key stage 4 curriculum guide 2018 - thekjs.essex.sch.uk · zenith multi academy trust is an...
TRANSCRIPT
STUDENT NAME TUTOR GROUP
The King John School
A Mathematics & Computing College
Key Stage 4 Curriculum Guide 2018
1
THE KING JOHN SCHOOL
A Mathematics & Computing Specialist College Shipwrights Drive, Thundersley, Benfleet, Essex SS7 1RQ
Tel: 01702 558284 Fax: 01702 555636 Email: [email protected] Website: www.thekjs.essex.sch.uk Headteacher: Dr M M Wilson, MBA, MSc, BEd, FRSA
Dear Parent / Carer Students in years 9, 10 and 11 study a number of subjects which are expected as part of the key stage 4 curriculum at The King John School. There is an element of choice in terms of which EBACC subjects to select and also a limited opportunity for free choice. Your son or daughter is currently preparing to make the decision about the continuation of subjects which he or she will take in year 9. The key stage 4 curriculum allows for the study of subjects in greater depth in preparation for public examinations. This booklet is designed to help both students and parents / carers to make those important decisions which will lay the foundations for study programmes over the next few years. We hope that you will have a chance to read through the booklet with your son or daughter and discuss the subjects available. Your child should also seek help from his or her tutor and subject teachers, who will be closely involved in guiding students and will be able to answer any questions that may arise. We would like to invite parents to an evening meeting on Thursday 15 March 2018, where we discuss the possible subject combinations available to your child over the next few years. Much of this document will provide written confirmation of matters covered on these occasions. We are very conscious of making sure we offer progression opportunities from year 9 through to year 13. We seek to provide a range of subjects and qualifications designed to meet the needs and aspirations of all our students. We believe that students should carefully select to ensure that their choices are those in which they will achieve maximum success and provide opportunity for their future. It is important to talk about the pathways now and consider the future both post 16 and post 18. We hope that this will provide the range of information you need and that we are able to work together to provide the best possible way forward for all our students. Students are expected to take the core curriculum and the guidance on selecting EBacc subjects is indicated on the student’s pathways form at the back of this booklet. We always aim, as far as possible, to offer students their preferences for both EBacc subjects and the free choice. Should any difficulties arise, however, the school reserves the right to make final allocations. Full details of your child’s actual pathways choices will be circulated in June. We will endeavour to meet your chosen subjects. However, in the event where this is not possible parent/carers will be contacted to look for an alternative solution.
Mr S Watts Deputy Headteacher
Zenith Multi Academy Trust T/AS The King John School A Company limited by guarantee and Registered in England and Wales. Registration Nu: 7559293
Registered office: c/o The King John School, Shipwrights Drive, Thundersley, Benfleet, Essex SS7 1RQ Zenith Multi Academy Trust is an ‘exempt’ charity
2
Introduction - Making your Preferred Choice 3 Introduction - The Year 9, 10 and 11 Timetable 4 The Pathways / The King John Sixth Form 5 Year 12 Curriculum offer 2018 6 Information 7
English Language and Literature 9 & 10 Mathematics 11 Double Science 12 Core PE 13
Art & Design 15 Business Studies GCSE & Business Studies & Enterprise Technical Award 16 Computer Science 17 Dance 18 Design Technology GCSE and Craft Course Level 2 19 Drama 20 Film Studies 21 Financial Studies 22 Food Preparation and Nutrition GCSE and Food and Cookery Technical Award 23 French 24 Geography 25 Hair and Beauty 26 History 27 Information Communication Technology 28 Media GCSE and Interactive Media Technical Award 29 Music BTEC 30 Photography 31 Physical Education GCSE and Sport Science Level 2 32 Religious Studies - Philosophy & Applied Ethics 33 Sociology 34 Spanish 35 Tourism 36 Pathways Evening Subject Rooms 37 Notes 38 2018 Pathway Form 39
The Core Curriculum
Pathway Subjects
General Information
Contents
3
Introduction
MAKING YOUR PREFERRED CHOICE Considerable guidance is offered by subject teachers and tutors so that decisions about preferences are carefully made. Subjects and styles of teaching and learning will be discussed with students and examination requirements will be explained. This takes place within existing lessons and new subjects are introduced in talks for all year 8 students during the spring term. Your son’s/daughter’s form tutor will check the pathways forms when they are finally submitted. The compulsory subjects within key stage 4, and the guidance within our pathways procedure, ensures that each student has a balanced curriculum but at the same time offers them the chance to study the subjects that they have most interest in and are going to achieve in. Throughout key stage 4, students will develop a range of knowledge and skills valued by employers. Each compulsory and pathways subject also provides the basis for further study post 16. This, together with the range of other choices available post 16, means that the career implications of choices at 13 are minimal. At this stage, few students have more than a vague idea of their future career. In making choices, students should be guided towards their likelihood to do well and their interest in the subject. Students are therefore advised to study the information in this booklet carefully. Subjects which are new to key stage 4 will be explained to students in an assembly. Students should discuss their preferences with subject teachers and see the main textbook used, where applicable. Students’ reports, as well as information gained through discussion with their tutor, will also have a bearing on decisions. Above all, it is hoped that every student will make a sensible, informed, independent choice of pathways subjects to supplement the core curriculum in key stage 4. It is extremely important that the pathways form is completed correctly and returned to the form tutor by the deadline date of 21 March 2018.
