the romsey school

Subject Selection Booklet 2021-2023 1

The Romsey School

Subject Selection

Booklet

2021 – 2023


INTRODUCTION This booklet has been produced to give advice regarding the selection of courses for Years 10 and 11 (Key Stage 4). It is hoped that the contents will assist pupils in making the important decisions regarding the subjects to be studied during the final two years at The Romsey School. It is our intention for ALL pupils to follow a broad and balanced curriculum.

1 DETAILS OF THE SUBJECT SELECTION PROCEDURE Following consultation, pupils (with parental agreement) will be required to complete and return their Curriculum Preference (Options) Form. The school will organise each pupil’s curriculum attempting to meet their choice of subjects. It is hoped to meet the choices of all pupils but it is very unlikely that this will be possible in every case. However pupils and parents will be consulted if a problem arises. Please note that we do ask parents for a voluntary contribution towards the cost of examination fees when a pupil is entered for more than eight subjects.

2 KEY STAGE 4 CURRICULUM

It is the policy of the school to provide a broad and balanced education whilst fulfilling legal obligations. Consequently, the curriculum will consist of a CORE; English, Mathematics and Science together with courses in Physical Education and Religious Education. In addition pupils will study 4 further subjects.

COMPULSORY 4 subjects will be selected from the following:

ENGLISH French Art & Design

(Language German Drama

and Literature) Spanish Music

Dance

MATHEMATICS History Music Tech Media Studies

Geography

SCIENCE Religious Education (full course) GCSE PE/Sport

(Triple or Combined) Sociology Business Studies

RELIGIOUS EDUCATION

Computer Science ICT (i-Media)

Food Preparation & Nutrition

PHYSICAL EDUCATION Design and Technology: Timbers Design and Technology: Graphics Design and Technology: Systems & Control

(Non-exam)

[Students may only select one ‘Design & Technology’ course]

All subjects listed later in this booklet are those we are able to provide on the basis of our existing staffing. However, the number which will operate in Year 10 will be determined by the number of pupils selecting specific subjects, since to make sensible economic use of our staff and resources, teaching groups will have to be of a viable size.

Subject information is given later in the booklet. Please examine all the subject statements carefully before making any final decisions. The curriculum will be constructed after pupils have made their choices. Consequently, if a pupil decides at a later stage to change options, this may not always be possible.


A small number of pupils may wish to study the Level 1 Construction course. These pupils should still complete a full option form. They should then tick a box at the bottom of the option form, indicating that they wish to apply to study Construction. Mr Marks and Mrs Thomas will then contact those pupils individually to discuss their application. If their application is successful, the level 1 course would then replace two of their chosen options – for details, please see the individual subject sections later in this booklet. Places are limited for this level 1 course, and priority will be given to those pupils for whom a level 1 course is most appropriate.

‘BEST 8’ As explained at the options Information Evening a pupil’s ‘Best 8’ will comprise of:

- The higher of their English Language or English Literature grades; - Their Mathematics grade; - Their 3 highest grades from EBacc subjects; - Their 3 highest other grades.

SCIENCE All pupils will study one of two possible pathways in science; Triple Science or Combined Science. Pupils who choose either pathway will still be able to choose a further four option subjects. Pupils studying Triple Science will be awarded three separate grades in Biology, Chemistry and Physics. Pupils studying Combined Science will still study Biology, Chemistry and Physics (but not the full GCSE content in each) and will be awarded an overall combined grade that is two GCSE grades in size. Both pathways will be assessed through a series of six exams at the end of the course.

3 THE ENGLISH BACCALAUREATE (EBacc)

The EBacc is a notional qualification that recognises an individual’s achievement across a broad range of traditional subjects. To achieve the EBacc a student must study all of the following:

English

Mathematics

Combined or Triple Science

A Modern Foreign Language

History or Geography Pupils who opt to study the EBacc would then be able to study two further subjects. The EBacc is compulsory in many schools, and at Romsey School we strongly recommend that the large majority of pupils study it.

4 SETTING ARRANGEMENTS FOR CORE SUBJECTS

The size of a year group means that it is not possible for all pupils to have lessons in a single core subject at the same time. Consequently, pupils are grouped into bands, and then set in each subject within those bands. Pupils in Year 9 will be organised provisionally into three bands (T, R and S) in January based on their attainment to date in English, Maths, Science and French. It is important to emphasise that some adjustments may be made to these bands during the course of the remainder of Year 9, and the bands will be finalised after the Year 9 exams in the summer. All pupils in Band ‘T’ will study the EBacc; pupils in Bands R and S will also be able to study the EBacc. This will be reflected in the Options forms for each band.

Triple Science will only be studied by pupils in Band ‘T’; the outcome of the Year 9 January Science exam will further aid the identification of pupils for whom Triple Science is likely to be an appropriate choice. Pupils who are provisionally placed in Bands R or S but who wish to study Triple Science will be able to express this request on their option form. This would necessitate a move to Band T and would require the pupil to opt to study EBacc subjects. Pupils who study Triple Science will have an increase in the number of science lessons in Year 10 to enable the more extensive content to be studied in full.


5 BACKGROUND TO SUBJECT CHOICE

All of the two year courses in Years 10 and 11, with the exception of core Physical Education, will result in a qualification. For some subjects, the level of the examination course to be followed will be determined at the start of Year 10, but for others, it will be determined by ability and progress over the next two years. Whilst pupils must ensure that their combination of subjects is as broad as possible, they must also ensure that the correct subjects are combined to meet all future requirements. Specialist advice is available from both subject and careers staff. Pupils’ career choices may change over the next two years; thus subject combinations must be flexible to account for any changes. Pupils who have a general idea of their intended career can match subjects to it. The actual choice of subjects is a personal matter, but these general rules apply: - the pupil enjoys and is good at the subject. - the subject is needed for that pupil’s proposed job or further education course. - the subject has been recommended by staff as being suitable for that pupil. Poor reasons for choosing a subject have in the past been found to cause problems later on. Pupils should not be attracted to a subject: - because a friend is choosing the subject - because it seems an easy option - because it seems new and interesting, but nothing is really known about the subject - because the pupil likes the teacher at present taking the subject

6 EQUAL OPPORTUNITIES All pupils are free to choose ANY subject within the guidelines and advice offered by the school.

It is crucial that careful consideration is given to the choice of subjects, as any change during Years 10 and 11 is always difficult, and often not possible.

7 LEARNING SUPPORT

It is recognised that some pupils will need additional support in order to achieve full access to the curriculum. The Learning Support Department aims to support all curriculum areas to enable them to match the needs of all pupils. The emphasis of support from the Learning Support Team is on “in class” or “in departmental” work. This support is available following consultation between Curriculum Leaders, Learning Support Co-ordinator, parents and the pupil concerned.

