Richard Hale School

KS4 Options 2015-2018

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Contents Page

The process 4 Expectations 5 Core subjects

English and English Literature 6 Mathematics 7 Science 8 Modern Foreign Languages 9 Religious Education and Citizenship 10

PE / PSHE 11 Optional subjects

Art 12 Business Studies 13 Computer Science 14 Design & Technology 15 Engineering Level 1 / Level 2 Food Technology Graphic Products Resistant Materials

Drama 19

Geography 20 Geology 21

History 22 Latin 23 Music 24 Physical Education GCSE 25 Physical Education BTEC 26 Work Wise 27

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Dear Parent,

This booklet contains details of all courses offered at Key Stage 4 at Richard Hale School. It is designed to help you and your son make informed decisions about the next phase of his education here. In addition to this booklet, your son will receive information about the different subjects from heads of department, either in assemblies or in lessons.

Core subjects:

Core subjects are the broad foundation of our KS4 curriculum. They are not optional. All boys follow appropriate courses in all core subjects, and the majority are also expected to take French or German.

Examined core subjects: English, Mathematics, the Sciences, French/German, Religious Education

Non-examined core subjects: PE and Games; PSHE

Learning pathways:

Boys will be directed toward certain subject choices according to their academic needs, with judgments made on the basis of target grades and performance during KS3. This will ensure that boys follow courses appropriate to their abilities and will enable them to achieve their best possible examination results, so that they have maximum choice of direction at KS5 and beyond school. There is some overlap between these pathways: it is possible for example for an individual boy to study Double Science and French/German. Pathway A: Triple Science, English Language, English Literature, Mathematics, RE,

French/German, and 3 option subjects including History or Geography (or both). Latin and Astronomy are available outside of normal curriculum time. [Higher tier entry on all papers]

Pathway B: Triple or Double Science, English, English Literature, Mathematics, RE, and 4

option subjects. [Higher or foundation tier entry] Pathway C: Double Science, English, Mathematics, RE, 2 or 3 option subjects, Workwise.

[Foundation tier entry on all papers]

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Selecting Options

Enclosed with this brochure is a green form on which we ask you to indicate your son’s choice of optional subjects. The options table is reproduced below for reference. One subject only should be chosen in each column, but please note the following conditions:

• If a pupil’s target grade is C or above in the foreign language (French or German) he studied in Year 8 he must choose that language in the options. Anyone who does not have to select a language will receive a letter stating this.

• If a pupil’s target grade is C or above in either Geography or History he must choose one of these two subjects. He may choose both, of course.

• Work Wise is for a small group of selected pupils; they have been notified already.

• The BTEC First Award Engineering is also for selected pupils; they have been notified already. Boys choosing BTEC Engineering cannot also choose Resistant Materials.

• Resistant Materials, Food Technology, Graphic Products and Engineering have strict limits on numbers because of their workshop accommodation. If too many choose any one of these subjects the available places will be offered to those who show the greatest aptitude for the subject, based on their performance in that subject during Key Stage 3 and the professional judgment of the subject staff.

• Any of the option subjects will be withdrawn if too few pupils choose it.

• Please return the green form to your son’s form tutor by Thursday 21 May, 2015

A

B C D

Art

Drama Business Studies Art

Resistant Materials

Geography French Business Studies

Food Technology

Computer Science Geography Geology

Graphic Products

Music PE German

History

Work Wise - History

PE

- - -

BTEC Sport Level 2

- - -

Double GCSE in Engineering (Level 2) BTEC First Award Engineering (Level 1)

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Internet Resources Advice on choosing options and careers can be found at: www.careerscapeonline.co.uk and www.prospectseducationresources.co.uk and www.kudosonline.co.uk. [The school licence code is hintcare17; you then choose your own username and password.] Expectations of School, Parents and Pupils

Key Stage 4 is the important middle phase in the process of 11-18 education and the options process is an appropriate point to re-emphasise the important expectations which underpin your son's education at Richard Hale. Success at GCSE level is not achieved without serious and sustained commitment. Controlled assessments, practical assessments and end of course external examinations require increased effort and organisation.

The following points should be considered very carefully.