Introduction
4
THE YEAR 9, 10 AND YEAR 11 TIMETABLE The key stage 4 timetable consists of 25 lessons per week, each lasting 60 or 65 minutes. We operate a two week timetable for all year groups. The compulsory subjects taken by all year 9 students (two-week timetable allocation) are: English 9 lessons Mathematics 8 lessons Science 9 lessons PE/Sport (non-examination) 4 lessons Students study up to a maximum of four other subjects, taking up five hours per fortnight. Each of these is structured as a three year course, with the final award a level 2, GCSE or equivalent. THE ENGLISH BACCALAUREATE The English Baccalaureate or the ‘EBacc’, as it has become commonly known, has been introduced, “to promote achievement of a broad academic core at 16”. It is a school performance measure opening doors to further education in school sixth forms, colleges and universities. It is therefore expected that the majority of the students at King John will work to obtain the full EBacc. For King John students to be awarded the EBacc they must obtain GCSE grades in the following subjects: GCSE English GCSE Mathematics GSCE Science (Combined Science or Computer Science) GCSE History or Geography GCSE French or Spanish (GCSE History, Geography, French or Spanish and Computer Science are part of our choices for students). The majority of students will be expected to take the full EBacc and all will be expected to take at least one EBacc subject in addition to maths, English and science. Students will be able to choose whether this is a language, humanities or computer science. Level 2 (BTEC) BTECs provide an alternative way of studying to GCSEs. Each BTEC subject is linked to a vocational sector allowing for more in-depth study of practitioners, terminology and issues related to this field. Since 2016 BTECs have changed considerably and all now contain both controlled coursework units and external examinations. They are academically robust and require a great deal of commitment and hard work to achieve a high grade. Students must work independently to meet deadlines and revise thoroughly for the examinations. BTECs can provide a valuable pathway into the 6th form and on to higher education or apprenticeships. “In 2015, 1 in 4 students who got to university in the UK had studied a BTEC” (UCAS Report) “BTEC students have the skills they need to kick-start their career” Peter Jones CBE (Entrepreneur)
Introduction
5
This year, at King John, we are able to offer the greatest breadth ever in our courses. We are offering a number of vocational courses as well as an extensive range of GCSE courses. A number of our courses are vocational in nature. They provide students with a different course structure and different styles of teaching and learning. They focus on preparing students for further education and/or training. It is important that students, where possible, consider any future education post 16 that they may wish to undertake and to keep as many options open for the future. For some students the education pathway from 14 through to 19 and beyond is very clear. For others, it is still full of decisions and choices that have yet to be made. A student’s choice of GCSE pathways should not be dictated solely by future education plans but some thought should be given to the types of courses that may be available at post 16. The school’s sixth form offers a wide range of level 3 A-level qualifications and a range of applied general courses. These give students a broad understanding and experience and the opportunity to study a selected area in more depth. You will find out what people do at work and the qualifications and training they have had to enable them to do their job. This may be done by visiting places of employment, undertaking a work experience placement to gain practical experience and skills, or work-shadowing. Case studies from the workplace and the use of authentic business documents encourage learning in a practical and realistic way. You will gain confidence by developing research skills, time management, evaluative and analytical skills. Learning is active and student-focused with direct input from teachers, employers and sector-specific professionals. Some courses may require extended study or suitable relevant work experience placements. These requirements will be made clear by individual subjects. Our pathways in year 9 will give students the best opportunity to progress onto the appropriate pathway in year 12. The 16–19 curriculum at King John offers a wide range of advanced academic and vocational courses. These courses offer considerable advantages to our students. They are all recognisable as a progression route into higher education and employment and they require students to develop the kind of independent working style which is highly valued by both. Students may choose three traditional A-level courses, or a combination of three academic or applied A-levels, a BTEC level 3 or a work-based learning course. We encourage our students to think carefully about their choice of course in the sixth form and our aim is to determine the most suitable learning pathway for individual students. In the sixth form we provide the opportunity for students to specialise in subjects which interest them the most, or in which they perform well. Some subjects are needed for specific courses at degree level.
The Pathways
The King John Sixth Form
6
Year 12 Curriculum Offer September 2018
7
PUBLIC EXAMINATIONS During year 9, 10 and year 11 students will be assessed in all subjects studied. Entry to any examination will, of course, depend on a satisfactory record of attendance, class work and homework set in each subject. Examination boards will issue details of grades awarded for each subject. The way GCSE grades are reported on certification has changed to numbers 9 to 1 with 9 as the highest grade. We will provide up to date information at the presentation on 15 March 2018. Each course description also gives information about the examination board that certifies the examination and the relevant syllabus number. Further information about each of the courses can be found at the appropriate exam board website. EDEXCEL – www.edexcel.org.uk AQA – www.aqa.org.uk OCR – www.ocr.org.uk WJEC – www.wjec.co.uk DIARY OF EVENTS 2018 Thursday 8 March - Pathways booklets given out to students 26 February – 9 March - Taster lessons for students Thursday 15 March - Pathways Information & Parents’ Evening Wednesday 21 March - Deadline for return of pathways forms to form tutor April/May - Processing of option forms June - Notification of subjects allocated COMPLETING THE PATHWAYS FORM Students are required to select a preferred subject that they would like to study from each option column. It is extremely important that the pathways form is returned to the form tutor by Wednesday 21 March 2018. If a form is late then this may limit the choices open to you. We always aim, as far as possible, to offer students their chosen subjects. Should any difficulties arise, however, the school reserves the right to make final allocations.
Information
8
The King John School
A Mathematics & Computing College
The Core Curriculum
9
GCSE English Language Examination Board: AQA
GCSE English Literature Examination Board: AQA
The GCSE English courses aim to develop the students’ ability to formulate, clarify and express their ideas clearly and appropriately in speech and writing. There is an emphasis upon using the vocabulary and grammar of standard English in their spoken and written English. We aim to develop students’ ability to read accurately and fluently; to understand, respond to and enjoy literature of increasing complexity drawn from both the English literary heritage and contemporary fiction and non-fiction. During the courses students will learn to analyse and evaluate a wide range of texts.
Year 9 will be a foundation year for English language and English literature GCSEs. In Year 10 groups will work specifically towards and prepare for examinations in both of these subjects.
There are a number of academic and vocational courses for which English language and English literature are central. Students who have studied these subjects have gone on to pursue careers in journalism, media, personnel, teaching, advertising and promotions; in fact, any job where clear, effective communication is needed requires a good grade in English. Both English language and English literature A-levels are offered at The King John Sixth Form, we require at least a grade 6 at GCSE in order to join the A-level courses.
English Language and Literature
Qualifications
Objectives
Overview
Skills
10
You will study a number of different fiction and non-fiction texts during your
English language and English literature lessons. These will include texts by Shakespeare, Victorian writers such as Charles Dickens and poets from the Romantic Period. You will also study texts from the ‘real world’ such as autobiographical and journalistic writing. Finally, you will hone your skills in writing for a wide variety of audiences and purposes including creative and informative writing.
English Language (AQA 8700)
Paper 1 Explorations in Creative Reading and Writing.
50% of GCSE
(80 marks)
1 hour 45 minutes
Section A: Reading – one literature fiction text
Section B: Writing -descriptive or narrative writing
Paper 2 Writers’ Viewpoints and Perspectives.
50% of GCSE (80 marks)
1 hour 45 minutes
Section A: Reading – one non-fiction text and one literary non-fiction text
Section B: Writing – writing to present a point of view
NB. There is assessment of spoken language but this does not go towards the grade. English Literature AQA (8720)
Paper 1 Shakespeare and the 19th century novel
40% of GCSE
(64 marks)
1 hour 45 minutes
Section A: Shakespeare
Section B: 19th century novel
Paper 2 Modern texts and poetry
60% of GCSE
(96 marks)
2 hours 15 minutes
Section A: Modern text
Section B: Poetry and unseen poetry
Examinations take place in Year 11; there are four English exams in total (2 X language and 2 X literature).
English Language and Literature
Course Content
Assessment
11
GCSE Mathematics
Examination Board: Edexcel
Mathematics is a core subject and all students will follow the Edexcel GCSE mathematics course. This Edexcel GCSE in mathematics qualification requires students to develop knowledge, skills and understanding of mathematical methods and concepts, including: number, algebra, geometry, measures, statistics, and probability.
Mathematical thinking is important for all members of a modern society for its use in the workplace, business and finance and for personal decision making. Almost all jobs, careers and higher education courses require a mathematics qualification. You will also find that a lot of what you learn in maths will be useful in other GCSEs that you study.
The course gives students the opportunity to develop the ability to: Acquire and use problem-solving strategies. Select and apply mathematical techniques and methods in
mathematical, every day and real-world situations.
