Year 10 and 11 Courses 2019 - 2021
Contents Page 3.
English Language
4.
English Literature
5.
Mathematics
6.
Combined Science and Separate Sciences (Biology, Chemistry and Physics)
7.
Religious Studies
8.
Values in Practice
10.
Geography
12.
History
13.
French and German
15.
Spanish
16.
Computer Science
17.
Business
18.
Media Studies
19.
Design Technology Product Design and Textile Products
21.
Food Preparation and Nutrition
23.
Art and Design
25.
Photography
27.
Drama
28.
Music
29.
Physical Education
30.
Health and Social Care
32.
Childcare
2
English Language GCSE (Compulsory) Board: Eduqas Course Content Component 1 Twentieth Century Literary Reading and Creative Prose Writing Component 2
Nineteenth and Twenty First Century Non Fiction Reading and Transactional/Persuasive Writing
Component 3
Spoken Language
Skills Enables learners to: Read a wide range of texts with understanding Read critically Write effectively Knowledge Grammar Standard English Wide vocabulary The principal purpose here is to enable learners to appreciate how writers use language to convey ideas. All students will be taught how to analyse the various techniques used by writers and will then be given the opportunity to apply these techniques to their own writing. Assessment Component 1
Twentieth Century Literary Reading and Creative Prose Writing Written Exam 1 hour 45 min 40% of final grade Section A Reading (20%) 40 marks Section B Writing (20%) 40 marks
Component 2
Nineteenth and Twenty First Century Non Fiction Reading and Transactional/Persuasive Writing Written Exam 2 hours 60% of final grade Section A Reading (30%) 40 marks Section B Writing (30%) 40 marks
Component 3
Spoken Language Presentation to an audience - this will be reported but will not form part of the final Language mark and grade
For further details, please see Ms Whitmarsh (Head of English) or Mr Eve
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English Literature GCSE (Compulsory) Board: Eduqas Course Content Component 1 Shakespeare and Poetry Component 2
Post-1914 Prose/Drama plus Nineteenth Century Prose and Unseen Poetry
Skills Enables learners to Interpret whole texts, supporting ideas with textual references Analyse connections between texts re: Themes/Characters/Settings Analyse impact of style, language, structure and form Knowledge Social and historical contexts Literary traditions The link between literary heritage and time Assessment Component 1
Component 2
Shakespeare and Poetry Written Exam 2 hours 40% of final grade Section A Shakespeare (1 extract question plus one essay) Section B Poetry from 1789 to the Present Day (2 questions based on a poetry anthology) Post 1914 Prose/Drama plus Nineteenth Century Prose and Unseen Poetry Written Exam 2 hours 30 min 60% of final grade Section A Post 1914 Prose/Drama (1 source based question) Section B Nineteenth Century Prose (1 source based question) Section C Unseen Poetry (2 questions on unseen poems, 1 of which involves comparison)
For further details, please see Ms Whitmarsh (Head of English) or Mr Eve
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Mathematics GCSE (Compulsory) Board: Edexcel Course Content The course covers the 6 topic areas Number Algebra Ratio, proportion and rates of change Geometry and measures Probability and Statistics Skills and Knowledge The aims and objectives of the course are to enable students to Develop fluent knowledge, skills and understanding of mathematical methods and concepts Acquire, select and apply mathematical techniques to solve problems Reason mathematically, make deductions and inferences, and draw conclusions Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context Assessment Assessment is through three externally examined papers taken at the end of the course. The course is a tiered qualification. The two tiers are: Foundation tier - grades 1 to 5 available Higher tier - grades 4 to 9 available
For further details, please see Mr Sims (Head of Maths)
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Combined Science GCSEs (Compulsory) or Separate Sciences: Biology, Chemistry and Physics GCSEs (Optional) Board: Edexcel Skills Science enables students to develop a wide range of transferrable skills, which will be extremely useful in any future study or employment. These include data analysis, critical review of science in the media, research, practical skills, evaluation, problem-solving, designing experiments, developing models to explain phenomenon, communication and calculations Mathematics skills plus tabulating data and drawing accurate graphs of the students’ own data are assessed in the following proportions in the final exams: Combined Science (15%) Biology (10%) Chemistry (15%) Physics (20%) Knowledge Topics covered include: Biology: cells, genetics, natural selection and genetic modification, health, disease and the development of medicines, plant structures and their functions, animal co-ordination, control and homeostasis, exchange and transport in animals, ecosystems and material cycles. Chemistry: states of matter, separating and purifying substances, atomic structure, the periodic table, ionic and covalent bonding, acids and alkalis, rates of reaction, fuels, qualitative analysis, metals, chemical cells and fuel cells. Physics: motion, forces, energy, waves, light and the electromagnetic spectrum, radioactivity, astronomy, electricity and circuits, magnetism and electromagnetic induction, particle model. Assessment All courses are examined in Year 11 after 2 years of study as follows: Combined Science (2 GCSE grades) 6 x 1hr 10 min exams Biology 2 x 1hr 45 min exams Chemistry 2 x 1hr 45 min exams Physics 2 x 1hr 45 min exams For further details, please see your Science teacher or Miss Bayley (Head of Science)
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Religious Studies GCSE (Compulsory) Board: Eduqas (Christianity, Islam, Ethical Problems and Religious Views)
Skills Develop an enquiring, critical and reflective approach to the study of religion Explore religions and beliefs, reflect on moral issues and consider your own opinions Express knowledge, understanding and evaluation in the forms appropriate to gain the best grades in the GCSE exams. Develop interest and enthusiasm for the study of religion and moral issues
Knowledge, Understanding and Evaluation Christian Beliefs Christian Practices Muslim Beliefs Muslim Practices
Application of religious views to matters of ethical significance : Issues of Relationships Issues of Good and Evil Issues of Life and Death Issues of Human Rights.