The school will: • Ensure that your son has every opportunity to achieve his full potential • Aim for high standards of class work, homework, marking and behaviour • Provide you with information on homework • Monitor your son’s progress and achievement through regular assessment • Explain his results in school reports, consultation evenings, and other times as necessary • Inform and involve you and him in Sixth Form / post-16 options

Parents will be expected to: • Ensure that their son attends school regularly, on time and properly equipped • Check and sign his Planner regularly • Make the school aware of any concerns or problems that might affect their son’s work • Support school policies and expectations • Encourage their son to discuss his school life and support him with homework and revision • Pay exam fees if their son does not complete required elements or attend the final exam

Students will be expected to: • Attend school regularly and on time • Be polite and helpful to others and make a special effort to help younger boys • Bring the necessary equipment to every lesson • Wear correct school uniform and be tidy in appearance • Aim to achieve their best in class work and keep up to date in homework • Keep a record of the homework and other assignments set by their teachers • Deliver all school information and letters to their parents • Participate in house teams and activities • Represent the school if selected for sports teams, music groups, and so on

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ENGLISH

The curriculum in English at Key Stage 4 fully embraces the National Curriculum. Students are set by ability into two broad bands, with six groups in Year 9 increasing to seven groups in Years 10 and 11. All students study language and literature throughout the three years. Two examination courses are taught: AQA English Language (8700) and AQA English Literature (8702). All students will be prepared and entered for both courses, except for those boys for whom the Literature workload would have a detrimental impact on their likely grade for Language. Both specifications are assessed entirely by final external examinations. AQA English Language (8700) All texts in the examination will be unseen. Paper 1: Explorations in Creative Reading and Writing [50% of GCSE / 1hr 45mins] • Section A: Reading: one literature fiction text – short and extended questions • Section B: Writing: descriptive or narrative writing – one extended writing question Paper 2: Writers' Viewpoints and Perspectives [50% of GCSE / 1hr 45mins] • Section A: Reading: two linked non-fiction texts - short and extended questions • Section B: Writing: writing to present a viewpoint - one extended writing question Non-examination Assessment: Spoken Language • Continuous assessment of presenting, responding to questions, use of Standard English • Separate endorsement (0% weighting of GCSE)

AQA English Literature (8702) Paper 1: Shakespeare and the 19th-century novel [40% / 1hr 45mins] Section A: Shakespeare: one question on a prepared play (eg Macbeth) Section B: The 19th-century novel (eg A Christmas Carol) Candidates write in detail on an extract from the text and then on the text as a whole.

Paper 2: Modern texts and poetry [60% / 2hrs 15mins] • Section A: Modern Prose or Drama

eg An Inspector Calls, The Curious Incident of the Dog in the Night-Time (drama) • Section B: The AQA Poetry Anthology • Section C: Unseen Poetry One essay from two required in Sect A, with comparison questions in Sects B / C.

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MATHEMATICS The Mathematics course taught during Key Stage 4 fully encompasses the National Curriculum and enables study at Higher and Foundation tiers. It also prepares students for the following options available in Key Stage 5: • AS and A2 Level Mathematics and/or Further Mathematics • Vocational courses: preparation involves the application of number attainment target • Improvement of GCSE grade

Activities include problem solving by use of ICT, building on the ICT skills developed in KS3. Students will also learn mental and pen-and-paper methods for solving a wide variety of problems. GCSE Mathematics

There are two tiers of entry for new GCSE. Grades possible from each entry tier are: Higher 9 - 4 and Foundation 5 - 1 Module and Terminal Examinations

All examinations test students’ ability in:

AO1 Recall and use knowledge of prescribed content

50%

AO2 Select and apply mathematical methods

25%

AO3 Interpret and analyse problems; generate strategies to solve them 25% In the past full marks could have been gained from writing down correct final answers and leaving out most of the working. The new regulations mean students MUST show all their working if they are to gain all the marks. Organisation

In Year 9, there are 6 sets for Maths, as in Year 8. In Year 10 we create a seventh ‘Express’ set of 20 students. These boys will sit GCSE at the end

of Year 10, and then follow the Additional Mathematics course in Y11.

For the rest of the year group, there are the regular 6 sets. They will follow a linear GCSE, where three exams (one non-calculator, two calculator) will be taken at the end of Year 11. There is no coursework element in GCSE Mathematics.

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SCIENCE The National Curriculum requires all pupils to take a balanced science qualification in Key Stage 4. At Richard Hale this is achieved by pupils taking either Triple Science (where they gain three GCSEs, one in each of Biology, Chemistry and Physics) or Double Science (where two GCSEs are achieved by combining the results from examinations in the three sciences).

During Years 9-10, all pupils study Units 1 and 2 in each of the science subjects. In Year 9 each subject is allocated three periods per timetable cycle, and this is increased to four in Years 10-11. At the end of Year 10, decisions are made about whether each pupil should take the Double or Triple Science courses.