Reason mathematically, make deductions and inferences and
draw conclusions. Interpret and communicate mathematical information in a variety
of forms appropriate to the information and context.
Students will be assessed through three exams. There are two tiers of entry higher and foundation. There is no coursework for this qualification.
Mathematics
Qualification
Objectives
Overview
Course Content
Assessment
12
GCSE Combined Science: Trilogy
Examination Board: AQA
Science attempts to explain the world in which we live. It provides technologies that have had a great impact on our society and the environment. Scientists try to explain phenomena, for example, using hypotheses and models, and to solve problems using evidence.
GCSE sciences are defined for students of any ability, whether they intend to study science further or not. The specification presents biology, chemistry and physics in separate teaching and learning units, along with 21 core practicals. This course provides a firm foundation for progression to all A-level sciences.
Students study 2 modules for each discipline: biology, chemistry and physics. Module 1: Biology: cell biology; organisation; infection and response; and bioenergetics Chemistry: atomic structure and the periodic table; bonding, structure, and the properties of matter; quantitative chemistry; chemical changes and energy changes. Physics: energy; electricity; particle model of matter; atomic structure. Module 2 Biology: homeostasis and response; inheritance, variation and evolution and ecology Chemistry: the rate and extent of chemical change; organic chemistry; chemical analysis; chemistry of the atmosphere and using resources. Physics: forces; waves; magnetism and electromagnetism.
There are six papers, each 1 hour and 15 minutes: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas. Students will also have to complete 16 core practicals in class, some of which will be assessed within these exams. These exams will all be taken at the end of year 11 and students will be awarded two GCSE grades from this science course.
The GCSE Combined Science in the study of biology, chemistry and physics and is supported by specialist teaching. It is important to note that the combined science GCSEs provide a firm foundation for progression to A-level.
Double Science
Qualification
Objectives
Overview
Course Content
Assessment
Notes
13
The core physical education curriculum consists of students
developing their organisation and communication skills as well as improving their officiating skills and personal levels of fitness. Students will develop their knowledge of tactics, rules and sport specific skills.
They will undertake different roles within various activities, including that of performer, coach, official and leader. Students will also be required to be able to plan, undertake and evaluate their own performance.
Students will develop organisational and communication skills as well as having to officiate certain sports activities. Personal levels of fitness will be recorded. Students will develop their knowledge of tactics, rules and sport specific skills.
The physical education course in key stage 4 is designed so that each student has the opportunity to be assessed in a variety of activities, and they will participate in a number of areas, ranging from competitive sports to those promoting and developing health & fitness. They will be assessed using a practical grading criterion.
Core PE
Objectives
Overview
Skills
Assessment
14
The King John School
A Mathematics & Computing College
Pathway Subjects
15
GCSE Art & Design
Examination Board: OCR
The course will enable students to develop creative skills in drawing, painting, print-making, collage, mixed media, relief work etc. There will be opportunities to create personal, imaginative and innovative images and artefacts.
If you enjoy opportunities to be creative, use your imagination and produce work that is unique and personal then this subject provides students with the opportunity to actively engage in the process of art and design.
The course will develop student’s cultural knowledge, understanding and appreciation of fine art, media and techniques in historical and contemporary contexts, societies and cultures. Students will learn and appreciate the different roles, functions, audience and consumers of art and design.
The course involves two units: unit 1 art and design portfolio and unit 2 art and design OCR- externally set task Unit 1: will focus on: Drawing from first-hand and secondary sources Developing ideas and techniques from given starting points/themes Exploring a wide range of media, material, processes and
techniques Producing work which is personal and meaningful Learning to analyse own work and the work of others’ in
contemporary and historical contexts Developing creative skills, through learning to use imagination and
intuition Refining and developing ideas Presenting personal outcome Unit 2: will focus on: Selecting a starting point/theme from the set task paper issued by
OCR Planning and preparation work Work will be completed within 10 hours of supervised time to
develop ideas into a personal final outcome.
Art and design portfolio: 60% Art and design OCR set task: 40% All work is internally assessed and externally moderated.
Art & Design
Qualification
Objectives
Overview
Skills
Course Content
Assessment
16
GCSE Business Studies 9-1 Examination Board: Edexcel Level 2 Technical Award in Business and Enterprise Examination Board: NCFE
If you are hardworking, analytical, ambitious, and are interested in running a business, working in business management, working in the marketing industry, or in financial institutions such as banks, or you are interested in how businesses work, what they do, trends that affect them, how they operate and the factors that could determine whether they are successful or not, then these courses may be for you.
There are two business courses offered with similar content. We will decide on the most suitable pathway for each individual student taking into account linear exams versus ongoing coursework assessment and academic performance in key subject areas. Both courses have clear routes of progression to post-16 study. Students will gain insights into the nature of business activities and will be required to analyse and evaluate the effects upon different stakeholders. Each course encourages students to think critically about current issues relating to business and the economy.
The following are skills gained within business studies Learning pathway 1 - GCSE Evaluative skills- writing reports, addressing audiences using a
variety of media and forms. Extended writing skills. Critical Thinking Problem Solving Mathematical concepts – ratios, percentages and calculations of
interest Cognitive skills – reflection and review of own and others’
performances, reviewing and assessing business practice, financial documents and management techniques
Learning pathway 2 – Technical Award Team working Communication skills Presentation skills Using initiative Working independently
Topics covered in both courses include: Spotting a business opportunity Showing enterprise Putting a business idea into practice Making the start-up effective Marketing Business finance Managing people How the economy affects business
GCSE Theme One: Investigating Small Business Theme Two: Building a Business External examination: 90 minutes x 2 exams Compulsory short answer and extended writing test questions. Each examination is worth 50% of the qualification. Level 2 Students will be assessed through completing 4 mandatory assignments. 3 of these will be internally assessed and 1 externally assessed.
Business Studies GCSE & Business Studies & Enterprise Technical Award
Qualifications
Objectives
Overview
Skills
Course Content
Assessment
17
GCSE Computer Science
Examination Board: OCR
This course gives students the opportunity to learn about the principles and concepts of computer science, including systems architecture, memory, wired and wireless networks, topologies, system security, algorithms and computational logic.
Students can develop their ability to analyse problems in computational terms. They will acquire skills to think innovatively using mathematical skills relevant to computer science. Students will develop an understanding of the impacts of digital technology to an individual and to a wider community
Developing understanding of systems architecture, memory and storage.
Explore different computer networks, including topologies, protocols and layers.
Understand the ethical, legal, cultural and environmental concerns. Become independent and discerning users of programming software
to produce robust programs to solve given problems. Develop computational thinking skills. Write algorithms to solve given problems. Knowledge of translators and facilities of languages. Evaluate the effectiveness of algorithm solutions
Unit 1: Computer systems Weighting: 50% This unit covers computer systems, including architecture, memory, storage, networks, and system security, ethical, legal, cultural and environmental concerns. Unit 2: Computational thinking, algorithms and programming Weighting: 50% This unit includes computational logic, algorithms, translators and facilities of languages and data representation. Unit 3: Programming project Students will need to understand standard programming techniques to analyse, design, develop, test and evaluate a program produced independently.
