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TRANSCRIPT
Ormiston Horizon
Academy
Options Booklet
2018
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Introduction
Ormiston Horizon Academy is pleased to present options details for Key Stage 4.
Three year Key Stage 4Ormiston Horizon Academy operates a three-year Key Stage 4, with a range of differentiated guided pathways for students. This provides students with the opportunity to access an increased number of higher qualifications, including opportunities to follow an exciting range of vocational subjects.
Personalised Curriculum in Key Stage 4Students will receive a personalised option form. It is important for students to carefully consider future career/college/ university and training aspirations before making any decision. Student interviews will take place following completion of the options form.
Please be aware that some GCSE and BTEC courses are currently under review by the government and there are likely to be changes to some courses in terms of content and/or assessment procedures. Any changes will be published on our website as soon as they are finalised.
We hope you find the information valuable and wish you every success in Key Stage 4 and beyond.
Choosing coursesYou will see on the options form that all students follow a range of core subjects and then a range of choices. In order to help us provide students with the best opportunities we ask you to also chose a ‘back-up’ choice in each block.
Options forms should be returned to reception by Thursday 1st February.
GCSE English Literature and Language
Students will study a combined course in English Language and
English Literature, leading to two GCSE awards. The course offersa degree of flexibility and choice, allowing teachers to choosethe most appropriate routes for their students.
Students will develop their ability to write in a range of styles fordifferent audiences and purposes, and will respond to a variety oftexts including poetry, prose and drama.
Students will need to be able to read independently and give acritical response to texts they have studied. They will develop theirability to write clearly for different audiences and purposes, andbe able to speak and listen in a range of contexts.
Students take two examinations for English Language which assesstheir understanding of how writers use techniques to engagereaders, and how different writers present a similar topic over time.In English Literature, students will also take two examinationsbased on a Shakespeare text, a 19th century novel, a modern textand a range of poetry.
A qualification in English can lead to a variety of careersincluding: Administration, Journalism, Law, Marketing, Teachingand many more. English teaches essential communications skillsthat are valuable and highly sought by employers.
Mr P Lovatt, Director of English
GCSE English Language will present students with challenging textsfrom the 19th, 20th and 21st centuries. The texts, across a range ofgenres and types, support students in developing their own writingby providing effective models.
In English Literature, students study a Shakespeare text, a 19th
century novel, a modern text and a range of poetry.
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GCSE Mathematics
Course Description
Assessment
GCSE Mathematics has changed to reflect the new Key Stage 4
programme of study. Our new mathematics programmes of studyplace a renewed emphasis on problem-solving, functionality andmathematical thinking. There will be a much greater emphasis inexaminations on the assessment of applying mathematics andusing mathematics to solve problems. Some questions will be set incontexts that students should be expected to deal with in the realworld. The course will be studied over three years with anexamination at the end of Year 11.
Students will acquire and use problem-solving strategies that willenhance mathematical techniques and methods in every day,real life situations. They will learn to reason mathematically, makedeductions and inferences and draw conclusions. Students willdevelop their ability to interpret and communicate mathematicalinformation in a variety of forms appropriate to the informationand context.
The examination will consist of three papers at the end of thecourse. One is a non-calculator paper and the other 2 arecalculator papers. Grades 1 to 5 are available at Foundation Tier.Grades 4 to 9 are available at Higher Tier.
A qualification in Mathematics encourages students to develop apositive attitude towards mathematics, improve their confidencelevels and to recognise the importance of mathematics in their ownlives. It prepares students to make informed decisions about the useof technology, the management of money, further learningopportunities and career choices.
Mr J Liddle, Director of Mathematics
In Mathematics the course comprises of six key areas: Number,Algebra, Geometry and measures, Probability, Statistics and Ratio,Proportion and Rates of Change. Functional Mathematics is at the
core of all the work covered and is reflected in the terminal exam.
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GCSE Combined Science (Trilogy)
Course Description
Assessment
Mrs R Young, Curriculum Leader for Science
Course Content
• Communication
• Application of Number• Information Technology• Working with Others• Problem Solving• Practical skills in analysing, interpreting and evaluating evidence.
The initial modules of each Science GCSE have a clear focus onscientific literacy, where students consider critically the issues andchoices raised by technology and science.The course then focuses on scientific explanations and models,providing students with an insight into how scientists develop
scientific understanding.Finally students deepen their understanding of science explanations,how science works and the study of elements of applied science,with particular relevance to professional scientists.
Each GCSE is assessed externally by AQA, and consists of six 75minute written exams offered at Higher and Foundation Tiers.Each exam is worth 16.7% of the total 2 GCSEs.Practical skills are assessed by the teacher through 16 specificexperiments.