Triple Science: GCSE Biology, GCSE Chemistry, GCSE Physics

Some pupils will be selected to study a further unit in each science during Year 11, Unit 3, and hence complete the Triple Science course. We believe this science curriculum offers the best possible preparation for sixth form courses in science or related subjects. The final GCSE in each subject is gained from the results of examinations in Year 11.

Double Science

Other students will continue on the Double Science course in Year 11 where students will be awarded two GCSEs. The students will not study Unit 3 and hence have more time to improve their knowledge of the previous units. The final GCSEs will be gained from the results of examinations in Year 11.

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MODERN FOREIGN LANGUAGES GCSE French & GCSE German

The study of a Modern Foreign Language opens up varied career opportunities in later life. Students in Years 9, 10 and 11 continue with their Year 8 option choice of French or German. Study of Modern Languages at GCSE develops the ability to understand and use the language for practical communication. Students are taught to use their language both imaginatively and creatively. They develop an understanding of the grammar of the language and also gain an insight into the culture and civilisation of the countries associated with French or German. There are opportunities for students in Years 9 and 10 to participate in visits to France or Germany. In every case, the course will be a natural progression from the work of Year 8. The emphasis of the GCSE is on the practical use of languages in all kinds of everyday situations. The skills of

listening and reading will all be practised regularly and are examined separately in GCSE at Foundation or Higher Level. This means that students will be able to attempt the combination of levels that best suits them in the two skills. Writing and speaking are examined in separate exams. Students may have access to the services of native speakers from the country whose language they study. These individuals would help them with the fluency of their spoken and written work and build up a cultural identity that

the students can associate with the target language country.

The syllabus emphasises the key skills of speaking and writing and breaks down the assessment areas in the following ways:

Reading 25% Listening 25% Speaking 25% Writing 25%

For some pupils the study of a modern foreign language at GCSE may not be appropriate. These students are identified by their prior attainment data and their parents are notified by letter during the options process. All other students must choose their Year 8 option choice Modern Foreign Language on the options form.

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RELIGIOUS EDUCATION AND CITIZENSHIP

Year 9 Religious Education

Religious education in Year 9 will cover a wide range of religions and topics, beginning with an introductory unit on Buddhism. Once we have covered Buddhism we will then begin to study ethical issues through the unit Religion and Life Issues. Students will have the opportunity to ask some of the big questions such as why an all-knowing, all-powerful and loving God would allow people to suffer from natural disasters and

moral evils such as the Holocaust. In term two we will host a one day conference focussing on the Holocaust during which we will have the opportunity to hear from a survivor and sixth form students who will have returned from a visit to Auschwitz-Birkenau. GCSE Religious Studies

In Years 9, 10 and 11, the GCSE course in Religious Studies provides students with the opportunity to think about and discuss religious, moral and ethical issues that relate to them as individuals in today’s society. As such it is an element of their education as young citizens in the 21st century. Over the two years of the course students will explore a range of important moral and ethical issues in which they test their and others’ ideas and values. This is assessed by two written papers, each of 45 minutes’ duration. There is no coursework element. Topics

covered range over Medical Ethics, Prejudice, Religion and the Environment, War Peace and Justice and other major topics. The focus is on comparing different religious and non-religious views.

In higher education as well as in the workplace, employers and others are looking for people with an enquiring mind, an ability to think for themselves and an understanding and appreciation of other people’s points of view. These are all skills developed within the RE course.

Students are not required to hold any particular religious conviction in order to study this course - just to have an inquiring mind and an openness to new ideas. CITIZENSHIP: SOCIAL, MORAL, CULTURAL AND SPIRITUAL EDUCATION

Students will also have the opportunity to study Citizenship through the religious education units. This will allow them to consider secular perspectives about the topics covered.

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PHYSICAL EDUCATION AND GAMES (non-examined) Each student has one lesson of Physical Education per week and one lesson of Games. A variety of games and sports is offered. These include ball skills opportunities through basketball, hockey, volleyball, badminton, rugby and football. Health related fitness and gymnastics are possible throughout the winter, and tennis, cricket, softball and athletics during the summer.

(Details of GCSE PE and BTEC PE can be found later in this booklet.) PERSONAL, SOCIAL, HEALTH EDUCATION (non-examined)

This continues to be taught throughout Years 9 to 11. Students will consider aspects of the following:

• Careers - including work shadowing • Study skills and exam preparation • Coping with conflict • Health - including sex education and drugs • Political and social issues including individual, family and community • Citizenship as part of PSHE, RE and enrichment days

Issues are addressed through active tutorial work with form tutors, assemblies and through events such as enrichment days and visits by outside speakers on topics as varied as cancer awareness, careers preparation and the Holocaust.

