KS4 Information Evening

YEAR 10 COURSES OF STUDY AND SUBJECT INFORMATION EVENING Thursday 4th February 2016 7:00 p.m.

INTRODUCTION

February 2016

A letter from the Headteacher to all Parents and Students Dear Parents Thank you for your support over the first three years at Balshaw’s. Your son’s/daughter’s future education is very important to us. The next few months are a most important stepping stone in the school life of our Year 9 students. In view of the vital role that you will play in the decisions that your son/daughter is about to make, we hope that you will find this booklet a useful document to take away and read together as you look to make some decisions about the next two years. The information evening will give details of all courses to be followed at Key Stage 4 and a chance to consult with senior staff. There will be short presentations at the beginning and there will be colleagues from external organisations available to give other useful information about progression post-16. Even if you have been to a similar meeting before, I cannot stress too highly the importance of supporting your youngster as an individual. It is no coincidence that youngsters whose parents come to all the evenings do significantly better than those who do not. There will be courses on offer that have not been studied in KS3.

We feel that it is important to offer a breadth of curriculum study that will give students who leave Balshaw’s the very best opportunities to be successful in an ever more competitive employment arena in the 21st Century.

With this in mind we have a core curriculum which we believe it is important for everyone to follow as well as the opportunity to choose at least one other subject to study at Key Stage 4.

We want the best courses for each student and your interest and support is vital. We ask you to ensure s/he continues to work hard in all the present subjects and completes all homework set in preparation for the heavier programme of work next year. The importance of revision and study cannot be emphasised too strongly.

We shall of course be building up, for reference purposes, a general picture of each student for his/her overall contribution to school life. This includes appearance, attendance, punctuality, attitude, behaviour and acceptance of school rules, including uniform, which will all contribute to this profile. We are sure that you will continue to help by encouraging a positive attitude to all these aspects and ensuring that evenings are usefully employed during the next two years and an established work pattern is created. There should never be an evening when your son/daughter has no work to do. We shall also be looking to our senior students for the school prefects, stewards and other positions of responsibility.

Each Year 9 student will be given an interview by a senior teacher to discuss his/her choices. You are invited to attend this if you are able during the day. This and regular contacts with your over the next two vital years will help us to work together to ensure the best possible grades for your son/daughter. Please do not hesitate to telephone me or write to me or any of my senior colleagues if you require additional help or information.

Together we will give your son/daughter the best start in life we can. Your youngster only has one chance to achieve well at school. We will do everything within our power to make this happen.

Yours faithfully

S C Haycocks Headteacher

THE PROCESS As already stated, the decisions concerning which subjects to follow in years 10 and 11 are very important ones.

Students, parents and teachers must work together to make the most appropriate decisions. The process should provide opportunities for both information-giving and discussion so that informed choices can be made.

The timescale and activities are as follows: Thursday 4th February

Subject information evening An explanation to parents about the process, the choices available, how the selection process will operate and an opportunity to seek guidance from curriculum leaders.

Monday 8th February – Friday 26th February

Option guidance interviews All Year 9 students will be seen by group tutors/head of house/senior staff to discuss their possible courses of study and choice of subjects. This will take place in the two weeks either side of half-term. At this meeting students will have recorded their initial thoughts on preferences.

Tuesday 15th March

Year 9 reports issued to parents An up to date report giving assessment results and further information to support decision-making

Wednesday 16th March

Year 9 parents’ evening An opportunity to discuss current performance and future potential

Thursday 31st March

Option forms returned Yellow/Green sheet for option choices, Pink sheet for technology preferences; both forms to be given to group tutors

April

Option forms processed Follow-up with individual pupils as required

June

Notification Students and parents notified of subjects, confirmation of teaching groups

HOW TO CHOOSE Until now all students in years 7, 8 and 9 have followed a compulsory broad and balanced educational course which is tailored to satisfy the requirements of the national curriculum.

The curriculum for years 10 and 11 will still have a Core content that we feel is very important in preparing students at Balshaw’s for their futures. However, there will still be an element of choice for students to consider different option subjects.

1) If s/he has a definite job or career in mind, it is important to check if there are any particular subject requirements.

2) If your son/daughter hope to go on to college, it is advisable that subjects are not dropped in Year 10 which might be favoured A level choices or a foundation for BTEC or NVQ study.

3) If s/he does not have any idea about a future career, then it is advisable to keep a wide choice of subjects suitable for several different careers.

4) You son’s/daughter’s capabilities in terms of your opinion and the opinion of his/her teachers.

Advice and guidance will be given if there is any difficulty in choosing options. Parents have an important role to play by encouraging their son/daughter to discuss careers and choices with them.

In GCSE subjects where there are no practical elements the Controlled Assessment (Coursework) aspect has now been removed and as you will see in the individual subject guidance which follows, a number of qualifications are now 100% examination at the end of the two years. It is important that students and parents recognise the differing assessment components of individual courses as part of their decision making.

Please remember that all the staff at Balshaw’s are on hand to answer queries and to give advice.

SUBJECTS THAT MUST BE DONE During the next two years, pupils will take the following subjects.

