Options booklet 2019

Key Stage 4 Course Choices 2019 - 2021

Walton-le-Dale High School

The time is approaching for your son/daughter to choose the courses to be followed over the next two years. It is very important that the right choices are made. During the Spring term your child has been given general advice, guidance and information about careerrelated issues, courses and their requirements.

This booklet provides you with additional material to help you make informed choices. It outlines the aims of all courses on offer, describes briefly the skills and abilities they are designed to develop, and their assessment procedures.

We believe, however, that all students should follow a broad, balanced curriculum in years 10 and 11. The core (compulsory) curriculum consists of English Language, English Literature, Mathematics, Science and Physical Education. Students who are not studying triple Science will also complete BTEC Tech Award in Digital Information Technology (DIT).

Personal, Social, Health and Citizenship Education will be delivered through enrichment activities and embedded into teaching across many subjects.

Students can then choose three subjects from the following GCSE and vocational qualifications (Technical awards). A Technical Award is equivalent to 1 GCSE at Grade 9-1.

Vocational: (Tech Awards, Cambridge Nationals)

GCSE:          

Art Computer Science Design Technology Food Preparation & Nutrition French Geography History Physical Education Psychology Religious Studies

   

Enterprise Health and Social Care Performing Arts Sport Studies

Please note that if there are insufficient numbers in some options the subjects may not run. The options chosen may also clash with each other and therefore we cannot guarantee that a student will be able to take all their preferred options.

Many courses or careers simply want the best possible GCSE or equivalent grades (must include English and Maths), but some require specific grades in specific subjects. Please talk to our partner colleges at the Options Evening and discuss your plans with staff at school, particularly Mrs Scargill our Careers Education Co-ordinator or Mrs Mathers our Careers advisor. (An overview of qualifications needed for A Level and other courses can be seen at the back of this booklet)

Government changes that have impacted on the Curriculum: The Department of Education has stated what it expects schools to focus on in terms of the KS4 curriculum and how it will measure the success of students and schools. This new ‘measure’ is referred to as Progress 8. This has had a dramatic impact on the curriculum in schools. Please see the model below: This new measure is based on students’ progress across eight subjects: English; Maths; three English Baccalaureate subjects (which might include any of the Sciences, Geography, History, Computer Science and Languages), and three further subjects.

Please be aware that the old grading system of A*-G is now replaced with 9-1 with a grade 9 being the highest.

Whilst English, Maths and Science are compulsory for all students, the Government is also strongly encouraging students to take Geography, History, Computer Science or a language and this will be promoted at Walton-le-Dale, although we recognise that our students have different skills, interests and abilities. Our curriculum is designed to maximise the potential of all our students whilst delivering a broad and balanced education. By offering a range of different qualifications we hope a greater number of our students will succeed. I hope that you find the information and guidance given of some help. If you have any concerns, please do not hesitate to contact me at school.

There will be a Year 9 Options and parents evening from 4.30 – 7.00pm on Wednesday 13th February. This is an important opportunity for you to discuss the subjects offered with the relevant teachers as well as discussing the best possible combination of courses for your child.

I wish your child every success during the next two very important years of his/her school life. Please return the option choices form by Friday 1st March.

Paula Wall (Assistant Headteacher - Curriculum)

CALENDAR OF KEY DATES Monday 11th February

Course Options Booklet handed out and option subject information day in the Arts Theatre.

Wednesday 13th February

Year 9 Options and Parents Evening 4.30pm – 7pm.

Friday 1st March

Final Options decisions handed in to Mrs Wall.

First half of Summer Students to be informed of Term their final option choices.

Guide to key terms GCSE

General Certificate in Secondary Education

Technical Award

Vocational qualification awarded at levels equivalent to GCSE. Level 1 qualifications are equivalent to GCSE grades 1 – 3.

Level 2 qualifications are equivalent to

grades 4 – 8.

Non-Examination Non- examination assessments measure Assessments subject knowledge and skills that cannot (NEA) be tested by timed written papers.

Examination Boards/Awardin g Bodies

These bodies run GCSE and other examinations

Further Education (FE)

The qualification students can study beyond 16, which may be in a Further Education College.

Higher Education (HE)

University or other degree awarding institutions.

Dear Student During the next few weeks, you will be choosing some subjects for study over the next two years, which, together with the core subjects, will lead to terminal examinations (most of the exams will be taken at the end of Year 11). When you start on those courses, you will notice several things, which are different from your previous schoolwork. 

You will be starting to specialise i.e. studying some subjects in more depth while no longer taking others.



You will be going deeper into some subjects and this will mean spending more time on them than you previously did; this will mean more homework.



Hard work over a continuous period of time will be required because examination qualifications are not merely obtained in the examination room. They are won or lost according to the quality of your work all through the course.

Many of you will find that the qualifications you achieve at school, and the subjects you gain in them, will determine: o

the kind of CAREER you will finally decide on

o

the LEVEL you enter it

o

the type of FURTHER EDUCATION COURSE you will eventually study.

THE IMPORTANCE OF A GOOD GENERAL EDUCATION We will guide you onto the pathway that is most suitable.

