The Downs School

Years 10 and 11

Options at Key Stage Four

Curriculum Guide

For courses beginning September 2016

Contents

Letter from the Headteacher

SECTION 1 What next?

From Key Stage 3 to 4

What will the curriculum look like in Year 10?

What do students need to do?

Information, Advice and Guidance - Careers

Important Dates and Deadlines

SECTION 2 Course Outlines - The Core Element

English Language 1

English Literature 2

Mathematics 3

Science 4

Core Physical Education }5

Core Religious Education

Course Outlines – The Pathway Elements

BTECs

BTEC Level 2 Award in Art and Design 6

BTEC Level 2 Award in Business 7

BTEC Level 2 Award in Creative Digital Media Production 8

BTEC Level 2 Certificate in Countryside and Environment 9

BTEC Level 2 First Award or First Certificate in Performing Arts “Dance” 10

BTEC Level 2 First Award or First Certificate in Performing Arts (“Acting” or “Production”) 11

BTEC Level 2 Award in Music 12

BTEC Level 2 Award in Health and Social Care 13

BTEC Level 2 Award in Information and Creative Technology 14

BTEC Level 2 Award in Sport 15

BTEC Level 2 Award in Travel & Tourism 16

Extended Project 17

GCSEs

GCSE Art and Design 18

GCSE Business Studies 19

GCSE Computer Science 20

GCSE Design Technology

Graphics 21

Resistant Materials 22

Textiles 23

GCSE Dance 24

GCSE Drama 25

GCSE Geography 26

GCSE History 27

GCSE Media Studies 28

GCSE Modern Languages 29

GCSE Music 30

GCSE Physical Education 31

GCSE Religious Studies (Philosophy and Ethics) 32

GCSE Statistics 33

Personalised Selection Copy of the Curriculum Options Form for Record Keeping (available on hard copy).

This form should be completed by students with the support of parents. The information on this form will then be transferred, by the student, to the actual form and handed in during the tutorial session 8.50 – 9.15am on Monday 8th February 2016.

THE DOWNS SCHOOL COMPTON, NEWBURY, BERKSHIRE RG20 6AD

Telephone:(01635) 270000 Email: contact@thedownsschool.org

Facsimile:(01635) 579084 Website: www.thedownsschool.org

Head: C R Prosser, BSc Deputy Head: C A Butler, BSc, MPhil

Deputy Head: J Preston, BA

January 2016

Dear Parents/Carers,

Options at Key Stage 4

For all students at The Downs School, the beginning of Year 10 marks an important point in their

school career. A key part of the 14 –19 phase of learning is the element of choice. At Key Stage 4 it

would not be possible for any student to study all the subjects on offer to GCSE level and therefore in

addition to a number of core subjects, a selection has to be made.

An increasing number of students stay at The Downs School for their sixth form education and

therefore it is important to note those subjects which may be studied to Advanced Level or can be

taken as a BTEC.

For many years the students at The Downs have achieved very highly which has meant that we have

been one of the top performing schools in West Berkshire. In all subjects, staff are committed to

maximising the potential of students and the careful selection of appropriate courses is an important

element in this.

This guide sets out our Key Stage 4 curriculum from September 2016. The aim is to maximise choice

whilst maintaining the quality of provision. We hope you find it informative and that you will have a

clear understanding of the process by which students begin to personalise their learning.

Yours sincerely,

C Prosser

Headteacher

Section 1

What Next?

During the first three years of secondary education (Key Stage Three) you will have followed a similar curriculum to all other students, which offered a broad range of educational experiences. In Year 10

there is an opportunity to select from a range of courses whilst still following a common core of subjects. Selection is the first step in the process whereby you have opportunity to begin to

personalise your programme of study as part of your 14 – 19 learning plan.

Universities, Colleges of Further Education, professional bodies, employers and training organisations are all looking for young people who have benefited from a broad, balanced education. They are

particularly interested in the essential qualities and skills that are valued in all aspects of life, as well as good examination grades. In some instances courses are only available to candidates who have

achieved grades / equivalent grades, A*- C (4-9) in a particular subject or group of subjects.

The Downs School is committed to giving all of you guidance and information regarding choices and we recognise that the support of parents is a key element in this process. In this way the school

strives to enable you to have a broad education thus continuing to ensure options remain open for future career paths.

The school week is divided into 25 one hour sessions. In addition to this, there is a 15 minute period each day for Personalised Tutoring/Mentoring, Assemblies and 1 to 1 or group work. A Personal Development Programme (Active Citizenship, Personal, Social, Health and Careers Education and

Elements of Enterprise) also occurs within the timetable.

There will also be occasions when the normal timetable is suspended and you will be involved in other personal development opportunities i.e. work related learning, “House” activities, Personal

Learning and Thinking and enterprise activities.

The 25 hours of the week are allocated in Year 10 as follows:

The CORE element

No of Hours Subject Comments

1 per fortnight Personal Development Programme (PDP)

1

Religious Education

2

Physical Education

4 English All of you will work towards GCSE English Language and GCSE English Literature (2GCSEs)

3 Mathematics

4

Science Either: 3 separate Sciences leading to 3 separately awarded GCSEs Or: GCSE Combined Science

For this choice you need to select Science in the option column A For this core element no separate selection is required

The PATHWAY Elements

(“Pathway 12” involves an option from the Applied Block, Block A and BTEC IT, English, Maths and Employment Skills and “Pathway 28” or 50” involves an option from the Applied Block and each of the

blocks A, B, C and D)

No of Hours Subject Comments

(Applied Block) 2

Applied BTECs or Extended Project or Statistics

Students will follow a BTEC course selecting from Art, Business, Sport, Creative Media, Dance, Music, Travel & Tourism, Performing Arts Acting / Production Alternatively a number of students will have the opportunity to select the Extended Project or Statistics.

No of Hours

Pathway 12, 28 or 50 Block A

Pathway 28 or 50 Block B

Pathway 28 or 50 Block C

Pathway 28 or 50 Block D

8 Four options one from each of the four blocks

GCSE Art GCSE Business BTEC Health & Social Care BTEC Country & Environment GCSE Drama GCSE Geography GCSE Separate Sciences

GCSE Business GCSE Geography GCSE Graphics GCSE Media GCSE Music GCSE RE GCSE Resistant Materials GCSE PE GCSE Spanish

GCSE Art GCSE Computing GCSE Dance GCSE French GCSE German GCSE History GCSE PE Maths Study Plus

GCSE Computing GCSE Drama GCSE Textiles GCSE French GCSE History GCSE Media GCSE RE English Study Plus

This completes the 25 hour programme

Languages The Downs School is committed to providing an international dimension to the curriculum and most of you will work towards at least one language at GCSE level, selection of another is also available within the option blocks.

Extra English and Mathematics Study Plus Specialised Study Plus – for students who may be borderline “D/C” (4/5) GCSE pass in either English and / or Maths and would like additional support to try to secure a “C” (5) pass.

Study Support A small group of you will be invited to follow a personalised programme of study in Year 10. You will be approached individually and parents will be invited to discuss the potential in this provision. Study Support English and Mathematics aims to build confidence in mathematics and English.

BTEC Courses A BTEC is a longstanding applied course which has been developed in response to the request from employers and universities to bridge the vocational void that GCSE and A-Level were not addressing. It enables students to develop an interest in a particular subject area and then to demonstrate the acquisition of essential skills predominantly through continuous assessment in their subject. A BTEC “Distinction” is the equivalent of an “A” (7/8) grade at GCSE, “Merit” is “B” (6/7) at GCSE and a “Pass” is a “C” (5) grade.

Getting choices right first time

At this point it is worth emphasising that once selections are made and final confirmation of your programme of study occurs then it becomes increasingly difficult to change chosen subjects. It is therefore very important that selections are made with the utmost care and commitment. Often, requests to change courses cannot be accommodated, especially if this is in the autumn term. Such requests are resisted due to the impact on the individual student, the group and the teacher

You should understand that this is the beginning of the 14 – 19 phase of learning and there will be an opportunity to continue studies in our Sixth Form following successful completion of Key Stage Four.

Talk and Listen

To help support informed decision-making, you should talk to the people who know you best: your personal tutor and your subject teachers. By seeking their opinions and recommendations about you and your work, you will have a better idea about courses which are suitable for your needs and abilities. Discuss your thoughts with your family / carer. Remember we will endeavour to meet all your first choices but cannot guarantee this. We, therefore, ask you to indicate reserve subjects. All courses will operate provided that the requirements of minimum numbers, group size and availability of teaching staff are met.

Read this guide carefully and ask yourself the following:

“How well am I doing in each subject?” Your school reports will help you here but if you are not sure, ask your teacher to discuss your work with you.

“Why do I like certain subjects more than others? Do I like them because I can be

with my friends or because I like a particular teacher, or is it because I enjoy the

subject and gain satisfaction and success from it?”

“Why am I considering a new subject? Does it sound more interesting than those I

have studied before? Does it sound easier than those I have studied before?” Make sure you know all about any new course and remember – all courses demand hard work and a positive attitude from everyone studying them.

“Will my choice of subjects help me with the career I have in mind? Will it allow me to

follow other careers if I change my ideas about the future? Will it prepare me for my

next phase of learning?”

“Have I taken advantage of all the opportunities to find out about the various courses?

Have I considered seriously the information and guidance I have been given?”

Information, Advice and Guidance

Many of you will not have any definite or specific ideas about career paths and there is no special reason why you should. If you are in this category you should make a choice of subjects which will not restrict you too much and enable you to have further choices in the future. Remember that certain subjects are important for certain careers. If you are interested in a specific job, find out what the minimum entry requirements are. If you need careers guidance please contact Mrs Allum in the Student Support Centre who can support you with your research. Use the computer programmes designed to guide you or consult the many books in the library. Do remember that in a changing world, personal, learning and thinking skills are important and highly valued along with appropriate qualifications. Careers information and advice software is available for use in school and at home. There is a full list of useful careers websites on the school website http://www.thedownsschool.org.uk/DSW10/events/careers/careers.php All students at the Downs School, and their parents, have access to the following on-line careers resources which we subscribe to. The links are available on TDS on-line; they can be found under student/careers/useful links.

E-clips. Password DowSch6NU

Job Explorer Database (JED). No password required to access at school (to access at home students must request access while on-line in school).

General careers publications and periodicals (Year 9+), Local college information and Higher Education information, including university prospectuses and guides, are all available in the School Library; please ask the librarians for assistance. For information and guidance on careers related matters, please contact Mr Bell, Mrs Allum or speak to The Librarians. Queries can be emailed to careers@thedownsschool.org. Further careers events and opportunities will be available to students during Key Stage 4.

THIS TERM

Remember!! January 2016

Individual academic mentoring with students.

Year 9 Subject Information Assemblies for students.

Tuesday, 19th January 2016 Year 9 Assembly to explain the curriculum option selection process.

Tuesday, 19th January 2016

Information Evening to explain the Curriculum in Year 10 and the choices available. Parents / Carers collect the Curriculum Guide for students. On-going student discussions.

Wednesday, 27th January 2016 Wednesday, 3rd February 2016

Year 9 Mentoring Day Parents Evening to discuss individual progress in subjects.

Monday, 8th February 2016

In tutorial session, completion and submission of actual curriculum option form (from the draft signed by parents/carers and contained in this booklet).

SUMMER TERM

April / May Individual contact with students and parents should

particular courses be unavailable.

By July The printout of final subject courses will be sent home for parents’ confirmation.

“Talk to your tutor

about the process and

discuss possible

options”

“Talk to Heads of Department

/ Faculty and subject teachers

about the courses available.

Ask them what is required, how

their subjects fit into the

curriculum, what career

opportunities the subject

offers and how they cater for

the different ranges of ability”

Section 2

Course Outlines

Details of individual web links, where applicable, to examination board websites can

be found on the school website under individual faculty subject pages or by going directly to the examination board websites.

1

CORE ELEMENTS

Subject: GCSE English Language

Board: Edexcel / Pearson

General statement about the subject English is a core subject within the National Curriculum. All students will follow the same programme of study as there is a single tier of entry across the award. Students will be examined at the end of two years.

Areas of study In preparation for the examination, you will study a wide variety of literary and real world relevant non-fiction texts of the sort that you will encounter in your life and the world of work. You will also create your own writing for audience and purpose in an appropriate and varied style. Presenting, listening to questions and responding and the use of standard English are assessed for the spoken language endorsement.

Skills developed You will develop skills in planning, analysis, reading and writing along with oral communications that can be transferred to other subjects of study.

You will probably enjoy this course if you have an open mind and are curious about how we use English language and how it works. A variety of teaching and learning strategies are employed throughout the department. These include: discussion (both student and teacher led), modelling, group work, paired work, research, oral presentations and independent work. In addition to this skills of extended, creative and transactional writing will be developed.

What students say “Being able to communicate is essential to whatever we choose to do.”

Assessment details Unit 1 – Fiction and Imaginative writing. Section A – Reading unseen 19th Century fiction texts. Section B – writing task. Unit 2 – Non-fiction and Transactional Writing. Section A Reading questions in 2 linked, unseen non-fiction extracts. Section B – Writing task Speaking and listening – Assesses skills in presenting, responding to questions and feedback and use of standard English.

Progression to Post 16 Studies / training / careers Essential set of skills and experience for all routes of post 16 study and employment.

2

Subject: GCSE English Literature Board: Edexcel / Pearson

General Statement about the Subject English Literature links to English Language which is a core subject within the National Curriculum. All students will follow the same programme of study as there is a single tier of entry across the award. Students will be examined at the end of two years.

Areas of Study The GCSE English Literature course provides you with the opportunity to study and compare a range of texts. You will study examples of modern British prose and poetry texts and British literary heritage drama, prose and poetry texts.

Skills Developed You will develop skills in higher level comparison and analysis as well as reading, planning, writing and the confidence to express your depth of understanding You will also gain an appreciation of genre and the influence of social, historical and authorial context on writing.

You will probably enjoy this course if you have an open mind and are curious about how we use English literature for pleasure and literary study. We also look at how it represents and has shaped our life experiences over time. A variety of teaching and learning strategies are employed throughout the department. These include: discussion (both student and teacher led), modelling, group work, paired work, research, oral presentations and independent work. In addition to this skills formal extended and analytical written response. Many students take the opportunity to develop their own reading repertoire.

What students say The range of texts we study help us appreciate other people’s points of view and develop our own ideas.

Assessment Details Unit 1 – Shakespeare and Post 1914 Literature. Section A – one question split into two parts (extract then text based). Section B – one essay question on the studied text, with an extract. 50% of final grade. Unit 2 – 19th Century Novel and Poetry since 1789. Section A – one question split into two parts (extract and then text based) Section B – one comparative question on anthology poems and one unseen question.

Progression to Post 16 Studies / training / careers English Literature A Level.

3

Subject: GCSE Mathematics Syllabus No: AQA 8300 Linear

General Statement about the Subject Mathematics is a core subject within the National Curriculum. It is examined at two different tiers, Higher and Foundation. Maths is for everyone. It is diverse, engaging and essential in equipping you with the right skills to reach your future destination, whatever that may be.

Areas of Study

You will study a variety of topics across 6 broad areas:

1 Number 2 Algebra 3 Ratio, proportion and rates of change 4 Geometry and measures 5 Probability

6 Statistics. Problem solving, reasoning and communicating logical solutions will also be a focus throughout

every topic.

Skills Developed You will develop your numeracy skills and your ability to use mathematics as a means of communication through clear expression as well as symbolic and graphical representation. You will be able to interpret data, to reason logically and to generalise, test and prove hypotheses. Applying Mathematics in real life situations and working out the best possible solution is part of the “functional” element of the course.

You will probably enjoy this course if

You like solving problems. You will be expected to apply mathematics to practical tasks and real life problems as well as in the investigation of mathematics itself.

What students say “Challenging, interesting and essential.” “I love it.” (11R)

Assessment Details There is no coursework for Mathematics. Assessment is through three equally weighted written papers: one third from a non-calculator paper and two thirds from two calculator papers. A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.

Progression to Post 16 Studies / training / careers Good qualifications in maths are what employers demand before all others. In maths you learn, quite simply, some of the most important vocational skills a young person can have. Maths also leads to further study in a wide range of subjects, from Maths and Further Maths at A-level, or other related subjects such as Physics, Chemistry, Biology, Electronics, Psychology, Geography, Economics, Engineering, Computer Science and Environmental Studies or Applied Science.

4

Subject: GCSE Science

Syllabus No: Combined Science tbc Single Biology tbc Single Chemistry tbc Single Physics tbc Board: tbc

General Statement about the Subject Science is a core subject within the National Curriculum and all of you will study a Science course. Throughout the course, practical skills are assessed in addition to your knowledge of biological, chemical and physical aspects of science. Please note that whether single science or the combined route is chosen, all three Sciences will be studied.

Areas of Study GCSE science has been updated and strengthened to include new and cutting-edge content including the human genome, life cycle analysis and space physics. The GCSE also includes a requirement to gain core knowledge about scientific processes, for example formulae in physics or the periodic table in chemistry. Evidence from a range of sources suggests that the current GCSE does not support the learning of essential mathematics required for science at this level and post-16. The GCSE is now clear about where mathematical skills are required across the three science disciplines, and raises the challenge up to that of the mathematics GCSE. The single (‘core’) science GCSE has been removed in response to concern that it does not adequately cover the core essential knowledge in biology, chemistry and physics. Science is an important facilitating subject that is compulsory to age 16. It is believed that the combined science will provide sufficient knowledge to equip young people to understand the uses and implications of science, today and for the future.

Skills Developed In science, an increased emphasis on practical skills. There will be a minimum of twelve practical activities, and the opportunity to use and develop key techniques and apparatus, to ensure students have the necessary practical scientific skills and experiences. These will include a broader set of skills – for example, making and recording observations, and applying investigative approaches and methods to practical work.

You will probably enjoy this course if All options are practically-based and you will learn through experiment. In addition there will be numerous opportunities for you to appreciate the everyday applications of the issues which you will be studying. The use of ICT will be integral to the delivery of this course at all levels.

What students say “Science is the tool I use to understand the world around me” “What I love about science is that you never run out of options for what to do”. “I love that science is like a never-ending puzzle that you can continue to solve and it gets more exciting over time”. “My favorite part about science is learning or discovering things that people have never known before”. “I love science because it allowed me to answer my questions that I see in nature in a rational and logical fashion”. “The hardest part of science is coming up with the answers”.

Assessment Details The minimum exam time for each GCSE Biology, Chemistry and Physics will be 3 hours 30 minutes. There will be two papers: each paper will assess knowledge and understanding from different topics. Both foundation and higher tier are available. The papers are equally weighted. Each is worth 50% of the grade and has 100 marks available. The minimum exam time for Combined Science will be 7 hours. There will be six papers: two biology, two chemistry and two physics. Each will assess different topics. All the papers are 1 hour 15 minutes. The papers are equally weighted. Each is worth 16.7% of the grade and has 70 marks. Higher or foundation tier can be taken but students must complete all assessments in the same tier and they are all taken in the same year.

Progression to Post 16 Studies / training / careers The GCSE pathways provide for a wide range of routes of progression in post-16 learning and achievement in colleges of further education and on to university. Students can go onto to study pure and applied sciences such as Biology, Chemistry, Physics, Applied Science, Psychology, Health and Social care etc. at A Level. If students do not wish to pursue further study in science, their GCSEs will prove that they can be successful in an academic subject which will support entry onto almost any college course.

Subject: Physical Education

General Statement about the Subject including topics studied This course provides an opportunity for you follow activities from a varied programme. You are encouraged to develop your knowledge and understanding of sport by making the most of opportunities from: Athletics, Dance, Games, Swimming and Trampolining and Health Related Fitness aspects of PE and Sport.

Skills Developed and approaches to the subject The following aspects are covered within each activity: a) Basic to advanced techniques b) Tactics and strategies c) Officiating procedures (including knowledge of rules) d) Role of the coach in improving performances.

What students say “One of my favourite subjects”; “I’m a lot fitter than I used to be because of PE”; I’ve tried a few sports at extra-curricular clubs and really enjoy what I’ve chosen”; “I enjoy taking a leadership/coaching role and like to plan for helping other students to improve”; “I think I would like to do more refereeing”; “I love the competitive side of PE lessons”

Subject: Religious Education (Philosophy and Ethics)

General Statement about the Subject including topics studied In Core RE you will study topics such as euthanasia, marriage and capital punishment. This course aims to develop knowledge and understanding of the Christian religion whilst exploring and reflecting upon questions about the meaning and purpose of life. You will consider a range of religious, philosophical and ethical responses to contemporary moral issues as you come to your own conclusions about these questions.

Skills Developed and approaches to the subject You will be given the chance to consider and develop your own viewpoints and develop an appreciation for the beliefs of others. You are given the opportunity to develop your skills of investigation, analysis and evaluation. In addition you will be expected to bring a reflective and empathetic approach to the issues.

5

6

THE PATHWAY ELEMENTS

Subject: BTEC First Award in Art and Design Board: Edexcel / Pearson

General Statement about the Subject The BTEC Award in Art and Design is a practical, work related course. You learn by completing assignments that are based on realistic workplace situations, activities and demands. Opportunities to visit exhibitions, galleries and art and craft studios, have professional speakers and workshops in school and may get the chance to do an Art and Design work placement. You will learn about various Art and Design organisations and will research and explore different aspects of art, craft and design from contemporary, historical and cultural sources. Research is then used to inspire your own creative work. You may also cover areas such as 2D or 3D Visual Communication. You will receive feedback on your progress throughout the course as you complete assignments. Evidence for your performance may come from assignments, creative work, displays, case studies, workplace assessment, oral presentations, discussions, interviews, recordings and videos. The course is the equivalent of 1 GCSE grades A* – C.

Areas of Study Core Units: 1.Introduction to specialist Pathways in Art & Design 2. Creative Project in Art & Design Core Units Supporting units: 1. Communicating ideas in 2D 2. Investigating contextual References in Art & Design

Skills Developed As well as learning about the art and design, and employment in art and design organisations, you will take part in a range of workshops developing your skills in research, production and presentation. You will begin to develop the skills you need to start a career in art and design. This course develops your understanding of the world of the art and design from a practical, work related angle. You will visit a range of art and design organisations and analyse the techniques they use. The BTEC improves your overall organisation, teamwork, independence, self-motivation, presentation and confidence.

You will probably enjoy this course if You like working to a brief and a scenario linked to real life. Employers value employees who are able to communicate effectively both verbally and using electronic communication methods. You will get many opportunities to develop your skills in these areas. You will need to have a healthy and active interest in art and design. You will be expected to work in groups and individually doing a wide variety of different activities. You will attend workshops with outside professionals and visits to art and design practitioners and organisations. You may have a work placement where you can gather evidence towards your qualification.

What students say “Art is a commitment but we enjoy the subject!” “It helps to develop skills in managing work load.” “I enjoy it against my other subjects.” ”I like the independence of the subject.”“We enjoy experimenting with different materials and techniques.” “Staff are supportive and help to keep you on track!”

Assessment Details All course units are assessed and graded, and an overall grade (at the end of two years) for the qualification is awarded. The units are predominantly coursework with approximately 20% external assessment. Written projects and evaluations are set in each unit throughout the two years. The grades awarded are: Pass = Equivalent to a “C” grade at GCSE Merit =Equivalent to a “B” grade at GCSE Distinction = Equivalent to an “A” grade at GCSE or Distinction + = Equivalent to an “A*” grade at GCSE

Progression to Post 16 Studies / training / careers From this course you can progress to AS/A levels, a BTEC Level 3 qualification or into employment in the many different organisations working in the area of art and design such as design groups, fashion houses, multimedia companies, newspapers and magazines, design firms, newspapers and magazines, advertising agencies, theatres. Students that continue to study Art at the Downs sit the A-level Art, Craft and Design with AQA. We have a number of students that continue onto a Foundation course as a stepping stone to an Art degree.

7

Subject: BTEC Level 2 Award in Business Board: Edexcel / Pearson

General Statement about the Subject The BTEC Award in Business has been designed to provide an engaging and stimulating introduction to the world of business. It encourages personal development of knowledge and skills relevant to the business world through a range of business activities. Professional speakers are used to support teacher input and your own research. From this course you can progress to AS/A levels, a BTEC Level 3 qualification or into employment in the many different areas of business.

Areas of Study Enterprise in the Business World What is a business and what does it do? This unit introduces you to the language and terminology used in business. It explores what businesses do, trends that affect them, how they operate and the factors that influence success. Finance for Business In this unit, you will explore the types of costs that businesses incur and the ways in which the business generates revenue, so that you can develop your understanding of profit. You will also, learn how to calculate the breakeven point and explore cash flow, budgets and key financial statements. *Promoting a brand In this unit, you will find out what it takes to build a brand and what a business has to consider when planning brand development. You will consider the important role of promotion. Finally, you will develop and promote a brand for a business idea. *Recruitment, Selection and Employment You will be introduced to the variety of job roles that exist within business in this unit. You will also consider how to prepare for interview and employment and the necessary steps for career planning by producing your own career development plan.

*Please note that these units are subject to change.

Skills Developed As well as learning about the world of business, the BTEC Award in Business will allow you to develop your people, communication, planning and team-working skills. The assignments will allow you to build on your research and presentation skills. You will also be encouraged to take responsibility for your own learning.

You will probably enjoy this course if You will be encouraged to research the work of businesses in order to use real business examples wherever possible. A range of teaching approaches will be offered, including the use of external speakers.

What students say “There is a huge volume of coursework, you have to be very organised to keep on top of the deadlines”. “BTEC Business is a challenging course because you have to be able to analyse financial data and analyse what is going on in a case study”.

Assessment Details The Award has 25% that is externally assessed. This is the unit on Finance for Business which is assessed through an onscreen test containing a mixture of numerical and written questions. The remaining three units account for 75% of the overall mark. These are assessed internally through written coursework. An overall grade of Pass, Merit, Distinction or Distinction* is then awarded.

Progression to Post 16 Studies / training / careers BTEC Business Level 2 prepares students appropriately for Level 3 General Applied Business Certificate within the Sixth Form Curriculum.

Subject: BTEC Level 2 Award in Creative Digital Media Production Board: Edexcel / Pearson

General Statement about the Subject The BTEC Award in Creative Digital Media Production is a practical, work related course. You learn by completing assignments that are based on realistic workplace situations, activities and demands. You will visit media organisations, have professional speakers and workshops in school and may get the chance to do a media work placement. You will learn about various media organisations and their purpose. You will cover areas such as video production, audio production, photography techniques, advertising production, writing for the creative media and factual production. You will receive feedback on your progress throughout the course as you complete assignments. Evidence for your performance may come from assignments, case studies, workplace assessment, role plays, oral presentations, discussions, interviews, recordings, videos, posters and displays. The course is the equivalent of 1 GCSE grades A* – C.

Areas of Study The BTEC is divided up in to four units, all worth equal amounts. Unit 1: Digital Media Sectors and Audiences (EXAM) In this unit, you will explore the digital media industry and all five key sectors that fall under it: You will also explore the different types of audiences and how audiences can engage with each sector. Unit 2: Planning and Pitching a Digital Media Product: creating planning for a new film or TV show from the ideas stage through to planning and production. Unit 3: Digital Moving Image Production: filming, editing and evaluating your film or TV show. Unit 4: Digital Publishing Production: planning, producing and evaluating a new digital publishing project.

Skills Developed As well as learning about the world of creative media and employment in media organisations, you will take part in a range of workshops developing your skills in research, recording, editing and production. You will begin to develop the skills you need to start a career in creative media. This course develops your understanding of the world of media from a practical, work related angle. You will visit a range of media organisations and analyse the production techniques they use. The BTEC improves your overall organisation, teamwork, independence, self-motivation, presentation, public speaking skills and confidence.

You will probably enjoy this course if You enjoy working in a team towards the same goal. You enjoy project work You Like to talk about and discuss real media texts. You are interested in how the industry works

What students say “I’ve really enjoyed the amount of independent work we’ve done, and it’s cool to work as if we’re a proper company”. “I loved that we got to make our own film, and do all the scripting and everything towards it” “It’s made me really motivated to do the A Level”

Assessment Details All 3 course units are assessed and graded, and an overall grade (at the end of two years) for the qualification is awarded. The units are predominantly coursework with approximately 20% external assessment. Written projects and evaluations are set in each unit throughout the two years. The grades awarded are: Pass = Equivalent to a “C” grade at GCSE. Merit =Equivalent to a “B” grade at GCSE Distinction = Equivalent to an “A” grade at GCSE or Distinction + = Equivalent to an “A*” grade at GCSE.

Progression to Post 16 Studies / training / careers A Merit at BTEC will allow you to take the A Level course, which builds and develops the skills you have acquired and it can lead into employment in the many different areas of creative digital media. Destinations of Media students in recent years include journalism, event management, film and TV production, graphic design, photography and digital media.

8

Subject: BTEC Level 2 Certificate in Countryside and Environment Please note that it is possible that the assessment details for this may change

Board: Edexcel / Pearson

General Statement about the Subject The BTEC Certificate in Countryside and Environment is a practical, work related course. You learn by completing assignments that are based on realistic workplace situations, activities and demands. You will visit countryside organisations, have professional speakers and workshops in school. You will learn about these organisations and their purpose. You will cover areas such as animal and plant husbandry, environmental studies, how to complete countryside maintenance tasks and ecological surveys and techniques. You will receive feedback on your progress throughout the course as you complete assignments. Evidence for your performance may come from assignments, case studies, workplace assessment, oral presentations, discussions, interviews, recordings, videos, posters and displays. Students study for the certificate (the equivalent of GCSE grades A* – C) or the extended certificate course (the equivalent of 2 GCSE grades A* – C).

Areas of Study 2 or 3 units: Introduction to Animal and Plant Husbandry, Introduction to Environmental Studies, Introduction to estate management, Conservation and Improvement of British Habitats, Undertaking Ecological Surveys and Techniques, Introduction to Game Management – this would be completed as an extra unit out of lesson time.

Skills Developed As well as learning about the countryside and environment, and employment in countryside organisations, you will take part in a range of workshops developing your skills in research, recording and monitoring. You will begin to develop the skills you need to start a career in countryside and environmental management. This course develops your understanding of the world of the countryside and environment from a practical, work related angle. The BTEC improves your overall organisation, teamwork, independence, self motivation, presentation, public speaking skills and confidence.

You will probably enjoy this course if You enjoy working outdoors on practical tasks, learning new skills and presenting your work in various ways. You have a healthy and active interest in the countryside and environment. You enjoy working in groups and individually doing a wide variety of different activities. You can apply your new practical knowledge and understanding in a written formats.

What students say “We enjoyed the range of practical experiences but after each trip there is a lot of write ups.” “We like working in groups and the topics covered.”

Assessment Details All course units are assessed and graded, and an overall grade (at the end of two years) for the qualification is awarded. The units are coursework. Written projects and evaluations are set in each unit throughout the two years. The grades awarded are: Pass = Equivalent to a “C” grade at GCSE. Merit =Equivalent to a “B” grade at GCSE Distinction = Equivalent to an “A” grade at GCSE or. Distinction + = Equivalent to an “A*” grade at GCSE.

Progression to Post 16 Studies / training / careers From this course you can progress to AS/A levels, a BTEC Level 3 qualification, an apprenticeship or into employment in the many different organisations working in the area of countryside and environmental management.

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Subject: BTEC Level 2 First Award in Performing Arts ‘Dance’

Board: Edexcel / Pearson

General Statement about the Subject A BTEC Award presents knowledge in a work related context. This means that assignments are set in a vocational manner and are easily transferable to the performing arts industry. You learn by completing projects and assignments that are based on realistic workplace situations, activities and demands. The course is the equivalent of 1 GCSE grades A* – C.

Areas of Study 2 Core Units Unit 1: Individual Showcase (individual response to an externally set task) Unit 2: Preparation, Performance and Production (working as part of a Dance Company) + 1 Specialist Unit Unit 4: Dance Skills (Technique classes in Contemporary, Street and Jazz Dance)

Skills Developed As well as learning about the world of Dance and employment in Performing Arts, you will take part in a range of workshops developing your skills as a dancer; Contemporary, Jazz and Street Dance are all styles that you will study. Workshops will also be provided by outside providers, to provide you with experience of local and national dance companies. The BTEC supports learners’ development of transferable interpersonal skills, including working with others, problem-solving, independent study, and personal, learning and thinking skills, organisation, team work. You will work in a very practical way with written tasks closely linked to the practical work. You will regularly review your progress, evaluating your strengths and weaknesses as well as research tasks to further your understanding of styles and professional works. You will develop your effectiveness as a ‘whole’ dancer – a holistic combination of performance, choreography, appreciation and evaluation.

You will probably enjoy this course if

You have a healthy and active interest in Dance.

You are willing to participate in extra-curricular or extended curricular performance activities inside or outside school. This would be of benefit, as would a good level of fitness, commitment and motivation.

You enjoy working as an individual, as well as in groups.

Attending rehearsals (organised by your teacher, yourself and/or your peers) as well as workshops with outside professionals and trips are opportunities you are interested in.

An understanding and willingness to perform rehearsed dances.

What students say “I have really enjoyed the different groupings. We have worked as a whole class, in smaller groups, in duets. We are now working on our own as we choreograph solos”. “I appreciate the chance to explore ideas in a practical way”. “We have had a lot of opportunities outside of lessons. By this I mean we have been to the Theatre, to a University for the day and have had the chance to learn from other dance teachers”. “Although my favourite style of dance is Street I have enjoyed learning Contemporary and Jazz dance. We have also learnt safe and effective contact work. Some of the choreography we have learned has had bits of yoga, Martial Arts and Tai Chi as well”.

Assessment Details All course units are assessed and graded, and an overall grade (at the end of two years) for the qualification is awarded. The units are predominantly coursework with approximately 20% external assessment. Written projects and evaluations are set in each unit throughout the two years. The grades awarded are: Pass = Equivalent to a “C” grade at GCSE. Merit =Equivalent to a “B” grade at GCSE. Distinction = Equivalent to an “A” grade at GCSE or Distinction* = Equivalent to an “A*” grade at GCSE.

