2015-2017 options booklet - saltash.net community...
TRANSCRIPT
CONTENTS
(Key Stage 4 Courses2015-17)
January 2015
Dear Parents and Students
This booklet details the courses that we are planning to make available to Year 10 students in September 2015. At the back is a subject options choice form which must be returned to school by Tuesday 24th February. Between now and then, students will need to consider their choices carefully, gathering as much information as possible through their PD lessons, from their subject teachers, at the Year 9 Parents Surgery on Thursday 22nd january and, importantly, at the Year 9 Options Information Evening on Thursday 15th January. They should aim to finalise their choices with their form tutor on the Review Day on Tuesday 3rd February.
Much of the content of our curriculum is as laid out in the National Curriculum. There is a compulsory element (60% of taught time) for all students, which involves the study of English, Mathematics, Science, Religious Education, Physical Education and Personal Development (Citizenship, Careers, and Personal Social and Health Education).
The remaining 40% of our Key Stage 4 curriculum is based on student choice, and is the main focus of this booklet.
All courses are certificated by one of the following awarding bodies: AQA, EDEXCEL or OCR. Where possible, each subject description in the booklet is accompanied by information regarding the chosen examination board and specification.
In addition to the curriculum detailed throughout this booklet we plan to offer other opportunities to all students. These include a co-ordinated programme of one weeks Work Experience for all students in Year 10 during the Summer of 2015, and theme days where students spend three days each year concentrating upon one particular area of learning.
We hope that this booklet proves informative and helpful as you make these important choices.
Yours sincerely
Mr A OldfieldMrs I Bryce
Assistant Headteacher (Curriculum)Headteacher
CONTENTS
Proposed Curriculum
Compulsory Subjects
English
Maths
Science
Religious Education
Personal Development
Games
1
2
3
4
5
7
8
9
Optional Courses
Art & Design
Business Studies
Catering
Child Development
Computer Science
Countryside & Environment BTEC
DT- Product Design
DT- Textiles Technology
Drama
Engineering
Geography
Hair & Beauty Principal Learning
History
Media Studies
Modern Languages - French and/or German
Music
Physical Education
12
13
14
15
16
17
18
19
20
21
23
24
26
27
29
30
31
33
Other Information
Special Educational Needs
Trematon Zone
Professional Advice
Important Guidelines
Choices Form
34
35
35
36
37
38
Proposed Curriculum 2015-2017
We aim to provide choices to ensure that all of our students individual needs and strengths are catered for. We believe our proposed curriculum enables us to do this through a combination of essential compulsory subjects, and an extensive range of optional subjects, with a variety of academic, practical, and vocational choices.
Compulsory subjects (ppf = periods per fortnight)
English
7ppf
Maths
7ppf
Science
10ppf
RE
2ppf
PD
2ppf
Games
2ppf
Optional subjects
Students will study four subjects from the list here. Courses are GCSEs unless stated otherwise. Each subject will be timetabled for 5 periods per fortnight. (Those wishing to study Hair & Beauty will study three subjects, as this course requires 10 periods per fortnight).
In their selection, all students must choose at least one subject from: Computer Science, French, Geography, German, History, Separate Sciences.
It is possible to choose only one DT subject ie Product Design or Textiles Technology. Countryside & Environment and Hair & Beauty may not both be chosen.
Art & Design
Business Studies
Catering
Child Development
Computer Science
Countryside & Environment (BTEC)
Drama
DT Product Design OR Textiles Technology
Engineering
French
Geography
German
Hair & Beauty Principal Learning (at Cornwall College)
History
Media Studies
Music
PE
Separate Sciences
The English Baccalaureate
This is an award for students who achieve GCSE grades A*-C in English, Mathematics, sciences, a language and a humanities subject. At saltash.net the required range of GCSE subjects needed for the EBacc would be English, Mathematics, French or German, Geography or History, and any two from Science, Additional Science, Biology, Chemistry, Physics, Computer Science. The EBacc combination of subjects is not compulsory for any of our students.
compulsory subjects
ENGLISH
In English at KS4, students study two GCSEs: English Language and English Literature. Both of these qualification are assessed by 100% terminal examination in the June of Year 11. In addition to the examinations in English Language, students will also study and are assessed on their spoken language skills, earning a separate endorsement for their ability to present information and ideas and to respond to spoken language.
English Language Modules:
Module
Content
Assessment
% of final mark
Paper 1
Reading literary fiction and writing to describe/narrate
Examination
50
Paper 2
Reading non-fiction and writing to present a viewpoint
Examination
50
Spoken Language
Presenting information and ideas and responding to questions.
Oral Assessment
0 (separate endorsement)
Literature Modules:
Module
Content
Assessment
% of final mark
Paper 1
A Shakespeare text and a 19th-century novel
Examination
40
Paper 2
A modern novel or drama, a poetry anthology and unseen poetry
Examination
60
If you have any questions about GCSE English please dont hesitate to contact: Ms Littledyke: [email protected] or
Miss Allen: [email protected]
MATHEMATICS
Edexcel GCSE in Mathematics (Linear) Specification A
This course has been chosen to encourage students to develop a positive approach to Mathematics.
Throughout the course students will encounter a variety of learning methods including whole-class interactive teaching, practical and investigational tasks, calculator and non-calculator work and use of ICT. We expect students to possess their own scientific calculator. Students will be encouraged to apply their knowledge to think and communicate using Mathematics, and to consolidate basic skills and deal with appropriately challenging work.
Students will continue to be grouped in sets by ability and prior attainment, and will follow specifications leading to either Foundation or Higher tiers targeting grades C G and A* - D respectively.
This course is assessed by two examination papers in the summer of Year 11. Paper 1, which is non-calculator, is 50% of the qualification. Paper 2, a calculator paper, is 50%.
Some students in the top set may also have the opportunity to sit further Maths GCSE, which would also be sat in the summer of Year 11.
We hope that this brief outline of the courses offered will be useful but, should you require further details, please contact the Key Stage 4
Co-ordinator, Mr A Hawthorne.
SCIENCE
Choices in Year 9 for Year 10
AScience:GCSE OCR 21st Century Science Suite
What does the course involve?
This course focuses on the knowledge and understanding that you need to make sense of the science you will meet in everyday life. During the course, youll study many of the major theories of science in a way that enables you to appreciate their importance to everyday life. The course also explores how scientific information is obtained, how reliable it is, what its limitations are, and how this information helps society to make important decisions. Youll be prepared to deal with, and take informed personal decisions about, issues involving science which you may meet, for example, mobile phone safety, decisions about childhood vaccinations, and sustainable use of resources. The course is active with an emphasis on practical based learning.
How will I be assessed?
The course is currently comprised of 3 external exams that contribute 75% of the course and a controlled assessment component that makes up the final 25%, giving the students a GCSE in core science by the end of year 10. This is then repeated in year 11 for a second GCSE grade in additional science.
What could I achieve?
2 x GCSE Science A* - G
What could I do next?
A-Level Science or KS5 BTEC Science
OR
BSeparate Sciences: Biology, Chemistry and Physics (OCR 21st Century Science Suite)
This course involves the study of complex scientific concepts- for this reason we recommend that students who choose it have the potential to achieve a level 6 or 7 in Science at the end of Key Stage 3. Students choosing this option must pick the separate science option as one of their four option choices.
What does the course involve?
Studying GCSE Biology, Chemistry and Physics as separate sciences provides you with the opportunity to further develop your understanding of scientific explanations and how science works. Youll be able to study elements of applied Biology, Chemistry and Physics with particular links to the work of professional scientists. These separate sciences cover the content of GCSE Science and GCSE Additional Science with further material from each of the disciplines.
How will I be assessed?
The course for each of the separate sciences is currently comprised of 3 external exams that will contribute 75% of the course and a controlled assessment component that makes up the final 25%. Each subject has the same assessment format and all exams are taken at the end of Year 11. This will mean a total of 9 exams.
What could I achieve?
GCSE Biology A* - G, GCSE Chemistry A* - G and GCSE Physics A* - G,
What could I do next?
A/AS Level Biology, Chemistry, Physics, BTEC Applied Science L3 or Psychology.
RELIGIOUS EDUCATION
AQA GCSE in Religious Studies (4055)
Specification B: Ethics, Philosophy and Religion in Society
This specification meets the legal requirements for Religious Education at Key Stage 4. It also allows RE to link closely with other subjects, particularly History, Personal Development and Child Development. We feel that this active contribution to students development is a key role within the course. When it comes to Religious Education at saltash.net we feel we need to ask our students questions not give set answers.
The course provides opportunities for the exploration of important questions of meaning within a range of contemporary issues. It is taught over eight terms, starting in Year 9. Teachers make use of a variety of teaching approaches, media, resources and enrichment opportunities to enable the students to have a clearer understanding of the variety of belief and practice within two religions as well as of the influence of religion in their world.
1Aims
a)To acquire knowledge and develop an understanding of the beliefs, values and traditions of Christianity and Buddhism.
b)To consider the influence of the beliefs, values and traditions associated with religions.
c)To consider religious and non-religious responses to moral issues.
d)To identify, investigate and respond with a considered opinion to fundamental questions of life raised by religion and human experience, covering aspects such as prejudice, conflict and animal rights amongst many others.
e)To develop skills relevant to the study of religion and, just as importantly, other subjects, their future lives and careers. These include analysis, critical thinking, evaluation, sensitivity to others views, empathy and articulating their own views clearly, persuasively and responsibly.
2Specification
Unit 1: Religion and Citizenship (40551)Unit 2: Religion and Life Issues (40552)
Topic 1:Religion and RelationshipsTopic 1:Religion and Animal Rights
Topic 2:Religion, Sport and LeisureTopic 2:Religion and Prejudice
Topic 3:Religion and the Multicultural SocietyTopic 3:Religion and Early Life
Topic 4:Religion and Human RightsTopic 4:Religion, War and Peace
Within these topics the students will, in relation to the area being studied, be expected to:
Explore a range of ideas and viewpoints, non-religious as well as religious.
Demonstrate (where appropriate) an awareness of current legal requirements.
Cover in depth specific teachings within Christianity and Buddhism.
Consider the links between religion and action in the lives of the believers.
Consider and evaluate in depth their personal responses to the area being studied using a range of reasoned arguments.
Show a knowledge and understanding of the diversity of viewpoints which believers may hold within a single religious tradition.