The skills developed by students who study Science are highly valuedby employers and are not just limited to science related careers. A
recent survey found that 92% of all firms employed people withgood STEM (Science, Technology, Engineering and Maths) skills.Achieving good Science GCSE grades also meets the entryrequirements of many university courses.
The GCSE combined science course is worth two GCSE qualifications.The course offers students the chance to develop the scientific
literacy needed to become active and informed citizens in a moderndemocratic society where science and technology play key roles inshaping our lives. It is a concept-led course developed to meet theneeds of students seeking a deeper understanding of basic scientificideas.
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GCSE Triple Award Science
Assessment
Contact
The Triple Science Award consists of three GCSE qualifications; GCSE
Biology, GCSE Chemistry and GCSE Physics awarded by the AQAexam board.
Each GCSE qualification gives the opportunity for students to developan interest in, and enthusiasm for, Biology, Chemistry and Physics.
They have been designed to provide a distinctive and relevantlearning experience for students, enabling them to acquire thescientific skills, knowledge and understanding necessary forprogression to further learning.
Mrs R Young, Curriculum Leader of Science
Course Content
• Communication
• Application of Number• Information Technology• Working with Others• Problem Solving• Practical skills in analysing, interpreting and evaluating evidence.
The initial modules of each Science GCSE have a clear focus on
scientific literacy, where students consider critically the issues andchoices raised by technology and science.The course then focuses on scientific explanations and models,providing students with an insight into how scientists developscientific understanding.Finally students deepen their understanding of science explanations,how science works and the study of elements of applied science,with particular relevance to professional scientists.
Each GCSE is assessed externally by AQA, and consists of two 105
minute written exams offered at Higher and Foundation Tiers.Each exam is worth 50% of the total GCSE.Practical skills are assessed by the teacher through 16 specificexperiments.
The skills developed by students who study Science are highly valuedby employers and are not just limited to science related careers. Arecent survey found that 92% of all firms employed people withgood STEM (Science, Technology, Engineering and Maths) skills.Achieving good Science GCSE grades also meets the entryrequirements of many university courses.
Course Description
Course Content
Skills Required
Assessment
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Students will learn how to use common IT tools efficiently, safely and effectively. They will demonstrate competence in real practical tasks involving the use of text, graphics and numbers with an emphasis on
generic principles that can transfer between contexts. Increasingly higher level study depends on digital skills whether it is to publish work, search for information or re-use other people's work. The qualification is based on the national occupational standards and as such provides skills and knowledge that are essential in the workplace.
This qualification builds on the content, knowledge and skillsdeveloped in the Key Stage 3 Programme of Study for ICT. Students should be encouraged to keep up-to-date with emerging technology as part of their learning experience.
Students that pass their 3 MOS Certifications, plus the Improving Productivity Unit (IPU) and the IT Security Unit (ITS), will have 30 marks towards their overall grade. They will then be eligible to take the TLM Online Grading exam, which is worth a further 70 marks. Outlined below is the Grading system based on a student’s combined marks:
80 marks or more will be awarded Grade A* 70 marks or more will be awarded Grade A 60 marks or more will be awarded Grade B 50 marks or more will be awarded Grade C
This qualification supports progress to further study, includingBTECs and Diplomas in IT, Computing and related subjects.
Mr A Myatt, Curriculum Leader for ICT & Business
Students complete 3 MOS (Microsoft Office Specialist) Certifications
in Word, PowerPoint and Excel. Students then complete the internally assessed TLM Improving Productivity Using IT (IPU) & The IT Security (ITS) units, evidence is then submitted to TLM. Students then take the TLM Online Grading A*- C exam.
Course Content
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Systems and Enterprise (MOS)
Course Description
Course Content
Skills Required
Assessment
CareerOpportunities
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GCSE Computer Science
This is a course that has real relevance in the new technological age;particularly given the increasing use of smartphones and tablets usingapplications or ‘Apps’. While students will no doubt have someknowledge of computers and even some experience ofprogramming; do they really understand how it works? Do they knowwhat the processor chip really does? Do they know how the Appwas made or how Siri software or even a Furby works?
This course will provide an in-depth understanding of how technologyworks and looks at what happens in the parts of a computer thatcannot be seen. Students will develop their skills in computerprogramming, using Python, App Inventor and Scratch.
The GCSE Computer Science course covers the fundamentals ofcomputer systems, such as hardware and software and students willcarry out practical investigations by solving problems usingprogramming languages. A vital skill in this subject is being able toapply, knowledge, solve problems, analyse and evaluate findings.
This qualification builds on the content, knowledge and skillsdeveloped in the Key Stage 3 Programme of Study for ComputerScience. Students should be encouraged to keep up-to-date withemerging technology as part of their learning experience.
