Options Booklet 2012 - 2014

OPTIONS BOOKLET2012 - 2014

KEY STAGE 4 COURSES

IJJ/ban February 2012.

Dear Parents, Carers and Students, Mrs Jordan describes and introduces the course choice process in the letter following mine but I wanted to add some additional context to the process so that you are as fully informed as possible. You are probably well aware of the financial climate in which public services are having to operate for the foreseeable future and may also be aware that the government is introducing a range of changes to the education system, not the least of which are changes to the curriculum and to qualifications. We have produced a programme of course choices for you that reflect our financial capacity to deliver a broad range of subjects which will meet the new requirements being laid down by government, providing for the full range of abilities and interests of our students. Some of the government changes have not been fully finalised yet, so there is some uncertainty which may mean we have to make some late changes. However, we are reasonably confident that what we present here will fulfil all the requirements and that if there is a need to make a change, it is likely to be minor. We shall, of course keep you informed and I will provide you with more information on 29th February.

How is all this going to impact on the course choices?

The financial situation will mean that there are slightly fewer course choices available and that if enough students do not apply for a course it may not run, as it will not be economically viable. The key curriculum change introduced by the government is the introduction of the English Baccalaureate. This is not a qualification but a description of a collection of key subjects that the government is proposing using to measure a specific quality of educational achievement. The subjects amount to 5+ GCSE passes at A*-C including, English, maths, at least two sciences, a Humanities subject (either history or geography) and a modern or ancient foreign language. We have always offered these subjects as a combination that can be achieved at Willingdon and you may have noted that we were the highest achieving school, locally, in the recently published performance tables, which included this retrospective measure of a school’s academic performance. We believe that this combination of subjects is not necessarily the right one for all students, so shall continue to offer the full and diverse range of subjects that have served students of all abilities and interests so well, over a number of years. However, we do feel that we must draw your attention to the introduction of this new performance measure and that consideration should be given to taking these subjects, particularly, but not solely, by those students who will eventually be considering going to University. As it happens, all students take the English, maths and science qualifications and most do either history or geography but more should now consider taking a modern language as well. We offer both French and Spanish. As this booklet outlines, there are a full range of courses available, which we believe continue to provide for the needs of all our students and will offer all of them viable and positive progression routes into further and higher academic or vocational education. I hope I have helped explain, as clearly as possible, the changes and challenges that face us but appreciate that you may want more clarification. Please do not hesitate to contact us for more

JJ/lm February 2012

Dear Student

This booklet marks a very significant stage in your education, since at Key Stage 4, for the final two years of school at Willingdon, you have some degree of choice in the subjects that you study. It is therefore very important that you read the enclosed information thoroughly, discuss your preferences with your parents, and seek advice from your teachers and tutor.

This process of reading, reflection and discussion is very important, as we offer in school a wide range of subjects, including a number of subjects you will not have studied in Key Stage 3. It is therefore important that you take time to understand what each course is offering, what combinations are possible, and what is most suitable for you as an individual. (In some instances, tutors or others of your teachers will have specific advice and guidance to offer on what would be most suitable for you, and you should take this into account when completing your preferences form. You should also take into account your current levels of attainment, indicated on the summary report included with this booklet.)

It is important to note, however, that the decisions made are by you, strictly speaking, preferences only, since we cannot, unfortunately, guarantee that everyone will be given their first choice. We shall do our best to satisfy as many students as possible but there are likely to be a small number of second preferences which come into play, and therefore it is imperative that the ‘reserve box’ is completed and that serious thought is given to this.

On Wednesday 29th February we will be holding a “Key Stage 4 Information Evening”, at which we will go through the choices process in some detail. To help you further, subject staff will be talking to students about their subjects during the week commencing 20th February. Then on Wednesday 7th March you and your parents are invited to a Parents’ Evening to discuss academic progress with subject teachers and also to speak to staff about course options. Mrs Skilton, Year 9 Director of Student Progress, Mrs Naylor, Assistant Headteacher responsible for careers guidance, and I will be available to give further advice on courses, combinations of courses, or suitability for courses. Other senior staff will also be present for consultation.

The preferences form, enclosed, should be returned to your form tutor by Monday 12th March. IMPORTANT: Please make sure that you fill in the appropriate form. ‘Pathway One’ is for those students who will be following the full standard curriculum of 11 or more GCSE subjects. ‘Pathway Two’ should be filled in by those students who are in sets 2 and 3, and ‘Pathway Three’ by those who have been advised to follow a curriculum containing fewer GCSE-level subjects in combination with BTECs and support courses. Your tutor will have confirmed with you which pathway you will be following.

(continued overleaf …)

(… continued from overleaf)

Compulsory Subjects

All students will follow GCSE (or equivalent) courses in English, Mathematics, Science, and Information and Communication Technology. Some students will also follow a BTEC in Sport during their core PE lessons. In addition, all students will follow a non-examination course in Ethics and Citizenship and a PSHE course which includes personal and economic wellbeing, enterprise education and careers education.

We hope you find this booklet useful and look forward to seeing you on 29th February.

Yours sincerely

J.Jordan (Deputy Headteacher)

C O N T E N T S

PAGE

COMPULSORY EXAMINATION SUBJECTS English GCSE, Language GCSE and Literature GCSE 2

Mathematics 3

Science, Additional Science & Separate Sciences 4-‐5

Information Communication Technology 7

Physical Education (including BTEC First Certificate in Sport) 8-‐9

COMPULSORY NON-‐EXAMINATION SUBJECTS

The Personal Development Curriculum 11

Work Related Learning and Careers Education 12

OPTIONAL EXAMINATION SUBJECTS

GCSE AND BTEC

Art & Design 14

Art & