curriculum information curriculum key stage 4...

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CURRICULUM

INFORMATIO

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KEY STAGE 4 SPRING 2008

CURRICULUM

INFORMATION

KEY STAGE 4

JANUARY 2017

East Bergholt High School Curriculum Information for Key Stage 4 1

Contents

INTRODUCTION Page

About Key Stage 4 2 Course Planning 5

THE CURRICULUM

Core Subjects

GCSE English Language 6 GCSE English Literature 7 GCSE Mathematics 8 GCSE Science 9-10 GCSE Physical Education 11 GCSE Religious Education: Philosophy & Ethics 12

Foundation Courses PSHE 13 Citizenship 13 Careers 14 Work Related Learning and Enterprise Education 15

Additional Studies

GCSE History 16 GCSE Geography 17 GCSE Modern Foreign Languages: French\German 18 GCSE Art 19 GCSE Music 20 GCSE Design & Technology 21-22 GCSE Computing 23 GCSE Sociology 24 GCSE Business 25 Level 1 Certificate, An Introduction to the Hair & Beauty Sector 26 GCSE Drama 27 GCSE Physical Education 28 LEVEL 1 NCFE Certificate in Creative Studies: Craft 29


Introduction

ABOUT KEY STAGE 4

Students in Year 9 are currently completing Key Stage 3. In Years 10 and 11 they will work through programmes of study and courses which together constitute the Key Stage 4 curriculum.

We are committed to maintaining a broad and balanced learning experience for our youngsters, but also to providing the most appropriate pathways through the Key Stage 4 curriculum for each student. At the same time, we are seeking to accommodate recent government thinking so that our students remain competitive in the post 16 education and employment markets.

All students will study the core subjects of English, Mathematics, Science, Physical Education and Religious Education. All students will also study the foundation subjects; Personal, Social & Health Education, Citizenship and Work Related Learning. In addition, students will develop their ICT skills across the curriculum.

Beyond the compulsory curriculum, students will have choices to make as to which of the pathways offered through the Key Stage 4 curriculum best meets their aptitudes, interests, needs and future aspirations, as well as which courses within the chosen pathway are the most appropriate.

In the past, individual students have been judged on their ability to gain 5 GCSEs at Grade C* or above, including English and Mathematics. This benchmark is still relevant, although a new system of grading GCSE has been phased in, with the 'old' A*- G being replaced with a new grading system of 1 to 9 (with 9 being the highest). Further information about this change, and how it affects our assessment and reporting of student progress, can be found on the school website. In addition, the English Baccalaureate has also emerged as a measure of student attainment. The English Baccalaureate is a combination of 6 subjects at Grade 5 or higher - English, Mathematics, two Sciences, (which can include Computing) one Humanity (History or Geography) and one Modern Foreign Language (French or German). Whilst this programme will not be suitable for all learners, we encourage every student capable of attaining Grade 5 in this combination of subjects to undertake a pathway through the curriculum that will allow them to attain the English Baccalaureate.

What will students study in Key Stage 4?

The National Curriculum Core Subjects

All students will study the National Curriculum core subjects:

English Mathematics

Science These subjects will be taught to GCSE level

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Physical Education Students will study a core programme of Physical Education

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Religious Education All students will work towards the short course GCSE examination

CURRICULUM

INFORMATIO

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KEY STAGE 4 SPRING 2008


National Curriculum Foundation Courses

All students will study the National Curriculum Foundation courses

Information and Communication Technology

ICT is used and developed across the curriculum in a wide range of subjects. All students in Year 9 are currently studying towards an OCR Level 1/2 'Cambridge Nationals' qualification in ICT.

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Personal Social and Health Education,

which includes Sex Education and Careers Guidance, is delivered by

Form Tutors

This is a non-examination subject

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Citizenship

This is a non-examination subject taught across the curriculum and by tutors in a discrete slot on the timetable

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Work Related Learning and Enterprise Education

These are non-examination subjects delivered across the curriculum and through discrete off timetable activities

Additional Studies In addition to the compulsory subjects, students will follow one of three pathways through the remainder of the Key Stage 4 curriculum. These pathways (Green, Red or Blue) are shown in the chart on page 4.


SUMMARY CHART

Compulsory

Pathway

Guided Choice

The Core and Foundation Subjects

English Mathematics Science Religious Education Physical Education ICT PSHE Citizenship Work Related Learning & Enterprise Education

Green Pathway

Selected students who may benefit from a significantly reduced range of GCSEs will be provided with an individualised programme of learning in consultation with parents. This may involve off site learning. If this pathway is appropriate, parents will be approached directly by the school.

Red Pathway

Two from:

History or Geography

with

French or German

Three from:

History, Geography, French, Music, Art, Technology, Food and Nutrition, Sociology, PE, Business Studies, Drama, Computing, German.

Blue Pathway

One from: History or Geography or French or Computing

Two from:

History, Geography, Music, Art, Technology, Food and Nutrition, Sociology, PE, Business Studies, Drama, Science - Additional time for Separate Sciences* Creative Craft**, Hair & Beauty***

Note: Some students will undertake Targeted Intervention in Literacy and Numeracy instead of one option choice in the Blue Pathway. Students will be counselled into

this programme if it is appropriate.

** The Level 1 course in Creative Crafts is a guided choice. Students will be counselled into this course if it is appropriate.

* Students who are able to undertake the three separate science subjects, but who will require additional time, can gain this through the 'options'. Students will be counselled into this choice

by Science staff if it is appropriate.

*** The Level 1 course in Hair & Beauty counts as 2 choices. It is delivered at Hadleigh High and will involve students missing one day of their other timetabled lessons. It is appropriate for some students only. Students will be counselled into

this course if it is appropriate.


COURSE PLANNING

The above structure ensures that each student follows a balanced curriculum which also meets statutory National Curriculum requirements where appropriate. Within this structure, an individual pathway may be more suitable for some students than for others, but once decided, they can only choose combinations of subjects from within the pathway they have chosen. Students will receive guidance and advice in school, and on Thursday 19 January 2017 you will also have the opportunity to attend an Information Evening. Within a pathway, we will ask students to indicate a number of preferred subjects. Resourcing issues mean that we may not be able to guarantee every student gets their ‘first choice’ and some combinations of subjects may not be possible due to timetabling constraints. Where the number of students able to undertake a course is limited due to the nature of the programme and/or the need for specialist facilities, we anticipate the allocation of places will be on the basis of written application and interview. Where ‘optional’ units are listed within course descriptions, this is for illustrative purposes and the School will make the final decision. We aim to offer maximum choice and we recognize the importance of each student studying their preferred subjects. However, if courses are under-subscribed or economically unviable, provision may be offered in a partnership school. In some cases we may not be able to run a course.

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B

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Core Subjects

GCSE ENGLISH LANGUAGE - AQA

Two terminal examinations. All texts in the examination will be unseen. All students in Year 11 will be entered.

Paper 1: Explorations in Creative Reading and Writing

What’s assessed: Section A: Reading – one literature fiction text Section B: Writing – descriptive or narrative writing

Written exam: 1 hour 45 minutes – 80 marks 50% of GCSE

Questions:

Reading (40 marks) (25%)

1 short question ( 1 x 4 marks)

2 longer questions (2 x 8 marks)

1 extended question (1 x 20 marks)

Written (40 marks) (25%)

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

Paper 2: Writer’s Viewpoints and Perspectives

What’s assessed: Section A: Reading – non-fiction text and one literary non-fiction text

Section B: Writing – writing to present a viewpoint

Written exam: 1 hour 45 minutes – 80 marks 50% of GCSE

Questions:

Reading (40 marks) (25%) – two linked texts

1 short form question (1x 4 marks)

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

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

Writing (40 marks) (25%)

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

Non-examination Assessment: Spoken Language

What’s assessed:

(AO7-AO9)

Presenting

Responding to questions and feedback

Use of Standard English

How it’s assessed

Teacher set throughout course

Marked by teacher

Separate endorsement (0% weighting of GCSE)


Core Subjects

GCSE ENGLISH LITERATURE – AQA

Two terminal examinations. All assessments are closed book: any stimulus materials required will be provided as part of the course. All students in Year 11 will be entered.

Paper 1: Shakespeare and the 19th century novel

What’s assessed:

Shakespeare

The 19th century novel

How it’s assessed:

Written exam: 1 hour 45 minutes

64 marks

40% of GCSE

Questions:

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

Section B The 19th century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

Paper 2: Modern Texts and Poetry

What’s assessed:

Modern texts

Poetry

Unseen poetry

How it’s assessed:

Written exam: 2 hour 15 minutes

96 marks

60% of GCSE

Questions:

Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text.

Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.

Section C Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.


Core Subjects

GCSE MATHEMATICS - AQA Course Details Students in Years 9, 10 and 11 are grouped according to the stage of development in their understanding of Mathematics. The progress of each individual is carefully monitored and the movement of students between teaching groups can take place if this is thought appropriate. The GCSE course for Mathematics has changed quite dramatically for those due to be examined in 2017 and beyond. Previous Assessment Objectives have been replaced by the three areas of the subject in the table below:

Assessment Weighting (%)

AO1

Recall and use their knowledge of the prescribed content.

40-50

AO2

Select and Apply Mathematical methods in a range of contexts.

25-30

AO3

Interpret and analyse problems and generate strategies to solve them.

25-30

GCSE Mathematic Assessment The assessment of application and problem solving means that candidates need to be given the opportunity to decide for themselves how to tackle a question and to choose the mathematics they will use. As a result, some questions will be longer and less structured. Candidates will need to be prepared to tackle every question – if they are having difficulty with one question, it does not necessarily mean that the next one will be too difficult for them. From the above, it can be seen that there will be a vastly increased expectation that students will have a firm understanding of their mathematics, and be able to apply this understanding in a wide range of contexts. Students will be expected to demonstrate mature functionality in their use of Mathematics. Consequently, the Mathematics Faculty is developing a varied range of approaches to delivering the curriculum so that students will have the opportunity to establish a clear idea of where Mathematics fits into the real world. The Scheme of Assessment has two tiers of entry, Higher and Foundation. Higher Tier grades 9 – 4 and Foundation grades 5 -1. Examination Board AQA 8300, with all assessments in Year 11 comprising of three, 1½ hour exams. Two non-calculator and one calculator paper There is no coursework requirement in Mathematics. All students are required to have their own scientific calculators, rulers, compasses and protractors. Students will need to be proficient in the use of their own calculators.