English

to GCSE with WJEC (Welsh Board)

English Literature

for most English sets

Mathematics

to GCSE level

Science

see science subject specification for details

French or Spanish (Top 96 Students in MFL Groups)

to GCSE level

Design & Technology

to GCSE level

History OR Geography

to GCSE level

Religious Education

Short Course GCSE

PSHE Physical Education

Information on the new GCSE grading system for 2016-2018 onwards All Year 10s across England will be starting to follow the new GCSE programmes of study in all subjects except some of the Design Technology courses. One of the most important things for you to understand as parents is that these new GCSEs will no longer be graded with a letter. The new GCSEs will be awarded on a new number scale. This is because the new GCSEs will be more challenging and so there will be a greater range of grades at the top end of the scale.

For this reason you will see that tracking and recording of progress will be reported in the new grades (9 – 1). To help you understand how these new grades relate to the old letter system, the table below shows you the equivalencies.

The New GCSE grades explained: Old GCSE Grades New GCSE Grades The new GCSE numbers will not have plus (+) or minus (-), but we have used these on the reports and this table so that you get an indication of how near to the higher or lower grade your son/daughter is.

Old GCSE Grades

New GCSE Grades +

A** A*+

9

A* A*A+

8

A A-

7

B+ B

6

+ + + +

BC+

5

C C-

4

D+ D DE+ E EF+ F FG+ G GU

Although teaching for the new GCSEs has begun, we don’t yet know what the standard of this new Grade 9 looks like, but only around 3% of students will receive this grade, making it a grade that will set the highest achieving students apart.

+

In the new grading system a grade 5 is considered to be a ‘good pass’ – the new grade C. The level of challenge has been raised for all pupils.

+ 3 + 2 + 1 U

Please feel free to speak with Curriculum Leaders about specific details relating to individual subject qualifications.

ART, CRAFT & DESIGN Syllabus AQA Art & Design This syllabus is intended for those candidates who will follow a broad course in Art, Craft and Design.

Assessment  

60% non- exam assessment Portfolio of work selected from work undertaken during the course of study and must include more than one project.

40% externally-set assignment An assignment to be completed in 10 hours of supervised time.

Skills required     

The ability to draw and paint from observation and imagination.

To complete a number of pieces of work for each project.

To appreciate and respond critically to visual images through drawings and annotations.

To sensitively evaluate their own work.

To develop work imaginatively/progressively.

Expectations of the course Students should be able to:  demonstrate that they can work independently, systematically and in a disciplined way.  produce an exhibition of their non-exam assessment work.  complete an externally-set assignment as a unit of work.  develop their knowledge and understanding of artists and cultures to produce a written critical study sheet for each assignment undertaken.  make appropriate use of sketch books, library and IT resources.  Work imaginatively and progressively from 2D into 3D. Possible career links An Art, Craft and Design qualification can open up opportunities to a wide range of work, including fine art, fashion design, interior design, textile and surface design, theatre design, window dressing and display, signwriting, teaching, medical photographer, press photographer, make-up artist, film set design, garden design, floristry, museum work, medical illustrator, graphic design, designer craftspeople, computer games designer, architect, restoring works of art, careers in antiques, art therapy.

Any other information    

Students choosing this course will be expected to meet deadlines and can enhance their skills further by using the Art department facilities at lunchtime and/or after school.

Continuous internal assessment procedures enable students to reflect on and adapt their work through a constant dialogue between teacher and pupil.

Part of their non- exam assessment should involve students visiting local and national art galleries.

Students are advised to purchase an A4 sketch book, an A2 folder and a good set of pencils/pencil crayons.

BUSINESS & COMMUNICATION SYSTEMS GCSE Syllabus AQA Percentage of coursework (25%) Investigating ICT in business (approximately 8-12 hours controlled assessment) Examination (75%) ICT systems in business (40%) – theory examination (1 hour) Using ICT in business (35%) – practical examination (1.5 hours) Description This course is suitable for students with a real interest in business and ICT theory as well as the ability to further their ICT skills.

Expectations of the course          

The business environment Business administration and the workplace Recruitment and selection of staff Training and rewarding staff Communication ICT and business communications The internet and E-commerce Use of ICT in the business environment Security of data Computer applications, e.g. word processing, spreadsheets and charts, databases, websites, graphics and clipart, composition and file management

Skills required The ICT GCSE courses are for those students who wish to further their skills. Students should have a certain amount of ICT ability in order to undertake this course.

Please note – Confident practical ICT skills are needed. The aim is to extend the ICT skills already taught and learnt.

Possible career links Foundation for further study of business studies, ICT and/or other related subjects and for the world of work.

Any other information This course is a cross between business studies and ICT, with an emphasis on applying theory to real end scenarios.

COMPUTER SCIENCE GCSE Syllabus AQA Non-exam assessment (20%) 

Aspects of Software Development

The description of the controlled assessment tasks will be provided by AQA each year. Each task takes up to 20 hours and will be done in the classroom.

