y8 options information

8/7/2019 Y8 Options Information

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You now have the opportunity to choose some of the subjects you will study over the next three years. You will need to

consider the options available and decide what you will enjoy studying. These subjects are in addition to the

compulsory subjects of:• English

• Maths

•Science

• ICT

• PE

• Philosophy & Ethics (including Personal, Social & Health Education)

• Citizenship (including Personal, Social & Health Education)

Detailed information can be found on all of these subjects and Option subjects on the Year 8 Options web link

on the Arthur Terry web site. www.arthurterry.bham.sch.uk

English BaccalaureateThe Schools White Paper on Education, ‘The Importance of Teaching’ published in November 2010 is recommending

that students study a broad range of academic subjects consisting of of English, Maths, Science, MFL & History or

Geography. Students who achieve a A*-C in all five subjects will be awarded an English Baccalaureate in recognition of

their achievement. We advise all students capable of achieving this to choose a MFL and Humanities subject.

Doʼs & Donʼts What Must You Do

DO• Ensure you have broad & balanced curriculum• Consider whether your choices are flexible for a

variety of routes post 16• Think about progression into the Sixth Form where a

range of A level and vocational courses are available• Think about why you like or dislike subjects• Think about which subjects you enjoy and why• Find out about new subjects on offer

DON’T• Choose a subject just because you like the teacher.

You may not have him/her next year• Reject a subject just because you don’t like the

teacher. You may not have him/her next year• Choose a subject because you think it is easy. All

exam subjects will be demanding• Choose a subject because your friend is doing it.

You may have different career plans and may end upin different groups

1. Go on the Arthur Terry web site and watch the

videos on the Option subjects

2. Go on the web site and read the detailed

information on your possible choices

3. Ask your parents to attend the Options Information

Evening on Wednesday, 16th February at 7.00pm in

the School Hall

4. Attend with your parents the Year 8 Options

Workshops Evenings on Wednesday, 2nd March

6-8pm. You will be able to attend a series of

workshops on the Option subjects available

5. Hand in your completed Options choice reply sheet

or register on line your choices by Friday, 11th

March 2011

6. Attend the Core Subjects Parents Evening on

Tuesday, 29th March 2011

http://www.arthurterry.bham.sch.uk/





Art & Design

Interest, determination and commitment to the subject are the most important qualities needed to study

Art at GCSE. To succeed with the course, students must have been positive about their artwork and

shown enthusiasm and ability during Year 8. It is NOT an easy option, but you do not have to be another

Leonardo da Vinci to achieve success.

The new OCR course is split into two coursework units plus one examination unit. The coursework units

each consist of 45 guided learning hours (lesson time) and with this time constraint students must work

with a real sense of purpose in every lesson. Additional work may also be produced by students in their

own time.

Students will experiment with a variety of media, some of which they may not have handled before. As

well as the traditional media of drawing and painting students may explore a range of printmaking

techniques, ceramics, 3D wire or card construction, textiles, graphics and mixed media. They will be

shown how to manipulate ideas in new and innovative ways. Students will also be introduced to the

work or a range of artists, designers and craftspeople.

Towards the end of Year 11, students are entered for the GCSE examination unit. The completion of

detailed preparatory work forms the majority of the marks and leads to the 10 hour exam, usually spreadover three days.

The coursework will count for 60% of the final grade and the exam for 40%.

The course is designed to allow students to use their powers of observation in initial drawings and

research, and to develop ideas in a personal and individual way. There is also a critical and contextual

element to the course where students look at and respond to the work of relevant artists and designers.

Contact: Mrs Monteiro, Subject Leader or your Subject Teacher

Business Studies

This course is worth 1 GCSE - Grade A* to G.

Students study such things as the organisation and structure of businesses, the importance of

communication, people at work, government and trade, finance and marketing.

In Year 9 students will study a Personal Economics Module and will be examined on it in the summer of

Year 9, this gives an insight into personal financial management and also investigates the world of work.

In Year 10 students will study a core unit on setting up a business which is worth 40% of the overall

grade achieved.

In Year 11 the remainder of the course investigates how a business grows and the methods used to

achieve this. There will be an exam and a controlled assessment contributing 60% towards the overall

grade

The course is suitable for students who wish to find out more about the world of business and those who

want to investigate how businesses become successful. The course relies on students taking an interest

in what happens in the real world and is meant to be relevant in every way.