PERSONAL DEVELOPMENT (PD) (A NON-EXAMINATION COURSE)
(Citizenship/Personal, Social and Health Education/Careers Education and Guidance)
The study of Citizenship aims to give students the knowledge, skills and understanding to play an effective role in society, and to help them become informed and responsible citizens, aware of their duties and rights. Students will learn about our economic, political and legal systems and will be encouraged to respect different national, religious and ethnic identities. Students will learn how to research, obtain and use different types of information, including the media and ICT, and how to evaluate their effectiveness and bias. They will also be encouraged to play an active role in the life of the school, the local community and the wider world.
Citizenship will be taught within PD lessons, but aspects will also be covered across the curriculum and within the wider life of the school.
This is a non-examination course for all students covering the National Curriculum programme of study and learning outcomes.
During PD lessons you will also cover:
Careers Education Information and Guidance;
Work Experience, including preparation, feedback from employers and debriefing/reflection.
Sex and Relationships Education;
Health Education;
Drugs and Alcohol Education.
Students will work in a variety of classroom situations aimed at developing individual and group responsibilities as well as their own personal and social skills. An understanding and tolerance of other points of view is encouraged through enquiry and debate.
GAMES (NON-EXAMINATION)
During this course students in Years 10 and 11 will cover a variety of sports from many areas of the PE National Curriculum. They will have the opportunity to extend their knowledge and ability in the activities that they may have covered in Years 7, 8 and 9 as well as experiencing new activities. These may include the following:
Level 1 in Sports Leadership
This is a course which gives students the opportunity to obtain a qualification in Physical Education. This award will work on the leadership skills of the students and teach them the basics of how to deliver safe, fun activity sessions to younger students. It will also encourage them to become more enthusiastic and confident about sport. This is a recognised award developed by Sports Leaders UK, in which candidates will receive certificates and pin badges upon successful completion. There is no examination, but students are assessed throughout the course.
Trampolining
The trampolining module covers a variety of specific aerial movements requiring agility and fitness, in addition to developing an awareness of the control of ones body in space and its artistic appreciation.
Table Tennis
Students will have the opportunity to play this game which develops hand/eye co-ordination.
Streetsurfing
This activity is similar to skate boarding but involves skill development reflecting surfing. Students will learn basic skills in a safe environment, using all the necessary protective equipment, and then develop their skill completing more challenging tasks.
Yoga
This module covers the basics of yoga and its benefits to health and well-being.
Climbing
A qualified climbing instructor will take students through an introductory climbing course on our purpose built wall.
optional courses
ART & DESIGN
Art and Design: OCR HS1
In Art and Design students are encouraged to develop practical skills in a variety of media.
They will become proficient in a variety of drawing skills with the emphasis of the course being on direct observation and experimenting with all sorts of materials and techniques.
The approach to studies will be thematic and students will be expected to express ideas and feelings in diverse topics through the use of skills such as: drawing, painting, collage, print-making and IT. Each theme studied will include a history of
Art element.
Homeworks will be set to support each topic covered. Whenever possible visits will be made to see exhibitions throughout the country.
At the end of the course students must present for assessment a selection of their Years 10 and 11 coursework which best expresses their skills, visual strengths and expressive abilities. This portfolio of work is worth 60% of the GCSE. The rest of the mark comes from a controlled examination where students have made their own personal response to a set theme.
Mark Weighting:
Coursework (plus homework)=60%
Controlled test=40%
Business Studies
GCSE Examination board WJEC
Specification code - 4080
WJEC Business Studies gives a solid base to the understanding of the subject. All aspects of business are covered from the basics via marketing to basic accounting practices. As a GCSE course the focus is on the theory of business rather than the practical aspects.
Content
1. Business framework the basics of business including why people start businesses and forms of business ownership
2. Businesses and their customers finding out what customers want using market research, the marketing mix and the product lifecycle
3. Producing goods and services forms of production, stock control and break even analysis
4. Human resource planning recruiting, training, motivating and remunerating staff
5. The external environment to include interest rates, exchange rates, taxation and legislation
6. Financial control P&L accounts (income statements), cash flow forecast and statement, balance sheets and ratio analysis
Assessment
ExaminationA single 2 hour examination paper in Year 11 covering A*-G grades made up of multiple choice, short answer and longer, written answers. This is worth 75% of the GCSE marks
Controlled assessmentA choice of tasks set by WJEC to be researched and then written up under examination conditions. This is worth 25% of the GCSE marks
The course will suit students who are looking for a challenging business course with straightforward progression to our highly successful WJEC AS/A2 course or to a L3 course at college. Many students who have taken GCSE Business Studies have gone on to study Economics, Finance, Accountancy or related Business courses at university.
To be successful on this course students must not be worried by numbers, should be able to use a calculator and should have good written English skills; an interest in the what is going on? and the why does this happen? of the business world and the wider economy is also very valuable.
CATERING
GCSE Catering: Welsh Board
www.wjec.co.uk
Catering consists of practical cooking tasks. It is more practical-based than Food Technology so it would suit the more practically inclined student. It involves both written and practical tasks, as well as classroom based work. It is a demanding course which requires 100% commitment from those who opt for it. All students undertake two practical exams; one in Year 10 and the other in Year 11. Both exams are set by the exam board and worth 60% of the final GCSE grade. The written paper, which is completed at the end of the course, is worth 40% of the final grade.
This course will look at the following areas of study:
The industry food and drink.
Job roles, employment opportunities and relevant training.
Health, safety and hygiene.
Food preparation, cooking and presentation.
Nutrition and menu planning.
Costing and portion control.
Specialist equipment.
Communication and record keeping.
Environmental considerations.
In addition to their GCSE qualification, students will sit a level 2 in Food Safety and Catering which accounts for 25% of an extra GCSE. This qualification permits working with food in the food industry, food-related part-time jobs and helping in any school-based function.
We are also hoping to make links/visit the catering department at City College Plymouth.
This GCSE could inspire students to pursue a career in catering, a role as a home economist, TV work, product development, hotel and hospitality, travel and tourism, to mention but a few.
Students who choose catering will be expected to provide their ingredients each week. The school may provide support with this if needed.
CHILD DEVELOPMENT
GCSE Child Development: AQA
This course focuses on the developmental stages of child development from conception to the age of 5 years. Lessons include a great deal of discussion work, and topical issues from the media are used as teaching aids to keep abreast of the changes in society. Topics covered include; parenthood, pregnancy, diet, health and care of the child, development of the child and support for the parent and child.
The course is made up of 60% coursework:
Consisting of:
Research Task 20%
Child Study 40%
and an examination element worth 40% of the final GCSE grade.
This GCSE could inspire students to go on to further education to study for a whole range of interesting and challenging careers such as;
Nursery nursing, paediatricians, teaching, child psychologists, social workers and many more.
A requirement of opting for this course is that students know a child aged 0-5 on whom to base their study.
COMPUTER SCIENCE
GCSE Computing J275: OCR
Through this qualification, students can:
1. Develop their understanding of current and emerging technologies and how they work.
1. Look at the use of algorithms in computer programs.
1. Become independent and discerning users of IT.
1. Acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts.
1. Develop computer programs to solve problems, using Raspberry Pi, Small Basic, App Inventor and Python.
1. Evaluate the effectiveness of computer programs/solutions and the impact of computer technology in society.
The Units:
Computer Systems and Programming: This is assessed by a written paper, which has a mixture of short and long answer questions, some of which require students to write program code. This is worth 40% of the final grade.
Practical Investigation: This will be on a topic chosen from a set of options supplied by OCR (controlled assessment). This is worth 30% of the final grade.
Programming Project: Students create solutions to computing tasks chosen from a set of options supplied by OCR (controlled assessment). This is worth 30% of the final grade.
COUNTRYSIDE & ENVIRONMENT
BTEC Level 2 Diploma - EDEXCEL
What does the course involve?
Youll be able to study units of work covering elements of animals and plant husbandry, conservation of our natural environment, whilst undertaking experience in Land-based industries. The qualifications are aimed at those interested in the management of the countryside and investigation of natural and managed environments. Unit of work covered over the two years will be
Undertake Work Related Experience in the Land-based Industries
Environmental and Land-based Business
Introduction to Animal and Plant Husbandry
Introduction to Environmental Studies
Conservation and Improvement of British Habitats
Establish and Maintain Plants Outdoors
How will I be assessed?
Students will complete a series of assignments over two years building a portfolio of work for the units above throughout the year. This may include some external assessment.
What could I achieve?
Students will be able to achieve a Pass, Merit or Distinction depending on the standard of work provided within their portfolio.
What could I do next?
BTEC Applied Science Level 3 or a vocational pathway.
Design & Technology product design
Product Design: AQA 4555
Course Overview
This course has been chosen to encourage students to design and make products
with creativity and originality, using a range of materials and techniques.
The course aims to develop students understanding of the ever-changing world of
consumer goods and emerging technologies, building directly on their experience at
Key Stage 3.
The course:
Is equally appropriate for boys and girls.
Provides the opportunity to be creative and imaginative in a range of materials.
Explores and exploits new technologies.
Helps making value judgements in our modern consumer society.
Is exciting and fun, where risk taking is encouraged.
Can lead to a range of fascinating careers such as automotive design, animation, engineering, graphical design, advertising and architecture to name a few.
It can also provide an excellent route into GCE Product Design at AS and A2 level and Level 3 courses in Manufacturing and Product Design, Creative Media or Engineering.
There is one tier of assessment covering grades A* to G to cater for students of all abilities.
There are two assessment units:
Unit 1 Written Paper (2 hours) - worth 40% of the total marks students answer all questions in two sections:
Section A: Design based questions on content and Section B: on the content of the course.
Unit 2 Design and Making (approximately 45 Hours) consists of a single design and make activity selected from a range of
exam board set tasks.
DESIGN & TECHNOLOGY - TEXTILES
Design and Technology: Textiles Technology: AQA
Course overview
Textiles are all around us and are an important part of our everyday environment. Textiles is open to all students, boys and girls.
This course is for people who like fashion or interior design. You will be designing and making textile products to wear or for the home.
The course will involve:
40% of the total marks on a written paper - 2 hour examination.
60% of the total marks a single design and make activity selected from a choice of set tasks. This will involve a made outcome and a design folder.
Use fabrics as well as new technologies such as SMART fabrics as well as computer programmes on fashion and interior design.
Have an opinion on textiles in the global economy looking at Fairtrade and other related issues.
Can lead to a variety of careers such as interior design, theatre/costume design, fashion industry and so much more
There is also a direct link from GCSE to the Fashion course at Plymouth City College.
Above all it is a fun course with a large practical element for those who enjoy being creative!
DRAMA
GCSE Drama: Edexcel 2DR01
www.edexcel
Do any of the following apply to you:
The course is popular with boys and girls
Are you imaginative and creative?
