key stage 4 - st monica's high school · religious studies gcse – edexcel syllabus a, new...
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Saint Monica’s
R.C. High School
KEY STAGE
4 2018-2020
www.stmonicas.co.uk
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March 2018
Dear Parents,
We are approaching the time when you, and your son or daughter will have choices
to make regarding their studies at Key Stage 4 – the options. I hope you will already
have had discussions about these choices. During the next few weeks, your son or
daughter will receive advice in school from:
Subject Teachers
Form Teachers
Year Tutors
Heads of Department
A member of the Connexions team will also be available on Parents’ Evening (22nd
March). Any pupil and/or parents requiring further advice may make an
appointment to see the Connexions Personal Advisers.
At the Key Stage 4 Evening on 15th March, I will take you through the options process
and tell you about the information and guidance provided by the school to inform
your son or daughter’s choices. Later in the booklet there is a list of the courses
available and some information on them, your child will also receive a Key Stage 4
option grid.
Notes on how to fill it in can be found at the back of the booklet.
Most of the subjects will be offered at G.C.S.E. BTEC Sport is offered. A CiDA course
will be offered in ICT. The Built Environment DEC, Fashion Textiles and Performing
Arts are Technical Awards.
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Every effort will be made to ensure that each child can follow his/her choices from
the list but it cannot be guaranteed for any pupil.
Science appears in both the compulsory list and in the option list. This is because it is
available as Combined Science, which all students study, and Triple Science.
Government regulations mean that Combined Science is compulsory. The Combined
Science course provides a pupil with two G.C.S.E. Science grades and a foundation
for ‘A’ level Sciences. Triple Science students study Biology, Chemistry and Physics as
separate subjects providing three G.C.S.E. grades, and another route towards ‘A’
level.
In next year’s curriculum all pupils will take the following subjects:
Religious Education
English
Mathematics
Science
Physical Education
French OR Geography OR History
Citizenship
PLUS two more subjects from the Option List.
It is not possible for us to guarantee that a pupil will be able to take all subjects
chosen because there are restrictions on the size of groups as well as their number,
and some may be over-subscribed. Some groups may be under-subscribed and
therefore may not be able to run due to insufficient numbers. For these reasons,
your son or daughter is also asked to keep some alternatives in mind.
Pupils will be able to review their option choices up to October half term.
The completed Option Form should be returned on Monday 26th March.
Yours sincerely,
Mr M. Kehoe
Assistant Headteacher
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SUBJECTS OFFERED 2018-2020
COMPULSORY
Religious Education
English
Mathematics
Science
French OR Geography OR History
Physical Education
Citizenship
OPTIONAL SUBJECTS
Art and Design (General)
ICT (CiDA)
Business Edexcel GCSE
Design & Technology: Food Preparation & Nutrition
Design & Technology: The Built Environment DEC
Design & Technology: Craft: Fashion and Textiles Focus ( NCFE Level 2 Certificate)
Drama
Geography
History
Media Studies WJEC GCSE
Film Studies WJEC GCSE
Music
Computer Science OCR GCSE
Performing Arts
Physical Education (G.C.S.E.)
Science – Triple
Sport (BTEC)
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CONTENTS
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R.E.
ENGLISH
MATHEMATICS
SCIENCE
FRENCH
P.E.
CITIZENSHIP
ART & DESIGN
I.C.T.
BUSINESS & ENTERPRISE
D.T.
GEOGRAPHY
HISTORY
COMPUTER SCIENCE
PERFORMING ARTS
P.E. (BTEC & G.C.S.E.)
MEDIA STUDIES
FILM STUDIES
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Religious Studies GCSE – Edexcel syllabus A, new from September 2016
The new GCSE is divided into 3 clear areas of study. For each area of study there will be an external examination in the summer of year 11 (2020).
The GCSE will begin in the summer term of year 9, so as to cover the increased content for the new GCSE.
Each area of study is outlined below – more specific details and examples of assessment can be found on the exam board’s web page –
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-a-2016.html
Area of Study 1 – Catholic Christianity Overview
This area of study comprises a study in depth of Catholic Christianity as a lived religion in the United Kingdom and throughout the world.
There are four sections: Beliefs and Teachings; Practices; Sources of Wisdom and Authority; Forms of Expression and Ways of Life.
Students will be expected to study Catholic Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should compare and contrast the areas of belief and practice within Catholic Christianity with wider Christian perspectives as outlined in the content below.
Students should recognise that Catholic Christianity is one of the many religious traditions in Great Britain which include Buddhism, Hinduism, Islam, Judaism and Sikhism. This knowledge may be applied throughout the assessment of the specified content.
Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within the wider Christian tradition in the way beliefs and teachings are understood and expressed should be included throughout, including reference to Orthodox, Protestant and other Christian traditions. The significance and importance of the various beliefs and practices to Catholics today, should be explored throughout the four sections.
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Assessment information
● Assessment: May/June 2020 – written examination.
● Assessment is 1 hour and 45 minutes, worth 50% of the final mark.
Area of Study 2 – Judaism overview, study of a second world religion
This area of study comprises a study in depth of Judaism as a lived religion in the United Kingdom and throughout the world.
There are two sections: Beliefs and Teachings; Practices.
Students will be expected to study Judaism within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should recognise that Judaism is one of the many religious traditions in Great Britain.
Students should also recognise that within Judaism there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within Judaism in the way beliefs and teachings are understood and expressed should be included throughout including reference to Orthodox, Reform and Liberal traditions. The significance and importance of the various beliefs and practices to Jews today should be explored throughout the two sections.
Assessment information
● Assessment -May/June 2020, written examination.
● Assessment is 50 minutes, worth 25% of the final mark.
Area of Study 3 - Catholic Christianity Philosophy and Ethics overview
This area of study comprises a study in depth of aspects of Philosophy and Ethics in the context of Catholic Christianity as a lived religion within the United Kingdom and throughout the world.
There are two sections: Arguments for the Existence of God; Religious Teachings on Relationships and Families in the 21st Century.
The significance and importance of the various beliefs, issues and practices to Catholics today should be explored throughout the two sections. This should include reference to how the Bible informs a Christian’s understanding of the topics and how approaches to the issues are underpinned by philosophical arguments and ethical theory as applicable.
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Students will be expected to study Catholic Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should recognise that Catholic Christianity is one of the many religions and world views in Great Britain, which include Buddhism, Hinduism, Islam, Judaism, Sikhism and non-religious views
such as Humanism and atheism. This knowledge may be applied throughout the assessment of the specified content. Students should compare and contrast the areas of ethics and/or philosophy within Catholic Christianity with wider Christian perspectives and non-religious views as outlined in the content below.
Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within the wider Christian tradition in the way beliefs and teachings are understood and expressed should be included throughout, including reference to Orthodox, Protestant and other Christian traditions.
Assessment information
● Assessment -May/June 2020, written examination.
● Assessment is 50 minutes, worth 25% of the final mark.