Students can achieve grades A* - G

** This course differs from BTEC Business in the way that it is assessed. This is something you need

to think very carefully about. Much of the basic content is the same although everything done in this

course will be applied to a broad range of examples from outside of the classroom.

Contact: Mr Birch, Faculty Leader for Business & ICT



BTEC Business

The course is a relatively new subject that offers an introduction to the world of business. It is ideally

suited to students who wish to take on the challenge of a new and relevant subject with the assessments

being made through coursework rather than examinations.

The course will provide opportunities for learners to develop a range of skills and techniques, personal

qualities and attitudes essential for successful performance in working life.

This BTEC course gives you the equivalent of 2 GCSEs. This is your opportunity to take a subject where

the assessment is coursework based. All students will study 3 units. These are likely to include:

1 Business Organisations (coursework)

You will understand business aims such as making a profit or providing a charitable service. You will look

at how businesses organise themselves, what their activities are and about the different types of

ownership a business may have. You will also learn about the outside influences which affect businesses

such as where a business locates. As part of this module you will also spend time investigating the

different aspects of a business such as marketing, production, finance and so on.

2 Customer Relations (coursework)

This unit helps you understand the importance of a customer to a business. You will apply your learningon what makes good customer service and will be expected to demonstrate your understanding. You

will also study the ways in which a business monitors how good its customer service is.

3 Financial Forecasting (coursework)

You will learn to identify the main costs and revenues of a business and how these figures will be recorded.

You will learn to estimate future business costs and revenues and how to calculate the point at which a

business begins to make a profit. You will have to prepare financial documents and be able to record

financial transactions.

Students can achieve the grades equivalent to A* - C.

To be successful on the course, you must be responsible in your approach to coursework, be self-disciplined, be able to research and develop your work from a range of sources and be committed to

meeting deadlines.

** This course differs from Business Studies in the way that it is assessed. This is something you

need to think very carefully about. Much of the basic content is the same although everything done in

this course has to be applied to actual businesses being investigated.

Contact: Mr Birch, Faculty Leader for Business & ICT



Child Development

This course follows the AQA exam syllabus. It is made up of 40% exam and 60% coursework. There is

one tier of entry, where students can achieve A* - G.

The syllabus covers 3 main areas:

1. The family and pregnancy2. Care of the child (0-5 years)

3. Development of the child (0-5 years)

The course involves a lot of theory work, but when possible, practical work will be included e.g. when

looking at weaning, diet, children’s books and junk toys.

The coursework is divided into 2 parts; a child study and a research task.

The child study will be started during Year 10 and requires access to a child up to 5 years of age. It

consists of an introductory visit and 4 other visits (usually one a month) where the child will be observed.

There is also a research task where the student will investigate a topic such as Parenthood, Pregnancy,

Diet or Support for the Parent and Child.

It is hoped, but cannot be guaranteed that students will visit the maternity unit at Good Hope Hospital

and a local playgroup and have speakers such as a midwife / health visitor come to the school.

Contact: Mrs Hemmings, Subject Leader



Creative & Media Diploma

Course Description

This is a demanding course where you will gain an understanding of the creative process through work

related projects. You will be involved in a range of productions across disciplines in Art and Design,

Media and the Performing Arts. These disciplines include ; Dance, Drama and Music ; 2D and 3D

Visual Art, Craft, Graphic and Product Design, Photo Imaging, Fashion and Textiles ; Film , Television,Audio and Radio, Computer Games, Creative Writing, Advertising. You will have 10 days work

experience in a creative and media industry meeting a variety of creative professionals.

The Skills You Will Develop

You will develop practical skills using DV cameras, digital still cameras and cutting edge video and

photographic editing software. You will prepare to broadcast on radio and television, developing

interviewing and presentation skills. You will devise performances and work with others taking

responsibility for essential production roles. You will develop your personal learning and thinking skills

and your functional skills in literacy, numeracy and ICT.

What the Course Will Lead To

You will create a show reel of work which will enable you to impress future employers, showing them you

have developed skills relevant in the modern workplace. You can progress from a Higher Diploma toan Advanced Diploma to allow you to prepare for a career in the creative industries which will lead to

degree level study . You could develop your studies in a range of subjects by progressing to A levels or

you may wish to follow a vocational BTEC Diploma in an area that you have particularly enjoyed. BTEC

National Diplomas are available in Art and Design, Media Production, Games Development, Photography,

Graphic Design, Dance and Performing Arts.