Unit 1 – Computer Systems (Written Exam – 90 minutes – 80 marks –40% of GCSE)Unit 2 – Computational thinking, algorithms and programming(Written Exam – 90 minutes – 80 marks – 40% of GCSE)Unit 3 – Programming Project (Controlled Assessment Project – 20hours – 40 marks)
Students can progress to level 3 qualifications, such as the GCE A-Level Computer Science/Applied IT or an IT/Computer Scienceapprenticeship.
Information Technology continues to have a growing importance.This means there will be a bigger demand for professionals who arequalified in this area: Software Development, App Developers,Website Developers, Games Design, Computer Security, ITTechnicians.
Mr A Myatt, Curriculum Leader for ICT & Business
Course Description
Skills Required
Assessment
CareerOpportunities
Contact
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GCSE Spanish
Course Description
Skills Required
Assessment
CareerOpportunities
Contact
Spanish GCSE is a linear qualification and consists of fourcomponents; Listening, Reading, Speaking and Writing.
• A 3 year course. Year 9 includes an introduction to the GCSEcontent and requirements with revision of many KS3 features,
further knowledge and language skills are acquired through aclear route of progression, building on grammar and topic contentat each stage.
• Topics include: Travel & Tourism; Customs & festivals in Spanishspeaking countries; Relationships & family; Jobs, career choices &ambitions; Technology in everyday life; Environmental & Globalissues, and Free Time Activities.
• Good grades at Key Stage 3 Spanish and English Language.
• Ability to work independently and as part of a team.
• Focused and determined attitude to learning.
• Good literacy skills.
GCSE Spanish has a Foundation Tier (grades 1–5) and a Higher Tier(grades 4–9). Students must take all four question papers at the sametier. Students will sit all their exams at the end of the course.
• Unit 1:Listening; worth 25% of the final mark either at Foundation orHigher level.
• Unit 2: Reading; worth 25% of the final mark either at Foundation orHigher level.
• Unit 3: Speaking; 7–9 minutes (Foundation Tier) + preparationtime10–12 minutes (Higher Tier) + preparation time 60 marks (foreach of Foundation Tier and Higher Tier) 25% of GCSE
• Unit4: Writing; Written exam: 35 minutes (Foundation Tier), 45minutes (Higher Tier)40 marks (Foundation Tier), 50 marks (HigherTier) 25% of GCSE
Translator, Interpreter, Language Teacher, Linguist, Tourism & Leisure,French Law, Finance, Public Sector, international organisations suchas the UN & EU institutions , food and drink and the ability tocommunicate in another language.
Mrs S Fleet, Curriculum Leader for MFL
Course Content
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GCSE French
Course Description
Skills Required
Assessment
CareerOpportunities
Contact
French GCSE is a linear qualification and consists of fourcomponents; Listening, Reading, Speaking and Writing.
• A 3 year course. Year 9 includes an introduction to the GCSEcontent and requirements with revision of many KS3 features,
further knowledge and language skills are acquired through aclear route of progression, building on grammar and topic contentat each stage.
• Topics include: Travel & Tourism; Customs & festivals in Frenchspeaking countries; Relationships & family; Jobs, career choices &ambitions; Technology in everyday life; Environmental & Globalissues, and Free Time Activities.
• Good grades at Key Stage 3 French and English Language.
• Ability to work independently and as part of a team.
• Focused and determined attitude to learning.
• Good literacy skills.
GCSE French has a Foundation Tier (grades 1–5) and a Higher Tier(grades 4–9). Students must take all four question papers at the sametier. Students will sit all their exams at the end of the course.
• Unit 1:Listening; worth 25% of the final mark either at Foundation orHigher level.
• Unit 2: Reading; worth 25% of the final mark either at Foundation orHigher level.
• Unit 3: Speaking; 7–9 minutes (Foundation Tier) + preparationtime10–12 minutes (Higher Tier) + preparation time 60 marks (foreach of Foundation Tier and Higher Tier) 25% of GCSE
• Unit4: Writing; Written exam: 35 minutes (Foundation Tier), 45minutes (Higher Tier)40 marks (Foundation Tier), 50 marks (HigherTier) 25% of GCSE
Translator, Interpreter, Language Teacher, Linguist, Tourism & Leisure,French Law, Finance, Public Sector, international organisations suchas the UN & EU institutions , food and drink and the ability tocommunicate in another language.
Mrs S Fleet, Curriculum Leader for MFL
Course Content
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GCSE Geography
Course Description
Skills
Required
Assessment
CareerOpportunities
Contact
This exciting and relevant course studies geography in a balanced
framework of physical and human themes and investigates the link
between them. Students will travel the world from their classroom, exploring
case studies in the United Kingdom (UK), higher income countries (HICs),
newly emerging economies (NEEs) and lower income countries (LICs). Topics
of study include climate change, poverty, deprivation, global shifts in
economic power and the challenge of sustainable resource use. Students
are also encouraged to understand their role in society, by considering
different viewpoints, values and attitudes.
