SBS Careers Guide

“Every Pathway Leads to Success”

Be Proud. Aim High. Work Hard. Be Kind. No Excuses.

Moving into Key Stage 4

Pathways designed to make sure you learn and achieve Dear Year 9,

This booklet is designed to help you decide which subjects you would like to study in Year 10 and 11.

You will notice that we have a great range of subjects on offer for you organised into different pathways. Each pathway leads to success and is designed to make sure you learn new skills, knowledge and understanding and achieve the appropriate qualifications you need for Key Stage 5 and beyond.

Please take time to read through this booklet and to talk to your teachers and family about your choices. Remember to ‘Aim High’ and choose subjects that match your interests, your strengths, your post-16 plans and your plans for University.

There will be several events taking place this term to help you make these important decisions. As you will understand, due to COVID-19 restrictions, these events will be held remotely. However, there will be plenty of time to discuss your options with teachers and to give you, and your family, the chance to ask questions.

Monday 22 February to Friday 5 March Pathways Fortnight begins

Wednesday 24 February, 6.00pm Pathways Presentation

Wednesday 3 March, 4.30pm to 7.30pm Pathways Evening for Parents & Students

Please make sure you share these dates with your family

Week beginning 8 March 2021: You will be allocated an 1:1 interview with a member of staff. At this important meeting you will discuss the Pathway you have chosen and agree the subjects you would like to take. After the 19th March, you will not be able to change your choices, therefore please come to the meeting prepared.

Because we will be holding these meetings remotely, you must attend this meeting with a parent/carer and have your completed ‘Pathways Form’ with you. If you do not attend this meeting your subjects will be chosen for you by a member of staff.

I wish you all the best for the next phase of your learning.

Rae Potter Headteacher

Curriculum Statement 2021/2022

At Sarah Bonnell School we provide you with a curriculum that stimulates your curiosity and is relevant and appropriate so that you can ‘Be Proud. Aim High. Work Hard. Be Kind. No Excuses’. Lessons, clubs, trips and visits are planned and delivered in a way that is closely matched to your different learning needs and interests so that you can make the best possible progress and enjoy learning.

Our curriculum aims to support and challenge you to:

Be Proud

✔ Develop as a courageous and confident young woman ready to make a valuable contribution to your local, national and global community.

✔ Develop knowledge and understanding of how to nurture your own physical and emotional health and well-being.

✔ Gain the confidence to challenge inequality, celebrate diversity and the courage to challenge stereotypes that might limit your opportunities.

Aim High

✔ Develop your love of learning across a wide range of subjects including the Sciences, Arts and Humanities.

✔ Communicate in more than one language so that you can seize the global opportunities increasingly available today in equal competition with your often multilingual international peers.

Work Hard

✔ Build on your achievements at Key Stage 2.

✔ Challenge you to gain the new knowledge, skills and understanding needed for life in a 21st Century world.

✔ Achieve qualifications that will secure for you the best pathway on to Key Stage 5, University, Apprenticeships and employment.

✔ Develop your emotional intelligence as a resilient and determined learner.

Be Kind

✔ Develop your team work and leadership skills by learning and problem-solving in groups.

✔ Develop your communication skills to enable you to express yourself in powerful, critical, respectful and creative ways through spoken, written and digital media.

No Excuses

✔ Develop your literacy, numeracy and digital literacy skills.

✔ Participate fully in the opportunities to learn in and out of the classroom.

My Child’s Progress: A Parent’s Guide

For the past four years Sarah Bonnell School has performed consistently well above national average in terms of performance measures.

In 2020 the students achieved a Progress 8 score of +0.6. This score shows how much progress pupils at this school made between the end of Y6 to the end of Y11, compared to pupils across England who got similar results at the end of Y6.

In addition, the school achieved an Attainment 8 score of 56.17. This score is based on how well pupils have performed in 8 qualifications.

The Attainment 8 measure is designed to encourage all students to study a broad and balanced curriculum. For each student the 8 subjects must be a combination from the diagram below.

Our curriculum offer at Key Stage 4 for 2021/2022 aims to ensure the best possible progress for all students.

Sarah Bonnell’s Key Stage 4 Pathways

“Every Pathway Leads to Success”

The Key Stage 4 curriculum has been divided into 4 pathways to meet your individual needs and aspirations. The pathways are named after four inspirational women who have excelled in their area of expertise. They had the courage to take risks, challenge gender stereotypes and follow their dreams. These four women represent the high aspirations we have for you and the strength of character we wish you demonstrate whilst working to achieve your goals.

A pathway will be suggested for you to follow and you will be given support and guidance throughout the pathway process to ensure that the subjects and courses selected suit your ability, ambitions and specific needs

The Curie Pathway

Marie Curie was a Polish-born physicist and chemist and one of the most famous scientists of her time. Marie faced great opposition from male scientists in France, and she never received significant financial benefits from her work. Despite this she was awarded the Nobel Prize for Physics in 1903, and she went on to win a second Nobel Prize, for Chemistry, in 1911. Her research was crucial in the development of x-rays in surgery. During World War One Curie helped to equip ambulances with x-ray equipment, which she herself drove to the front lines.

The Curie Pathway includes studying GCSEs in English Language, English Literature, Maths, Biology, Chemistry, Physics, Religious Studies, History or Geography and a Language. All students study Core PE.

If you choose to follow this pathway you would study a combination of the following GCSEs:

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

The Hadid Pathway

Dame Zaha Hadid was an Iraqi-born British architect, who became one of the most celebrated architects in the world despite architecture being a male dominated industry. She made her early reputation largely upon her teaching and the imaginative and colourful paintings she made of her proposed buildings. In 2004, she was the first woman to win the Pritzker Prize, architecture’s equivalent of the Nobel Prize. She received the UK's most prestigious architectural award, the Stirling Prize in 2010 and 2011. In 2012, she was made a Dame by Queen Elizabeth II for services to architecture, and in 2015 she became the first woman to be awarded the Royal Gold Medal from the Royal Institute of British Architects. She is responsible for the design of the Aquatics Centre built for the 2012 London Olympics.

The Hadid Pathway includes studying GCSEs in English Language, English Literature, Maths, Combined Science, Religious Studies, History or Geography and a Language and a choice of one other EBacc subject and open subjects. All students study core PE.

If you choose to follow this pathway you would study a combination of the following GCSEs;

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

The Angelou Pathway

Maya Angelou was a black American author, poet, historian, songwriter, playwright, dancer, stage and screen producer, director, performer, singer, and civil rights activist. She was best known for her seven autobiographical books and has been nominated for National Book Awards and the Pulitzer Prize for Poetry. The first black woman director in Hollywood, Angelou wrote, produced, directed, and starred in productions for stage, film, and television. She received the Golden Eagle Award and was twice nominated for a Tony award for acting. In 2000, she received the National Medal of Arts, and in 2010 she was awarded the Presidential Medal of Freedom by President Barack Obama.

The Angelou Pathway includes studying GCSEs in English Language, English Literature, Maths, Combined Science, Religious Studies, History or Geography and a Language and a choice of one other EBacc subject and open subjects. All students study core PE.

If you choose to follow this pathway you would study a combination of the following GCSEs;

GCSE English Language

GCSE Maths

A choice of three other GCSE subjects from either the EBacc or Open Subjects

The Angelou Pathway provides you with the opportunity to study a broad range of subjects. This pathway gives you the opportunity to study a wide range of subjects, allowing you to explore your academic interests and creative talents, to develop collaborative skills, technological competencies, flexible thinking, and an appreciation for diversity. Successful university applicants are normally expected to have achieved good grades in a range of subjects at GCSE or equivalent, and to meet any specific requirements for their chosen course.

The Rowling Pathway

J.K. Rowling is a British novelist best known as the writer of the Harry Potter book series. Before her work was an international hit, she had to fight through her doubts, fears, and low standard of living. She had to work long and hard for a goal that she knew may never actually be reached before writing Harry Potter and the Philosopher's Stone. In 1996, the script of her first Harry Potter book was turned down by 12 publishers but since then, the Harry Potter books have been translated into 73 different languages and sold more than 450 million copies. They have become the best-selling book series in history and it has even been made into a blockbuster films series.

The Rowling Pathway includes studying Entry Level English, Maths, Science, ASDAN and 2 other courses. You will study core PE.