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Optional Subjects

Art, Business Studies, Computer Science, Design and Technology, Drama, Geography, Geology, History, Music, Physical Education, Workwise

ART This art course has enormous breadth and encompasses many ways of producing art in a great variety of forms. Students therefore have the opportunity to continue their development and achievements at KS3 with greater creativity and individuality. There is an emphasis on developing ideas through research, investigation and experimentation, and learning to select appropriate resources, materials, techniques and processes. The OCR GCSE Art and Design course in Fine Art encourages students to work in a range of media for example:

painting and drawing mixed media print making 3D construction clay digital photography/ photo shop

The examination has two components: • coursework (60%) for which one project has to be completed • the examination (40%) forms the second project. Links with artists’ works over a range of time is an essential feature. Successful completion of this GCSE allows students to continue to AS and A2 levels. Careers opportunities include:

Architecture Fine Art Interior Design / set design Graphics Exhibition design/shop window design Fashion & textiles Model making Film / photography / media Illustration / medical illustration / archaeological illustration Animation / video game design

In order to assist coursework, a trip is organised to a major London gallery or museum which pupils are expected to attend. GCSE pupils also have the opportunity to take part in the four day senior Art trip to a major European centre in the Autumn Term.

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BUSINESS STUDIES Business Studies is about the real world of business from the viewpoint of its stakeholders. There is a tremendous amount to be discovered about business through everyday life: in the street, at home, in shops and restaurants, on television, in newspapers and online. Students will be more successful the more interested they are and much will depend on a lively sense of enquiry. Students of Business Studies will be expected to keep asking questions and make a determined effort to find out the answers. AQA Business GCSE The course is divided into three parts.

In Year 9 the students are given real business challenges. For example, making presentations on Social Enterprises, investing in ‘virtual shares’ and creating a Business Plan for a business. Furthermore, the students will be given the opportunity to enrol onto the Young Enterprise scheme. The scheme requires students to create their own business, register it as an LTD at Companies House and enter a competition against other UK schools. In Year 10, the students focus on Unit 1: ‘Setting up a Business’. The unit explores new businesses and entrepreneurial skills. The students will meet a franchisee during this year and will prepare for an internal exam that will be taken in the Spring Term of Year 10 (the external exam for this unit will take place at the end of Year 11 and is worth 40% of the overall GCSE). In Year 11 the students will study Unit 2 ‘Growing as a Business’, which will be examined at the end of that year and is worth 35% of the overall marks. In addition, in Year 11 the students will do a controlled assessment (unit 3) on a business of their choice – worth 25% of the overall marks. This will be marked by the centre and moderated externally.

As well as gaining knowledge and understanding, students will practise business techniques which will develop verbal, numerical and graphical skills in order to help them solve problems and make decisions. The uses and effects of ICT within business situations will be examined, in particular, the use of the internet, databases, spreadsheets and word processing. There is an obvious vocational element to this subject by

encouraging students to think and act as participants in the world of business. Students will also be encouraged to ask searching questions about social responsibility, the environment and ethics.

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COMPUTER SCIENCE Students develop in-depth understanding of how computer technology works, how to program computers, and how to apply ICT to different types of problems and scenarios.

AQA GCSE in Computer Science (Specification 4512)

Students learn

• Hardware – how different components work and operate together

• Software – how software is developed, tested and used

• Representation of data by a computer – how computers sort, search, interpret and handle data

• Databases – how different types of databases work and are interrogated

• Communications and networking

• Programming - how programming languages operate and the stages involved in creating programs

• Technology in society – evaluate how technology is used in society Assessment

• Component 1 - Programming project: o two programming projects o controlled assessment - 50 hours allowed

• Component 2 - Computing fundamentals: o exam – 1.5 hours – 40% of overall grade

What can you do after you complete this programme? This course is perfect for students wishing to study A Level Computing or ICT. Many universities now prefer GCSE Computer Science to ICT as an entry requirement.

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DESIGN AND TECHNOLOGY The following separate courses are offered by Design and Technology: Engineering ** Food Technology ** Graphic Products ** Resistant Materials Students who choose any of these courses must be prepared for a high degree of problem-solving and application of maths and science. They also need to be organised with equipment, self-motivated and willing to put in extra time.