•Living with the physical environment
•Challenges in the human environment
•Geographical applications
•Geographical skills
Mathematical, cartographic, mapping and statistical skills are embedded in
the qualification to develop learners’ competence in using a wide range of
geographical investigative skills and approaches. Learners will develop the
ability to represent geographical data using a range of cartographical and
graphical techniques. They will also develop skills of analysis when
interpreting a variety of maps, graphs, photographs and data sets.
•3.1 Living with the physical environment: Written exam: 1 hour 30 minutes
This unit is concerned with the dynamic nature of physical processes and
systems, and human interaction with them in a variety of places and at a
range of scales.
•3.2 Challenges in the human environment: Written exam: 1 hour 30 minutes
This unit is concerned with human processes, systems and outcomes and
how these change both spatially and temporally.
•3.3 Geographical applications: Written exam: 1 hour 15 minutes
The fact that Geography provides students with an awareness of where
they live makes it a desirable subject. Geography is looked upon favorably
for careers in accountancy, teaching and areas of planning. It is also very
useful in areas of work such as geology, transport networks, travel agencies,
National Parks, forestry, agriculture, oil and gas exploration and oversees
aid.
Mr. I Davis, Head of Geography
Course Content
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GCSE History
Course Description
Skills Required
Assessment
CareerOpportunities
Contact
GCSE History will develop and extend knowledge and understanding
around specific events/themes in local, British, and wider worldhistory.
By engaging in historical investigations, learners will become moreindependent, critical and reflective thinkers. As historians, studentswill develop the ability to ask relevant questions about the past,interrogate source material and evaluate the interpretations offeredon events that have shaped our world as we understand.
• Medicine in Britain, c1250-Present and Medicine on the WesternFront, 1914-18.
• Anglo-Saxon and Norman England, 1060-1088• The American West, c1835-1895• Weimar and Nazi Germany, 1918-1939
AO1: Knowledge and understanding of key features andcharacteristics of the periods studied.
AO2: Explain and analyse historical events and periods throughaddressing second-order concepts such as cause and consequence.
AO3: Analyse, evaluate and use contemporary sources to reachsupported conclusions on the past.
AO4: Analyse, evaluate and make judgements on interpretations ofthe past.
Paper 1: Medicine in Britain, c1250-Present and Medicine on theWestern Front, 1914-18. (52 Marks, 30%, 1hr 15mins)
Paper 2: Early Elizabethan England/Optional Unit (64 Marks, 40%, 1hr45mins)
Paper 3: Weimar and Nazi Germany (52 Marks, 30%, 1 hour 20minutes)
History will allow students to develop a wide range of transferableskills which can be applied to many different careers. These includefields such as:
Mr L Cork, Head of KS4 History
Course Content
• Journalism • Law • Teaching
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Skills Required
Assessment
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Contact
WJEC GCSE Religious Studies aims to develop learners’ knowledgeand understanding of religious and non-religious beliefs, such asatheism and humanism. It offers opportunities for students to engagewith questions of belief, value, meaning, purpose, truth and theirinfluence on human life. It will enable them to construct well-informed, balanced and structured written arguments. It will alsoreinforce that religious traditions in Great Britain are diverse.
The course content covers:Component 1 – 50%Religions, Philosophical and Ethical studies in the Modern WorldStudy of four themes; Relationships; Life and Death; Good and Evil;Human Rights.Component 2 – 25%Study of Christianity; Beliefs, teachings and practices.Component 3 – 25%Study of world faith.
• Have an enquiring, critical and reflective approach to studies• Analyse and evaluate beliefs and practices in religions• Students will need to consider different points of view on important
issues in the modern world
Paper 1 – 2 hour examination 50%
Paper 2 – 1 hour examination 25%
Paper 3 – 1 hour examination 25%
Religious Studies is a diverse subject which can lead into many career routes. It is highly valued in Further Education and Higher Education establishments and considered an asset when applying for any public sector jobs, e.g. Police, Nursing, Civil servant and child care.
Mrs A Mallard, Head of Religious Studies
Course Content
GCSE Religious Studies
Course Description
Assessment
The course will run over three years and will set out the essential content for
the qualification of GCSE Drama. It represents a comprehensive and
creative scheme that allows students to gain relevant skills, knowledge and
understanding of Drama that can be applied to the required work in the
assessment units.
The course is designed to cover all the main requirements that contribute to
the Drama form and allows students to appreciate what is needed to
communicate meaning through Drama.