Assessment There are no formal controlled assessments for the exam board. For our own school monitoring purposes, there is a practice, exam-style question at the end of each unit of study and exams in Year 10 and Year 11 Examinations There are two x 1 hour exams (1 Hour for Christianity: Beliefs and Practices, 1 Hour for Islam: Beliefs and Practices) And one x 2 Hour exam on the Issues, with reference to Christian views). For further details, please see Mrs Dickinson (Head of RE)
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Values in Practice (Compulsory) This course is not examined Course content The School has a strong set of values, which it wishes you to explore and, hopefully, to adopt as your own. There are formal and informal opportunities to explore these values throughout the curriculum and in the wider life of the School. Our values are rooted in our Christian distinctiveness and run through the whole of our curriculum and pastoral work. They are fully in accord with the current national drive to promote British Values, such as respect and democracy. Our focus in ViP lessons includes elements of careers education and guidance; personal, social, health and economic education; and citizenship. Skills Personal, Social and Health Education includes: Intrapersonal skills, such as critical, constructive self-reflection, learning from experience, decision making, resilience, self-regulation and self-organisation Interpersonal skills, such as active listening, empathy, communication, team work, negotiation, assertiveness, managing pressure and resisting persuasion/coercion. Skills of enquiry, such as: formulating questions, using data, analysis, planning and deciding, drawing and defending conclusions, evaluating and managing risk, evaluating social norms and reviewing progress Citizenship includes: Skills for playing a full and active part as responsible citizens in society Critical thinking skills Debating skills Skills for managing money on a day-to-day basis and planning for future financial needs Making reasoned decisions and arguments Weighing evidence Participation and responsible action, including campaigning and volunteering Careers Education includes: Employability skills, such as team work, communication, problem-solving, selfmanagement and motivation, taking initiative, reliability, business awareness Skills for researching and successfully applying for a range of educational and career pathways Skills for managing setbacks and disappointments Knowledge In Year 10, students will learn about: Applying for a work experience placement; writing CVs, personal statements and applications Financial education, including the interests rates for borrowing and saving, threats of debt and gambling. Longer-term financial planning and risk e.g. insurance. Managing emotions such as stress and anger, positive mindsets and relaxation. Sex and relationships education The laws on drugs and need for responsible behavior Mental health conditions Work-related learning, including rights and responsibilities in the workplace and 8
preparing for successful work experience In Year 11, students will learn about: Applying the ALIVE values such as resilience, communication etc. to successful in education, employment and/or training Career pathways and managing your personal journey Successful applications and interviews Keeping healthy and happy: mindfulness, mental health symptoms & treatment Preparation for examinations, including revision skills and planning, and management of stress
For further details, please see Ms Francombe (Head of ViP)
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Geography GCSE (Optional) Board: AQA Skills Geography is a multi-disciplinary subject which calls on a wide range of skills. These skills include analysis and interpretation of maps, diagrams, cartoons and graphs. Furthermore, students develop skills in collecting and analysing and evaluating data from both primary and secondary sources, including self-collected fieldwork data. Students are supported in structuring extended written responses, integrating terminology and communicating using high quality written English. ICT skills are also reinforced throughout the course with students being supported in the use of PowerPoint and Excel software as well as the use and manipulation of basic geographical information systems (GIS). Students will also undertake mathematical calculations such as calculating means and inter quartile ranges. Students also develop skills of research and evaluation of online sources. In addition, students are taught essential revision skills and exam technique in preparation for their GCSE exams. Knowledge Geography is an incredibly broad subject that examines a wide range of topic material. Central to this idea is an understanding of geographical location which helps set the context for the various places and themes that we explore. Locations are examined at a range of scales from local through to global. Both physical and human geography are examined with explicit links made between the natural and human world made and how they interact. Topics are current and varied and range from investigating river dynamics, climate and change, and global hazards to resource management, urban challenges and economic development. In addition to topic material, students gain an appreciation of the value of independent fieldwork in developing enhanced knowledge and discovering a route to enquiry. Central to everything we do is helping students gain knowledge and understanding of the relevance of their learning to their own lives. Assessment There are 3 units in the Geography GCSE course, two worth 35% and one worth 30% of the final grade Paper 1
Living with the Physical Environment (1 hour 30 min) 35% This paper focuses on physical processes and landforms
Paper 2
Challenges in the Human Environment (1 hour 30 min) 35% This paper focuses on human processes and interactions with the physical environment
Paper 3