Engineering For many years now Richard Hale School has been synonymous with Engineering. It has been established in the school curriculum at KS3, KS4 and

KS 5. It has been highly successful with large numbers of students achieving very high grades. Previously, for example, we have won the National Land Rover 4x4 challenge, and one of our Level 3 female students gained an apprenticeship with the Red Bull F1 team. We offer two levels of courses for KS4. The Double GCSE is aimed at students expected to gain GCSE grades A*-C; the BTEC is aimed at students expected to gain GCSE grades D-G. In addition to the main qualification both groups will also undertake an appropriate Institute of Motor Industry (IMI) award in our own automotive workshop. Both these main qualifications are intended as introductions to Engineering to enable students to develop skills and understanding in this field as part of a progressive career path leading to further technical and academic engineering qualifications, either in our sixth form or elsewhere. Both courses will require dedication and self-motivation from the students to make the most of the exciting and stimulating projects that we set them.

Double GCSE Engineering (AQA 4850) – for students in the grade range A*-C

Unit Number Content Unit 1 20% A one hour exam. It consists of two sections: a Product Study section and a

section on Manufacturing and Materials Unit 2 30% A controlled assessment piece consisting of a portfolio and production of a

manufactured project with mechanical, pneumatic or electronic aspects Unit 3 20% Another one hour exam. It consists of questions based upon the

application of technologies and a section on manufacturing systems Unit 4 30% Another controlled assessment to develop and manufacture an engineered

product

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BTEC First Award (Edexcel 600/4788/4) – for students in the grade range D-G

Students will cover the core units and a range from the optional units. Choices will be based upon the group and the specialist knowledge and equipment available. The core units are: • Unit 1 The Engineered World • Unit 2 Investigating an Engineered Product Examples of optional units: • Health and Safety in Engineering • Engineering Maintenance • Engineering Materials • Computer-aided Engineering • Machining Techniques • Electronic Circuit Design and Construction • Work experience • Carrying out a vocationally-related project NB The BTEC First Award is for selected pupils; they and their parents have been notified already.

GCSE Food Technology Through a study of food related to industrial, commercial and home situations, students will build upon their Food knowledge from years 7/8 and develop

numerous quality products as well as relevant detailed written work. Full participation in regular practical work is required so students will need to bring ingredients from home. During the course, pupils will: • Focus on the design and making of new food products – from the initial research to the

marketing of the finished product • Develop an understanding of the relationship between diet and health • Develop an awareness of the eating patterns and dietary needs of different groups • Develop an understanding of the implications of changing technologies in industrial,

commercial and home situations

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• Build upon their knowledge and skills relevant to food to understand the requirement of effective management of resources

• Develop use of CAD (computer aided design) and CAM (computer aided manufacture) in the production of food products

• Ensure through testing, modification and evaluation, that the quality of their products is suitable for intended users

• Select and use tools/equipment safely to produce quality products The course will be assessed as follows: • 40% Written paper (with pre-released material issued in Year 11) • 60% Design and making (on a theme chosen from a range of set tasks) • There is one tier of assessment covering grades A* to G

GCSE Graphic Products As in all Design and Technology courses students learn how to: • identify problems • propose design solutions through generation and development • manufacture a product to their own specification

To achieve this they will study: • drawing techniques such as: perspective, technical drawing ie orthographic, exploded

diagrams and developments. • how to research, analyse and compare existing graphical products • several design projects to familiarise themselves with how to plan out GCSE coursework in

advertising, product design and packaging • the use of ICT applications such as, Photoshop, Solid works , 2D Design and CAM using

machines like the Laser cutter, Vinyl cutter • modelling with a variety of materials such as paper, card, plastic, foamboard and balsa

wood • industrial processes such as lithography, flexography, screen-printing, die-cutting, blow

moulding and injection moulding Assessment of the course: • external examination: 40% of total marks • coursework: 60% of total marks awarded for one main project

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GCSE Resistant Materials This course develops the work students have undertaken in the workshop environment at KS3 but with greater depth and breadth of study and experiences. There is an emphasis on developing ideas through research,

designing solutions, modelling and problem solving. Students will select appropriate resources and materials and learn how to: • Cut, shape, form, cast, join, clean and finish a wide range of resistant materials (wood,

metal and plastics) • Operate equipment such as the lathe, pillar drill, disc sander and milling machine • Use industrial processes such as the vacuum former, 3D Printer, laser cutter, router and

bagpress to make a range of quality products • Generate designs using the ICT applications Solidworks and 2D Design Assessment of the course:

• 40% External examination: Written paper with pre-released material issued in Year 11

• 60% Design and Make coursework project This subject can lead to higher qualifications at both A Level and degree level. Students who may wish to follow a career in this area should take it, or it may be taken as a means of developing designing and practical skills.