If you choose to follow this pathway you would study a combination of the following courses:

Entry Level Qualifications Skills for Employment and life Personalised Provision

English

ASDAN Functional Skills

ICT

Maths Unit Award Scheme Science

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

CAREERS EDUCATION, INFORMATION, ADVICE AND GUIDANCE (CEIAG) AT SARAH BONNELL

AIMS OF THE KS4 CEIAG PROGRAMME AT SARAH BONNELL:

 To support all students in making the right decisions about their post-16 options

 To develop essential skills such as confidence, communication, organisation and decision making

 Provide guidance on how to write personal statements and CVs, and how to prepare for interviews

 To empower students to think aspirationally about their careers beyond education, providing them with insight into an array of potential careers

 To gain insight and experience into what the world of work is like

CONTENT OF THE CEIAG PROVISION IN YEAR 10-11

 One-to-one interviews with our careers advisors, Ms Aylott and Ms Fuller, to help students consider their future sixth forms/colleges, universities, work placements, and careers

 Drop ins during break time and lunch times to ask questions or find out information

 Mock Interviews done on one of our Enhanced Learning Days (ELD) with business volunteers from fields such as banking and law

 Skills building at our ‘Boss Day’ event on another ELD in Year 10 where they will enjoy seminars providing insights into the labour markets, how to apply for jobs, and how to handle job interviews

 Experience of the world of work, through the Careers Companion Programme

 Opportunities to apply to and engage in work experience placements

 Career Insight Visits to some of our corporate partnerships through collaboration with ELBA (East London Business Alliance) and 15 billion.

 Careers advice at our Parents and Carers Evening

 Post 16 Careers Fair

 Future Fridays - sessions, guidance and live talks from our alumni network

KEY PEOPLE:

 Joe Begley - Assistant Headteacher - joseph.begley@sarahbonnell.net

 Elizabeth Aylott - Careers Advisor - futures@sarahbonnell.net

 Sara Fuller - Careers Advisor - futures@sarahbonnell.net

GCSE ENGLISH LANGUAGE

All Students following the Curie, Hadid and Angelou Pathways study this course.

AIMS OF THE COURSE

The English Course is designed to develop:

1. Understanding of the spoken word and the ability to express ideas effectively in a variety of forms.

2. Understanding of the written word and the ability to respond to, compare and evaluate a wide range of texts.

3. The ability to write appropriately and accurately in a range of forms.

CONTENT AND ASSESSMENT/OTHER INFORMATION

All texts in the examination will be unseen

Paper 1: Explorations in Creative Reading and Writing

Written Exam 50% of the total GCSE marks 1 hour 45 minutes 80 marks

Section A: Reading (40 marks) (25%)

One literature fiction text

Section B: Writing (40 marks) (25%)

Descriptive or narrative writing

-one single text

 1 short form question (1 x 4 marks)

 2 longer form questions (2 x 8 marks)

 1 extended question (1 x 20 marks)



Paper 2: Writers’ Viewpoints and Perspectives

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

Written Exam 50% of the total GCSE marks 1 hour 45 minutes 80 marks

Section A: Reading (40 marks) (25%)

One non-fiction text and one literary non-fiction text

Section B: Writing (40 marks) (25%)

Writing to present a viewpoint

-two linked texts

 1 short form question (1 x 4 marks)

 2 longer form questions (1 x 8, 1 x 12 marks)

 1 extended question (1 x 16 marks)



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

Non-examination Assessment Spoken Language

What’s assessed (AO7-AO9)

 Presenting

 Responding to questions and feedback

 Use of Standard English

 Assessed

 Teacher set throughout course

 Marked by teacher

 Separate endorsement (0% weighting of GCSE)

The course we follow is AQA 8700

GCSE ENGLISH LITERATURE

All Students following the Curie, Hadid and Angelou Pathways study this course.

AIMS OF THE COURSE

The GCSE English Literature enables students to develop:

1. The ability to understand and respond to a range of literature texts and to appreciate the ways in which different authors achieve their purpose.

2. The ability to compare and evaluate a range of literary texts.

3. Understanding how form and style is suited to the particular audience and purpose.

CONTENT AND ASSESSMENT/OTHER INFORMATION

All assessments are closed book: any stimulus materials required will be provided as part of the assessment.

All assessments are compulsory.

Paper 1: Shakespeare and the 19th-century novel

Written paper 40% of the total GCSE marks 1 hour 45 minutes 64 marks

Section A: Shakespeare

Section B: The 19th-century novel

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

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

Paper 2: Modern texts and poetry

Written paper 60% of the total GCSE marks 2 hours 15 minutes 96 marks

Section A: Modern text

Section B: Poetry (Comparative question)

Section C:

Unseen Poetry (Comparative question)

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

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

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

The course we follow is AQA 8702

GCSE ENGLISH LITERATURE

GCSE MATHEMATICS

All Students following the Curie, Hadid and Angelou Pathways study this course.

All Students following the Curie, Hadid and Angelou Pathways study this course.

AIMS OF THE COURSE

The aims of the Mathematics course in Years 9, 10 and 11 are:

 To ensure that all students study mathematics to the highest level of which they are capable.

 To provide interesting lessons for all students, which will develop their skills in using and applying a range of mathematical knowledge.

CONTENT

The Mathematics Curriculum Area uses Edexcel Specification and units taught build on existing Key Stage 3 learning, whilst also introducing new mathematical knowledge, understanding and skills. All students follow the National Curriculum to their appropriate level, covering geometry and measures, algebra, number statistics and ratio, proportion & rates of change. Within each of the themes they use and apply their knowledge and skills to real-life situations and while investigating new areas of mathematics. Recognising the importance of Mathematics in their own lives and in society, students learn to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices.

Students experience a variety of types of lesson: teacher-led sessions that introduce new ideas; individual work where they practise skills; group or paired work on tasks which use and develop their understanding. Students use calculators and computers when appropriate.

ASSESSMENT AND OTHER INFORMATION

Assessment: all students to be entered for a GCSE in Mathematics from the Edexcel exam board. The students are banded broadly in line with entry levels of the Mathematics GCSE:

Entry Level:

Higher tier

Foundation tier

There are three exam papers for each tier:

Paper 1: Non-Calculator paper

Paper 2: Calculator paper

Paper 3: Calculator paper

Homework

It is expected that students will do a minimum of 1 piece of homework per week alongside independent study.

Equipment

Students will use scientific calculators, rulers, compasses and protractors throughout the course and in the GCSE examinations: we recommend they have their own set of this equipment which they should bring to each mathematics lesson.

The course we follow is AQA 8702

The course we follow is Edexcel GCSE Mathematics

Separate GCSEs) All Students following the Curie Pathway study this course.

AIMS OF THE COURSE

All Students following the Curie Pathway study this course.

Triple Science is taught as 3 separate sciences, allowing you to achieve 3 GCSEs in Science. This is a challenging and interesting scientific programme of study. The course structure will provide you with an in-depth knowledge of the key scientific principles, through studying Biology, Chemistry and Physics. This qualification gives you a solid preparation for A Level Sciences which can lead to Higher Education. Your science teachers will recommend you and this is based on academic success and commitment to the subject.

Please express an interest to your teachers.

CONTENT

Biology

1. Cell biology

2. Organisation

3. Infection and response

4. Bioenergetics

5. Homeostasis and response

6. Inheritance, variation and evolution

7. Ecology

Chemistry

1. Atomic structure and the periodic table

2. Bonding, structure, and the properties of matter

3. Quantitative chemistry

4. Chemical changes

5. Energy changes

6. The rate and extent of chemical change

7. Organic chemistry

8. Chemical analysis

9. Chemistry of the atmosphere

10. Using resources

Physics

1. Forces

2. Energy

3. Waves

4. Electricity

5. Magnetism and electromagnetism

6. Particle model of matter

7. Atomic structure

8. Space physics

ASSESSMENT/OTHER INFORMATION

Assessment objectives will cover AO1: Demonstrate knowledge and understanding, AO2: Apply knowledge and understanding and AO3: Analyse information and ideas.

Each exam paper sitting is 1 hour 45 minutes and students will be expected to sit two exams for each separate science grade.

These qualifications are linear. Linear means that students will sit all their exams at the end of the course.

AQA GCSE COMBINED SCIENCE: TRILOGY (2 GCSEs)

All Students following the Hadid and Angelou Pathways study this course.

AIMS OF THE COURSE

The Combined Science course provides you with a challenging and interesting scientific programme of study resulting in 2 GCSEs. The course structure provides you with a broad knowledge of important scientific principles, through studying Biology, Chemistry and Physics. This qualification gives you a solid preparation for A Level Sciences which can lead to Higher Education. Your science teacher will recommend the course which you will be best suited for.

CONTENT

Biology

1. Cell biology

2. Organisation

Chemistry

1. Atomic structure and the periodic table

2. Bonding, structure, and the properties of matter

3. Quantitative chemistry

4. Chemical changes

5. Energy changes

6. The rate and extent of chemical change

7. Organic chemistry

8. Chemical analysis

9. Chemistry of the atmosphere

10. Using resources Physics

1. Forces

2. Energy

3. Waves

4. Electricity

5. Magnetism and electromagnetism

6. Particle model of matter

7. Atomic structure

ASSESSMENT/OTHER INFORMATION

Assessment objectives will cover AO1: Demonstrate knowledge and understanding, AO2: Apply knowledge and understanding and AO3: Analyse information and ideas.