Mrs A Campbell, Acting Curriculum Leader for [email protected]
Miss L Randall, Teacher of Drama and [email protected]
Component 1: Understanding Drama 40% of the GCSE
This is a written exam paper taken at the end of the course. Students are
assessed on their knowledge and understanding of drama and theatre by
studying one play from a choice of six. The paper is divided into three
sections and carries a maximum of 80 marks.
Component 2: Devising Drama (practical) 40% of the GCSE
Students must work collaboratively as members of a performance group
taking the role of a performer. Performers will create a performance devised
from a stimulus. Students produce a written log to accompany their
practical performance. The written log holds a maximum of 60 marks, the practical piece holds a maximum of 20 marks.
Component 3: Texts in Practice (practical) 20% of the GCSE
This unit introduces students to the content of plays written for the theatre.
They will learn how to interpret a play in various ways and understand how a
play works in performance. They will perform extracts from an existing play.
Students will work imaginatively and creatively in collaborative contexts,
generating, developing and communicating ideas. They will consider and
explore the impact of social, historical and cultural influences on drama texts
and activities and develop a basis for their future role as active citizens in
employment and society in general, as well as for the possible further study
of Drama.
The is a practical course which is supported by theory. Assessment is
continuous throughout and students will build a working portfolio as we
move through the three year course. Component 1 and 3 are externally
assessed, component 2 will be internally assessed, evidenced via camera
and teacher observation.
Component 1: 80 marks, 40% of GCSE
Component 2: written log 60 marks, practical 20 marks, 40% of GCSE
Component 3: 40 marks, 20% of GCSE
AQA GCSE Drama provides a suitable foundation for further study within the
industry through progression on to further qualifications. This course will be
perfect for students who want to develop subject specific skills and
communication skills of all kinds. The course will allow them to develop their
theory and performance skills or follow the teaching pathway.
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GCSE Drama
Course Description
Course Content
Skills Required
Assessment
CareerOpportunities
Contact
Course Description
Assessment
The course will run over three years and will set out the essential content for
the qualification of GCSE Dance. It represents a comprehensive and
creative scheme that allows students to gain relevant skills, knowledge and
understanding of Dance that can be applied to the required work in the
assessment units.
The course is designed to cover all the main requirements that contribute to
the Dance form and allows students to appreciate what is needed to
communicate meaning through Dance and performance.
Mrs A Campbell, Acting Curriculum Leader for Drama
Miss L Randall, Teacher of Drama and Dance
Component 1: Performance and Choreography 60% of the GCSE
This is the practical element of the course where students gain an
understanding and explore both performance and choreography. Students will partake in both a solo performance and a duet/trio
performance. For their individual choreography, students will work as a
soloist, or in a group.
Component 2: Dance appreciation 40% of the GCSE
This is a written exam paper taken at the end of the course. Students are
assessed on their knowledge and understanding of choreographic
processes and performing skills, critical appreciation of own work and
critical appreciation of professional works. The paper carries a maximum of
80 marks.
Students will work imaginatively and creatively in collaborative contexts,
generating, developing and communicating ideas. They will consider and
explore the social, historical and cultural context of professional dance
works. They will develop a basis for their future role as active citizens in
employment and society in general, as well as for the possible further study
of Dance.
The is a practical course which is supported by theory. Assessment is
continuous throughout and students will build a working portfolio as we
move through the three year course. Component 1 will be internally
assessed, evidenced via camera and teacher observation. Component 2 is
externally assessed.
Component 1: Performance 30%, 40 marks. Choreography 30%, 40 marks.
Overall 60% of GCSE.
Component 2: 80 marks, 40% of GCSE
AQA GCSE Dance provides a suitable foundation for further study within the
industry through progression on to further qualifications. This course will be
perfect for students who want to develop subject specific skills and
communication skills of all kinds. The course will allow them to develop their
theory and performance skills or follow the teaching pathway.
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GCSE Dance
Course Description
Course Content
Skills Required
Assessment
CareerOpportunities
Contact
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BTEC First Award in Music
Course Description
Skills Required
Assessment
CareerOpportunities
Contact
The BTEC First Award in Music is designed for students with an interestin Music/Music Technology and the broader area of performance.This is a practical course where students will be given the opportunityto improve their performance/technology skills, work towards liveevents and record their work in a studio.Students will need to be enthusiastic and enjoy music and will needto work independently between lessons. This qualification has beendeveloped to provide an engaging and stimulating introduction tothe world of music.