*****

Please note: Resistant Materials, Food Technology, Graphic Products and Engineering have strict limits on numbers because of their accommodation and consequent health and safety considerations. If too many boys choose any one of these subjects they will be asked to reconsider. Ultimately it may be necessary to draw lots. On the other hand, if too few boys choose a subject it will be withdrawn.

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DRAMA

Drama in action The GCSE Drama course builds on the skills and concepts that students have developed during Key Stage 3. Although the main focus of the course is performance, there are opportunities for

students to study other areas of theatre as part of their coursework, such as lighting, sound, costume, set design etc. All students taking the course are expected to have an active interest in drama; ideally they should be involved in extra-curricular drama, in school and out, and/or they should regularly visit the theatre. Opportunities to participate in the school productions and to attend live theatre events are built into the

course. This must be borne in mind if choosing this course. The important factor is a student’s exposure to and experience of drama in action. Method of assessment for GCSE:

• two pieces of coursework • one terminal examination • there is only one tier of entry Coursework accounts for 60% of the final grade. Students choose two from the following options, only one of which may be a technical design skill:

Devised Thematic Work, Acting, Theatre in Education presentation, Improvisation, Dance/Drama, Set, Costume, Properties, Lighting, Sound, Stage Management.

Each option is assessed 100% practically.

Written Examination accounts for 40% of the final grade. It comes in the form of a ninety minute paper divided into three sections:

Section A: discussion of practical work undertaken during the course

Section B: Set plays, which might be: The Crucible - Miller, and Billy Liar - Waterhouse and Hall

Section C: Response to live productions seen during the course

Students must answer one question from Section A and one from either Section B or Section C. Each question is worth 40 marks each.

How will it help me? Drama is not just about acting. The skills developed throughout the course are transferable to any job or course; students will build confidence, learn collaborative group skills, and exercise their creative talents. The course also provides excellent support for the English GCSE, both in Speaking and Listening, and in response to Drama texts.

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GEOGRAPHY The world in which we live is likely to change more in the next 50 years than it has ever done before. Geography explains why, and helps to prepare you for those changes. Geography tackles the big issues such as environmental responsibility, our global interdependence, cultural understanding and tolerance, commerce, trade and industry. Geography is about the future.

The course, which builds on work done in Year 8, consists of the traditional elements of Geography combined with new ideas and approaches which allow students of the 21st century to understand the ever-changing relationship between people and the environment in which they live. Geography has the best graduate employment rate in the country because it equips students with transferable skills and flexible thinking, qualities that employers look for.

The course studied is AQA Geography Specification A. The assessment is based on three elements completed during the course: Unit 1: Physical Geography - 1 hour 30 minute exam - 37.5% of the GCSE

• The Restless Earth • Rocks, Resources and Scenery • Water on the Land • Ice on the Land • The Coastal Zone

Unit 2: Human Geography - 1 hour 30 minute exam - 37.5% of the GCSE

• Population Change • Changing Urban Environments • The Development Gap • Globalisation • Tourism

Unit 3: Fieldwork Investigation - 25% of the full GCSE Based on a two night residential fieldtrip to the Dorset coast in July of Year 10

• Controlled Assessment - marked out of 60 • Maximum word guidance of 2000 • 6 hours to write up under direct supervision

[Local Fieldwork Investigation is 50% of the short GCSE]

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GEOLOGY Geology contributes significantly to our understanding and appreciation of the Earth. At GCSE level students examine the form and structure of the Earth and the development of life on Earth. They are introduced to the concept of the vastness of geological time which, together with the study of the rock record and fossils, leads to a deeper understanding of the origin of the planet and the significance of life on Earth. The Welsh Joint Education Committee (WJEC) specification is studied. Course content: • How the rocks were formed and subsequently deformed • How landscapes are formed by past and present processes and the

underlying geology • History of the Earth • Geological phenomena reported by the media • Investigational skills used by professional geoscientists.

Examination structure for WJEC GCSE course:

Theory Paper - 1½ hours - worth 75% of final marks

An on-screen non-tiered written paper consisting of compulsory structured data and stimulus response questions. Marked externally by WJEC.

Controlled internal assessment - worth 25% of final marks

Either - Option 1 Directed investigation of a virtual location presented as field notes and a written report. Marked by the teacher and moderated by WJEC.

Or - Option 2 Directed investigation of an actual location presented as field notes and a written report. Marked by the teacher and moderated by WJEC.

Geology is a practical subject and this course offers regular opportunities for students to conduct laboratory activities and field studies in order to further their understanding. Although there is no specific requirement for prior learning, the course builds upon the study of Science and Geography in Key Stages 1-3.