Do you enjoy and work well with other people?
Can you express yourself vocally and physically?
Do you want to take a course which will help you in any job in the future?
Do you prefer coursework to written exams?
Do you enjoy exploring ideas by putting yourself in other peoples shoes?
Do you enjoy creating your own Drama work?
If any of these apply to you then Drama GCSE is the course for you.
During the course we will:
Explore themes, issues and play texts through the medium of Drama creating and developing performance.
We will share our work, performing in the lesson to each other and to other people.
We will share our thoughts on each others work evaluating and responding to the work.
What will you actually do?
Most of the course is practical and you will be assessed on your practical work in the lessons and your ability as an actor.
You will also be assessed on your ability to work with other people, how well you cooperate and support others and contribute your ideas.
You will have to keep a written record of your practical work and create a final written set of notes which go towards your final GCSE mark. There is no written exam and your notes can be visual as well as written.
What will I do during the two years?
The course is divided into three units:
Unit 1 30% - We will explore a theme together such as War or Protest, developing ideas together about that theme through the Drama work
Unit 2 30% - We will explore a play together, developing our knowledge of the themes and issues in the play through the practical work. We will also see a play together at the theatre and write about it.
Unit 3 40% - You will work in a small group to create your own performance for an audience this will be marked by a visiting examiner.
How will it help me in the future?
With confidence, working with other people, making presentations, working creatively and independently.
You may also want to go on to a career in the creative industries via university or Drama school as an actor or in the technical side of film and/or theatre.
Please note:
In order to succeed in Drama you will be expected to:
Work well with other people.
Attend rehearsals after school when needed.
Have a good attendance in lessons because other people cannot succeed without you being there.
ENGINEERING
Product Design: AQA 4852
Course Overview
Intended as an introduction to Engineering, this qualification allows students to develop skills and understanding which will be of use generally and as part of a progressive career path leading to further technical or academic engineering qualifications.
The course:
Is equally appropriate for boys and girls.
Provides the opportunity to be creative and imaginative in a range of materials.
Explores and exploits new technologies.
Helps making value judgements within a modern manufacturing context.
Is exciting and fun, where risk taking is encouraged.
Can lead to a range of fascinating careers such as automotive design, animation, engineering, graphical design, advertising and architecture to name a few.
It can also provide an excellent route into GCE Product Design at AS and A2 level and Level 3 courses in Manufacturing and Product Design, Creative Media or Engineering.
There is one tier of assessment covering grades A* to G to cater for students of all abilities.
There are two assessment units:
Unit 1 Written Paper (1 hour) - worth 40% of the total marks students answer all questions in two sections:
Section A: Product Study and Section B: Materials and manufacturing
Unit 2 Design and Making (approximately 45 Hours) Designing and Communicating/ Manufacturing an Engineering Product Worth 60% of the GCSE
GEOGRAPHY
Students follow the AQA Geography specification A 9030 examination course:
The GCSE course in Geography aims to give students a knowledge and understanding of the world in which they live and an awareness of the issues and challenges that face the modern world. The specification is topical and provides students with a knowledge and understanding of the social and economic influences that will affect their lives today and in the future.
Within the specification there are three units, each concentrating on the interaction between people and the environment. The units studied are the following:
Unit 1:
Physical Geography (37.5%)
The Restless Earth
Rocks, Resources and Scenery
Weather and climate
Living world
Rivers
Coasts
Ice on the land
Unit 2:
Human Geography (37.5%)
Population change
Changing Urban environments
Changing Rural environments
Development
Globalisation
Tourism
Unit 3:
Local Fieldwork investigation (25%)
Task setting - involve fieldwork, collecting primary and secondary data
Task Taking - work under supervision of a teacher
Fieldwork plays an integral role in the two years of the course. The students will be involved in two days of field study. The first will normally involve making a detailed study of the features of the River Plym at Cadover Bridge on Dartmoor using a variety of study techniques. These will include using flow meters, clinometers, tape measures and metre rules, while working co-operatively in small groups. A second field day normally involves a detailed study of Looe to assess the impact of tourism upon the town. The themes for fieldwork/coursework will change from year to year and are prescribed with examination board guidance.
Students will be expected to carry out data collection using mapping techniques
and questionnaires. The field studies constitute the basis of the coursework
component of the GCSE course (25% of the final exam marks).
In the second year of the GCSE course a decision will be made by the Geography department on the suitability of the students to take the examination on the basis of their performance in Year 10 and the result of the mock examination. Students will be entered either for the Higher Tier Examination (Potential grades A* to D) or for the Foundation Tier Examination (Potential grades C to G). Students will sit two terminal examination papers. One paper assesses knowledge, skills and understanding of Physical Geography themes (37.5%), the other assessing knowledge, skills and understanding of Human Geography themes (37.5%) including map work and data response in both papers.
Geography acts as a natural link between the Sciences and the Arts. It should be regarded as a central focus for study in a balanced GCSE programme, as it incorporates the skills used in Mathematics, Science, English and IT in its delivery. Geography is a popular subject at GCSE and many students continue with their studies at A Level and within higher education, and it leads to careers in planning, leisure and tourism, conservation, land management, National Parks, local government, education and many more!