Pupils in Year 10 will continue their study of the new AQA English specification as
started in Year 9. Pupils will study two separate GCSE exams:
GCSE English Language and GCSE English Literature
Students are awarded two separate grades for these two distinct subjects.
Pupils will sit both examinations at the end of Year 11. This is a government directive. Pupils will be taught eight hours of English over two weeks. For the first time, final examinations in Year 11 will count for 100% of pupils’ final mark. There will be no opportunity for students to re-sit their examinations. Students will receive a number and not a grade at the end of Year 11.
GCSE English Language
For this GCSE examination, pupils will sit two papers:
Language Paper 1: Explorations in creative reading and writing.
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Language Paper 2: Writers’ viewpoints and perspectives.
Language Paper One: Explorations in creative reading and writing
What is assessed?
Section A: Reading: One literature fiction text
Section B: Writing: Descriptive or narrative writing
How will it be assessed?
Written exam: 1 hour 45 minutes at end of Year 11 (80 marks = 50% of GCSE)
What types of questions will be asked?
Reading: (40 marks) (25%) From one single text
Question 1: List four things from the text (4 marks)
Question 2: Analysing the writer’s use of language (8 marks)
Question 3: Analysing how the whole text is structured (8 marks)
Question 4: Critical evaluation – responding to a given statement (20 marks)
Writing: (40 marks) (25%) Question 5: An extended writing question (24 marks for content, 16 marks for technical accuracy.) Language Paper Two: Writers’ viewpoints and perspectives
What is assessed?
Section A: Reading: One non-fiction text and one literary non-fiction text – one of these texts will be from the 19th century.
Section B: Writing: Writing to present a viewpoint
How will it be assessed?
Written exam: 1 hour 45 minutes at end of Year 11 (80 marks = 50% of GCSE)
What types of questions will be asked?
Reading: (40 marks) (25%) Based on two linked texts
Question 1: True or false activity (4 marks)
Question 2: Summarising the differences between two texts (8 marks)
Question 3: Analysing the writer’s use of language (12 marks)
Question 4: Comparing how writers convey their viewpoints (16 marks)
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Writing: (40 marks) (25%) Question 5: An extended writing question (24 marks for content, 16 marks for technical accuracy.
Non-examination Assessment: Spoken Language
What is assessed?
Presenting
Responding to questions and feedback
Use of Standard English
How is it assessed?
Teacher set throughout course
Marked by teacher (Pass / Merit / Distinction)
Separate endorsement (0% weighting of GCSE)
GCSE English Literature
For this GCSE examination, pupils will sit two papers:
Literature Paper One: Shakespeare and the nineteenth century novel.
How is it assessed?
Written exam: 1 hour 45 minutes = 64 marks = 40% of Literature GCSE grade.
Literature Paper Two: Modern texts and poetry and unseen poetry. How is it assessed?
Written exam: 2 hour 15 minutes = 96 marks = 60% of Literature GCSE grade.
What will my child study for GCSE English Literature?
Students have already commenced their study of some of these key texts in Year 9: 1. Shakespeare: Students will study one play from the list of six set texts.
Students should study the whole text. Macbeth Romeo and Juliet The Tempest The Merchant of Venice Much Ado About Nothing Julius Caesar.
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2. The 19th-century novel: Students will study one novel from the list of seven
set texts. Students should study the whole text. Robert Louis Stevenson The Strange Case of Dr Jekyll and Mr Hyde Charles Dickens A Christmas Carol Charles Dickens Great Expectations Charlotte Brontë Jane Eyre Mary Shelley Frankenstein Jane Austen Pride and Prejudice Sir Arthur Conan Doyle The Sign of Four
3. Modern Texts: Pupils will study one text from the following list:
JB Priestley An Inspector Calls Willy Russell Blood Brothers Alan Bennett The History Boys Dennis Kelly DNA Simon Stephens The Curious Incident of the Dog in the Night-Time (play script) Shelagh Delaney A Taste of Honey William Golding Lord of the Flies AQA Anthology Telling Tales George Orwell Animal Farm Kazuo Ishiguro Never Let Me Go Meera Syal Anita and Me Stephen Kelman Pigeon English
4. Poetry: Students will study one cluster of poems taken from the AQA poetry anthology, Poems Past and Present. There is a choice of two clusters, each containing 15 poems. The poems in each cluster are thematically linked and were written between 1789 and the present day. The titles of the two clusters are:
Love and relationships
Power and conflict.
Students will study all 15 poems from the chosen cluster and be prepared to write about any of them in the examination. Useful revision materials for these texts are available on the following web-sites:
https://www.bbc.com/education/examspecs/zxqncwx http://www.sparknotes.com/ https://www.cliffsnotes.com/ We will also provide your child with detailed revision notes for all of these texts as they are studied with their class teacher.
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Course Title
GCSE in Mathematics
Exam Board and Specification Code
Edexcel GCSE in Mathematics A (1MA1)
Assessment Format
GCSE Mathematics is split into two tiers of entry:-
New grading structure 1-9, with 9 being the highest Foundation tier 1 – 5
Higher tier 4 – 9
The qualification consists of three equally-weighted written examination papers at either Higher tier or Foundation tier. Paper 1 is a non-calculator assessment and a calculator is allowed for paper 2 and paper 3. Each paper is 1 hour and 30 minutes long. There is no coursework element in Mathematics.
Students will sit their Mathematics GCSE at the end of Year 11.
Functional Skills is now a key part of the GCSE exam and as such there are certain questions dedicated to this skill on each examination. These questions test you on how well you communicate your mathematics in your answer.
Possible Careers and Further Education opportunities
Mathematics is used every day in all our lives. When you leave school it is very important to be numerate. Most employers and further education establishments will look very carefully at the mathematical qualifications that you will hold. The vast majority of employers will require you to have a grade 4 or 5) at GCSE level Mathematics, as do nearly all colleges, even if the subject you are doing is not related to Mathematics.
For further information about your Mathematics GCSE please ask any of the Maths
teachers.
Alternatively you can visit the exam board website:-
http://www.edexcel.com/quals/gcse/gcse10/maths/maths-a/Pages/default.aspx
Edexcel GCSE Mathematics (2015) | Pearson qualifications Here you will find lots of
information including the specification and a parents and students guide to the
course.
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Students at St. Monica’s follow the OCR ‘Twenty First Century Science’ course.
What is Twenty First Century Science?
Twenty First Century Science is a set of GCSE Science courses for key stage 4 (14 to
16 year olds). The courses are matched to the needs of young people.
What can we expect from the science curriculum?
We need a Science curriculum that offers greater flexibility and genuine choice to
cope with the diversity of students’ interests and aspirations.
All of us, as citizens, need to be able to cope with the Science that shapes our lives.
We are on the receiving end of scientific ideas and technical information in many
different roles such as householder, parent, patient, voter or juror.
Some young people aspire to be scientists, or to work in careers where knowledge of
science is essential. So educating the next generations of science practitioners is also
crucial.