Links with Employers

Creative assignment briefs will be set by employers and professionals working within the industry

who will advise and work alongside you to create productions to near professional standards.

Journalists and Photographers will help you to investigate arts and media activities in your own region.

Media technicians and publishers will help you to create a guide for a specific audience and review a

specific arts activity or product (Scene). You will work with actors and technicians from BirminghamRepertory Theatre to devise a performing arts event in which you can take a performing or supporting

role (Performance). Film-makers, actors, musicians and artists will help you to create artefacts and

productions in a range of mediums (Artefacts). You will also work with the local community to produce

campaigns and documentaries which promote an idea, issue or product (Campaign). You will work with

events organisers and public relations experts to showcase your work in a festival at the end of each

year (Festival).

How the Course Is Assessed

Six units are internally assessed:

Scene - Performance – Artefact - Record - Campaign - Festival.

You will gain points for each unit and will be able to reach the criteria at least twice through integrated

projects which combine units. For instance, you will record footage of rehearsals and team meetings to

show your progress when devising a performance which will be developed into an online blog. Another

example may be filming a musical performance and then editing this into a music video with an

accompanying narrative.

One unit is externally assessed:Project Report

You must evaluate work undertaken in a project and produce a written report in a 3 hour period. This will

be written online, you will have plenty of time to prepare and you will have several opportunities to

improve your grade.

What Is the Course Qualification and its Value in GCSE Equivalence

The course is equivalent to 5 GCSE at grades A*-C

Functional Skills in English, Maths and ICT are equivalent to 1.5 GCSE at A*-C

Contact: Mr Bagnato or a Subject Teacher



Dance

GCSE Dance is primarily a practical based subject with elements of written expression. After experiencing

many different styles and genres of dance, students then choreograph their own dance material in their

chosen dance style or styles. Students choreograph dance material both individually and within a group

situation.

Students will also learn appropriate dance vocabulary in order to aid and develop their appreciation of

various professional dance works. This skill is essential for the written paper and also as a tool to aid their

own choreographic development.

Students are assessed in the following areas:

•. Compositional Solo (15%)

Students create a solo dance in which they develop 3 professional dance motifs demonstrating

their choreographic understanding.

• Compositional Solo or Group (25%)

Students choose to either create a group dance piece for 2, 3, 4 or 5 dancers, or choreograph and

perform a solo dance through which they are assessed on their choreographic skills. Candidates

choose to base their dance on one idea selected from a variety of stimuli.

•. Performance of a duo / group piece (20%)

Students perform in a group dance piece choreographed by the student and teacher showing clear

links to the professional work on which the dance is based. Students are assessed on their

performance skills.

•. Performance of Set Study (20%)

Students learn and perform a technical Dance choreographed and set by the exam board, and are

assessed on their performance skills.

•. Written exam paper (20%)

Students sit a 1 hour written exam paper which assesses their critical appreciation of a variety ofdance works in relation to the main components of dance, i.e. movement, accompaniment,

costume, set design, lighting and props.

Students will also be examined upon their understanding of choreographic principles, performance

skills and safe studio practice.

Students will be required to attend trips to see live professional works and commit to extra rehearsal time to

aid independent learning. Commitment and dedication is a key part to success if you choose to take GCSE

Dance.

Contact: Miss Hopkins



Drama

GCSE Drama is an exciting course that provides the opportunity for students to develop their practical

skills and their understanding and appreciation of Drama and Theatre.

Practical (60%)

During the 3 year course students will create 5 practical examination pieces ranging from Scripted workto Theatre in Education. The 2 highest marks will then be selected and put forward towards their final

GCSE grade.

Students will receive a mark out of 45 for the examination performance and a mark out of 15 for

preparation.

Written (40%)

Students will sit a 2 hour written examination in the summer of Year 11. They will answer 1 question on

their experience of creating Drama and will then have a choice between a question about the set text or

a live production they have seen.

Drama also offers development in a wide range of transferable skills that will support all other subjects.

Some of these skills include communication, reasoning, team work, self discipline, time management

and creativity.

Who should take GCSE Drama?

Anyone who enjoys performing. Anyone who thrives when working with others. Anyone who enjoys a

challenge. Anyone who wants to improve skills in communication, self discipline, team work and

creativity. Anyone who loves Drama and Theatre.

Considerations.