Progression to Post 16 Studies / training / careers A clear progression to study dance at A-level, BTEC Level 3, higher education and beyond.GCSE Dance provides a clear bridge to the following careers; Performer, Teacher (in a variety of settings), choreographer, dance administrator, Notation, Dance Animateur/Community Dance Worker, Dance (Movement) Therapy, Dance Critic.

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Subject: BTEC Level 2 First Award in Performing Arts ‘Acting’ or ‘Production’

Board: Edexcel / Pearson

General Statement about the Subject A BTEC qualification is a practical, work related course. There are opportunities for some projects to be taken out into the community, in addition to the potential of work experience in the industry with professional workshops coming into school. You learn by completing projects and assignments that are based on realistic workplace situations, activities and demands. The course is the equivalent of 1 GCSE grades A* – C. From this course you can progress to AS/A levels, a BTEC Level 3 qualification or into employment in the many different areas of Performing Arts.

Areas of Study 2 Core Units: Individual Showcase (letter of application and performance/PPT) – Students own choice from four progression opportunities set by Edexcel Preparation, Performance and Production – Victorian Ghost Stories, Alice in Wonderland 1 Specialist Unit: Acting Skills or Production Skills Set Texts include ‘Chicago’ and ‘Teechers’

Skills Developed As well as learning about the employment area you have chosen, you begin to develop the skills you need to start a career in the performance industry. This course develops your understanding of the industry from a practical work related angle where you will have the chance to take part in day workshops with visiting companies such as Forte Theatre or Frantic Assembly. As well as preparing you for a career in performance, the BTEC enhances your overall skills in organisation, teamwork, independence and self-motivation helping to improve your presentation and public speaking skills through performances and presentations. Actors will take part in a range of units and will be assessed in the areas of ‘Devised’ and ‘Scripted’ performances. Those students choosing a production route will specialise in one of the following areas: set, lighting, sound, costume or make-up. All students work together – actors and production – to take a play from page to stage.

You will probably enjoy this course if You have an active interest in Acting, Art, or Design and Technology (RM, Textiles). You participate in extra-curricular or extended curricular performance activities inside or outside school. You can work independently or as part of a group. You enjoy watching live theatre.

What students say Students say they love the practical hands on aspects of the course and enjoy the ability to work on all aspects of a production not just acting. Our KS4 students tell us that Performing Arts is one of their favourite subjects and that the diversity of the approaches used helps them work well in their other subjects. They tell us that studying Acting or Production helps improve their confidence, team working abilities and presentation skills.

Assessment Details: All course units are assessed and graded, and an overall grade (at the end of two years) for the qualification is awarded. The units are predominantly coursework with approximately 20% external controlled assessment. Written projects and evaluations are set in each unit throughout the two years. The grades awarded are: Pass = Equivalent to a “C” grade at GCSE. Merit =Equivalent to a “B” grade at GCSE. Distinction = Equivalent to an “A” grade at GCSE or Distinction* = Equivalent to an “A*” grade at GCSE.

Progression to Post 16 Studies / training / careers The Performing Arts BTEC in Acting or Production is a perfect stepping stone for the Performing Arts courses we offer in the sixth form: A Level Drama, BTEC Level 3 Acting and BTEC Level 3 Production. The creative industries move into first place as being the fastest growing economic sector in the UK. Drama complements a range of subjects and is essential in improving communication skills, building confidence and enriching presentation skills in a range of careers.

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Subject: BTEC Level 2 Award in Music Board: Edexcel / Pearson

General Statement about the Subject: The BTEC Level 2 Awards offer a vocational course as an alternative to GCSE. The music BTEC provides an understanding of the skills and knowledge needed for a career in the music industry. You will be provided with insight into the various employment opportunities available in the sector, and have the opportunity to develop fundamental skills involved in planning and promoting musical products such as concerts or CD’s.

BTEC Level 2 Award in Music 2 Core Units The Music Industry Managing a Music Product 2 Specialist Units Music Composition , Introducing Music Performance , Introducing Music Recording, Introducing Music Sequencing

Skills Developed During the course, you will learn about the music industry through two core units and choose two specialist topics from a list which includes performing, composing, recording and sequencing.

You will probably enjoy this course if

You are currently a musician who enjoys performing

You are interested in the business of the Music industry

You participate in extra-curricular performance activities inside or outside school

You enjoy working individually as well as in groups

What students say “We got to run and organise our own concert which the teacher marked us on - it was brilliant!” “I love playing drums and I want to get in to the music business one day so I have got to play drum kit and learn about the music business as well.” “The lessons are really helpful and you have to be good on an instrument to do the composing lessons well.”

Assessment Details All course units are assessed and graded, and an overall grade (at the end of two years) for the qualification is awarded. Three of the units are coursework based (75%) and one of the units is an exam about the Music Industry (25%).

Progression to Post 16 Studies / training / careers The course will allow you to progress to further study and higher level qualification such as the Level 3 ‘Music’ BTEC National Diploma or A level music It allows you to capitalise on your different interests and gives you the opportunity to make music, both individually and in groups, to develop a life-long interest in music.

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Subject: BTEC Level 2 Award in Health and Social Care Board: Edexcel / Pearson

General Statement about the Subject: This qualification is a Technical Award equivalent in size to one GCSE. It is designed for pre-16 students working at level 2 who want to include a study of Health and Social Care in their broader Key Stage 4 curriculum. It provides an introduction to some of the key themes within the industry, enabling students to develop and apply their knowledge of the sector while also developing a range of relevant theoretical and practical skills. It incorporates aspects of human development and the care values, enabling students to apply their knowledge to practical, sector-related contexts.

Areas of Study: This qualification provides students with an engaging introduction to the Health and Social Care sector. Students will explore key themes by researching the life stages and factors affecting the growth and development of individuals, and the role of care workers in promoting beneficial change in an individual’s environment. They will also gain an understanding of the set of care values used within health and social care. The qualification consists of two compulsory ‘core’ units making up 50% of the qualification, and a choice of two (from six) optional units. The core units provide the key underpinning knowledge and skills, while the optional units enable students to explore some of the breadth of the sector. Compulsory core units Unit 1 ‘Human Lifespan Development’ will explore a set of life skills from infancy to later adulthood. Students will identify how factors in a person’s life, such as their level of income, can both affect and promote their life chances. This unit is externally assessed. Unit 2 ‘Health and Social Care Values’ enables the student to explore care values, such as confidentiality, dignity and respect, and to demonstrate how they could be used within health and social care. Students will also study the importance of meeting the needs of individual people. This unit is internally assessed. Optional units. The six internally assessed optional units: Unit 3 ‘Effective Communication in Health and Social Care’ Unit 4 ‘Social Influences on Health and Wellbeing’ Unit 5 ‘Promoting Health and Wellbeing’ Unit 6 ‘The Impact of Nutrition on Health and Wellbeing’. Unit 7 ‘Equality and Diversity in Health and Social Care'. Unit 8 ‘Individual Rights in Health and Social Care. These optional units will enable students to explore the wider role of the care worker and apply their knowledge through a practical real world approach. Students are encouraged to apply their learnt skills to health and social care related scenarios to enable them to make relevant connections between theory and practice.

Skills Developed You will develop a range of transferable, technical, practical and study skills, which you will be required to apply in vocational contexts. These include written and oral communication, research and project management (providing an opportunity to work as part of a team and/or individually and plan effectively before undertaking a task), meeting assignment deadlines, building on Personal, Learning and Thinking Skills (including the development of creative skills), preparing and designing role plays/presentations (identifying the importance of showing understanding in a clear and effective way). Your development of this broad range of sector-related skills will support progression to a level 3 academic, applied general or technical level health

You will probably enjoy this course if You have an interest in careers in nursing, midwifery or caring or prefer a mostly coursework based course. Students with an interest in psychology or social science may also enjoy this course. This course fits in well with other programmes of study such as PE and Science.

Assessment Details 1 Human Lifespan Development External Examination – 25% 2 Health and Social Care Values Internal Coursework – 25% Plus 2 from below making up the additional 50% Optional specialist 3 Effective Communication in Health and Social Care Internal Coursework / 4 Social Influences on Health and Wellbeing Internal Coursework / 5 Promoting Health and Wellbeing Internal Coursework 6 The Impact of Nutrition on Health and Wellbeing Internal Coursework / 7 Equality and Diversity in Health and Social Care Internal Coursework / 8 Individual Rights in Health and Social Care Internal Coursework.

Progression to Post 16 Studies / training / careers The Edexcel BTEC Level 1/Level 2 First Award in Health and Social Care provides a good foundation for learners for progression onto further education. Achievement at Level 2 provides a suitable foundation for further study within the sector, supporting progression on to other vocational qualifications at Level 3, such as the BTEC Level 3 Nationals in Health and Social Care.

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Subject: BTEC Level 2 Award Information & Creative Technology Syllabus No: TBC Board: Edexcel / Pearson

General Statement about the Subject The skills associated with ICT and digital technology are of enormous importance, particularly in the UK, and the role of Information and Creative Technology as an enabling skill set is becoming more and more important. The combination of being digitally literate as well as competent in the technologies fuelling the collision between IT and other digital industries puts a learner in an exciting position as the high tech landscape changes. Gaining qualifications in this area provide a young person with the many options associated with mastering knowledge and skills that are in high demand by employers. The Edexcel BTEC First Award in Information and Creative Technology has been designed primarily for young people who wish to explore a more vocational and practical route through Key Stage 4. This vocational approach is achieved through learners developing knowledge and understanding by applying their learning and skills in a work-related context.

Areas of Study The aim of the course is to give learners the opportunity to gain a broad understanding and knowledge of the Information Technology sector and some aspects of the creative industries e.g. electronic publishing or multimedia production. The course achieves this through projects based around the creation of digital products in the areas of animation, digital audio, graphics, video and website design.

Skills Developed You will develop a range of technical skills through the practical application of knowledge and understanding to practical projects. The course also aims to provide learners with opportunities to link education and the world of work in engaging, relevant and practical ways. In addition the course includes the development of transferable interpersonal skills, including working with others, problem-solving, independent study, and personal, learning and thinking skills.

You will probably enjoy this course if You enjoy working with computers in order to be creative and use the power and flexibility of modern technology with the aim of producing digital products of a professional quality. Students should take this course if they enjoy more practical, project based work. There will be an element of self-directed project work which will require students to be motivated and able to work under their own direction as well as problem solving and trying different approaches to achieving the optimum solution.

Assessment Details You are assessed both through project based work across the two years of Key Stage 4 and an externally assessed exam. This mix of approaches allows both a focus on essential knowledge, and a focus on applying essential vocational skills. This is a level 2 qualification, equivalent to GCSE. It is however graded at Level 2 Pass, Level 2 Merit, Level 2 Distinction, Level 2 Distinction*.

Progression to Post 16 Studies / training / careers With this being a course with a vocational approach, combining study with practical projects focusing on a work related context, it provides a great deal of flexibility for progression. As an equivalent to a GCSE qualification it allows students to progress onto further study in IT, technology and creative disciplines. However, with the practical focus it also provides an excellent platform to move into training or a range of apprenticeships.

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Subject: BTEC Level 2 First Award in Sport

Board: Edexcel / Pearson

General Statement about the Subject: Do you enjoy sport? Do you enjoy working practically? Do you enjoy learning about various aspects of the sporting world and how they link to real life? Then BTEC Sport may be the best option for you. of Engaging and inspiring, this work-related qualifications is suitable for a wide range of ages and abilities. BTEC Sport provides a practical, real-world approach to learning without sacrificing any of the essential subject theory. The qualification at the end of two years is equivalent to one GCSE grade A* - C and if interested you are able to carry on to a Level 3 award.

