ks4 guided choices booklet · 2020-01-09 · contents . ks4 guided choice booklet 1 wednesday 22...

KS4 Guided Choices Booklet

Hasland Hall Community School

2020

01

02

03

04

05

10

13

26

27

28

29

Introduction

A Balanced Choice

Advice

Subjects Overview

Core Subjects

Languages and

Humanities Subjects

Other Subjects

People to Contact

GCSE Grading

Notes

Sample Form

‘We live in a fast moving world. While employers continue to demand high academic standards, they also now want more. They want people who can adapt, see connections, innovate, communicate and work with others. Most young people starting out can expect to change not just jobs, but occupations, several times in their working lives.’ National Advisory Committee on Creative and Cultural Education ‘All Our Futures’.

Contents

KS4 Guided Choice Booklet

1

Wednesday 22 January 7pm

Year 9 Guided Choice Evening

Tuesday 4 February Year 9 Parents’ Evening

Wednesday 12 February

Deadline for the return of Subject Choice Forms to the Tutor

Introduction Making the right choice

This booklet has been designed to provide

information about the next exciting step that Year 9

students face.

As they approach what could be the two most

important years of their school life, the booklet

describes the courses that will be available during

this period and offers advice about how to make

good choices.

All students will be entered for at least nine GCSEs.

Our aim is to provide courses that will provide

students with a broad and balanced curriculum,

while still giving each individual a degree of choice.

The success of each student at Key Stage 4 (Years 10

and 11) will provide the foundation for further

education and training beyond the age of 16.

Students will be presented with fresh challenges in

their studies and we will expect them to work hard.

Teachers will take a keen interest in their progress

and their particular needs.

We offer a large range of subjects, some of which

will be new to students. To ensure all students

continue with a broad range of subjects, the choices

are guided as shown on the next page. It is our aim

to enable all students to achieve their very best.

Broad and Balanced - A Curriculum For All

In this rapidly changing world, it is essential that we

help students to prepare to be citizens of the future

who can be flexible and adaptable both at work and

in their leisure. A broad and balanced education to

the age of 16 and beyond is more vital now than

ever before. With this in mind, we shall encourage

students to make choices which they will not regret

in the future.

Core Subjects

Everyone will take the core subjects. These are

English Language, English Literature,

Mathematics, Combined Science (Trilogy).

These lead to 5 GCSEs. The core also includes

Religious Education and the non-GCSE subject

PE.

Other Subjects

All students should then choose four subjects.

We strongly advise students to choose a wide

range of subjects, as this will provide them

with the most flexible basis from which to

choose their educational pathway in the

future.


2

A Balanced Choice

CORE SUBJECTS English Language, English Literature, Mathematics, Combined Science (Trilogy),

Religious Education and PE

LIST A Languages and Humanities GCSEs

LIST B Other GCSEs

In order to help you make a balanced choice, we have organised the subjects into different lists:

LIST A - shows all the Languages.

LIST B - shows all the Technology Subjects.

LIST C - shows all the Humanities Subjects.

LIST D - shows the Creative / Practical Subjects.

Students need to decide on their choice of subjects by Wednesday 12 February.

Before students make up their mind they should ensure they get all the help they can.

Tutors will speak about Guided Choice in Tutor Time and will help students make informed decisions.

Students should talk to their current teachers to hear their advice.

Parents will be told about the Guided Choice process at the Key Stage 4 Curriculum Evening on Wednesday 22 January. Many of the teachers will be there to talk about the subjects which will be on offer for next year.

Students should refer to the Careers section in the Library for useful books and documents.

Students should discuss all the possibilities in detail with their parents and listen carefully to their parents' views and their reasons.

Finally, students need to make up their own mind and remember that it is their decision in the end. The Guided Choice Form needs to be completed and returned to their Tutor, signed by parents.

How to Choose


3

Advice Students should not tie themselves down to a definite career yet as their views may change in the

next few years and the job market may be different when they finish their schooling. They should

be thinking about possible careers though. There are some useful books and documents in the

Careers section of the School Library.

When students are making their choices, they should take into consideration the following advice:

Students SHOULD choose a subject because:

it suits their talents and skills

they like the subject and are better at it than other subjects

it keeps career options open

it provides new challenges.