Students will be expected to rehearse their work outside of lesson time and so will need to be committed

to their group. As students receive a mark for preparation it is vital that they are prepared to give time to

their rehearsals.

Contact: Mr Chaplin, Subject Leader for Drama or your Subject Teacher

Electronic Products

Electronic Products is a full GCSE course.

Final grading is achieved through completion of a coursework project which is student selected (60%)

and a terminal examination (40%).

Students will develop an understanding of electronic components, to include their function, methods of

identification, handling techniques, and be able to perform simple calculations when selecting values.

The school is equipped with a “systems” prototyping/learning facility which allows students to design

circuits quickly and easily whilst providing scope for the investigation of components and the production

of printed circuit boards. Students have access to extensive Computer Aided circuit board Designfacilities and the circuit board production process emulates current industrial practice. The recent

developments in programmable PIC chips has become a significant part of this course, allowing the

design of relatively simple circuits that can be programmed from a computer, with the ability to modify or

change the circuit function by changing the program rather than the actual circuit.

Contact: Mr Canty, Subject Leader or your Subject Teacher



Food Technology

This course follows the AQA exam syllabus. It is made up of 40% exam and 60% coursework. There is

one tier of entry, A* - G.

The syllabus covers 3 main areas:

1. Food materials and components2. Food product design, development and market influences

3. Food processes and product manufacture

In Year 9, students will do a practice piece of coursework that will look at products sold in a bakery and

will enable them to develop numerous basic skills required later in the course. Students will also study

and take an ‘on-line’ food hygiene course, complete a project on multi-cultural foods and look at the

dietary needs of different groups of people. Throughout the course, students will have the opportunity of

preparing foods linked to festivals that will include the designing and making of a Christmas cake.

The coursework will be started at the beginning of Year 10 and consist of a detailed design project

including practical work, designing and theory work. Students will work to a chosen design brief e.g.

‘Design and make a cook-chill product’, ‘Design and make a ready-to-eat dessert’, which could be sold

in a major food retail outlet.

In Year 11, students will practice their exam technique and prepare for the exam using the exam board’s

pre-release material.

Contact: Mrs Hemmings, Subject Leader or your Subject Teacher



Geography

“Geography is the subject that holds the key to our future” Do you want to be part of it?

Our aim is to give you the knowledge and geographical skills to gain an understanding of the

complexities of the modern world.

During your GCSE Geography course you will investigate natural hazards, extreme environments, thegrowth of global tourism, managing cities for the future, the challenge of meeting our future energy needs

and the globalization of industry.

If you want to know why 20% of the world’s population own 80% of the world’s wealth, why wildfires are

becoming more common, when oil will run out, what is happening to Antarctica and the answers to

hundreds of other topical, relevant questions choose Geography!

Rather than focusing exclusively on the many problems we face in the 21st century, GCSE Geography will

provide you with an understanding of how these issues can be tackled, change managed and conflicts

resolved.

As well as learning to use maps you will develop your ICT, literacy, numeracy, and communication and

presentation skills. You will learn to analyse data, identify bias, form and express informed decisions

about contemporary issues and improve your decision making skills.

You will undertake fieldwork in Years 9, 10 and 11. Currently GCSE Geography students investigate the

impact of tourism in Stratford-upon-Avon, the redevelopment of Birmingham and the changing location

of industry.

What work will I be expected to produce?

Notes, Extended writing, Maps, Fact files and case studies, Diagrams

PowerPoint presentations, Field sketches , Magazine articles, Fieldwork reports

How will I be assessed?

In Years 9 and 10 you will take two examinations, each worth 25% of your GCSE. Both of these exams

can be retaken if you need to improve your results to achieve your target grade. In Year 11 you will take

one examination worth 25% and two controlled assessments in lessons (the ‘replacement’ for course

work), worth another 25%. This really spreads the load and eases that pressure at the end of Year 11!

Why should I study Geography?

I will leave you with a quote from two passionate geographers taken from the Give Geography Its Place

website:

‘Geography is the ‘what of where’. It is vitally important for understanding the world around us.Geographers question the world and seek to understand it, they explain why things are where they are.

No other subject at school links so many factors together as one. Geographers learn vital skills like map

reading, problem solving, decision making. They learn to link scientific factors alongside sociological,

psychological and historical reasons for why the world is as it is. Geography is on the news every day,

from war in the Middle East, to closing of factories in the Midlands, to farming subsidy arguments in

Brussels, to global climate change. The list is endless.

