options ooklet 2020 options booklet 2020.pdf5 exam oard specification aqa art and design (art, craft...

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OPTIONS BOOKLET

2020

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Option choices in Key Stage 4

When you enter Year 9, or Key Stage 4, you are able to choose 4 option subjects. Whilst some subjects are compulsory

you are given some choices in certain areas. Most of them, but not all, will be examined at GCSE.

The following subjects are compulsory and have to be taken by all pupils to GCSE level:-

The full list of available options is shown below:

History or Geography and French or Spanish are available to all pupils.

RE and PE are also compulsory but not to GCSE level unless chosen as an option.

Choosing an option

• Research all your options before you make a decision. Advice will be given if you choose to have a meeting with a member of the leadership team.

• Don’t fall into the trap of thinking that some subjects are only for boys and some only for girls – this is not true.

• If you have a firm career idea, choose the options you need to meet the entry requirements for the post-16 opportunities that interest you – further education, higher education, an apprenticeship or a job with training.

If you don’t have a firm career idea, choose options that will give you plenty of choice post-16.

Don’t be afraid to ask for help and advice from your family, friends, teachers, school careers advisor and others.

Don’t choose a course in which you have a history of non-participation. This particularly applies to PE and food preparation and nutrition.

If you intend to follow ‘A’ level courses at 16-18 colleges such as Winstanley, Bolton, St. John Rigby, Bolton 6th Form College or Wigan and Leigh make sure that they will accept the qualifications you will complete for admission. Information is available on their websites.

Links to all course specification features can be found on the school website.

English Mathematics Science (Double Award)

• Art

• Enterprise (Business Studies)

• Computer Science

• Creative Media Production

• Design & Technology

• Food Preparation & Nutrition

• French

• Geography

• History

• Music

• Performing Arts

(Drama)

• Religious Studies

• Spanish

• Sports Studies

• Triple Science

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Do choose a course because:

• you are good at it and think you will enjoy the subject

• it links to a career idea

• it goes well with your other choices

• it helps to give you plenty of choice post-16

• you think you might want to continue studying it post-16

• your research shows that it will interest you and motivate you to learn

Do not choose a course because:

• your friends have chosen it

• you think it will be easy and there won’t be much writing

• you think it is a good course for a boy/girl to do

• someone else thinks that it is a good idea

• you like the teacher you have now

• you didn’t have time to research your options properly

Your choices don’t have to be job-related. It’s fine to choose some simply because you enjoy them or are good at them. You

can make few choices now that will stop you from changing direction or qualification pathways post-16.

You should also nominate reserve choices as we cannot guarantee that everyone will get their preferred options. This is

because some subjects are very popular and numbers are limited whilst in others there may not be enough pupils to make

a viable group.

Generally you are allowed a free choice of subjects. However you are advised not to overspecialise in any particular area

and may not be allocated to 2 subjects from 1 department if demand is high.

If you have any questions, see the subject teachers, your form teacher, head of year, Mr Nolan or Mrs Norman.

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ART & DESIGN CAREER IDEAS...

Architect

Design

Art gallery curator Art valuer Arts administrator Conservator Museum curator Picture restorer

Looking after

Blacksmith Florist Furniture restorer Glass maker Jewellery designer/maker Leather craftworker Picture framer Prop maker Sign writer Stonemason Upholsterer

Craft

Remember, it is important to study a broad and balanced range of subjects. For more information about different jobs,

go onto the website: www.nationalcareersservice.direct.gov.uk

Animator Artist illustrator Sculptor Technical illustrator

Fine art

Blacksmith Advertising art director Art therapist Chef Hairdresser Make-up artist Photographer School teacher Tattooist University lecturer Visual merchandiser

Craft

5

Exam Board Specification AQA Art and Design (Art, craft and design) (8201/C and 8201/X. JA2)

Introduction to the course

The skill areas of study are fine art, graphic communication, textile design, three‐ dimen-sional design and photography. You will be introduced to a variety of experiences exploring a range of 2D and 3D media, techniques and processes including both traditional and new technologies. You will record and evidence your personal and individual development in your personal journal/sketchbook and evaluate each project.

Summary of the course

The work for the portfolio will be created through development of skills in the areas of fine art, graphic communication, textile design, three‐dimensional design and photography. Project titles may include; Mixed Media, Light and Dark, Changes, Self‐image and Identity, The Everyday, Detail and Assemblage.

Assessment of course

The course is assessed as two components: Controlled assessment – a portfolio of work (60%). Examination externally set task (40%).

Post 16 choices or pathway

One year ‐ Level 1: Introduction Diploma in Art & Design, Level 2: First Diploma. Two year ‐ Level 3: 2 Year National Diploma, 2 Year A Level courses. Level 3+ : Pre Degree Foundation Diploma, Level 5: Higher National Diploma, Level 6: BA Honours Degree.

Further information can be obtained from:

Miss Woods , Head of Art and Design

Subject: Art & Design

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Advertising art director Art copy editor Editor—books, magazines, newspapers Editorial assistant Journalist Research assistant Screen writer Sub-editor Web content manager Web editor Writer

Writing & Publishing

CREATIVE MEDIA PRODUCTION CAREER IDEAS...

TV or film production runner TV presenter Video editor

TV, film & video



NOT 9-5

Mon-Fri jobs

Work

Studies to get NEED You don’t

7

Exam Board Specification The Pearson BTEC Level 1/Level 2 Teach Award in Creative Media Production


A vocational course for pupils who want to acquire technical knowledge and technical skills by applying the learned knowledge and processes related to investigating, exploring and creating media products as part of their Key Stage 4 learning.