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HISTORY

‘Who controls the past, controls the future.’ (George Orwell)

History never stops growing – it is all around us and every single day we add to it. At GCSE we give you the chance to develop the skills that will not only gain you a highly valued GCSE but help you better understand the world in which we live. Did you know?

• History has consistently finished top in surveys of the qualification most desired by employers (excluding English, maths and science).

• There are more graduates of History directing companies than any other subject. • People studying history can be found in the secret service, the armed forces, creative

marketing, advertising and the media to name just a few! The course begins with an introduction to GCSE skills where we look at an exciting range of studies from the historical value of YouTube, to the terror of Jack the Ripper! Paper 1: International Relations – 2 hour exam – 45%

• Find out how a thousand years of Russian royal rule came crashing down on one cold, November night.

• Discover how two wartime allies become enemies and take the world to the brink of destruction in 1962.

• Understand why the most powerful army on earth failed to defeat a tiny nation. Paper 2: Britain between 1890 and 1918 – 1 hour 30 mins – 30%

• Find out how women won their right to vote. • Discover how life in Britain changed during World War One. • Understand why life improved for the poor in Britain.

Controlled Assessment: Germany 1918-1945 – 25 %

• Find out how Hitler was able to dominate Germany by 1933. • Discover how the Nazis kept control over the German people. • Understand why life changed for everyone under the Nazi regime.

This section of the course includes an unforgettable 3-day expedition to visit the Battlefields in Belgium and France. Consistently voted their favourite trip by departing Sixth Formers.

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LATIN The study of Latin at GCSE level will provide students with an opportunity to study the language and literature of ancient Rome, elements of the culture, language and social and political life of the Roman civilisation.

In order to begin the GCSE course students should have completed the RHS lower school Latin course which ends in year 9. The GCSE starts officially in year 10 but students start learning the language in Year 8.

GCSE Latin is taught in four twilight lessons per week, so students must commit themselves to the extra work and time required. Morning lessons run from 8.30 am until 9.10 am. Lunchtime lessons start at 1.45 pm and finish at 2.30 pm.

Areas of study include • Latin texts in their original language • The Roman Army, Social Life, the City of Rome, The Role of Women, the Roman Empire,

Roman Britain and Roman Religion are amongst the topics studied.

The Assessment 2 papers will be taken to gain a Level 2 Qualification (GCSE equivalent). The Level 2 grades range from D to A*. • Compulsory Latin Language paper (1hr 30 mins). 100 marks. 66% of the final mark. • Latin Civilisation OR an additional Language paper (1 hr). 50 marks. 33% of the final mark. The qualification gained is therefore either: • Level 2 in Latin Language OR • Level 2 in Latin Language and Civilisation Level 2 exams are taken in the June sessions in Year 10. Optional Level 2

There is then the option to continue the subject in Year 11 and study for a Level 2 in Latin Literature. Students who successfully complete this course will gain two Level 2 (GCSE equivalent) qualifications in Latin.

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MUSIC

Students do not need to have special experience to be successful and enjoy a GCSE Music course. This is a practical course that a student will enjoy if he likes playing, composing and listening to music.

As well as the examined elements described below, the course will also involve music IT through computer software and live recording. Students use these skills to produce their own compositions and record their own performances. For this boys will practise and develop skills and knowledge of music keyboards and stave notation.

• Marks for the final grade are awarded as follows:

Coursework: Performing 30%, Composing 30%, Examination: Timed Composition 20%, Listening (written) 20%

• Performing. Students are required to perform and record two pieces on their chosen instrument. There are definite advantages here for those who play an instrument already and we always recommend that a student consider taking instrumental lessons if he opts to take Music at GCSE. As a general guide Grades 2-3 approximate to GCSE grade B, though many students have achieved higher grades even though they have not taken instrument lessons before Year 9.

• Composing and Improvising. Students compose a variety of pieces during the course and select two for the final examination. One of these compositions must be a piece created for their own instrument and this will therefore encourage students to explore in detail the techniques and genres for which their instrument is suited. There is also a composition test where students have 45 minutes to create a piece on their chosen instrument or computer.

• Listening. Students will listen to and study a wide range of instrumental and vocal music including Club Dance, Jazz, American Folk, music from 1700 to the present day, and Film Music. Boys will use ideas from these pieces to help compose and perform their own music. This work will also help develop an appreciation of how music has changed over time and across the world. The listening examination is very similar in style to that taken in Year 8.