Examination – 2 Papers Paper 1 - Computational Thinking (1 ½ hours – 40% of GCSE)    

Fundamentals of algorithms Programming Fundamentals of data representation Computer Systems

Paper 2 - Theoretical Content (1 ½ hours – 40% of GCSE)     

Fundamentals of data representation Computer Systems Fundamentals of computer networks Fundamentals of cyber security Ethical, legal and environmental impacts of digital technology

Description This course builds on some of the logical computing skills learn at KS3. Students will learn key computing concepts and the fundamentals of programming. The course also explores the creation of applications using mobile and web technologies. AQA GCSE Computer Science is a nationally-recognised qualification that is supported by Microsoft.

Skills required Not only do students have to have good analytical and logical ICT skills, they also need the mathematical skills to interpret complex problems. Students must be able to organise their own work and be very reliable in completing work on time.

Expectations of the course Students will be expected to pass at GCSE level. They will also be expected to complete controlled assessment on time and any requested additional time to ensure work is of an acceptable standard.

Possible career links A Level Computer Science and jobs in the ICT and computer science industries.

DRAMA Specification from September 2016 AQA GCSE Drama  Practical coursework 60%  Written exam paper 40% Practical work : Devised Drama: Pupils will create a piece of theatre on a theme. Most pupils will work as actors on this project. Some, who have a special interest in technical and design aspects, may work on sound, lighting or costume/make up. There is a requirement to do a written log for this component for both actors and designers.

Scripted Drama: All pupils will perform two extracts from a published play. This will be examined by an external visiting examiner.

Written paper Final exam under full exam conditions at end of course Section A: Multiple Choice (Theatre Knowledge) Section B: Questions about a set play Section C: A review of a theatre production seen during the course, with the teacher Essential skills required          

Ability to understand, learn and use scripted material Ability to work in group situations with confidence and sensitivity A good imagination Determination Confidence to perform in front of others A genuine interest and enthusiasm for drama and the theatre Ability to adopt and sustain a variety of roles Ability to evaluate work done and seen effectively (verbal and written) Ability to communicate through the language of drama (space, movement and words) For some a genuine desire to learn about the technical and design aspects of theatre which enhance a performance

Expectations    

To complete all tasks to required standard at specified times-both performances and written work To be prepared to work outside normal lesson time to rehearse work to a high standard To have a good record of attendance, punctuality and reliability To be prepared to visit the theatre on at least three occasions (out of school hours for at least one of them)

GCSE English Language: 100% Examination in 2017 and onwards Examinations: Component 1: 20th Century Literature Reading and Creative Prose Writing Written examination: 1 hour 45 minutes 40% of qualification Section A (20%) – Reading One extract (about 60-100 lines) of literature from the twentieth century Section B (20%) – Prose writing One creative task drawn from a selection of four titles Component 2 19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing Written examination: 2 hours 60% of qualification Section A (30%) – Reading Two extracts (about 900-1200 words in total) of high-quality non-fiction writing from the nineteenth and twenty-first centuries Section B (30%) – Writing Two compulsory transactional/persuasive writing tasks

GCSE ENGLISH LITERATURE 100% examination from 2017 Component 1: Shakespeare and Poetry Written examination: 2 hours 40% of qualification Section A (20%) Shakespeare One extract question and one essay question based on the reading of a Shakespeare text from a prescribed list Section B (20%) Poetry from 1789 to the present day Two questions based on poems from the WJEC Poetry Anthology, one of which involves comparison Component 2: Post-1914 Prose/Drama, 19th Century Prose and Unseen Poetry Written examination: 2 hours and 30 minutes 60% of qualification Section A (20%) 19th Century Prose/Drama One source based question on a post-1914 text from a prescribed list Section B (20%) 19th Century Prose One source based question on a 19th century prose text from a prescribed list Section C (20%) Unseen Poetry Two questions based on unseen poems, one of which involves comparison

FRENCH Syllabus Edexcel GCSE Skills required Listening Speaking Reading Writing

25% 25% 25% 25%

Expectations of the course GCSE (three lessons per week) Possible career links Information from CILT (the National Centre for Languages) – The market for language skills is very diverse and, of course, global. There are jobs for people with languages at all levels in the workforce ranging from sales assistants, airline cabin crew and call centre staff through to the professions and the Diplomatic Service.

Language skills are particularly sought after currently in finance and IT. There is also a growing demand for interpreters and translators, both for the public services (law, police, health, social services) and for international institutions such as the EU. Any other information It is essential that students have their own bilingual dictionary for written work.

The use of electronic translators is not allowed.

GEOGRAPHY Syllabus: AQA specification A. The syllabus is made up of three exams: Paper 1: Living with the physical environment Paper 2: Challenges in the human environment Paper 3: Geographical application Paper Topics

How it is assessed

Paper 1: Living with the physical environment  The challenge of natural hazards  Physical landscapes in the UK  The living world  Geographical skills

Paper 2: Challenges in the human environment  Urban issues and challenges  The changing economic world  The challenge of resource management  Geographical skills

Paper 3: Geographical application  Issue evaluation  Fieldwork  Geographical skills





Written exam: 1 hour



Written exam: 1 hour

30 minutes



30% of GCSE

Written exam: 1 hour 30 minutes



35% of GCSE



35% of GCSE

Skills required Thinking Students will be expected to think for themselves and to produce ideas to solve a range of problems.

Writing A range of Geographic writing skills will be needed for both classwork and the three exams they will take at the end of Year 11. Writing skills will be developed with class activities and homework tasks that are set.