(Francesca Carter)

‘Geography brings balance to a world full of specialists, who know more and more about less and less.

Geography is a light in the mind, not a load on the brain.’

(Robert Lord)

Contact: Mr Napper, Subject Leader or your Subject Teacher



Graphics

Graphic Products is a full GCSE course comprising of 2 units. Unit 1 is a written examination worth 40%

of the total marks. Unit 2 is the coursework project or ‘controlled assessment’, which involves answering

a design brief and designing and making a graphic product; this is worth 60% of the final mark and is

made up of 45 hours of teacher supervised work carried out in school.

In the first two years the course will involve developing commercial knowledge of graphic media andindustrial processes. Students will learn:• hand drawing

• visual communication techniques including marker rendering

• a wide and comprehensive working knowledge of a range of Computer Aided Design software

including Photoshop, Illustrator, InDesign, Techsoft 2D Design, Prodesktop and Proengineer 3D

modelling software

In the final year students will apply the knowledge gained over the previous years to develop a 3D

graphic product from a given design brief under controlled assessment conditions.

Graphic Products is an exciting, creative and interesting subject which can lead to a wide range of

interesting and worthwhile careers in the print, web and design industries.

Contact: Mr Kinsella



Health & Social Care

This course is worth one GCSE - Grade A* to G and is designed to provide a broad basis for students

wishing to pursue further education, training or a career within the Health Services or Care Sector.

Students will study such things as:•

Health, Social Care and Early Years Provision including what services are available, how peoplegain access to them, what skills are required for those working in the sector.• Promoting Health and Well-Being including how we define health and ways of supporting health

improvement.• Understanding Personal Development and Relationships including factors affecting health and

development, major life changes and the role of relationships.

The course aims to:• Provide students with experience of work related learning.• Equip students with technical knowledge, skills and understanding needed in the work place or in

further education.• Develop the ability to work independently and evaluate their own learning.• Provide an overview of the Health and Social Care and Early Years Sector.

• Provide an appreciation of individuals’ needs and factors that may impact on their development.


In Year 9 you develop your research and writing skills.

Each half term you work on a project about one of the life stages: infancy, childhood, adolescence,

adulthood and later adulthood.

Your grades do not form part of the overall GSCE but they are designed to fully prepare you for the

formal assessments in Year 10 and 11.

In Year 10 you build upon the knowledge you gained in Year 9. Concepts are covered in much more

detail and you will appreciate how different factors can impact on development.

AT the end of the year you sit your GCSE written exam which is 50% of your final GCSE grade.

Year 11 concentrates on the controlled assessment requirement of the course. You will visit local service

providers and be expected to gather information in your own time and the health care provisions in your

area.

The controlled assessment work forms the other 50% of your final grade. You will be provided with a

case study which you will be expected to write about at length, explaining the different services that

could help the particular person described in the case study.

Contact: Miss Geillis, Subject Leader



History

General Course or Subject Details

For most of Year 9, students will be completing a two and a half term course to develop their historical

skills. This is to fully prepare students for the rigours of the GCSE. They will be working on improving

their ability to evaluate sources, create coherent arguments and explain why events happened by

conducting a series of in-depth enquiries which focus on a wide range of events such as, ‘Who was Jackthe Ripper?’, ‘Did they really put a man on the moon?’ and ‘Who shot JFK?’.

Towards the end of Year 9, once these skills have been developed, students will begin to study the

examined topics of the GCSE course.

The syllabus followed is the AQA Specification A, Schools History Project. The topics studied are:

• The American West, 1840-95• Kenilworth Castle (History Around Us Coursework)• Medicine and Public Health Through Time

How will I be assessed?• There will be two examinations. One will be sat at the end of Year 10 on Medicine and Public Health

Through Time. The other will be sat at the end of Year 11 covering the topic of the American West.

These two exams account for 75% of your final GCSE mark.• Three pieces of coursework, which are now completed under controlled conditions. The topic for this

coursework is Kenilworth Castle and will account for 25% of your overall mark.• All students will sit the same paper and have access to the full range of grades.

How will I be assessed by my teacher during the course?

There will be on-going assessment of classwork and homework, as well as internal examinations.

Students will also review their work and targets will be regularly set and reviewed.

Do I need any special skills?