The course includes two core units that form the fundamental
knowledge and understanding of music principles, followed by aselection of five optional specialist units from which a further two arechosenCore Units - Music Industry/ Managing a Music ProductOptional specialist units:Introducing Live Sound Internal, Introducing Music Composition,Introducing Music Performance, Introducing Music Recording &Introducing Music Sequencing
No prior qualifications are necessary. • Good organisational skills• Ability to work in a team• Confident communicator
• Creative thinker
The assessment procedure will comprise of Internal assessment(Coursework) and external assessment (Exam). Each assessment willbe graded a Pass, Merit or Distinction. Each unit that the learnercompletes will have grading criteria to follow and a number of tasksto complete. The First Award is worth one GCSE to the student.
Careers could include: Performance- i.e. Session player/MusicBusiness/Music Technology/Music Education – Teacher etc.
Mr M Johnson, Curriculum Leader for Performing Arts
Course Content
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GCSE Fine Art
Course Description
Skills Required
Assessment
CareerOpportunities
Contact
During the GCSE Fine Art course students will be introduced to a
variety of experiences exploring both 2D and 3D media, techniquesand processes. This will include drawing, painting, printmaking, mixedmedia, design and 3D media. Due to the fine art nature of the coursedrawing is a key skill that must be demonstrated throughout thecourse.
Critical Studies is an important aspect of the course and students arerequired to write critically about the work of artists and their own work.
During the initial phase of the course students will develop skills andconfidence in using both 2D and 3D techniques . They will then usetheir skills and critical studies in producing two projects towards theircoursework portfolio.
In Year 11 students will be set an external task by the examinationboard. They will be given time for research and experimentationbefore 10 hours under examination conditions to produce a finaloutcome.
A good drawing ability when recording from observation is anecessity.
Writing is a compulsory element, therefore students must be willing toexpress their thoughts and ideas both visually and through writing.
Students must be prepared to work independently at home todevelop artwork. It is an advantage for students to have their own artmaterials
Component 1: Portfolio of work worth 60% of final grade
Component 2: Externally set assignment worth 40% of final grade
Creative industries such as Fine Artist, Ceramicist, Fashion Designer,
Photographer, Graphic Designer, Illustrator, Web Designer,Beautician, Product Designer, Advertising Creative, CommunityArts Worker, Art Teacher, Art Therapist.
Mrs A Campbell, Head of Art and Design
Course Content
GCSE Photography
During the GCSE Photography course students will experience avariety of digital photography techniques and processes. They willdevelop knowledge of the camera and its capabilities, understandthe formal skills in photography and experience both traditional andnew technologies including image manipulation using ICT.
Critical Studies is an important aspect of the course and students arerequired to write critically about the work of artists and their ownwork. Recording ideas using drawing techniques is also part of thecourse.
During the initial phase of the course students will develop theirtechnical skills in using a camera, lighting and importance ofcomposition. They will then use their skills and critical studies toproduce two projects towards their coursework portfolio.In Year 11 students will be set an external task by the examinationboard. They will be given time for research and experimentationbefore 10 hours under examination conditions to capture anddevelop their final imagery.
An interest in Photography and enjoyment of drawing.Writing is a compulsory element, therefore students must be willing to express their thoughts and ideas both visually and through writing.Students must be independent learners and willing to take their own photographs both in and outside of school. It is an advantage for students to have their own digital camera and access to ICT at home.
Component 1: Portfolio of work worth 60% of final grade
Component 2: Externally set assignment worth 40% of final grade
Photography based careers include fashion, documentary Fine Art, Publication, Wedding photographer. It could also be a benefit in creative industries such as Fine Artist, Ceramicist, Fashion Designer, Photographer, Graphic Designer, Illustrator, Web Designer, Beautician, Product Designer, Advertising Creative, Community Arts Worker, Art Teacher, Art Therapist.
Mrs A Campbell, Head of Art and Design
Course Description
Skills Required
Assessment
CareerOpportunities
Contact
Course Content
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Course Description
Skills Required
Assessment
CareerOpportunities
Contact
The course is designed to encourage students to be able to designand make products with creativity and originality, using a range ofmaterials and techniques. Students will be enthused and challengedby the range of practical activities covered during the course.Outcomes could be a range of products made from resistant
materials.
Year 9 will act as a foundation year where students will be able todevelop skills in all key areas of design through undertaking a varietyof practical tasks. Activities will focus on areas such as investigation,design and development, Computer Aided Design and
Manufacture, as well as production planning and product testing.
In Years 10 and 11 students will use the skills that they have learned towork towards a final major project based on a set design brief.
An interest in Product Design.
Good practical skills.
Good drawing skills.
A basic understanding of products and how they work.
Externally set Controlled Assessment (Includes the manufacture of a practical piece and a folder)
Externally set written exam
Exam board and qualification TBC
Product Designer, Architect, DT Teacher, Engineer, Technician, Graphic Designer.
Trades such as an Electrician, Plumber and Joiner.