Students need both Science for citizens, and Science for scientists.
How many GCSE grades will students get?
The majority of pupils will follow the Combined Science route and receive two
separate Science GCSE grades. Those who follow the Triple Science course will have
three grades.
Those who are selected for the Entry Level Certificate (ELC) will receive one or two
certificates depending on their progress. However, as some pupils have excelled in
this certificate we still keep the GCSE route open to them. It is possible for some
pupils to complete the first ELC and then be entered for Combined Science.
What are the courses like?
GCSE Combined Science – Most pupils in the country will study this course.
It features many of the major theories of science in a way that encourages students
to appreciate their importance to everyday life.
The course also explores how scientific information is obtained, how reliable it is,
what its limitations are, and how this information helps society to make important
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decisions. Students are prepared to deal with issues involving Science which they
may meet, for example, mobile phone safety, decisions about childhood
vaccinations, and sustainable use of resources.
The second part of the GCSE explores scientific concepts in more depth, and
develops students’ understanding of how scientists work and gives candidates an
insight into how scientists develop our scientific understanding of ourselves and the
world we inhabit.
There has been an increase in the numeracy content and the depth of scientific
knowledge. There will be no internally assessed Controlled Assessment but the
pupils will have to be well prepared for questions on specific practical situations. As a
result, we have increased the number of practical sessions and have invested in extra
equipment to cope with this demand.
Triple Science - GCSE Chemistry, Physics, Biology
The option available for Science is ‘Triple Science’. Students study Biology,
Chemistry and Physics as separate subjects, providing three G.C.S.E. grades and
another route towards ‘A’ level. These qualifications are particularly important to
those pupils who wish to pursue scientific careers (doctors, dentists, veterinary) or
have a view to studying at one of the top ‘Russell Group’ universities. Pupils should
look to achieve high scores in their end of Key Stage 3 assessments and have a keen
interest in Science if they are to opt for it. This option may not be available to pupils
who have not gained the highest scores in the end of year assessment. This year, the
assessments will take place in the week beginning 16th April.
Each separate GCSE provides an opportunity for further developing an
understanding of science explanations, how science works and the study of elements
of applied science, with particular relevance to professional scientists.
When are the examinations?
The Written papers are externally set and marked in June of Year 11. There are now
no modular examinations in Science. This means that the only exams pupils sit will
be at the end of the course in Year 11. Combined Science will have 4 examinations
and Triple Science will have 6.
Entry Level Certificate
The certificate has a mix of externally set assignments (ESA) and teacher devised
assignments (TDA) and is set in school. There are no timetabled examinations for this
course. Pupils who sit for a single award will have 3 assignments of each type to
complete and those who progress to double award will have 6 assignments.
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The course allows for a widening of the scope of physical activity undertaken in years
seven, eight and nine and is consistent with the overall programme of Physical
Education and the National Curriculum.
The pupils pursue a course of activities designed to achieve improvement in
planning, performance and evaluation of the activities undertaken.
In Year 10 male students will participate in football, basketball, fitness training,
cricket and athletics and female students will undertake programmes in netball,
trampolining, fitness training, rounders and athletics. In Year 11 all pupils will be
able to opt for a variety of activities which will include squash, swimming, aerobics,
badminton, table tennis and access to the HUB Fitness Suite.
Pupils will be expected to wear the correct P.E. uniform in Year 10 but are allowed to
wear any suitable clothing for participation in Year 11.
Each and every day of our lives we make choices. These choices are influenced by
many factors including our personal relationships with other people.
The aim of this non-examination course is to develop the skills required to make
reasoned decisions in relation to one’s own personal welfare and the welfare of
others.
Pupils will be involved in issues relating to Citizenship, Careers and Work Experience.
We assist the pupils by giving them quality time and the production and
improvement of work relating to their examination subjects, and develop an
awareness of their abilities, interests and values through the preparation of their
Record of Achievement. They will be given knowledge of the courses available to
them at both further and higher education and an appreciation of the requirements
of the occupations to which they are attracted.
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OPTIONAL SUBJECTS
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GCSE; ART CRAFT & DESIGN & TEXTILE DESIGN
Please indicate your Art choice on your options slip
These two courses are successfully taught through to GCSE level by building onto and
extending the range of experiences touched upon in lower school as well as
introducing and developing new skills. During Year 10 students follow a broader
course, using a variety of both media and approaches to
learning including the use of ICT. By the start of Year 11
students will be able to pursue increasingly personal areas of
interest and specialise in the ways of working and media they
feel most confident with.
These courses are examined through an exhibition of work at
the end of Year 11. Both specialisms have 2 major projects
(60%) and an externally set task produced from January to April
of the final year (40%).
Year 10; Abstract Project (General) Fashion Project (Textiles)
This project is an opportunity to revisit and enhance skills, introduce new ways of
working and ensure a successful start to the course. Students produce initial
drawings on their chosen inspiration and then explore a variety of media including
types of pencil, paint, paper, print, collage, ink, clay and digital
medium and textile approaches. Emphasis is placed on
development of an understanding of the basic elements of art
in line, tone, colour, pattern, texture and composition.
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Year 10/11 Personal Project
This work seeks to encourage a personal response to a starting point
and provide opportunities for reflection and development of ideas.
Students are guided and encouraged to use their own personal
experiences, beliefs and observations on life to produce artwork of an
increasingly individual nature. The refined traditional skills developed in
the previous project are supplemented with a greater emphasis on
individuality and personal choice.
For their final piece of coursework students have the opportunity to
work on the chosen brief from previous GCSE starting points. This will
provide students with greater choice, independence and the
experience of tackling a timed set of work.
Year 11 Externally Set Tasks
At the beginning of January students are given a GCSE paper that provides 7 starting
points for pieces of work. After preparing for around 8 school weeks they have a
total of 10 hours in which to complete their work - which is then exhibited alongside
all coursework at the start of June.
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Course Title: Ceritificate in Digital Applications (CiDA)
Exam Board: EDEXCEL
Specification code: 600/6627/1
Course structure and assessment Format:
This course consists of 25 % practical exam (1 Unit) and 75% coursework (1Unit)
Units Assessment method /Content
Unit 1
Developing
Web Products
Practical Examination /Edexcel set and marked
When your attention is captured by a web page advertising a
competition, promoting an event or launching a new product,
what makes you stop and look? Don’t be fooled by technical
wizardry. It may have spectacular images, eye-catching
animation or attention grabbing text, but what makes it
effective is the way the components work together. This unit
aims to give you the knowledge and skills you need to produce
attention grabbing web products using web authoring software,
multimedia assets and navigation features. You will
demonstrate your ability to design, build and test a web
product in a practical computer-based examination set by
Edexcel.