Geographical Application (1 hour) 30% This paper assesses fieldwork data collection and examines students’ broader knowledge understanding and application through a pre-release synoptic component
The fieldtrips will enable students to collect data on a specific environment in groups with help from their teachers. Students will then analyse their data and write up their 10
conclusions to help prepare them to answer fieldwork related questions in Paper 3. Field work is compulsory and is undertaken during 2 single day excursions, one in year 10 and one in year 11. One trip visits the Dorset coast while the other focuses on urban regeneration in Bristol. The cost is expected to be somewhere around £50 for the two trips. Assessment As already discussed above, there are 3 papers linked to the current draft AQA specification. More information on these papers is provided below. Paper 1
Living with the Physical Environment Section A: Challenge of Natural Hazards Tectonic Hazards Weather and Climate Section B: Physical Landscapes in the UK Coast Rivers Section C: Living World Ecosystems and Tropical Rainforest Hot Deserts
Paper 2
Challenges in the Human Environment Urban Issues and Challenges Changing Economic World Resource Management (with a focus on Energy)
Paper 3
Geographical Application Issue Evaluation (from pre-release) Fieldwork (human and physical)
For further details, please see your Geography teacher or Mr Killen (Head of Geography) or use the following link to the main exam board website http://filestore.aqa.org.uk/resources/geography/specifications/AQA-8035-SP-2016-V10.PDF
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History GCSE (Optional) Board: AQA Course Content Skills History is incredibly useful. Not only does History teach you about your own identities and the people and societies of the past, it also provides you with transferable skills valued both in further education and employment. It equips you with the ability to deal with complex information and use evidence, as well as developing your ability to assess different interpretations and analyse change. In short, History helps create well informed young people, who can communicate and think critically for themselves. Knowledge In the ‘Understanding the Modern World’ exam paper, the Period Study allows you to explore the reasons for the development of Nazi Germany, retracing its roots back to the pre-First World War Kaiser regime and the failed experiment in Weimar Democracy. It places emphasis on questions surrounding issues such as how a totalitarian regime emerged and how the regime impacted upon, and provoked reaction amongst, the German people. The wider world depth study allows students to gain an understanding of the complexities of problems that caused significant post-WW2 conflicts in Asia, such as Korea and Vietnam, and the impact they have had on society. This will include the brutality of the fighting and the anti-war reactions that began to sweep across the United States and Europe. In the ‘Shaping the Nation’ paper, there are two major areas of study. The thematic study on the Health of the Nation seeks to explore continuities and changes across human history and the linking factors between eras. The unit focuses on what caused people to be healthy or unhealthy, from the backward medieval practices to modern research into DNA. It looks at what caused diagnoses and treatments to remain the same or to change, how far new ideas and treatments affected the majority of the population and what ideas people had about the causes and treatment of illness and injuries. The British Depth Study will focus on some major events of Elizabeth’s reign, including the execution of Mary, Queen of Scots, and the Spanish Armada. It will enable students to gain awareness of religious, political, social and cultural development and controversies surrounding them. It will also include a study of an Elizabethan historic environment, allowing students to experience the realities of life in the period. Assessment Paper 1
Paper 2
Understanding the Modern World (1 hour and 45 min) 50% of final grade Section A Period Study (Germany 1890-1945) Section B Wider World Depth Study (Conflict and Tension in Asia, 1950-1975) Shaping the Nation (1 hour and 45 min) 50% of final grade Section A Thematic Study (Britain: Health and the People) Section B British Depth Study and the Historic Environment (Elizabethan England 1568-1603)
For further details, please see Mr Shorter (Head of History) 12
French and German GCSEs (Optional) Board: AQA Course Content Communication skills are an essential part of being a European and World Citizen in the 21st century. Language skills significantly improve your career opportunities and open up a whole new world. We will develop your ability to communicate effectively in the foreign language, be it for work, leisure or tourism. You have regular access to foreign language assistants to help you improve your spoken proficiency and understanding of the language. Where possible you will be able to enhance your skills with authentic practice of the language, such as exchange programmes. You can choose French or German (or both) as your GCSE language. As you only started French in Year 9, it is a slightly more intensive course, but if you’re prepared to work hard, you’ll have no difficulty reaching a high standard of proficiency. In order to study any Language in the Sixth Form, the relevant GCSE in that language must have been studied and a grade 6 obtained in the final GCSE exam. Please bear in mind that some Universities now ask for a GCSE language as an entry requirement. Skills Students will practice all four key skills throughout the course and will develop their confidence in listening, speaking, reading and writing. Students are expected to continue to develop these skills outside the classroom using a variety of interactive activities and using modern technology to practice skills and vocabulary to aid learning. Students will, of course, gain knowledge of the grammatical