Miss S. Elson, Curriculum Leader for Technology
Course Content
Design Technology (Specialism: Product Design)
Course Description
Skills Required
CareerOpportunities
The course is designed to encourage students to be able to designand make products with creativity and originality, using a range of
materials and techniques. Students will be enthused and challengedby the range of practical activities covered during the course.Outcomes could be a range of products made from natural,synthetic and blended fibres.
Year 9 will act as a foundation year where students will be able todevelop skills in all key areas of design through undertaking a varietyof practical tasks. Activities will focus on areas such as investigation,design and development, Computer Aided Design andManufacture, as well as production planning and product testing.
In Years 10 and 11 students will use the skills that they have learned towork towards a final major project based on a set design brief.
An interest in Textiles and Fashion
Good practical skills
Good design skills
A knowledge of textiles products
Externally set Controlled Assessment (Which includes the manufacture of a practical piece and a folder)
Externally set written exam
Exam board and qualification TBC
Fashion Designer, a Machinist, Stylist, Costume Designer,
Retail Buyer, Dressmaker, Sales Manager.
Miss S Elson, Curriculum Leader for Technology
Course Description
Skills Required
Assessment
CareerOpportunities
Contact
Course Content
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Design Technology (Specialism: Textiles)
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The course is designed to encourage students to be able to developand make a range of food products, using a variety of ingredientsand techniques. Students will be enthused and challenged by therange of practical activities covered during the course. Students willalso look at safety and hygiene practices for Food products. They willalso be taught about Food nutrition and peoples dietary needs.
Year 9 will act as a foundation year where students will be able todevelop skills in all key areas of Food through undertaking a variety ofpractical tasks. Activities will focus on areas such as investigation, anddevelopment, as well as production planning and Food tasting.
In years 10 and 11 students will use the skills that they have learned towork towards a final major project based on a set design brief.
An interest in Food.
Good practical, organisational and hygiene skills.
A participation in KS3 Food Technology lessons.
Payment towards the ingredients for practical tasks.
Externally set Controlled Assessment (Includes developing and testing recipes and producing a written folder)
Externally set written exam
Exam board and qualification TBC
A range of careers include being a chef, nutritionist, dietician or a
job in the catering and hospitality sector.
Miss S Elson, Curriculum Leader for Technology
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Design Technology (Specialism: Food)
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GCSE Physical Education is ideal for students who have a keeninterest in all areas of sport and have a high level of practical ability
across at least three different sporting areas. Students will participatein both theory and practical lessons. Students should be willing toparticipate in sports outside of the academy.
The course is divided into two units, theory and practical:Unit 1: The Theory of Physical Education - 60% of the total GCSE• Paper 1: The human body and movement in sport (30%)
• Paper 2: Socio-cultural influences and well-being in sport (30%)Unit 2: Practical Performance in sport - 40% of the total GCSE• Practical performance in 3 different physical activities (40%)
(one team, one individual and one other)
Examination :Two written examination papers:• 1 hour 15 minutes - Fitness, Body Systems and Data Analysis (30%)• 1 hour 15 minutes - Sports Psychology, Health and Well-Being (30%)
Practical Performance:• Each candidate is assessed on their performance in three activities
–Students will be assessed throughout the year and will have two practical examination days in Year 11. The practical activities account for 40%.
Skills developed through Physical Education, such as leadership,teamwork and communication are highly valued throughoutdifferent careers not just those within the sports industry.
Opportunities to progress in further education include BTEC Level 3Sport and A Level Physical Education.
Mrs M Rowlinson, Key Stage 4 Physical Education
Course Content
Minimum requirements for GCSE Physical Education:• Good grades at Key Stage 3 in Physical Education, Maths and
Science• An excellent level of motivation in a range of sports and always
equipped with sports kit• Regular participation in competitive sport through representing the
academy or external clubs• Regular attendance in extra-curricular activities• Good literacy skills
GCSE Physical Education
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The V. Cert award in Health and Fitness is ideal for students who have a keen interest in all areas of fitness and training. Topics which may be covered include principles of health and fitness, healthy lifestyles, fitness testing and fitness training. The course contains both practical and theoretical elements and is graded through practical
and written coursework evidence plus a written examination.
The course content will include theoretical and practical aspects through the following units:
Unit 1: Principles of Health and Fitness Controlled Assessment
Unit 2: Healthy Lifestyles External Examination
Unit 3: Preparing & Planning for Health Controlled Assessment
Unit 4: Developing a Fitness Programme Controlled Assessment
The assessment procedure will comprise of ongoing internalassessment (coursework) and an external written assessment (exam).
Each unit completed consists of a number of assignments that will begraded Pass, Merit or Distinction.