8 POST-16 EDUCATION As a result of The Education and Skills Act 2008, from 2013 all young people must now stay in education or training until at least their 18th birthday. Raising the Participation Age (RPA) to age 18 does not mean raising the school-leaving age. Young people will not have to stay in school; they will be able to choose one of the following routes:

Full time education e.g. school, college or home tuition

Work-based learning e.g. an Apprenticeship ...or

Part-time training alongside working or volunteering, for more than 20 hours per week. For this option, the training needs to be accredited and must be for a minimum of 280 hours over the course of a year – this is equivalent to around a day per week, but it can be taken flexibly.


Current students have a much wider and ever increasing choice of training routes or courses to consider at local colleges and have access to information about the different levels and styles of courses through careers events and consultation with the Careers Adviser who is based in school from Monday to Thursday each week. Students are given additional opportunities to explore their career ideas through external visits, meeting visiting college representatives, attending the Post-16 evening and gathering information during our Careers Information days. They are encouraged to go to college open evenings and taster days before making a decision on their next step after Year 11. Their choice of Post -16 courses will depend on GCSE results, their learning style and intended career path. As some career areas require the completion of advanced courses in specific academic subjects, sensible research needs to be completed to establish if these subjects are required at GCSE to ensure a smooth transition. Certain Colleges offer specialist courses in Music, Sport, Drama, and Land-based Careers. Students are welcome to contact the Careers Adviser to discuss these options.

CORE SUBJECTS GCSE ENGLISH LANGUAGE AQA(8700) AND GCSE ENGLISH LITERATURE AQA(8702) From 2015 onwards, we will be following the new English GCSEs from AQA. Both qualifications will be assessed by terminal examinations in Year 11. Pupils will have regular opportunities to practise exam questions throughout the course.

English Language English Literature

Paper 1: Explorations in Creative Reading and Writing

Paper 1: Shakespeare and the 19th-century novel

Section A Reading: one single text

1 short form question

2 longer form questions

1 extended question Section B Writing: descriptive or

narrative

1 extended writing question

Section A Shakespeare: students will answer one

question on their play of choice*. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Section B The 19th-century novel: students will answer

one question on their novel of choice*. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

Paper 2: Writers' Viewpoints and Perspectives

Paper 2: Modern texts and poetry

Section A Reading: two linked texts

1 short form question

2 longer form questions

1 extended question Section B: Writing: presenting a viewpoint

1 extended writing question

Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose* or drama text.* Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.* Section C Unseen poetry: Students will answer one

question on one unseen poem and one question comparing this poem with a second unseen poem.

Non-examination Assessment: Spoken Language Separate endorsement (0% weighting of GCSE)

presenting

responding to questions and feedback

use of Standard English

*from a list provided by the exam board


MATHEMATICS Pearson/Edexcel 1MA1 Higher Tier & OCR J560 Foundation Tier

In the KS4 Programme of Study, higher tier students follow the Edexcel National Curriculum Syllabus. Foundation tier students follow the OCR National Curriculum Syllabus. The subject content of the course covers: Number; Algebra; Ratio, Proportion and Rates of Change; Geometry and Measures; Statistics and Probability. Pupils' ability to reason, interpret and communicate mathematically and to solve problems, will also be assessed. The course is assessed through three written examinations at the end of the course. One exam is "non-calculator" and the other two allow the use of a scientific calculator. Each exam is 1 hour and 30 minutes long. The assessment pattern in this syllabus is differentiated to enable candidates to demonstrate their ability in the subject. In Summer 2017 the national model for assessment in Mathematics changed from GCSE grades A*-G to GCSE grades 9-1, where 9 is the highest grade. Nationally, the same proportion of pupils that achieve an A grade will now achieve a grade 7. The same proportion of pupils that achieve at least grade C will now achieve at least grade 4. Grade 9 will be awarded to approximately the top 4% of all pupils, nationally. Pupils will be entered for either Higher or Foundation tiers. The level of entry is finally determined in February of Year 11. Grades

Tier F – Foundation 5 to 1 Tier H – Higher 9 to 4 Further details of the programmes of study for mathematics at Key Stage 4 are available via our Maths Website https://sites.google.com/romsey.hants.sch.uk/romsey-school-maths and the Edexcel and OCR Websites. A direct link to both exam specifications can be found here: http://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-

sample-assesment/gcse-maths-2015-specification.pdf https://www.ocr.org.uk/Images/168982-specification-gcse-mathematics-j560.pdf

SCIENCE Pearson/Edexcel 1SC0 - Combined Science

1B10 – Biology 1CH0 – Chemistry 1PH0 - Physics

At Romsey, we follow the Edexel 9-1 Science syllabus. Pupils have the option of following the Combined course or all three separate sciences (Triple science) and will be guided towards the best choice by their teachers. There are two tiers of paper available – foundation tier that provides for grades 1-5, and higher tier that provides for grades 4–9. In both, pupils need to memorize equations, have sound mathematical skills, and will be required to have a good understanding of concepts that they then apply to novel situations, with the demands of the higher paper understandably being more taxing. Triple Science will only be available in T band. Although it will not take up an option block, pupils will have to follow the full Ebacc in order to do this. Triple is a demanding course and we expect pupils who follow this path to be motivated to work hard in all three disciplines. This will count as three grades towards a pupil's overall points score, one per science. There are no controlled assessments in science but there are Core Practicals that are covered in class and will be examined in the final papers. Combined science has 6 exam papers of 75 minutes each covering the core content and practical skills. Triple science has 6 exam papers of 105 minutes (2 papers per GCSE) which again covers the key content and practical skills.

https://sites.google.com/romsey.hants.sch.uk/romsey-school-maths

http://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-sample-assesment/gcse-maths-2015-specification.pdf

http://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-sample-assesment/gcse-maths-2015-specification.pdf

https://www.ocr.org.uk/Images/168982-specification-gcse-mathematics-j560.pdf


KS4 CORE PE Pathways As part of your child's KS4 PE curriculum, we aim to offer all students a varied and enjoyable programme of study. In year 10 and 11 pupils receive 1 hour per week of compulsory PE. At the beginning of year 10 pupils will be invited to select from a range of options the PE courses they would like to participate in each half term. Some of the opportunities incur a cost, so it is worth thinking beforehand if this is something that your son or daughter would be able to do. Examples of activities include; squash, sports leaders, golf, weights course and zumba as well as the more traditional opportunities that pupils have already come across in their KS3 curriculum. In Key Stage 4 core PE we hope to create an atmosphere where pupils feel confident to explore these new opportunities and find a sport they enjoy and wish to continue with into adult life.