Two written papers, one focussing on the theory of computer science principles and the other, with a focus on computational thinking and algorithms. Both papers are identical weighting and mark allocations.
Students selecting computer science should have strength in mathematics and science with a keen interest in developing computational thinking, theory and programming. Students should like solving problems and be resilient.
Computer Science
Qualification
Objectives
Overview
Course Content
Assessment
Notes
18
GCSE Performing Arts
Examination Board: AQA
This subject will suit a student who is involved in dance both in and out of school. A minimum standard of personal performance will be required. It allows students to understand how dances are pieced together by professional choreographers, and how the dance fits in with the lighting, music and set design within the whole production. There will also be plenty of opportunity to study both professional and amateur dances, to see the difference between an average and an outstanding performance. All of this will of course help students improve their own performance and choreography skills.
This is, of course, a very practical subject where students are expected to choreograph and perform as a soloist and in groups. Theory is assessed through a written paper covering skills, choreography, performance and studying professional dance works.
Besides improving their own skills as a dancer/choreographer, GCSE Dance will give students the opportunity to develop their life skills as well. They will find themselves planning, organising, co-ordinating, researching and, most importantly, creating their own ideas and concepts through dance.
Three main areas are studied:- Performance - learning and dancing in a wide variety of
styles, developing skills. - learning about professional dance works
Choreography - composing your own dances and group choreography
Appreciation - understanding skills - forming your own opinions and giving evidence for this - evaluating professional dance works as well as your own performances and choreography
Resources are used, alongside an extensive range of video material. There may also be opportunities to watch live performances by professional companies. All students will perform in the annual dance show. 30% choreography – student choreographs a group piece from a chosen stimulus. 30% performance – duo/trio performance developed from set phrases; solo performance of 2 set phrases that have been choreographed by the exam board. 40% critical appreciation of dance - 1 hour 30 minutes written theory examination.
Dance
Qualification
Objectives
Overview
Skills
Course Content
Assessment
19
GCSE Design Technology Examination Board: TBC Level 2 Craft Course Examination Board: NCFE
The creative design and make activities within both courses seek to develop creativity and confidence in your ability to think, question, explore, create and communicate.
Both courses require you to demonstrate application and understanding of materials and components, industrial and commercial processes, analysing products, designing products, technology, sustainability and ethical design and manufacture. There are two courses offered with similar content. We will decide the most appropriate pathway for each student taking into account the demands of linear courses and benefit of on-going assessment. Both courses have clear routes of progression to post-16 study.
The GCSE Design and Technology and Level 2 Craft enables you to: Actively engage in design, technology and craft. Make decisions
consider sustainability and combine skills with knowledge and understanding in order to design and make quality products.
Explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making
Analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life.
Understand that designing and making reflect and influence cultures and societies and how those products have an impact on lifestyle.
Develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.
You must complete a range of design and make activities and products.
You will develop knowledge and understanding of a wide range of materials and processes used in the field of design and technology. You will develop skills in researching, designing, reviewing, planning, making, testing and evaluating. You will learn about industrial and commercial practices and the importance of quality checks and the health and safety issues that have to be considered at all times. You will explore the different aspects of design history and designers, comparing them with modern day technology and the use of computer aided design and manufacture.
Unit 1: Creative design & make activities (coursework) - 50% of total assessment, internally assessed. Unit 2: Knowledge & understanding of products, design and manufacturing processes, (examination) - 50% of total assessment. This is a linear course and students will complete a formal two hour final exam.
Unit 1: Exploring craft and enterprise skills - internally assessed. Unit 2: Research and develop design ideas for craft items - internally assessed. Unit 3: Respond to a design brief - externally assessed. Unit 4: Produce a final piece of craft work - internally assessed.
Qualifications
Objectives
Overview
Skills
Course Content
Design Technology GCSE and Craft Course Level 2
GCSE Design Technology Assessment
Level 2 Craft Assessment
20
GCSE Drama Examination Board: Edexcel
GCSE Drama is an academic and practical study of a variety of themes, issues, plays and performances. You will have the opportunity to explore a variety of dramatic situations, characters and scripts. This is a creative course where you can create and perform your own plays. There will be a theatre trip every year.
Component 1 – devising (40%) Component 2 – performance from text (20%) Component 3 – theatre makers in practice (40%)
You will develop a variety of skills including confidence, creativity, performance, exploration and analytical skills. Social skills such as communication, cooperation, commitment and concentration will also be developed. Drama will help you improve your self-esteem and prepare you to deal with a range of different situations and people. These are all transferable skills recognised by colleges and employers alike. GCSE Drama supports GCSE English very well.
Themes and issues explored may include protests, trapped, terrorism and racism. You will explore the issue in a practical way, analysing characters, situations and outcomes. Scripts may include 1984 by Icke and McMillan, Blood Brothers by Willy Russell and Teechers by John Godber. Performances will be devised and scripted. You will have the opportunity to perform to your peers, local primary school students and an invited audience that will include your parents! Theatre visits may include, Billy Elliot, The Curious Incident of the Dog in the Night-Time, War Horse, The Woman in Black and a variety of productions by The National Theatre.
What about exams? Component 3 is a written exam however this is taught mainly through practical work. You will write about a script you have studied and a live theatre production you have experienced. Is there any controlled assessment? YES – Component 1 is a controlled assessment. There are both practical and written elements to the controlled assessment
Qualification
Objectives
Overview
Skills
Course Content
Assessment
Drama
21
GCSE in Film Studies
Examination Board: WJEC
This course is designed to draw on the student’s enthusiasm for film and introduce them to a wide variety of cinematic experiences through films which have been important in the development of film and film technology.
Students will develop their knowledge of US mainstream film by studying one film from the 1950s and one film from the 70s and 80s, thus looking at two stages in Hollywood's development. In addition, they will be studying more recent films – a US independent film as well as films from Europe, including the UK, South Africa and Australia. Studying a diverse range of films from several different contexts is designed to give students the opportunity to apply their knowledge and understanding of how films are constructed to their own filmmaking and screenwriting. This is intended to support students in producing creative films and screenplays as well as enable their production work to provide an informed filmmaker's perspective on their own study of film.
The coursework and written assessment is intended to develop writing skills such as writing to entertain, inform and persuade. They will also learn fundamental evaluative and analysis skills. Students will learn in depth film studies terminology for their exams and coursework. They will also create portfolios of work that will aid them in job/college interviews in the future. ICT skills will also be taught with direct relation to film editing and screenplay software.
The course offers students a chance to explore popular mainstream films from Hollywood as well as films outside the mainstream, as well as opportunities to plan and make film sequences and screenplays. During this course the film & media department runs one of the most popular trips in King John's history. It is a six day trip to Hollywood, USA. As part of the trip, students will visit Sony Pictures Studio, Universal Studios and the Warner Bros Studio Lot. This trip includes backstage VIP access to film (Harry Potter, Spider-Man) and TV (Friends, The Big Bang Theory) sets. Whilst in LA, students will also work at the New York Film Academy and create their own videos. The trip also includes eating out every evening and shopping experiences. Obviously all activities included during this trip are of a huge benefit to the students.