Core Subjects

GCSE SCIENCE - AQA

The Science Faculty is in a position to offer: GCSE Combined Science GCSE Separate Sciences in Biology, Chemistry & Physics

Combined Science students will gain two GCSEs. Separate Science students will gain three GCSEs.

Course Details

AQA’s suite of Science GCSEs is the course followed. The AQA philosophy is Science for all. They believe that science has something to suit students of all abilities and aspirations. AQA have developed the new GCSEs with this philosophy in mind: with first exams in 2018, they’ll engage and challenge students to reach their scientific potential.

Combined Science The subject content and required practicals in this specification are also in the GCSE Biology, Chemistry and Physics, so there is flexibility to co-teach and to move students between courses if necessary.

Teaching modules

Biology Chemistry Physics

1. Cell Biology 8. Atomic structure and the periodic table

18. Forces

2. Organisation 9. Bonding, structure and the properties of matter

19. Energy

3. Infection and response 10. Quantitative Chemistry 20. Waves

4. Bioenergetics 11. Chemical changes 21. Electricity

5. Homeostasis and response 12. Energy changes 22. Magnetism and electromagnetism

6. Inheritance, variation and evolution

13. The rate and extent of chemical change

23. Particle model of matter

7. Ecology 14. Organic Chemistry 24. Atomic structure

15. Chemical analysis

16. Chemistry of the atmosphere

17. Using resources

Assessment Six exams of equal weighting which include questions aimed at assessing understanding of practical technique. This qualification is linear, meaning that pupils will sit all of their exams at the end of Year 11. Controlled assessment is no longer part of the assessment process.


Separate Science GCSE Biology, Chemistry & Physics

In consultation with students and parents, some students will be invited to follow a separate science programme. These students should, in the future, be looking to study GCE A levels in one of the subjects. Students will study GCSE Biology, Chemistry and Physics and achieve a GCSE qualification in each of these separate subjects. GCSE Biology, Chemistry and Physics provide an opportunity for further developing understanding of scientific explanations, how science works, and the study of elements of applied Biology, Chemistry and Physics, with particular links to the work of the professional scientist.

Teaching modules

Chemistry

1. Atomic structure and the periodic table

2. Bonding, structure, and the properties of matter

3. Quantitative chemistry

4. Chemical changes

5. Energy changes

6. The rate and extent of chemical change

7. Organic chemistry

8. Chemical analysis

9. Chemistry of the atmosphere

10. Using resources

Biology

1. Cell biology

2. Organisation

3. Infection and response

4. Bioenergetics

5. Homeostasis and response

6. Inheritance, variation and evolution

7. Ecology

Physics

1. Forces

2. Energy

3. Waves

4. Electricity

5. Magnetism and electromagnetism

6. Particle model of matter

7. Atomic structure

8. Space physics

Assessment For each GCSE in Biology, Chemistry and Physics:

Two exams of equal weighting, each 1 hour and 45 minutes. Students are assessed through multiple choice, structured, closed short answer and open response style questions.


Core Subjects

PHYSICAL EDUCATION In Key Stage 4, Physical Education students will follow a core PE pathway which builds on the practical skills and knowledge and understanding in a variety of activities. Core PE is taught through “Key Concepts”. These are concepts that are sports specific, rather than focusing on one particular sport. Students will spend time learning how to “outwit opponents”, rather than just focusing on football. This, therefore, allows for much greater flexibility within the curriculum, giving students a broader experience of sport and also ensuring activities such as Tchoukball, Lacrosse, Ultimate Frisbee and Golf are seen regularly in Key Stage 4 lessons. The Key Concepts include:

1. Outwitting opponents in games activities

2. Accurate replication in creative activities

3. Exercising safely

4. Performing to maximum levels

General requirements and expectations in PE

Correct PE kit should be worn in all practical lessons.

Students will be actively involved in the learning process if they are injured, unwell or excused from the lesson.

All jewellery will be removed when participating in practical lessons to ensure the Health and Safety of themselves and others.


Core Subjects

GCSE RELIGIOUS EDUCATION - EDUQAS In order to fulfil National Curriculum requirements, all students will study Religious Education throughout Years 10 and 11. Students will follow the GCSE short course EDUQAS syllabus. This new specification includes three sections, detailed below. There will be three exam papers at the end of Year 11. There is no coursework for this subject. Paper 1 This paper explores ethical issues such as relationships, life and death. Students will learn religious views on these topics and will be encouraged to explore their own beliefs on such issues as marriage, divorce and family in the first topic and abortion, euthanasia in the second. Paper 2 This is a compulsory study of Christianity with the focus on key teachings, beliefs and practices. Paper 3 This is a study of a world faith. Here we will examine the key beliefs, teachings and practices of Buddhism.


Foundation Courses

PERSONAL, SOCIAL AND HEALTH EDUCATION

Throughout the PSHE Programme, students will explore a range of topics including: Sex and Relationship Education; Drug and Alcohol Education; Careers Education; Post 16 Opportunities and Citizenship. All aspects of the Programme are designed to develop within students a sense of responsibility to themselves and to others.

CITIZENSHIP

Citizenship at Key Stage 4 is provided through a variety of avenues: ● for example, “assemblies” – these may address such issues as honesty, tolerance and respect

and concern for others

planned opportunities for active participation, including whole school activities such as voting on current issues

participation in the school decision-making forums, in form, year and school councils, on current issues relevant to the student body

separate, distinct, Citizenship time

planned learning experiences approached in a “Deep Learning Day”

provision within the wider KS4 curriculum (e.g. through such subjects as History, Geography, Science, English, Belief and Ethics)

Recording Progress

form tutors assess components within PSHE and discrete Citizenship time

Reporting to parents The report evaluates students’ achievements within key aspects of PSHE and Citizenship.