OPTIONAL SUBJECTS AQA GCSE Art, craft and design 8201

This title promotes learning across a variety of experiences and through various processes, tools, techniques, materials and resources to generate different kinds of evidence of working and outcomes. Emphasis is on an increased breadth of approach commensurate in demand with the other titles. The context of practice, rather than the breadth of activities and/or range of media employed, determines whether a student’s work can be described as art-based, craft-based and/or design-based. Knowledge, understanding and skills - Students must explore and create work associated with areas of study from at least two titles listed below:

Fine art: for example drawing, painting, sculpture, installation, lens-/light-based media, photography and the moving image, printmaking, mixed media and land art.

Graphic communication: for example communication graphics, design for print, advertising and branding, illustration, package design, typography, interactive design, (including web, app and game), multi-media, motion graphics, signage and exhibition graphics.

Textile design: for example art textiles, fashion design and illustration, costume design, constructed textiles, printed and dyed textiles, surface pattern, stitched and/or embellished textiles, soft furnishings and/or textiles for interiors, digital textiles and installed textiles.

Three-dimensional design: for example architectural design, sculpture, ceramics, product design, jewellery and body adornment, interior design, environmental/landscape/garden design, exhibition design, three-dimensional digital design and designs for theatre, film and television.

Photography: for example portraiture, location photography, studio photography, experimental

imagery, installation, documentary photography, photo-journalism, moving image: film, video and animation, fashion photography. Component 1: must show evidence of working in areas of study drawn from two or more of the

titles taking into account the distinguishing characteristics of art, craft and design. Component 2: must show evidence of areas of study drawn from one or more of the titles. The areas of study selected for Component 1 can be the same as, or different from, those selected for Component 2. Students must explore, through a range of two-dimensional and/or three-dimensional processes and media, practical application of skills and relevant critical and contextual sources such as the work of contemporary artists, craftspeople and designers and the different purposes, intentions and functions of art, craft and design as appropriate to their own work. Students must develop and apply the knowledge, understanding and skills specified in the Subject content within the context of their selected title(s) and area(s) of study. Assessments - Students must complete both components. Component 1: Portfolio What's assessed

A portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study. How it's assessed

No time limit 96 marks 60% of GCSE Non-exam assessment (NEA) set and marked by the school/college and moderated by AQA during a visit. Moderation will normally take place in June.

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content


Component 2: Externally set assignment What's assessed - Students respond to their chosen starting point from an externally set

assignment paper relating to their subject title, evidencing coverage of all four assessment objectives. How it's assessed

Preparatory period followed by 10 hours of supervised time 96 marks 40% of GCSE

Non-exam assessment (NEA) set by AQA; marked by the school/college and moderated by AQA during a visit. Moderation will normally take place in June. Component 1: Portfolio

The content of the portfolio will be determined by the particular requirements and nature of the course of study undertaken. There is no restriction on the scale of work, media or materials used. Each student must select and present a portfolio representative of their course of study. The portfolio must include both: 1. A sustained project developed in response to a subject, theme, task or brief evidencing the

journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.

2. A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.

The work submitted for this component will be marked as a whole. Students should carefully select, organise and present their portfolio and must ensure that it provides evidence of meeting all four assessment objectives. They must identify and acknowledge sources which are not their own and provide evidence of drawing activity and written annotation. Work selected for the portfolio should be presented in an appropriate format and could include: mounted studies, sketchbooks, visual diaries, journals, design sheets, design proposals, models, maquettes, prototypes, storyboards, video, photographic or digital presentations, records of transient and site-specific installations. Component 2: Externally set assignment AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title.

The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point. The extended creative response must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time. Students must ensure that the total submission for Component 2 evidences coverage of all four assessment objectives and evidence of drawing activity and written annotation. Students must identify and acknowledge sources which are not their own. Externally set assignments will be available to students and teachers from 2 January. They must be given to students in their entirety and must not be edited, changed or abridged in any way.

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/skills#id-Drawing_1_2_1

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/skills#id-Written_annotation_1_2_2

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/skills#id-Drawing_1_2_1

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/skills#id-Written_annotation_1_2_2


A preparation period which can begin on or after 2 January is followed by 10 hours of supervised unaided work in which students are required to realise their intentions. Students must not undertake any further preparatory studies once the first period of supervised time starts.

BUSINESS STUDIES

Pearson Edexcel GCSE (9-1) in Business (1BSO)

The Business GCSE (9-1) qualification is a two year course taught in years ten and eleven. It has two main units or 'Themes' each of which are assessed with a one hour and thirty minutes written examination and worth 50% each. Both papers are taken at the end of year eleven and total ninety marks, with sections A and B containing multiple choice and short answer questions and section C based on business contexts with longer answer questions up to twelve marks. Theme one concentrates on the key business concepts, issues and skills involved in starting and running a business. It provides a framework for students to explore core concepts through the lens of an entrepreneur setting up a business. Theme two examines how a business develops beyond the start-up phase. It focuses on the key business concepts, issues and decisions used to grow a business, with an emphasis on aspects of marketing, operations, finance and human resources. It also considers the impact of the wider world on the decisions a business makes as it grows.

COMPUTER SCIENCE AQA 8525 Computer Science is an exciting, challenging course that focuses on "how technology works" rather than "how to use it". You will learn a computer 'language' and write your own programs to solve complex problems. At present, the course is assessed using two examinations. A 2 hour “Computational thinking and programming skills” paper, and a 1 hour 45 minute “Computing concepts” paper. Both of which are weighted at 50% each. You should choose Computer Science if:

You enjoy problem solving, and have a desire to complete challenging tasks without giving up.

You are prepared to work hard and complete extra work outside of lessons

You enjoy, or are thinking of a career in a STEM subject. A natural progression would be to take A-Level Computing Remember, Computer Science is different to ICT. Information Technology is all about using applications and computers in a modern world; Computer Science is all about understanding how they work. This course will help you to:

Understand and apply the fundamental principles and concepts of Computer Science

Analyse problems in computational terms through practical experience of solving problems, including designing, writing and debugging programs

Think creatively, innovatively, analytically, logically and critically

Understand the components that make up digital systems, and how they communicate with one another and with other systems

Understand the impacts of digital technology to the individual and to wider society

Apply mathematical skills relevant to Computer Science. The course contains some advanced mathematical concepts. Students will need to be able to understand the concepts behind binary arithmetic and base number conversions and arithmetic.


They will also have to work through complex algorithmic problems, and provide solutions for these. Candidates should be on track to achieve at least a grade 4 within Mathematics to be accepted onto the course. This is because Computer Science contains a high degree of mathematics and pupils below this grade will find it too difficult to access course content in such a conceptual subject.