Assessment is through two examinations (70% external assessment) and two pieces of internally assessed work (30% internal assessment).
Film Studies
Qualification
Objectives
Overview
Skills
Course Content
Assessment
22
Level 2 Certificate Financial Education (London Institute of Banking and
Finance).
If you are hardworking, analytical, ambitious and are interested in working in financial institutions such as banks, then this course may be for you.
This specification requires students to actively engage in the study of finance to develop as effective and independent learners. The course also encourages students to think critically about current financial issues relating to both business and to the economy as a whole.
The following are skills gained within financial studies: Critical Thinking Problem Solving Mathematical concepts – calculations of interest rates, percentage
change Cognitive skills – reflection and review of own and others’
performances, reviewing and assessing business practice, financial documents and management techniques
Life skills – mortgages, banking documentation.
Topics covered include: What is money? What is income and budgeting? Understanding tax and fraud Personal financial choices Exchange rates Economic cycles Credit and debt
There is no coursework. This course is 100% exam. Unit 1: Finance, the individual and society – multiple choice exam Unit 2: Practices of managing money – multiple choice exam Unit 3: Financial capability, work and enterprise – written exam
Financial Studies
Qualification
Objectives
Overview
Course Content
Assessment
Skills
23
GCSE Food Preparation and Nutrition Examination Board: AQA Level 2 – Technical Award in Food and Cookery Examination Board: NCFE
These courses provide exciting opportunities for students to develop their knowledge and understanding of food and cookery. Students explore where food comes from (nationally and globally), how to make a wide range of high-skill food products and the nutritional importance of food. They also teach important life skills which students will be able to use throughout their future.
Both courses combine the study of the practical and theoretical aspects of food. Practical lessons focus on developing student’s ability to use a wide range of skills and techniques to make high quality food products; food safety and hygiene is built into all aspects of practical work. Students will also study the theory of food, investigating the choice of high quality ingredients, nutrition and menu planning. The moral, ethical and environmental impact of food production and food choices will also be explored. There are two food courses offered with similar content. We will decide the most suitable pathway for each individual student taking into account the demand of linear exams and benefit of on-going course assessment. We will consider performance in key subject areas.
By studying GCSE Food Preparation and Nutrition or Level 2 Food and Cookery students will: be able to demonstrate effective and safe cooking skills by planning,
preparing and cooking a variety of food commodities. develop knowledge and understanding of the functional properties and
chemical characteristics of food and nutritional content of food and drinks. understand the relationship between diet, nutrition and health. understand the economic, environmental, ethical and socio-cultural
influences. understand and explore a range of ingredients and processes from different
culinary traditions (traditional British and international.
This is assessed by both non-exam assessments (similar to coursework) completed in the first two terms of year 11 and a final written exam at the end of year 11. • Task 1: Food investigation (30 marks) 15% • Task 2: Food preparation assessment (70 marks) 35% • Final written exam: 1 hour 45 minutes (100 marks) 50% of GCSE
Unit 1 Preparing to cook Internally assessed Unit 2 Understanding food Internally assessed Unit 3 Exploring balanced diets Exam paper equal to 25% of final grade Unit 4 Plan and produce dishes in response to a brief Internally assessed
GCSE Food Preparation and Nutrition and Level 2 in Food and Cookery
Qualifications
Objectives
Overview
Course Content
GCSE Food Preparation and
Nutrition Assessment
Level 2 Technical Award in Food and
Cookery
24
GCSE French
Examination Board: AQA
The study of French is not only useful for later life, but also enjoyable and stimulating. It offers the chance to discover how languages, including English, actually work. Studying a foreign language also develops a range of study skills useful across the curriculum, including memory training, listening and reading comprehension, accuracy in writing and spelling, applying concepts and identifying patterns. Students will have the opportunity to take part in a trip to Paris to gain a greater insight into culture and to further develop their language skills.
In the past many students of GCSE French have decided to continue with their studies to A-level where they develop fluency in the language. Students often decide to study French at university combining it with many other subjects such as law, politics, history or media studies to broaden their horizons in the world of work after their studies.
Learning languages gives students opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity.
Students build on the skills acquired in key stage 3 of listening, reading, speaking and writing, through the study of topics such as self and family, shopping, travel, school, leisure, holidays, and health. Those topics, studied before, will be covered in greater depth while some will be new, such as future life and the world of work. Students will have the chance to express their own opinions and ideas on these topics, and develop the general ability to speak French for themselves.
Reading = 25% final examination in year 11 Listening = 25% final examination in year 11 Writing = 25% final examination in year 11 Speaking = 25% final examination in year 11
French is spoken in 33 countries and by 100 million people worldwide. “Modern linguists earn more than graduates from any other discipline except medics, architects and pharmacologists. “More than 30% UK businesses want people specifically for their language skills.” 1 English may be the international language of business, but about 75% of the world’s population speaks no English at all. Yet 60% of British trade is with non-English speaking markets. “77% British exporters believe they lose business because they can’t speak other languages.”1 (1Extracts from a House of Lords Debate. 3rd Dec 2009)
It is important to note that you should only select French at GCSE if you studied French at key stage 3.
French
Qualification
Objectives
Where Next…
Skills
Course Content
Assessment
Did you know?
Notes
25
GCSE Geography
Examination Board: AQA
You will enjoy GCSE Geography if you want to develop and extend your understanding of the world, the challenges it faces and your place within it. The course will increase your knowledge of geographical processes, highlighting the dynamic links and inter relationships between people, places and environments.
This relevant course studies geography in a balanced framework of physical and human themes and investigates the link between them. Students will compare case studies from both high and low income countries. Physical topics of study include the challenge of natural hazards, the living world and the physical landscape of the UK. Human themes include urban issues, the changing economic world and the challenge of resource management. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.
During the course students will develop skills on how to analyse and present data appropriately and effectively, including how to use and interpret Ordnance Survey maps, photos, graphs, tables and GIS data. They will also undertake contrasting fieldwork investigations to develop confidence in collecting and processing both primary and secondary data. These skills can be transferred to other subjects. Please note that this fieldwork is a compulsory element of the Geography GCSE. It will be completed on ‘local’ day trips and will not involve any residential stays. It is likely, however, that a ‘voluntary contribution’ will be needed to cover costs.