The course has three components that cover development of key skills in creative media

production. These include investigating and developing ideas through pre-production,

production and post-production of media products. You will focus on the process that

underpins effective ways of working in creative media production, such as responding to

briefs and feedback, planning and generating ideas. You will develop skills considered

most important in creative media production, including personal management and com-

munication.

You will complete the following three components:

Component 1: Exploring Media Products

Learners will develop their understanding of how media products create meaning for

their audiences. Learners will examine existing products and explore media production

techniques.

Component 2: Developing Digital Media Production Skills

Learners will develop skills and techniques in media production processes by reworking

media products from one, or all, of the following sectors: audio/moving image, publish-

ing, interactive design.

Component 3: Create a Media Product in Response to a Brief

Learners will apply and develop their planning and production skills and techniques to

create a media product in response to a client brief.


Component 1: Exploring Media Products –Internally assessed

Component 2: Developing Digital Media Production Skills - Internally assessed

Component 3: Create a Media Product in Response to a Brief – 9 hour supervised assess-

ment to be completed in May/June


Courses that it could lead on to are Creative Digital Media Production (Digital Games) -

BTEC Level 3 National Foundation Diploma, Creative Media Production and Technology -

Level 3 Diploma or an A level in Media Studies. This could lead on to a degree and the

following careers: digital marketer, media planner, media researcher, music producer,

public relations officer, runner, broadcasting/film/video, social media manager or televi-

sion/film/video producer.


Miss Thompson Head of Computing & Business Studies Mr Nolan Assistant Headteacher.

Subject: Creative Media Production

BTEC Awards

https://www.conel.ac.uk/courses/creative-and-media/28-level-3/2791-creative-media-production-and-technology-level-3-diploma.html

https://www.conel.ac.uk/courses/creative-and-media/28-level-3/2791-creative-media-production-and-technology-level-3-diploma.html

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Accountant Accounting technician Auditor Bank manager Banking customer service advisor Book keeper Credit manager Financial advisor Insurance broker Insurance underwriter Pensions advisor Stockbroker Tax advisor

Finance

ENTERPRISE (BUSINESS) CAREER IDEAS...

Business services

Admin assistant Car rental agent Civil service executive Hotel reservations assistant Import-export clerk Post office customer service Receptionist Reprographic assistant secretary

Administration



Business

impor

services

economy

C

services need

with business skills

9

Subject: Enterprise (Business Studies)

BTEC Technical Award

Exam Board

Pearson BTEC Level 1/Level 2 Tech Award in Enterprise (603/1916/1)


The Pearson BTEC Level 1/Level 2 Tech Award in Enterprise, enables learners to develop

their technical skills e.g. market research, planning, promotional and financial skills using

realistic work scenarios, and personal skills. The learners will acquire knowledge, under-

standing and skills to underpin their practical activities in assessment, and this will comple-


Components

Learners are required to complete and achieve all the components included in the qualifica-

tion.

Component 1: Exploring Enterprises

Assessment type: Internal

Component in brief

Learners will examine different enterprises to develop their knowledge and understanding

of the characteristics of enterprises and the skills needed by entrepreneurs.

Learning aims

A Examine the characteristics of enterprises

B Explore how market research helps enterprises meet customer needs and understand

competitor behaviour

C Investigate the factors that contribute to the success of an enterprise

Component 2: Planning for and Running an Enterprise

Assessment type: Internal

Component in brief

Learners will select an enterprise idea to plan and pitch for. They will work as a small group

to run a micro-enterprise activity, and will develop their skills in operating and reviewing the

success of the enterprise.

Learning aims

A Explore ideas, plan and pitch for a micro enterprise activity

B Operate and review the success of a micro enterprise activity.

Component 3: Promotion and Finance for Enterprise

Assessment type: External

Component in brief

Learners will explore the different promotional methods used by enterprises and the factors

that influence how enterprises identify and target their market. They will explore financial

documents and how to use them to monitor and improve the performance of an enterprise.

Assessment of course Learners will complete a task worth 60 marks under supervised conditions. The supervised

assessment period is a maximum of two hours.

Post 16 choices or

pathway

The course provides progression for pupils wishing to continue their studies to A-level Busi-

ness Studies, A-level Economics, A-level Applied Business and BTEC level 3 nationals in Busi-

ness. Alternatively BTEC Business provides learners with the opportunity to enter employ-

ment in the Business sector.

Further information can be

obtained from: Miss Thompson, Head of Computing & Business and Mr Holden, Teacher of Business

http://web.aqa.org.uk/qual/gce/business/economics_noticeboard.php

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Clothing/textile technologist IT consultant IT project manager IT security coordinator IT service engineer IT support technician IT trainer Network manager

Information technology

COMPUTER SCIENCE CAREER IDEAS...

Using Information

Computer games developer E-Learning developer Multimedia programmer UX designer Web designer Web developer

Multimedia (music, graphics, video)

Advertising art director Applications developer Cyber security analyst Forensic computer analyst Machine learning engineer Security analyst Systems analyst Software developer Software engineer Technical architect

Computer Systems



It is predicted

jobs within the next 20 s

some will require

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Exam Board Specification Computer Science OCR (J277)


This is a GCSE course that encourages pupils to become more independent and discern-ing users of technology and programming.

They will develop their logical and problem solving skills through developing computer-programs. They will learn about how software and computer systems are developed for today’s increasingly online society.

Pupils will also study the aspects of ICT law, system software, PC hardware, network topologies, system security, the internet and World Wide Web.


Pupils will cover content for two papers: Paper 1—Computer Systems will cover; systems architecture, memory and storage, computer networks, connections and protocols, network security, systems software, ethical, legal cultural and environmental impacts of digital technology. Paper 2—Computational thinking, algorithms and programming will cover: algorithms, programming fundamentals, producing robust programs, Boolean logic, programming languages and integrated development environments.