Areas of Study Practical Activities: This qualification has the flexibility to allow you to take part in a wide range of sporting activities. Below are some of the activity areas that will be covered in school.

Athletics, Badminton, Exercise, Hockey, Rounders, Swimming strokes, Swimming Personal Survival, Trampolining

Any sports that you take part in outside of school are also important as they can count towards your overall qualification. Theory Activities: There are many theoretical aspects of the course and some of the content covered will depend on you and what you are most interested in learning about. Some of the main areas are planning and running a sports event, planning and implementing a personal training programme, fitness testing and training, the role of umpires and officials in sport and the rules and regulations in sport. Other possible areas are: sports nutrition, sports psychology, working in the sports industry, business skills in sport and anatomy and physiology in sport.

Skills Developed You will have the opportunity to develop your knowledge and understanding of different aspects linked to sport and how you may be able to use this in the wider world. Throughout the course you will build upon your communication skills, team work skills, managing others, leadership skills, time and self-management, confidence and self-motivation

Approaches to the Subject You will have 2 hours of BTEC Sport every week in Year 10 and 2 hours a week in Year 11. Some of these lessons will be classroom based and others will be varied practical activities. You will also still have 2 hours of Core Physical Education per week and this time will also be important, as it will also be used to deliver aspects of the course. Each lesson will aim to apply the aspects of the course in a practical, work-related way. This will involve the use of DVDs, video footage, group discussions, question and answer, independent research tasks and teacher led activities.

Assessment Details When studying BTEC Sport, progress is measured throughout the course, allowing students to gauge their own performance on a continuing basis, just like in a real workplace. You will be assessed in a way that best suits you; discussions, interviews, written assignments, role plays, video evidence, posters, presentations, observations. The units are predominantly coursework with approximately 25% external assessment. This takes the form of a 1 hour online exam.

Subject: BTEC Level 2 Award in Travel and Tourism Board: Edexcel / Pearson

General Statement about the Subject

Welcome to the dynamic world of travel! You will investigate different destinations at home and abroad, learn how to make routine travel arrangements like coach and rail trips, and also plan holidays. You will see that travel and tourism is made up of many organisations who work together to provide and market a wide range of products and services to meet the needs of different kinds of people. Excellent customer service is what makes a travel and tourism organisation stand out from its competitors. Employers are keen to recruit staff who put the customer first and your skills will be developed to help to prepare you for working in travel and tourism.

Areas of Study The core units are: ● Unit 1: The UK Travel and Tourism Sector – this unit covers the main types of tourism in the UK, the contribution that travel and tourism makes to the UK economy and the different component industries that make up the UK travel and tourism sector. ● Unit 2: UK Travel and Tourism Destinations – this unit covers what the different types of UK destinations have to offer, as well as locating tourist UK destinations and routes. The optional specialist units offered within this qualification build on the core and provide learners with an opportunity to develop a wider understanding and appreciation of areas of the travel and tourism sector. ● Unit 4: International Travel and Tourism Destinations – which looks at international travel and tourism destinations and gateways and reasons for their appeal to different visitors. ● Unit 6: The Travel and Tourism Customer Experience – which looks at the needs and expectations of different types of customer in the travel and tourism sector and how organisations address these.

Skills Developed A BTEC in Travel and Tourism develops employability skills to enable learners to adapt to the ever-changing roles needed to survive in the global economy. These skills include: self-management, team working, business awareness and customer awareness, problem solving, communication, basic literacy and numeracy, a positive attitude to work, and the use of IT.

You will probably enjoy this course if You are interested in travelling and how the tourism sector operates. You hope to find employment in the tourist industry. You prefer project based work to examinations.

What students say “It was a good way of seeing what the travel and tourism industry was all about and made me feel excited about finding work in the industry.” “I enjoyed the visit to a visitor attraction and enjoyed being a tourist for a day.” “I enjoyed learning some real examples of how customer service is delivered. I learned how I could provide good customer service and had fun practising it in my group.”

Assessment Details You will be assessed in two different ways. For most units you will be set assignments where you research, plan, prepare and evaluate a piece of work or activity. For Unit 1 you will be assessed by a paper based examination designed, controlled and marked by the examination body, Edexcel.

Unit Title Assessment

Unit 1 The UK Travel and Tourism Sector External

Unit 2 UK Travel and Tourism Destinations Internal

Unit 4 International Travel and Tourism Destinations Internal

Unit 6 The Travel and Tourism Customer Service Sector Internal

Progression to Post 16 Studies / training / careers

The travel and tourism sector has millions of employees around the world and there are many exciting job opportunities to attract people with different skills and qualities.

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Subject: Level 3 Extended Project Board: Edexcel / Pearson

General Statement about the Subject The Extended Project is a fantastic opportunity for those students who would like to investigate a particular subject in depth. The Extended Project provides opportunities for the development of inquisitive and independent learners. It also engages learners through a flexible, study-based approach that allows the learner to choose their own project title and area of focus.

Areas of Study The choice of project title is decided by the student. You will receive advice to ensure it is appropriate and allows you to meet the objectives of the project. This qualification is designed to provide students with an opportunity to select a subject to research that they are enthusiastic about and which genuinely interests them. The subject that the students choose should have a link to their plans for further study, work experience or employment aspirations or it could be a personal interest or hobby that provides the rationale for the project. Possible project titles:

VIOLENT FILMS AND VIDEO GAMES SHOULD BE BANNED

ANIMAL TESTING IS WRONG UNDER ANY CIRCUMSTANCES

SHOULD HUMAN CLONING BE ALLOWED?

ARE CRIMINALS BORN OR MADE?

HOW MUCH POWER DOES ADVERTISING HAVE?

Skills Developed The Extended Project requires a great deal of self-motivation. This qualification differs from most of the subjects you will take because it is you who is in charge of what you are producing not the teacher! You will be taught the basic research techniques necessary to complete the project such as how to find reliable and valid secondary data, how to reference sources, how to use primary sources successfully. You will be provided with all the structure, advice and guidance you need to succeed, but the student has ultimate control over the content and direction of the project. Personal, Learning and Thinking Skills developed through working on the Extended Project are • Independence • Research Skills • Confidence and self-motivation • Analytical Skills • Time and self-management

You will probably enjoy this course if You can be self-motivated and would relish the opportunity to study something of your own choice. This qualification is ideal for people who already have an idea of what they want to go on to study or have an idea of the field in which they wish to work, as it allows for a more detailed investigation into this area. It is also an exciting opportunity for anyone who wishes to study a particular issue, of their own choosing, in greater depth and detail. The most important thing is that you need to be able to work in an independent manner under your own organisation and direction.

What students say “It has taught me so much about how to work independently.” “I really feel like this was MY piece of work, and I’m really proud of what I achieved.” “It really helped in my university application – I got a reduced offer, yay!”

Assessment Details The Extended Project is graded at A* - C and is equivalent to half an A Level at each grade but the main motivation here is for you to develop essential skills which have a broad application across the curriculum and beyond Key Stage 4. It is also a fantastic addition to any University application.

Progression to Post 16 Studies / training / careers The skills developed through study of the Extended project would be beneficial to all forms of further study and applicable to all vocations and future job roles. Organisation, timekeeping, communication, research and study skills will all be developed and enhanced throughout the course of the project.

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Subject: GCSE Art and Design Syllabus No: 4201 Board: AQA

General Statement about the Subject The Art and Design course aims to encourage both creative and imaginative responses from you in all projects. Observational and practical skills will be developed in drawing, painting, printmaking, graphic design and three-dimensional studies. You will also study the work of artists and designers and use the knowledge gained from your studies to influence your own work.

Areas of Study Currently, you undertake three coursework projects which are called the Portfolio: Structures Unit, I, Me & Mine, structures and Tools projects. During year 10 and 11 students will sit a mock exam where the responses produced will contribute to coursework units. You are expected to cover a range of media and explore this throughout the two year course (see skills below).

Skills Developed You will develop skills in recording observations, experiences and ideas. Analysing and evaluating images, objects and artefacts are an important part of the course and your skills will be used and developed in these areas. You will develop and explore ideas using media, processes and resources and connect with the work of others. We encourage you to develop final pieces or outcomes which may demonstrate your ability using paint, mixed media digital photography or sculpture; these final pieces are usually planned by you and form a large part of your independent learning in this GCSE subject.

You will probably enjoy this course if You can work from stimuli from the world around you and you must be prepared to do research in your own time. Homework is, therefore, an essential and integral part of the course. It is expected that a minimum of two hours homework be completed each week. This subject cannot be entirely confined to the classroom and you will be encouraged to visit galleries and exhibitions. The Department also offers a visit to the British Museum, Tate Modern, Tate Britain or the Victoria and Albert Museum in Year 10 to ensure you have access to art work first hand. An educational visit is also arranged for you in Year 11 to Oxford to The Natural History Museum and Pitt Rivers Museum.

What students say “Art is a commitment but we enjoy the subject.” “It helps to develop skills in managing work load.” “I enjoy it against my other subjects.” “I like the independence of the subject.” “We enjoy experimenting with different materials and techniques.” “Teachers are supportive and help to keep you on track and give you ideas!”

Assessment Details 60% Portfolio 40% Externally Set Task Coursework is undertaken throughout an 18 month period and the Controlled Test usually takes place at the end of April in Year 11. You will be continuously assessed; however, there are deadlines for you to meet in order to complete the three separate units. Details of these will be published in a separate booklet along with the course outlines.

Progression to Post 16 Studies / training / careers Students that continue to study Art at the Downs sit the A-level Art, Craft and Design with AQA. We have a number of students that continue onto a Foundation course as a stepping stone to an Art degree. From this course you can progress to AS/A levels, a BTEC Level 3 qualification or into employment in the many different organisations working in the area of art and design such as design groups, fashion houses, multimedia companies, newspapers and magazines, design firms, newspapers and magazines, advertising agencies, theatres.

Subject: GCSE Business Studies

Syllabus No: 4133 Board: AQA

General Statement about the Subject In GCSE Business Studies pupils study all aspects of business to give them knowledge, understanding and experience of the real world of business. GCSE Business Studies is a modern and academic course that will prepare students to participate more effectively for life after education, in the commercial world. The course challenges students’ numeric ability.

Areas of Study 1. Setting up a Business – this unit introduces issues concerning the setting up and operation of a

business. It explores the activities of business and the reasons for success or failure. Topics include:- starting a business enterprise, setting aims and objectives, business planning, choosing an appropriate legal structure, location, market research, the marketing mix, sources of finance and support for small businesses, basic finance, recruiting staff, motivation, employment legislation, production methods and customer service.

2. Growing as a business – This section builds upon the work of unit 1 and considers how the methods of expansion and objectives of larger businesses might differ from smaller businesses. Topics include:- expanding a business, limited liability companies, changing aims and objectives, international location, using the marketing mix, finance for large business, profit and loss accounts and balance sheets, organizational structures, staff training and retention, challenges of growth and quality assurance

3. Investigating Businesses – This section brings the topics covered in units 1 and 2 and provides the opportunity to investigate a business situation in detail.

Skills Developed Students will be able to build upon their skills of literacy and numeracy. In addition, many opportunities exist for students to improve their problem solving and decision-making capabilities. Much of the course is based upon case study material from particular businesses allowing the students to gain an understanding of how real businesses operate. Students will also be encouraged to apply their knowledge to current events and issues to give them a broader understanding of the business environment.