We will look at the strengths and interests you have and listen to what you have to say.

We believe this curriculum will equip students with the skills and qualifications needed for the world of further and higher education, training or employment.

“It’s important to not chose what your mates are choosing for your GCSE’s because they might want to do something you either aren’t good at or you don’t like. The most important thing is picking subjects that YOU like and are interested in as you will have to do a lot of work in each subject” Matthew Winstone

It is important that students make their own decision with (Head Boy 2018-19) support, help and guidance from staff and parents/carers.

We understand that once the students have started a course they may feel that they have chosen the wrong subject therefore there will be a 2 week window in September when students may change their options with parental/carer consent.

Students will NOT be allowed to ‘drop’ any options during Key Stage 4.

DO          

Make a balanced choice of subjects Choose subjects which YOU like, perform well in and interest YOU Read the pathways information carefully Discuss your strengths and weaknesses with you SUBJECT TEACHERS Discuss options with your PARENTS and your TUTOR Go and ask. Talk to the CAREERS ADVISORS and use the CAREERS LIBRARY Realise that all courses lead to a certificate qualification Understand that there are equal opportunities for girls and boys in all subjects Realise that the decisions you make will be vital Make sure that you are happy with your choice. You are the one who is going to follow it through

DONT      

    

Think that you can drop subjects Make your mind up before your know ALL THE FACTS Set your heart on one future career Think that you can switch between subjects once you have started the course Choose a course because your friends have done so. Their abilities and interests maybe different to yours Let a dislike of a teacher influence your choice. It is more often than not impossible to say which teacher you will get at the time your make your choice Think any subjects are ‘soft options’. You will have to work hard for ALL of them Choose a subject you know nothing about. Find out more Listen to advice from people who know nothing about courses at this school Think that some subjects are just for boys or just for girls. ALL courses are available to both on an even footing!

Make decision hastily or lightly

Panic, there are lots of people who are willing to help you

Section A CORE SUBJECTS (Please note that students have started all of these courses in Year 9)

N.B All courses are correct at the time of print

ENGLISH LANGUAGE GCSE Awarding Body: EDUCAS Award: GCSE Grade 9-1

Course Outline YEAR 9 – Autumn Term  Focus on analytical and component 1 exam preparation through teaching of ‘Great Expectations’ (19th Century novel).

Spring Term  Focus on extended response required for exam component 1, taught through ‘A Taste of Honey’ (Modern Drama).  Descriptive/narrative writing : exam preparation Summer Term  Persuasive writing: exam preparation  Spoken Language: presentation, responding to spoken language and spoken Standard English activities.

YEAR 10 – Autumn Term  Focus on developing analytical skills through teaching of ‘Romeo and Juliet’ and responding to poetry.  Preparation for English Language paper 2 Spring Term  Focus on developing analytical reading skills through the study of anthology poems.  Creative writing: exam preparation for component 1of the examination. Tasks set may be linked to the content and themes in poetry and ‘Romeo and Juliet’.

YEAR 10 – Spring Term (contd.)  19th Century non-fiction writing study  20th Century non-fiction writing study Summer Term  Year 10 practice examination components 1 and 2  Spoken Language: presentation and spoken Standard English activities.

YEAR 11 – Autumn Term  19th Century non-fiction reading study  Descriptive/narrative writing  20th Century non-fiction study  Discursive/persuasive writing Spring Term  Analysis skills taught through revision of literature texts Language exam practice ongoing Summer Term  Revision for Terminal Examination: Reading Non-fiction and functional Writing skills

Assessment

Terminal Examination (100%)  Component 1 (40%):20th Century reading study and creative prose writing-1hr 45minutes  Component 2 (60%): 19th and 21st Century non-fiction reading study and transactional/persuasive writing- 2hours Spoken Language (unweighted):  Candidates will be required to complete one formal presentation or speech. They will also be assessed on their responses to questions and feedback following the presentation or speech. Standard English should be a feature of all parts of the candidates’ work in this component.

Achievement in Spoken Language will be reported as part of the qualification, but it will not form part of the final mark and grade.

Progression All vocational and college courses require a GCSE in English Language. The content delivered and the skills imparted throughout the course provide the foundations, should learners wish to pursue A-level courses in English Language. In addition, the skills taught at KS4 (analysis, interpretation, information retrieval etc.) are fully transferable and ensure that learners are equipped for other post-16 qualifications such as A-level History and Law.

ENGLISH LITERATURE GCSE Awarding Body: AQA Award: GCSE Grade 9-1

Course Outline YEAR 9 – Autumn Term  19th Century Novel: ‘Great Expectations’ Spring Term  Modern Drama: ‘A Taste of Honey’ Summer Term  Poetry anthology ‘Power and Conflict’ YEAR 10 – Autumn Term  Shakespeare: ‘Romeo and Juliet’  Responding to unseen poetry Spring Term  Poetry anthology Summer Term  Focus on analytical and interpretation skills for the terminal examinations YEAR 11 – Autumn Term  Revision for paper 1: Shakespeare (‘Romeo and Juliet’) and 19 th Century Novel (‘Great Expectations’).