Students SHOULD NOT choose a subject because:

they like the teacher. (They might have a different teacher next year.)

friends are choosing this subject. (They may not be suited to the same subjects, or be placed in the same group.)

they think it will be easy. (Whichever subjects they choose, the teachers will be pushing students to work as hard as they possibly can, so that they can achieve their full potential.)

Once course choices have been made, the timetable for next year is built around them. It may be difficult, if not impossible, to change course at a later date. It is, therefore, vital that students think things through carefully and discuss the choices thoroughly with everyone in order to ‘get it right the first time’.


4

LIST A Languages and Humanities GCSEs

LIST B Other GCSEs

LIST A LIST B

French Art – Fine Art

Geography Art and Design – Textile Design

History Business

Spanish Computer Science

Design and Technology – Timber

Drama

Food Preparation and Nutrition

Media Studies

Music

Physical Education

Religious Studies

These are the subjects studied by everyone.

English Language

English Literature

Mathematics

Combined Science (Trilogy)

Physical Education

Religious Education

Core Subjects

Other Subjects In addition to the Core Subjects above, students are asked to choose 4 subjects.

Students must choose at least one subject from List A but may wish to choose more than one.


5

Co

re S

ub

ject

s

Core Subjects These subjects are compulsory and studied by everyone. There are, therefore, no choices to be made from this section. The information is included to help students understand what their GCSE courses include.

Course Title: GCSE English Language and GCSE English Literature

Awarding Body: AQA Further information available from: Mrs R Perkins

This course will enable students to:

Develop further their Speaking and Listening, Reading and Writing skills.

Study a variety of fiction and non-fiction texts, plays and poems and consider how

writers have used language and structure to create an effect on the reader.

Have the opportunity to write for a number of purposes, learn more about

debating and presentation strategies and use drama techniques to help them

improve their understanding and ability to appreciate literature.

Components: English Language

Paper 1- A previously unseen literary fiction extract will be given to students in the exam to explore how language and structure has been used to create an impact on the reader. They will also be given the opportunity to create their own piece of descriptive/narrative writing based on an image given to them in the exam.

Paper 2 - Two previously unseen non-fiction extracts will be given to students in the exam to explore how language and structure has been used to create an impact on the reader and present a viewpoint. They will also be expected to compare the two texts. Alongside this, they will be given the opportunity to create their own piece of argument/persuasive writing, based on a statement that will be given to them in the exam.

Non-examined Speaking and Listening presentations – These will teach students how to present ideas clearly and effectively to an audience and respond to questions and feedback. They will be assessed on their use of Standard English and their ability to present a point of view.


6

English Literature

Paper 1 - Students will be asked to write about a Shakespeare play (‘Macbeth’) and a Pre-19th Century novel (Charles Dickens, ‘A Christmas Carol’). They will explore the themes and ideas in the texts and analyse how the writers use language and structure to engage the reader. They will not be able to take the texts into the exam with them and so they will need to show a good understanding of the texts and demonstrate that they are able to learn some key quotations in advance.

Paper 2 - They will study a play (‘Curious Incident of the Dog in the Night-Time’), exploring the dramatic techniques that have been used by the writer to present the different themes and ideas. They will also explore a collection of poems which are linked by the theme ‘love and relationships’. By studying these poems, they will explore a range of different ideas and perspectives. They will analyse the language and the structure used by the poets. They will be expected to compare the ideas of two of the poems in the exam. Once again, this exam is ‘closed book’ and so students are not allowed to take the texts into the exam with them. Alongside this collection of poems which students can learn in advance, they are also expected to explore a range of poems that deal with different themes and ideas (for example, nature or conflict). This will prepare them for the exam when they will be given two, previously unseen, poems and they will need to show that they can transfer their skills from analysing poets’ use of language and structure in the classroom to the exam.

Assessment: GCSE English Language

Reading and Writing skills, developed throughout the course, will be assessed through two written examinations, accounting for 100% of the marks available.

A separate assessment of Speaking and Listening skills will be recorded alongside GCSE English Language results. This will be filmed and completed in lessons.

GCSE English Literature

Their understanding of a range of texts will be assessed through two written

examinations, accounting for 100% of the marks available.

Co

re S

ub

ject

s


7

Course Title: GCSE Mathematics

Awarding Body: AQA Further information available from: Mr R Roe


Use and apply standard mathematical techniques.

Reason, interpret and communicate mathematically.

Solve problems using mathematics in other contexts.