Entry Level Certificate: Geography
The content and approach of this syllabus reflects that of the GCSE syllabus. There is a significant reduction in the size and demand of this content to allow positive achievement by this group. The unit titles are the same as the GCSE course as listed on the previous page.
Assessment of the course is through an end of course test, a coursework folder and an oral test. Decisions on entry for this certificate will be made in Year 11 after the mock examination and coursework marking.city & guilds PRINCIPAL LEARNING in Hair and Beauty Studies
Examination Board: AQASpecification:600/6482/1
What is special about this subject?
This course provides a new approach into the world of hair and beauty. You will take a trip into the past, where you will study how hair and beauty played its part in ancient cultures and explore what has influenced hair and beauty in society today. You will then travel into the present where you will see the science and technology that goes into hair and beauty produce research, design and developments that are driving the sector forward.
You will study:
You will study all the six industries that make up the hair and beauty sector: hairdressing, barbering, and African Caribbean hairdressing, beauty therapy, spa therapy and nail services. This will give you a good foundation of understanding of how each of them relates to other industries. You will develop a good level of skill in English, Maths and ICT by studying them in work like situations related to the world of hair and beauty sector.
You will learn:
You will gain an insight into the world of hair and beauty to help you choose the appropriate career pathway, including progressing onto a higher level course in the same or a different sector. You could also move onto employment, apprenticeship, trainee customer services assistant, salon junior assistant receptionist, a salon assistant, or a junior stylist/therapist.
Assessment:
Internally set and marked research assignments:
- External exams that are set and marked by AQA and City and Guilds.- Presentations. - Practical observations.
Levels:
This course may lead to a Level 1 or Level 2 qualification. Level 2 is broadly equivalent to GCSE Grades A*-C and suitable for students who have achieved mostly Levels 4 and 5 or higher on Year 9 Progress Tracker 1. Level 1 is equivalent to GCSE Grades D-G and is most appropriate for students who achieved mostly Levels 3 and 4 on Year 9 Progress Tracker 1.
HISTORY
Edexcel GCSE History B: Schools History Project:2HB01
The School History Project was developed as an alternative to the more traditional History courses. Rather than focus on a narrow period of time or area, SHP gives students the opportunity to study History in a number of ways: thematically (over a long period of time) or in depth; and in a variety of scales: national, international, regional, European, ancient and modern. Emphasis is placed on the development and use of historical skills as well as the acquisition of knowledge. Something for everyone!
You will study:
Unit Name
Content
Weighting
Assessment structure
Unit 1
Development Study
Medicine and treatment through time
Traces the history of medical change from Roman times to the present day. What ideas did people in the past have about the cause of ill health, and what cures did they use? What factors brought about progress, and what was the rate of change? What impact did medical change have on the rest of society?
25%
Exam 1hr 15 mins. Short & extended answers
Unit 2
Depth Study
The American West c1840-1895:
The way in which the American West was settled and developed by different groups, and the impact that this had on the Native American people. Why were people willing to risk all to settle in the unknown, and how did they overcome the problems they encountered? What were the consequences of the clash of cultures and lifestyles?
25%
Exam 1hr 15 mins. Short & extended answers
Unit 3
Source Enquiry
The transformation of Surgery c1845-1895 (links to Unit 1)
The problems of surgery in early 1800 and how they were then dealt with; this covers anaesthetics, antiseptics and blood loss. What factors helped to promote these developments and make them possible?
25%
Exam 1hr 15 mins.
5 source based questions
Unit 4
Representations in History
Germany 1918 39
Examines Weimar Germany and its problems, the reasons for its collapse and the development of the Nazi State. Examines how the Nazis were able to keep control of Germany through the use of terror and propaganda. The skills required link to those from unit 3.
25%
Controlled assessment. Max 2hrs 30mins
In addition the History Department offers an Entry Level Certificate, assessed by a school-based Core Task and coursework units, for those who are unlikely to obtain a GCSE pass in this subject.
The History Department has always placed a high value on study outside of the classroom. Our GCSE students are offered a study visit to London in the past.
The study of History is an excellent base for a balanced student because:
History helps to develop an awareness of the past and the part it plays in todays world.
History develops sound logical thinking and the ability to make informed judgements.
Historical topics relate to Science, Technology, Politics, Sociology, Media and Geography.
History involves a variety of teaching approaches.
History develops skills of research and essay-writing valued both in post-16 education and in the world of work.
History has been a popular choice over the past ten years at both GCSE and
A Level.
MEDIA STUDIES
("In the 21st Century... media literacy will not be a luxury; it will be a necessity." Linda Ellerbee Journalist) ("If students aren't taught the language of sound and images, shouldn't they be considered as illiterate as if they left college without being able to read and write?" George Lucas Filmmaker)GCSE Media Studies - OCR J526
What is special about this subject? We spend a third of our lives watching films, television, playing computer games, surfing the web and reading magazines perhaps even more. But what is the impact of all this media consumption? How do these texts work and how are they made? As people turn more and more to the media to be informed and entertained, shouldn't we equip ourselves with the skills to read and create a range of media texts?
Analyse how media texts are constructed and their impact on audiences, whilst learning how to craft detailed analytical essays. Gain practical experience in web and graphic design, as well as photography and filmmaking. Make your own posters, games covers and magazine content. Get your work to look like the professionals by using industry-standard software and equipment.
Unit 1: Production Portfolio
(Controlled Assessment 30%)
Students will write an essay comparing the representation of gender in two music videos and then create their own music magazine covers and contents.