Spring Term  Revision for paper 2: Poetry (anthology and unseen) and modern Drama (‘A Taste of Honey’).

Assessment Summer Term Terminal Examination (100%)  Revision for both exam papers.

 

Paper One: Shakespeare and the 19th Century Novel (1hr 45 mins) 64 marks (40%) -Section A (34 marks: 20%) - Shakespeare: ‘Romeo and Juliet’ -Section B (30 marks: 20%) - 19th Century Novel: ‘Great Expectations’ Paper Two: Modern Texts and Poetry (2hrs 15 mins) 96 marks (60%) - Section A (34 marks: 21%)- Modern Drama: ‘A Taste of Honey’ - Section B (30 marks: 19%)- Modern Poetry: comparison of two poems from their Anthology - Section C: (32 marks: 20%)- Unseen Poetry: comparing two unseen poems

Progression The content delivered and the skills imparted throughout the course provide the foundations, should learners wish to pursue A-level courses in English Literature. Skills of interpretation and analysis are honed and are transferable to other post-16 study routes (i.e. A-levels in History and Law). Furthermore, the appreciation of the concepts and ideas communicated and inferred through different literary texts also allow learners to acquire skills relevant to different subject areas.

MATHEMATICS GCSE Awarding Body: Edexcel (Pearson) Award: GCSE Grades 9 - 1

Course Outline Students will study aspects of Number, Algebra, Geometry and Statistics at a level suitable to them.

Particular attention is now paid to problem solving with a lot of context in questions incorporating different aspects and skills from the curriculum in the same question.

Key Features All students in Years 10 and 11 study GCSE Mathematics.

Students will have already been studying GCSE content in Year 9 and will continue in their sets at the start of Year 10 according to prior attainment. However, this is flexible to allow progression onto higher content if felt applicable.

Students will follow the Higher or Foundation Mathematics Specification.

Assessment

Students will develop their understanding of: Functionality, problem solving, number, algebra, proportionality and geometry along with statistical analysis probability a greater algebraic focus onnon-calculator the higher paper.

Each exam consists of and three papers; with two calculator papers and one paper. All students would benefit from the use of their own scientific calculator, in order to practise mathematical skills relevant to the course

Progression GCSE Mathematics is an essential requirement for many college courses and careers. In particular students wanting to take A levels, Higher level college courses or modern apprenticeships will be required to have a grade 5 or higher in GCSE Mathematics. All students are expected to work hard and complete independent study in order to achieve a high grade.

SCIENCE – SEPARATE SCIENCE GCSE’s (Biology, Chemistry & Physics) Awarding Body - AQA Award – GCSE Separate Sciences (9-1)

Course Outline Students follow the AQA Separate Sciences, i.e. Biology, Chemistry and Physics leading to 3 separate GCSE grades. This course is taught at higher level, aimed at students whose target grades are 9-6. This course is studied by set 1 students only.

Key Features This course 

Leads to 3 GCSE grades and is the most appropriate course for students wishing to take A levels in Science subjects



Is designed to develop a broad and in depth understanding of higher level scientific concepts

Assessment

 Requires thorough revision and an ability to retain knowledge and recall it.

Assessment is by formal examinations at the end of Year 11. This requires students to retain knowledge andCoursework understandinghas throughout years 10 and with 11 and will involve extensive in 10 preparation for NB now been replaced 28so practical tasks (10 inrevision Physics, in Biology the examinations.

The 24 required practical tasks aim to develop scientific investigatory skills and these and 8 in Chemistry) that students must complete over the course. are then assessed by questions built into the formal examinations at the end of Year 11.

Progression Any student wishing to study A Level Sciences and go on to study a Science at university needs to take triple science.

Careers needing a Science degree include medicine (i.e. a doctor/surgeon), veterinary medicine, teaching, scientific research, lecturing, engineers, dentist plus many more.

COMBINED SCIENCE – DOUBLE AWARD Awarding Body – AQA Award – GCSE Combined Science (9-1)

Course Outline Students follow the AQA Combined Science: Trilogy Award. All 3 sciences are studied with equal weighting. It leads to students achieving 2 GCSE grades. The course is comprehensive and covers scientific concepts in Biology, Chemistry and Physics.

Key Features 

Leads to 2 GCSE grades



Develops a good understanding of a wide range of scientific concepts and knowledge

Assessment

 Requires the ability to remember and recall knowledge easily Assessment is by formal examinations at the end of Year 11.This requires students to retain knowledge and NB Coursework has nowyears been10 replaced 21 will practical (covering allin3 preparation disciplines)for that understanding throughout and 11 with and so involvetasks extensive revision the examinations.

20 required tasks aim to develop scientific investigatory skills and these are students mustThe complete overpractical the course. then assessed by questions built into the formal examinations at the end of Year 11.

.

Progression The knowledge base provided would assist students wishing to follow any career path, scientific or not.

Examples of careers linked to science are include nursing, midwifery, physiotherapy, sport science, engineering, and technicians.