Cambridge National in Creative iMedia (ICT) The Cambridge National in Creative iMedia is equivalent to 1 GCSE, across the full range of possible grades. Pupils will spend time creating digital products to fulfil coursework briefs. It is an IT user qualification, as opposed to a IT technical qualification. Pupils looking for the more technical aspects including data representation, algorithms and programming should look at the entry for GCSE Computer Science. The iMedia course has 4 assessed elements, each one of which is 25% of the complete qualification. Compulsory units R081- this is the compulsory examination unit, and covers content such as copyright, project planning, game and film classification/ rating and social media appeal. R082- this is the compulsory graphics unit. Pupils plan, create and review a graphic in response to a set brief. Past briefs have included a DVD cover, and a game “splash screen”. Optional units Pupils must complete 2 further units in addition to the 2 compulsory units. The teacher will select the unit based on the coursework briefs which are updated annually. https://www.ocr.org.uk/qualifications/cambridge-nationals/creative-imedia-level-1-2-award-certificate-j807-j817/specification-at-a-glance/ contains the fuller list of units. These generally feature a range of sound, video, graphic and interactive products based tasks and the most appropriate briefs will be selected based on the quality of the brief, hardware and software availability, and staff expertise.

GCSE DANCE AQA 8236 Why choose GCSE dance? Dance is both powerful and empowering as a form of non-verbal communication, and supports learning across a range of subjects;

Dance promotes fitness and wellbeing. Students develop confidence and self-esteem through performing, as well as promoting determination to succeed and improve. Sensitivity to others and team-working skills are developed in group performance and choreography.

As choreographers, students employ the skills of problem-solving and creativity. They develop their knowledge and understanding of a range of dance styles through the interrelated processes of performing, creating and appreciating dances.

As critics, students make informed decisions and articulate opinions about the dances they see, they develop as effective and independent learners and as critical and reflective thinkers

https://www.ocr.org.uk/qualifications/cambridge-nationals/creative-imedia-level-1-2-award-certificate-j807-j817/specification-at-a-glance/

https://www.ocr.org.uk/qualifications/cambridge-nationals/creative-imedia-level-1-2-award-certificate-j807-j817/specification-at-a-glance/


with enquiring minds. Viewing professional works develops a critical appreciation of dance in its physical, artistic, aesthetic and cultural contexts.

As dancers, students develop their physical, technical and expressive skills as well as their individual qualities as performers.

What will I do?

You will develop skills, knowledge and understanding of dance as a performer, choreographer and critic.

You will apply and adapt your skills in performance and choreography. You will create dances for a range of purposes and in response to different stimuli. You will develop your ability to analyse, evaluate and appreciate dance. You will learn to appreciate the contribution of dance to your personal and social health,

fitness and wellbeing.

The GCSE Dance Anthology The anthology consists of six short professional dance works each between 12 and 30 minutes duration. Study of the works can inspire students to develop their own performance, creative and choreographic practice, at the same time as the knowledge, understanding and analytical skills required for critical appreciation. The anthology is used as an effective way to support the integration of theory and practice. The anthology contains the following professional set works:

Dance work Dance company Choreographer

Artificial Things Stopgap Dance Company Lucy Bennett

A Linha Curva Rambert Dance Company Itzik Galili

Infra The Royal Ballet Wayne McGregor

Shadows Phoenix Dance Theatre Christopher Bruce

Within Her Eyes James Cousins Company James Cousins

Emancipation of Expressionism Boy Blue Entertainment Kenrick H2O Sandy

Component 1: Performance and choreography Component 2: Dance appreciation

What's assessed: Performance • Learn two out of four set phrases. Perform as a solo performance – choreographed by a professional dancer and provided by the AQA exam board (approximately one minute in duration). • Duet/trio performance (minutes in a dance which is a maximum of five minutes in duration). Any style can be chosen to perform and choreograph, providing it meets the assessment criteria. Choreography • Solo or group choreography – a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes). Any style can be chosen to perform and choreograph, providing it meets the assessment criteria.

What's assessed: Written examination • Knowledge and understanding of choreographic processes and performing skills. • Critical appreciation of own work. • Critical appreciation of professional works in the dance anthology.

How it's assessed: Internally marked and externally moderated Performance

• 30 % of GCSE

How it's assessed: • 40% of GCSE


• 40 marks Choreography • 30% of GCSE • 40 marks

• Written exam: 1 hour 30 minutes • 80 marks

DESIGN AND TECHNOLOGY The Faculty offers three Design and Technology full course syllabuses examined by Edexcel Examination Boards. All courses meet the QCA requirements for National Curriculum Design and Technology and this range of courses allows you to choose ONE subject course most suited to your particular needs, interests and capabilities. These four subject courses are 1DT0/1B – Papers and boards (Graphics), 1DT0/1D – Systems (Electronics), 1DT0/1F – Timbers (Resistant Materials) Pearson/Edexcel Design and Technology - Qualification aims and objectives

The study of design and technology seeks to prepare students to participate confidently and successfully in an increasingly technological world. It helps students to be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors. The aims and objectives of this qualification are to enable students to:

Demonstrate their understanding that all design and technological activity takes place in contexts that influence the outcomes of design practice.

Develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values

Use imagination, experimentation and combine ideas when designing

Develop the skills to critique and refine their own ideas while designing and making

Communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing

Develop decision-making skills, including the planning and organisation of time and resources when managing their own project work

Develop a broad knowledge of materials, components and technologies and practical skills to develop high-quality, imaginative and functional prototypes

Be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses

Consider the costs, commercial viability and marketing of products Component 1 Written examination: 1 hour and 45 minutes 50% of the qualification 100 marks Assessment overview

The paper consists of two sections. Section A is assessed on the core content and Section B is assessed on the material category students have chosen. 1DT0/1B – Papers and boards, 1DT0/1D – Systems, 1DT0/1F – Timbers


Calculators may be used in the examination. Section A: Core

This section is 40 marks and contains a mixture of different question styles, including open-response, graphical, calculation and extended-open-response questions. There will be 10 marks of calculation questions in Section A. Section B: Material categories This section is 60 marks and contains a mixture of different question styles, including open-response, graphical, calculation and extended-open-response questions. There will be 5 marks of calculation questions in Section B. Component 2 Non-examined assessment 50% of the qualification 100 marks Content overview There are four parts to the assessment: 1 – Investigate - This includes investigation of needs and research, and a product specification 2 – Design - This includes producing different design ideas, review of initial ideas, development of design ideas into a chosen design, communication of design ideas and review of the chosen design 3 – Make - This includes manufacture, and quality and accuracy 4 – Evaluate - This includes testing and evaluation.