Foundation Courses

CAREERS EDUCATION AND GUIDANCE

Careers Education and Guidance at Key Stage 4 builds on the initial start made in Key Stage 3 which led up to the Choices Programme. The School employs an independent Careers advisor, who will conduct Careers interviews with students. Within school there are a series of carefully planned activities to help students with their choices at 16+. These include a lesson in the computer room using a programme called KUDOS which has a database of a vast range of careers together with the qualifications required. This programme is updated every year. Further work on choices Post 16 takes place as part of the PSHE curriculum in Years 10 and 11.This includes visits from Post 16 providers, such as Colchester VI Form College and Suffolk One. Around this time sixth form prospectuses are dispatched to the school and made available to students. The dates of open evenings for sixth forms and colleges are included in the student Log Book, but are also made available in documentation supplied in early September. A list of Careers Education resources and activities is shown below, most of which can be obtained from the Careers section of the main School Library (LRC). Most of the Computer Software, such as KUDOS, is on the network at school and can be used by students at lunch time or after school. It is also available online at home via the School Website. Students are encouraged to visit post 16 providers in the Autumn Term of Year 11. Most applications are now made on line. KUDOS Careers matching database takes into account GCSE choice. Careers Section of LRC/ Covering a range of free information that can be taken home by students. Library Citizenship/PSHE ............ Time spent on post 16 choices in Year 10 and Year 11.

Careers Convention Annual Event: variety of careers, sixth forms and training organisations represented, including STEM, and Apprenticeships.

Enterprise Education Young Enterprise Company Programme

Interview Skills Barclays life skills, interview techniques, CV, letter of application.

Work Related Learning WHAC – Work Experience Hazard Awareness course and Work Experience (Work Experience) preparation for Year 10. Careers Interviews An individual meeting for students that may need additional support and

guidance with a careers advisor. Parents can also attend this meeting if they wish to do so.


Foundation Courses

WORK RELATED LEARNING – WORK EXPERIENCE

As well as undertaking Work Related Learning activities across the Curriculum, students will undertake work experience where they are encouraged to interview an employee and complete a detailed evaluation. This will involve the following: 1. What can I do? – students define and recognise skills; identify their own skills and link these to

employability. 2. What’s the job like? – students use one case study to decide on a job they could do now. They

compare a day in this job with a day on work experience or part time work. 3. Who owns it? – students use case studies to determine the different types of business ownership

and operation. 4. How did that happen? – students learn economic concepts associated with people and markets. 5. Where could I work? – students develop awareness of the extent and diversity of local and national

employment opportunities. 6. My dream job – students choose a dream job from a case study and describe what they need to

know about the company. 7. The real world – students undertake tasks and activities set in work contexts. 8. People profiles – students profile the jobs that people do in business by visiting the recruiting

sections of some company websites. 9. Functional skills – students consider which functional skills they are using. 10. Opening up markets- students engage with ideas, challenges and applications from the business

world.

ENTERPRISE EDUCATION – YOUNG ENTERPRISE During KS4 students will undertake Enterprise education, through a variety of activities. There is also an option to join Young Enterprise as an extra curricular activity. Stage 1 tackling a problem or need: students generate ideas through discussion to reach a

common understanding of what is required to resolve a problem or meet a need. Stage 2 planning the project or activity: breaking down tasks, organising resources, deploying team

members and allocating responsibilities. Stage 3 implementing the plan: solving problems, monitoring progress Stage 4 evaluating the processes: reviewing activities and final outcomes, reflecting on lessons

learned and assessing the skills, attitudes, qualities and understanding acquired.


Additional Studies

HUMANITIES – GCSE HISTORY - AQA

EXAMINATION BOARD – EDEXCEL Paper 1: Thematic study and historic environment - Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches. Written examination: 1 hour and 15 minutes 30% of the qualification, 52 marks (16 for the historic environment and 36 for the thematic study) This unit examines continuities and changes in the history of medicine. Candidates must study all of the periods identified to enable them to examine continuities and changes between them. This unit focuses on three main themes; ideas about the causes of disease and illness, methods of treatment; methods of prevention. The times periods studied are; The Middle Ages, The Renaissance; The Industrial Revolution; 20th and 21st century. The historic environment requires an understanding of the trenches of the western front and the kinds of injuries that were suffered there. Questions will require an understanding of different types of historical sources and how they could be used to follow up an enquiry. Paper 2: Period study and British depth study - The American West, c1835–c1895 and Early Elizabethan England, 1558–88 Written examination: 1 hour and 45 minutes 40% of the qualification 64 marks (32 for the period study, 32 for the British depth study) The period study focusses on what life was like on the American plains in the early 1800s (for white settlers and the plains Indians), how the plains were developed (including railroads and cattle ranching) and how this led to conflict (including the Battle of the Little Big Horn and problems with law and order). The British depth study focusses on the key features of the Elizabethan period and the main challenges to Elizabeth during her reign, including the Spanish Armada and Mary Queen of Scots. Paper 3: Modern depth study - Weimar and Nazi Germany, 1918–39 Written examination: I hour and 20 minutes 30% of the qualification 52 marks This modern depth study focuses on the reasons for the development of totalitarianism in Germany and its impact. It encourages candidates to explore the key features and characteristics of the period. Emphasis will be placed on how developments in Weimar Germany led to the rise of the Nazi Party and the emergence of a totalitarian regime; the political, social, economic, cultural and religious impact of this regime on the German people and the reactions of different groups and individuals. The study also offers a contrast between the people and ideas of Germany during this period and those of today. This study does not entail coverage of events of the Second World War. The questions on this paper will be based on analysing a variety of sources and analysing interpretations of the past.