DIGITAL INFORMATION TECHNOLOGY Awarding Body – Pearson Tech Award Award – BTEC Level 2 Tech Award

Course Outline The IT and technology world comprises an enormous variety of different careers. The Technical Award in Digital Information Technology helps students learn about the latest devices and technology used in enterprises, social lives and business practices. Students study how to create and develop software plus how IT and technology benefits our lives today.

Key Features There are three core units - Component 1: Exploring User Interface Design Principles and Project Planning Technologies, Component 2: Collecting, Presenting and Interpreting Data, and an exam - Component 3: Effective Digital Working Practices. The course is structured to develop learners’ existing interests as well as giving pupils a broad foundation and introduce students to the exciting areas of the IT and technology industry.

Assessment Component 1 & 2 – portfolio completed by student. The portfolio will include a variety of IT technology including case studies, presentations, an evaluation of technology and software interfaces in understanding how IT technology supports and enriches the world around us. Each unit will have two learning aims which the students must address through their work. (60% of final mark). Component 3 – externally assessed examination (40% of final mark).

Progression Technical Award In Digital Information Technology provides knowledge, understanding and skills for learners to progress to other level 2 qualifications, level 3 vocational qualifications (BTEC Nationals), other academic qualifications (Computer Science, IT A levels, BTEC IT awards, Industry qualifications and many other courses) and employment within the world beyond school such as apprenticeships, employment with any IT business or self-employment through establishing their own technology enterprise.

Section B GCSE OPTIONS

N.B All courses are correct at the time of print

ART GCSE Awarding Body AQA Award: GCSE Art and Design – Fine Art (9-1)

Course Outline Fine Art is about having an adventurous and enquiring approach to the provided starting points and developing the skills to express yourself creatively. Through class and independent research you will explore the work of both contemporary and historical artists forming an independent opinion that will support the production of a personal response to a range of ideas.

Key Features The course will allow you to explore one or more projects which will start to build up your personal portfolio. Your portfolio will include research, supporting drawings, photographs and annotation illustrating the development of your ideas, leading to 2D and 3D outcomes. You will work in a variety of different media i.e. pencil, pastel, paint, ink, clay and fabric, and engage with different techniques such as printing, drawing, painting, sculpture, photography and collage. You will been given a sketchbook, this will be a Assessment visual diary, for your drawings, ideas and inspirations, critical studies, photographs and media experimentations.

The GCSE in Fine Art consists of two parts. One Portfolio of Work (Unit 1) and one Externally Set Assignment (Unit 2) – the timed examination.

Portfolio (unit 1) to be completed during lesson time and independently (2 hours a week as a bench mark) 60% Internally set and Internally marked Externally moderated and must include a sketchbook and must show evidence of all assessment objectives.

Externally set assignment (unit 2) with 8-10 weeks preparation time: 10 hours timed examination 40% Externally set and Internally marked Externally moderated and must include work journal and must show evidence of all assessment objectives.

Progression A GCSE in Art and Design can initially offer a balance to your subject choices at GCSE but beyond school it can lead to higher and further education in Art, 3D design, Textiles, Photography, Media…the list is genuinely endless. If you are interested in a vocational route Art and Design would link to the creative requirements of Joinery, Make-up, Hairdressing, Design Engineering, Painting & Decorating and more!

Awarding Body AQA

COMPUTER SCIENCE Award GCSE (9-1) GCSE

Course Outline This specification has been created to get students working with real-world programming and provides a good understanding of the fundamental principles of computing. Programming will be taught using the Python programming language using ‘PyScripter’ which is freely available to all students for further home study. Along with a heavy amount of programming, students will also look into other topics such as cyber security, networking, data security, computer systems and digital technology and society.

Key Features There are three core units – Unit 1 Computational thinking and problem solving involving writing and using computer code including coding, data security, software algorithms, Unit 2 – theory such as cyber security, software development, networks, computer systems and Unit 3 Creating A Computer Program creating software that solves a problem for a real life business chosen by the exam board.

Assessment Unit 1 and 2 are assessed by examinations comprising multiple choice questions and open ended questions, each worth 40% of the final GCSE mark. Unit 3 is assessed by producing a computer program in class to solve a practical problem set each year by the exam board and is worth 20% of the final grade.

Progression The GCSE in Computer Science has been founded in partnership with teachers, students, education specialists and industry-leading employers. This subject helps prepare students for apprenticeships and careers in IT such as network management, software development, making apps, developing computer games or further studies in computing.

DESIGN AND TECHNOLOGY GCSE Awarding Body: EDEXCEL (Pearson) Award: GCSE (9-1)

Course Outline This is a new GCSE course that covers all technology areas. Having chosen this option you will then need to choose your preferred specialism of Graphics or Resistant materials.

The new course places more emphasis on areas such as:  designing and making principles;  new and emerging technologies;  materials and their properties;  modern materials;  computer aided design and manufacture;  mechanisms;  prototype development .

Making will be more about developing a working prototype, produced by modern manufacturing methods wherever possible.

Key Features  Students study a range of materials and core technical principles that are designed to be very relevant in todays technological workplace.  Students have a choice of what materials they complete their design brief work in;  Students need to be interested in current modern technologies and how technology may develop in

Assessment the future.