DRAMA – GCSE OCR J316 GCSE (9-1) in Drama provides a curriculum to ignite and engage students’ creativity, passion and interests. It also provides freedom for them to experiment and take risks with their work.

Why choose OCR GCSE (9-1) Drama?

Encourages mental versatility – It provides opportunities to examine drama and the work of

others, and to explore it as a practical art form.

Keeps the subject meaningful – It allows students to study drama in an academic setting, interrogating this art form and applying their knowledge and understanding to the process of creating and developing drama and to their own performance work.

A practical approach to assessment – There’s a high percentage of practical assessment in the non-examined assessment and a single portfolio assessment for students.

Skills to help students stand out – The specification aims to create independent thinkers with skills in research, working with others, analysis, communication, time management, ICT, problem solving, planning and organising.

Self -Confidence: taking risks in class and performing for an audience teach students to trust their ideas and abilities. The confidence gained in drama applies to school, career and life. Imagination: Making creative choices, thinking of new ideas, interpreting familiar material in new ways are essential to drama. Empathy: acting roles from different situations and time periods and cultures promotes compassion and tolerance for others' feelings and viewpoints.


Cooperation/collaboration: Theatre combines the creative ideas and abilities of its participants, this cooperative process includes discussing, negotiating, rehearsing and performing. Concentration: Playing, practising and performing develop a sustained focus of mind, body and voice which also helps in other school subjects and life. Communication skills: Drama enhances verbal and non-verbal expression of ideas. It improves voice projection, articulation of words, fluency with language and persuasive speech. Listening and observation skills develop by playing drama games, being an audience, rehearsing and performing. Problem Solving: Students learn to communicate the who, what, where and why to the audience. Improvisation fosters quick thinking solutions, which leads to greater adaptability in life. Fun: Drama brings play, humour and laughter to learning; this improves motivation and reduces stress. Emotional outlet: Pretend play and drama games allow students to express a range of emotions. Relaxation: Many drama activities reduce stress by releasing mental, physical and emotional tension. Self –Discipline: The process of moving from ideas to actions to performances teaches the value of practice and perseverance. Drama games and creative movement improve self control. Trust: The social interaction and risk taking in drama develop trust in self, others and the process. Physical fitness: Movement in Drama improves flexibility, coordination, balance and control.

Content Overview Assessment Overview

Learners will research and explore a stimulus, work collaboratively and create their own devised Drama.

Devising drama 60 marks

Non-exam assessment 30% of total GCSE

Learners develop and apply theatrical skills in acting or design by presenting

a showcase of two extracts from a performance text.

Presenting and performing texts

60 marks Non-exam assessment (visiting examination)

30% of total GCSE

Learners will explore practically a performance text to demonstrate their

knowledge and understanding of drama.

Learners will analyse and evaluate a live theatre performance

Drama Performance and Response 80 marks

Exam assessment 1 hour and 30 minutes

(written paper)

40% of total GCSE

Recommended Reading - Set Texts 1. Blood Brothers – Willy Russell 2. Death of a Salesman – Arthur Miller 3. Find Me – Olwen Wymark 4. Gizmo – Alan Ayckbourn

5. Kindertransport – Diane Samuels 6. Missing Dan Nolan – Mark Wheeller 7. Misterman – Enda Walsh


GCSE Food Preparation & Nutrition – WJEC/Eduqas C560 P1 The WJEC Eduqas GCSE in Food Preparation and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life. By studying food preparation and nutrition learners will:

be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment

develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks

understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health

understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices

demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food

understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes. The scheme of assessment consists of: Component 1: Principles of Food Preparation and Nutrition 100 marks (50% of qualification)

Written examination: 1 hour 45 minutes (completed during year 11 summer term). Component 2: Food Preparation and Nutrition in Action 100 marks (50% of qualification) Non-examination assessments: internally assessed, externally moderated 50% of qualification Assessment 1: The Food Investigation Assessment at least 8 hours 30 marks (15% - completed in year 11) A scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of food. A Food Investigation will be set that will require each learner to:

research and plan the task

investigate the working characteristics, function and chemical properties of ingredients through practical experimentation and use the findings to achieve a particular result

analyse and evaluate the task

produce a report which evidences all of the above and includes photographs to support the investigation. WJEC/Eduqas expects the total length of the report to be between 1,500 – 2,000 words. Assessment 2: The Food Preparation Assessment at least 12 hours 70 marks (35% - completed in year 11) Prepare, cook and present a menu which assesses the learner’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food. Two options for this assessment will be set by WJEC/Eduqas that will require the learners to:

investigate and plan the task, select a final menu to be produced to showcase skills and produce a plan of action for the practical execution of the dishes (to include trialling and testing)

prepare, cook and present a menu of three dishes within a single session.


evaluate the selection, preparation, cooking and presentation of the three dishes

produce a folio of evidence which includes documentation related to the selection of dishes, planning and evaluation and photographs and/or visual recordings which demonstrate the learner’s application of technical skills and the final outcomes.

The folio of evidence should consist of a maximum of 15 pages 30 sides of A4 (or A3 equivalent) and include all photographs, charts and graphs. Each of these assessments will be based on a choice of tasks released by WJEC/Eduqas annually.

GEOGRAPHY AQA 8035

Geography has traditionally been seen as a subject that complements both Sciences and Arts based subjects. At GCSE pupils who study Geography will be able to write descriptively and analytically, select and evaluate information from many sources and present ideas in a variety of forms. The Syllabus At GCSE we will follow the AQA syllabus that covers three geographical themes which are:

1. Living with the Physical Environment 2. Challenges in the Human Environment 3. Geographical Applications

Examinations The pupils will sit three exams one per theme:

Exam 1 - Living with the Physical Environment - 1 hour and 30 minutes 35% of the qualification Exam 2 - Challenges in the Human Environment - 1 hour and 30 minutes 35% of the qualification Exam 3 - Geographical Applications: Fieldwork and decision making - 1 hour and 15

minutes 30% of the qualification

The GCSE Geography qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total subject mark where 9 is the highest grade. Fieldwork Pupils will be provided with two fieldwork opportunities and where required a parental contribution towards the cost of the trip(s) is requested.

1. Investigating a river or coastal environment 2. Investigating an urban or rural settlement

Home Learning

Home Learning opportunities include actively revising from the revision guide we recommend that pupils purchase ‘ GCSE 9-1 Geography AQA Revision Guide’ by OUP and 'Flipped Learning activities' where pupils interact with a range of activities that provide understanding of key ideas in future lessons so that deeper learning can be achieved when these ideas are studied in class.