The course includes a number of areas of study to extend students understanding of: Locational knowledge – to develop competence in a range of maps, fieldwork
and geographical skills Place – many global processes and relationships are studied, but a number
of topics, both physical and human, focus on the geography of the United Kingdom
Physical Geography – processes and changes. This examines how geomorphic processes at different scales operate in combination with geology, climate and human activity to influence river and coastal landscapes in the UK
This section also covers the causes, consequences and responses to natural hazards including tectonic activity, tropical storms, extreme weather conditions and the causes and effects of climate change
Living World – processes and interactions. This section starts with the global distribution of ecosystems before examining rainforest and desert ecosystems in detail. Study will focus on the impacts of human intervention and issues concerning sustainable use of resources
Human Geography – process and change. This section starts by examining and contrasting urban issues and challenges in ‘rich and poor’ areas of the world, moving on to cover the development gap and economic futures in the UK. It concludes by investigating the challenge of resource management, especially in the provision of food, water and energy
The geographical skills, natural environment and human environment units will be assessed by three individual exams to be sat at the end of year 11.
Geography
Qualification
Objectives
Overview
Skills
Course Content
Assessment
26
City and Guilds
Level 2 Technical Award in Hair and Beauty Studies (Grade Pass, Merit and Distinction).
Designed to build on your interest and passion for the hair and beauty industry, an introduction to the hair and beauty sector provides you with an ideal, practical introduction to prepare you for further learning or training.
The introduction to the hair and beauty sector qualifications provides the skills needed to become a salon assistant following completion of these qualifications. You can then progress onto post-16 hairdressing or beauty therapy.
Students are trained to maintain and use electrical equipment. They will work with others as a team in basic styling, nail and face care. The qualification develops the following knowledge, understanding and skills:
specific services carried out within the hair and beauty sectors, roles and responsibilities and typical working patterns
evolution of hair and beauty from use in Ancient times to the mid 90s
how technological advancements, changes to the economy and social factors have influenced the sector
chemistry of cosmetics and biology related to hair and beauty uses of design and images for business use technical hair styling, make-up and manicure skills
If you pursue a diploma or certificate in hair and beauty you will learn the skills to succeed. You learn with The King John School through practical sessions, group discussions and assignments. You'll have access to a realistic hair and beauty environment where you will practise and demonstrate your skills. You will be assessed by your assessor using assignments, practical hairdressing tasks and exams.
You will be assessed through completing assignments on every unit covered in the qualification. There will also be a final examination to complete.
Hair and Beauty
Qualification
Objectives
Overview
Skills
Course Content
Assessment
27
GCSE History
Examination Board : Edexcel
You will have the opportunity to examine interesting and important historical sources and develop your own knowledge of history. GCSE History shows that you have a high level of literacy and that you are able to analyse complex information. These skills are highly valued by employers.
The course has five separate units and is 100% exam based. There is a requirement to write exam style question responses throughout the course in the form of half termly assessments. It is expected that students use resources on the VLE at home to complement their classwork. There are two media courses offered with similar content. We will decide the most suitable pathway for each individual student taking into account linear exams versus on-going coursework assessment and academic performance in key subject areas. Both courses have clear routes of progression to post-16 study.
There are many things you can do with GCSE History. You could choose to continue with the study of history by taking A-level History in the sixth form or use your knowledge of history to support other A-level courses such as English literature or art. Employment opportunities where skills gained through the study of history are particularly valued include journalism, media, law, teaching and human resources.
Living under Nazi rule, 1918-1939 This unit considers what life was like in Germany after WWI, how Hitler
became leader of Germany, how he consolidated and maintained his power and the impact Nazi rule had on everyday life
Superpower relations 1941-1991 We look at how the Cold War and how different events, leaders and
ideas had an impact on the relationship between Russia and America and how the world came the closet to nuclear war it has ever been
The Norman Conquest, 1065-1087 This depth study considers what England was like before the Norman
Conquest, the events of the invasion and how William the Conqueror established power over England.
Crime and punishment, 1250-present This unit is a thematic study. It doesn’t go into the depth of the previous
units but considers and how crime and the punishment of crime has changed over time
The historical environment The final unit looks at one particular historical site and how it has
changed over time. We will link this with crime and punishment and look at Whitechapel and the Jack the Ripper murders in the 1800s
There are three exams, this unit is 100% exam based. The assessment
will focus on knowledge of content and analysis skills. Students will learn how to construct an argument and structure essay style answers.
History
Qualification
Objectives
Overview
Skills
Course Content
Assessment
28
Digital Applications in ICT Level 2 course equivalent to GCSE
Students develop a broad understanding of ICT and how to use technology creatively. The qualification is ideal for students who want the opportunity to explore and acquire a broad knowledge of the creative digital industries.
The UK is a world leader in the creative digital industry. This course is aimed at students with an interest in creative computer technology such as the creation of visual effects for films and computer games. and developing their multimedia software skills. The course gives students the chance to identify, engage with and apply the skills that contribute to the success of the industry.
Students will develop practical skills using a range of application software, deciding which tools are appropriate for given situations. They will become independent and discerning users of ICT. Students will develop, real-world skills in planning, project management and communication giving them the understanding and skills they need to support future learning and exploit the creative digital industries.
Students will investigate internet technologies and how they work together to create websites and send information. Students investigate a range of multimedia applications, developing appropriate skills and how to apply to given situations.
Students are assessed by controlled coursework (75%) Creative multimedia and external exam Developing Web products (25%). This may change.
Information Communication Technology
Qualification
Objectives
Overview
Skills
Course Content
Assessment
29
GCSE Media Studies
Examination Board: Eduqas Level 2 – Technical Award in Interactive Media Examination Board: NCFE
GCSE: Learners are introduced to the key concepts for studying media - media language, representation, media industries, media audiences and contexts – in relation to examples from a wide range of media forms. Learners gain a good understanding of the foundations of the subject, enabling them to question and explore in a critical way aspects of the media. Level 2: Students will identify and experiment with interactive media products, materials, techniques and processes. In addition, they will explore the interactive media industry and work to interactive media briefs, refining, developing and selecting ideas. Lastly they will produce an interactive media portfolio.
All of the following media forms will be studied: television, film, radio, newspapers, magazines, advertising and marketing, video games, music videos. There are two media courses offered with similar content. We will decide the most suitable pathway for each individual student taking into account the demand of linear exams and benefits of on-going course assessment. We will consider academic performance in key subject areas. Both courses have clear routes of progression to post-16 study.
Learning Pathway 1 - GCSE Exam #1: Eight print texts are studied, testing the key concepts of language, contexts and representation. Four case studies are undertaken focusing on the key concepts of institutions and audience. (40%) Exam #2: Two in depth studies of a TV drama and two of music promotion are tested in the second exam, applying all of the media key concepts. (30%) Coursework: In this unit, learners will apply their knowledge and understanding of media products and concepts to creating two media texts for a specified audience in one of the following media: audio-visual, print, or online. E.g. A magazine cover and a double page of a magazine or three pages of a website, etc. (30%) Learning Pathway 2 – Level 2 The qualification focuses on an applied study of the interactive media sector and learners will gain a broad understanding and knowledge of working in the sector. This is appropriate for learners who are motivated and challenged by learning through hands-on experiences and through content which is concrete and related directly to those experiences. Interactive media is the integration of digital media including combinations of electronic text, graphics, moving images and sound into a structured digital computerised environment that allows people to interact with the data for appropriate purposes.