50% of the final marks come from the controlled assessment coursework completed in lessons. This is a  and 50%make coursework hard meet/ exceed target grades; design project means the brief for working which is students set by thecan exam board.

The remaining 50% comes from the 2 hour written exam sat in the final term of year 11.

This assessment is good for students who work hard during lessons to gain maximum marks in coursework as well as revising for their exam.

Progression A GCSE in Design Progression

Technology is useful for a wide range of professions including graphic design, engineering, 3D product design, teaching and architecture. It demonstrates to colleges and employers that This leads(both naturally leveland 3 qualifications Business Studies or and Economics, as Awith Levels. you GCSE can design by to hand using CAD),indevelop prototypes, are up such to date modern It is also useful if you hope to one day set up your own business or want a career in Marketing, Finance, HR technology. and the general business environment.

FOOD PREPARATION AND NUTRITION GCSE Awarding Body : AQA Award: GCSE (9-1)

Course Outline This new GCSE is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. This GCSE focuses on nurturing students’ practical cookery skills to give them an understanding of nutrition for life.

Food preparation skills are integrated into five core topics:  Food, nutrition and health.  Food science.  Food safety.  Food choice.

Assessment  Food provenance.

Upon completing this course students will be qualified to go on to further study, or embark on an Paper 1: Food Preparation and Nutrition apprenticeship or full time career in the food or catering industries.

What is assessed? Theoretical knowledge of the 5 areas stated above.

How is it assessed. Written exam 1 hour 45 mins. 100 marks = 50% of the GCSE Questions. Multiple choice questions (20 marks).

5 questions each with a number of sub questions (80 marks).

Non – Exam Assessments (NEA) Task 1: Food investigation Students’ understanding of the working characteristics, function and chemical properties of ingredients.

PRACTICAL INVESTIGATIONS ARE A COMPULSARY ELEMENT OF THIS NEA TASK. Task 2: Food preparation assessment Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task.

Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours.

How is it assessed?

Task 1: Written or electronic report (1,500-2,000 words) including photographic evidence of the practical investigation.

Task 2: Written or electronic portfolio including photographic evidence of the three final dishes must be included.

Progression Students choose food to gain points for various courses for college. Students who would like to join the armed forces to become chefs. Students who want to further their interest in food or take catering at college.

FRENCH GCSE Awarding Body: AQA Award: GCSE (9-1)

Course Outline The AQA GCSE course in French requires you to develop your knowledge of vocabulary and structures within the following key themes:   

Identity and Culture, including talking about yourself, technology and your free time activities Local, national, international and global areas of interest. This topic includes travel and tourism, social and global issues and talking about your local area Current and future study and employment which includes school life, jobs, future aspirations, careers and ambitions

Key Features You will listen and respond to different types of spoken language, communicate in speech for a variety of purposes, read and respond to different types of written language, communicate in writing for a variety of purposes, use and understand a range of vocabulary and structures and understand and apply the grammar of the language from the GCSE syllabus. You will be given ample opportunity in lessons to practise the four key language skills and you will work with the teacher, in pairs, in groups and Assessment independently. You will have access to ICT and you will work with authentic materials. You will be taught by experienced and qualified linguists and you will be given lots of support to help you develop your The four key language skills are all assessed by final examinations, as follows: language skills.

Paper 1: Listening and Understanding: weighting = 25% Paper 2: Speaking: weighting = 25% Paper 3: Reading and Understanding: weighting = 25% Paper 4: Writing: weighting = 25% All four exam papers will be taken at either Foundation or Higher level, to be decided towards the end of the course.

Progression

GEOGRAPHY

Having knowledge of a foreign language is seen as a bonus in many jobs and the GCSE contributes to the EBacc portfolio of qualifications. A foreign language is seen as important by many universities, regardless of the subject you want to study at degree level. Language students are highly valued by employers because they have skills in the following areas: communication, teamworking, presentation, problemsolving, organisation, openness, tolerance. Language students are great communicators!

GCSE

Awarding Body: AQA Award: GCSE (9-1)

Course Outline Geography aims to provide an innovative course encompassing relevant and modern geography fit for the 21 st century. This course enables candidates to appreciate the importance of geography for understanding the world around them. It supports the geographical concepts and encourages students to think geographically.

Key Features Unit 1: Physical Geography: In this unit students study a range of topics that leads them to understand the natural features of the planet and how we manage them. The topics include: Natural Tectonic Hazards (earthquakes, volcanoes); Natural Weather Hazards (Tropical storms, UK weather and climate, extremes of weather, and climate change); Ecosystems (tropical rainforests and cold environments) Physical landscapes in the UK (Rivers and glacial landscapes) Unit 2: Human Geography: The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. The topics include: Urban issues and challenges; The changing economic world; The challenge of resource management (food, water or energy) Unit 3: Geographical Applications This section contributes a critical thinking and problem-solving element to the assessment structure. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue(s) derived from the specification using secondary sources. A resource booklet will be available twelve weeks before the date of the exam so that students have the opportunity to work through the resources, enabling them to become familiar with the material.