Each exam paper last 1 hour 15 minutes and students will be expected to sit six exams for their Trilogy science grade.

These qualifications are linear. Linear means that students will sit all their exams at the end of the course.

The specification route we follow is AQA.

GCSE GEOGRAPHY

Students following the Curie, Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

Geography is a force for broadening the mind. Geography is not only up-to-date and relevant, it is one of the most exciting, adventurous and valuable subjects to study today. The world is always changing. Geography helps us to understand how other countries are the way they are, and this is really very important in helping us to realise that we all share the same planet and we should know more about what makes us different as well as what makes us similar. Global warming, sustainable food production, natural disasters such as earthquakes and tsunamis, the spread of disease, the reasons for migration and the future of energy resources are just some of the great challenges facing the next generation of geographers.

If you study GCSE Geography you will:

 Be able to explain and evaluate current global issues such as population dilemmas, hazards and global warming.

 Be a leader in wider society. We will help you to develop the skills you need to think critically about the world around you, process information presented in a variety of ways, think about issues from different perspectives, and develop your own viewpoints

 Be able to confidently communicate a range of concepts and ideas

Geography is recognised for its academic ‘robustness’ and, most importantly, it also helps young people into the world of work. You will be prepared for college, 6th form, university and the world of work by being able to work collaboratively and analytically. Employers prize the knowledge and skills that studying Geographycan provide, be it knowing how the world works, planning research and reportwriting, working in a team, using new technologies and communication skills – and much more.

COURSE CONTENT

We study the AQA specification. Students will travel the world from the classroom, exploring case studies in the United Kingdom (UK), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.

Module 1: Living with the physical environment (Section A: The challenge of natural hazards; Section B: Physical landscapes in the UK; Section C: The living world). Module 2: Challenges in the human environment (Section A: Urban issues and challenges; Section B: The changing economic world; Section C: The challenge of resource management). Module 3: Geographical applications (Section A: Issue evaluation; Section B: Fieldwork).

ASSESSMENT & FIELDWORK

Assessment: Remember, you have been studying some of the GCSE topics in Year 9, and as a result, have a good understanding of the course and how we assess. Assessment consists of three exams. There will be a compulsory course requirement of two day trips across the two years. This involves a human and physical fieldwork investigation. These investigations will take you outside of the classroom, applying your own existing knowledge on the content area and then drawing conclusions from the data obtained. What can you expect from us? Our mission is to provide every student with every opportunity to achieve their full potential. The Geography Curriculum Area work hard to provide engaging lessons and learning resources that will help you achieve success. We have very high expectations of ourselves and you, and provide every student with everything they need to achieve in Geography, from independent resources on our website, to revision folders, revision sessions and 1-2-1 interventions.

What do we expect from students? You will need to aim high, work hard, and be enthusiastic and enquiring. For further information, please contact Mr Mathews.

GCSE HISTORY

Students following the Curie, Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

Students who choose History are often inquisitive people. They like asking questions and want to understand why events happened, what effects people or events had and why our world looks the way it does today.

Students also enjoy lively debates and are able to offer opinions on the significance of events or people.

Students who choose History also often enjoy literacy and like the challenge of putting together well balanced arguments in extended pieces of writing.

Students will develop:-

 Historical skills: understanding why events occur, analysis of evidence.

 Life skills: being able to recognise bias in newspapers and television.

 Research skills: gathering, reading and understanding different kinds of information.

 Ability to produce balanced arguments: weigh up the pros and cons of situations.

 Communication skills: through articulating arguments clearly both verbally and in written format.

A History qualification demonstrates critical thinking, analytical skills and the ability to make connections between social, economic and political issues.

Our students have gone on to study courses such as Law, politics and Journalism.

CONTENT

The GCSE course studied in Years 10 and 11 will be the Edexcel course

The following topics will be covered:

Paper 1: Thematic study and historic environment:

 Option 10: Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city.

Paper 2: Period study and British depth study:

 Part A: Period study: Options 26/27: Superpower relations and the Cold War, 1941–91.

 Part B: British depth study B4: Early Elizabethan England, 1558–88.

Paper 3: Modern depth study

 Option 31: Weimar and Nazi Germany,1918–39

ASSESSMENT/OTHER INFORMATION

There will be three examination papers: 100% exam. There is no coursework or controlled assessment element.

Exam 1: Crime and Punishment in Britain c.1,000-present and Whitechapel c1870-1900.

Exam 2: Superpower relations and the Cold War 1941-1991 AND Early Elizabethan England 155888

Exam 3: Weimar and Nazi Germany, 1918–39

For further information please contact Mr Downey, Ms Paine, Ms Ali or Ms Berger.

GCSE COMPUTER SCIENCE

Students following the Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

This carefully planned course gives students a real, in-depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing.

OCR’s GCSE (9–1) in Computer Science will encourage students to:

 Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation

 Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs

 Think creatively, innovatively, analytically, logically and critically

 Understand the components that make up digital systems, and how they communicate with one another and with other systems.

 Understand the impacts of digital technology to the individual and to wider society

 Apply mathematical skills relevant to Computer Science.

CONTENT OVERVIEW

Assessment model, consisting of two papers, one focusing on the theory of Computer Science and one with a focus on Computational thinking, algorithms and programming. Students take J277/01 and J277/02 to be awarded the OCR GCSE (9–1) in Computer Science.

Computer systems component will assess: Systems Architecture | Memory and Storage | Computer Networks, Connections and Protocols| Network Security| System Software | Ethical, Legal, Cultural and Environmental Impacts of Digital Technology

Computational thinking, algorithms and programming component will assess: Algorithms| Programming Fundamentals |Producing Robust Programs |Boolean Logic |Programming languages and integrated Development Environment Translators and facilities of languages

All students will undertake a programming task or tasks during their course of study: Programming techniques | Analysis | Design | Development | Testing and evaluation and conclusions

ASSESSMENT OCR’s GCSE (9–1) in Computer Science consists of two compulsory components that are externally assessed.

1. Computer Systems: (Non Calculator) 50% of total marks for GCSE (9-1) 1 hour and 30 minutes Written paper. The question paper will consist of short and medium answer questions. There will also be one 8-mark extended response question.

2. Computational thinking, algorithms and programming: 50% of total marks for GCSE (9-1) 1 hour and 30 minutes Written paper- 1 hour and 30 minutes Written paper.

-Section A is worth 50 marks, and assesses students’ knowledge and understanding of concepts of Computer Science. Students then apply these to problems in computational terms, where they may use an algorithmic approach.

-Section B is worth 30 marks, and assesses students’ Practical Programming skills and their ability to design, write, test and refine programs.

For further information, please see Ms Sahebdin.

GCSE ARABIC

Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language.

AIMS OF THE COURSE

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

2. To develop student’s ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy.

3. To acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts.

4. To develop awareness and understanding of the culture and identity of the countries and communities where Arabic is spoken.

CONTENT

 Identity and Culture (Relationships, Daily life, Cultural life)

 Local area, Holidays and Travel (Holiday destinations, Tourism, Local attractions)

 School (What school is like, School activities)

 Future Aspirations, Study and Work (Using languages beyond the classroom, Ambitions, Jobs)

 International and Global Dimension (Bringing the world together, Environmental issues)

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

ASSESSMENT

All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the Edexcel GCSE specification.

OTHER INFORMATION

Arabic is spoken as a first language across the Arab world and by more than 400 million people.

Arabic has, for centuries, been the international language in science, diplomacy and commerce. Arabic is also one of the official languages of the United Nations and was recently identified as one of the ten most important languages for the UK's future.

GCSE FRENCH

Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language.

AIMS OF THE COURSE

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

2. To develop student’s ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy.

3. To acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts.

4. To develop awareness and understanding of the culture and identity of the countries and communities where French is spoken.

CONTENT

 Identity and Culture (Relationships, Daily life, Cultural life)

 Local area, Holidays and Travel (Holiday destinations, Tourism, Local attractions)

 School (What school is like, School activities)

 Future Aspirations, Study and Work (Using languages beyond the classroom, Ambitions, Jobs)

 International and Global Dimension (Bringing the world together, Environmental issues)

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

ASSESSMENT

All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the Edexcel GCSE specification.

OTHER INFORMATION

French is the 5th most spoken language on the planet with a total of 280 million speakers It is spoken primarily in France (55 million speakers), Belgium (3 million), Switzerland (1.5 million), former French and Belgian colonies in Africa (120 million), and Canada (6.5 million). Having served as an international language in diplomacy and commerce, it enjoys great prestige culturally and is one of the languages used officially by the United Nations. Studying a second language gives students a significant advantage in a global economy, therefore French is highly prized by employers in all areas of the job market such as: Medicine, Law, Accountancy, Marketing, Finance and Logistics.

GCSE ITALIAN

Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language.