HISTORY AQA 8145

Assessment Pupils will complete a trial GCSE exam in the Summer Term of Year 10 and a trial GCSE exam in the Spring term of Year 11. Feedback and targets for progression will be provided for


both. Assessment of pupil progress will take place throughout the course, with the use of practice material from past papers, on a weekly or fortnightly basis. The GCSE exam board is AQA. Pupils will undertake two exams, which are both one hour and forty five minutes long. Pupils will be examined on both their knowledge and use of sources. There is no controlled assessment.

Area of study AQA

1. Period

study

America 1840-1895 Geography of North America Great American Desert Manifest Destiny Early settlers: First Farmers, Mormons and Miners Plains Indians’ way of life Permanent Indian Frontier Early policy towards and changing relationship with Plains Indians Conflict on Plains: Fort Laramie, Plains Wars, Sand Creek & Fetterman American Civil War: North/South divide, slavery, westward expansion, Missouri Compromise, John Brown, impact Mormons, Mountain Meadow Creek, aftermath Aftermath Civil War, 13th Amendment, Civil Rights Act, Reconstruction, 1866-1877, carpetbaggers, Federal and State powers Continued settlement in west: Homesteaders, problems/solutions, railroad Indian Problem Reservations Bighorn Dawes Act Wounded Knee Closing frontier and impact on native Americans

2. Wider

World depth study

Conflict and Tension 1918-1939 The Armistice – aims of peacekeepers The Versailles Settlement Impact of the Treaty and wider settlement – reactions and strengths/weaknesses of settlement The League of Nations: formation, membership, powers, successes/failures Diplomacy outside the League: Locarno and Kellogg-Briand Collapse of the League: effects of the Depression, Manchurian and Abyssinian crises Failure of League to avoid war in 1939 Hitler’s aims and Allied reaction Dollfuss Affair, the Saar, Stresa Front, Anglo-German Naval Agreement Escalation of tension: Rhineland, Mussolini, Axis, Anti-Comintern Pact, Anschluss, Appeasement, Sudeten Crisis, Munich Outbreak of war: Occupation of Czechoslovakia, role of USSR, invasion of Poland, responsibility for the outbreak of war


3. Thematic

study

Britain: Health and the people c.1000 to present day MEDIEVAL MEDICINE: natural, supernatural, Hippocratic and Galenic methods/treatments, medieval doctor, training, beliefs about cause of illness Medical progress: the contribution of Christianity, to medical progress/treatment, hospitals. Islamic medicine and surgery, surgery in Medieval times, ideas and techniques Public Health in the Middle Ages: towns and monasteries, the Black Death in Britain, beliefs about its causes, treatment and prevention RENAISSANCE MEDICINE: Impact of Renaissance on Britain, challenge to medical authority in anatomy, physiology and surgery, Vesalius, Pare, Harvey. Opposition to change Dealing with disease: traditional and new methods of treatments, quackery, methods of treating disease, plague, growth of hospitals, changes to training and status of surgeons and physicians Prevention of disease: inoculation, Jenner, vaccination and opposition to change INDUSTRIAL MEDICINE: Development of Germ Theory and its impact on the

treatment of disease in Britain, importance of Pasteur, Koch, Pasteur and vaccination, Ehrlich, everyday medical treatments and remedies Revolution in surgery: anaesthetics, Simpson and Chloroform, antiseptics, Lister and Carbolic Acid, surgical procedures, aseptic surgery Improvements in public health: public health problems in Industrial Britain, Cholera, public health reformers, local and national government involvement in improvement, Public Health Acts MODERN MEDICINE: Modern treatment of disease, development of pharmaceutical

industry, Penicillin, Fleming, new diseases and treatments, antibiotic resistance, alternative treatments Impact of war and technology on surgery: plastic surgery, blood transfusions, x-rays, transplants, modern surgical methods lasers, radiation therapy, keyhole surgery Modern public health: Booth, Rowntree, Boer War, Liberal Reforms, impact of WW1 and WW2, poverty and housing, Beveridge Report, Welfare State, NHS, costs, choices and current issues

4. British

depth study

Elizabethan England 1568-1603 Elizabeth and her court Background and character of Elizabeth Court life Difficulties of being a female ruler: relations with parliament, problem of marriage and succession, Elizabeth’s authority at the end of her reign, Essex’s Rebellion in 1601 The Golden Age: living standards, prosperity, rise of gentry, theatre The poor: increase in poverty, reasons for poverty, government responses and severity of the problem English sailors: Hawkins and Drake, circumnavigation 1577-1580, voyages and trade, Raleigh Catholicism: Northern rebellion, Ex-communication, plots, Elizabethan Settlement Mary Queen of Scots: background, treatment by Elizabeth, her challenge to Elizabeth’s power, plots and execution Conflict with Spain: reasons, events, naval warfare, tactics and technology, defeat of Spanish Armada Elizabethan England study of a historic site Study of an Elizabethan site Focus on link between site and historical events Consider: Location, Function, The structure, People connected with the site, Design, How the design reflects culture, values, fashions at the time. Important events/developments from depth study connected to the site


MEDIA STUDIES WJEC/Eduqas C680QS Syllabus = EDUQAS Media Studies is an exciting and popular choice for its relevance to students’ lives. GCSE Media Studies builds on many transferable skills such as analysis and research. Learners will be able to explore contemporary issues through different media formats, in creative and practical ways. Learning will be centred on the following theoretical frameworks: • Media Language • Media Representations • Media Industries • Media Audiences • Contexts

Learners will study a wide variety of media formats including newspapers, film marketing and TV Crime Drama, the music industry, advertising and video games.

Examination

Paper One; Industries, Audiences and Representation.

Written Exam, 1hr 30mins 40% of GCSE Multiple choice questions Short answer questions An extended response question

Paper Two; Media Language and Contexts of Media

Written Exam, 1hr 30mins 30% of GCSE Multiple choice questions Short answer questions An extended response question

Non-Exam Assessment

A choice of topics related to a theme (annually changing as outlined by exam board) 30% of GCSE

This is a project-based task completed over a series of 12 weeks whereby students create a statement of intent, carry out planning and research and then produce a media product for an intended audience as outlined in a brief set by the exam board.