aspects of the language and apply these in their work. Students will be expected to show that they can translate from the target language and into the target language. Knowledge The course covers the following three key areas: Identity and culture Local, national, international and global areas of interest Current and future study and employment Vocabulary will continue from the basis that students have covered at KS3, but will be at a higher, more proficient level. Homework tasks will consolidate and extend what you have learnt in class and will often involve learning new language. Homework is expected to be completed on time to the standard required. Regular vocabulary tests will check language learnt for homework. It is an essential part of the course. Assessment Students will be assessed in final exams at the end of the two year course. Students will have to complete a speaking assessment shortly before the GCSE exam season in Year 11. Students will sit three exams in the exam season of Year 11 in Listening, Reading and Writing. Each of these units are worth 25% of the overall mark for the GCSE. The speaking exam is completed before the exam season and is also worth 25% of the overall mark. 13
Students are expected to understand the contexts and meanings of a variety of situations and show their comprehension through answering questions in English and the target language. Students will be expected to translate to and from the target language. Equally students will be expected to write for a number of tasks in a number of purposes. Students are entered for either Foundation or Higher tiers across all exams in Languages.
For further details, please see Miss Miles (Head of Languages)
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Spanish GCSE (Optional) – No need to have studied this before Board: AQA Course Content In KS4, you can choose to take Spanish as a new language. It is a demanding, but highly enjoyable option that broadens a student’s range of knowledge and teach many transferable skills - highly prized by employers. Languages keep your options open. This is a two year beginner’s course to GCSE and follows the same specification as the French and German courses. It is, by necessity, intensive and fast moving, and students choosing this course should have demonstrated success in their language learning in KS3 and should be prepared to invest the necessary time and effort to learn Spanish to this level. Entry requirements for this course are therefore to reach a “step 5” in German by the end of Year 9. Skills Students will practice all four key skills throughout the course and will develop their confidence in listening, speaking, reading and writing. Students are expected to continue to develop these skills outside the classroom using a variety of interactive activities and using modern technology to practice skills and vocabulary to aid learning. Students will, of course, gain knowledge of the grammatical aspects of the language and apply these in their work. Students will be expected to show that they can translate from the target language and into the target language. Knowledge The course covers the following three key areas: Identity and culture Local, national, international and global areas of interest Current and future study and employment Vocabulary will continue from the basis that students have covered at KS3, but will be at a higher, more proficient level. Homework tasks will consolidate and extend what you have learnt in class and will often involve learning new language. Homework is expected to be completed on time to the standard required. Regular vocabulary tests will check language learnt for homework. It is an essential part of the course. Assessment Students will be assessed in final exams at the end of the two year course. Students will have to complete a speaking assessment shortly before the GCSE exam in Year 11. Students sit three exams in Year 11 in Listening, Reading and Writing. Each of these units are worth 25% of the overall mark for the GCSE. The speaking exam is completed before the exam season and is also worth 25% of the overall mark. Students are expected to understand the contexts and meanings of a variety of situations and show their comprehension through answering questions in English and Spanish. Students will be expected to translate to and from Spanish. Equally, students will be expected to write a number of tasks for a number of purposes. Students are entered for either Foundation or Higher tiers across all exams in Languages.
For further details, please see Miss Miles (Head of Languages) 15
Computer Science GCSE (Optional) Board: OCR Skills This qualification will help students understand current and emerging technologies and become independent and discerning users of IT. They will be able to develop computer programs to solve problems and evaluate the effectiveness of computer programs. Computer Science is now part of the English Baccalaureate. Knowledge Computer Systems
Computational Thinking, Algorithms and Programming
Programming Project
Systems Architecture Memory Storage Wired and wireless networks Network topologies, protocols and layers System security System software Ethical, legal, cultural and environmental concerns
Algorithms Programming techniques Producing robust programs Computational logic Translators and facilities of languages Data representation
Programming techniques Analysis Design Development Testing and evaluation and conclusions
Assessment Computer Systems
Computational Thinking, Algorithms and Programming
Programming Project*
80 marks 1 hour and 30 min Written exam No calculators allowed
80 marks 1 hour and 30 min Written exam No calculators allowed
Totaling 20 hours Non-Exam Assessment
For further details, please see Mrs Murfin (Head of Computer Science) *Currently, the programming project is completed as part of the course and to deepen students understanding of programming and the techniques used. It does not currently count towards the final grade.