Components: There are two tiers of entry for Mathematics - Higher and Foundation. Each tier of entry covers five different aspects of Maths, with slightly different weighting given for each aspect on the two tiers. Higher

Number (15%)

Algebra (30%)

Ratio, proportion and rates of change (20%)

Geometry and measure (20%)

Probability and statistics (15%) Foundation

Number (25%)

Algebra (20%)

Ratio, proportion and rates of change (25%)

Geometry and measure (15%)

Probability and statistics (15%)

Assessment: The assessment takes place at the end of Year 11 in the form of three, 1.5 hour examination

papers. Students can use a calculator for Paper 2 and 3 only. Students are required to answer all

the questions on each of the papers. The structure of the final assessment is the same for both

Higher and Foundation Level students.

Co

re S

ub

ject

s


8

Co

re S

ub

ject

s

Course Title: GCSE Combined Science (Trilogy)

Awarding Body: AQA Further information available from: Mr A Petty This course will enable students to:

Link Science to issues relevant to them, current and future technological advances and the world they live in.

Question knowledge, information and data and decide whether the evidence available justifies certain scientific conclusions.

Plan and carry out practical investigations to improve their understanding of the role of experimental work in developing scientific explanations.

Progress to A-levels in science or other subjects. Components Biology

1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology

Chemistry

8. Atomic structure and the periodic table 9. Bonding, structure, and the properties of matter 10. Quantitative chemistry 11. Chemical changes 12. Energy changes 13. The rate and extent of chemical change 14. Organic chemistry 15. Chemical analysis 16. Chemistry of the atmosphere 17. Using resources

Physics 18. Energy 19. Electricity 20. Particle model of matter 21. Atomic structure 22. Forces 23. Waves 24. Magnetism and electromagnetism


9

Assessment

There are six papers: two biology, two chemistry and two physics. Each of the papers lasts for 1 hour 15 minutes and will assess knowledge and understanding from distinct topic areas. Each paper will be available at Foundation and Higher Tiers. Each will have 70 marks available and will contribute 16.7% of the final mark.

Biology Paper 1 Biology topics 1–4: Cell Biology, Organisation, Infection and Response and Bioenergetics Biology Paper 2 Biology topics 5–7: Homeostasis and Response, Inheritance, Variation and Evolution and Ecology. Chemistry Paper 1 Chemistry topics 8–12: Atomic Structure and the Periodic Table, Bonding, Structure and the Properties of Matter, Quantitative Chemistry, Chemical Changes and Energy Changes Chemistry Paper 2 Chemistry topics 13–17: The Rate and Extent of Chemical Change, Organic Chemistry, Chemical Analysis, Chemistry of the Atmosphere and Using Resources. Physics Paper 1 Physics topics 18–21: Energy, Electricity, Particle Model of Matter and Atomic Structure. Physics Paper 2 Physics topics 22–24: Forces, Waves and Magnetism and Electromagnetism

Co

re S

ub

ject

s

Course Title: Physical Education

Further information available from: Mr K Leatherday

Many studies have revealed that a balanced, healthy lifestyle, with regular exercise will help students to feel better and live longer. There are numerous physical, mental and social benefits to be gained from taking part in sport and physical activity.

Throughout Years 10 and 11, students will undertake a PE programme in which they will be able to take part in a variety of sports activities that they opt into.

Some students will have the opportunity to undertake sports leadership, which will enable them to lead small groups in sport and leisure activities. This will teach students leadership skills such as organisation, planning, communication and teamwork through the medium of sport. There will then be an opportunity to support some of the partner primary schools’ sports events.

There will be a wide range of extra-curricular activities available. Team fixtures will be available in several sports.

If students wish to study PE in greater depth then they should consider the GCSE PE course or Dance GCSE.


10

List

A: L

angu

ages

an

d H

um

anit

ies

Sub

ject

s

Course Title: GCSE French

Awarding Body: AQA Further information available from: Mrs L Timmins This course will enable students to:

Further develop their confidence and fluency when communicating in French and their ability to understand the language in spoken and written form.

Cope with everyday situations and explain their needs, preferences and opinions when encountering French speakers in work or leisure settings, at home or abroad.

Heighten their understanding of the cultures of France and French-speaking countries and communities.

Develop transferable skills including communication and analytical skills, the ability to work independently or with a colleague, open mindedness and responding to the unexpected.