You will probably enjoy this course if You enjoy Maths and calculations, as well as essay and extended writing. Throughout the course students will develop both skill sets, numeracy and literacy. Students will be expected to have the confidence to present work effectively in groups, as well as individually.

What students say “Business has really tested my ability to number crunch and I feel challenged when presented with business data to analyse.” “Business has opened my eyes and mind to the role Business plays in everybody’s lives, I enjoy being able to track successes of companies in the news and like that the topics we cover apply to today’s world.” “Business is a great subject to do at GCSE and has helped me to decide Business and Economics is for me longer term, possibly at University.”

Assessment Details:

Unit 1 – External written examination worth 40%

Unit 2 - External written examination worth 35%

Unit 3 – Controlled assessment task set by the exam board using pre-released material requiring research and the production of a written report under teacher supervision worth 25%.

Progression to Post 16 Studies / training / careers GCSE Business prepares students for A-Level Business which is offered within the sixth form curriculum.

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Subject: GCSE Computer Science Syllabus No: J276 Board: OCR

General Statement about the Subject Computing is of enormous importance to the economy, and the role of Computer Science as a discipline itself and as an 'underpinning' subject across Science and Engineering is growing rapidly. Computer technology continues to advance at an exceptional pace and the way that technology is used has also been changing at a fast pace over recent years, resulting in new challenges for both employers and employees. Businesses today require an ever-increasing number of technologically-aware individuals.

Areas of Study You will learn a wide range of aspects related to technology and computing with an emphasis on how computer systems work. You will study the issues raised by the use of technology in a range of contexts and develop your understanding of digital tools to produce effective computing solutions. Throughout the course you will learn both the theoretical aspects of Computer Science as well as the practical skills required to design and code a solution to a given problem.

Skills Developed You will develop skills in the following Computer Science areas: Programming, algorithms, networking, security, systems architecture, computational logic and the use of computer technology in society. The requirement to develop your computational thinking will help you to develop efficient working practises and create robust technology based solutions. You will gain an understanding of the fundamental concepts underpinning computer technology helping you to progress to higher level studies and/or employment.

You will probably enjoy this course if You have an interest is technology and want to understand the details behind how the technology works. You will need to be curious and enjoy problem solving as well as being sufficiently resilient when the solution is not immediately obvious. GCSE Computing compliments other subjects such as Maths and science very well and to excel in Computing you will need to be competent in these subjects. GCSE Computing provides excellent progression into an extremely wide range of higher and further education courses as well as a great foundation for a wide range of careers.

What students say “The course is quite hard but it is really good fun when you get a program to work”. “It’s really interesting and I really feel I’m learning something new.”

Assessment Details You are assessed both through controlled assessment (60%) and one 1 ½ hour paper based examination (40%). The examination paper is based on the theoretical aspects of Computer Science and will include a range of question types varying from very short single mark questions through to extended answer questions. There are no tiers; all students study the same topics. The Controlled Assessment has a practical emphasis on ‘doing’ rather than ‘writing about’ which helps develop important transferable skills including problem solving, creative thinking and collaborative working.

Progression to Post 16 Studies / training / careers A GCSE in Computing provides an excellent platform for further studies in a range of subjects, particularly those related to Maths, Science and Technology. The problem solving nature of the course also help to develop skills which will be of value in any post 16 training undertaken and ultimately any career.

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Subject: GCSE Design Technology – Graphic Products Full Course

Syllabus No: 4550 Board: AQA

General Statement about the Subject The course covers design and manufacture using a wide range of tools, materials and processes using wood, metal and plastic. You will learn to use design packages, tools and processes to independently construct your own quality products.

Areas of Study This course allows students to develop the skills learned in KS3 and apply them in a more varied individual way. It introduces the students to new presentation and model making media and allows them explore how these can be used to enhance their own design concepts. Learning takes place in a variety of ways with the main emphasis being independence with teacher guidance. Tasks set are varied and challenging and often have no preconceived answer other than that which the student thinks of

Skills Developed A variety of 3D drawing systems and how to apply them in the real world Enhancement techniques, 3D model making skills , generation of design solutions, investigative skills producing specifications with justification, deconstruction of existing products to find out how they work, understanding the need for quality control, understanding the impact of products on the environment and the use of CAD using various software packages and new technologies including laser cutting

You will probably enjoy this course if You enjoy being creative and like exploring new technical processes. The course starts with a range of making skills, which allows learners to explore all tools and machines in the workshop. Learners will then choose their own project from the exam board titles. They will need to conduct research, identify a target market, and generate a range of designs before making their product. They will be expected to reflect and document all of their workings towards the project in a folder (25 pages max) using a range of ICT, CAD and graphic ski Approaches to the Subject By using and studying their properties students are encouraged to select appropriate mediums for a particular product. Students learn how new technologies can be used in manufacturing many modern day products. Students are required to understand how products are made in schools and industrial situations. They study moral, cultural, social, religious constraints and ethics that designers are faced with when designing products and what can be done to help overcome these problems

What students say “I enjoy the practical lesson in the workshop.” “I like using the laser cutter to make my projects.” “Being creative to develop my own product. “ “I can’t wait to use the new 3D printer and software.”

Assessment Details Controlled Assessment The Controlled Assessment consists of a design folio produced by the students and a 3D outcome of the product they have designed. This equates to 60% of the overall mark. The design folio should include approximately 20 pages of A3 paper and be concise. This should take approximately twenty hours. The model making should be of a high quality and be made in a suitable material or materials chosen by the students. This should take approximately 25 hours Written Paper One paper without tiers. The students attempt all of the questions which include Designing, sketching and subject knowledge based answers. Duration is 2 hours equating to 40% of the overall GCSE grade.

Subject: GCSE Design Technology – Resistant Materials Full Course

Syllabus No: 4560 Board: AQA

General Statement about the Subject The course covers design and manufacture using a wide range of tools, materials and processes using wood, metal and plastic. You will learn to use design, tools and processes to independently construct your own quality products.

Areas of Study You will develop a wide variety of manufacturing skills and industrial practices such as quality control and quality assurance. In addition the course covers product testing, evaluation, industrial production and environmental responsibilities. We promote safety and safe working practices in all use of tools and processes.

Skills Developed In addition to traditional tools and processes, skills are further developed in research, engineering design, working drawings, Computer Aided Design, and Manufacture along with new technologies incorporating laser cutting and 3d printing. Skills brought from KS3 are further developed to produce a creative design profile and viable finished product or prototype. Students are encouraged to be free thinkers and broad minded in their approach.

You will probably enjoy this course if You enjoy being creative and like exploring new technical processes. The course starts with a range of making skills, which allows you to explore all tools and machines in the workshop. You can customise your projects by exploring circuits and by using programmable chips. You will then start to develop your own radio project, which will be delivered in GCSE folio style to understand key points that are expected in the folio. Theory work is expected, alongside all design and make tasks. You can demonstrate your knowledge of key processes, materials and finishing, which will be tested in the written paper in Year 11. You will then choose your own project from the exam board titles. You will need to conduct research, identify a target market, and generate a range of designs before making your product. You will be expected to reflect and document all of your workings towards the project in a folder (25 pages max) using a range of ICT, CAD and graphic skills. On completion of your product in the spring term of year 11, the set theme for the exam is then studied with the teacher and exam preparation covered

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What students say “I enjoy the practical lesson in the workshop, making the mini projects to learn new skills.” “The machines. I have learnt how to use both lathes to make my own individual product.” “Being creative to develop my own product. The guidance from my teacher to use a range of machines to make a product.” “I can’t wait to use the new 3D printer.” “The range of tasks we get to do in year 10. I have made 6 different products to learn new skills, I am now ready to make my radio after Christmas.”

Assessment Details: Written Paper - 40% of the total marks (120 marks - 2 hours). One paper with two sections (Answer all questions):. Section A -‘ A design question based on context supplied before the exam (30 marks) Section B - Covers all aspects of the specification content (90 marks). Controlled Assessment - 60% of the total marks - 90 marks. A single design-and-make activity selected from a choice of set tasks, consisting of the development of a made outcome and a concise design folder and/or appropriate ICT evidence. These tasks are reviewed every two years. The design folder should consist of approximately 25 pages of A3 paper / equivalent A4 paper or the ICT equivalent. It is expected that you should spend approximately 45 hours on this activity. As part of the evidence submitted, you should include photographs of the finished products as well as photographs at various stages of the process.

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Subject: GCSE Design Technology Textiles Technology Syllabus No: 2TT01 Board: Edexcel / Pearson

General Statement about the Subject GCSE Textiles Technology covers a wide range of topics which encourages students to be creative whilst developing their understanding of the world of fashion and textiles. Over the two years of the course you will develop a whole range of creative designing and making skills, technical knowledge, and understanding relating to textile products. You will also develop invaluable transferable skills such as problem solving and time management.

Areas of Study Learning how to use a wide range of decorative and construction methods and then using this knowledge to respond to a variety of design briefs. Textiles Technology enables students to develop a working knowledge of a wide range of textiles materials and components appropriate to modelling, proto-typing and manufacturing. Students will learn about design and market influences, processes and manufacture, environmental issues and the use of ICT in relation to the manufacturing of material products.

Skills Developed A variety of learning styles will be used during the two years. Theoretical work will be taught through individual & group based projects and where possible practical work. A mixture of group work and individual work can include, research, design challenges, discussion, debate and presentations. Students also develop their design skills through different projects.

You will probably enjoy this course if You are creative and enjoy experimenting with new technical processes. The course is made up of small design and make tasks, securing both knowledge and skills for the final folder and exam which is both challenging and fun. There will be opportunity to explore your own interests to make products that include the skills built up in year 10 before the learners take on their final task.

Assessment Details Controlled assessment (Coursework) 60% Students choose a design brief and research, develop and make a product, the folder work can be presented in an A3 folder. Previous GCSE products have included: skirts, jackets, children's wall hangings, activity mats and pyjamas. Final Examination: 40% Examination – at the end of the two years, the examination tests all of the theoretical information studied during the course.

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Subject: GCSE Dance

Board: AQA

General Statement about the Subject: GCSE Dance is a highly practical course that allows students to explore the use of movement to express and communicate ideas and concepts through the processes of performance, choreography and critical appreciation. The training will focus on Contemporary Dance, with tasks that include social dance, cultural dance, ballet, Urban and jazz dance. Students can perform and Choreograph in any style of their choice for the group work, This course is aimed at students who want to develop their practical and creative dance skills alongside their theoretical knowledge and understanding.

Areas of Study: GCSE Dance is studied through 4 units over two years. Component 1.1

Performance -Solo Performance of set phrases -Duet/trio performance

40 marks – 30% (15 marks for set phrases and 25 marks for duet/trio performance)

Component 1.2

Choreography -Solo or group choreography externally set task 40 marks – 30%

Component 2 Dance Appreciation

-Written exam 1 hour and 30 minutes based on students own practice in performance and choreography and the GCSE dance anthology.