Investigation Students will be expected to find out about a whole range of topics using different sources, not just the teacher telling them, eg the internet, computers, text books, media.

Expectations of the course Geography is taught in four main ways. Students are expected to work under all four conditions.  Traditional teaching methods – teacher-led work  Field study skills – working in a group, out of school, to collect information  Individual – working on own or in a very small group to undertake a task or solve a problem. This usually involves ICT, ie using computers  PLTS – the use of thinking skills applied to geographical theories and concepts Possible career links As a subject Agriculture, architecture, cartography, local government, town and country planning, travel and tourism, nature conservancy/environmental, geosciences.

As a GCSE result Geography is accepted as a recognised universal qualification on most further education courses at 16+ and 18+ and by most employers, not just in the careers above. It also contributes towards the EBACC. Future qualifications A levels in geography and geology

HEALTH & SOCIAL CARE Syllabus EdExcel BTEC Level 2 First Award Students must complete one externally-assessed unit that comprises 25% of the course The remaining units are internally-assessed and together comprise 75% of the course. Students complete a portfolio of evidence for assessment.

This qualification will also provide further opportunity to enhance and reinforce skills in English and Mathematics in naturally-occurring, relevant work-related contexts.

BTECs are vocationally-related qualifications where learners develop knowledge and understanding by applying their learning and skills in a work-related context.

Additionally, they engage young learners to take responsibility for their own learning and to develop skills that are essential for the modern day workplace. These skills include team-working, working from a prescribed brief, working to deadlines, presenting information effectively and accurately completing administrative tasks and processes.

The knowledge, understanding and skills learnt will aid progression to further study and prepare learners to enter the workplace in due course. In the health and social care sector, typical employment opportunities may be as an apprentice or in a supervised entry role, depending on specific job requirements and age restrictions.

These qualifications provide learners with an introduction to what the health and social care sector is like, enabling them to make informed choices about their future career.

The rationale for this qualification is to: 

support progression to a more specialised level 3 vocational or academic course or an apprenticeship or, more broadly, progression to qualifications in other sectors such as early years



give learners the potential opportunity, in due course, to enter employment within a range of junior job roles across the health and social care sector

Progression opportunities The EdExcel BTEC Level 2 First Certificate in Health & Social Care provides the knowledge, understanding and skills for level 2 learners to progress to:    

other level 2 vocational qualifications level 3 vocational qualifications such as BTEC Nationals, specifically the EdExcel BTEC in Health & Social Care or the EdExcel BTEC Level 3 National in Children’s Play, Learning & Development academic qualifications such as A levels in Health & Social Care or Design & Technology or Food Technology employment within the health and social care sector in due course such as junior roles or as an apprentice

GCSE HISTORY Exam Board AQA The new GCSE History course is linear. Exams are taken at the end of the course. There is NO coursework or controlled assessment.

Two exams papers (both of 1¾ hours).

Paper 1: Understanding the modern world Paper 2: Shaping the nation (Britain) Topics studied for Paper 1  Conflict and Tension 1894 – 1918  America 1920 – 1973 “Opportunity and Inequality” Topics studied for Paper 2 (Thematic Studies)  Britain, health and the people 1000AD to the present day  Norman England c1066 – 1100 Overview GCSE History students will develop a secure understanding of chronology, gain a knowledge and understanding of history on different scales and contexts, apply historical concepts and processes and engage with the nature of evidence and different interpretations.

Skills required GCSE study in this subject requires good English language skills. Students must be able to critically analyse evidence and write structured, ‘balanced’ essays. Skills of explanation and assessment are critical, and literacy skills are vital.

Why should I study History?

History will enable you to understand more about the nation and the world in which you live. The skills developed will enable you to look beyond the headlines, ask questions properly and express your own opinions coherently. Studying History allows you to make sense of other subjects, and understand the origins of modern social and political problems.

Career links/post 16 study GCSE History provides a valuable route into A level study in a variety of subjects. History can help with careers in Law, journalism and the Civil Service.

“The study of History is the beginning of wisdom” Jean Bodin

MATHEMATICS Syllabus AQA 8300 Paper 1: 1 hour 30 mins, 80 marks NON Calculator, 33⅓% of the GCSE Mathematics assessment Paper 2: 1 hour 30 mins, 80 marks Calculator allowed, 33⅓% of the GCSE Mathematics assessment Paper 3: 1 hour 30 mins, 80 marks Calculator allowed, 33⅓% of the GCSE Mathematics assessment Each paper includes a mix of question styles, short single-mark questions to multi step problems. The mathematical demand increases as a student progresses through the paper.

Percentage of coursework None Subject Content Number Algebra Ratio, proportion and rates of change Geometry and Measures Probability Statistics To use their knowledge and understanding to make connections between mathematical concepts. Apply the functional elements of mathematics in everyday and real-life situations.

This qualification in mathematics encourages students to develop confidence in and a positive attitude towards mathematics, and to recognise the importance of mathematics in their own lives and to society. This qualification prepares students to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices.

Expectations of the course Some of the work for GCSE will be revision of work covered lower down in the school. However, there are many new topics, and familiar topics are covered in more detail. It is therefore important to continually go back over old work to review and revise. Students are expected to do this themselves in their own time.