• An interest and enthusiasm for History is important.• The ability to discuss and debate historical issues would be beneficial.• This is a subject which allows you to develop your writing skills.

What can I do with History?

History provides students with a very broad range of skills which are highly valued by employers (e.g. the

ability to evaluate information and the skills required to present an argument). In addition the subject has

relevance to careers as diverse as law and the world of business / citizenship.

Contact: Mr Leese, Subject Leader or your Subject Teacher



Modern Foreign Languages

English is NOT enough!

What percentage of the world’s population does not speak English as their first Language?

94%!

English is not enough! In fact, 75% of the world’s population do not speak English at all! The ability to

communicate in a Modern Foreign Language is widely recognised as an essential skill in business and

education.

In Britain at present, there is a significant shortage of people who possess this ability and there are

consequently excellent employment opportunities for those who can speak a foreign language. One in

five of all British businesses are losing business due to a lack of employees with language skills and so a

language can be a huge asset to your son/daughter, especially in these difficult economic times where

good jobs are hard to find. In addition, some of the best universities in the country expect students to

possess a language at GCSE in order to undertake a course. We believe at Arthur Terry that it is critical in

a global economy that our students are equipped with language skills to provide greater career

opportunities. A language at GCSE is also required in order to undertake the International Baccalaureate(IB) in the 6th form. It is therefore expected that the vast majority of students will study at least one

foreign language over the next three years. Last year, Languages were the most popular choice at GCSE

here at Arthur Terry.

Students take the GCSE examination in their chosen language(s) and are assessed on four skills;

speaking, listening, reading and writing. Students can be entered at either Foundation or Higher tier for

each of the four skills. The course provides knowledge of the kind of language needed for survival in the

corresponding foreign country e.g. on holiday and is also an enjoyable basis for further study or for the

world of business.

Wouldn’t you like your son/daughter to speak more than one language in the world in which we live?

French

Parlez-vous français ?

French is a romance language globally spoken by about 110 million people as a first language and by

190 million as a second language. Furthermore, approximately another 200 million people speak French

as an acquired foreign language, with significant numbers of speakers in 57 countries. French is also the

official second language of the European Union, after English, and so an ability to speak French is

extremely desirable amongst employers.

Course Requirements:

Ongoing controlled assessment of Speaking and Writing will take place on a variety of topics at various

points throughout the year. Only the best two recordings and the best two written courseworks aresubmitted. This enables students to maximise their marks by discarding weaker performances and

keeping their best pieces of work. There is also a Listening Examination and a Reading Examination in

Year 11 that the students are thoroughly prepared for.

Speaking 30%

Writing 30%

Listening 20%

Reading 20%

Contact: Mr Gannon, Faculty Leader or your Subject Teacher

http://en.wikipedia.org/wiki/Romance_language

http://en.wikipedia.org/wiki/First_language

http://en.wikipedia.org/wiki/Second_language












German

Sprechen Sie Deutsch?

German is the native language of well over 100 million people worldwide - in fact some figures have it as

high as 121 million. It is the main language of 90-95 million people in Europe. According to recent

surveys, 24% of the residents in the European Union speak German as their mother tongue, and 31% of

European Union citizens say they can converse in German. Since the advent of the European Union, theinternational business community increasingly requires a thorough understanding of German to capitalize

on multinational opportunities particularly in the engineering and pharmaceutical industries. German is

also the second most commonly used language in which to write a work of scientific research -

especially engineering, chemistry and physics.

Course Requirements:


points throughout the year. Only the best two recordings and the best two written courseworks are

submitted. This enables students to maximise their marks by discarding weaker performances and



Speaking 30%

Writing 30%Listening 20%

Reading 20%

Contact: Miss Bethell, Subject Leader or Mr Gannon, Faculty Leader or your Subject Teacher

Spanish

Spanish is a romance language and 329 million people speak Spanish as a native language. It is the

second most spoken language in the world in terms of native speakers.

Spanish is one of the most useful languages to speak due to the sheer number of Spanish speakers

worldwide. As a result, the ability to speak Spanish would be of huge benefit in the world of business. In

addition, being able to speak Spanish is extremely useful when on holiday in a Spanish speaking countryand would enable your son/daughter to develop socially, culturally and linguistically.