Mandatory
Unit 3
Artwork and
Imaging
Centre assessed tasks /Edexcel moderated
Images of one sort or another are all around us, often
influencing what we do and how we think. They are used to
communicate messages in many different contexts including
advertising, music, fashion, interior design, computer games
and architecture. We see them everywhere – as we work or
study, out shopping or on holiday. This unit aims to give you the
skills to use the tools and techniques provided by artwork and
imaging software to design and create effective graphic
products for specified purposes and audiences. You will
investigate a range of graphic products to find out how images
are used to convey a particular message.
Mandatory
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Possible Careers & Further Education:
It can lead into the following career areas
Advertising Digital designer –Retail and fashion
Graphic Designer Interior designer
Marketing Media
Multimedia programmer PR
Product designer Programmer
Sales Web designer
Progression: This course can lead onto you doing
A Levels in ICT, Computer Science or Creative media
BTEC in Media / ICT / Business
Further Information: Speak to Mr. Gaskell or your ICT teacher.
Why study Business Studies?
Would you like to set up you own business and be a successful entrepreneur like
Alan Sugar or Bill Gates?
Would you like to go and be a manager for a large business like John Lewis or M&S?
Have you got an interest in the news and how the government and their policies
affect your life?
If the answer is yes to any of these questions, then Business Studies is the course for
you!
Course Outline
You will cover a range of topics in relation to both small businesses and large
businesses including starting a small business or the different type of business
organisations, finance, marketing, people and operational management.
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Course Title: GCSE Business
Exam Board: Edexcel
Specification code: 1BS0
Course structure and assessment Format:
This course consists of 100% Exam
Units Assessment method /Content
Theme 1:
Investigating
Small
Businesses
Written Examination /Edexcel set and marked
1hr and 30 mins – 90 Marks
Theme 1 concentrates on the key business concepts, issues and
skills involved in starting and running a small business.
It provides a framework for students to explore core concepts
through the lens of an entrepreneur setting up a business. In this
theme, students will be introduced to local and national business
contexts and will develop an understanding of how these contexts
impact business behaviour and decisions. Local contexts refer
specifically to small businesses or those operating in a single UK
location and national contexts relate to businesses operating in
more than one location or across the UK.
Students must develop an understanding of the interdependent
nature of business activity through interactions between business
operations, finance, marketing and human resources, as well as the
relationship between the business and the environment in which it
operates.
Mandatory
Theme 2:
Building a
Business
Written Examination /Edexcel set and marked
1hr and 30 mins – 90 Marks
Theme 2 examines how a business develops beyond the start-up
phase. It focuses on the key business concepts, issues and decisions
used to grow a business, with emphasis on aspects of marketing,
operations, finance and human resources.
Theme 2 also considers the impact of the wider world on the
decisions a business makes as it grows. In this theme, students will
be introduced to national and global business contexts and will
develop an understanding of how these contexts impact business
Mandatory
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behaviour and decisions. National contexts build on those in
Theme 1 and relate to businesses operating in more than one
location or across the UK. Global contexts relate to non-UK or
transnational businesses.
Students must develop an understanding of the interdependent
nature of business activity through interactions between business
operations, finance, marketing and human resources, as well as the
relationship between the business and the environment in which it
operates.
Possible Careers & Further Education:
A business qualification can lead into the following career areas
• Accountancy
• Administration
• Advertising
• Business Analyst
• Marketing
• PR
• Recruitment
• Sales
Progression:
This course prepares you for work in the Business Industry. It will allow you to go
direct into an apprenticeship or continue further study at A Level or BTEC Level in
college.
Further Information - Speak to Mrs. Bonson, Mr. Mullin or Mr. White.
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Design Engineer Construct!
The built environment (DEC)
Design Engineer Construct! (DEC!) has gained a reputation as “the most innovative, challenging and relevant secondary school curriculum development in recent years”, enabling young people to access a wide range of vital pathways to technical and professional built environment careers whilst achieving recognised qualifications.
The DEC! programme of study integrates creativity with all the STEM (Science, Technology, Electronics & Maths) subjects. DEC! is unique in that it is both a
qualification and a learning programme that is matched with an industry partner to provide students with professional, expert support & engagement. The partner will help promote industry standard skills and real opportunities in the built environment for young learners.
DEC! offers a new and innovative project based approach to learning that is both challenging and rewarding. By working their way through an online workbook, and use of the Autodesk Revit Architectural software learners will develop knowledge and skills by undertaking a sustainable building project and, through the complementary workshops, have guaranteed face to face engagement with industry professionals.
Assessment for DEC TQUK Level 2 Certificate (GCSE equivalent A*-C grading): Unit 1: Defining a Sustainable Construction Project – 5 credits 1. The candidate will understand a client’s needs 2. The candidate will be able to formulate project briefs 3. The candidate will understand the constraints on projects 4. The candidate will be able to draft plans Unit 2 Developing a sustainable construction project – 4 credits 1. The candidate will be able to develop feasible proposals from needs analysis 2. The candidate will produce technical support collateral for the project 3. The candidate will support development of a project concept Unit 3: Delivering a Sustainable Construction Project – 4 credits 1. The candidate will be able to carry out a project 2. The candidate will be able to respond to technical issues Unit 4: Evaluating a Sustainable Construction Project – 3 credits 1. The candidate will be able to compare intentions with outcomes 2. The candidate will transfer project evaluation to other contexts
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NCFE Level 2 Certificate
Creative Studies: CRAFT
Fashion & Textiles focus
This is a creative and exciting course aimed at pupils who enjoy designing and making unique pieces of textile work. The course encourages pupils to consider technological advances in textiles as well as building on traditional craft and industrial skills.
This involves:
• learning about fibres, fabrics and components
• understanding of how designers get inspiration for design ideas
• investigating methods to colour, decorate, and stitch textile products
• design and develop ideas from design briefs to suit intended users
• how to effective use a sewing machine to make quality functional products
• understanding of lay planning and product construction techniques
• testing, developing and evaluating ideas
• how to cost a product and communicate information through specifications
• how to make products in multiples
• how to be enterprising
• being aware of how textiles products are manufactured in global industry
• understanding how ICT & CAD is used in designing and manufacturing
• how to make textile craft products safely
Many lessons involve practical work, to explore exciting new textile techniques and smart materials, working with dye, fibres, threads, yarns, fabrics and components. Some lessons will focus on learning about textile materials and components through hands-on exercises such as product analysis. Pupils will learn to be critical and reasoned in making decisions. They will expand their communication skills and will work independently and as part of a team.
Fabric Manipulation &
Decorative Techniques
Fashion Design &
Garment Construction
Home Interior Design & Soft
Furnishing Construction
Small enterprise
products
Textile Accessories
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Projects Throughout the two year course students will work on a range of projects designed to support understanding of key areas of Unit 1,2 & 4. Students will have many opportunities to use a wide range of textile and other craft techniques, develop enterprise work as part of a team, design a selection of products and make finished pieces. Projects titles are:
Construction & design sample book. This will be developed throughout the course when new skills are gained. It will be a reference guide for unit 1 & 2 projects and will be helpful for revision of the examined element for unit 3
Design and make a ‘pattern magic’ garment which demonstrates your ability to draft a pattern and create a decoratively interesting garment with precision. This project would involve some collaborative work in preparing a collection for the annual fashion show.