80 marks – 40%

Skills Developed Dance is both physical and expressive – this is what makes it similar to and different from other art forms and physical activities. Creative, imaginative, physical, emotional, social and intellectual qualities are transferable skills and are all developed within this course. Dance also supports learning across a range of subjects. As a performer, you develop confidence and self-esteem as well as self and body awareness and sensitivity to others and team working skills. As choreographers, you employ problem-solving skills and creativity. Effective choreography requires imagination and the ability to synthesise a number of elements. In directing others, you develop interpersonal and communication skills. As a critic, you make informed decisions about the dances you see. You articulate your knowledge, opinions and preferences. Viewing professional dances fulfils your cultural entitlement and broadens your artistic experience. Dance technique, choreography, appreciation and performance are the main components developed within the GCSE Dance course. It also requires literacy and numeracy skills, awareness of space and musical feeling. Self-reflection, interpersonal skills and teamwork enable you to develop your creative, artistic, social and physical skills

You will probably enjoy this course if You have a healthy and active interest in Dance and are willing to participate in extra-curricular or extended curricular performance activities. You have a good level of fitness, commitment and motivation. You enjoy working as an individual, as well as in groups. You are willing to attend rehearsals (organised by your teacher, yourself and/or your peers) as well as workshops with outside professionals and trips are opportunities you are interested in. You are willing to perform rehearsed dances. You are excited about appreciating professional works and learning about their meaning and the choreographer.

What students say “I have really enjoyed the different groupings. We have worked as a whole class, in smaller groups, in duets. We are now working on our own as we choreograph solos”. “I appreciate the chance to explore ideas in a practical way”. “We have had a lot of opportunities outside of lessons. By this I mean we have been to the Theatre, to a University for the day and have had the chance to learn from other dance teachers”. “Although my favourite style of dance is Street I have enjoyed learning Contemporary and Jazz dance. We have also learnt safe and effective contact work. Some of the choreography we have learned has had bits of yoga, Martial Arts and Tai Chi as well”.

Assessment Details Students have to enter all of the 3 units at the end of the course where they are assessed and graded, and an overall grade (at the end of two years) for the qualification is awarded.

Progression to Post 16 Studies / training / careers GCSE Dance provides a clear bridge to the following careers; Performer, Teacher (in a variety of settings), choreographer, dance administrator, Notation, Dance Animateur/Community Dance Worker, Dance (Movement) Therapy, Dance Critic.

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Subject: GCSE Drama

Board: WJEC

General Statement about the Subject In addition to helping you acquire subject knowledge, this course encourages you to explore and actively engage in a wide range of creative and stimulating activities. All of which will develop you as an effective and independent learner and as a critical and reflective thinker with an enquiring mind. You will also develop and demonstrate competence in a range of practical, creative and performance skills. The course encourages you to work imaginatively and creatively in collaborative contexts, through generating, developing and communicating ideas.

Areas of Study Component One: Devising Theatre (40%) Internally Assessed Externally Moderated Students participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC. Learners must produce a realisation of their piece of devised theatre, supporting evidence and an evaluation of the final performance or design. Component Two: Performance from a Text (20%) External Assessment by a Visiting Examiner Students will be assessed on either their acting or a production skill, in two sections from a published play. Students will work in groups of between 2 to 5 cast members. All students will be externally assessed, in year eleven, by a visiting examiner in March or April. Component Three: Written Examination 1½ hours (40%) Section A: Set Text A series of questions on one set text from a choice of five: 1. The Tempest, William Shakespeare 2. The Caucasian Chalk Circle, Bertolt Brecht 3. Hard to Swallow, Mark Wheeller 4. War Horse, Michael Morpurgo, adapted by Nick Stafford 5. DNA, Dennis Kelly. Section B: Live Theatre Review. One question requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

Skills Developed The course gives you opportunities to understand different points of view, to create your own pieces of drama, to listen purposefully and to develop your language and communication skills. You are also given responsibility for planning, research and working to a real deadline – the arrival of an audience! In addition the drama course will develop an appreciation of drama as an art form and of its rightful place in our culture.

You will probably enjoy this course if You enjoy working collaboratively as part of a team and prefer learning actively to explore both the practical and written elements of the course. You will need to have an enjoyment of drama and theatre and show a dedication to your rehearsals and performances. You will have the opportunity to work creatively and expressively on your devised and scripted performances.

What students say Our KS4 students tell us that Drama is one of their favourite subjects and that the diversity of the approaches used helps them work well in their other subjects. They tell us that studying Drama improves their confidence, team working abilities and presentation skills. They are delighted when their hard work and creativity pays off in terms of their results at the end of the two years – with their Drama grade either being their highest grade or equal to the other grades overall.

Assessment Details The GCSE Drama course is a linear course and all assessment takes part in Year 11. You will work on a range of major devised or scripted projects and the best two marks are submitted, accounting for 60% of the final mark. There is a written examination (40%) which will assess your understanding of live theatre performance and a set play.

Progression to Post 16 Studies / training / careers The Drama GCSE is a perfect stepping stone for the Performing Arts courses we offer in the sixth form: A Level Drama, BTEC Level 3 Acting and BTEC Level 3 Production. The creative industries move into first place to be the fastest growing economic sector in the UK. Drama complements a range of subjects and is essential in improving communication skills, building confidence and enriching presentation skills in a range of careers.

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Subject: GCSE Geography

Syllabus No: 8035 Board: AQA

General Statement about the Subject: “Geography is life. It is impossible to conceive of rounded human beings who have not grasped the fundamentals of Geography.” Chair General Teaching Council Where would we be without Geography? Geography helps us understand the world in which we live and the many challenges that lie ahead; Our world is going to change more in the next 50 years than ever before, and Geography explains why and how. We study the relationships between the natural world and the ever increasing global population, the processes which produce distinctive landforms, and the diverse social, political, cultural and environmental aspects of our world.

Areas of Study The new GCSE for September 2016 is full of relevant 21st century global issues and is taught under a variety of human and physical modules, and examined in 3 areas: Living with the Physical Environment: The Challenge of Natural Hazards (Tectonics and Extreme Weather); Physical Landscapes of the UK (Coasts and Rivers); The Living World (Ecosystems such as Rainforests) Challenges in the Human Environment: Urban Issues (Growth of cities); Changing Economic World (Globalization); Resource management (Food and Energy) Geographical Investigation: An exam based on 2 completed fieldwork investigations, one from each of the above topics.

Skills Developed Geography is one of the most diverse fields of study and its unique breadth opens up a great range of career opportunities such as: International aid and development, air traffic control, archaeology, architecture, cartography, conservation, sustainable development, renewables energies, engineering, GIS, graphic design, Geology, international relations, law, volcanology, medicine, meteorology, teaching, travel & tourism management, social work and surveying to name but a few. Geography students are eagerly sought after given the wide range of transferrable skills they are often proficient in. Geography students are good problem solvers, clear communicators, strong team members, demonstrate creative and independent thinking, and are socially, economically and environmentally aware.

Approaches to the Subject The Geography department is committed to engaging students in the relevance and importance of the wonderful world of Geography. We believe in teaching students using an enquiry methodology (i.e. inspiring students to question the world around them and propose suitable avenues of investigation to find the answers) and applied learning (i.e. making the teaching relevant to everyday life and skills). We use a range of teaching techniques to cater for all types of learners. We frequently show video clips, use mystery sorting activities, conduct class debates, have student led presentations, and immerse ourselves in the shoes of others. How has Geography affected them? We use a variety of fieldwork opportunities to bring the theory to practice and to help students see the importance and the role of Geography in everyday life outside the classroom.

Assessment Details Paper 1: Living with the Physical Environment: 35%. Paper 2: Challenges in the Human Environment 35% Paper 3: Geographical Investigation 30%

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Subject: GCSE History Syllabus: GCSE History Board: Edexcel / Pearson

General Statement about the Subject In order to understand the world today, we need to have a grasp of the historical events and personalities that have helped to shape it. The new GCSE History course gives you the opportunity to find out more about the impact of events in the last century such as Cold War and Nazi Germany as well as studying societies further in the past such as life under Elizabeth I. In looking at how medicine has changed over time, you will also get to know how we moved from a superstitious society to one based on science and reason.

Areas of Study The course begins with the study of Germany after WW1; an area students will be familiar with from their Year 9 studies. This will cover how Hitler rose to power and established a dictatorship in Nazi Germany. Students will then follow Medicine Through Time, starting with the primitive and superstitious methods of practising medicine in the 13th century and following development and change up to the present day. This will involve an in depth study of medicine during WW1 and how it changed on the battlefield. We will also examine the Cold War between 1941 and 1991, looking at events such as the arms race and key confrontations like the Cuban Missile Crisis. Finally, students will study life in England under Elizabeth including the execution of Mary Queen of Scots and the Spanish Armada.

Skills Developed As well as helping you to gain an understanding of your past, History teaches you how to collect and assess different kinds of evidence (research and investigation), how to present your findings (reporting), how to deal with conflicting evidence (problem solving) and how to draw conclusions (analysis), all of which are very popular with employers. As a result you become very good at arguing and seeing another person’s point of view.

You will probably enjoy this course if You enjoyed History during Year 9 and the types of activities we do in History lessons. These include working in pairs or groups to compare ideas or prepare presentations, participating in class debates, role play, exploring arguments and “hot seating” where you become the expert. You need to be good at recalling facts and figures as well as enjoying writing and reading as these skills are essential for exam success.

What students say “History is really fun and engaging, I’m really glad I took it” “I like to find links between events from the past and those which are occurring today” “History is my favourite subject and I’m taking it for A-Level as I’m enjoying it so much” “All the topics we do are fascinating and history develops many useful skills” “History is a fantastic subject which helps with analytical skills and the teachers are great” “It’s very interesting and the topics are fun! It helps you even if you don’t plan to take it for A-Level”

Assessment Details Paper 1 (30% of total marks) Medicine Through Time Paper 2 (40% of total marks) Superpower Relations & the Cold War; Early Elizabethan England Paper 3: (30% of the total marks) Weimar and Nazi Germany

Progression to Post 16 Studies / training / careers History is a very useful subject for developing skills necessary for further study in the 6th Form and is a “gateway” for subjects such as Law, Politics, Economics, Philosophy and Sociology.

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Subject: GCSE Media Studies Syllabus No: 4810 Board: AQA

General Statement about the Subject We live in a world where the media permeates every level of our lives and it is almost impossible to remain untouched by its influence. We spend an increasing amount of time engaging with the media: watching film and television; listening to the radio; reading newspapers and magazines; surfing the internet; playing video games. Media texts have the opportunity to have enormous impact on our everyday lives and it essential that we develop the skills to consider them critically, developing an understanding of not only the message that they intend to communicate but how the message is constructed.

Areas of Study - Key Media concepts

Representation: how groups of people, places, events or issues are represented in the Media.

Media Language: how to elements such as colour, layout, font, camerawork, editing, sound, lighting, costume etc shape the effect of a media text for the audience?

Audience: who is the audience, how are they targeted, how do they ‘read’ a text, how might they be vulnerable?

Institutions: a look at how media institutions appeal to their audiences- including scheduling and media language.

Skills Developed Building on your existing knowledge of the media, you will learn to analyse and evaluate a range of media texts supported by appropriate terminology. You will gain a new appreciation of how media industries target their audiences and the processes through which they go to construct a product. You will gain an appreciation of genre and the influence of social, cultural, historical, institutional and authorial context on the construction of media texts. Media helps to develop key communication skills: exploring and discussing a range of viewpoints; explaining your own ideas using appropriate terminology; taking part in collaborative group work. ICT is a key part of the course with students developing skills of photography and image manipulation using Adobe Photoshop, video editing using Adobe Premiere and constructing print texts on Adobe InDesign, as well as practicing word processing skills through written assignments.

You will probably enjoy this course if You enjoy talking and writing about existing media texts- adverts, films, technology etc. You enjoy project work and are excited by the opportunity to make your own media

What students say “I love the mix of practical and written because I like to discuss and analyse media as well as making my own.” “Once you start to learn about the media and the way it influences us, you realise why it’s important to study it.” “The lessons are really fun because the subject is all relevant to us- it’s our world!”