Fieldwork Students need to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise. Fieldwork must take place outside the classroom and school grounds on at least two occasions. The two enquiries must be carried out in contrasting environments and show an understanding of both physical and human geography. E.g A study of how the River Wyre changes Assessment as it flows downstream and how tourism impacts on Bowness on Windermere.

Paper 1: Living with the physical environment - Written exam 1hr 30 mins (88 marks) 35% of final GCSE grade.

Paper 2: Challenges in the human environment - Written exam 1hr 30 mins (88 marks) 35% of final GCSE grade.

Paper 3: Geographical Applications - Written exam 1hr 15 mins (76 marks) 30% of final grade.

Progression

Geography is a highly regarded subject at college and university levels whilst also counting in the EBacc portfolio of assessment. The analysis and enquiry skills learnt in Geography are transferable to all subjects and offer a sound base for future study. It naturally leads on to studying not only Geography at A Level, but Environmental Science, Geology, Leisure/Travel & Tourism and many other subjects "Geography prepares for the world of work - geographers, with their skills of analysis are highly employable!"

Sir Alan Sugar

HISTORY GCSE Awarding Body : AQA Award : GCSE (9-1)

Course Outline This course provides opportunities for students to study a wide variety of different aspects of the past.

Students will be able to engage with key issues such as conflict, understand what drives change and consider how the past influences the present.

This course is designed to enable students to develop a secure understanding of chronology and key knowledge and understanding of the past on different scales and contexts. History will develop students’ ability to sort out fact from fiction, opinion from fact, and will encourage them to use a wide range of evidence to piece the jigsaw of the past together.

Key Features The GCSE History course content comprises the following elements:  One period study: America-Opportunity and inequality 1920-1973 Assessment  One wider world depth study: Conflict and Tension  1One British depth study the historic environment: Elizabethan England Paper Understanding the including Modern World.  One thematic study: Health and the Written exam: 1 hour 45 minutes. 84 marksPeople (including 4 marks for spelling, punctuation and grammar 50% of GCSE  Period Studies (America 1920-1973)  Wider world depth studies (Conflict and Tension) Paper 2-Shaping the Nation Written exam: 1 hour 45 minutes. 84 marks (including 4 marks for spelling, punctuation and grammar 50% of GCSE.  Thematic studies (Britain: Health and the people: C1000 to the present day)  British depth studies including the historic environment. (Elizabethan England 1568-1603)

Progression History is a highly respected academic subject that also contributes to the EBacc portfolio of assessment.

Colleges, universities and employers appreciate the variety of transferable skills that are provided through the study of history such as researching, analysing, investigating, and expressing views and opinions. The study of history has obvious links to jobs in teaching and work linked to heritage and museums but is also valued in many areas particularly professions like law, politics, journalism and the media.

PSYCHOLOGY GCSE Awarding Body : OCR Award: GCSE (9-1)

Course Outline This fascinating course will introduce you to the study of the mind and behaviour. You will learn about the brain and how we try to understand and explain certain human behaviours.

This course was developed by OCR and the mental health charity, Time to change. Twelve core studies performed by famous psychologists will be analysed along with learning about the general content of the course. The will develop skills in memory recall, teamwork, communication and critical thinking.

Key features In Year 10 you will learn about:  Criminal Psychology – types of crime, measuring crime, rehabilitation and recidivism;  Development – the structures of the brain, stages of development and measuring IQ;  Psychological problems – schizophrenia and depression;  Research methods – how we plan and analyse investigations.

In Year 11 you will learn about:  Social influence – conformity, obedience, pro & anti-social behaviour; Assessment  Memory – processing information, forgetting, amnesia and the brain;  Sleep & dreaming – the function of sleep, insomnia and zeitgebers; This course is assessed by–two in Yearinvestigations.

11. Each exam is 90 minutes in length and they are Research methods howexternal we planexams and analyse equally weighted.

Paper 1 includes the Year 10 topics assessed through multiple choice, short and medium answer questions, a 13 mark essay and 18 marks for designing an investigation.

Paper 2 includes the Year 11 topics assessed through multiple choice, short and medium answer questions, a 13 mark essay and 18 marks for answering questions about a novel source.

Progression Psychology is a very useful subject to study. It can help you study Psychology, Criminology, Sports Science and Health & Social Care in further education.

Psychology is also helpful in many careers, such as counselling, marketing, education, politics and human resource management.

PHYSICAL EDUCATION GCSE

Awarding Body : OCR Award: GCSE (9-1)

Course Outline The GCSE (9-1) Physical Education specification content is divided into three components. Each component is further sub-divided into topic areas and the detailed content associated with those topics. Components 1 and 2 are assessed via written examination papers. Component 3 is none exam assessment, and is internally assessed, externally moderated. The written papers are designed in manageable bite-size chunks rather than long papers, thus aiding students’ revision.

Key Features The range of activities that students are able to be graded in has been reduced. Depending on numbers and gender, students will be assessed in: Football, Basketball, Table Tennis, Badminton, Athletics, Netball, Hockey, Trampolining, and Handball.

Assessment Students opting for GCSE PE will need to attend extra-curricular practices and represent school in fixtures in as many sports as possible. Other activities can and will be assessed but only as extra-curricular or none Content Overview Assessment Overview school based activities.