Design and make a decorative home furnishing items. This will offer students the opportunity to explore a range of techniques that can be used to create a product with a story.
Work with classmates to make a bunting range for sale
Work with classmates to make an accessories collection
Assessment for Creative Studies: CRAFT Level 2 Certificate
Unit 01 Exploring craft and enterprise skills
Internally assessed portfolio of evidence
Unit 02 Research and develop design ideas for craft items
Internally assessed portfolio of evidence
Unit 03 Respond to a craft brief
Externally assessed assignment
Unit 04 Produce final craft work
Internally assessed portfolio of evidence
Careers Studying textiles technology can lead to a wide variety of career choices, whether in the fashion industry, retail, product development, textile technology or in education. Examples of related careers include fashion designer, trend forecaster, fashion merchandiser/buyer, pattern technologist, fashion stylist, fabric technologist, fashion editor, fashion illustrator, fashion photographer, costume designer and interior designer. This course cannot be studied alongside an Art subject
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GCSE: AQA Food Preparation & Nutrition The Food preparation and Nutrition course will equip students with the knowledge, understanding, skills and encouragement they need to cook. It will give them the ability to apply the principles of food science, nutrition and healthy eating. It will promote a life-long love of cooking and open doorways in the Food industry as a possible career pathway.
This 2 year GCSE course will be assessed through 50% external examination and 50% internal NEA
Examination (50%): Section A – multiple choice questions (20 marks available) Section B – 5 written questions (80 marks available)
Food preparation assessment (35%): practical work accompanied by a portfolio of evidence.
Food investigation (15%): a written report about the Science behind food.
The course culminates with a practical assessment where pupils will prepare, cook and present a three course menu within 3 hours.
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Exams from: June 2018
French - Specification code: 8658
QAN code: 601/8160/6
There are four equal parts to the French GCSE examination; all four parts will be assessed in the form of an examination at the end of Year 11
Speaking (25%)
Writing (25%)
Listening (25%)
Reading (25%)
Pupils will study a range of topics that will be familiar, as well as new ones that will
inspire students who are interested in the culture of France and French-speaking
communities and countries.
3.1.1 Theme 1: Identity and culture
Theme 1: Identity and culture covers the following four topics with related sub-
topics shown as bullet points:
Topic 1: Me, my family and friends
Relationships with family and friends
Marriage/partnership
Topic 2: Technology in everyday life
Social media
Mobile technology
Topic 3: Free-time activities
Music
Cinema and TV
Food and eating out
Sport
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Topic 4: Customs and festivals in French-speaking countries/communities
3.1.2 Theme 2: Local, national, international and global areas of interest
Theme 2: Local, national, international and global areas of interest covers the
following four topics with related sub-topics shown as bullet points:
Topic 1: Home, town, neighbourhood and region
Topic 2: Social issues
Charity/voluntary work
Healthy/unhealthy living
Topic 3: Global issues
The environment
Poverty/homelessness
Topic 4: Travel and tourism
3.1.3 Theme 3: Current and future study and employment
Theme 3: Current and future study and employment covers the following four topics:
Topic 1: My studies
Topic 2: Life at school/college
Topic 3: Education post-16
Topic 4: Jobs, career choices and ambitions
Work and Education (School/Colleges and Future Plans/Current and Future Jobs
Possible Careers and further education: Think more in terms of developing excellent communication, memory and precision skills. Think of demonstrating that you are able to learn a large amount of information and adapt it. Your ability to learn one foreign language shows that you would be capable of learning another language, should your future career demand it. You can use your language skills to work all over the world…..this makes you much more employable!
Career routes: Any profession with a language e.g. Law with French, Medicine with a language. Interpreter, Translator, Teacher, International sales manager, Events Organizer, Bilingual Secretary/PA, website localizer/translator, European Politics, Travel and Tourism Consultant, Hotel, Catering and Hospitality, International Correspondent, Travel Critic/Google/Facebook/Apple…… and much more.
For more specific information, please see Miss Lewis in Room 2.
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The syllabus and exam format
GCSE Geography at St Monica’s follows the new WJEC Eduqas (9-1) Geography B
course. In this syllabus pupils study three themes during the two year course:
1. Changing Places – Changing Economies – In this theme pupils will study
urbanization in contrasting global cities, urban and rural processes and change in the
UK and a global perspective on development issues.
2. Changing Environments – In this theme pupils will study coasts and coastal
management, rivers and river management, weather and climate and the causes and
effects of climate change.
3. Environmental Challenges – In this final theme pupils will study how
ecosystems function, ecosystems under threat, water resources and management
and desertification.
The pupils will also be required to complete two 1 day fieldwork trips to contrasting
areas, one urban one rural. They will be taught fieldwork methodology,
representation techniques and analysis.
The generic titles are set by the exam board on an annual basis. Field trip
destinations in the past have included Malham, Salford Quays, Castleton, coastal
towns on the East coast and shopping areas in Bury.
For the past few years we have also taken pupils who opt for Geography for on an
overnight visit to London and visited the Olympic Park, been on the London Eye,
toured the major sights and been for a cruise along the River Thames.
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Upon completion of the 2 year course pupils will sit 3 written exams. Component 1 is worth 40% of the final grade and will test the 3 themes outlined above. Component 2, worth 30% of the final grade, is a 1 hour 30 minute paper. It is a problem solving paper and will assess content from across the 3 themes using a variety of structured data response questions. Finally component 3, which is again a 1 hour 30 minute paper worth 30% of the final grade will be an applied fieldwork enquiry based upon the teachings of the fieldwork trips.
Why study Geography at GCSE?
The course has several advantages over other G.C.S.E. Geography courses including :
themes chosen to be relevant to young people;
the case studies are up to date and contemporary , so young peoplelearn
about the fast changing world around them;
a syllabus not overloaded with content, giving time for a variety of activities
and for revision;
an opportunity to develop lifelong skills which pupils can put into practice
throughout the course;
Geography is useful in many ways ...as a preparation for the world of work or further
education ... or simply as an enjoyable, interesting, subject. It is widely accepted as a
good balancing subject which helps you to :
(a) Talk with interest about a variety of topics
(b) Understand the major problems and issues in the world
(c) Have some understanding of people
(d) Acquire a variety of useful job skills
Geography for the future
Geography develops a wide range of intellectual, practical and social skills – just the combination that many employers look for. The study of Geography at GCSE, and beyond, has a direct relevance to careers such as cartography, landscape architecture, environmental consultancy and the leisure and tourism industries, but it’s real importance lies in the number of basic skills it provides and it’s these which pupils can then use to ‘market’ themselves. More and more people who have studied Geography now find themselves in a variety of jobs, including banking, advertising, the media, business management and the armed forces. These may not appear geographically related, but they utilize more general skills and attributes such as the collection, analysis and interpretation of data, the application of methodical working techniques, the ability to view problems from a variety of angles and some general knowledge of the world. While many other subjects cover some of these
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skills, Geography covers them all. Statistics have also shown that people who study Geography are among the most employable.