Assessment of course Two final exams worth 50%-50%.


The qualification is a natural choice for pupils who wish to study level 3 qualifications such as A level. Computer science can also lead into careers in Software Development, Computer Games Development. Web Development, Computer Games Tester, Meteor-ologist (Weather forecaster), IT security coordinator, Network Manager, Electronics Engineer amongst many others.


Miss Thompson Head of Computing and Business Studies Mr Nolan Assistant Headteacher.

Subject: Computer Science

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Dental technician Occupational therapist Orthoptist Prosthetist-orthitist Secondary school teacher

Jobs with people

Clothing/textile technologist Costume designer Fashion designer Sewing machinist Tailor Textile designer

Textiles

DESIGN TECHNOLOGY CAREER IDEAS...

Practical

Art gallery curator Acoustics consultant Automotive engineer CAD technician Clinical engineer Electrical engineer Ergonomist Materials engineer

Engineering

Advertising art director Architect Art editor Exhibition designer Furniture designer Graphic designer Packaging technologist Product designer Set designer Sign writer Upholsterer

Design



Also see the

Engineering

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GCSE Design & Technology

Exam Board AQA Specification code: 8552 QAN code: 603/0984/2

Introduction to the course.

The GCSE specifications in design and technology enable students to understand and apply

iterative design processes through which they explore, create and evaluate a range of out-

comes.

The course enables students to use creativity and imagination to design and make proto-

types (together with evidence of modelling to develop and prove product concept and

function) that solve real and relevant problems, considering their own and others’ needs

wants and values. GCSE specifications also provide opportunities for students to apply

knowledge from other disciplines, including mathematics, science, art and design, compu-

ting and the humanities.

The study of design and technology seeks to prepare students to participate confidently

and successfully in an increasingly technological world and be aware of, and learn from,

wider influences on design and technology, including historical, social/cultural, environ-

mental and economic factors. GCSE design and technology specifications encourage

students to work creatively when designing and making and apply technical and practical

expertise.


The knowledge, understanding and skills that all students must develop have been separated

into:

• Technical principles

• Designing and making principles

Specifications require students to produce at least one final made proto-type based on a

design brief they develop in response to a contextual challenge set by awarding organisations.

When completing their project students will apply designing and making principles and their

knowledge and understanding of technical principles.

Assessment of course 50/50% split between the exam and non examined assessment (NEA).

Non-examination assessment (NEA), coursework, will be assessed internally by the teacher.

Post 16 choices or

pathway

A level Design and Technology, college courses in Mechanical, Electrical or Design

Engineering.

Access to vocational construction courses.


obtained from: Mr Rudd, Head of DT

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Archivist Bookseller English as a foreign language teacher School teacher Private tutor Translator

Other

Arts administrator Actor Media researcher Screenwriter TV presenter

Performing arts

ENGLISH CAREER IDEAS...

Administration

Author Book, magazine or newspaper editor Copywriter Editorial assistant Journalist Publishing copy-editor Sub-editor Technical author Web content manager

Writing and publishing

Advertising account Executive Advertising copywriter Marketing executive PPC specialist Public relations officer Social media manager

PR, marketing



jobs

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Subject: English

Exam Board Specifications

EDUQAS English Language (C700QS) and AQA English Literature (8702)


During KS4, pupils will study GCSE courses in English Language and English Literature. During the courses, pupils will study a range of literary texts, develop their abilities to write for spe-cific audiences and purposes, as well as developing their abilities to critically respond to a range of fiction and non-fiction texts.


English Language 20th Century Literature Reading and Creative Prose Writing (40%) In this unit, pupils will study a range of passages from 20th century literary texts. Pupils will develop their abilities to analyse how writers achieve effect, evaluate meaning and locate and synthesise evidence. In addition, pupils will also develop their abilities to create narra-tives to engage an audience. 19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing (60%) In this unit, pupils will study a range of non-fiction texts from different centuries. Pupils will develop their ability to compare texts and analyse how writers create effect. Pupils will also develop their abilities to write for a range of purposes and audiences and effectively express their ideas and opinions on a range of topics. Pupils will develop their abilities to use so-phisticated and varied vocabulary, and use sentence structures and punctuation for effect. English Literature Shakespeare and the 19th Century Novel (40%) Pupils will study 'Macbeth' by William Shakespeare and 'A Christmas Carol' by Charles Dick-ens. Modern texts and Poetry (60%) Pupils will study 'Blood Brothers' by Willy Russell and an anthology of poetry. Pupils will develop their abilities to critically engage with the texts and offer their personal responses to them. During their study of these texts, pupils will focus on exploring charac-ters, themes and relationships and examining the authors' intentions and methods of com-munication.

Assessment of the course

English Language 2 end of course examinations and a spoken language accreditation. English Literature 2 end of course examinations


GCSE English provides many post 16 opportunities and is a requirement for a variety of fur-ther education courses. More specifically, English provides opportunities to progress in ca-reers such as: journalism, teaching, politics, law and psychology.


Mrs J Yates, Head of English

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Clothing/textile technologist Dietician Environmental health officer Health promotion specialist Journalist Marketing executive Nutritional therapist Nutritionist Retail manager Secondary school teacher

Other

FOOD PREPARATION & NUTRITION CAREER IDEAS...

Manufacturing

Baker Barista Butcher Cake decorator Catering manager Chef Kitchen assistant Restaurant manager Street food trader

Hospitality

Biochemist Consumer scientist Food scientist Food technologist Laboratory technician Research scientist

Scientific



You need

science

these for some of

There

:

17

Exam Board Specification

AQA Specification code: 8585 QAN code: 601/8421/8


Food preparation skills—these are intended to be integrated into the 5 sections: food; nutrition and health; food science, food safety; food choice; food provenance. Pleases note that this subject is not entirely focused on making and that there is an element of theoretical knowledge that underpins all practical work.