Components The course covers three themes. The themes apply to all four exam papers. Theme 1: Identity and Culture Theme 2: Local, National and ‘Global’ Issues Theme 3: Current and Future Study and Employment Assessment Paper 1: Listening Exam 25% Paper 2: Speaking Assessment 25% Paper 3: Reading Exam 25% Paper 4: Writing Exam 25%

Course Title: GCSE Geography

Awarding Body: OCR Further information available from: Mrs D Caine


Gain a sense of ‘place’ and an understanding of both the country and the world they live in. Geography is about people and places. It deals with the appearance of places and natural landforms. It tries to explain why places are as they are, both in the natural and human-made world.

Components 1. Living in the UK Today Students will investigate the Physical, Environmental and Human Geography of the United Kingdom. 2. The World Around Us. Students will look at Earth’s ecosystems, Globalisation and Development and Environmental Threats. 3. Geographical Skills and Fieldwork. This is a compulsory element of the course for which there will be a cost. Financial assistance from the school can be sought for families experiencing difficulties. You will be involved in at least one visit to carry out research and to learn from direct observation.


11

List

A: L

angu

ages

an

d H

um

anit

ies

Sub

ject

s

Course Title: GCSE History

Awarding Body: OCR Further information available from: Mrs S Bradley


Develop thinking skills as students consider past events that help them to understand the world we live in.

We have put together a course that we believe will give students the best opportunity of achieving their potential, while developing their skills and interest in those local, national and worldwide events that have shaped our world today.

The variety of times, places and people makes the course exciting and stimulating, building on the historical skills and knowledge they have developed in Key Stage 3.

Components The course consists of five different elements (topics).

1. The People’s Health 1250 to Present 2. The Elizabethans 1580-1603 3. The Making of America 1789-1900 4. Living Under Nazi Rule 1933-1945 5. An in-depth study of the history of Cromford Mills near Matlock.

Assessment Examinations (100%)

Paper One: Thematic Study and British Depth Study (40%)

Paper Two: History Around Us (20%)

Paper Three: Period Study and World Depth Study (40%)

2. The World Around Us Students will look at Earth’s Ecosystems, Globalisation and Development and Environmental Threats. 3. Geographical Skills and Fieldwork This is a compulsory element of the course for which there will be a cost. Financial assistance from the school can be sought for families experiencing difficulties. Students will be involved in at least one visit to carry out research and to learn from direct observation.

Assessment Examinations (100%)

1 Living in the UK Today 1 Hour examination (30%) 2 The World Around Us 1 Hour examination (30%) 3 Geographical Skills 1.5 Hour examination (40%)


12

List

A: L

angu

ages

an

d H

um

anit

ies

Sub

ject

s

Course Title: GCSE Spanish

Awarding Body: AQA Further information available from: Mrs L Timmins This course will enable students to:

Further develop their confidence and fluency when communicating in Spanish and their ability to understand the language in spoken and written form.

Cope with everyday situations and explain their needs, preferences and opinions when encountering Spanish speakers in work or leisure settings at home or abroad.

Heighten their understanding of the cultures of Spain and Spanish-speaking countries and communities.

Develop several transferable skills including communication and analytical skills, the ability to work independently or with a colleague, open mindedness and responding to the unexpected.

Components

The course covers three themes. The themes apply to all four exam papers.

Theme 1: Identity and Culture Theme 2: Local, National and ‘Global’ Issues Theme 3: Current and Future Study and Employment Assessment

Paper 1: Listening Exam 25% Paper 2: Speaking Assessment 25% Paper 3: Reading Exam 25% Paper 4: Writing Exam 25%


13

List

B:

Oth

er S

ub

ject

s

Course Title: GCSE Art and Design - Fine Art

Awarding Body: Edexcel Further information available from: Mrs D Growcott


Develop skills and confidence in drawing, painting and printing, digital photography, three dimensional studies (using papier-mâché, plaster), mixed media, and computers (Adobe Photoshop).

Carry out research and investigation in order to make connections between the work of other artists and their own work. Students will have weekly homework tasks to complete in their sketchbook.

Components Part of the way through Year 10 and during Year 11, students will focus on the 'Personal

Portfolio’ (a lengthy piece of coursework) and the ‘Externally Set Assignment’ (final

examination). Students will exhibit all their work in the final term.

There are two components to the course:

1 Personal Portfolio (60% of total marks)

This is a lengthy ‘Controlled Assessment’. As well as producing a number of 'final pieces',

students will prepare a background portfolio containing drawing, painting, 3D work and

written notes.