Applied anatomy and physiology Physical factors affecting Physical training performance (01) 30% 60 marks of total GCSE 1 hour written paper Socio-cultural influences Socio-cultural issues and sports Sports psychology psychology 30% Health, fitness and well-being (02) of total GCSE 60 marks 1 hour written paper Practical activity assessment Performance in physical Evaluating and education (03) 40% Analysing Performance (AEP) 80 marks of total GCSE non-exam assessment (NEA)

Progression Further Education: BSc Sports Science, PGCE, BA Coaching, BA Sports Management and Bsc Exercise and Health.

Personal training working as: coaches, gym staff, sports massage, Therapists, leisure services and armed forces.

Involvement with: Specific sports clubs via apprenticeships & voluntary work experience.

Medical Disciplines: Physiotherapy, Occupational Therapy and Dietician.

RELIGIOUS STUDIES GCSE Awarding Body: AQA Award : GCSE (9-1)

Course Outline A stimulating course that provides interesting study and lively debate. The course equips students with skills in written argument. It encourages thought and reflection on the meaning and purpose of life and consideration of different cultural and religious responses to moral issues. Students should be prepared to contribute to discussion by putting forward their own viewpoints and challenging both the viewpoints of others and attitudes of society.

Key Features The study of religions: belief, teaching and practices Students will have the opportunity to study two from: Buddhism, Christianity, Catholic Christianity, Hinduism, Islam, Judaism and Sikhism.

Religious, philosophical and ethical studies themes: Students will have the opportunity to study four of the following: Theme A: Relationships and families.

Theme D: Religion, peace and conflict.

Theme B: Religion and Life.

Theme E: Religion, crime and punishment.

Theme C: The existence of god and revelation. justice.

Two written exams:

Theme F: Religion, human rights and social

Assessment

1. The study of religion: 1 hour 45 min 50%

Progression The Course provides, knowledge, understanding and skills to advance to further education in Philosophy, Ethics and or Religious Studies. The skills and knowledge developed on the course are also deemed useful in further education and help support and complement other subjects like Law, Medicine, Sociology, Psychology and Social Work.

It could also lead to employment within the following areas; teaching, social work, immigration work, journalism, youth community worker, councillor.

SECTION C VOCATIONAL OPTIONS The vocational courses are equivalent to 1 GCSE

N.B All courses are correct at the time of print

ENTERPRISE Tech Award Awarding Body : Award :

Edexcel (Pearson)

BTEC Level 2 Tech Award

Course Outline The business world comprises an enormous variety of different careers. The Technical Award in Enterprise aims to give students a practical understanding of what “being in business” entails, and it will help students to develop the knowledge, understanding and competency needed when considering entering employment or starting up their own enterprise. The course will cover how to set up and run your own business, marketing a product or service, managing people, manufacturing items to sell and managing money plus many more business skills.

Key Features There are three core units - Unit 1: Exploring Enterprises, Unit 2: Planning For And Running An Enterprise and Unit 3: Promotion And Finance For Business. The course is structured to develop learners’ existing interests as well as giving pupils a broad foundation and introducing students to new areas in the business sector, such as business communication, starting a small business, marketing, production or developing Assessment customer relations.

Component 1 & 2 – portfolio completed by student. The portfolio will include a variety of appraisal methods . including case studies, presentations, an evaluation of their business and how much money has been made plus work based assignments. Each unit will have two learning aims which the students must address through their work. (60% of final mark). Component 3 – externally assessed examination (40% of final mark)

Progression Technical Award In Enterprise provides knowledge, understanding and skills for learners to progress to other level 2 qualifications, level 3 vocational qualifications (BTEC Nationals), other academic qualifications (Business Studies, Administration, Customer Service, Retail, Industry and many other courses) and employment within the world beyond school such as apprenticeships, employment with any business or self-employment through establishing their own enterprise.

HEALTH AND SOCIAL CARE Tech Award Awarding Body : Edexcel (Pearson) Award : BTEC Level 2 Tech Award

Course Outline Through this course students will have the opportunities to study many key aspects of Health and Social Care.

Human Lifespan Development – students 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 Health & Social Care Values – students 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 Health and Wellbeing - Students 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

Key Features This course is designed Assessment

to provide opportunities for students to acquire skills and develop knowledge and understanding required for many health and social care sectors. We also aim to allow students to develop Component 1 & 2 and – portfolio completed byfor student.

The performance portfolio will include a variety personal qualities attributes essential successful in working life. of appraisal methods including case studies, presentations, art work and time constrained, work based assignments. Each unit will have two learning aims which the students must address through their work. (60% of final mark).

Component 3 – externally assessed examination (40% of final mark)

Progression Provides knowledge, understanding and skills for learners to progress to other level 2 qualifications, level 3 vocational qualifications (BTEC Nationals), other academic qualifications (Psychology, Health and Social Care, Food Technology) and employment within the Health and Social Care sector (apprenticeships and junior roles).