Additional Studies

HUMANITIES – GCSE GEOGRAPHY - AQA

The course you will study follows the AQA syllabus. Whilst there is no longer a Controlled Assessment study, all students will have fieldwork activities which explore both human and physical environments; this will be assessed by terminal exam. Why choose Geography? Studying Geography gives you the opportunity to travel the world via the classroom, learning about both the physical and human environment. You’ll understand how geography impacts your life every day and discover the key opportunities and challenges facing the world. What will I study? Over the two year GCSE course you will cover lots of interesting topics. Living with the physical environment - Discover more about the challenge of natural hazards and the living world, physical landscapes of the United Kingdom and human interaction with them. This unit develops an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments. It provides you with the knowledge about the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere. Challenges in the human environment - This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. You will develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. How will I be assessed? You’ll have three written exams. Papers 1 and 2 are 1 hour 30 minutes long and together, they contribute to 70% of your final mark. Paper 3 is 1 hour 15 minutes and contributes to the final 30% of your GCSE grade. Where will GCSE Geography take you? Choose GCSE Geography and you’ll learn how today’s world was shaped and understand the challenges we face in the future. You’ll also examine the Earth’s natural resources and the increasing battles between the man-made and natural world. This knowledge, paired with your essential curiosity, will give you the sought-after transferable skills for success in further education and the workplace.

What can I do after I have completed the course? Geography is well known as a subject that links to all other subjects in the curriculum, so a GCSE in Geography is a stepping stone to a whole range of opportunities. A good grade will help to move you on to any AS course. You may want to continue your study of Geography to A Level and beyond; Geography is considered a strong academic subject and is welcomed on any CV. Sometimes Geography can form a good platform to other related subjects such as Geology, Economics and Environmental Studies. Discussion of these options would be something to consider as you explore Post 16 courses. The skills you develop through the course can lead you to employment opportunities in journalism, media, engineering, ICT, travel and tourism, environmental management, marketing, business management and teaching. Geographers are everywhere!

Next Steps If you are interested, start to find out more. Here are some ideas: Talk to your Geography teacher or anyone in the Geography department to find out what they are planning for you. Ask students in Years 10 and 11 how much they enjoy Geography. Look at GCSE revision websites such as BBC Bitesize.


Additional Studies

MODERN FOREIGN LANGUAGES - GCSE FRENCH AND GERMAN The GCSE Course will enable you to use the language confidently and give you an understanding and appreciation of the culture of the country where the language is mainly spoken. It has been designed for those who enjoy communicating and finding out how language works. There is usually the opportunity to participate in extra-curricular activities such as trips during the course.

Why choose a French and/or German GCSE course(s)?

The qualification will add an international dimension to your choice of GCSE subjects, which is something many future employers and higher education providers look for. Moreover, the course offers the opportunity to develop many skills which are significantly useful in social situations and in a wide range of future careers (for instance the ability to communicate clearly, being confident, using problem-solving strategies, demonstrating determination and commitment, etc.). Students will also acquire transferrable language learning skills and develop a wider understanding of literacy skills.

The GCSE course will give you a firm foundation for study at AS/A Level if you wish to progress to a higher level.

Course Details Students follow the new AQA French and/or German GCSE courses (Specification 2016), which intend to show how language is used in real life. The courses have been designed with the intention of offering a practical, relevant and appealing content with a focus on students’ interests. Students will study the three following themes: Theme 1: Identity and culture (me, my family and friends; technology in everyday life; free-time activities; customs and festivals in the target language) Theme 2: local, national, international and global areas of interest (home, town, neighbourhood and region; social issues; global issues; travel and tourism) Theme 3: Current and future study and employment (my studies; life at school/college; education post-16; career choices and ambitions) Students will encounter a wide range of materials embedded with cultural and authentic content aimed at building up the four key skills of listening, speaking, reading and writing. They will have the opportunity to practise and develop their speaking skills regularly with the Foreign Language Assistants.

Assessment

This qualification is linear, therefore students will sit all their exams at the end of the course. Each Language skill assessment will count towards 25% of the overall marks. What next? If you have any questions or want to know more, please speak to any language teacher who will be pleased to help you.