Further information
For further information please visit the syllabus website at http://www.eduqas.co.uk/qualifications/geography/gcse-b/ and click on syllabus B. This site has more detail on what is covered and has examples of assessments. Alternatively you can contact Mrs Flaherty, Head of Humanities, at [email protected] or Mr Day, Second in Department, at [email protected]
The syllabus and exam format
GCSE History at St Monica’s follows the new AQA course. Pupils will sit two papers
and the course is 100% examination. In this syllabus pupils study four themes during
the two-year course:
1. A period study – America 1920-1973: Opportunity and inequality - In this
theme pupils will study the development of the USA during a turbulent half century
of change. This was a period of opportunity and inequality – when some Americans
lived the ‘American Dream’ whilst others grappled with the nightmare of
discrimination and prejudice. Pupils will study the role and impact of ideas, key
individuals and groups on American society.
2. A wider world depth study – Conflict and tension, 1894-1918. Pupils will get
an opportunity to study the causes, nature and conclusion of the First World War.
The study will show how and why conflict occurred, and why it proved difficult to
bring the war to a conclusion. Pupils will consider the role of key individuals and
groups and how they were affected by and influenced international relations.
3. A Thematic study – Britain: Health and the people. In this theme pupils will
study how medicine and public health developed in Britain over a long period – from
Ancient times through to medieval and finally to modern day times. Pupils will study
the causes, scale, nature and consequences of change.
4. British Depth study including the historic environment
Norman England 1066-c1100. Pupils will study the Norman Conquest and control, life under the Normans and the Norman Church. Pupils will also examine a specific site such as Durham cathedral and the relationship between a place and historical events and developments.
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How GCSE History will be assessed:
Paper 1: Understanding the Modern World 50% of GCSE
Section A – Theme 1 (six compulsory questions)
Section B - Theme 2 (four compulsory questions)
A written exam: 1 hour 45 minutes
Paper 2: Shaping the nation 50% of GCSE
Section A - Theme 3 (five compulsory questions)
Section B – Theme 4 (four compulsory questions)
A written exam: 1 hour 45 minutes
Why study GCSE History?
The new G.C.S.E. History at St. Monica’s is a natural progression from lower school work. Any pupil who has enjoyed History at Key Stage 3 will find this course interesting and challenging. The new course has been expanded to cover a more diverse range of historical topics and eras. Many elements will be familiar to our pupils, but there will also be an opportunity to study new periods of time. These topics will help pupils to understand the world in which they live and the origins of modern political and social issues.
Our experience suggests that pupils who succeed in History in lower school are capable of making a success of the subject at G.C.S.E. level. This is partly because lower school work provides such a good foundation for the demands of the examination.
History for the future
Students of History also gain vital skills and academic discipline which are recognized and valued by employers and universities. History is relevant to a wide range of careers including medicine, law, journalism, marketing, sales, research, politics, teaching and all types of clerical work. The course helps pupils to understand the world around them, and to become informed citizens.
As all pupils at St. Monica’s will know, History is not about memorising facts. It is
concerned with understanding the actions of people in the past, studying sources,
organising evidence and explaining causes and effects. History provides students
with skills such as
1. an ability to form and express an opinion appropriately,
2. an ability to present conclusions in a clear and objective way
3. an ability to think and process information.
These skills are of great relevance to numerous aspects of life in modern society and
have both specific and general career relevance.
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Course Title: GCSE Computer Science
Course structure and assessment Format:
This course consists of 80 % exam and 20% coursework (this is subject to change
based on recent Ofqual consultation).
Unit Assessment Weighting
Computer
Systems (01):
Computer Systems
• Systems Architecture • Memory • Storage • Wired and wireless networks • Network topologies, protocols and layers • System security • System software • Ethical, legal, cultural and environmental concerns
1 hour 30
minutes
Written
paper
80 marks
40%
Computational
Thinking,
Algorithms
and
Programming
(02)
Computational Thinking, Algorithms and
Programming (02)
• Algorithms • Programming techniques • Producing robust programs • Computational logic • Translators and facilities of languages • Data representation
1 hour 30
minutes
Written
paper
80 marks
40%
Programming
Project
(03/04)
Programming Project
• Programming techniques • Analysis • Design • Development • Testing and evaluation and conclusions - Identifying successes and any limitations.
Controlled
assessment
40 marks
Totalling 20
hours Non-
Exam
Assessment
(NEA)
20%
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Possible Careers and Further Education
GCSE Computer Science is a very practical course that prepares you for work in the Computing Industry. This is an ideal course for students interested in a career in:
Database administrator
Games developer
Information systems manager
IT consultant
Multimedia programmer
Network engineer
Systems analyst
Systems developer
Games Designer
You will develop a good portfolio of work and gain qualifications that will allow you to apply for other Computing or ICT courses in college, such as:
A-Level – Media Studies, ICT or Computer Science
Apprenticeships relating to Programming or ICT.
For Further Information
Please speak to Mr. Gaskell
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MUSIC
GCSE Music (WJEC)
Why Should I choose GCSE Music?
You should choose Music at Key Stage 4 if you enjoy
performing and experimenting with sound. The
composing, listening and performing assessments in
KS3 was just a taster of what is expected studying music at key stage 4.
Assessment:
How will I be examined?
The GCSE Course is following the WJEC Syllabus which is assessed in 3 sections:-
Component 1: Performing
Total duration of performances: 4-6 minutes
This will be internally assessed and externally moderated
This component is worth 30% of the overall qualification
What will I perform?
A minimum of two pieces, one of which must be an ensemble performance of at
least one minute duration. The other piece(s) may be either solo and/or ensemble.
One of the pieces performed must link to an area of study of the learner’s choice.
Component 2: Composing
Total duration of compositions: 3-6 minutes
This will be internally assessed and externally moderated
This component is worth another 30% of the overall qualification
What will I compose?
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Two compositions, one of which must be in response to a brief set by WJEC. Learners
will choose one brief from a choice of four, each one linked to a different area of
study. The briefs will be released during the first week of September in the academic
year in which the assessment is to be taken (Year 11).
The second composition is a free composition for which learners set their own brief.
Component 3: Appraising
Written examination: 1 hour 15 minutes
This is worth the remaining 40% of the overall qualification
This component is assessed via a listening examination.
There are eight questions in total, two on each of the four areas of study.
Area of study 1: Musical Forms and Devices
Area of study 2: Music for Ensemble
Area of study 3: Film Music
Area of study 4: Popular Music
Two of the eight questions are based on extracts set by WJEC.
How is the Music course taught?
Lessons will involve individual and group work, performing, theory, composition,
listening and music research.
