

DESCRIPTION OF COURSE French, German and Spanish are offered to all students*. You may choose one or two languages to study to GCSE level.

In French and German the three year course builds on and develops the language skills and topics you have been working on in Years 7 and 8, whilst Spanish is a three year GCSE course, assuming no prior knowledge. All skills will form part of the final examination in Year 11.

During the GCSE course we will aim to improve your language skills, so that you will be able to communicate more confidently and increase your independent use of the language, by ensuring a more secure knowledge of key grammatical structures.

Language will be taught in a wide range of contexts and you will broaden your cultural knowledge of the country you are studying by using a wider range of authentic resources including short literacy texts. You will also begin to understand the purpose and relevance of language for communication in today’s world. In a competitive business environment, language skills are vital and therefore viewed very favourably by employers and universities. All languages are ‘E-Bacc’ subjects.

In school you may have the opportunity to work in small groups with the Language assistants, and we also look forward to welcoming you on one of the numerous and exciting Foreign Language trips that we run at Key Stage 4.

COMMENTS For students wishing to start a course in Spanish it is worth noting that this is a more challenging option and therefore we are looking for students, who have previously shown a strong commitment to and enthusiasm for their language learning at Key Stage 3. You will need to have approval from your language teachers to choose this option.

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COMPUTING What is the difference between Computer Science and Information Technology?

Computer Science is a subject in which students learn computational thinking and the theory of how a computer works. They will learn the programming language Python to write their own algorithms to solve problems. This is a course for students who are logical, mathematically inclined and who love to solve problems. It is strongly recommended that students studying this course have a high attainment in Maths (Level 7 or higher by the end of Key Stage 3).

Information Technology is about using software that someone else has developed for a particular purpose or to solve a particular problem. Students learn to manipulate and process data, and how to present it in a form that is fit for purpose. This is a course for students who like to work independently, who enjoy using a computer creatively and who want a better understanding of how they can use computers as a tool.

Computer Science GCSE (This is an ‘E-Bacc’ Subject) Examination Board: AQA Assessment: Examination Assessment: 100% A Modern Course for a Modern World This is a course that has real relevance in our modern world. While learners will no doubt already have some knowledge of computers and related areas, the course will give them an in-depth understanding of how computer technology works and a look at what goes on “behind the scenes”. As part of this, they will investigate computer programming.

The Fun of Computer Science Through this study of computer programming, the course will help learners to develop critical thinking, analysis and problem solving skills. For many, it will be a fun and interesting way to develop these skills, which can be transferred to other subjects and even applied in day-to-day life.

In this way, the course will stimulate interest and engagement with technology and technology-related careers.

Looking to the Future In fact, information technologies continue to have a growing importance. This means there will be a bigger demand for professionals who are qualified in this area. If learners want to go on to higher study and employment in the field of Computer Science, they will find that this course provides a superb stepping stone.

Learners who have taken a Computer Science GCSE and who then progress to study the subject at A Level or university will have a sound underpinning knowledge of this subject area.

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Digital Information Technology Examination Board – Pearson Assessment: Examination Assessment: 40% Controlled Assignment Assessment: 60% What will the student study as part of this qualification?

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment, including:  key skills that prove their aptitude in digital information technology, such as project planning, designing and creating user interfaces, creating dashboards to present and interpret data  processes that underpin effective ways of working, such as project planning, the iterative design process, cyber security, virtual teams, legal and ethical codes of conduct  knowledge that underpins effective use of skills, processes and attitudes in the sector, such as how different user interfaces meet user needs, how organisations collect and use data to make decisions, virtual workplaces, cyber security and legal and ethical issues.

What does the assessment look like?

What can the qualification lead to?

Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification.

Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:  

A Levels as preparation for entry to higher education in a range of subjects study of a vocational qualification at Level 3, such as a BTEC National in IT, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the digital sector.

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PHYSICAL EDUCATION DESCRIPTION OF COURSES All students will start Year 9 following the GCSE PE course. The courses will appeal to students with a genuine interest in how the body works and how it performs in sporting activities.

Students will work on theory in classrooms for 3 of the 5 allocated lessons covering the critical aspects such as; the body in action, diet, health and hygiene and principles of training to improve fitness and performance. 2 lessons of 5 will be used to supplement core PE and extra-curricular sport to enable students to achieve as high a standard of practical performance as possible. Practical performance assessment is an integral component of the course.

All GCSE students should be fully committed to PE at SWCHS and should be actively engaged in regular sporting activity. A commitment to extra-curricular sports clubs is essential, particularly in sports that students choose to be assessed in.

Candidates will be assessed in 3 sports which are a combination of team and individual sports.

Students will be examined ‘mid-Year 9’ to assess their understanding and knowledge of the GCSE theory aspect of the course. Dependent upon the results of the mid-year 9 exam students will then be split to either continue to study the AQA GCSE PE course or to study a Cambridge National Level 1/2 Sports Studies. This decision will be made with advice from your PE theory teacher and involve parents and students.

AQA GCSE PE – Option 1 Assessments – 60% Written 40% Practical Paper One What's assessed Applied anatomy and physiology Movement analysis Physical training Use of Data Assessment Written exam: 1 hour 15 minutes 78 marks 30% of GCSE Questions Answer all questions.

A mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

Paper 2 Sports psychology Socio-cultural influences Health, fitness and well-being Use of data Assessment Written exam: 1 hour 15 minutes 78 marks 30% of GCSE 28

Questions Answer all questions.

A mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

Practical 40% Assessment of three sports (individual/team) and analysis of performance in one sport.

Option 2 - OCR. Cambridge Nationals in Sports Studies Level 1/2 Award/ Certificate Unit R051: Unit R052: Unit R053: Unit R054:

Contemporary issues in sport Developing sports skills Sports leadership Sport and the media

Contemporary issues in sport 30 GLH 1 hour written paper 60 marks (60 UMS) OCR set and marked This question paper: comprises short answer questions, extended response questions and some use of multiple choice questions assesses the quality of written communication.

All other units: 30 GLH Approx 10 hours internal assessment per unit, 60 marks (60 UMS) per unit.

Centre assessed and OCR moderated The assessment for these units: • comprises of centre assessed task(s).

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DANCE EXAMINATION BOARD – AQA % of exam work –

40% Theory paper 60% Practical

DESCRIPTION OF COURSE The GCSE Dance course allows pupils to develop new dance skills as well as those acquired from any previous dance experience. The course allows pupils to develop confidence, self- awareness and team working skills. It is a creative subject, where there is great opportunity to express yourself in a non-verbal way and use your imagination.

Pupils will have lots of opportunity to work with others both performing and choreographing dances across a wide variety of styles, some of their own choice and others from set works. Most lessons take place in the Dance Studio, and theory lessons are integrated into the timetable to compliment the practical elements.

The exam board supplies a range of set works for pupils to study in the form of a practical set phrases and theory based works. Pupils will be required to perform, in a group, in front of a live audience from time to time.

COMMENTS As the course is very practical students will be expected to use extra-curricular time for rehearsal. We look forward to students using their creative ideas to produce some original dance ideas.

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BUSINESS STUDIES

Examination Board – AQA % of exam work – 100% Description The GCSE Business Studies course gives students a thorough understanding of the dynamic environment businesses operate within and the factors that influence business activity and behaviour. If you are interested in the world around you and current issues, then GCSE Business is the course for you. The Business course uses examples from companies that you know (local, national and international firms) and analyses why they make the decisions that they do. It is a useful subject for all future career paths.

Through the study of Business you will find out about the skills and characteristics that entrepreneurs like Richard Branson and Alan Sugar need. You will find out how to plan a new business and make it successful through keeping customers and staff happy.

As these start-up companies grow they face different issues and you will look at why they may want to float on the stock market, expand their product range, open new branches and expand into different countries for example would you expand into China? You will also explore the external influences and how firms respond to changes in technology, the economic climate and legislation. Businesses also have to make decisions regarding ethical issues, such as keeping costs low without exploiting their workers or their suppliers.

The Business course is very varied, you will develop the ability to calculate how much money the firm is making from sales, what their profits are, how much the company is worth and look at strategies they could use to improve their finances.

You will also understand how to find out, through market research, what the customers want and how to ensure that your product is the one that they buy as a result of your pricing strategies and promotion. The people who work in an organisation are very important and you will learn how they are recruited and rewarded for their efforts. You will also study the production processes that different firms use comparing methods that a large car production company would use with those that smaller firms might use and how they maintain quality in their manufacturing process.

Comments Business students develop a range of skills that will be useful to them in later life.

You will develop the ability to think commercially and creatively, draw on evidence to make informed decisions and solve business problems. The examinations assess students’ ability to apply their understanding of the theory to case studies and we will therefore spend time developing students’ written skills and exam technique. As well as an ability to write extended essay style answers students also need to have good numerical skills to be able to analyse data and draw conclusions from it.

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CAMBRIDGE NATIONAL: HEALTH AND SOCIAL CARE Levels 1 and 2 Examination Board: OCR The course consists of 4 units: 1 examination; 3 coursework (3 year course; consisting of Year 9 Foundation and Cambridge National in Years 10 and 11) 

Exam: You will study the rights of individuals and the values of care to be used when working in a health, social care or early years’ environment. All good practice is based on these values and enables those who use and work in care settings to benefit from their application.



Communicating and working with individuals in health, social care and early years’ settings: you will learn how to communicate effectively and what personal qualities will contribute to the creation of a caring environment when working with individuals in a health, social care and early years setting.

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Understanding life stages: you will investigate the main life processes that occur in each life stage, develop an awareness and understanding of the key events that may happen and the effects of these during the lifespan of an individual, helping to identify the need for additional support.

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Creative activities to support individuals in health, social care and early years’ settings: you will have the opportunity to explore the different types of creative activities that are available to individuals in health, social care and early years’ settings. You will understand how important it is to promote creative activities, so that the needs of the individuals are met as well as ensuring that those involved enjoy the experience and gain personal value from participating.

Comment You need to be committed, organised and enjoy working both in a team and independently You will use interviews, questionnaires, surveys, data analysis such as some demographic information, the internet and text book exercises All written assessment is done in class so you will complete learning exercises in lessons and through homework, and then will be given the assessment task to prepare before writing it in class This course will extend your knowledge of human growth and development and the working environment and allow you to form opinions based on investigation about some of the social and political issues of today.

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