AIMS OF THE COURSE

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

2. To develop student’s ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy.

3. To acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts.

4. To develop awareness and understanding of the culture and identity of the countries and communities where Italian is spoken.

CONTENT

 Identity and Culture (Relationships, Daily life, Cultural life)

 Local area, Holidays and Travel (Holiday destinations, Tourism, Local attractions)

 School (What school is like, School activities)

 Future Aspirations, Study and Work (Using languages beyond the classroom, Ambitions, Jobs)

 International and Global Dimension (Bringing the world together, Environmental issues)

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

ASSESSMENT

All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the Edexcel GCSE specification.

OTHER INFORMATION

Knowing Italian is greatly beneficial in several career fields with Italy being world leaders in interior design, fashion, food and drink, car design, engineering and robotics. The British Council has ranked Italian the 6th most important language to the future of the British economy.

According to UNESCO 60% of the world’s art treasures are found in Italy and Italy is home to some of history’s most famous writers, artists and thinkers such Dante, Da Vinci and Botticelli. Studying the language is the key to understanding and being able to access these works of art, philosophy and literature.

GCSE SPANISH

Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language.

AIMS FOR THE COURSE

1 Introduce and develop principles and inter-relationships of sounds and writing of Spanish.

2 Teach Spanish grammar and its application.

3 Develop language-learning skills, such as how to use bi-lingual dictionaries and other reference materials appropriately and effectively.

4 Foster an ethos of academic discipline. Provide students with opportunities for the development of independent leaning in using Spanish.

5 Provide students with an insight into the culture and civilization of Spanish speaking countries, thus encouraging positive attitudes to speakers of other languages.

CONTENT

 Identity and Culture (Relationships, Daily life, Cultural life)

 Local area, Holidays and Travel (Holiday destinations, Tourism, Local attractions)

 School (What school is like, School activities)

 Future aspirations, Study and Work (Using languages beyond the classroom, Ambitions, Jobs)

 International and Global Dimension (Bringing the world together, Environmental issues)

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

ASSESSMENT

All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the Edexcel GCSE specification.

OTHER INFORMATION

There are 250 million native speakers of Spanish in the world including Spain, South and Central America and the USA.

South America represents one of the most important areas of social and economic development in the world and all the South American countries, except for Brazil, are Spanish speaking countries. These countries have strong cultural and economic links with Spain, Europe and the United States.

Spanish is a fast growing language in the United States of America.

Historically, Spain has a close relationship with the Arab world and India which is evident in its Moorish architecture, many words borrowed from Arabic and its flamenco music which has links to ancient Indian music. Spanish is becoming an important language for business and trade in the world.

GCSE URDU

Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language.

AIMS OF THE COURSE

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

2. To develop student’s ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy.

3. To acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts.

4. To develop awareness and understanding of the culture and identity of the countries and communities where Urdu is spoken.

CONTENT

 Identity and Culture (Relationships, Daily life, Cultural life)

 Local area, Holidays and Travel (Holiday destinations, Tourism, Local attractions)

 School (What school is like, School activities)

 Future aspirations, Study and Work (Using languages beyond the classroom, Ambitions, Jobs)

 International and Global Dimension (Bringing the world together, Environmental issues)

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

ASSESSMENT

All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the Edexcel GCSE specification.

OTHER INFORMATION

Urdu is spoken throughout North India, Pakistan and indeed through most of the sub-continent. Today Urdu is spoken in many countries around the world, including Britain, Canada, the USA and in the Middle East.

Written Urdu contains much Persian and Arabic script. The study of Urdu enables British Urdu speakers to explore the culture and language of their parents and grandparents and so become familiar with the Urdu language and culture that contributes so much to multicultural Britain. Throughout the course, students will find out more about the culture and countries of Urdu speaking people, through music, film and literature.

GCSE MANDARIN

Students following the Curie and Hadid Pathways will continue to study their Year 9 language course. Students following the Angelou Pathway can select to continue with their Year 9 language course if they wish to study a language.

All Students following the Curie Pathway study this course. AIMS OF THE COURSE

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

 To develop student’s ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy.

 To acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts.

 To develop awareness and understanding of the culture and identity of the countries and communities where Mandarin Chinese is spoken.

CONTENT

 Identity and Culture (Relationships, Daily life, Cultural life)

 Local area, Holidays and Travel (Holiday destinations, Tourism, Local attractions)

 School (What school is like, School activities)

 Future Aspirations, Study and Work (Using languages beyond the classroom, Ambitions, Jobs)

 International and Global Dimension (Bringing the world together, Environmental issues)

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

ASSESSMENT

All four skills (Speaking, Writing, Reading and Listening) are assessed at the end of Year 11 and carry an equal weighting of 25% each. We follow the Edexcel GCSE specification.

OTHER INFORMATION

Mandarin Chinese is spoken throughout China, Taiwan, Singapore and indeed throughout many parts of South-East Asia. Today Chinese is the most spoken language in the world, with over 1 billion native speakers, and has been rated one of the top 5 “Languages for the Future” by the British Council. A widespread diaspora means Chinese speakers are found all over the world.

The study of Chinese enables students to explore one of the world’s most ancient cultures, as well as creating abundant employment opportunities, as well as scientific and cultural exchanges. Throughout the course, students will find out more about the culture and countries of Chinese speaking people, through music, film and literature, as well as exploring current issues.

GCSE RELIGIOUS STUDIES

All students are following the Curie, Hadid and Angelou pathways study for this course.

AIMS OF THE COURSE

1. To investigate and respond to the fundamental questions of life raised by religious and human experiences.

2. Acquire knowledge and develop understanding of the beliefs, values and traditions in two major religions – Christianity and Islam, and non-religious beliefs (Atheism and Humanism).

3. To develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding the content.

4. Exploring religious, philosophical and ethical arguments relating to various issues, and recognise their impact and influence in the modern world.

5. Students to be aware of contrasting perspectives of relevant issues, linking these to crosscurricular subjects such as Politics, Philosophy, Theology, Citizenship, and Science, in contemporary British society.

6. Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt, and contribute to their preparation for adult life in a pluralistic society and global community.

7 Explore their own beliefs, self-identity and self-worth.

8 To prepare students for the world of work and transition to sixth form/college.

9 To understand the contemporary world and society with values of tolerance and acceptance of diversity.

CONTENT

The full GCSE Religious Studies course follows AQA Route A and consists of 2 UNITS:

COMPONENT 1: THE STUDY OF RELIGIONS: BELIEFS, TEACHINGS AND PRACTICES

Candidates will study the Beliefs, Teachings and Practices of Christianity and Islam.

How students are assessed:

• Written Exam: 1 hour 45 minutes

• 96 marks, including 6 Marks for Spelling, Punctuation and Grammar (SPaG)

• 50% of GCSE

COMPONENT 2: THEMATIC STUDIES

Candidates will study the following topics:

 Theme A: Relationships and Families:

 Theme B: Religion and Life

 Theme D: Religion, Peace and Conflict

 Theme E: Religion, Crime and Punishment

How it's assessed:

• Written exam: 1 hour 45 minutes

• 96 marks, including 3 Marks for Spelling, Punctuation and Grammar (SPaG)

• 50% of GCSE

ASSESSMENT/OTHER INFORMATION

 All students who study the R.S. course will gain one full GCSE.

 There are two written examination papers. The length of each examination paper is stated above.

 There is NO coursework requirement. Homework will be set on a weekly basis.

 Student self-evaluation and critical thinking skills is an important part of the programme.

 Students will follow the AQA exam specification for this course.

GCSE Citizenship Studies

All students are following the Curie, Hadid and Angelou pathways study for this course.

AIMS OF THE COURSE IS CITIZENSHIP THE RIGHT COURSE FOR ME?

The world and society is always changing and you are a part of it. Citizenship provides you with the opportunity to gain knowledge about the local, national and global community and society.

Citizenship encourages you to develop your skills of enquiry and analysis about the world you live in. It also enables you to develop a firm understanding of how important it is for you to take informed decisions within your life and be an active participant and citizen within society.

CONTENT

The GCSE course is studied in Years 10 and 11 and is divided into five themes:

 A: Living together in the UK: How have communities developed in the UK? What is identity? What are democratic values and where do they come from? How does local democracy work?

 B: Democracy at work in the UK: Who runs the country? How does Parliament work? How is power shared between Westminster and the devolved administrations? How does government manage public money?

 C: Law and justice: What is the law for and how does it affect us? How does the justice system work? Is crime increasing in society?

 D: Power and influence: What power and influence can citizens have? What role and influence should the media have? Does the UK have power and influence in the wider world?

 E: Taking citizenship action: Students will carry out an in-depth, critical investigation leading to citizenship action. It will be designed to have an impact locally, nationally or globally. Students will be assessed on the investigation and action they have undertaken through a series of examination questions that comprise 15% of the total marks.