PERFORMING ARTS Tech Award Awarding Body: AQA Award: Technical Award

Course Outline This new course gives an insight into the Performance Industry which is one of the largest employers in the country. Students have the opportunity to develop a wide range of skills associated with this industry beyond those you would automatically associate with Performance. The performance industry is not limited to theatre, all aspects and areas are covered from rock concerts, film, event planning and presenting.

Students will visit venues and take part in workshops.

Students at Walton-le-Dale excel and enjoy the practical experience of dancing, designing, acting and making music. The technical award provides students with the basis to develop skills in the areas they wish to specialise or combine. Many students have been disappointed in the past that their options have been restricted in the performance studies. The technical award combines the separate disciplines of Music, Assessment Dance, Drama and Technical support enabling students to select their most proficient disciplines and experience new ones. The qualification is delivered in three units: Unit 1. Unlocking creativity; Unit 2. The All units are explored through practical activities, Internally and externally assessed. Students will production/performance; Unit 3. The performing arts experience. specialise in a minimum of two of disciplines from the following: Performance.  Acting  Dancing  Musician (vocal or instrumental)  Musical Theatre  Variety Performance, including standup, magician, puppetry  Pantomime and commedia dell’arte  Physical Theatre  Circus skills

Production  Costume  Set  Properties, including masks and puppets  Make-up including hair and wigs  Lighting  Sound including DJing  Stage Management  Original writing (script or song)  Directing  Choreography  Public relations, including front of house, box office, marketing and publicity  Film production, including animation.

Progression Progression This course provides a variety of pathways to study and thoroughly prepares students for the world of

A GCSE in Design Technology is useful for a wide range of professions including graphic design, work and future courses in higher education. engineering, 3D product design, teaching and architecture. It demonstrates to colleges and Students willthat develop the key skills(both that employers lookusing for inCAD), their employees. employers you can design by hand and develop prototypes, and are up to date with modern technology.

SPORT STUDIES CAMBRIDGE NATIONALS Awarding Body: OCR Award: Level 2 Cambridge National

Course Outline Unit 1: Contemporary issues in sport By completing this unit, learners will explore a range of topical and contemporary issues in sport, relating to participation levels and barriers, the promotion of values and ethical behaviour through sport and the role of high-profile sporting events and national governing bodies in advancing sports’ attempts to positively impact upon society and showcase their worth beyond providing entertainment.

Unit 2: Developing sports skills (Practical) By completing this unit, learners will develop their skills, techniques and use of tactics/strategies/ compositional ideas in both an individual and a team sporting activity, as well as their understanding of the rules to allow them to act in a number of officiating roles within an activity. They will also consider the use of different practice methods in order to improve their performance.

Unit 3: Sports leadership (Some elements of practical activity) By completing this unit, learners will develop some of the knowledge, understanding and practical skills required to be an effective sport leader and plan, deliver and review safe and effective sporting activity sessions themselves. They will be encouraged to consider and evaluate their delivery and by doing so develop their ability to communicate with an audience verbally and through practical demonstration, and adapt to developing situations and the different needs and abilities of those they are leading.

Unit 4: Sport and the media By completing this unit, learners will develop their knowledge and understanding of the relationship between sport and the media as well as their ability to evaluate and interpret the different ways in which sports items may be represented by the media. The skills developed would be relevant in a range of careers and roles within the sports industry, such as sports reporting/broadcasting, sports analysis or Assessment research and Public Relations or media work within a sports organisation.

Unit 1: Contemporary issues in sport (Exam)  Externally assessed written paper Unit 2: Developing sports skills (Practical)  Students will spend approximately 10 hours completing centre assessed tasks.

Unit 3: Sports leadership (Internally Assessed)  Students will spend approximately 10 hours completing centre assessed tasks.

Unit 4: Sport and the media (Internally Assessed)  Students will spend approximately 10 hours completing centre assessed tasks.

Progression This Cambridge National in Sports Studies complements vocational qualifications including Health and Progression Social Care, IT, Fitness Training and Performing Arts. It's also a great partner for, Sociology, Maths and English Language.

A GCSE in Design Technology is useful for a wide range of professions including graphic design, Upon completion, learners design, can progress to A-levels, Technical It Certificates and other Level 3and vocational engineering, 3D product teaching and architecture. demonstrates to colleges qualifications suchyou as BTEC National(both Diploma in Sports. employers that can design by hand and using CAD), develop prototypes, and are up to

date with modern technology.

When students leave Walton-le-Dale High School they must do one of the following until the age of 18 

stay in full-time education, for example at a college

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start an apprenticeship or traineeship

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Spend 20 hours or more a week working or volunteering, while in part-time education or training

To support our students and help prepare them for the world of work throughout Key Stage 4 students will 

Have visits from local college and apprenticeship providers

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Gain further understanding of the world of work through a week’s work experience.

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Have one to one careers interviews

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The opportunity to meet employers

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Produce their own CV

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Learn about interview skills in order to participate in a mock interview

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Through enrichment days students will be able to complete all college and apprenticeship applications with support from staff

College entry requirements All colleges now have different qualification requirements for their courses. Please use college websites and prospectuses to research these requirements to help support your option choices.

Key Stage 4 Careers Notes