Students will be required to use general practical skills and knife skills to prepare and pro-duce a wide range of food products. Student will have to show that they can use all food technology equipment proficiently. Students will learn about how to make informed choices of food for a varied and balanced diet whilst learning about technological develop-ments associated with better health. Students will research why food is cooked and the different cooking methods. This terms project also examines the functional and chemical properties of food and their nutrients such as protein, coagulation, gelatinisation and emul-sification. Students will explore how food should be stored and apply their knowledge of food safety when preparing and cooking food. Students will discuss factors affecting food choices related to religion, culture, ethical and medical conditions. Students must learn the fast-changing laws of food labelling and how it can affect consumer choice. They will research the meaning of current food labelling in ac-cordance with the EU and Food Standards Agency.


Written exam: 1 hour 45 min 50% GCSE 100 Marks (20 marks multiple choice questions and 80 marks for 5 questions each with a number of sub questions. Non exam assessment: (NEA) 50% Task 1 Food Investigation (15%) Students’ understanding of the working characteristics, functional and chemical properties of ingredients. Written or electronic report (1500—2000 words) including photographic evidence of the practical investigation (15% of GCSE) Practical investigations are compulsory element of this task. Task 2 Food Preparation Assessment (35%) Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nu-trition related to the chosen task. Students will prepare, cook and present a final menu of 3 dishes within 3 hours, planning in advance how this will be achieved. Written or electronic portfolio including photographic evidence. Photographic evidence of the 3 final dishes must be included. (35% of GCSE)


Candidates are able to apply the skills and knowledge they attain, to other food-based subjects. The subject gives candidates a foundation for any career in the food industry.


obtained from:

Mrs Lynch, Head of Food & Nutrition

Subject: GCSE Food Preparation & Nutrition

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FRENCH CAREER IDEAS...

Teaching

Air cabin crew Airline customer service agent Hotel manager Hotel receptionist Hotel reservations assistant Resort representative Tour guide Tour manager Tourist information centre assistant

Hospitality, travel & tourism

Bilingual secretary Diplomatic service officer Foreign language analyst (MI5) Freight forwarder Immigration officer Import/export clerk International aid/development worker Interpreter Marketing executive Patent examiner Sales executive Supply chain manager Translator

Administration



of the world’s Only 25%

English

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your skills

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for jobs in

over offices

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Subject: French


AQA GCSE French (8658)


This GCSE in French is a natural continuation of the language studied in years 7 and 8. The

course is engaging as it focuses on developing our key communication skills: listening, reading,

speaking and writing and the skills that are needed are those that can be used in all walks of

life.


Throughout the GCSE, pupils study French in 3 key topic areas all of which are a continuation of what we have done in years 7 — 8.

Identity and culture (relationships, technology and social media, music, cinema, food and

sport)

Local, national, international and global areas of interest (home and town, social issues and

healthy lifestyles, environment, travel and tourism)

Current and future study and employment (my studies, life at school, education post 16 and

jobs and ambition)


All four key skills of listening, reading, speaking and writing are assessed at the end of year 11

and are weighted equally. Exams are either at foundation or higher tier. We will be practising

these skills thoroughly throughout all three years to ensure pupils are ready and well equipped

to succeed.


A knowledge of French opens up many possibilities for working abroad (or dealing with foreign

companies doing business with us here in Britain) in a wide range of different jobs from build-

ing and construction to child‐minding, from coach or lorry driving to teaching.

It is often essential for pupils thinking about a career in business, the travel industry, catering,

or fashion. No matter what your future plans are, having a foreign language GCSE on your CV

is always attractive to potential employers and can be combined with other subjects at college

or university.


obtained from:

Mr Coleman, Head of Modern Foreign Languages and you can find links to the course specifi-cation on the modern languages page on the school website.

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University lecturer Journalist Market researcher Secondary school teacher International aid/development worker

Other

GEOGRAPHY CAREER IDEAS...

Environmental

Air traffic controller Foreign/travel writer Freight forwarder Logistics and distribution Pilot Tour manager Tourism officer Transport planner Travel agent

Travel & Transport

Climatologist Environmental scientist Geographical information systems officer Geomorphologist Hydrologist Oceanographer Soil conservationist/scientist

Scientific



Covers both science AND

so it goes well

with other subjects

Develop skills in writing,

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evidence

for people who growing need

There is

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AQA Geography (8035)


Geography studying the earth’s surface features and related human activity has a vital place in the 21st century curriculum. Geography helps us understand our own lives in a global world and face vital issues like climate change, the ‘war on terror’, water, energy, food security and poverty eradication. Geography is a practical subject, teaching skills young people need across the school curricu-lum, at home and at work. Through geography, students learn about map use, data analysis, problem solving and ICT. Students find out how to work alone and in a team. They work direct-ly in the real world – on ‘fieldwork’.


A modern and engaging approach covers the following themes, pupils will study: Living with the physical environment • Section A: The challenge of natural hazards • Section B: Physical landscapes in the UK • Section C: The living world

Challenges in the human environment • Section A: Urban issues and challenges • Section B: The changing economic world • Section C: The challenge of resource management

Geographical applications • Section A: Issue evaluation • Section B: Fieldwork

Geographical skills

• Geographical skills


Paper 1: Living with the physical environment—Written exam: 1 hour 30 mins 35% of GCSE

Paper 2: Challenges in the human environment—Written exam: 1 hour 30 mins 35% of GCSE

Paper 3: Geographical applications—Written exam: 1 hour 15 mins 30% of GCSE

All exams are taken at the end of the course in Year 11


A course in geography opens up a very wide range of further education and employment op-

portunities and seven key areas of employment can be identified: management and admin-

istration (e.g. local authority planning); environmental management (e.g. environment agen-

cy); information services (e.g. journalism); leisure, travel and tourism (e.g. travel agent); edu-

cation, professional and social services (e.g. teacher); business and finance (e.g. accountant);

scientific services (e.g. energy resources).