ASSESSMENT

There are two examinations of 1 hour and forty five minutes duration. Each paper is worth 50% of the total marks and qualification.

Paper 1 comprises four sections: A, B, C and D. Some sources will be provided and will need to be read during the examination in order to answer some of the questions.

Paper 2 comprises three sections: A: Own citizenship action – based on the knowledge and understanding gained whilst carrying out their citizenship action B: Power and influence: other’s actions and C: Power and influence.

The Edexcel GCSE Citizenship course is followed. (Google Edexcel GCSE Citizenship Studies)

GCSE SOCIOLOGY

Students following the Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

Sociology is the study of how people create, organise and sustain their societies. It explores how human action both shapes and is shaped by, surrounding economic, social and cultural structures and processes. Through studying families, education, crime and deviance, class and sociological research methods, new perspectives of social interaction and the world we live in will be revealed to you. You will learn about critical tools and explore possibilities for creating a better world.

 To develop an understanding of how Sociologists form opinions about society.

 To challenge preconceptions about education, social position and socialisation.

 To encourage analytical and objective thinking about pressing political issues.

 To consider the role that students play in wider society.

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

CONTENT

The course covers the following areas in depth:

The sociological approach

 How sociological knowledge and ideas change over time and how these ideas inform our understanding of the social world

 How sociologists research and investigate the social world we live in.

Families: Different family structures, their role in society and the impact they have on the individual.

Education: Its role in preparing individuals for work, explaining inequalities within the structure. Crime and deviance: Causes of crime and the impact it has on society.

Social stratification: Social groups in society, inequalities that exist and the impact of these.

In their spare time, GCSE Sociology students are expected to read for pleasure and take an interest in current affairs, including watching the News as well as challenging documentaries on political and social issues.

ASSESSMENT/OTHER INFORMATION

This is a linear GCSE course, with 2 final written examinations worth 50% each. There is no coursework or controlled assessment.

Paper 1: The sociology of families and education including relevant areas of social theory and methodology - 1 hour 45 minutes, 100 marks, 50% of GCSE

Paper 2: The sociology of crime and deviance and social stratification including relevant areas of social theory and methodology - 1 hour 45 minutes, 100 marks, 50% of GCSE

If you have any further questions about GCSE Sociology, please see Mr Archer.

GCSE DRAMA

Students following the Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

This qualification is designed for learners who wish to develop a range of transferable practical and academic skills, and to develop clear understanding of drama and theatre. Due to its focus on academic as well as practical skills, the course is accepted by Russell Group Universities. Students learn to collaborate with others, think analytically and evaluate effectively. They gain the confidence to pursue their own ideas, reflect and refine their efforts, both practically and in their written work. The GCSE offers opportunities to:

 Develop an understanding of plays in practical performance and under academic study.

 Improve written and oral communication skills

 Participate in a range of performances and rehearsals, and reflect on them through writing

 Attend and evaluate a piece of live theatre.

CONTENT

The GCSE Drama offers students the opportunity to explore drama as a practical art form in which ideas and meaning are communicated to an audience through choices of form, style and convention.

The subject content for GCSE Drama is divided into three components:

 Understanding drama

 Devising drama

 Texts in practice

For the practical units students choose to work as performers or designers (design students may choose lighting, sound, set, costume or puppets).

ASSESSMENT

There are three components in the GCSE Drama:

Component 1: Understanding drama (40% of GCSE)

What's assessed • Knowledge and understanding of drama and theatre • Study of one set play from a choice of six • Analysis and evaluation of the work of live theatre makers

How it's assessed • Written exam: 1 hour and 45 minutes • Open book

Component 2: Devising drama (practical) (40% of GCSE)

What's assessed • Process of creating devised drama • Performance of devised drama (students may contribute as performer or designer) • Analysis and evaluation of own work

How it's assessed • Devising log • Devised performance

Component 3: Texts in practice (practical) (20% of GCSE)

What's assessed • Performance of two extracts from one play (students may contribute as performer or designer)

How it's assessed • Performance of Extract 1 and Extract 2

OTHER INFORMATION

You should have a real interest in practical drama and theatre, both in terms of scripted and devised drama, and the evaluation of live theatre. You also need to have a willingness to work out of hours as you will be expected to rehearse independently for performances and on coursework projects, as well as to answer a wide range of written questions about drama. Students who study Drama develop a wide range of transferrable in addition to theatrical skills. Students who complete GCSE Drama often follow career paths in industries including but not limited to; acting, theatre, online, print and broadcasting media, teaching, law, business and a range of other professions.

The course we follow is AQA.

GCSE MUSIC

Students following the Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

This course aims at students developing:

1. Enjoyment of playing and listening to music of different styles and cultures.

2. Understanding of the language of music in terms of theory and structure.

3. Enthusiasm for composing music in various styles individually and as part of a group

4. The confidence to perform vocally and/or instrumentally, solo or as part of an ensemble, from notation and by ear

CONTENT

1. Performance pieces will be selected by the students with the guidance of the teacher and there will be ample opportunity to perform inside and outside the classroom.

2. Students will compose a variety of music using given or chosen stimuli. They can work both with acoustic instruments and/or using music technology.

3. Music of many styles and cultures will be listened to and analysed with a view to developing critical listening skills and an understanding of music in preparation for the listening exam worth 40%.

4. 60% of performance and composition work can be completed in students’ own choice of style and medium (e.g. voice, piano – any instrument).

ASSESSMENT/OTHER INFORMATION

 All students will receive tuition from our specialist team of musicians on their chosen instrument and this will support all components of the course.

 Students are encouraged to continue to take up opportunities for performance as part of the school’s extra-curricular programme throughout the course.

 ASSESSMENT will be an ongoing process culminating in:-

• 2 in-depth compositions 30% } } Developed over the 2 year course and

• 2 performances one of 30% } submitted as a recording. which must be a group piece

• A 1 hour 30 minute listening exam

40%

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

For further information please contact Mr Slater.

Students following the Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

 To develop your theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance.

 To understand how the physiological and psychological state affects performance.

 To perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/ or compositional ideas.

 To develop your ability to analyse and evaluate to improve your own performance.

 To understand the contribution and benefits which physical activity and sport make to health, fitness and well-being.

 To understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.

 To create numerous cross-curricular links with subjects such as Science.

 To support your career development within PE such as a physiotherapist or personal trainer.

CONTENT

 You must have an interest in Physical Education, sport and exercise.

 You will be expected to contribute towards the organisation of Sports Day, Inter Form competitions or any school competitions and events.

 You will have three GCSE lessons a week (practical, theory and practical/theory) along with your two core PE lessons.

 You will get the opportunity to attend educational visits such as mile end climbing wall, sky sports, UEL and many more.

Theory (60%):

 The theoretical element of the course covers two components that both link to A-level PE.

 Component One: Applied Anatomy and Physiology (Skeletal and muscular system, cardiovascular and respiratory system, effects of exercise on the body, components of fitness, principles of training, preventing injury in physical activity)

 Component Two: Socio-cultural issues and sports psychology (engagement patterns in physical activity and sport, commercialisation, ethical and socio-cultural factors, sports psychology, health, fitness and well-being)

Practical (30%) and coursework (10%):

 You must commit to at least one extra-curricular club and take part in school competitions.

 You will study and practice a range of practical activities including Netball, Climbing, Athletics, Dance, Handball and Trampolining.

ASSESSMENT/OTHER INFORMATION

We follow the OCR GCSE syllabus.

There are two x 60 minute exams (Component One and Component Two)

You will be assessed in three sports (one individual, one team and one from either)

Coursework will be completed throughout the course in controlled conditions

For further information, please see a member of the PE department or click on the link.

https://www.ocr.org.uk/Images/234822-specification-accredited-gcse-physical-education-j587.pdf

PEARSONS BTEC Tech Award 1/LEVEL 2 AWARD HEALTH AND SOCIAL CARE

Students following Hadid and Angelou Pathways can select to study this course

AIMS OF THE COURSE

This is an exciting and challenging qualification that will introduce you to the health and social care sector. By To gain knowledge and an understanding of individuals health and wellbeing.

 To understand growth and development of the body throughout the different life stages and the impact that this has on an individual physically, intellectually, emotionally and socially (PIES).

 To develop your understanding and ability to assess the different type of care providers and evaluate when/how these should be accessed by individuals.

 To develop your understanding of the health and social care values and how they are delivered through different services.

 To create cross-curricular links with other subjects.

 Will introduce you to the Health and Social Care sector and allow you to develop and obtain the skills required to work in the industry. This knowledge will lead you on to be able to obtain further qualifications to work within the sector. These include care workers, support worker, health care assistant, nursing (community and hospital), dental nurse, teaching (early years, primary or secondary), childcare, midwifery and social worker etc.