Homework tasks may need a sound knowledge of earlier work before progress can be made. Students are expected to bring all their maths equipment and a calculator to their lessons.

Possible career links Most careers require a qualification in maths as a requirement for a course to be attended as part of the training. Many careers also have a significant amount of maths in them, for example accounting, engineering, computing, business, banking, insurance, teaching.

For further education, maths can help in sciences, geography and economics to name but a few subjects.

Any other information There are two tiers of entry:  Higher level – possible grades 4 – 9*  Foundation level – possible grades 1 – 5 *A grade 4 is equivalent to the current grade C and a grade 7 is equivalent to a grade A All students will need a scientific calculator. Ask your maths teacher if you need advice on the type of calculator to buy.

MUSIC Syllabus AQA Percentage of coursework 60% (Performing 30%, composing 30%,) Skills required The ability to play an instrument or to sing is essential.

Performing – 30% Students complete one solo and one ensemble (group) performance which is recorded for final submission. This is internally-assessed and moderated by AQA. Composing – 30% Candidates compose two pieces of music for final submission.

The submissions will be recorded, and scores produced along with detailed annotations.

Compositions are internally-assessed and moderated by AQA. Examination paper (listening and appraising) – 40% This is a listening and appraising examination paper which lasts 1.5 hours.

Expectations of the course      

It is essential that students are capable of reading music or willing to learn to do so quickly.

Enjoy music and be willing to experience all styles of music.

A variety of homework is given and must be completed by the given deadlines.

Students must take part in extra-curricular activities and concerts.

Students should expect to prepare and perform for video and audio recordings throughout the course.

Students must work independently on developing their performing skills on their chosen instrument or voice. Practising regularly every day is expected from students in order to succeed on the course. This is a significant part of set homework.

Possible career links GCSE Music offers a solid foundation for progression to other music studies, including A-level Music, and often to a music-related career such as music production, recording, publishing and aspects of music technology and teaching. GCSE Music provides the opportunity for students to develop valuable transferable skills such as selfconfidence, concentration, creativity, evaluation and team work.

GCSE Music helps students to develop subject knowledge, understanding and skills, through listening to a variety of music, playing music and creating their own music.

The specification places a strong weighting on practical aspects of music, with choices catering for a wide range of interests and abilities. This four-unit GCSE assesses students' skills in listening and appraising, composing and performing music.

PHYSICAL EDUCATION – GCSE Please note all students will receive core practical PE lessons every week whether they opt to select a KS4 PE course or not.

Syllabus AQA Full Course Percentage of coursework 40% (judged by practical performance in 3 sports and a performance analysis piece of coursework) Percentage of theory 60% (2 x 1hour 20 minute written exams at the end of Year 11) Who would this course be suitable for?

The GCSE PE course will suit students who have a very keen interest in the theory aspects of PE such as Applied Anatomy and Physiology, Sport Psychology and Movement Analysis. This course is for students who are very keen sport performers, playing competitive sport outside of school. It will suit students who are good in written exam conditions and able to apply the theory content in two final written exam papers. This is not a course for students wanting extra practical PE lessons as the vast majority of the course is theory and classroom based.

Please see below for more details.

Skills required 

 

Students must be playing/performing to a good standard in at least one of the following sports– football, rugby, basketball, badminton, cricket, dance, handball, hockey, table tennis, netball, squash, tennis, athletics, road cycling, golf, gymnastics, skiing/snowboarding, swimming. All GCSE PE students will be assessed on their performance in three of these activities which will account for 40% of their final grade. In order to be successful students will need to be a highly competent as sports performers The vast majority of the GCSE PE course is theory and classroom based. Students will need to have a very keen interest in the theory content including topics such as applied anatomy and physiology, sport psychology and movement analysis Students will need to be fully dedicated to weekly homework and revision of the theory content and be able to apply their knowledge in a written exam format

Expectations of the course     

Highly organised Involved in competitive sport/activities on a regular basis both in and outside of school Hard work in both practical and theory Homework and coursework deadlines met weekly Regular, committed attendance to at least one extracurricular club throughout Y10 and Y11

Possible career links Sport and leisure industry, PE teaching, A-level PE, Physio, Fitness instructor Any other information There is a parental financial contribution of approximately £40 which pays for the course text book, course kit and revision materials.

PHYSICAL EDUCATION – BTEC Please note all students will still receive core practical PE lessons every week whether they opt to select a KS4 PE course or not.

Syllabus Edexcel (Pearson) Percentage of coursework 75% (students will complete 3 units which are assessed internally in various formats including PowerPoint presentations, written coursework and video evidence of performance) 25% (students will complete 1 unit which is assessed by an external online exam) Who would this course be suitable for?

The BTEC Sport course will suit students who have a very keen interest in sport and physical activity. As there is no final written exam this course will suit students who prefer being assessed by ongoing coursework with the support of their teacher. Students will study units such as Fitness for Sport and Exercise, Practical Sports Performance and Training for Personal Fitness.