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Business Studies GCSE (Optional) Board: Edexcel Skills and Knowledge The course helps develop a range of marketable skills and subject knowledge. The GCSE is designed to develop problem solvers and leaders and will support you in making informed decisions about further learning opportunities and career choices. If you have ever seen ‘The Apprentice’ and thought you could do better, or ‘Dragon’s Den’ and thought you had better ideas and were more creative, then this course gives you the knowledge and skills to succeed. Student skills include actively engaging in the study of business and economics to develop as an effective and independent student and as a critical and reflective thinker with an enquiring mind; exploring your own ideas for starting a small business and understand the processes and decisions involved. Business analyses and evaluates the decisions (business strategy) that firms have to make in order to achieve their objectives. It includes the use of business tools like marketing and accounting. The course focuses on the issues and skills of starting and running your own business in Year 10 and moves on to the key concepts, issues and decisions in managing a growing business in Year 11. This is a great course for those who want to be accountants or senior managers in large multinational organisations or for budding entrepreneurs who want to apply their creative ideas to a successful business enterprise in the future! The Business course includes important Economic content, particularly regarding the Macro- economic environment, which covers a range of government policy and intervention in managing the economy. Students will study key economic factors and models and apply these to business scenarios and situations to analyse and evaluate the impact on business performance and strategy. Business is a topical subject so an interest in current events (political, economic, technological (products and processes) and legal issues, including issues such as globalisation and how businesses compete internationally) is key, and the course also has a problem-solving focus so would suit students who like to explore the key issues and make their own recommendations in a business situation. Assessment Examinations (taken at the end of Year 11) Unit
Title
% of GCSE
Assessment
Theme 1
Investigating small business*
50
1 Hr 30 mins
Theme 2
Building a Business*
50
1 Hr 30 mins
*The question types will be a mixture of multiple-choice, calculation based, short answer and extended answer questions based on business scenarios and case study materials.
For further details, please see Mr Lyons-White (Head of Economics and Business)
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Media Studies GCSE (Optional) Board: Eduqas Skills Textual analysis of a variety of media texts, focusing on editing, cinematography, sound and mise-en-scene Photography/filming and post-production skills Group work and organisation Research and essay writing Debate and discussion Knowledge Develops knowledge and understanding of a variety of media texts and their social, economic and historical contexts Develops an understanding of how to decode messages and values in media texts Assessment
1. 1. Textual analysis - 40% of final GCSE 1hr 30 minutes Written paper Learners will explore how media products follow generic conventions, use media language, represent events, issues, places, individuals and social groups, address audiences and reflect their industrial context 2. Understanding Media Forms and Conventions - 30% of final GCSE 1hr 30 minutes Written paper Learners will explore the range of media forms to exemplify media industry issues demonstrating their knowledge and understanding of the theoretical framework (media language, representation, audiences and media industries) as it applies to each form. Learners will apply the theoretical framework and theoretical perspectives to three in-depth studies. 3. Creating Media Products - 30% of final GCSE 30 marks Non-exam assessment (NEA) Learners will create media products through applying knowledge and understanding of media language and representation from the theoretical framework to express and communicate meaning to an intended audience.
For further details, please see Ms Davies (Head of Media Studies)
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Design & Technology (Product Design or Textile Products) GCSE Board: OCR The Design and Technology curriculum has changed from being focused on a specific material to focusing on developing thinking skills leading towards invention and design innovation. It incorporates designing and making prototypes that solve real and relevant problems and preparing learners to become critical and creative designers, engineers and consumers of the future. Skills Design and Technology combines the skills and techniques from Resistant Materials, Systems and Control, Textiles and Graphic Products. This allows you to design and make products with creativity and originality, using a range of materials and techniques. During your classroom lessons and industrial visits, you will learn how to develop your creative thinking and problem solving skills to become more resourceful, innovative and enterprising. You will develop a critical understanding of the impact of Design and Technology on daily life and the wider world with consideration given to the sustainability and the environmental impact of your designing. Knowledge You will learn to design and make products that solve genuine, relevant problems within different contexts whilst considering your and others’ needs. To do this effectively, you will acquire a broad range of subject knowledge that draws on previous Design and Technology disciplines. In Year 10, we teach following the iterative design process that allows you to ‘explore, create and evaluate’ following practices and strategies used by the creative, engineering and manufacturing industries. This is through a number of small focused projects where you are encouraged to take risks and make mistakes. In Year 11, you will create your own brief in which you will independently design and make your own product solution. You will be expected to draw on a wide base of knowledge in order to demonstrate a range of skills from researching and analysis of information to creative design solutions presented in a range of mediums, including use of our 3D printer and pens. Design and Technology is a great stepping stone into Advanced Level Qualifications such as Textiles, Product Design and Engineering. A Level Product Design and Textiles is considered an essential qualification into any of the Design and Manufacture industries. Assessment Coursework You will start your coursework at the end of Year 10 and complete it throughout most of year 11 (50% of the final grade). This is a single ‘design and make’ activity which is not restricted by materials or processes, allowing you the freedom to utilise any resources and facilities appropriate to your design developments and final outcomes. This is a fantastic opportunity to explore your personal interests and not be limited.