Unit 2: Individual Portfolio
(Controlled Assessment 30%)
Students will research video game advertising and then create their own game covers and posters.
Unit 3: Textual Analysis
(Exam Unit 40%)
Students will analyse an unseen clip from an action/adventure film and answer questions about TV comedy.
Where next? The analytical skills you will develop will benefit your study of English, as well as a range of A-Level courses (including Media Studies, English Language, Politics and Psychology). You will also gain practical design and ICT skills, which you can use in a variety of careers, for instance marketing, advertising as well as graphic and web-design as well as a good understanding of audiences and market research.
Modern Languages French and/or German
French OCR J730 German OCR J731
You can study one language at GCSE or both French and German if you wish. It is only possible to study German at GCSE level if you have taken German in Years 8 and 9.
The courses will equip you with the skills necessary to cope in everyday situations whilst in France/ Germany, be it for the purposes of work or leisure. A communicative teaching approach is adopted using role-play, video, audio-tapes and computers as appropriate. You will be encouraged to use as much French/ German as possible in the lessons.
The skills of listening and reading will be assessed in May/June of Year 11. For these exams you will be entered at either the Higher level (grades A* - D) or Foundation level (grades C G). It is possible to be entered for a combination of Higher and Foundation papers, thereby giving you the chance to aim for a B grade or better. The skills of writing and speaking are assessed by controlled assessments. These are tasks which will be completed in lesson time between February and May of Year 11. There are no Higher or Foundation levels in controlled assessments.
You will have the opportunity to participate in the French/ German exchanges. The exchanges are not compulsory but they are an ideal way to practise your French/German and they are great fun.
In the global society we now live in, languages are a very important subject area and the ability to use at least one foreign language can lead to many exciting opportunities. If you have skills in a foreign language you will have an advantage in the job market. You may decide to learn a new foreign language at some stage in the future. You will find it much easier if you have studied French and/ or German, as you will have learnt the principles which underlie foreign languages. Languages feature prominently in many careers now: science, IT, engineering, business, accountancy, secretarial work, retailing and tourism are but a few. If you intend to go on to Higher Education you will have the chance to combine a language or a period of study in the foreign country with your main course of study, e.g:
Exeter Uni:
Biology/Chemistry/Physics/Law + Year in Europe
Reading Uni:
Landscape Management with Studies in Europe
Uni of Bristol:
Business Studies + French/German
Uni of Teeside:
Design and a Modern Language
Nottingham Uni:
Chemistry in Europe
John Moores, Liverpool:
Sport, Recreation and European Studies
Leicester Uni:
Electronic & Software Engineering with Industry in Europe
Staffordshire Uni:
Media Studies + French/German
MUSIC
AQA 4270
Students opting for Music at GCSE level should have a passion for performing and listening to music. You will follow a two year course comprising the three musical areas: Listening, Performing and Composing.
Assessment of all three areas will take place during as well as at the end of the course:
PERFORMING
Candidates will be required to:
a)play (or sing) a piece of music of their own choice on any instrument of their choice (including electronic keyboard, drums, electric guitar).
b)play (or sing) a piece of music in a group of two or more people.
This paper is internally assessed and externally moderated.
Candidates will explore five Areas of Study through three strands of learning. Areas of Study for the whole specification are based on the Musical Elements:
1.Rhythm and Metre
2.Harmony and Tonality
3.Texture and Melody
4.Timbre and Dynamics
5.Structure and Form.
These will be explored through three stands:
(a)The Western Classical Tradition
(b)Popular Music of the 20th and 21st Centuries
(c)World Music.
LISTENING
A written examination marked externally. Candidates respond to questions based on short musical excerpts (presented on a CD) drawing on music from all five Areas of Study.
COMPOSING
Candidates will compose their own music throughout the course. Two pieces of work will be submitted for assessment.
(Music may be composed and/or notated using ICT if the candidate wishes).
Why Study Music?
Music is both an art and a science. The study of GCSE Music will develop the following skills:
Instrumental skills
Literacy skills
Numeracy skills
Analytical skills
Social skills
What you need to study Music:
A real enjoyment of music and a positive attitude towards your work are definitely the most important requirements for this course. The ability to play something on an instrument or sing.
If you are interested and would like to know more please speak to Mrs Venner or Mrs Silvester.
PHYSICAL EDUCATION
OCR J586
This GCSE course is designed to provide a means by which individuals who are motivated sports players can both further their interest and improve their practical and theoretical knowledge of physical activity. It would be of value to the school leaver who is interested in pursuing a career in the leisure industry and also as an appropriate foundation course for those hoping to take a GCE in Physical Education possibly leading to sports based degree courses in higher education.
During the two year course students will complete modules in at least six different activities covering invasion games, striking games, net/wall games, gymnastic activities, martial arts, dance activities, athletic activities, outdoor and adventurous activities, swimming activities along with an option of coaching/officiating in many of the activities within the above categories. The students are assessed in all areas with their highest four marks submitted. Students who are very able in other activities which are not covered in the curriculum can be assessed on an individual basis even if they are activities in which they are coached/taught outside of school.