Mr Smith, Head of Geography

Subject: Geography

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HISTORY CAREER IDEAS...

Jobs directly related to history

Barrister Civil service administrator Diplomatic service officer Government research officer Information officer Journalist Librarian Political researcher and adviser Press officer Primary school teacher Solicitor Theatre/TV set designer Tour guide Trade union research officer

Jobs where history is useful



L

Develop skills in

r under

writing AND pr

construct

evidence

23


Pearson Edexcel GCSE (9-1) in History (1HI0)


The course aims to enable students to:

• Develop and extend knowledge and understanding of certain historical key events, periods and societies in local, British and wider world history.

• Engage in historical enquiry to develop them as independent learners and as critical and reflective thinkers.

• Develop the ability to ask relevant questions about the past; to investigate issues critically and to make valid historical claims by using a range of sources in their historical context

• Develop an awareness of why people, events and developments have been recorded as historically significant and how and why different interpretations have been constructed about them.

• Organise and communicate historical knowledge and understanding in different ways and reach substantial conclusions.


Paper 1:– British Thematic Study with Historical Environment: crime and punishment in Brit-ain c1000 to present with Whitechapel c1870-1900 crime, policing and the inner city. Paper 2:– Period study and British Depth Study: Superpower relations and the Cold War, c1941-91 Anglo Saxon and Norman England, c1060-88 Paper 3: – Modern Depth Study: Weimar and Nazi Germany, c1918-39


The course takes a linear approach, meaning three examinations will be sat at the end of Year 11. There will be no opportunities to sit examinations prior to this. Please note coursework or controlled assessment no longer exists. Some advantages of this approach are: • With three papers, there are more opportunities for students to show what they can do • There’s maximum of two topics covered in every paper, so students don’t need to switch

between topics too often in the exam. • Particular skills are focused on in different exams. • Papers are shorter, so students are less likely to be affected by exam fatigue.


What careers does history prepare me for? Through developing your analytical, writing, debate and detective skills, you will be equipped for a huge variety of different careers. Such as law, politics, public sector, business, mar-keting, journalism, economics, teaching, academia, insurance, social research, archaeology and curation (museums, galleries, archives and libraries). What subjects does History go with? Studying History at GCSE will help you with other GCSE and A level essay subjects like English Literature, languages, media studies, law, politics, philosophy, psychology, economics and sociology. As it also helps you develop both writing and analytical skills, it can also be really useful alongside a science subject or maths to broaden your knowledge and abilities.


obtained from:

Mr Till – Head of History

Subject: History

24

MATHS CAREER IDEAS...

Accountant Accounting technician Actuary Auditor Bank manager Banking customer service adviser Book keeping Economist Financial adviser Financial trader Insurance broker Pensions adviser Stockbroker Tax adviser

Business & Finance

Architect Data analyst Data scientist Engineer (all types) Ergonomist Meteorologist Operational researcher Quantity surveyor Research scientist (maths) Secondary school teacher Software engineer Statistician Systems analyst University lecturer

Careers using

high level maths

Remember, it is important to study a broad and balanced range of subjects. For more information

about different jobs, go onto the website: www.nationalcareersservice.direct.gov.uk

Air cabin crew Call centre operator CNC machinist Construction tradespeople such as joiners, plasterers and bricklayers Electricians Engineering operative/technician Plumber Restaurant manager Sales assistant Stock control assistant Teaching assistant Waiting staff

Good skills in numeracy are required by:

require some Most jobs

25


Edexcel 1MA1 GCSE (9-1) Course: Mathematics (Higher)

OCR J560 GCSE(9-1) Course: Mathematics (Foundation)


Mathematics is a compulsory subject for all pupils in years 9, 10 and 11. The course is a continuation of the work studied in year 8 using white rose maths All pupils will be entered for the exam at one of two levels, higher or foundation. The higher tier allows pupils to achieve grades 9—4 (WITH AN ALLOWED GRADE 3) and foundation grades 5—1.


Pupils will develop knowledge, skills and understanding of mathematical methods and con-

cepts including:

• Number

• Algebra

• Geometry & Measures

• Ratio, proportion and rates of change

• Statistics

• Probability

The curriculum aims to ensure that all pupils:

Become fluent in the fundamentals of mathematics, including through varied and frequent

practice with increasingly complex problems over time, so that pupils develop conceptual

understanding and the ability to recall and apply knowledge rapidly and accurately.

Reason mathematically by following a line of enquiry, conjecturing relationships and gener-

alisations, and developing an argument, justification or proof using mathematical language.

Can solve problems by applying their mathematics to a variety of routine and non-routine

problems with increasing sophistication, including breaking down problems into a series of

simpler steps and persevering in seeking solutions.


Pupils are assessed at the end of the course. There are 3 written papers each with a weighting of 1/3rd of the overall marks On higher tier, paper 1 is non calculator and papers 2/3 calculator; on foundation tier paper 1 is calculator, paper 2 is non calculator and paper 3 is again calculator


GCSE Maths is a requirement in a number of careers and courses post 16. ‘A’ Levels Vocational Courses University entry


obtained from:

Mr Richardson, Head of Maths

Subject: Mathematics

26

Backstage crew Journalist Music publisher Music therapist Musical instrument maker/repairer Private music teacher Secondary school teacher Singing coach University lecturer Primary teacher Nursery worker

Other

MUSIC CAREER IDEAS...