The Media Studies GCSE course breaks down into two parts. Coursework (known as non-exam assessments) – 30% and two exams – totalling 70%. The NCFE level 2 course consists of 4 internally and externally assessed units that focus on the investigation, planning, production and presentation of an interactive media product.
During the course the media department run a six day trip to Hollywood, USA. Whilst in America the students will visit Sony Pictures Studio, Universal Studios and the Warner Bros Studio Lot. This trip includes backstage VIP access to film (Harry Potter, Spider-Man) and TV (Friends, The Big Bang Theory) sets. Whilst in LA, students will also work at the New York Film Academy and edit their own videos. The trip also includes eating out every evening and shopping experiences.
Media GCSE and Interactive Media Technical Award
Qualifications
Objectives
Overview
Course Content
Assessment
Notes
30
BTEC Level 2 First Certificate Music
Examination Board: Edexcel
This course gives students the opportunity to gain a broad knowledge and understanding of the industry in order to inspire and enthuse them to consider a career in the music industry. It will support progression to a more specialised level 3 vocational or academic music course or an apprenticeship. It will also give students the potential opportunity to enter employment within a wide range of junior job roles across the music industry, for example stage crew, music promotion, and retail and sales roles.
There are three core/compulsory units and optional specialist units. Two units are externally assessed. The vocational aspect of the course presents knowledge in a work-related context.
Project/self-management and independent learning skills, communication and teamworking skills, business awareness and customer awareness skills and awareness of emerging technology and trends.
Unit 1: the music industry – which provides an overview of the industry, focusing on the shape of the modern industry and covering the emergence of the role of the self-employed producer, performer and promoter. Unit 2: managing a music product – this unit looks at the development of a music product and introduces the role of planning and promotion in the management of a music product, such as a live concert, or a CD. Unit 8: music and production analysis - this unit develops learners’ ability to listen critically, encouraging learners to explore the features of musical styles, genres and production techniques used in music. The specialist units we offer on this course are: Unit 3: introducing live sound – this enables students to set up, understand and operate sound equipment required to put on a live performance. Unit 5: introducing music performance – this allows students to develop their skills as performers, as well as developing their technique and reflective practice. Unit 6: introducing music recording – this unit encourages learners to become familiar with recording technology and techniques that will reinforce their musical practice as well as developing important skills for progression into the professional world. Unit 15: music ensemble – similar to Unit 2, this unit enables students to become part of a musical team, concentrating on the rehearsals leading up towards a performance.
The majority of the units in this qualification are assessed through internal assessment; however units 1 and 8 are externally assessed. For each unit, you will be awarded with a pass, merit or distinction grade. For each unit you must achieve at least a pass in order to pass the unit.
Music BTEC
Qualification
Objectives
Overview
Skills
Course Content
Assessment
31
GCSE Photography
Examination Board: OCR
The objectives of this course are to develop students skills in the following: In depth written responses to art, photography and culture Digital photography Alternative methods of producing imagery Studio based flash photography Use of Photoshop and ICT skills
Through the medium of photography this course is designed to develop and encourage students’ independent thoughts and ideas and promote free thinking. Students will employ creative approaches which go beyond mere observation and recording.
As well as being very creative subject photography is also very technical. Photography was invented by scientists not artists. To succeed in GCSE Photography you will need the following skills:
A good grasp of maths. A good grasp of science. Be able to complete written studies on art work showing your
thoughts and opinions. Be good on computer programs and apps. Be creative.
Unit 1: Coursework portfolio. Candidates will need to produce a portfolio of work for this unit: Developing ideas and techniques from given starting points/ themes set
by the teacher Capturing images from first hand observation Exploring a wide range of digital media, processes and techniques Researching relevant influential photographers Learning to analyse own work and the work of others using skills
acquired during the course Presenting final outcomes Unit 2: OCR- set task Developing ideas and techniques from given starting points/ themes set
by exam board Capturing images from first hand observation Independently exploring a wide range of digital media, processes and
techniques Independently researching relevant influential photographers Independently analyse own work and the work of others using skills
acquired during the course Presenting final outcomes
Coursework portfolio: 60% OCR- set task: 40% All work is internally assessed and externally moderated.
Photography
Qualification
Objectives
Overview
Skills
Course Content
Assessment
32
GCSE Physical Education
Cambridge National Level 2 Sport Science Examination Board: OCR
In physical education students will develop their knowledge, skills and understanding of a variety of areas in sport which include: healthy active lifestyle, sports injuries, anatomy and physiology, the principles of training and practical sport.
The PE department will decide on the most suitable pathway for each individual student based on their practical performance in PE and extra-curricular sport up to the end of year 8 and their academic performance in key subject areas.
A qualification in sport is useful for a wide range of careers not only those which are sports based. It aids teamwork, communication and leadership skills.
Learning Pathway 1: GCSE Physical Education Unit 1 – the theory of physical education In this unit students will study different aspects of physical education which include anatomy and physiology, healthy lifestyles and the importance of exercise and physical activity. Unit 2 – performance in physical education In this unit students must perform in three different sports. They will also be asked to analyse performances. Learning Pathway 2: Sport Science - Cambridge National Level 2 Sport This course has been developed to recognise students skills, knowledge and understanding of sporting activities, environments and operations. The students carry out a range of tasks that have been designed to recognise their achievement in a modern, practical way that is relevant to the workplace. Mandatory Units Reducing the risk of sports injuries. Applying principles of training. Additional Units The body’s response to physical activity. Sport psychology.
GCSE Physical Education Unit 1- theory This unit is externally assessed by way of external examinations. There are two exams totalling two hours in length. This element makes up 60% of the overall grade. A controlled assessment piece of work on analysing and evaluating performance is worth 10% of the overall grade. Unit 2- practical performance This unit is internally assessed and externally moderated. This element makes up 30% of the overall grade and assessment is on 3 sports. Cambridge National Level 2 Sport This course has 25% written external examination with the remaining 75% being coursework based.
Physical Education GCSE and Sports Science Level 2
Qualifications
Objectives
Overview
Skills
Course Content
Assessment
33
GCSE Religious Studies
Examination Board: OCR
Whether we are religious or not, religion is a large part of our world, our society and everyday life. The study of philosophy and ethics brings an understanding of how societies have developed, current issues and why people live and behave as they do.
Students will learn about the development of different beliefs and will be able to question fundamental ideas relating to the topics covered. They will examine philosophical, moral and ethical issues. Students will be expected to think through and explain their own views on these issues with many opportunities to debate these topics. Opting for this subject will help students to develop valuable thinking skills and to be more tolerant of the views of others.
The course is ideal for students who are interested in people and the world around them. It would suit students who want to work in law, medicine, or with people in any capacity.
Students will study: Christian beliefs, teachings and practices Islamic beliefs, teachings and practices The nature of God, good and evil, afterlife and celebrations. Philosophy and ethics in the modern world from a Christian perspective Relationships & families Peace, violence, conflict, war and terrorism. Equality and prejudice Medical ethics
This GCSE is assessed by examination only. There will be two 1 hour written papers and one 2 hour paper. All exams are taken at the end of year 11.