Skills required  Students will need to have a very keen interest in the theory aspects of PE as the vast majority of lessons are classroom based  Although the assessment of practical ability is not as intense as the GCSE course students will still need to be regularly active and taking part in sport in order to succeed in the practical elements of the BTEC course  Students will need to apply their learning in various coursework based formats so they will need to be highly organised and able to meet coursework deadlines Expectations of the course     

Highly organised Students must be taking part in regular sport activities Hard work in both practical and theory Homework and coursework deadlines met weekly Regular, committed attendance to at least one extracurricular club throughout Y10 and Y11

Possible career links Sport and leisure industry, PE teaching, Further Education sport courses, Physio, Fitness instructor.

Any other information There is a parental financial contribution of approximately £40 which pays for the course text book, course kit and coursework materials.

RELIGIOUS STUDIES (FULL COURSE) Syllabus Students will study the AQA course, specification A in Religious Studies Course content Throughout the GCSE course, students will gain an in-depth study of the beliefs, teachings and practices of Christianity and one other religion and the different ways in which the two religions are expressed. They will also study four religious, philosophical and ethical studies themes. For example, themes such as Religion, human Rights and Social Justice or Religion, Peace and Conflict.

Throughout this course students will develop their confidence in expressing their own views and beliefs whilst exploring some of life’s biggest philosophical questions. They will develop their critical and analytical thinking skills through looking at religious and moral responses to challenging life questions.

Scheme of assessment Whilst the specification has not been fully approved by Ofqual, the proposed methods of assessment will be through two written papers, which will each last one hour and forty-five minutes.

Percentage of coursework None Skills required Students will be encouraged to express their own views on religious issues, both orally and in writing. Students will be expected to gather information and evidence from a variety of sources and present this information in detailed essays, notes and discussions. Students must have an interest and passion for learning about different religious and moral views.

Expectations of the course We expect students choosing this course to work to their full potential. As debates and discussions are an important part of the course, students will be asked to contribute to class and group discussions. Students will be required to write essays and produce group presentations.

Possible career links Having a GCSE in Religious Studies provides an excellent opportunity for students to develop their knowledge, understanding and awareness of a range of different religious and moral views and the impact which these have on everyday life. Employers understand that students who have studied RS are interested in and concerned about people and other beliefs and faiths. In a multi-cultural world of work, this is important. Students who have studied RS GCSE have gone into careers such as the Police, nursing, teaching, law, human resources, airline staff, finance, doctors, dentists and many other professions.

RELIGIOUS STUDIES (SHORT COURSE) Syllabus AQA short course GCSE Scheme of assessment A one hour exam lasting one hour and forty five minutes.

Percentage of coursework None Course content Students will study the beliefs, teachings and practices of Christianity and one other religion. This will involve them studying in-depth the different ways in which religious believers interpret teachings and practices and the impact of these interpretations on their lifestyle. They will also study two religious, philosophical and ethical themes which are Theme A: Relationships and families and theme B: Religion, peace and conflict.

Skills required Students will be encouraged to express their own views on religious issues, both orally and in writing. Students will be expected to gather information and evidence from a variety of sources and present this information in detailed essays, notes and discussions. Students must have an interest in learning about different religious and moral views Expectations of the course We expect students choosing this course to work to their full potential. As debates and discussions are an important part of the course, students will be asked to contribute to class and group discussions. Students will be required to write essays and produce group presentations Possible career links Having a short course GCSE qualification in Religious Studies provides an excellent opportunity for students to develop their knowledge, understanding and awareness of a range of different religious and moral views and the impact which these have on everyday life. Employers understand that students who have studied RS are interested in and concerned about people and other beliefs and faiths. In a multi-cultural world of work, this is important. Students who have studied RS GCSE have gone into careers such as the Police, nursing, teaching, law, human resources, airline staff, finance, doctors, dentists and many other professions.

Any other information This course is 50% of a normal GCSE. However, it is timetabled for only one lesson per week. Students are therefore expected to be extremely dedicated to producing the work required in a small amount of lesson time.

SCIENCE

Exam Board AQA All Science GCSEs are linear courses studied through years 10 and 11, with all exams taken at the end of year 11. Controlled Assessment (coursework) is not a part of Science GCSE; the qualification is 100% examination.

Students will be selected to study:  Single Sciences - Biology, Chemistry and Physics (three GCSEs).

Only highest ability students selected Or  Combined Science - (two GCSEs) Studied by the majority of students

Scheme of assessment Several exam papers taken at the end of year 11

Skills and attributes required    

Ability to use scientific vocabulary to communicate ideas about science Ability to take knowledge gained and apply it to different situations Ability to work sensibly and safely during practical experiments Ability to apply Mathematical Skills to scientific calculations

Aims of the course   

To develop students’ understanding of the science that affects their everyday life To develop students’ thinking, questioning, analysing and application skills in science To encourage enthusiasm about science leading to continued involvement in the future

Possible career links Both routes, Single Sciences and Combined Science GCSEs, will allow progression onto A Level Sciences.

Science qualifications are highly sought after in most professions, but especially for careers in the NHS, education, environmental work, engineering, mechanics, IT, veterinary work, the cosmetic industry and with research fields

SPANISH Note – This option should only be chosen by students who have had two lessons of Spanish per week in Year 9.

They may choose Spanish in addition to or instead of French.