 A level 2 qualification is equivalent to a full GCSE with a Merit or Distinction securing progression onto a Level 3 BTEC qualification or A Level course.

CONTENT

A BTEC Tech Award is an ideal qualification for you if you prefer a vocational style of study. The content is delivered through presentations, guest speakers, group work, work experience opportunities and support and guidance to complete the final assessments.

The topics covered focus on the impact of physical, intellectual, emotional and social well-being through issues such as lifestyle choices, expected and unexpected life events, healthy lifestyle choices and types of support. The course allows you to apply your knowledge to real life examples and case studies.

The course is split up into three different sections:

Component 1: Human Lifespan Development (30% of total course)

Aim: Understand how we grow and develop throughout our lives

Assessment: Internally assessed assignments

During Component 1 you will:

 Explore how individuals develop physically, emotionally, socially and intellectually over time

 Investigate how various factors, events and choices impact individuals’ growth and development

 Discover how people adapt to life events and cope with making changes

CONTENT CONTINUED

Component 2: Health and Social Care Services and Values (30% of total course)

Aim: To know how the Health and Social Care sector works and the care values that lie at the core of it

Assessment: Internally assessed assignments

During Component 2 you will:

 Learn which Health and Social Care services are available

 Identify why people might need to use these services

 Discover who’s involved in providing these services

 Explore what might stop people from accessing the services they need

 Look at the care values the sector has to make sure people get the care and protection they need.

Component 3: Health and Wellbeing (40% of total course)

Aim: Help improve and individuals health and wellbeing

Assessment: Externally assessed exam where students create a health and wellbeing improvement plan for an individual based on a brief

During Component 3 you will:

 Learn what ‘being healthy’ means to different people

 Explore the different factors that might influence health and wellbeing

 Identify key health indicators and how to interpret them

 Assess an individual’s health using what they’ve learned

 Create a health and wellbeing improvement plan for that person, which includes targets and recommendations of support services available

 Reflect on the potential challenges the person may face when putting the plan into action.

ASSESSMENT

Component 1: Human Lifespan Development (30% of final grade) - Internally assessed

Component 2: Health and Social Care Services and Values (30% of final grade) - Internally assessed

Component 3: Health and Wellbeing (40% of final grade) - Externally assessed

Internally assessed - This means that the teacher uses an exam board approved assignment brief with a deadline for completion. The assignment will cover what you have been learning within lessons and will be an opportunity to apply your knowledge and skills.

Externally assessed - The task will be set and marked by the exam board. You will have a set time to complete the task and it will provide an opportunity to bring together what you have learnt in both Components 1 and 2.

Grades are awarded a Level 1 Pass, Level 1 Merit, Level 1 Distinction, Level 2 Pass, Level 2 Merit and Level 2 Distinction.

OTHER INFORMATION

You should have an interest in working with children, young people and adults with a range of needs within the health and social care sector. You need to be enthusiastic and willing to work hard at learning new and different skills. This is a vocational qualification so assessments include role plays, practical tasks and presentations. You should have good time management skills and be able to meet controlled assessment deadlines. Good written and oral communication skills will be an advantage

GCSE BUSINESS

Students following the Hadid and Angelou Pathways can select to study this course.

AIMS

GCSE Business Studies will engage students in the study of business and economics, helping them to develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts.

 To actively engage in the study of business and economics to develop as effective and independent students and as critical and reflective thinkers with enquiring minds.



To use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgements.

 To develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts

 Investigate and analyse real business opportunities and issues to construct well-argued, well-evidenced, balanced and structured arguments, demonstrating their depth and breadth of understanding of business.

CONTENT

Theme 1 – Investing a Small Business

Topic 1.1 Enterprise and entrepreneurship

Topic 1.2 Spotting a business opportunity

Topic 1.3 Putting a business idea into practice

Topic 1.4 Making the business effective

Topic 1.5 Understanding external influences on business

Theme 2 – Building a Business

Topic 2.1 Growing the business

Topic 2.2 Making marketing decisions

Topic 2.3 Making operational decisions

Topic 2.4 Making financial decisions

Topic 2.5 Making human resource decisions

ASSESSMENT

Theme 1 (EXAM) – Investing A Small Business – 1 HR 30 MINS – 50%

Theme 2 (EXAM) – Building A Business - 1 HR 30 MINS – 50%

We follow the Edexcel course.

For further information please see Ms Sahebdin.

GCSE ART AND DESIGN: FINE ART

Students following the Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

 To develop creativity and imaginative thought.

 To develop skills as an independent learner.

 To use a range of Art materials and techniques with skill and confidence.

 Develop an understanding of the work of Artists and Designers and how they affect us.

 To develop a portfolio of work for further education or employment.

CONTENT

 You will create a portfolio of work, consisting of a number of smaller projects.

 Initial themes and questions are set by the teacher but you are expected to work towards developing your own ideas as artists and designers.

 You will have the opportunity to work with a range of specialist art materials and techniques including; Printmaking, Painting, Ceramics, Photography and Drawing.

 You will study the following topics, Portraiture, Organic Vs Manmade, Architecture, Identity and more.

 You will have the opportunity to study artists and designers through trips to galleries, artist studios and museums and through workshops and projects with artists.

ASSESSMENT

Controlled Assessment/Coursework: 60%

Externally Set Task/Exam: 40%

All work is assessed to the 4 AQA Assessment Objectives.

OTHER INFORMATION

Are you interested in a career in.....

 Fashion?

 Design (product, web design, clothes, games, jewellery, graphic or interior design etc)?

 Art (Artist, curator, educator, teacher, gallery work)?

 Photography?

 Illustration?

 Animation?

 Architecture?

If so a Fine Art GCSE may be for you!

Interested? Speak to Ms Taylor, Ms Davies or Ms Flowers for more information!

We follow the AQA Art GCSE.

GCSE ART AND DESIGN: ART TEXTILES

Students following the Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

Areas you will Study…

 Art textiles, Fashion design and illustration, Costume design, constructed textiles, Printed and dyed textiles, Surface pattern, Stitched and/or embellished textiles, Soft furnishings and/or textiles for interiors



Some of the techniques you will learn…….

o Weaving, Felting, Stitching, Appliqué, 2D/3D Construction methods, Printmaking, using Recyclable and sustainable materials and Freehand embroidery

CONTENT

 You will create a portfolio of work, consisting of a number of smaller projects.

 Initial themes and questions are set by the teacher but you are expected to work towards developing your own ideas as artists and designers.

 You will have the opportunity to work with a range of specialist art and textiles materials and techniques.

 You will have the opportunity to study artists and designers through trips to galleries, artist studios and museums and through workshops and projects with artists.

ASSESSMENT

Controlled Assessment/Coursework: 60%

Externally Set Task: 40%

All work is assessed to the 4 AQA Assessment Objectives. We follow the AQA Art GCSE.

OTHER INFORMATION

Careers in Textile Design:

 Accessory Designer (shoes/bags/hats)

 Dressmaker

 Fashion consultant

 Fashion Designer/Sports Apparel Designer

 Fashion Merchandising

 Fashion Photographer

 Pattern Maker

 Costume Designer

 Fabric/Textile Designer

 Interior Designer

Interested? Speak to Ms Davies or Ms Allso for more information!

GCSE ART AND DESIGN: PHOTOGRAPHY

Students following the Hadid and Angelou Pathways can select to study this course.

Aims of the course

 To develop creativity and imaginative ideas within your work.

 Create images using photographic film, digital methods as well as moving image.

 To develop skills as an independent/collaborative learner.

 Develop practical skills by using a range of photographic tools, materials and techniques with skill and confidence.

 Develop research and analytical skills by looking at a range of photographers and contexts to help develop your ideas.

 To develop a photographic portfolio of work for further education or employment.

 You will have the opportunity to study artists and designers through trips to galleries, artist studios and museums and through workshops and projects with artists.

Areas of study include: How the camera works/history of photography, Using a DSLR, photography out on location, moving image/video/film/animation, studio photography and documentary photography, cameraless photography, composition and the formal elements.

Content

In Year 10 you will learn to use a range of photography materials, techniques and skills. You will apply this knowledge by creating personal projects of work that respond to a range of project themes. At the end of Year 10 students will be given a mini mock exam paper, they will choose a question from the paper to develop a project of work and produce a final piece from.

All work in Year 10 will count toward your controlled assessment which is 60% of your total grade.

In Year 11 you will independently develop ideas and work in response to a main theme through investigation and research into a range of artists, contexts. In this project students build and refine the skills and techniques learnt through year 10. This project is 12 weeks and makes up their 10 hour mock exam, in which they will make a final piece. This project counts toward your controlled assessment. Externally set task: In January of Year 11 you will begin your externally set task. It features seven tasks and you have to complete one of them. You get preparation time, plus ten hours of supervised time. This is worth 40% of your total marks.

All learning throughout the course is focused around the 4 AQA GCSE fine art assessment objectives.