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Examinations There is one theory exam at the end of Year 11 (50% of the final grade) divided into two sections: 1) Core knowledge of Design and Technology principles that demonstrates your broad understanding of key principles. 2) ‘In-depth’ knowledge that allows you to focus more directly on at least one main material category, or design engineering.
For further details, please see Mrs Jordan (Head of Dept)
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Food Preparation and Nutrition GCSE (Optional) Board: AQA Course Content Food Preparation and Nutrition allows you to combine knowledge and understanding in order to design and make quality products. A wide range of information will be taught relating to all areas of food. Food preparation skills will be integrated into the following five sections: 1. Food, nutrition and health 2. Food Science 3. Food Safety 4. Food Choice 5. Food At present, the food industry is thriving and there are a large number of well-paid job opportunities available. Food Preparation and Nutrition can lead to careers linked to food/ food science e.g. New Product Developer, Environmental Health Officer, Sport Nutrition, Food Designer and Dietetics. Skills Students will develop a range of both theoretical and practical skills throughout the GCSE course. Students will be able to develop their practical/making skills through a variety of practical sessions linked to specific theory topics. A number of transferable skills, e.g. communication and organisation will be enhanced throughout the course. Knowledge During Year 10 and Year 11, students will cover a range of topics within Food Preparation and Nutrition. These topics are taught using resources and practical lessons to enhance knowledge. You will: Understand the functional and nutritional properties of foods Undertake focused practical tasks to develop and demonstrate techniques Work out how to develop ideas, plan and produce products Recognise the moral, cultural and environmental issues in design and technology situations Use ICT - in both coursework and individual tasks Assessment Your non-exam assessment will be over three hours. You will have planned in advance of the final assessment. This counts as 50% of your final GCSE. There are two tasks: Task 1
Food Investigation Students understanding of the working characteristics, function and chemical properties of ingredients Evidence Written or electronic report (1,500 - 2000 words), including photographic evidence of the practical investigation. 21
Task 2
Food Preparation Assessment Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking and 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 3 hours, planning in advance how this will be achieved. Evidence Written or electronic portfolio, including photographic evidence of 3 final dishes that you have designed and made.
Examinations One theory examination is completed at the end of Year 11, which is worth 50% of the overall GCSE. This examination covers all the theoretical knowledge of food preparation and nutrition that has been taught through Year 10 and Year 11. It is a written exam (1 hour and 45 min). For further details, please see Mrs Jordan (Head of DT)
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Art and Design GCSE (Optional) Board: AQA Course Content This is a broad course exploring practical and contextual work through a range of 2D and / or 3D processes, media and technologies. Students can work in any appropriate art, craft or design materials. Candidates should produce practical and contextual work which encompasses each of the three aforementioned course disciplines. The course is designed to allow students of all artistic abilities to respond at different levels and produce works of quality. You will be set two Coursework projects and one Externally Set Task over the two year course. The coursework projects are designed to build upon your skills and knowledge and combined will be worth 60% of your final grade. The Externally-set task is project-based and is worth 40%. Skills Students will develop the skills to independently explore and create work by: Recording experiences and ideas in appropriate forms when undertaking research.
Gathering, selecting and organising visual, tactile and/or sensory materials and other relevant information. Analysing, discussing and evaluating images, objects and products, making and recording independent judgements in visual and other forms. Generating and exploring potential lines of enquiry using appropriate new media practices and techniques. Applying knowledge and understanding in making images, artefacts and products; reviewing and modifying work, and planning and developing ideas in the light of their own and others' evaluations. Organising, selecting and communicating ideas, solutions and responses, and presenting them in a range of appropriate visual, tactile and/or sensory forms, including the use of new technologies.
Knowledge Students will develop knowledge, understanding and the capability to evaluate: How ideas, feelings and meanings can be conveyed and interpreted in images, artefacts and products. How knowledge and understanding of the work of others can develop and extend thinking and inform their own work.