2 Externally Set Assignment (40% of total marks)

Students will be asked to respond to a theme set by the Exam Board. They will be given a

lengthy amount of preparation time before the final ten hour exam (split over two days)

in which they complete a final piece. In the preparation time, students will complete

supporting studies, for example sketches, written ideas, photographs and evaluate the

work of other artists whose work has influenced them.

Assessment 1 Personal Portfolio (60% of total marks)

Internally assessed and externally moderated.

2 Externally Set Assignment (40% of total marks)

Internally assessed and externally moderated.


14

List

B:

Oth

er S

ub

ject

s

Course Title: GCSE Art and Design – Textile Design

Awarding Body: Edexcel Further information available from: Mrs Growcott


Develop skills and confidence in the creation, selection, manipulation and application of a range of materials and processes to create designs and products. Areas of study will include constructing fabrics, creating prints, fashion design, creating soft furnishings and the art of embellishing textiles through stitching and other materials.

Drawing is an essential skill in the development process of Textile Design, from initial visual research, recording from primary sources, through to the translation of ideas into finished designs. Drawing in Textile Design can embrace a range of tools across all areas of study, and outcomes can be digital and/or non-digital. A range of drawing and mark-making methods will encourage students to consider multiple ways of reading, thinking and applying drawing in different contexts. Components Students will begin by producing a range of pieces of work which demonstrate skills in a number of areas of Art Textiles. This will develop into a portfolio which demonstrates a range of individual responses before embarking on the externally set assignment. There are two components to the course:

1. Personal Portfolio (60% of total marks) This lengthy presentation of work should demonstrate how the student has evolved and developed over the course. It should include examples of experimentation and samples as well as a range of ‘final’ pieces, all of which should have a written commentary.

2. Externally Set Assignment (40% of total marks) Students will be asked to respond to a theme set by the exam board. They will have a lengthy amount of preparation time before the ten-hour exam (split over two days) in which they complete a final piece. In the preparation time, students will complete supporting studies (sketches, written ideas, samples) and demonstrate how other artists’ work has influenced them.

Assessment

1. Personal Portfolio (60% of total marks) Internally assessed and externally moderated.

2. Externally Set Assignment (40% of total marks) Internally assessed and externally moderated.


15

Course Title: GCSE Business

Awarding Body: OCR Further information available from: Mr G Watkinson

This course will enable students to: • Understand the business world students can enter after finishing their education.

• Use research and other information to make informed decisions and put forward

arguments to persuade others.

• Develop and use skills such as evaluation and problem solving.

• Understand what goes on in the world of work by learning about recruitment,

finance, marketing and global issues.

Business can lead to a range of vocational qualifications and A Level subjects, such as

Economics, Accountancy and, of course, Business.

Components GCSE Business is made up of two components that students will study:

Component 1

Business activities

Marketing and promotion

People in business

Component 2

Business operations

Finance

Influences on business

How businesses rely on each other

Assessment

Paper 1:

Business activity, marketing and people (80 marks)

1 Hour 30 Minutes exam

Paper 2:

Operations, finance and influences on business (80 marks)

1 Hour 30 Minutes exam

List

B:

Oth

er S

ub

ject

s


16

Course Title: GCSE Computer Science

Awarding Body: OCR Further information available from: Mr G Watkinson


Analyse and solve problems, including designing, writing and debugging programs.

Develop creative and innovative thinking, including an understanding of the components that make up digital systems, as well as how they communicate with one another and with other systems.

Understand the different impacts that digital technology has on the individual and the wider society.

Component 01: Computer systems

Introduces students to the central processing unit (CPU), computer memory and storage,

data representation, wired and wireless networks, network topologies, system security

and system software. It also looks at ethical, legal, cultural and environmental concerns

associated with computer science.

Component 02: Computational thinking, algorithms and programming

Students apply knowledge and understanding gained in Component 01. They develop

skills and understanding in computational thinking: algorithms, programming techniques,

producing robust programs, computational logic and translators.

Practical programming

Students are to be given the opportunity to undertake a programming task(s) during their

course of study which allows them to develop their skills to design, write, test and refine

programs using a high-level programming language. Students will be assessed on these

skills during the written examinations, in particular Component 02

Assessment

Component 01: 1 ½ hour exam – 50 % of the total GCSE

Component 02: 1 ½ hour exam – 50 % of the total GCSE

List

B:

Oth

er S

ub

ject

s


17


Investigate, design, make and evaluate prototypes to solve real world problems.