How will you be assessed?

Component 1 Portfolio: produce a sustained project and a selection of further work that represents the course of study. This is worth 60% of your overall marks.

Component 2 externally set assignment: there’s a separate externally set task paper for each title. It features seven tasks and you have to complete one of them. You get preparation time, plus ten hours of supervised time. This is worth 40% of your total marks.

All work is assessed to the 4 AQA Assessment Objectives.

GCSE DESIGN AND TECHNOLOGY

Students following the Hadid and Angelou Pathways can select to study this course.

AIMS OF THE COURSE

If you enjoy; Investigating a range of materials. Learning about how the design of products impact upon societies. Aspire to becoming a practitioner in a technological world. Using creativity to solve real world problems. Developing functional prototypes. Collaboration with other STEAM subjects.

Then taking a GCSE in Design Technology is the ideal subject for you.

What do I need to know, or be able to do, before taking this course?

Throughout KS3 you have produced a wide range of exciting products, selecting design technology for KS4 will allow you to combine skills from a range of specialisms such as: product design, electronics and textiles to explore solutions to a given design problem.

CONTENT

Design and Technology is part of everyday life and is constantly evolving. Our qualifications focus on developing practical skills with a variety of materials ranging from wood to E-Textiles/Smart Materials. Students will be given the opportunity to develop their CAD CAM skills using state of the art laser cutters and 3D printers, as used in industry, allowing students to manufacture high quality outcomes. They’ll learn about commercial processes and careers in related industries, as well as developing core transferable skills, such as collaboration and communication.

In order to make effective design choices students will need a breadth of core technical knowledge and understanding that consists of:

New and emerging technologies. Systems approach to designing. Energy generation and storage. Mechanical devices. Developments in new materials. Materials and their working properties.

ASSESSMENT

50% Non-Exam Assessment (NEA)/50% Written Paper (Exam)

NEA 1 - Contextual Challenge (User Centred Design Problem) NEA [50%]. One task to be selected from a bank of Three Contextual Challenges set by AQA. Internally assessed using AQA set criteria and externally moderated. Duration up to 35 hours.

Exam: Written Paper (2 Hours 50%)

A paper externally set and assessed. Candidates will be required to respond to short-answer, structured and free response questions drawn from all the areas of study of the unit.

Section A - Core Technical Principles (20 marks)

Section B - Specialist Technical Principles (30 marks)

Section C - Designing and Making Principles (50 marks)

What can I do after I’ve completed the course?

Many students have gone on to study A levels, BTECS, Degrees in Architecture, Interior Design, Fashion and Clothing, Pattern Cutting, Graphic and Print Design, Art, Product Design, Engineering Product Design, Industrial Design and Web Design.

AQA UNIT AWARD SCHEME: ART & DESIGN, DRAMA AND TECHNOLOGY

Students following the Rowling Pathway study this course. AIMS OF THE COURSE

The AQA Unit Award Scheme (UAS) offers learners the opportunity to have their achievements formally recognised with a certificate issued by AQA each time a short unit is successfully completed.

1. The scheme motivates, encourages, engages, supports and raises self-esteem.

2. Rewards achievement that otherwise might go unrecognised.

3. Helps students to progress to further study, training and independent living.

4. Completely flexible in terms of what, when and how learning can be accredited.

CONTENT

Students can access personalised courses tailored to meet their interests and needs. Modules include:

Music communication and creativity

Colour and pattern

Drawing and Painting: Self portraiture

Making a healthy snack

Taking part in a musical performance

Art & Design

Movement with support

Using props

Food ygiene

Multi-sensory drama

Playing the drums

Creative poetry writing

Creative dance and singing

Food handling and storage

Cake making and decorating

Creating a sculpture

The UAS Art Certificate involve students developing a range of fine art skills. This includes looking at the work of Artists & Designers experimenting with a wider range of art materials from Drawing & Painting to Printmaking & Ceramics. Students will work toward creating a portfolio of work and work towards a final exhibition of work in which they can develop personal ideas and create expressive responses. As a result of their work in UAS Art, students develop a broad range of skills including confidence, independence, problem solving and communication.

Drama

The UAS Drama Certificate involve students developing a range of theatrical skills. This includes rehearsal, performance and scriptwriting. Students undertaking this course have also had opportunities to perform in whole school drama productions, attend educational visits and participate in film projects and lunchtime performances too. As a result of their work in UAS Drama, students develop a broad range of skills including communication, team work, writing and confidence.

Technology

The UAS Design & Technology certificate encompasses a range of subjects including Textiles, Product Design, Electronics, Food Preparation & Nutrition. In each topic area students will complete a series of mini-projects: beginning with investigation and research into theoretical knowledge, designing products and recipes, acquiring new practical skills such as sewing and using workshop equipment and finishing each project with a practical outcome. Through experimentation with different ingredients and materials students are able to create individual outcomes, develop confidence and resilience and build upon problem solving skills through practical application. Knowledge into health and nutrition also helps to embed key life skills and promote healthy eating.

ASSESSMENT

Learners are required to demonstrate the knowledge or skills in the areas chosen and this is recorded through verbal or written self-assessment, peer-assessment and teacher records.

Achievements are also recorded through film and photo where possible.

ASDAN

Students following the Rowling Pathway study this course.

AIMS OF THE COURSE

ASDAN is a pioneering curriculum development organisation and awarding body, offering programmes and qualifications that explicitly grow skills for learning, skills for employment and skills for life. https://www.asdan.org.uk/courses/qualifications/personal-and-socialdevelopment

1. Accreditation and achievement; celebrating success and rewarding achievement, certification for every course.

2. Skills development; reflective learning and metacognition to develop and accredit a range of personal skills.

3. Preparation for adulthood; supporting students to be ‘rounded and grounded’ through developing skills for life beyond the classroom.

CONTENT

Students can access personalised courses tailored to meet their interests and needs. Modules include:

Relationships

Working With Others

Personal Care Routines

Using Transport

Knowing Myself

Food Preparation

Sport and Leisure

Engaging with The World Around Me

Safety In the Home Creative Studies

ASSESSMENT

Learners are required to demonstrate the knowledge or skills in the areas chosen and this is recorded through verbal or written self-assessment, peer-assessment and teacher records.

Achievements are also recorded through film and photo where possible.

Functional

Skills

Qualification

in ICT at Entry Level 1/2/3

Students following the Rowling Pathway study this course.

AIMS OF THE COURSE

The NCFE Functional Skills qualification in ICT at Entry Level 1 is an ideal qualification for candidates wishing to develop practical, transferable skills in ICT in order to work confidently, effectively and independently in life. It is suitable for a wide range of individuals and is fundamental to the successful completion of various wider qualifications and frameworks, such as Foundation Learning.

The aim of these qualifications are to help learners to:

 Apply their knowledge and understanding to everyday life.

 Engage competently and confidently with others.

 Solve problems in both familiar and unfamiliar situations.

 Develop personally and professionally as positive citizens who can actively contribute to society.

CONTENT OVERVIEW

Functional Skills ICT at Entry Level covers the following: • checking ICT work area safety • using emails, folders, and passwords • developing spreadsheet data on Excel • developing a Word document.

The course content covers;

1. Interact with ICT and use an ICT system s for a given purpose.

2. Follow safety and security practices.

3. Finding and selecting information, using simple searches.

4. Developing, presenting and communicating information using ICT-Based Communication. The skills you will acquire can be applied to different problem solving scenarios present in everyday life and the workplace.

ASSESSMENT

These qualifications consist of one mandatory component:

 Component 1 Information and Communication Technology

To be awarded these qualifications learners are required to successfully complete the mandatory component by achieving the task-based assessment. Grades are not awarded.

Assessment requirements:

Summative, task-based assessment taken in a controlled environment, which is then internally assessed and moderated and externally moderated.

For further information please see Ms Sahebdin.

Cambridge IGCSE ENGLISH AS A SECOND LANGUAGE

Students following the Angelou Pathways can select to study this course. (This course is only available for students for whom English is an additional language and require support developing their English).

AIMS OF THE COURSE

 Develop learners’ ability to use English effectively for the purpose of practical communication

 Form a solid foundation for the skills required for further study or employment using English as the medium

 Develop learners’ awareness of the nature of language and language-learning skills

 Promote learners’ personal development.

CONTENT

Technology &Entertainment The world of work

Exploration

Happiness and Success

Environment and Wildlife Young and Old

Sports, Fitness and Health Culture and Society

Education

ASSESSMENT

Travel and Transport

Fashion

Competition

The percentages for the IGCSE qualification are: Reading 30%, writing 30%, listening 20% and speaking 20%.

OTHER INFORMATION

Cambridge IGCSE English as a Second Language is designed for learners whose first language is not English but who use it as a lingua franca or language of study.