A range of art, craft and design processes, including two and/or three-dimensions and traditional and new media technologies. How images, artefacts and products relate to social, historical, vocational and cultural contexts. A variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society. 23
Assessment Controlled assessments Controlled assessments take place throughout the year during lessons and during two 5 hour focused mock exams. In total, students are required to complete their controlled assessment (coursework) across 45 hours. Examinations Students will be given an externally set assignment at the beginning of January in year 11. They will have a choice of 7-8 themes to choose from. Students will develop, experiment, and refine their ideas in response to their chosen theme over 2 months. At the end of this period, they will sit a 10 hour exam. On completion of their exam, they must submit all their sketchbook and portfolio work for their unit 2 externally set task.
For further details, please see Ms Guttridge (Head of Art)
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Photography GCSE (Optional) – Priority will be given to students with Target Grades in the range 1-4 Board: AQA Course Content The Photography GCSE course will help you gain an appreciation of the process of photography and a wider understanding of the principles that guide photographers, artists and graphic designers in shaping our visual world. This is an entirely practical course designed to allow students of all abilities to respond at different levels and produce works of quality. Priority will be given to those students whose achievement so far suggests that they are likely to achieve Level 1 qualifications at KS4 (equivalent to GCSE grades D-G). Any remaining places will be offered in the normal way (see Options Advice Booklet). Skills The GCSE covers a range of activities and in-depth assignments. You will have the opportunity to experiment with different photographic formats in order to explore your strengths and preferences. You will use a wide range of photographic and lens-based media and learn: The ability to explore formal elements of visual language: line, form, colour, tone, pattern, texture, in the context of lens-based and light-based media Investigate different ways of working as appropriate to your chosen area(s) of study Respond to an issue, theme, concept or idea, or work to a design brief Show in your work the use of viewpoint, composition, focus control, depth of field, movement and narrative Use appropriate techniques, technologies and equipment for recording images and lighting subjects within your chosen area Show an understanding of the developing, printing, manipulation and production qualities of still and moving images where appropriate Knowledge Students will work in a variety of lens-based and light-based media, such as those listed below: Portraiture Architectural photography Still Life photography (food) Experimental photographic processes (including scanner photography and digital pinhole) Screen printing from photographs Fine Art photography Photography involving a moving image (television, film and animation) New media practice, such as computer-manipulated photography and photographic projections Assessment Controlled assessment Unit 1
Portfolio of Work (60% of the total marks) Internally assessed and externally moderated 25
Examinations Unit 2
Externally Set Task (40% of the total marks) 10 hour examination Internally assessed and externally moderated
Students will be given an externally set assignment at the beginning of January. They will have a choice of 7-8 themes to choose from. Students will develop, experiment and refine their ideas in response to their chosen theme over 2 months. At the end of this period, they will sit a 10 hour exam. On completion of their exam, they must submit all their sketchbook and portfolio work for their unit 2 externally set task.
For further details, please see Ms Guttridge (Head of Art)
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Drama GCSE (Optional) Board: AQA Course Content The course is designed to develop: Knowledge, understanding and application of the practical skills of Drama and theatre making Theatrical knowledge of the theatre Analysis of play text for performance Evaluate skills of self, peers and theatre in general Increased self and group awareness Imaginative, creative communication and social skills To succeed in this course you will need: A high level of commitment A well-developed understanding that what you do or do not do affects others To attend a number of theatre visits in the evening and during the day To attend some rehearsals during lunch, break, after school and possibly weekends should it be necessary
For further details, please see Mrs Rees (Head of Drama)
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Music GCSE (Optional) Board: Eduqas Skills Performing, composing, listening, historical contextualisation and critical appraising You develop these skills through learning four Areas of Study Knowledge Area of Study 1: Musical Forms and Devices Area of Study 2: Music for Ensemble Area of Study 3: Film Music Area of Study 4: Popular Music Assessment Component 1
Component 2
Performing (30% of the final grade) Total duration of performances: 4-6 min Non-exam assessment: internally assessed, externally moderated; A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration, the other piece(s) may be either solo and/or ensemble. One of the pieces performed must link to an area of study of the learner’s choice. Composing (30% of the final grade) Total duration of compositions: 3-6 min Non-exam assessment: internally assessed, externally moderated; Two compositions, one of which must be in response to a brief set by WJEC. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief.
Examinations Component 3
Appraising (40% of the final grade) Written examination: 1 hour 15 min This component is assessed via a listening examination consisting of eight questions in total, two on each of the four areas of study listed above.