MODERN FOREIGN LANGUAGE COURSES AQA French 8658 AQA German 8668 AQA Spanish 8698

The breaking down of international barriers for trade and tourism, a process which will move much further and much faster in the course of this new century, has placed a premium on our ability to talk to our neighbours in the global village. Post-Brexit an ability to communicate in a foreign language will be a great advantage in a highly competitive job market. Great emphasis is placed on an ability to communicate in languages other than English and people who are able to so do, at whatever level, have an advantage in the commercial world. Opportunities for


business and leisure are increasing dramatically and there is an ever-increasing demand for people with good linguistic and communication skills. The MFL courses at GCSE encourage communication, appreciation of cultural differences and the academic study of how language is formed, including an ability to reflect on how English relates to other languages. The rise in the importance of the EBacc means that study of a language has been recognised as an important part of a child's education as we strive to produce generations of pupils who are not afraid to go out into the world ready and willing to communicate on a global scale. The academic requirements of the course also send out a message about the ability and willingness of a person to apply themselves to a challenging but rewarding subject. As a faculty we are very pleased to offer French, Spanish and German. Spanish and German are taught at an accelerated pace and from scratch thus requiring additional self-discipline and commitment from the pupils. Throughout the two year course pupils develop an awareness of languages, an understanding of grammar and an insight into the culture and civilisation of the respective countries. In addition, the MFL Faculty runs a series of visits for those studying an MFL in KS4. Pupils will follow the AQA Linear Course. They are assessed in four skill areas – Listening, Speaking, Reading and Writing. Two tiers of examination, Foundation and Higher are available and a pupil will sit all four papers in either level. Foundation tier covers grades 1-5 and Higher tier covers grades 4-9. Each of the four papers accounts for 25% of the final grade and the exams are all in the summer of Year 11. Pupils will need to have a good memory of their language and an ability to be creative within the confines of what they know. Pupils will have regular vocabulary tests and they are expected to show self-discipline in learning vocabulary away from the classroom even if it hasn't been set as a test. If you would like to know more about the exam course please log on to www.aqa.org.uk and type French/Spanish/German into the search bar.

GCSE MUSIC Pearson/Edexcel 1MU0 Who should choose music? GCSE Music is a dynamic, creative and enjoyable subject that develops a range of practical and analytical music making skills. If you are a budding vocalist, instrumentalist or composer then this is the course for you! What does the course give me? The course is challenging but incredibly rewarding. You'll develop as a musician and composer as you work with other musicians towards common aims. The chance to work collaboratively and by yourself is one of the strengths of the course. You'll study 8 pieces of music and then compose music to set briefs, as if you were working in a professional environment. If you're more of a performer, don't worry, there are lots of opportunities for you to grow as a solo artist or ensemble member. Will I be taught how to read music? It is an advantage to know how to read traditional staff notation or guitar tab. However, studying the 8 pieces of music will enable you to develop a greater understanding of how to read music. There are also opportunities at lunchtime to get extra support if you think you need it. Do I have to play a musical instrument? Since 30% of the course is performing it is recommended that you have vocal or instrumental lessons during the 2 year course. By the end of Year 11, you need to have reached about a Grade 2 standard on either voice or one instrument. What will I actually be doing? There are 3 main units in GCSE Music:

http://www.aqa.org.uk/


1) Performing – by the end of the course you will have performed around 6 times, with two performances being assessed towards your final grade. 2) Composing – by the end of the course you will have composed around 6 pieces of music, with two compositions being assessed towards your final grade. 3) Appraising – you will study 8 pieces of music (i.e. Beethoven, Queen, Defying Gravity (Wicked)) and at the end of year 11 you will sit a 1 ½ hour exam to answer questions about these pieces. How can I find out more?

Come and see us in the Music Department and we can show you some pupils' work and answer any questions you might have.

NCFE Technical Award in Music Technology The NCFE Technical Award in Music Technology is an exciting course for all budding music producers. Learn, create and explore the world of the music technology industry from Music for Games to Electronic Dance Music. This course is hands-on from the very beginning. You'll learn how to: set up and use of a Digital Audio Workstation (DAW) create a computer based musical project to a specified brief, using audio and MIDI editing

tools experiment with musical elements in a chosen style plan and undertake a studio recording session mix a multi-track recording model unique sound.

Students who achieve this qualification often progress to Level 3 qualifications and A Levels such as: NCFE Level 3 Applied General Certificate in Music Technology (601/6779/8) A level Music A level Music Technology

PHYSICAL EDUCATION We offer 2 courses in Sport:

AQA GCSE PE 8582 Cambridge National Level 1/2 in Sports Studies J813

To achieve in either of these option pupils must be competing in at least 2 different sports. GCSE PE The GCSE qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course. The subject content covers: 1. Applied anatomy and physiology 2. Movement analysis 3. Physical training 4. Use of data 5. Sports psychology 6. Socio-cultural influences 7. Health, fitness and well-being


These areas are assessed in two written exams of 1 hour and 15 minutes each. In total they are worth 60% of the final grade. The non-exam assessment is made up of practical performance in 3 sports. To achieve the standard required you will need to be representing the school in at least one team and one individual sport (or to an equivalent high standard outside of school). This is assessed by the teacher and moderated by an AQA appointed assessor. There is a further written analysis and evaluation of performance to bring about improvement in one activity worth 10%. Beyond school the GCSE PE qualification has been greatly modified to cover more of the content studied at A level. Success in it therefore provides the suitable stepping stone for the demands of the A level PE qualification. Cambridge National Sport Award The qualification is the value of one GCSE grade. Learners are rewarded along the way for consistent hard work and demonstration of their knowledge, without the added pressure of exams at the end. A Cambridge National in Sport offers active learning in a vocational context and builds confidence, competence and motivation in pupils. The Cambridge National Sport Certificate is made up of two compulsory units:

Unit R051: Contemporary issues in sport – Exam o Students explore a range of topical and contemporary issues in sport, such as

participation levels and barriers, promoting values and ethical behaviour, and how sport contributes to society as a whole beyond simply providing entertainment.

Unit R052: Developing sports skills – o Students try out a range of sports-related skills and techniques, including different

practice methods for improving both their own performance and that of others. They develop their knowledge of the use of tactics and strategies in both individual and team sporting activities as well as their understanding of the rules, enabling them to carry out a number of officiating roles within the activities.

We have then opted for the following Units:

R053: Sports leadership o Students learn about some of the knowledge, understanding and practical skills

required to be an effective sport leader. They put their knowledge into practice by planning and delivering safe and effective sporting activity sessions. Afterwards they review their performance.

R056: Developing knowledge and skills in outdoor activities o Students find out about a wide range of outdoor and adventure activities and the

organisations that provide access to them. Through planning and participating in these type of activities they will learn about the risks in involved and gain an understanding of health and safety, risk assessments and the importance of detailed planning for various scenarios and challenging environments. This will also help them develop their communication, decision-making and leadership skills.

The teaching approach is to concentrate on active learning with as much practical as possible. Pupils need to have a desire to train hard to improve as well as a willingness to learn to lead others in sport and to be coached by their peers. PE kit is needed for 60% of lessons. Students maintain diaries, videos and witness statements. There are also written elements and computer work to build the evidence and this will make up the evidence for the course. Looking beyond school, success in the Cambridge National gives you the opportunity to continue to study sport through Nationals at level 3. You may then go further and take Sport at university.