Personal Attributes Required:
You need to be able to sing or play an instrument to a reasonable standard. If you do
not already play an instrument you must be keen to learn one. You need to work
hard and work well with others. You will be expected to contribute to the choir
and/or orchestra. This will mean you have a commitment and are expected to
partake in all activities these ensembles perform at.
How will Music help me in the future?
Taking music as an option shows employers that you have a wider range of interests
and skills than most. It proves that you have shown dedication and commitment to
learn a musical instrument and to study music. Furthermore it shows you are a Team
worker - an essential aspect in most employment. Music GCSE is hard work, but
equally one of the most enjoyable subjects to learn and succeed in.
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Homework Expectations:
There is an expectation that students will complete a range of written and research
tasks throughout the course. Students will also be expected to rehearse their chosen
instrument or voice on a weekly basis and attend additional performance sessions
and rehearsals when necessary. It is expected, as stated above, that those who
choose to sing as their ‘performance’ instrument will join choir which will aid their
musical ear training as well as giving multiple choices of repertoire for the final
performance examination.
NB: It is vital students who opt for Music are motivated and enthusiastic about
performance. You will need to be committed as you will need to arrange and attend
your own rehearsals at lunchtimes and/or after school in preparation for Ensemble
performance work.
DRAMA
GCSE Drama. Exam Board: AQA
Drama GCSE engages and encourages students to
become confident performers and designers with the
skills they need for a bright and successful future. You
will develop skills required to perform in front of a live audience and you will learn
how to prepare both devised and scripted work for performance. You will study a
range of play texts as well as having the opportunity to experience as much live
theatre as possible.
Performing is at the centre of the course with theory lessons to support the practical
application of key Drama skills.
All students devise drama.
All students explore texts practically and work on two text-based performances.
Students can choose to develop as a:
• performer • designer (lighting, sound, set, costume, puppets) • performer and designer.
Component 1- Understanding Drama- Written Exam
Study of a Play Text
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Analysis and Evaluation of a Live Theatre Production
Written Exam- 1 hour and 45 minutes (3 sections)
80 marks = 40% of GCSE
Component 2- Devising Drama- Practical Performance
Creating, Devising and Performance of Original drama
Devising and Rehearsal Log
80 marks- 40% of GCSE
Component 3- Texts in Practice- 2 Practical Performances
Performance of 2 Play Text Extracts
50 marks- 20% of GCSE
Will I enjoy this course?
You will enjoy this course if you want to study a subject that is practical and creative whilst
giving you the opportunity to study different theatrical styles and different play texts. You
may be an experienced performer, or you may have always wanted to devise and direct your
own performance material- the important thing is that you are passionate about live theatre
and performance.
The written exam paper at the end of the course is designed to help all students
realise their full potential. Students are expected to combine what they’ve learned
about how drama is performed with their practical experience and imagination.
How does Drama help me in the future?
Students learn to collaborate with others, think analytically and evaluate effectively.
They gain the confidence to pursue their own ideas, reflect and refine their efforts.
Whatever the future holds, students of GCSE Drama emerge with a toolkit of
transferable skills, applicable both in further studies and in the workplace.
NB: It is vital students who opt for drama are motivated and enthusiastic about
performance. You will need to be committed as you will need to arrange and attend
your own rehearsals at lunchtimes and/or after school in preparation for
performance work.
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AQA TECH AWARD in Performing Arts
Assessment structure
There are two internally-assessed units, and a third that
is externally assessed:
Unit 1: Unlocking creativity (30%)
Learners will be asked to come up with a production idea based on briefs from real
practitioners such as Lord Andrew Lloyd Webber and Dame Judi Dench, or representatives
from EMI Music Sound Foundation, the Zandra Rhodes Foundation, Motionhouse or Future
DJs. They will research their idea in order to produce a portfolio documenting their planning
and ideas. Learners will pitch their ideas as a group to the camera and a short showcase of
their work can be presented as an illustration of their ideas and planning.
Unit 2: The production/performance (30%)
Learners will produce a performance to an audience. They can choose from a selection of
suggested starting points, use the idea generated in unit 1 or alternatively the group can
choose their own idea. They can choose one of the disciplines from the following selection of
performance or production skills.
Performance skills:
acting dancing singing instrumental music musical theatre variety performance pantomime
Production skills:
costume set design properties make-up lighting sound stage original writing directing choreography public relations film production
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Unit 3: The performing arts industry (written exam – 40%)
Learners will draw on knowledge and understanding from units 1 and 2 and also from the
following areas of study:
Roles and responsibilities within the performing arts industry The role of performing arts in society Approaches to rehearsal Working as a deviser/performer/director Marketing and public relations Health and safety Design and technical elements Reviewing performances Questions will be a combination of multiple choice, short questions, and longer questions
that draw on learnings from units 1 and 2.
Why study Performing Arts?
Performing arts students are able to combine creative talent with life skills. These include
confidence, teamwork, and, amongst others, creativity. This mix of disciplines is a good
preparation for the world of work whatever the job. Businesses want to see confidence in
their employees. Performing Arts helps with interviews, giving presentations, working
collaboratively and speaking in public. These are all skills looked for in the workplace.
Job options
Actor Primary school teacher
Community arts worker Dancer
Drama therapist Music therapist
Theatre director Secondary school teacher- drama /performing arts
Arts administrator Broadcast presenter
Further education teacher Higher education lecturer
Theatre stage manager
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BTEC First Award in Sport
Exam Board: Edexcel
This course will suit pupils who enjoy and are keen on sport. Pupils opting for this
subject will participate in a mix of practical and theory lessons, so a fundamental
interest is a necessity.
One of the main purposes of BTEC qualifications is to help students progress
ultimately into employment. Over the duration of the course pupils will learn
employability skills including self-management, problem-solving and team-work.
Unlike the GCSE PE option, you will not be assessed on your sporting ability, but on
your knowledge and understanding.
Pupils opting for BTEC Sport will complete a course equivalent to a GCSE where
candidates are required to complete four units of work over the 2 years. The BTEC
Level 2 Sport qualification is internally and externally assessed. The external
assessment is for Unit 1 and pupils complete a one-hour online exam. The three
remaining units are internally assessed.
The units studied may include:
Fitness for Sport & Exercise (externally assessed through a 1 hour online exam)
Anatomy & Physiology for Sports Performance
Practical Sports Performance
The Mind & Sports Performance
The Sports Performer in Action
Training for Personal Fitness
Leading Sports Activities
Pupils will be awarded a Pass, Merit or Distinction for each unit.
More information about this course can be found on the following website:
http://qualifications.pearson.com
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PHYSICAL EDUCATION (G.C.S.E. Course)
The G.C.S.E. course will give a useful qualification for pupils hoping to study more
advanced courses in P.E. and Sport, which are available at all Sixth Form Colleges
including St. Monica’s. Such courses might lead ultimately to vocational
opportunities in teaching, leisure management and active careers, e.g., in the armed
forces or the police.