For further details, please see Mr Davies (Head of Music)
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Physical Education GCSE (Optional) Board: AQA Course Content Students who choose to study GCSE Physical Education will develop a deeper understanding of sporting performance, but also the requirements of a healthy active lifestyle and its’ application to everyday life. Skills You will have the opportunity to develop your skills relating to performance in physical activity, including:
Practical performance in three different activities Analysis and evaluation of performance
Knowledge You will develop your knowledge and understanding of physical education, in relation to balanced healthy lifestyles, including:
Applied anatomy & Physiology, movement analysis, physical training and use of data Sport psychology, socio-cultural influences, health, fitness and well-being
Assessment Paper 1 Written exam: 1 hour 15 Minutes; 30% The human body and movement in physical activity and sport A mixture of multiple choice/objective test questions, short answer questions and extended answer questions Paper 2 Written exam: 1 hour 15 Minutes; 30% Socio-cultural influences and well-being in physical activity and sport A mixture of multiple choice/objective test questions, short answer questions and extended answer questions
Non-examined assessment: 40% Practical performance in three different activities Analysis and evaluation of performance To be successful students should be passionate about the subject and be prepared to actively work outside of lessons. Students should participate in sports clubs within and outside of school. For further details, please see Mr Whitfield (Head of PE) or Mrs Hall
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Health and Social Care Technical Award (Optional) Board: Edexcel Course Content The course involves the study of growth and development across the life stages in combination with a study of life events and their effects on individuals. Other aspects of the course involve study of the different job roles and how they contribute to the delivery of care to individuals and groups within society. Discussions around and making challenging choices about lifestyle and health are a key feature of the final unit of study. Students who take this course enjoy the study of this subject and how it relates to us as individuals and our needs.
Students who choose this course: Have an interest in human development and working with people from all walks of life Have an interest in how our lives are affected by a variety of different factors, such as environment, diet, exercise and financial income May want to pursue a career working in environments which involve working with people in care settings, such as teaching, children’s services, youth and public services and nursing May wish to try something new and different to widen their skill base in combination with GCSE qualifications Enjoy class discussions and are willing to contribute ideas and thoughts about challenging topics Enjoy learning through a ‘hands on’ practical approach involving visits to relevant organisations and workshops run by professional healthcare workers
The course can lead to a variety of options at higher level including Study of Health and Social Care at a higher level, e.g. Level 3 BTEC courses in Health and Social Care Study in related subject areas, such as Child Development, Nutrition, Social Care and Health Promotion Improved job prospects in health and social care areas, which have a shortage of qualified workers Students who enjoy this course often have an established interest in health and social care or have had contact with others working in these environments, but this does not exclude students who wish to take this course as a new and exciting addition to their studies. Students will develop a variety of interpersonal and workplace skills that will support their academic progress in Health and Social Care. These skills include:
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Research and planning skills Organisation skills Active listening skills Communication skills relevant to Health and Social Care Evaluation skills Literacy skills Presentation skills
Knowledge Students will develop and increase their knowledge of the different aspects of growth and development and a better understanding of each of the life stages Students will acquire in-depth understanding of comprehensive approaches to health and social care Students will develop greater understanding of the effects of a variety of factors on development, for example, diet, exercise, genetics, life circumstances Students will learn about the different ways that individuals can be supported by medical and social professionals and practitioners. This will involve investigations into different job roles and responsibilities Assessment Assessment is a combination of internally moderated units and examined unit based on a variety of health and social care topics. Assessment can also be carried out in the form of role plays, case studies and the production of reports which allows for a creative approach to assessment in this subject. Students carry out research tasks and visits combined with the study of key elements of Health and Social Care, including the care values, barriers faced by people who use services, communication in Health and Social Care and job roles within the sector.
For further details, please see Ms Pascoe
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Child Development Level 1/2 Certificate (Optional) Board: OCR Course Content By taking this course, you will: 1. Learn about the stages of development in babies and young children 2.
Investigate the processes of caring for children, how they learn and the role of parents and outside agencies in the care of children
3.
Learn about the physical and biological aspects of pregnancy and related topics
4.
Have the option of using the virtual baby for a night.
The course provides a combination of coursework tasks and an external exam. A variety of teaching and learning styles are used, including classroom based activities, cooking sessions and some visiting speakers. There are coursework tasks on a variety of topics, including designing a meal for a young child, investigating children’s equipment and studying a child. The exam covers topics, such as pregnancy, intellectual, social and physical development and the role of the wider community. The qualification is an excellent stepping stone for study at higher level or as preparation for working with children. If you are interested in childcare, teaching or simply keen to learn about the subject, this is the course for you. Skills Students will develop a variety of skills that include: Practical skills needed for the care of babies and young children Research and planning skills Independent working skills Creative presentation skills IT and Literacy skills Knowledge Needs of a new born baby and how these needs are met The process from conception to birth The physical, intellectual and social development of a child The role of parents, support services and nursery services Assessment Assessment is delivered through the production of 2 coursework tasks and a final exam in year 11. The course is weighted evenly for the coursework and exam, 50% coursework and 50% exam. For the second coursework it will be useful if you have access to a child aged 1-5. We shall be running some drop in session in January for you to come along to and find out some more information.
For further details, please see Ms Hale 32