Syllabus Edexcel GCSE Skills required Listening 25% Speaking 25% Reading 25% Writing 25% Expectations of the course GCSE (three lessons per week) Possible career links Information from CILT (the National Centre for Languages) – The market for language skills is very diverse and, of course, global. There are jobs for people with languages at all levels in the workforce, ranging from sales assistants, airline cabin crew and call centre staff through to the professions and the Diplomatic Service.

Language skills are particularly sought after currently in finance and IT. There is also a growing demand for interpreters and translators both for the public services (law, police, health and social services) and for international institutions such as the EU. Any other information It is essential that students have their own bilingual dictionary for written work.

The use of electronic translators is not allowed.

GCSE Options Design and Technology Preference booklet for 2016/2017

Balshaw’s Church of England High School A Specialist School in Engineering

DESIGN & TECHNOLOGY GCSE

Every student at Key Stage Four must study a Design and Technology subject. This booklet sets out the range of subjects within this D&T which we are able to offer from September.

There are five different subject areas to choose from:     

FOOD PREPARATION AND NUTRITION DESIGN AND TECHNOLOGY: ELECTRONIC PRODUCTS DESIGN AND TECHNOLOGY: GRAPHIC PRODUCTS DESIGN AND TECHNOLOGY: RESISTANT MATERIALS DESIGN AND TECHNOLOGY: TEXTILES TECHNOLOGY All five are at GCSE level

At the back of this booklet you will find a PREFERENCE SHEET on which you are asked to select, in order of preference, the subject area you would like to study in years ten and eleven.

You should read this booklet carefully before completing the return form.

Due to staffing and specialist room limitations we cannot guarantee that students will get their first preference and for that reason we have asked you to select in order of preference, three out of the five subject areas.

How do we decide who does what course?

Ideally we would like to give you all your first subject preferences but if this subject is oversubscribed we will have to look at your second preference and then your third. If a group is full your design and technology teachers will then have to take into consideration:    

Your progress in that area over the last three years The quality of your class work and homework Your general aptitude in the specific area Your levels attained against targets in that area

For this reason we have called this process ‘Preferences’ and not ‘Choices’. As all students will have to take a technology subject, it may be that you will not be able to study the subject of your first preference.

What do I do next?

1.

2.

3.

4.

5.

Read through all this information carefully Show this booklet to your parents Discuss your preferences with your parents before you complete the reply slip Make sure your parents sign the reply slip Return the completed sheet to your tutor by Tuesday 24th March 2015

It is essential that the Preference sheet is returned complete and promptly. Failure to do so will result in you being put into a subject group which may not match your own choice.

As soon as we have all your returned forms we can begin to sort out the subject groups. Once this has been completed you will be informed of your group for next year. If you only put down one preference we will take it that any other D & T subject is your second and third preference.

DESIGN & TECHNOLOGY: ELECTRONIC PRODUCTS LEVEL: GCSE AQA FULL COURSE 4540 COURSE COMPONENTS: CONTROLLED ASSESSMENT TERMINAL EXAMINATION

60% 40%

COURSE CONTENT: Develop a range of Designing and Making skills.

Develop knowledge and understanding of electronics and materials.

Give an appreciation of industrial practices, control systems and the evaluation of commercially produced electronic devices.

CONTROLLED ASSESSMENT DETAILS: (60%) Students must produce a Final Major Project which demonstrates their design, make and evaluation abilities.

40% is allocated to practical work.

20% is allocated to research and designing.

WRITTEN EXAMINATION DETAILS: (40%) Students will sit one examination paper, of which there is a single tier: Calculators may be used in the examination SPECIAL REQUIREMENTS: Students will require drawing and writing equipment and an A3 folder Students must be prepared to work in their own time and at home Students should have an interest in problem solving activities Students should have an aptitude for mathematics NO PROJECT MAY BE MAINS VOLTAGE POSSIBLE CAREER LINKS: Product Development, Electronic Engineering, Product Design, Computer Aided Design, Computer Aided Manufacture.

For further information see Mr R Wood.

DESIGN & TECHNOLOGY: FOOD PREPARATION AND NUTRITION LEVEL: GCSE. AQA FULL COURSE 8585 COURSE COMPONENTS: COURSE CONTENT: The new specification for Food preparation and Nutrition equips you with the knowledge, understanding, skills and encouragement you need to learn to cook. The course will give you the ability to apply principles of food science, nutrition and healthy eating.

The theory is divided into 5 key sections  Food, Nutrition and Health  Food Science  Food Safety  Food Choice  Food Provenance CONTROLLED ASSESSMENT DETAILS: (50%) Task 1 Food investigation 15% A written or electronic report (1,500-2,000 words) including photographic evidence. Students looking at the working characteristics, functional and chemical properties of food.

Task 2 Food Preparation assessment 35% Students to prepare cook and present a final menu of three dishes cooked within 3 hours.

A written or electronic report including photographs WRITTEN EXAMINATION DETAILS: (50%)  Students will sit one examination paper, of which there is a single tier:  The exam will be 1 hour 45 minutes  The GCSE will be graded 9-1 rather than A-G  Grade 9 will be the highest and equivalent of an A**(which doesn’t currently exist)  Multiple choice 20 marks  Five questions each with a number of sub questions 80 marks SPECIAL REQUIREMENTS: Students must provide their own ingredients on specific dates.