The course is split between the practical and theory elements:
More information about this course can be found on the following website:
http://qualifications.pearson.com
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Course Title: GCSE Media Studies
Exam Board: WJEC
Specification code: 603/1115/0
Course structure and assessment Format:
This course consists of 70% exam and 30% coursework
Unit Assessment Weighting
Component 1
Exploring the Media
Section A: Exploring Media Language and
Representation
In this section, learners will analyse media
language, considering how the selection and
combination of elements of media language
influence and communicate meanings in media
products. Learners will also explore the concept
of representation and relevant representations
of gender, ethnicity, age, issues and events in
the media.
Learners will develop the ability to:
Analyse and compare how media products construct and communicate meanings and generate intended interpretations and responses
Use relevant theories or theoretical perspectives and relevant subject-specific terminology appropriately
Respond through discursive writing to show knowledge and understanding of media issues
1 hours 30 minutes
Written paper
80 marks
40%
Section B: Exploring Media Industries and Audiences
In this section, learners will develop knowledge and understanding of key aspects of media industries, including ownership, funding, regulation, production, distribution and technology. In addition, learners will consider relevant aspects of media audiences, such as
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targeting and categorisation, consumption and use, and theoretical perspectives on audiences.
Component 2
Understanding Media Forms and Products
Section A: Television - Crime Drama or Sitcom
This section involves a detailed study of a specific television genre. Television genres
have distinct social and cultural significance in terms of their particular representations of the world, their financial importance to the television industry, and their popularity with television audiences.
This is designed to enable learners to develop a knowledge and understanding of how genres change over time. Learners will thus be able to explore how media language, representations, messages and values, themes and issues in the specified crime dramas and sitcoms reflect the key social, cultural, political and historical contexts in which they are produced.
1 hours 30 minutes
Written paper
60 marks
30%
Section B: Music - Music Video and Online Media
Section B requires a detailed study of music through focusing on two contemporary music videos and the online, social and participatory media surrounding the artists.
In addition, learners study one music video from the past to enable learners to develop their understanding of media language and of how representations reflect, and are influenced by, relevant contexts.
Component 3
Creating Media Products
In this component, learners must apply their knowledge and understanding of media language and representation to an individual media production for an intended audience in response to a choice of briefs set by WJEC.
Non-exam assessment: internally assessed and externally moderated by WJEC
60 marks
30%
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Possible Careers and Further Education
The Media Industry is one of the most exciting industries in the UK. It is the UK's fastest-growing sector, worth £71.4bn a year and making up 5.6% of the workforce it’s an industry that informs and entertains audiences all over the world 24 hours a day; 365 days a year.
A Media qualification could help lead to careers in:
Film and Television
Radio Broadcasting
Graphic Design
Animation
Journalism
Multi-Media Design
Web Design
Games and Game Art Design
You will develop a good portfolio of work and gain qualifications that will allow you to apply for other Computing or ICT courses in college, such as:
A-Level – English Literature, English Language, Media Studies or Film Studies.
Level 3 Vocational Courses in Media
Apprenticeships relating to Media positions.
For Further Information
Please speak to Mr. Bigland.
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Course Title: GCSE Film Studies
Exam Board: WJEC
Specification code: 603/1115/0
Course structure and assessment Format:
This course consists of 70% exam and 30% coursework
Unit Assessment Weighting
Component 1
Key
Developments
in US Film
This component assesses knowledge and
understanding of three US films chosen from a
range of options.
Assessment consists of four questions on one
pair of US mainstream films and one US
independent film:
Section A: US film comparative study - one
stepped question on the first of the chosen pair
of films (produced between 1930 and 1960) -
one stepped question on the second of the
chosen pair of films (produced between 1961
and 1990) - one question requiring a
comparison of the chosen pair of films
Section B: Key developments in film and film
technology - one multi-part question on
developments in film and film technology
Section C: US independent film - one question
on one US independent film.
1 hours 30 minutes
Written paper
35%
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Component 2
Global Film:
Narrative,
Representation
and Film Style
This component assesses knowledge and
understanding of three global films produced
outside the US chosen from a range of options.
Assessment consists of three questions in three
sections:
Section A: one stepped question on one global
English language film
Section B: one stepped question on one global
non-English language film
Section C: one stepped question on one
contemporary UK film.
1 hours 30 minutes
Written paper
35%
Component 3
Exploring Film Genre
This component assesses the ability to apply
knowledge and understanding of film to a
production and its accompanying evaluative
analysis. Learners produce:
one genre-based film extract (either from a film or from a screenplay)
one evaluative analysis of the production, where learners analyse and evaluate their production in relation to comparable, professionally-produced films or screenplays.
Non-exam assessment: internally assessed and externally moderated by WJEC
30%
What you will study
Key Elements of Film Form
Film Contexts and History
Additional Areas of Study
Production
Cinematography Social Representation Either
Mise en Scene Cultural Narrative A 2 minute film extract
Editing Historical Film Style Or
Sound Political Film Writing A 1000 word film script extract
Technological And an
Institutional Evaluation
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Possible Careers and Further Education
The Media Industry is one of the most exciting industries in the UK. It is the UK's fastest-growing sector, worth £71.4bn a year and making up 5.6% of the workforce it’s an industry that informs and entertains audiences all over the world 24 hours a day; 365 days a year.
A Media qualification could help lead to careers in:
Film and Television
Radio Broadcasting
Graphic Design
Animation
Journalism
Multi-Media Design
Web Design
Games and Game Art Design
You will develop a good portfolio of work and gain qualifications that will allow you to apply for other Computing or ICT courses in college, such as:
A-Level – English Literature, English Language, Media Studies or Film Studies.
Level 3 Vocational Courses in Media
Apprenticeships relating to Media positions.
For Further Information
Please speak to Mr. Bigland.
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NOTES ON HOW TO FILL IN THE OPTION GRID
On the separate option grid, you will find the choices for 2018 - 2020 drawn up onto
three separate blocks; you will notice that some subjects appear in more than one
block.
Every pupil in the present Year 9 must choose one subject only from each block, that
is, three subjects altogether. They must write that choice in the space below each
block.
All pupils must choose French OR Geography OR History. Pupils may choose more
than one of these subjects.
Should your son or daughter opt for Performing Arts, they SHOULD NOT choose
Drama as well. Should your son or daughter opt for Media, they SHOULD NOT
choose Film as well.
Should your son or daughter opt for Triple Science, only option block 3 is taken up.
It is not possible for us to guarantee that a pupil will be able to take all subjects
chosen because there are restrictions on the size of groups as well as their number,
and some may be over-subscribed. Some groups may be under-subscribed and
therefore may not be able to run due to insufficient numbers. For these reasons,
your son or daughter is also asked to keep some alternatives in mind.
Pupils will be able to review their option choices up to October half term.
There are two copies of the option slip, one for you to keep as a record, the other to
be returned to your child’s form teacher on Monday 26th March.