Additional Studies

GCSE ART - EDEXCEL Course Details The Art Course is a broad-based course offering a variety of two- and three-dimensional practices. Students will be exposed to a range of working procedures and will be encouraged to develop creativity through individualised learning. Homework tasks form a vital part of all Art coursework and the examination. Students will also be expected to experiment with a range of materials and techniques. They will be assessed not only on their most successful pieces of art and design work, but also on the way in which they have explored and experimented throughout the course. Basic equipment and materials will be provided. Students will need several sketchbooks over the two year course. Very high quality sketchbooks are available for purchase from the Art Department. Assessment EDEXCEL (University of London Examination and Assessment Council) 60% of the grade is awarded for the Personal Portfolio which begins in September of Year 10. The remaining 40% is awarded for the Externally Set Assignment which takes place in Year 11. At the end of the course students display their work. PERSONAL PORTFOLIO - 60% EXTERNALLY SET ASSIGNMENT - 40%


Additional Studies

GCSE MUSIC - OCR Why study Music? Music is all around us, and influences us in many ways. The GCSE course will help you to understand how music is created, through five Areas of Study, which focus on a wide range of music. You will enjoy this course if you:

Enjoy a wide range of music Want to perform and create music, on your own and with others Want to understand more about how music works Think you may want to study music more in the future, at AS/A level, BTEC or beyond.

What kind of work will I be doing? All the work you do will be related to performing, composing, or understanding specific types of music set out in the Areas of Study.

Area of Study 1 – My Music Studying any instrument or voice (including beatboxing and rapping), and performing and composing pieces in your preferred styles.

Area of Study 2 – The concerto through time Studying the concerto and its development from 1650-1910.

Area of Study 3 – Rhythms of the world Studying the rhythmic roots from four geographical regions of the world.

Area of Study 4 – Film music Studying music composed and used for film and video games.

Area of Study 5 – Conventions of Pop Studying popular music from the 1950s to the present day.

There is some music theory work, which is usually covered through hands-on individual and group tasks. You must be prepared to practise regularly on your instrument outside lesson time, and will also be expected to take part in school ensembles and music events. How will the course be assessed? Controlled Assessments/Coursework (60% of the final grade) – This is a mixture of performing, composing and evaluating your work, and will be done during lessons. You will need to record a solo and group performance, and do two compositions by the end of the course.

Listening Test (40% of the final grade) – this is a 90 minute test, in which you will hear extracts of music and answer questions about them.

Further information can be found on the OCR website – www.ocr.org.uk Music GCSE – code J535

http://www.ocr.org.uk/


Additional Studies

GCSE DESIGN AND TECHNOLOGY

Course Details The School will be offering the following Design and Technology Courses in September 2017:

GCSE FOOD PREPARATION AND NUTRITION GCSE DESIGN AND TECHNOLOGY

Each course provides opportunities for students to develop an awareness of the nature and significance of Design and Technology in a rapidly changing society. A principal aim is to encourage students to combine their designing and making skills with knowledge and understanding in order to design and make quality products.

Work by students in each of the three courses is assessed in a common way. There is not an easy or a hard course. A major emphasis is placed on students gaining an understanding of commercial and industrial practices.

GCSE Food Preparation and Nutrition - OCR

‘Food Preparation and Nutrition’ encourages candidates to understand the science behind cooking. You will develop food production skills, learn how new products are developed whilst considering the dietary needs of the consumer and you will learn about many different food commodities and how these ingredients function in recipes to give the required outcome. You must be prepared to work in a group and independently. Students develop a high level of knowledge, understanding and skills to cook and apply principles of food science, nutrition, provenance and healthy eating.

Food preparation and nutrition

This unit involves an exam paper which is sat in the Summer of 2019

Externally assessed/ Written examination. 1 hour 30 minute written paper. 100 marks. 50% of the total GCSE marks. This examination is un tiered, covering all of the ability range, from 1-9

.

Investigating food

This unit focuses on the design and manufacture of prototype products from a given theme.

This should involve understanding the scientific principles underlying the preparation and cooking of food.

Internally assessed. Controlled assessment.

45 marks.

15% of the total GCSE marks. Food preparation task

This unit focuses on the science, knowledge, skills and understanding underpinning the design and manufacture of the products.

This should involve the candidate in the identification of a suitable design opportunity, generation of design ideas showing creativity, trialing and skilful manufacture of a quality product, recording the processes of making and critical evaluation.

Internally assessed. Controlled assessment. 105 marks. 35% of the total GCSE marks.


Additional Studies

GCSE Design and Technology – AQA The course consists of two elements:

1) Coursework (50% of student’s overall mark) For part of the two year course, students will undertake a single ‘design and make’ activity which will arise from investigating one of five challenges set by the exam board. The project folder will consist of an investigation into one of the challenges and will include; defining the needs and wants of the user; relevant research to formulate a design specification; designing ideas with flair and creativity that are developed to formulate a final design solution (including modelling); a manufacturing specification; a final prototype that is fit for purpose and a final evaluation. Students will be encouraged to investigate, analyse and evaluate throughout the project folder and evidence all decisions made. The marking of the coursework is split into four sections and assesses the student’s skills in researching and analysing design tasks, creating and developing imaginative and innovative ideas, manufacturing highly accurate and well finished prototypes and evaluating and testing. 2) Exam (50% of student’s overall mark) The exam taken in the summer term of Year 11 tests not only the student’s knowledge and understanding of Design and Technology but also their ability to creatively respond to design problems. The breadth of technical knowledge that students will learn over the two years will include areas such as: New and emerging technologies, Modern and Smart materials, Mechanical devices and Materials and their working properties. Much of the subject knowledge will be taught through short projects.


Additional Studies

GCSE COMPUTER SCIENCE - OCR The course consists of 3 units that will look at aspects of computer science to meet the demands of a modern and evolving computer science industry. The skills learned will be the best preparation for students who want to go on to study Computer Science at AS

Level, A Level and beyond. The qualification will also provide a good grounding for other subject areas that require computational thinking and analytical skills.