Religious Studies - Philosophy & Applied Ethics
Qualification
Objectives
Overview
Skills
Course Content
Assessment
34
GCSE Sociology
Examination Board: EDUQUAS (WJEC)
When you study sociology you will look at the evidence, question data and think for yourself. From this you will develop your own ideas and reach an informed opinion about the issues studied.
Sociology is the study of how society works. Sociologists try to find out about the world around them and how this affects people. They do this by carrying out research, e.g. asking questions, observing others and reading around the subject. Students should study sociology if they want to understand themselves, their family, their school and the society they live in. Some questions that we look at are:- Why do people commit crime? Does gender (male/female) matter? Do TV adverts reflect reality? Why do girls do better than boys at GCSE? Why is the divorce rate rising?
Gaining a GCSE Sociology shows that you have high levels of literacy and analytical skills. It also shows you can process complex information. These skills are highly valued by employers and are useful for continuing with A levels. By completing the course you have shown you can work independently, research topics and that you have gained a wider understanding of the world around you. Therefore any jobs that involve people doing research and presenting clear arguments e.g. journalism, production, media, market research, social work, police, criminology, teaching, human resources would benefit from having a sociology qualification.
The main topics covered are: What is sociology? The family Marriage and divorce Education Crime and deviance Mass media Power Social inequality
Fully examined Students will complete two 1 hour 45 minute hours exams at the end of year 11.( a mixture of short answers and ESSAYS)
Sociology
Qualification
Objectives
Overview
Skills
Course Content
Assessment
35
GCSE Spanish
Examination Board: AQA
The study of Spanish is not only useful for later life, but also enjoyable and stimulating. It offers the chance to discover how languages, including English, actually work. Studying a foreign language also develops a range of study skills useful across the curriculum, including memory training, listening and reading comprehension, accuracy in writing and spelling, applying concepts, and identifying patterns. Students will have the opportunity to take part in a trip to Barcelona to gain a greater insight into culture and to further develop their language skills.
In the past many students of GCSE Spanish have decided to continue with their studies to A-level where they develop fluency in the language. Students often decide to study Spanish at university combining it with many other subjects such as law, politics, history or media studies to broaden their horizons in the world of work, after their studies.
Learning languages gives students opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity.
Students build on the skills acquired in key stage 3 of listening, reading, speaking and writing, through the study of topics such as self and family, shopping, travel, school, leisure, holidays, and health. Those topics, studied before, will be covered in greater depth while some will be new, such as future life and the world of work. Students will have the chance to express their own opinions and ideas on these topics, and develop the general ability to speak Spanish for themselves.
Reading = 25% final examination in year 11 Listening = 25% final examination in year 11 Writing = 25% final examination in year 11 Speaking = 25% final examination in year 11
Spanish is spoken in 21 countries and by 400 million people worldwide. “Modern linguists earn more than graduates from any other discipline except medics, architects and pharmacologists. 1” “More than 30% UK businesses want people specifically for their language skills.” English may be the international language of business, but about 75% of the world’s population speaks no English at all. Yet 60% of British trade is with non-English speaking markets. “77 % British exporters believe they lose business because they can’t speak other languages.”1 (1Extracts from a House of Lords Debate. 3rd Dec 2009)
It is important to note that you should only select Spanish at GCSE if you studied Spanish at key stage 3.
Spanish
Qualification
Objectives
Where Next…
Skills
Course Content
Assessment
Did you know?
Notes
36
WJEC Level 2 Certificate in Tourism.
Studying a WJEC Level 2 provides knowledge and skills that prepare you for progression in education or work. These include:
Develop a range of skills both practical and academic, through applied learning that will be useful in the workplace and for future study
Gain a solid understanding of tourism which will help learners to progress and achieve their goals
Purposeful tasks set in real-world contexts to help learners develop their skills ready for the workplace
You will study 5 mandatory units during the course. Unit 1 Customer Experience Unit 2 Business of Tourism Unit 3 Developing UK Tourist Destinations Unit 4 European Tourism Destinations Unit 5 Events Tourism Plus one Optional Unit: Unit 7 Sustainable Tourism
Unit 1: Customer Experience Students apply their learning by considering all aspects of the customer experience. This is relevant to all sizes of organisation. The key task is to review the quality of the customer experience provided. Unit 2: The Business of Tourism Through this unit, students gain knowledge of different types of ownership and types of organisations. The key task is to review business solutions to tourism issues. Unit 3: Developing UK Tourist Destinations Through this unit, learners gain an understanding of features of destinations and the appeal of different destinations to different tourists. The key task is to propose how destinations appeal can be enhanced. Unit 4: European Tourist Destinations Students gain an understanding of attractions within European destinations and how attractions contribute to the appeal of different destinations. The key task is to recommend destinations that appeal to different types of tourist. Unit 5: Events Tourism Through this unit, students gain an understanding of the principles of event planning and operations. Students will gain an understanding of the cost and benefits to a destination of hosting events. The key task requires learners to report on how a destination can benefit from events tourism. Unit 7: Sustainable Tourism Through this unit, students gain an understanding of principles of sustainability and how organisations can achieve this aim. The key task is to assess the sustainability of a tourist destination.
There will be both internal and external assessment. They will take the format of course work ‘assignments’, a supervised assessment in class and a written examination. Examination format:
• 1 hour 15 minute exam − short and extended answers, based on stimulus material and including applied contexts and problem solving
• Learners are allowed one re-sit opportunity • Graded Level 2 Pass, Merit and Distinction.
Tourism
Qualification
Objectives
Assessment
Course Content
37
Art & Design UB2
Business Studies UB1 (LRC)
Computer Science UB1 (LRC)
Dance UB3
Drama UB3
English Language and Literature GC4
Food Preparation and Nutrition UB5
Film Studies UB8
Finance UB1 (LRC)
French UC3
Geography UC7
Hair and Beauty GD9 & 10
History UC6
ICT UB1 (LRC)
Mathematics GC6
Media Studies UB8
Music BTEC UB3
Photography UB2
PE UC5
Design Technology GB7
Religious Studies - Philosophy & Applied Ethics UC8
Science GC2
Sociology UC8
Spanish UC3
Tourism UC7
Form tutors Theatre
Pathways talks Assembly hall
Pathways Evening Subject Rooms
38
_________________________________________________________________________ _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Notes
39
THE KING JOHN SCHOOL – YEAR 8 PATHWAYS 2018
Student Name: ……………………………………………… Tutor Group: …………………………
We will endeavour to meet your chosen subjects. However, in the event where this is not possible parent / carers will be contacted to look for an alternative solution.
Please circle your preferred option
Block A Block B Block C Block D
Ebacc Subjects
Geography Geography History French
French History Spanish Geography
Spanish Computer Science History
Other Subjects
Business Design & Technology Business PE
Dance Food Drama Drama
Food Art Media Film
Media Philosophy & Ethics Photography Art
Sociology Finance ICT ICT
Hair & Beauty Music Tourism