Career Opportunities PE Teacher, Sports Coach, Sports Development, Leisure Centre Management, Physiotherapy, Sports Scientist, Fitness Consultant, Personal Trainer, PTI Forces, Nutritional Adviser. Opting for a Sporting Qualification If you decide to opt for one of the two sporting qualifications the PE department will assess your suitability and, having taken into account both your academic progress and your sporting aptitude, we will choose the best pathway for you to gain the best possible grade for you to commence in September of the following year. Are there any useful websites which may help me with this subject? BBC GCSE Bitesize: a BBC run website with useful information, revision tips and example questions: www.bbc.co.uk/schools/gcsebitesize/pe Sport Academy: a BBC run website for up to date news on sport: www.bbc.co.uk/sportsacademy Brian MacSports Coach: information on coaching, sports, nutrition and more: www.brianmac.co.uk Interactive Resources for GCSE PE: GCSE PE questions answered: www.interactivepe.co.uk British Olympic Association: everything you need to know about the Olympics www.britisholympicassociation.co.uk

These video clips show a range of open and closed skills and explain why each is classified as such. http://www.youtube.com/watch?v=h0o-1qNieYE Developing Sport Skills http://www.slideshare.net/PEEDC/skills-and-techniques This is a Netball specific clip but YouTube contains useful video clips concerning tactics and strategies for most sports. http://www.youtube.com/watch?v=WvRNenTQ9rk

This book includes the rules, terms and procedures for 54 different sports – from alpine skiing to wrestling! www.amazon.co.uk/The-Sports-Rules-Book-Procedures/dp/0736076328/ref=dp_ob_image_bk

This website gives the rules, court/field/pitch dimensions and markings and history of a range of sports. http://www.sportsknowhow.com/

The BBC sport website has a wealth of information including for a range of different sports including: how to be an official, rules and laws of the game, equipment, video clips of performers and much more. http://news.bbc.co.uk/sport1/hi/football/rules_and_equipment/default.stm#atozlist

http://www.bbc.co.uk/schools/gcsebitesize/pe

http://www.bbc.co.uk/sportsacademy

http://www.brianmac.co.uk/

http://www.interactivepe.co.uk/

http://www.britisholympicassociation.co.uk/

http://www.youtube.com/watch?v=h0o-1qNieYE

http://www.slideshare.net/PEEDC/skills-and-techniques

http://www.youtube.com/watch?v=WvRNenTQ9rk

http://www.amazon.co.uk/The-Sports-Rules-Book-Procedures/dp/0736076328/ref=dp_ob_image_bk

http://www.sportsknowhow.com/

http://news.bbc.co.uk/sport1/hi/football/rules_and_equipment/default.stm#atozlist


RELIGIOUS EDUCATION Awarding Body: AQA Full course: 8062 Short Course: 8061

Course Description: If you enjoy challenge, questioning and discussion then this is the subject for you. You will be challenged with questions about belief, values, meaning, purpose and truth and given an opportunity to develop your own attitudes towards global as well as religious issues. You do not need to be religious to take Religious Education. Much of the course covers interesting and relevant themes which involve us all in the course of our lives. Students study Christian and Muslim beliefs and practices for paper 1. Paper 2 is a themes paper, which covers:

Relationships and families

Religion and life

Religion, peace and conflict

Religion, crime and punishment

Religious Education is entirely exam based, with students sitting two exams, each worth 50% of their total grade. Pupils who do not choose Religious Education as an option will still sit the first paper, but in year 10 rather than year 11, and this will give them a GSCE short course qualification. Religious Studies complements any subject that is taken at The Romsey School. It not only focuses on religion alone but also takes into account students' own experiences and views and develops their discussion and debating skills. Students who have studied GCSE Religious Education could go on to study the subject at A Level. It is also closely linked to other Social Science and Humanities subjects such as English, History, Geography, Government and Politics and Philosophy. Students of Religious Education have been known to pursue a huge range of careers, but common paths include: Law, Politics, Teaching, Journalism, the Media, Business, International Relations, Social Work and academia.

SOCIOLOGY Level: GCSE Awarding Body: AQA 8192 GCSE Sociology aims to broaden students’ minds, helping them to see their world from different perspectives and in new and thought-provoking ways. Sociology is a fascinating subject which offers students the opportunity to choose a new and exciting subject, which is directly relevant to their everyday lives and allows them to better understand human behaviour, political, social and philosophical issues, and to ask challenging questions about the world they live in. In addition, the GCSE provides in depth knowledge and academic rigour, requiring pupils to interact with difficult sociological concepts and write essay style answers. The GCSE Sociology course is entirely exam-based, with students sitting two exams each worth 50% of their total grade. Students begin with an overview of sociological theory, including: Marxism, functionalism and feminism, before moving on to learning about social research methods. This is then applied throughout the course to the various topics. The Unit 1 examination is on the sociology of education and families. The Unit 2 examination is on crime and deviance and social stratification.


Students who have studied GCSE Sociology could then go on to study the subject at A-Level. It is also closely linked to other Social Science and Humanities subjects such as Psychology, History, Geography, Government and Politics and Philosophy, as well as developing the communication skills required for subjects such as English. Students of Sociology have pursued a huge range of careers, but common paths include Law, Politics, Teaching, Journalism, the Media, Business, International Relations, Social Work and academia. The skills acquired in relation to social research methods can be applied to all further education.

Pearson/Edexcel LEVEL 1 BTEC CERTIFICATE IN CONSTRUCTION MCL20 The students will study four units listed below :

· Health & Safety and Welfare in Construction · Developing Construction Drawing Skills · Developing Construction Painting Skills · Developing Construction Decorating Skills

This BTEC qualification is a specialist qualification and is work related. It is designed to give the learner the knowledge, understanding and skills to prepare for further study and employment. Each unit of work is designed and written to include Functional Skills; Maths, English and ICT. Learners will also be encouraged to develop personal skills in collaboration, empathy, self-management and resilience, all very valuable skills that are required in the working world. These skills are all embedded into the units of work and used as they would be in the work place. Learners will have the opportunity to try out many different trades; through different workshops in school and college situations, delivered by tradesman as well as becoming accomplished Painters and Decorators. We also have good links with the local colleges and visits and taster sessions can be arranged, subject to availability. There is no exam to this course, the learners build up a portfolio of both practical and theory work. Students will achieve a Certificate in Construction at level 1. This course does not form part of the Option blocks. Pupils wishing to study this course must first complete a standard Options form, choosing a subject from each block and then tick the relevant box at the bottom of the form. Successful applicants will then study Construction in place of two of their chosen options.

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