Component 01 Computer Systems - 1hr 30mins written paper 80 marks 40% of total GCSE This unit covers the body of knowledge about computer systems including architecture, memory, storage, networks, security, software Component 02 Computational thinking and logic, algorithms, programming and data representation – 1hr 30mins written paper 80 marks 40% of total GCSE An investigative computing task, chosen from a list provided by OCR, which assesses the following: research, technical understanding, analysis of the problem, historical perspective, use of technical writing skills, recommendations/evaluation Component 03 Programming project - non–exam assessment. Students will be challenged by a range of exciting and engaging tasks to apply knowledge and skills they have learned. They will analyse, design and develop a coded solution to a problem, fully annotating the developed code to explain its functions and they will debug their solution. 20 hours 20% of total GCSE

Students will:

Develop their understanding of current and emerging technologies and how they work

Look at the use of algorithms in computer programs

Become independent and discerning users of IT

Acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts

Develop computer programs to solve problems

Evaluate the effectiveness of computer programs/solutions and the impact of computer technology in society

Gives learners a real, in-depth understanding of how computer technology works

Provides excellent preparation for further study and employment in the field of Computer Science

Develops critical thinking, analysis and problem-solving skills through the study of computer programming

Computing is now part of the English Baccalaureate

WHY GCSE COMPUTER SCIENCE? Careers in computer science command some of the top average salary offers from employers among all major companies. According to CNNMoney, software engineering and other computer/IT jobs are among the top 10 highest paid jobs for both men and women. But this is only the tip of the iceberg. Computer science opens opportunities in many fields. Banking, health care, biotechnology, communications, and entertainment are all fields that depend on the knowledge and skills that the discipline of computer science can offer.


Additional Studies

GCSE SOCIOLOGY - AQA Sociology is a “Social Science”. It is a subject that examines how we organize our lives, why we behave in the way that we do and how we are influenced by society. It teaches students how to gain evidence using scientific methods and how to critically analyse sources of information. Sociology encourages the development of transferable skills by taking a questioning approach to evidence and tackling topics which are relevant to students’ lives. Sociology aims to encourage students to reflect on the social world and to enhance their ability to play a role in it. It also helps them to recognize the relationships between individual groups, institutions and societies. Subject content includes:

The sociological approach and research methods

Social structures, processes and issues

Families

Education

Crime and Deviance

Social stratification


Additional Studies

GCSE BUSINESS OCR What is GCSE Business? This is the study of the business world; how companies are set up, modern business practice, how they promote themselves and keep their customers happy. Students will meet ideas within business, finance, business law and ethics. They will look at what makes a successful business person and find out how to spot an opportunity and turn that into a successful business.

Content Overview Assessment Overview

Business activity

Marketing

People

Business 1 :

Business activity, marketing and people

80 marks 1 hour 30 minutes paper

50% of total GCSE

Operations

Finance

Influences on business

The interdependent nature of business

Business 2 :

Operations, finance and influences on business

50% of total GCSE

Would you like…….

To be your own boss running your own business?

To understand just what goes on in the world of work?

To know what businesses look for when they recruit staff?

To see how a business gets its money to operate?

To understand why so many adverts are aimed at teenagers?

To understand why the same big businesses operate around the world?

This course can reasonably be undertaken by students entering this area of study for the first time but requires a good level of written communication. It helps prepare students for further and higher education and helps students to think outside of the school environment and to learn skills necessary for their working life. It is a practical course that uses real businesses as examples and suits those students who enjoy keeping up to date with current affairs and who have a potential interest in working in the business world. Students learn skills in decision making and will be one step ahead in understanding how businesses operate. A GCSE Business course could lead to work in a business related profession such as accountancy, law, retail, marketing or the leisure, sport and tourism industry. This subject can be studied at A- Level and Degree Level, either on its own or in a combination with other subjects. More details can be found here: www.ocr.org.uk/gcse business course code J206.

http://www.ocr.org.uk/gcsebusiness


Additional Studies

Level 1 Certificate – An Introduction to the Hair and Beauty Sector

Type and Level of Qualification

CITY & GUILDS LEVEL 1 DIPLOMA

Exam Board and syllabus

CITY & GUILDS

What is

This is an introduction to Hairdressing as a career; you will be studying a course in Basic Hairdressing Skills, developing your knowledge and understanding of this profession. During the course you will have the opportunity to style hair, develop blow drying techniques and practise a wide range of hairdressing skills. You will be working in a purpose built hairdressing salon with a qualified Hairdressing Instructor and assessor.

Course Content 101 Introduction to Hair and Beauty sector

102 Presenting a professional image

003 Shampoo and conditioning

113 Health and Safety

103 Styling women’s hair

111 Colouring hair using temporary colour

112 Create a hair and beauty image (competition)

Who does Hair and Beauty suit?

This is a two year course which leads to a Level 1 Certificate in an introduction to the hair and beauty sector which is accredited by Suffolk New College. This course will be delivered at Hadleigh High School.

Methods of assessment

Each unit is delivered in the same way; the morning is theory, the afternoon practical. There are theory and practical tasks, one for each unit. Students will be expected to develop a portfolio of evidence for each of these units and will also be assessed throughout the course.