A & R executive Agent Artist manager Booking agent Event manager Marketing executive Music manager Marketing executive Music manager Music lawyer Music promotions Producer (live events) Record label manager Record retail manager

Music & business

Band member Classical musician Community musician Composer Conductor Lyricist Performer Session musician Soloist Song writer

Musicians & singers

DJ Music director Music producer Production manager Record producer Sound engineer Sound technician Studio manager

Music Production



Develop

IT

skills

Develop

your crea-

tive skills

A great quali-

fication for

primary

teachers and

27

Subject: Music


AQA GCSE - 8271


Students choose to develop their performing skills on one of the following: keyboard, singing, guitar, bass, drums, piano or rapping. The facilities within the music department are always available to GCSE pupils at break times and lunch times and after school sessions are available by appointment. Students develop their composing skills. They learn how to create drum and bass rhythms, chord patterns, riffs and melodies in different styles including dance, rock, pop and film music. They use Cubase software to help them to do this. Pupils listen to music and learn how to analyse and understand what they hear.


Performing (playing or singing or rapping) 30% Composing (creating music using computer software) 30% Listening and understanding (answering questions on music you hear) 40%


Two performances (one solo and one group) are recorded and sent off for assessment. Two compositions are recorded and send off for assessment. One 90 minute listening and understanding paper.


Music GCSE is an excellent qualification known for providing confidence and creativity as well as ICT skills. Most of our pupils choose music because it is a subject they enjoy and can achieve well in. It can also lead to a wide range of employment opportunities.


obtained from:

Mrs Gallagher, Head of Music

28

Choreographer Circus performer Dance movement psychologist Dancer Entertainer Musical theatre actor/dancer Teacher

Dance

PERFORMING ARTS (DRAMA) CAREER IDEAS...

Actor Screenwriter Secondary school teacher Stage manager Stunt performer TV or film director TV or film producer TV or film production runner TV presenter Wardrobe assistant

Drama



coyo u

Good if

how productions

29


Pearson BTEC Award in Performing Arts Level 1/2 QAN Code 603/0406/6 & AQA GCSE Drama QAN code: 601/8575/2


In response to the recent changes to Drama GCSE, the Drama department has changed to Pear-

son Performing Arts Technical award BTEC level 1/2. Pupils with a target grade of 8 or above will

follow a dual course and do AQA GCSE drama as well as the BTEC. This course allows pupils to

gain much more experience as drama practitioners and prepares them for performing arts based

courses in all local colleges, most of which follow Performing Arts BTEC level 3. This new qualifi-

cation is accepted by all colleges as a GCSE grade, even if pupils are applying for non performing

arts related courses. A pass will be regarded as a grade 4, merit is grade 6, distinction is grade 7

and distinction is grade 8.6.

The course explores the roles and responsibilities of theatre makers such as actors and directors

and explores a wide range of theatrical styles. Pupils will watch, research and craft live perfor-

mances on a regular basis and will be expected to keep research and reflection notes throughout

the process as well as submitting detailed written assessments at the end of the process. The

course is dynamic and demanding. Excellent attendance, the ability to work well with others and

an interest in drama beyond the classroom are essential to success in this course.

Summary and Assessment of the course

BTEC

Component 1: Exploring the performing arts (30%) - Pupils will explore three theatrical styles

and produce a presentation based on their experience.

Component 2: Developing skills and techniques in the performing arts (30%) - Pupils will com-

plete a series of drama workshops and take part in a final repertoire performance showcasing

their skills as an actor. They will submit a reflective notebook, completed throughout the pro-

cess. Work throughout the unit will be filmed.

Component 3: Performing to a brief (40%) - Pupils will respond to a performance task set by the

exam board. This will require an extended contribution to a final live performance.

GCSE

Component 1: Understanding Drama (40%) - Pupils will complete a 1hr 40min written exam

which assesses their general knowledge of the roles and responsibilities of practitioners, their

understanding of a set text and a response to a live production.

Component 2: Devising Drama (30%) - Pupils will devise and perform a piece of drama. They

will submit a written log explaining and evaluating the process in detail.

Component 3: Texts in Practice (30%) - Pupils will develop two performances from script.


This course leads straight into performing arts level 3 courses which are offered at all local col-

leges. The GCSE course is very similar to theatre studies A-Level. For pupils not intending to fur-

ther their study of drama, the course provides invaluable experience in working with and leading

others, creative problem solving and working to deadlines and briefs. There are obvious path-

ways onto the growing British Performing Arts industry but crucially we aim to deliver invaluable

life skills that are recognised by colleges and employers.


Miss Nicholson, Head of Drama http://qualifications.pearson.com/content/dam/pdf/btec-tec-awards/performing-arts/2017 https://www.aqa.org.uk/subjects/drama/gcse/drama-8261

There is also a drama department options booklet which is available from Miss Nicholson

Subject: Performing Arts (Drama)

BTEC Technical Award Level 1/2 & GCSE Drama

http://qualifications.pearson.com/content/dam/pdf/btec-tec-awards/performing-arts/2017

https://www.aqa.org.uk/subjects/drama/gcse/drama-8261

30

Advertising account executive Charity fundraiser Civil service administrator Diplomatic service officer Human resources manager Marketing executive Public relations officer Solicitor

Jobs in business

RELIGIOUS STUDIES CAREER IDEAS...