Skills developed through Physical Education, such as leadership, teamwork and communication are highly valued throughout different careers not just those within the sports industry.
Opportunities to progress in further education include BTEC Level 3 Sport and A Level Physical Education.
Mrs M Rowlinson, Head of Physical Education
Course Content
Minimum requirements for V. Cert Health and Fitness:
• Demonstrate an excellent level of motivation by regularly participating in competitive sport and representing the academy or external clubs
• Good grade at Key Stage 3 PE. Good literacy skills. An ability to work independently to complete assignments and meet deadlines is essential.
NCFE Level 2 Certificate in Health and Fitness (V.Certs)
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GCSE Psychology
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Psychology is the scientific study of the mind and how it influences our behaviour. It is about understanding what makes people tick and how this understanding can help us address many of the problems and issues in society today.The course introduces students to the fundamentals of Psychology;looking at how and why people do things, and the evidence behindthese claims. This course in particular focuses on how thoughtprocesses influence behaviour and how social situations affect aperson’s behaviour.Through taking GCSE Psychology, students will develop skills in criticalanalysis and independent thinking and will carry out and learn howto conduct scientific and ethical research on human participants.
Candidates must have an interest in people and why people behave the way they do. They must be able to analyse text and theories, and also question why. Due to the nature of the course, good English, Maths and Science skills would also be desirable.
Assessment is 100% examination. There are two examination papers each lasting 1 hour 45 minutes.
The examination questions include multiple choice, short answer and essay based questions.
Psychology would allow you access to study a range of subjects atCollege and University, such as: Psychology, Sociology, GlobalStudies, Forensics, Criminology and Law. In the field of work you could
work as a Psychologist, in the healthcare industry, personnelmanagement, marketing, criminal justice, teaching, and sales.
Miss K Preece or Mrs J Harris, Teachers of Psychology
Course Content
Unit 1: Cognition and Behaviour.
Memory, Perception, Development and Research Methods
Unit 2: Social Context and Behaviour.
Social Influence, Language, Thought and Communication, Brain and
Neuropsychology, Psychological Problems
BTEC Technical Award in Health and Social Care Level 2
Course Description
Course Content
Health and Social Care is an exciting vocational BTEC award that isbased on real life. Topics covered are relevant to the world of work, inparticular the care sector. Students taking this option need a mature andresponsible attitude towards learning as independent study andresearch into social issues such as drugs, poverty and personalrelationships are an important part of the curriculum. As a subjectdiscipline, Health and Social Care (HSC) combines elements ofsociology, biology, nutrition, law, and ethics.
Study of this subject at KS4 will complement GCSE study throughproviding an opportunity for practical application alongside conceptualstudy. There are also strong opportunities for post-16 progression in thissector.
The course is assessed through a combination of internally and externallyassessed units. Building on the rigorous assessment standards expectedof BTEC qualifications, the new BTEC Tech Award in Health and SocialCare includes an externally assessed synoptic paper (exam) making up40% of the award. There are also two internally assessed courseworkcomponents that are completed under controlled conditions.
Students will complete 3 components (units):
1) Human Lifespan Development2) Health and Social Care Services and Values3) Health and Wellbeing.
Qualification of the award is reliant upon completion of all controlledassessments – coursework and exam components.
• An interest in Health & Social Care sectors• Ability to work independently on assignment briefs and research tasks• Good practical skills• An ability to organise time and controlled assessment in order to meet
strict deadlines• Ability to complete written assessments
Opportunities to work within the Health & Social Care sectors couldinclude jobs such as:
Nurses, Midwife, Doctors, Dentist, Social Worker, Teacher, Carer, ChildMinder, Dietitian, Occupational Therapist, Physiotherapist, Surgeon andmany more.
Mrs N Walters, Subject Leader for Health and Social [email protected]
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BTEC First Award in Business
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Contact Mr A Myatt, Curriculum Leader for ICT & Business
Provides progression for those wishing to continue their studies to AS &A2 GCE Business, Economics, Applied Business, and the AdvancedDiploma in Business, Administration and Finance.
Job opportunities within the business or finance sector.
This qualification builds on your Investigation and analysis skills using real business opportunities. You will construct well-argued, well-evidenced, balanced and structured arguments, demonstrating your depth and breadth of understanding of business.
Know and understand:• Business enterprise• Business terminology
• Business objectives• The integrated nature of business activity• The impact of business on individuals and wider society• Business finance• Brand promotion
The course is designed to encourage students to consider thepractical application of business and economic concepts. Thecourse introduces students to the importance of business andcommunication systems which contribute to the success of abusiness, in achieving its objectives. In particular, students willconsider how brand promotion, customer service and finance affectsthe way businesses work and how they can potentially increaseawareness of brands through effective use of business concepts.
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