Key dates of assessment

Week beginning 15/12/17 Christmas competition (formative) Week beginning 26/01/18 shampooing assessment Week beginning 13/04/18 Easter competition formative (formative)

How parents can help

Parent support encouraging the practise of hairdressing skills learned in class.

Additional textbooks and supporting materials

Text Book The City & Guilds Textbook: Entry 3/Level 1 VRQ in Hairdressing and Beauty Therapy by John Armstrong and Louise Hemmings (9 May 2012)

How is Hair and Beauty a useful subject for your future?

This course will help you to decide if you have the ability to continue onto a Level 2 course in hairdressing at college. You will be introduced to the disciplines of the real working environment; building good team working relationships, developing self confidence and a professional attitude.

Main contact at school

[email protected]

http://www.amazon.co.uk/City-Guilds-Textbook-Hairdressing-Therapy/dp/0851932053/ref=sr_1_2?s=books&ie=UTF8&qid=1386843204&sr=1-2&keywords=level+1+hairdressing

http://www.amazon.co.uk/City-Guilds-Textbook-Hairdressing-Therapy/dp/0851932053/ref=sr_1_2?s=books&ie=UTF8&qid=1386843204&sr=1-2&keywords=level+1+hairdressing


Additional Studies

GCSE DRAMA - EDUQAS

Drama

Drama GCSE will create opportunities for students to:

work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas

develop and demonstrate competence in a range of practical, creative and performance skills

develop a basis for their future role as active citizens in employment and society in general, as well as for the possible further study of drama

develop a personal interest in why drama matters and be inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study

engage actively in the process of dramatic study in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds

consider and explore the impact of social, historical and cultural influences on drama texts and activities, reflect on and evaluate their own work and the work of others.

The course is structured in three units.

Component 1 – Devising Theatre (40%) For this component students will participate in the creation, development and performance of a piece of devised theatre from a stimulus set by the exam board and informed by either the techniques of an influential theatre practitioner or a genre. Students will produce:

A realisation their devised piece A portfolio of supporting evidence An evaluation of the final performance

This component is internally assessed by the teacher. Component 2 – Performing from a Text (20%) Students will study a play text, focusing in detail on two extracts. They will be assessed on their acting in a performance using sections of the text from both extracts. This component is externally assessed by a visiting examiner. Component 3 – InterpretingTheatre (40%) This component takes the form of a written examination (1 hour 30 minutes). There are two sections. Section A will examine students on their knowledge, understanding and interpretation of a set text; Section B will require analysis and evaluation of a specific aspect of a live theatre production that they will have seen during the course.


Additional Studies

GCSE PHYSICAL EDUCATION - EDEXCEL Students will work towards a full course GCSE qualification. Students will be assessed in their practical ability and theoretical knowledge and understanding. The course is split into four sections. Component 1: Fitness and Body Systems Written examination: 1 hour and 45 minutes 36% of the qualification 90 marks ● Topic 1: Applied anatomy and physiology ● Topic 2: Movement analysis ● Topic 3: Physical training ● Topic 4: Use of data Component 2: Health and Performance Written examination: 1 hour and 15 minutes 24% of the qualification 70 marks ● Topic 1: Health, fitness and well-being ● Topic 2: Sport psychology ● Topic 3: Socio-cultural influences ● Topic 4: Use of data Assessment overview Component 3: Practical Performance Non-examined assessment: internally marked and externally moderated 30% of the qualification 105 marks (35 marks per activity) The assessment consists of students completing three physical activities from a set list. One must be a team activity. One must be an individual activity. The final activity can be a free choice. *Please see Mr Lawrence for a list of the activities which can be assessed. Component 4: Personal Exercise Programme Non-examined assessment: internally marked and externally moderated 10% of the qualification 20 marks ● Aim and planning analysis ● Carrying out and monitoring the PEP ● Evaluation of the PEP General requirements and expectations in PE

Correct PE kit should be worn in all practical lessons

Homework will be completed on time

Students will be actively involved in the learning process if they are injured, unwell or excused from lesson

All jewellery will be removed when participating in practical lessons to ensure the Health and Safety of themselves and others

Students are to join an extra-curricular activity and maintain their fitness levels to the best of their ability.


Additional Studies

NCFE LEVEL 1 CERTIFICATE IN CREATIVE STUDIES: CRAFT

Overview Learners of all abilities flourish when they can apply their own knowledge, skills and enthusiasm to a subject. The NCFE Level 1 certificate in creative studies focuses on learners who are motivated and challenged by learning through hands-on experiences and through projects which directly relate to real life trades. What you will do: You will develop practical skills whilst using a number of different machines and hand tools, resulting in a final project where you will design and construct a piece of furniture. This qualification shows you how to:

develop a broad understanding of craft skills

use a variety of tools and materials

use your knowledge of the chosen craft to produce an item in response to a brief or scenario

use different craft techniques

raise awareness of working safely and securely when creating your craft item.

In Year 10 you will develop basic craft skills and knowledge of materials and techniques. You will select appropriate tools, equipment and materials to create a series of small practical projects. Following this, you will sketch and develop your own ideas to prepare you for your final Year 11 project, a piece of furniture, such as a stool or table.

Successful completion of this qualification will enable you to progress to Level 2 qualifications in related subjects. The knowledge and skills gained will provide an introduction to those required for careers in the craft industry.


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