Cambridge IGCSEs are general qualifications that enable learners to progress directly to employment or to proceed to further study. Candidates who are awarded grades 9 to 4 in Cambridge IGCSE English as a Second Language will achieve an award at level 2 qualification. This will prepare students to follow courses leading to Cambridge International AS and A Level English or the equivalent. Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of academic achievement. Candidates may follow either the Core curriculum only or the Extended curriculum which includes both the Core and Extended. Candidates aiming for grades 9 to 7 must follow the Extended curriculum.

For further information, please contact Ms Begum (EAL Coordinator).

ENTRY LEVEL CERTIFICATE IN MATHEMATICS LEVELS 1-3

All Students following the Rowling Pathway study this course.

AIMS OF THE COURSE

 Use and apply mathematics in practical tasks, in real-life problems and within mathematics itself.

 Use a range of methods of computation and apply these to problems.

 Use calculators and computer software.

 Explore shape and space through drawing and practical work using a range of materials. Use computer to transform graphic images and to solve problems.

 Collect, record, represent data and draw conclusions.

CONTENT AND ASSESSMENT/OTHER INFORMATION

Component 1: STAGE TESTS + Component 2: TASKS

What’s assessed:

Learners need to demonstrate performance in all three skills areas:

 Skill area 1: making and monitoring decisions to solve problems

 Skill area 2: communicating mathematically

 Skill area 3: developing skills of mathematical reasoning

What’s assessed:

Learners need to demonstrate knowledge and understanding in these areas:

 understand and use numbers and the number system

 perform calculations

 solve numerical problems

 understand and use properties of shape

 understand and use properties of position, movement and transformation

 understand and use measures process, represent and interpret data

How it’s assessed

 Students should complete one internally assessed coursework, assessing:

 Using and Applying Mathematics

 50% of the qualification

Tasks

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

Entry 2: Students demonstrate competence in all three skill areas at Entry 2 or above

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

How it’s assessed

• Students should complete one internally assessed coursework, assessing:

• Number and Algebra

• Shape, Space and Measure

• Handling Data

50% of the qualification

Stage Tests

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

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

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

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

ENTRY LEVEL CERTIFICATE – STEP UP TO ENGLISH (SILVER STEP)

All Students following the Rowling Pathways study this course.

AIMS OF THE COURSE

The English Course is designed to develop:

• Read, with some understanding, a range of texts, including literature and literary non-fiction as well as other writing such as letters and leaflets

• Read and make comparisons between texts, explaining personal preferences where relevant.

• Locate and explain information or ideas from texts.

• Write effectively and coherently using Standard English appropriately

• Use grammar correctly and punctuate and spell accurately

• Acquire and develop an appropriate vocabulary in writing and spoken language

• Listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate

CONTENT AND ASSESSMENT/OTHER INFORMATION

Component 1: Literacy topics

What’s assessed:

Spoken language task

• Presenting

• Responding to questions and feedback

Reading tasks

Three transactional texts

Writing task

Transactional writing

How it’s assessed

• Students should complete and submit two topics

• Externally set non-exam assessment: up to 1 hour and 30 minutes

• 60 marks per topic, 120 marks per component

• 50% of Step up to English

Tasks

Spoken language (12 marks)

One task

Reading (24 marks)

• Three linked reading tasks

• Short form questions

Writing (24 marks)

One longer form writing task

+ Component 2: Creative reading and writing

What’s assessed:

Section A Reading

Two literary texts

Section B Writing

Creative writing

How it’s assessed

• Students should complete one paper

• Externally set non-exam assessment: up to 1 hour and 30 minutes

• 60 marks

• 50% of Step up to English

Tasks

Reading (30 marks)

• Two linked texts

• Short form questions

Writing (30 marks)

One longer form writing task

The course we follow is AQA 5970

ENTRY LEVEL CERTIFICATE – STEP UP TO ENGLISH (GOLD STEP)

All Students following the Rowling Pathway study this course.

AIMS OF THE COURSE

The English Course is designed to develop:

• Read, with some understanding, a range of texts, including literature and literary non-fiction as well as other writing such as letters and leaflets

• Read and make comparisons between texts, explaining personal preferences where relevant

• Locate and explain information or ideas from texts

• Write effectively and coherently using Standard English appropriately

• Use grammar correctly and punctuate and spell accurately

• Acquire and develop an appropriate vocabulary in writing and spoken language

• Listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate

CONTENT AND ASSESSMENT/OTHER INFORMATION

Component 1: Literacy topics

What’s assessed:

Spoken language task

• Presenting

• Responding to questions and feedback

Reading tasks

Three transactional texts

Writing task

Transactional writing

How it’s assessed

• Students should complete and submit two topics

• Externally set non-exam assessment: up to 1 hour 30 minutes

• 60 marks per topic, 120 marks per component

• 50% of Step up to English

Tasks

Spoken language (12 marks)

One task

Reading (24 marks)

• Three linked reading tasks

• Short form questions

Writing (24 marks)

One extended writing task

+ Component 2: Creative reading and writing

What’s assessed:

Section A Reading

Two literary texts (from 19th, 20th, 21st century)

Section B Writing

Creative writing

How it’s assessed

• Students should complete one paper

• Externally set non-exam assessment: up to 1 hour 30 minutes

• 60 marks

• 50% of Step up to English

Tasks

Reading (30 marks)

• Two linked texts

• Short form questions

Writing (30 marks)

One extended writing task

The course we follow is AQA 5970

ENTRY LEVEL CERTIFICATE – SCIENCE SINGLE AWARD

All Students following the Rowling Pathway study this course.

AIMS OF THE COURSE

The Entry Level Science course is designed to:

• develop their interest in, and enthusiasm for, science.

• develop a critical approach to scientific evidence and methods.

• acquire and apply social skills, knowledge and understanding of working scientifically and its essential role.

• acquire scientific skills, knowledge and understanding necessary for progression to further learning.

• apply literacy, numeracy and information technology skills.

• acquire and develop an appropriate vocabulary in writing and spoken language.

• listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate.

CONTENT AND ASSESSMENT/OTHER INFORMATION

The six components meet the Programme of Study Key Stage 4 requirements, but students need only submit evidence for three Teacher-devised assignments plus three Externallyset assignments. These do not need to be from the same components.

Component 1: Externally-set assignments (ESA) + Component 2: Teacher devised assignments

What’s assessed:

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

How it’s assessed:

 Externally-set assignment: 45 minutes

 Each test is worth 20 marks

 Weighting 57%

These assignments are set by AQA and marked by the teacher using a mark scheme provided by AQA. ESAs and mark schemes are accessible via e-AQA.

The specification comprises six components

1. Component 1- Biology: The human body

What’s assessed:

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

How it’s assessed:

 Teacher-devised assignments

 Each piece of coursework is worth 15 marks

 Weighting 43%

2. Component 2 - Biology: Environment, evolution and inheritance

3. Component 3 - Chemistry: Elements, mixtures and compounds

4. Component 4 - Chemistry: Chemistry in our world

5. Component 5 - Physics: Energy, forces and the structure of matter

6. Component 6 - Physics: Electricity, magnetism and waves

The course we follow is AQA ELC Science 5960

Entry Level Certificate –Science Double Award

All Students following the Rowling Pathway study this course.

AIMS OF THE COURSE

The Entry Level Science course is designed to:

• Develop their interest in, and enthusiasm for, science.

• Develop a critical approach to scientific evidence and methods.

• Acquire and apply social skills, knowledge and understanding of working scientifically and its essential role.

• Acquire scientific skills, knowledge and understanding necessary for progression to further learning.

• Apply literacy, numeracy and information technology skills.

• Acquire and develop an appropriate vocabulary in writing and spoken language.

• Listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate.

CONTENT AND ASSESSMENT/OTHER INFORMATION

Students studying all six components meet the KS4 Programme of Study requirements. Students certificating in Entry Level Certificate Science – Double Award must submit evidence for six Teacher-devised assignments plus six Externally-set assignments.

Component 1: Externally-set assignments (ESA) + Component 2: Teacher devised assignments

What’s assessed:

Students should submit evidence from all six components.

How it’s assessed:

 Externally-set assignment: 45 minutes

 Each test is worth 20 marks

 Weighting 57%

These assignments are set by AQA and marked by the teacher using a mark scheme provided by AQA. ESAs and mark schemes are accessible via e-AQA.

The specification comprises six components.

1. Component 1- Biology: The human body

What’s assessed:

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

How it’s assessed:

 Teacher-devised assignment

 Each piece of practical work is worth 15 marks

 Weighting 43%

2. Component 2 - Biology: Environment, evolution and inheritance

3. Component 3 - Chemistry: Elements, mixtures and compounds

4. Component 4 - Chemistry: Chemistry in our world

5. Component 5 - Physics: Energy, forces and the structure of matter

6. Component 6 - Physics: Electricity, magnetism and waves

The course we follow is AQA ELC Science 5960