Archivist Journalist Librarian Minister of religion/religious leader Museum worker/curator Secondary school teacher Television presenter/researcher University lecturer

Jobs requiring specialist knowledge

Advice worker Careers adviser Care assistant Community development worker Counsellor Police officer Politician Primary school teacher Probation officer Social worker Youth worker

Jobs with people



in r Develop skills

problem AND

solving

both sides of

to gument

resolve conflict

31


GCSE EDUQAS Religious Studies Route A: Philosophy and Ethics, Christianity and Buddhism


Our GCSE combines the understanding of Christianity and Buddhism with the study of philo-

sophical and ethical issues in the modern world. The course covers a range of contemporary

moral issues which requires you to challenge your own attitude. The themes involved in GCSE

Religious Studies are designed to stimulate discussions with other pupils, developing your

speaking, listening and debating skills, as well as your analytical writing. Considered, strong

personal opinions are important, as is a willingness to consider new ideas and an interest in

the news.


Year 9 focuses on Buddhist beliefs, teachings and practices as well as the impact of these in today’s world. This features a visit to a Buddhist centre and church in Ulverston to further aid understanding. Year 10 looks at Christianity in depth, through exploring different Christian beliefs, practice and vision. Year 11 features in-depth study of relationships, Living and Dying, Good/Evil and Human Rights, which we explore from Buddhist, Christian and Humanist perspectives. The course involves new experiences on the religious side to supplement our understanding of Christianity and Buddhism. We also explore the work of charities, hospices, the legal system, etc. The three units complement each other, other humanities subjects and build upon work at KS3. There will be an opportunity to participate in a three day tour of Berlin to explore the issues of Good and Evil, Human Rights and community.


Three exams make up 100% of the qualification. The quality of your written work is important, as is the content. There is no course work or controlled assessment. The final grade is awarded at the end of the three years of study.


Religious Studies is a highly desirable GCSE for anyone who plans to work with people in the future, in particular leading to careers in the public sector, journalism, medicine and law. Many of our students continue studying in this area by taking A levels in Religion, Philosophy and Ethics. The mental, spiritual and moral ‘gymnastics’ demanded by this course provide a challenging preparation for those considering a wide range of college and university courses, including philosophy, psychology and sociology. We have strong links with local col-leges who have recognised our success in this area.


obtained from:

Any member of the R.E. dept.

Subject: Religious Studies

32

Dental nurse Dentist Doctor Healthcare assistant Healthcare scientist Midwife Optometrist Paramedic Physiotherapist Radiographer

Healthcare

SCIENCE CAREER IDEAS...

Architect Botanist Colour technologist Ecologist Engineer Food technologist Geoscientist Materials scientist Metallurgist Sports scientist Technical brewer Textile technologist Vet Zoologist

Applied science & technology

Animal technician Biologist Biomedical scientist Chemist Forensic scientist Geneticist Laboratory technician Meteorologist Pharmacologist Physicist Research scientist Toxicologist

Scientific research & lab

work

Beauty therapist Electrician Electronics engineering technician Fingerprint officer Hairdresser Plumber Sterile services technician Textile machinery technician Water treatment worker

Practical jobs



All

need science school

GCSE

Also look

the

Chemistry for Biology,

Physics

for Useful

jobs

33


AQA Combined Science: Trilogy (Double Science)

AQA Separate Sciences: Biology, Chemistry, Physics (Triple Science)


Pupils will follow ‘Combined Science: Trilogy’ (double award) over three years. This will lead to two GCSEs. The course has a solid foundation of key scientific theory and practice, with an emphasis on relevant social, ethical and technological issues. Learning is linked to real world contexts that engage and enthuse pupils. There will also be the option of ‘Separate Sciences’ (triple science) for pupils who are considering following a science based career and intend to study science subjects at A level and beyond. Both courses develop the following skills:

• Knowledge and understanding • Practical techniques • Analysis, interpretation and evaluation • Application of knowledge and skills to a range of contexts


Biology, chemistry and physics are taught separately by specialist staff in well-equipped laboratories, each with its own digital projector and interactive whiteboard. Examples of topics covered in each subject are listed below:


Combined Science: Trilogy (double award): At the end of year 11 there will be two 1hour 15 minute exams in each subject specialism of biology, chemistry and physics (6 exams in total) Separate Sciences (triple science): At the end of year 11 there will be two 1hour 45 minute exams in each subject area of biology, chemistry and physics (6 exams in total). The exams assess: the knowledge and understanding of key scientific concepts; practical skills; analysis, interpretation and evaluation skills and literacy skills. Pupils must also apply what they have studied to a range of different contexts.


Science is an essential requirement for a wide range of careers ranging from medicine, medical services including physiotherapy, dentistry, forensics, and sports science. Science qualifications are also highly valued in health and beauty careers along with engineering, catering, motor vehicle, plumbing and electrical services. The science department has a strong tradition of pupils going on to study science disciplines at sixth form, university and beyond.

Further information can be Obtained from:

Mr Fletcher, Head of Science

Subject: Science

Biology Chemistry Physics

Microbes and disease

Diet and digestion

Nerves and hormones

Homeostasis

Organ systems

Ecology

Genetics

Evolution

Atomic structure

The periodic table

Chemical reactions and

bonding

Metals and their uses

Oils and fuels

Nanotechnology

Acids and alkalis

Energy transfers and effi-

ciency

Generating electricity

Forces and motion

Waves and their uses

Light and sound

Astronomy

Nuclear physics

34

SPANISH CAREER IDEAS...