Apply knowledge and understanding of designing and making principles.

Use specialist tools, equipment and techniques.

Develop decision-making skills, including planning and the organisation of time and

resources.

Use imagination and experimentation.

Develop a broad knowledge of materials, technologies and practical skills.

Apply and develop Maths and Science skills and knowledge.

Components A: Core Technical Principles Students will develop their knowledge and understanding of:

New and emerging technologies and their impact

Energy storage and generation

Modern and smart materials

Systems

Mechanical devices

Materials and their properties

B: Specialist technical principles Students will develop their knowledge and understanding of

Selection of materials and components

Forces and stresses

Ecological and social issues

Scales of production

Using and working with materials

Specialist techniques

C: Design and making principles

Students will develop, demonstrate and apply their knowledge and understanding of

Investigating primary and secondary data (understanding client and/or user needs)

Environmental, social and economic challenges

The work of others

Design strategies

Prototype development


Students studying GCSE Design and Technology will explore a broad range of design processes and

techniques as well as studying the specialist area in more depth.

Course Title: GCSE Design and Technology - Timber

Awarding Body: Edexcel Further information available from: Mr C Smith

List

B:

Oth

er S

ub

ject

s


18

C: Design and Making Principles Students will develop, demonstrate and apply their knowledge and understanding of:

Investigating primary and secondary data (understanding client and/or user needs)

Environmental, social and economic challenges

The work of others

Design strategies

Prototype development


Tools and equipment

Techniques and processes

Assessment Paper 1 Written Exam (2 Hours) - 50% of GCSE

Section A – Core technical principles (20 marks)

Multiple choice and short answer questions assessing a breadth of technical knowledge

and understanding

Section B – Specialist technical principles

Short answer questions and one extended response to assess a more in-depth knowledge

of technical principles

Section C – Designing and making principles

A mixture of short answer and extended response questions including a 12 mark design

question

Non-Exam Assessment – 50% of GCSE

Within the Timber specialism, students will complete a substantial design and making task

(30-35 hours) and will be assessed on their ability to investigate, design, make, analyse

and evaluate. They will be set a particular context by the Exam Board. Students will have

to consider the context, develop a design brief and submit a prototype and folder that

provides evidence of the decisions and skills used in investigating, designing, making and

evaluating their prototype.

List

B:

Oth

er S

ub

ject

s


19

Course Title: GCSE Drama



Develop a wide range of performance styles and skills in order to create imaginative, meaningful and original performances and characters.

Develop the ability to express their ideas and put them into action.

Develop an open mind and the ability to experiment with different ideas.

Develop their analytical thinking and evaluation skills, both orally and on paper.

Develop their self-confidence and self-discipline.

Develop their ability to work as part of a team.

Develop their research and planning skills.

Develop their ability to work to and meet deadlines.

Develop their ability to give and receive constructive criticism.

Components

Component 1: Understanding Drama - 40% of the GCSE Students will explore and perform a play to an audience. They will then learn how to write about the performance and design ideas for this play, in preparation for a written exam at the end of the course. Students can take the play text into the exam. Students will go to the Theatre regularly during the course and will work with a professional theatre company in school. They will then write about one of the performances that they have seen in their final exam.

Component 2: Devising Drama - 40% of the GCSE In a group, students will create their own, original piece of Theatre which will be performed to the teacher and other students. This will be assessed by the teacher. During the devising and rehearsal process, students will keep a diary of what they do which will also be assessed by the teacher and will count towards the final mark.

Component 3: Texts in Practice - 20% of the GCSE Students will work in a group to perform two extracts from a play chosen by the teacher. This will be performed in front of a live audience and a visiting examiner will assess the performance skills and ability to interpret a character and the play.

List

B:

Oth

er S

ub

ject

s


20

List

B:

Oth

er S

ub

ject

s Assessment

Coursework (60%)

Devised performance

Drama Log/Diary of their devised project

Performance of two extracts from a play chosen by the teacher

Written Exam – 1hr 45mins (40%)

Section A: Multiple choice - 4 short questions showing knowledge and understanding of drama terminology.

Section B: Four questions about how students would perform the set play that they have studied and performed.

Section C: One question (from a choice) about the acting and/or design ideas in a play that students have seen by a professional theatre company.