Course Requirements


points throughout the year. Only the best two recordings and the best two written courseworks are

submitted. This enables students to maximise their marks by discarding weaker performances and



Speaking 30%

Writing 30%

Listening 20%

Reading 20%

Contact: Mr Gannon, Faculty Leader

http://en.wikipedia.org/wiki/Romance_languages





Music

The only requirement for students wishing to take GCSE Music is the enjoyment of making and performing

music!

GCSE Music is a good option for pupils who have liked listening, performing and creating their own pieces

in Years 7 and 8. It is also possible for pupils to do well in the subject without previously having had much

personal experience at performing.

We will use Year 9 as a preparatory year, focusing on developing ICT skills using the Music department’s

suite of Apple Mac computers, if available when Year 9 are timetabled, as well as developing performance

skills ready for recordings later in the course. We will also continue to compose, perform and listen to

pieces in a variety of musical styles to broaden students’ musical knowledge and experience, as well as

developing students’ understanding of music theory appropriate to their previous experience and

knowledge.

We follow the OCR Music syllabus. The course is structured as followed:

1 PERFORMING and COMPOSING (75%)

All pupils are required to record or play pieces - solo or in a group - which they enjoy and in which they

reveal their full ability. Students will then be given an opportunity to make a comparison with other pieces

written for their instrument or voice, and write a short appraisal. These will be recorded and the best sent

off to the exam board.

Although many performances are of an excellent standard, technique does not need to be ‘dazzling’ -

students are just expected to do their best. It is still possible for students who have only received

classroom tuition to get the highest marks. Previous experience is not essential as all training will be given

through the course, either by the subject teacher or by visiting instrumental teachers.

Students are expected to compose a number of pieces during the course, at least one of which will be

developed for their instrument or voice. Reading of music is not essential at GCSE as students do not need

to write down their compositions on music paper; instead they can record them and submit them on CD orminidisk. The use of computer technology is becoming more influential, and full training will be given to

enable students to make the most of the Music Department’s range of computers.

Students are given a short test at the end of Year 11 when they are given half an hour to compose a piece

for their instrument or voice to a given stimulus.

2 LISTENING (25%)

A wide range of listening is encouraged to acquaint students with music of many cultures and traditions.

This part of the course is assessed by an hour-long examination, which is not restricted to Classical

Music, and awareness of popular music is both essential and encouraged. All candidates take the same

examination in this subject (there are no tiers or levels)

Contact: Mr Collet, Subject Leader or your Subject Teacher



Physical Education

Edexcel Course Overview and Assessment

Unit 1: The Theory of Physical Education 40%

Assessment : 1 hour 30 min Written Exam (80 marks)

- Multiple-choice, short-answer and long-answer questions

(Questions marked with an asterisk assess quality of written communication

(QWC), the final 2 questions require extended writing)

Unit 2: Performance in Physical Education 60%

Assessment : Internal & External Moderation (50 marks)

Practical Performance 48% (40 marks)

- 4 performances* each marked out of 10

(*Minimum of 2 must be as a player/participant)

(*Additional 2 performances can be as a player/participant; leader or official)(*Performances must be from two different activity groups)

Analysis of performance 12% (10 marks)

- 5 tasks each marked out of 4, giving an overall total of 20**

(**The score out of 20 will be divided by 2 to create an overall score out of

10)

- 5 tasks include Rules, regulations and terminology Observe and analyse performance Evaluate performance Plan strategies, tactics and practice

Plan a personal exercise programme (PEP)***(***Written format is compulsory)

In summary:

Students will complete 2 theory units of work over the three year course.

Unit 1 investigates Healthy Active Lifestyles and Unit 2 investigates your Health Active Body. Students

will receive 4 hours of GCSE P.E each fortnight, divided into practical and theory based lessons.

This is the first year this specific Edexcel course has been examined due to specification changes

nationally, however GCSE P.E had a 100% pass rate last year, with 67% gaining A*-C

The questions you must ask yourself if you are considering GCSE P.E are...do i have at least 3 sports that

i can perform to a high standard? Do i play sport outside of school for a club? Do i enjoy participating in

all activities within core P.E? Am i keen to understand how exercise effects our lifestyles, health and

wellbeing?

If yes...GCSE P.E could be for you.

If no...within your core P.E lessons, all students shall follow the Short Course GCSE equivalent to ½

GCSE grade.

Contact: Miss Horspool, Subject Leader or your Subject Teacher



Religious Studies

Why study GCSE RS?