The course includes a significant amount of theory areas which are very in depth with students needing to know many technical terms along with an understanding of how skills are performed and improved. Three out of the five lessons a fortnight will be in a classroom and two will be practically based. The theoretical aspects of the course cover four areas:
1. The healthy and active body
1. Exercise and training the body for an active, healthy lifestyle
1. Acquiring movement skills and motivation for involvement in physical activity
1. Opportunities and pathways for involvement in physical activity.
Assessment of the course is as follows:
Written examinations:
Unit B451: An introduction to Physical Education: 1 hour multiple choice and short
answer questions worth 20% of total GCSE mark.
Unit B453: Developing knowledge in Physical Education: 1 hour multiple choice and
short answer questions worth 20% of total GCSE mark.
Practical assessment:
Unit B452: Practical performance and developing fitness: 2 practical performances
from 2 different activity areas in addition to an Analysing of Lifestyle Task for one
activity. This is a written document and combined with the 2 practical performances is
worth 30% of the total GCSE mark.
Unit B454: Practical performance and developing skill: 2 practical performances from 2 different activity areas in addition to an Analysing
Skill Performance Task for one activity. This is a written document and combined with the 2 practical performances is worth 30% of the total GCSE mark.
other information and
choices form
SPECIAL EDUCATIONAL NEEDS MAIN SCHOOL
In Key Stage 4, students with Special Educational Needs are mainly supported in class by teaching assistants. A few students are still given regular small group literacy tuition, usually by Mr Skelton. Support and advice from the SEN Department is available at the Transitional Review (for students with Statements of SEN or EHCPs) or at the Year 9 Parents Surgery. In exceptional circumstances, support for college or work placements for those on the vocational pathway can be arranged.
TREMATON ZONE
Students who have a placement in the Trematon Zone follow National Curriculum programmes of study, working within the levels appropriate to their ability and individual needs. Key Stage 4 students follow ASDAN course at Bronze and/or Silver level and may also enter GCSE Entry Level or Certificate of Achievement qualifications as appropriate. Integration into some mainstream classes may be arranged at the discretion of
Mr Skelton. Work experience placements and college visits are arranged for students in KS4 as preparation for the wider society.
PROFESSIONAL ADVICE AVAILABLE AS FOLLOWS
1.For individual students from subject teachers.
2.At the Options Information Evening on Thursday 15th January.
3.By appointment with Mr M Feldwick (Head of Year 9) or Mrs K Snowdon (Assistant Head of Year 9)
4.Information on careers via Mrs P Wadsworth (Careers Co-ordinator) - details through your child.
5.For individual parents from subject teachers, by appointment and preferably at the Year 9 Parents Surgery on Thursday 22nd January.
6.For individual students and parents from form tutors, by appointment on the Review Day on Tuesday 3rd February.
7.Information about Hair & Beauty is available from Mrs T Boulton.
IMPORTANT GUIDELINES
For the first time in your school career you are able to make some decisions about the subjects you wish to study. You need to think carefully about these decisions because by not choosing certain subjects you will be affecting your career choices at a later stage. Consequently, make sure that you consider the following things when making your choices (these may be discussed at your interview with your tutor) and, if unsure, seek advice from your subject teachers, your tutor, Head or Assistant Head of Year or the Head of PD.
If you are certain about a future career, have you selected the correct subjects? If so, are you capable of achieving the required GCSE grade in those subjects e.g. in the case of most A level subjects you will need to have gained at least a GCSE grade C to continue to A level.
1. You must enter at least one subject above the dotted line on the Choices Form from Computer Science, French, Geography, German, History, Separate Science.
2. At this stage it would be sensible to study a range of subjects. It is advisable not to make too narrow a choice.
3. Although not compulsory, choosing a foreign language is strongly advised, especially if you intend to go on to Further and Higher Education (e.g. Sixth Form and University). Even if you are not intending to do so, a foreign language is of great benefit in all walks of life.
4. Do not choose a subject because (a) you like the teacher he or she may not take you next year or (b) my friend is doing it you may be in different groups.
5. If you choose the separate science option, you will also take two separate sciences in the compulsory science block. You should expect to achieve a level 6 or 7 in your Science assessment by the end of Year 9.
6. It is only possible to study one of the DT courses- ie Product Design OR Textiles Technology.
7. You may not choose Hair & Beauty and Countryside & Environment.
8. The study of Religious Education is subject to parents rights under the appropriate legislation.
Year 10 Choices Form Students Name: ..............................................Form: ...........
This form must be returned to your form tutor or Mr Feldwick between 9th and 24th February.
Please refer to the Proposed Curriculum outlined at the start of this booklet, and the important guidelines on the previous page.
You must enter at least one subject from Computer Science, French, Geography, German, History, Separate Sciences above the dotted line.
You are asked for more choices than are actually needed- this is to provide reserves where we cannot exactly match your preferred choices.
Complete this column if you do not wish to study Hair & Beauty.
Complete this column only if you wish to study Hair & Beauty. Then choose 5 subjects from the options detailed on page 1.
Choose 5 subjects from the options detailed on page 1.
I wish to study Hair and Beauty at Cornwall College.
My choices in order of preference are:
1
2
3
4
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5
6
My in-school choices in order of preference are:
1
2
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3
4
5
Complete the following:
I understand that the school reserves the right, following consultation, to place my/our child in subjects not covered by the choices indicated above:
Signed: ............................................................... (Student) ........................................................... (Parent/Guardian) Date: ...................
I verify that I have checked and discussed this form with the named student:
Signed: .................................................................. (Form Tutor) Date: ....................