POSSIBLE CAREER LINKS: Research and Development, Food Manufacture, Health and Safety, Product Design, Hospitality and Catering Industry, Food Science and Nutrition.

For further information see Mrs Thomas/ Mrs Holden.

DESIGN & TECHNOLOGY: GRAPHIC PRODUCTS

LEVEL: GCSE AQA FULL COURSE 4550 COURSE COMPONENTS: CONTROLLED ASSESSMENT TERMINAL EXAMINATION

60% 40%

COURSE CONTENT: Complete a range of assignments that respond to design situations Develop a range of graphic/drawing techniques Develop a range of modelling techniques and manufacturing processes Use of computer graphics, computer aided design, computer aided manufacture Develop an awareness of industrial practices CONTROLLED ASSESSMENT DETAILS: (60%) Students must produce a Final Major Project which demonstrates their design, make and evaluation abilities 40% is allocated to practical work 20% is allocated to research and designing WRITTEN EXAMINATION DETAILS: (40%) Students will sit one examination paper, of which there is a single tier: An examination preparation sheet will be issued to students in the March prior to the examination. This preparation sheet will indicate the context for most of the questions on the written paper.

20% is allocated to Design Skills 20% is allocated to Making Knowledge.

SPECIAL REQUIREMENTS: Students will require drawing and writing equipment, an A3 folder Students must be prepared to work in their own time and at home In some cases some students may wish to buy special materials of their own POSSIBLE CAREER LINKS: Graphic Designer, Engineering, Advertising, Fashion, Interior Design, Architect, Product Design.

For further information see Mr Melling/Miss Brown.

DESIGN & TECHNOLOGY: RESISTANT MATERIALS

LEVEL: GCSE AQA FULL COURSE 4560 COURSE COMPONENTS: CONTROLLED ASSESSMENT TERMINAL EXAMINATION

60% 40%

COURSE CONTENT: Design and make a range of products that meet a need Develop a range of design and communication skills Develop a knowledge of materials (woods, plastics, metals) and their properties Develop a range of making skills and industrial manufacturing processes Use of appropriate tools and equipment to produce work to set specifications Develop an awareness of industrial practices CONTROLLED ASSESSMENT DETAILS: (60%) Students must produce a Final Major Project which demonstrates their design, make and evaluation abilities 40% is allocated to practical work 20% is allocated to research and designing WRITTEN EXAMINATION DETAILS: (40%) Students will sit one examination paper, of which there is a single tier: An examination preparation sheet will be issued to students in the March prior to the examination. This preparation sheet will indicate the context for most of the questions on the written paper.

20% is allocated to Design Skills 20% is allocated to Making Knowledge.

SPECIAL REQUIREMENTS: Students will require drawing and writing equipment, an A3 folder Students must be prepared to work in their own time and at home In some cases some students may wish to buy special materials of their own POSSIBLE CAREER LINKS: Apprenticeships, Engineering, Architect, Product Design, Manufacturing Engineer, Construction.

For further information see Mr Melling/Mr Greaves.

DESIGN & TECHNOLOGY: TEXTILES TECHNOLOGY LEVEL: GCSE AQA FULL COURSE 4570 COURSE COMPONENTS: CONTROLLED ASSESSMENT TERMINAL EXAMINATION

60% 40%

COURSE CONTENT: Develop an understanding of textiles in everyday life.

Create an exciting “New Look” specific to either fashion garments or textile furnishings.

Develop a range of designing and making skills.

Develop knowledge and understanding of textiles and associated technology.

Develop an awareness of industrial practices.

CONTROLLED ASSESSMENT DETAILS: (60%) Students must produce a Final Major Project which demonstrates their design, make and evaluation abilities.

40% is allocated to practical work.

20% is allocated to research and designing.

WRITTEN EXAMINATION DETAILS: (40%) Students will sit one examination paper, of which there is a single tier: An examination preparation sheet will be issued to students in the March prior to the examination. This preparation sheet will indicate the context for most of the questions on the written paper.

20% is allocated to Design Skills 20% is allocated to Making Knowledge.

SPECIAL REQUIREMENTS: Students will require drawing and writing equipment and an A3 folder.

Students must be prepared to work in their own time and at home.

Students will be expected to purchase materials of their own for certain projects.

POSSIBLE CAREER LINKS: Fashion Design, Interior Design, Theatrical Costume Designer, Retail “Buyer”, Trend Analysis, Merchandising, Textile Design, Marketing, Technologist:- garment, textiles or pattern writing, Fashion Promotion Stylist.

For further information see Mrs Durkin/Miss Brown.

DESIGN & TECHNOLOGY Preference Reply Sheet

Name: ___________________________ Tutor Group: 9_________

Please list in order of preference, the Design & Technology subject you would prefer to study for the next two years.

1.

__________________________________

2.

__________________________________

3.

__________________________________

All forms should be completed and returned to your form tutor with your other option forms.

If the form is not returned by this date then we will place you in a Design & Technology group.

Student Signature ___________________________________ Parents Signature _________________________________