Because there is only one written examination this is a good course for a student who prefers practical assessment. However, this course is about making music – so a student must expect to practise at home regularly. It will broaden his knowledge and experience of different musical styles, build on practical performance and composition skills, and give him lots of opportunity to make music. Students can also expect to be involved in various enrichment activities such as concert trips and performance workshops. The course will complement and

extend performance work for boys currently playing in any sort of band, and provide a solid foundation for enjoyment of music as a recreation or for further study post-16.

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PHYSICAL EDUCATION Two separate pathways are offered in PE at Key Stage 4: [A] AQA GCSE Physical Education [B] BTEC First Certificate and Extended Certificate in Sport Boys will be guided to the qualification to which they are better suited during Year 9.

[A] AQA GCSE Physical Education Both practical and theoretical aspects are examined. All candidates are assessed by a centre-based assessment of practical activities and two external written papers.

The Active Participant (full course double award) is a controlled assessment worth 60% of the whole. Students can choose to participate as player/performer, leader/coach, choreographer or official. Eight assessments are made, based on at least two of the following groups/ways of thinking - at least two as a player/ participant, and at least one in a different role:

• Outwitting opponents (games) – football, rugby, basketball, tennis, softball, cricket, badminton, volleyball, hockey

• Accurate replication of actions, phrases and sequences – gymnastics • Exploring and communicating ideas – dance • Performing at maximum levels in relation to speed, height, distance, strength or accuracy –

athletics, swimming, golf • Identifying and solving problems to overcome challenges of an adventurous nature –

sailing, skiing, rowing, climbing , snowboarding, cycling • Exercising safely and effectively to improve health and well-being – SAQ, circuit training Knowledge and Understanding for the Active Participant (full course)

Two written papers are taken, worth 40 % of the whole on the following topics:

A Health, fitness and a healthy active lifestyle B Training and diet C Making informed decisions about a lifetime of healthy, suitable physical activities

The paper covers grades A*-G. Differentiation is achieved by allowing candidates to answer the questions according to their ability, with credit for the depth of understanding shown.

During the course students are required to demonstrate: • Physical performance, including an ability to interrelate planning, performing, and

evaluating whilst undertaking activity • Analysis and improvement of their own and others' performance • Knowledge and understanding of the factors affecting performance.

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[B] BTEC First Certificate and Extended Certificate in Sport The course is equivalent to two or three GCSE’s, depending of the number of units completed and submitted. How does it differ from GCSE PE? • Assessment is by coursework submitted throughout the course; there is no external

examination at the end • Candidates are not assessed practically throughout the course, but can submit practical

work to support their coursework, for example when analysing or officiating sports The Assessment • Coursework submissions make up most of the course; each coursework unit contributes to

the final grade (see list of units below) • An on-screen test makes up the remainder of the marks for the final grade, up to a

maximum of 25% depending on the number of units submitted Coursework units The number of units taken by a candidate will depend on his progress during the course Unit 1 Fitness for Sport and Exercise Unit 2 Practical Sports Performance Unit 3 The Mind and Sports Performance Unit 4 The Sports Performer in Action Unit 5 Training for Personal Fitness Unit 6 Leading Sports Activities Unit 7 Anatomy and Physiology for Sports Performance Unit 8 Promotion and Sponsorship in Sport Unit 9 Lifestyle and Well-being Unit 10 Injury and the Sports Performer Unit 11 Running a Sports Event Unit 12 The Sport and Active Leisure Industry Unit 13 Profiling Sports Performance Unit 14 Designing Exercise Programmes As well as preparing students for further study, the BTEC course is very suited to those who may wish to work in a sports or leisure industry. Students on the course get the chance to develop their sports leadership skills and have the opportunity to gain: • Sports Leaders Award Level 1. • First Aid certificate. • Coaching awards. NB Students who wish to follow the BTEC course MUST choose it in Option A.

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WORKWISE Work Wise (City and Guilds Employability Skills 5546) Please note that the Work Wise course is for selected pupils; they and their parents have been notified already. It is a personalised option for students focusing on employability skills and personal development. What does the course offer? • An engaging, flexible curriculum planned around the interests of the learners – • delivering a range of activities from vocational tasters through to practical construction

skills such as plastering, carpentry and bricklaying. • A nationally recognised qualification • Mentoring • Literacy development • Organised visits to Colleges • Personalised progression routes to FE, training or

sixth form • Enrichment and teambuilding activities Students will cover a wide-range of units. Choices will be based upon the group and the specialist knowledge and equipment available.

Example Units: • Searching for a Job • Career Management • Interview Skills • Healthy Living • Enterprise: Produce a product • Using tools and equipment

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KS4 Courses 2015-2018