RS is NOT just for potential nuns, vicars and Popes. Despite its name, it’s not even just for religious

people. It is for anyone interested in the world around them, for people who can deal with questions

where there may be no be definite answer, for people who like to have a good argument about what theythink is right and wrong or why we are even here at all!

What will I study?

Introduction to GCSE

Students will follow a short half-term introduction to GCSE in which they are introduced to many of the

skills needed at GCSE level. During this half term they will consider questions such as whether Jedi is a

religion.

Worship and Key Beliefs

The first unit studied in Years 9 and 10 is an in-depth study of the key religious beliefs and practices of

Buddhism and Christianity .

Religious Expressions in Society

At the end of Year 10 and in Year 11 students study a unit looking at the role of media, art, music and

architecture in religion.

What will I be required to do?

We aim to work you hard! We will help you to develop skills which will not only allow you to pass this

exam, but to prepare you for your future whether that is university, college or employment. But, we also

like to have fun; examples of activities completed by the students include:

• designing a pilgrimage travel video and souvenir• going on a trip to a Buddhist Vihara in Birmingham•

making a clay Buddha statue• investigating and designing religious tattoos• studying religious films and programmes


Students are assessed in TWO external written examinations, each worth 50% of the final grade. The

first exam is in the summer of Year 10 and the other in Year 11. There is no controlled assessment.

What can I do with a GCSE in RS

As an academic subject RS it is equally respected as a path way into higher/further education.

RS also helps you to develop skills which can be applied to many working situations. Learning to defend

a viewpoint, considering the opinion of others and collecting information are skills required in many

occupations.

RS is also valuable in a wide range of careers because it is concerned with what people think. Most jobs

involve working with people in some way and it is important to try and understand how their beliefs may

beliefs may affect their lifestyle.

An RS qualification is also beneficial in a number of careers such as nursing, the police, the armed

forces, teaching, social work, law, media and journalism.

Contact: Mrs Shakeshaft, Subject Leader or your Subject Teacher



Resistant Materials

Resistant Materials is a Full GCSE course. Final grading is achieved through completion of a student

selected coursework project (60%) and a terminal examination (40%).

Students will undertake a number of design based tasks during the course which lead to practical

outcomes realised in a range of materials, to include wood, metal and plastics.

These tasks will providethe platform from which both the theoretical aspects of the subject and the skills relating to the

preparation and presentation of design studies can be taught.

The required theory elements of the course will be approached through practical activities to develop an

understanding of mechanical principles, structures and sources of energy. Students will have access to

CAD (Computer Aided Design) , Laser cutting / engraving and CNC (Computer Numerical Control) design

and manufacturing facilities.

Contact: Mr Canty, Subject Leader

Textiles Technology

This course follows the AQA exam syllabus. It is made up of 40% exam and 60% coursework.

There is one tier of entry, where students can achieve A* - G grade.

In Year 9 students will develop their skills base through a range of practical tasks, supported by the

theoretical principles involved. Students will cover all aspects of the textiles industry, looking at

manufacturing, computer assisted designing, and garment construction techniques. The construction of

fibres into fabrics and their uses will also be explored through the use of embellishment, dying and

testing techniques.

The final project is a controlled assessment, consisting of approximately 40 hours of work and will

commence at the beginning of Year 10. It will be based on a chosen design brief, which will lead the

student through detailed research and planning, resulting in a well finished marketable product.

Year 11 will focus on the development of students technical knowledge and preparation for the final

exam using the exam board’s pre – release material.

Desirable skills necessary for Textiles Technology are:

• An interest in fashion and design

• An eye for detail and creativity

• An aptitude to commit to coursework

Contact: Mrs M Suthons Hart, Subject Leader

PLEASE NOTEWe cannot guarantee that you will get exactly what you ask for. This will depend on the demand for each

subject and staffing limits for 2011/12. The final decision is the School’s.



REPLY SLIPThis must be returned to your Tutor by Monday, 7th March .

Failure to do this may result in you not being able to get your choice.

Name: _________________________________________ Tutor Group: ____________

CHOICE 1 ___________________________________

CHOICE 2 ___________________________________

CHOICE 3 ___________________________________

CHOICE 4 ___________________________________

RESERVE ___________________________________

Signed: __________________________________________ (student)

Signed: __________________________________________ (parent)

PLEASE NOTE

We cannot guarantee that you will get exactly what you ask for. This will depend on the demand for each

subject and staffing limits for 2011/12. The final decision is the School’s.

y8 options information

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