21

Course Title: Food Preparation and Nutrition

Awarding Body: OCR Further information available from: Mrs E Stott


Carry out a range of practical and written tasks.

Develop thinking skills.

Analyse situations, investigate ingredients and their functions and evaluate dishes.

Learn a wide range of cooking skills.

Develop the ability to budget and make choices based on a range of factors.

Multi task and plan several dishes to be completed in one session.

Develop their understanding of food and nutrition. Students will be expected to bring ingredients into school for practical lessons. Usually they will take a completed dish home but they should be aware that one of the tasks is about investigation through experimenting and things can go wrong! There is an understanding that there will be a commitment to complete practical lessons during lunchtimes once a week. Components and Assessment The course is divided into: One Written Exam (1 hour and 30 minutes) (50%) This paper will test students’ knowledge of food preparation and nutrition. Two Non-Exam Assessment Tasks Task 1: Food Investigation (15%) This will look at students’ understanding of the working characteristics, functional and chemical properties of ingredients. Sample Task: ‘Investigate what type of flour is best for bread making’. Task 2: Food Preparation Assessment (35%) This will test students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a period of no more than three hours, planning in advance how this will be achieved.

List

B:

Oth

er S

ub

ject

s


22

Course Title: GCSE Media Studies


List

B:

Oth

er S

ub

ject

s


Develop their ability to read a range of media texts.

Study a variety of media texts, including advertising, webpages, magazines and

TV/radio and explore how they appeal to their intended audience.

Create their own media texts for a number of purposes and audiences.

Learn about the history and theory behind the media.

Components Paper 1 (Exam - 1 hour 30 minutes 35% of the GCSE)

Students will explore how media industries, the intended audience of a text and characters/places are represented through a range of media texts.

Students will be expected to analyse media products.

Students will be expected to apply their knowledge and understanding of Media by creating their own texts.

Exam questions will be a range of short and extended questions which will assess in depth knowledge of the Media.

Paper 2 (Exam - 1 hour 30 minutes 35% of the GCSE)

Students will analyse media products both in relation to theory and their contexts.

The exam is split into two sections: Section A will focus on how texts use language and Section B will focus on the contexts the media text is written in.

Exam questions will be a range of extended questions which will assess in depth knowledge of all elements of the Media Studies course.

Non-Exam Assessment: Creating a Media Product (30% of the GCSE)

Students will apply their knowledge and understanding of the Media.

Students will use their practical skills to create a media text. This will be in response to a choice of topics that will be provided by the exam board which will relate to the annually changing theme.

Students will produce a statement of intent and a media product for an intended audience.

Assessment

Analytical skills, developed throughout the course, will be assessed through two written examinations, accounting for 70% of the marks available. Both papers have equal weighting.

Production work will be assessed through Controlled Assessment and will account for 30% of the marks available.


23

Course Title: GCSE Music

Awarding Body: OCR Further information available from: Mr I Batley

This course will enable students to: • Improve performing skills, developed in Y7-9, individually and in groups. • Develop composing skills to organise musical ideas and make use of instruments

and technology including ‘Mixcraft’ and ‘Sibelius’. • Develop awareness of a variety of instruments, styles and approaches to

performing and composing. • Develop awareness of music technologies and their use in the creation of music. • Recognise contrasting genres, styles and traditions of music. • Develop as effective and independent learners with enquiring minds. • Reflect upon and evaluate their own and others’ music.

Components

Integrated portfolio

Performance on the student’s chosen instrument or voice.

Composition to a brief set by the student.

Practical component

Group performance(s).

Composition to a brief set by the exam board.

Listening and appraising

In the listening examination, students answer questions on pieces of music played from a CD.

All questions in the exam will be based on the ‘Areas of Study’ which include a wide variety of musical styles including Classical Music, Pop and Rock Music, Film Music and Soundtracks and Rhythmic music from around the world.

Assessment The ‘Integrated Portfolio’ and ‘Practical Portfolio’ are non-exam parts of the course and

count for 60% of the GCSE.

‘Listening and Appraising’: this is an exam and is worth 40%.

There is an expectation that students taking GCSE Music would take part in instrumental or vocal tuition. Instrumental lessons taken with school instrumental teachers are fully funded at GCSE level.

List

B:

Oth

er S

ub

ject

s


24

Course Title: GCSE Physical Education

Awarding Body: AQA Further information available from: Mr K Leatherday


Study Physical Education to a higher level.