Assessment Details Unit 1: Investigating the Media- 1 hour written exam paper (worth 40%). Unit 2: Understanding the Media (worth 60%)

Introductory assignment: analysing how camerawork, sound, editing and mise-en-scene combine in TV and film to make meaning for the audience.

Cross-media assignment: how are films promoted and marketed across the different media sectors (TV/film, radio, music, video games, online and publishing).

Practical Production: researching, planning, producing and evaluating your own media product.

Progression to Post 16 Studies / training / careers A B at GCSE will allow you to take the A Level course, which builds and develops the skills acquired in this course. Destinations of Media students in recent years include journalism, event management, film and TV production, graphic design, photography and digital media.

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Subject: GCSE Modern Foreign Languages GCSE: French / German / Spanish Board: AQA

General Statement about the Subject In the present day the learning of languages is important in all walks of life. The Downs School is committed to providing an international dimension to the curriculum and to the principle of most students studying at least one foreign language. We aim to make the course as interactive and communicative as possible, as well as practical and useful in terms of further study, tourism and future careers. In the business world the growing importance of speaking two or three languages cannot be denied and we encourage you to study more than one language. Those who continue with both languages often achieve similar grades in both (and often better than if they only learn one) as their language learning skills and awareness of examination criteria improve through greater practice. Any difference in attainment between a first and second language quickly disappears. Students will study for their GCSE qualification which is accredited by AQA.

Areas of Study The course continues to build on the skills learned at Key Stage 3. Certain topic areas such as free-time and technology, family and school are discussed at a higher level. Others such as the environment and social issues are introduced.

Skills Developed Learning a language helps develop many skills that employers value highly. The focus is on communicating clearly in the language and presentation, listening and interpersonal skills are improved. ICT skills are developed through the use of our ICT suite. You will develop good learning strategies with regard to vocabulary and grammar which can be transferred to all curriculum areas. You will have regular sessions with the foreign language assistant, enabling you to have more intensive speaking practice in small groups with a native speaker. There are opportunities for you to visit France, Germany or Spain and we hope as many of you as possible can take advantage of these, as you will not only improve your language skills but also experience a different culture and develop in confidence.

You will probably enjoy this course if You enjoy communicating in a foreign language, are not afraid to have a go and if you want to be able to take your language skills to the next level and communicate in more realistic scenarios.

What students say “Having more time with the assistant really helps my spoken French.” “I enjoy talking about the photo and taking part in role-plays for the speaking exam.” “I really like the challenge of translating – it really makes you think.”

Assessment Details The four skills of listening, speaking, reading and writing are assessed separately by examination at the end of the course and are worth 25% each of your final grade. The speaking examination will be conducted by your class teacher before the official examination period begins. You can be entered at foundation or higher tier.

Progression to Post 16 Studies / training / careers A good GCSE obviously leads to further study of languages at A level but there are also many opportunities to continue studying a language at university alongside a degree course, which can lead to studying or a work placement abroad. Many employers look for competency in a language at GCSE as evidence that they can teach you a new one for a particular country they do business with.

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Subject: GCSE Music Syllabus No: 1MU0 Board: Edexcel / Pearson

General Statement about the Subject GCSE Music is designed to allow the study of music through the integration of performing, composing, listening and appraising with opportunities to use music technology. Students already learning a musical instrument will find that their performing skills learnt already can contribute to their GCSE grade through performing pieces they have already studied for grade exams.

The Music GCSE is split into three areas Unit 1 – Performing Music 30%. Students submit one solo performance, and one ensemble performance (in a band, or a duet for example). These can be pieces students have already performed for a grade exam, and should be of around grade 3 standard. Unit 2 – Composing Music 30%. This is controlled assessment where students compose two pieces of music over the two years. Students are taught to compose through their music lessons. For this aspect, students should be able to read notation, even if it is weak. We use a computer program called Sibelius to write compositions in music, and students will learn to use this program on during the course too. Unit 3 – Music Listening and Appraising 40% This is an exam in which students learn about the set works below, and answer questions on them based on listening to them in the exam. Questions may be about the instrument playing at the time, the main features of the music they are listening to, or the melody/dynamics/texture at that given point in the piece. Students need to be able to read music notation for this aspect of the course as well as the composition.

Areas of Study and Set Works you will study for the exam

Instrumental music 1700-1820 J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major/ L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor ‘Pathetique’ Vocal music H Purcell: Music for a While / Queen: Killer Queen (from the album Sheer Heart Attack) Music for stage and screen S Schwartz: Defying Gravity (from the album of the cast recording of Wicked) / J Williams: Main title/rebel blockade runner (from the soundtrack to Star Wars Episode IV: A New Hope) Fusions Afro Celt Sound System: Release (from the album Volume 2: Release) / Esperanza Spalding: Samba Em Preludio (from the album Esperanza)

Skills Developed You learn to create and develop musical ideas (compose) in relation to a brief and how to analyse and evaluate music using a musical terminology. You will develop performance skills such as technical control, expression, interpretation and a sense of ensemble. The course allows you to develop your understanding and appreciation of a range of different kinds of music.

You will probably enjoy this course if You enjoy performing, composing, listening and theory activities. The practical work is undertaken mainly individually and occasionally in small groups. You are having lessons on an instrument or singing lessons and are around grade 2/3 standard as a minimum

What students say “We listen to music we would never had heard of before and learnt how it is written so we can write like those composers.” “Music is my favourite lesson of the week!” “We do a lot of composing music but we get to perform while we’re doing it too.”

Assessment details Composition and Performance which is completed over the course of the two years 30% - 2 Performances – 1 solo and 1 ensemble 30% - 2 Compositions in different styles Exam which is completed at the end of Year 11 40% - Listening and Appraising exam based on the set works.

Progression to Post 16 Studies / training / careers The course allows students to capitalise on their different interests. It gives them the opportunity to make music, both individually and in groups, to develop a life-long interest in music and to progress to further study.

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Subject: GCSE Physical Education Syllabus No: 2PE01 Board: Edexcel / Pearson (provisional)

General Statement about the Subject Physical Education provides an opportunity for you to develop your knowledge and understanding of the subject, thereby increasing your enjoyment and satisfaction in the area of sport. The GCSE PE course is designed to raise standards in performance and enable you to express yourself in a subject which leads to a formal, and established, qualification.

Areas of Study Practical Activities: A variety of sports and activities where there may be scope for pupils to adopt certain different roles (e.g. performer and/or leader/coach) in activities from: Athletics, Badminton, Fitness Training, Hockey, Swimming strokes, Swimming Personal Survival, Trampolining. (Sports such as netball, football, rugby and cricket may also be offered as assessment activities through core PE lessons). Theory Activities: A Healthy Active Style and its implications: Its benefits / What influences it / Exercise and fitness / Physical activity

A Healthy Active Body and how it impacts on: The cardio vascular system / The respiratory system / The muscular system / The skeletal system.

Skills Developed You are helped to extend previous work in: acquiring and developing skills; selecting and applying skills; tactics and compositional ideas; evaluating and improving performance; knowledge and understanding of fitness and health.

You will probably enjoy this course if you enjoy practical PE lessons and wish to learn something more about the theoretical aspects which underpin the subject. As a general guide, you will have one hour of practical and one hour of theory per week. Some theory lessons may involve practical applications. Observations and Analysis of others’ performances will be carried out during practical lessons. Use of DVDs, discussion, question and answer, reciprocal tasks are included in lessons, amongst a variety of approaches to the course. You are expected to attend extra-curricular clubs to support their studies as a matter of course. (Please note that the assessment details and some content might change once the new specifications have been finalised).

What students say “A really interesting course which extends my knowledge of sport”. “I’m glad I took GCSE PE because I now know how the body works when I exercise”. “I feel fitter and have tried more sports”. “The theory is quite hard but I know that we have to do it as part of the whole course”. “I didn’t realise how much goes into improving someone’s fitness level”. “One of my best courses” “It will help me to go onto do A Level PE in the 6th form”

Assessment Details Theory Examination 60%. Practical Activity 30%. Activity Analysis 10%

Progression to Post 16 Studies / training / careers: A good lead in to A Level PE or a Level 3 BTEC Sport course. Future career paths followed by ex-students have included: armed forces, police, fitness training instructor, PE teachers, physiotherapists, sports therapy, sports centre management, sports technology.

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Subject: GCSE Religious Studies (Philosophy and Ethics)

Syllabus No: (9-1) - J625 Board: OCR

General Statement about the Subject The GCSE RS course aims to develop knowledge and understanding of Christianity and one other world religion. Pupils will be given the chance to explore a range of philosophical and ethical issues and the relationship between religious and non-religious perspectives. Students will be given the chance to examine the impact religion has on the world as well as consider the role of religion in modern society.

Areas of Study You will develop your understanding of the beliefs and practices of Christianity and one other major world religion.

Skills Developed You are given the opportunity to develop your skills of investigation, analysis and evaluation. You will also be given the chance to develop your ability to clearly structure an argument as well as reflecting on the range of issues you will have the chance to discuss.

You will probably enjoy this course if RE GCSE involves teacher-led discussion and debate, you will have the chance to listen to and express a range of views and opinions. You will also begin to formulate your own responses to some of the big philosophical questions.

What students say Current Year 10:

“It is very interesting and you find out about things that have happened recently” “You get to discuss and argue about ethical and philosophical questions”

“The standard of teaching is really good”

Assessment Details 100% examination (no coursework). The examination is totally essay based; therefore a capacity for extended writing is essential.

Progression to Post 16 Studies / training / careers RE can lead onto further study of the subject at A-level. It can also support further studies into a range of subjects such as History, English or Philosophy. It provides students with key skills such as analysis and communication that are important in further careers, including an appreciation for the different religious and cultural beliefs of others.

You will also study the following four topics and the arguments surrounding them:

• Relationships and families • The existence of God, gods and the ultimate

reality • Religion, peace and conflict

• The dialogue between religious and non-religious beliefs and attitudes

Subject: GCSE Statistics Board: AQA 4310 (tbc)

General Statement about the Subject

GCSE Statistics offers some extra mathematics and helps students develop a knowledge and understanding

of statistical thinking and practice and how to use statistics in the real world.

Areas of Study

A real grounding in fundamental statistical techniques

Understand how statistics works in everyday life and to understand the benefits and limitations

Coming up with a hypothesis and investigating it, then analysing and presenting the results

Probability, measures of spread, measures of location and the data-handling cycle

Skills Developed

You will develop a wide range of transferrable skills including: the basics of statistics, an understanding of

statistics in everyday life, the ability to carry out enquiries confidently and skilfully, the ability to apply

knowledge, successfully in different contexts, data presentation and evidence-gathering skills.

You will probably enjoy this course if You want to study a subject with a clear emphasis on how to apply it in the real world.

What students say

“You learn about engaging, relevant, real life topics”

“You acquire skills that are relevant in a wide variety of other subjects.”

Assessment Details

GCSE Statistics 4310 has 25 per cent controlled assessment (coursework). 20/40 marks are available for an investigation and 20/40 Marks for the associated written assessment

There is also a 2 hour written exam paper worth 100 marks and 75% of the final grade.

Progression to Post 16 Studies / training / careers Statistics GCSE enables students to acquire transferable skills and knowledge which enhance their career opportunities. It is particularly suitable for students who wish to progress to a range of A-level subjects including and outside Maths, including A-level Sciences, Psychology, Economics, Geography and Business Studies.

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