Teaching

Air cabin crew Airline customer service agent Hotel manager Hotel receptionist Hotel reservations assistant Resort representative Tour guide Tour manager Tourist information centre assistant

Hospitality, travel & tourism

Bilingual secretary Diplomatic service officer Foreign language analyst (MI5) Freight forwarder Immigration officer Import/export clerk International aid/development worker Interpreter Marketing executive Patent examiner Sales executive Supply chain manager Translator

Administration



of the world’s Only 25%

English

S

your skills

over

for jobs in

over offices

35

Subject: Spanish


AQA GCSE Spanish (8698)


In GCSE Spanish lessons, pupils will continue to develop the skills and language studied in years 7 and 8. Furthermore, there are also studies in the unique cultures of Spain and Span-ish speaking countries and territories across the globe in what is now the world’s second-most spoken language.


Throughout the GCSE, pupils study Spanish in 3 key topic areas all of which are a continuation of what we have done in years 7 — 8.

Identity and culture (relationships, technology and social media, music, cinema, food and sport)

Local, national, international and global areas of interest (home and town, social issues and

healthy lifestyles, environment, travel and tourism)

Current and future study and employment (my studies, life at school, education post 16,

jobs and ambition)


All four key skills of listening, reading, speaking and writing are assessed at the end of year 11

and are weighted equally. Exams are either at foundation or higher tier. We will be prac-

tising these skills thoroughly throughout all three years to ensure pupils are ready and well

equipped to succeed.


For those with intentions of working in an increasingly global economy, showing a grasp of

modern foreign languages is extremely attractive for many industries and businesses and as

one of the world’s fasting growing languages, Spanish will help. No matter what your future

plans are, having a foreign language GCSE is a positive addition to anyone’s CV and lan-

guages can always be combined with other subjects at colleges or university.


obtained from:

Mr Coleman, Head of Modern Foreign Languages and you can find links to the course specifi-cation on the modern languages page on the school website.

36

University lecturer Journalist Martial arts instructor PE teacher Referee Sports agent Sports commentator Sports development officer Swimming teacher

Other

SPORTS STUDIES CAREER IDEAS...

Customer service assistant Fairground worker Horse riding instructor Leisure centre assistant Leisure centre manager Lifeguard Outdoor activities instructor Riding holiday leader Visitor attraction general manager

Leisure

Athlete Cyclist Football Golfer Jockey Rugby player Swimmer Tennis player

Sports professionals

Climatologist Coach Fitness instructor Health trainer Personal trainer Pilates teacher Sport and exercise psychologist Sports physiotherapist Sports scientist

Sport & Fitness



You need

science

for some of these jobs

Also see the

T

Tourism

37

Subject: Sports Studies

Cambridge National Certificate


OCR Level 1/2 Cambridge National Certificate in Sports Studies


PE will offer you the opportunity to develop your skills in a wide range of sports and activities and help you improve your own performance. You will learn about training and coaching methods and how performance can be developed. This will be achieved via the use of practical, theory and ICT based lessons.


Contemporary issues in sport (exam) Developing sport skills Sport leadership Sport and the media

Assessment of course All areas highlighted in the section above have an equal 25% weighting


A level PE, Vocational courses (BTEC – Sport & Exercise Sciences) The course develops the transferable skills and key skills that employers are looking for and can lead to a wide range of employment opportunities. This can include further training in areas such as recreational management, leisure activities officiating, the fitness industry, the armed forces and the civil service, coaching, teaching etc.


obtained from:

Mr Bancroft, Head of PE or any of the subject staff.

38

Dental technician Occupational therapist Orthoptist Secondary school teacher

Jobs with people

Clothing/textile technologist Costume designer Fashion designer Sewing machinist Tailor Textile designer Leather work Weaving

Textiles

CREATIVE CRAFTS CAREER IDEAS...

Floristry

Practical

Art gallery curator Acoustics consultant Automotive engineer CAD technician Clinical engineer Electrical engineer Ergonomist Materials engineer

Engineering

Advertising art director Architect Art editor Exhibition designer Furniture designer Graphic designer Packaging technologist Product designer Set designer Technical drawing Upholsterer

Design



Also see the

Engineering

39

Exam Board NCFE Level 2 Award (601/3361/2)

Introduction to the course.

Our new Level NCFE Level 2 Creative Craft non-EBacc subjects are ideally suited to learn-ers with a preference for practical, rather than theoretical learning. Many of them are tai-lored towards specific career areas and all of them are brilliantly creative. These vocational qualifications will fulfil entry requirements for both academic and voca-tional study post-16. Who is this NCFE Level 2 Creative Craft for? It enables learners to work in a hands-on way to develop the core skills needed to manu-facture products in their area of interest. They will gain: • A broad understanding of the sector, including career opportunities • Core practical skills working in their chosen material area • Transferable skills including communication and teamwork


14-16 year olds who want to study materials in a practical way and understand the work-ing properties of woods, metals and polymers will really enjoy this course. It will enable learners to work in a hands-on way to develop the core skills to make high-quality prod-ucts using woods, metals and polymers (plastics). Learners will have the opportunity to use traditional skills and also modern technologies. This NCFE Level 2 Creative Craft will help learners develop the knowledge, skills and expe-rience required within the industry and could potentially open the door to a career in re-lated industries.


Unit 1. Use materials, tools and equipment to develop craft techniques. Unit 2. Develop Craft Ideas. Unit 3. Create, Present and Evaluate final craft item.

Post 16 choices or

pathway

This NCFE Level 2 Creative Craft complements vocational qualifications including areas such as plumbing, carpentry and jewellery manufacturing. It's also a great partner for GCSE Design and Technology or Art and Design. Upon completion, learners can progress to Technical Certificates and other Level 3 voca-tional qualifications such as NVQ Carpentry or Manufacturing and Production and A-level Design and Technology: Product Design.


obtained from: Mr Rudd, Head of DT or refer to the NFCE website

Subject: Creative Crafts

options ooklet 2020 options booklet 2020.pdf5 exam oard specification aqa art and design (art, craft...

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