Undertake opportunities to lead a healthy and active lifestyle by choosing from a variety of different sporting activities.

Experience practical activities in more depth and detail.

Analyse and evaluate theoretical components in detail and complete an in-depth piece of coursework on ‘Analysis and Evaluation of Performance’.

Components

Non-Exam Assessment: Practical Performance in Physical Activity and Sport

Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a

third in either a team or in an individual activity).

Analysis and evaluation of performance to bring about improvement in one activity.

Written Exams – 2 x 1 hour 15 minutes

Paper 1: The Human Body and Movement in Physical Activity and Sport

Applied anatomy and physiology

Movement analysis

Physical training

Use of data

Paper 2: Socio-Cultural Influence & Well-Being in Physical Activity & Sport

Sports psychology

Socio-cultural influences

Health, fitness and well-being

Assessment

Non-Exam Assessment – 40% (3 practical activities and analysis and evaluation of performance

coursework)

Written Exam – 60% (two 1 hour 15 minute exam papers)

List

B:

Oth

er S

ub

ject

s


25

Course Title: GCSE Religious Studies

Awarding Body: AQA Further information available from: Mrs G Desespringalle/Mrs S Byrne


Understand why people have a belief.

Consider the implications of what people believe.

Question, understand and evaluate beliefs.

Consider that on a planet of over 7 billion people, 5 billion consider themselves to have some religious belief.

Demonstrate an interest in people, their motivations and how they make judgments about right and wrong.

Components

There are three parts to the course.

1. An in-depth study of the faith of Christianity. 2. An in-depth study of the faith of Buddhism. 3. An in-depth study of Christian beliefs about the following:

relationships and families

the existence of God

religion, peace and conflict

dialogues between religious and non-religious beliefs

Assessment

Examination (100%)

Paper One – Beliefs, Teachings & Practices.

Paper Two - Religion, Philosophy and Ethics in the modern world from a Christian perspective.

.

List

B:

Oth

er S

ub

ject

s


26

1. Queries about overall choice and/or balance of subjects

Acting Headteacher – Mr S Edmonds Assistant Headteacher – Mr K Burdett Assistant Headteacher – Mr C Pooley SENDCO – Miss T Birch

2. Queries about individual subjects Art Mr C Smith Art – Textiles Design Mrs D Growcott Business Mr G Watkinson Computer Science Mr G Watkinson Drama Mrs R Perkins Design and Technology Mr C Smith English Language and English Literature Mrs R Perkins Food Preparation and Nutrition Mrs D Growcott French Mrs L Timmins Geography Mrs D Caine History Mrs S Bradley Mathematics Media Studies

Mr R Roe Mrs R Perkins

Music Mr I Batley Physical Education Mr K Leatherday Religious Studies Science

Mrs G Desespringalle/Mrs S Byrne Mr A Petty

Spanish Mrs L Timmins

People to Contact If there is anything students or parents do not understand at any stage during the decision-making process, please speak to the student’s Form Tutor or the most appropriate person from the following list:


27

GCSE Grading GCSEs are assessed using a grading system with grades from level 1 (the lowest grade) to level 9 (the highest grade). A 4 is termed as a ‘standard pass’ and a ‘good pass’ at GCSE will is a 5. Because the content and methods of assessment in the new GCSEs are different, there is no simple and direct way to convert between the old GCSE A*-G grades and the new number grades. The table below provides an overview but you will see that there is not a direct link between the new and old grading systems.

Current grading structure

Old grading structure


28

Notes


29

List A Choose at least one subject from the following four subjects

French

Geography

History Spanish

LIST B Choose from the subjects below to make up a total of four GCSEs, including your

choice(s) from List A Art – Fine Art*

Art – Textiles Design* Business

Computer Science

Design and Technology – Timber Drama

Food Preparation and Nutrition Media Studies

Music Physical Education

Religious Studies

In the unlikely event of you not being allocated your choices, please indicate two

reserve subjects below

Reserve Subject 1

Reserve Subject 2

KS4 Guided Choice Form

Wednesday 12 February - Deadline for the return of KS4 Guided

Choice Forms to the student’s Form Tutor

* You can only choose one of the Art subjects

Broomfield Avenue Hasland Chesterfield S41 0LP 01246 273985 www.haslandhallschool.co.uk

Hasland Hall Community School

ks4 guided choices booklet · 2020-01-09 · contents . ks4 guided choice booklet 1 wednesday 22...

Documents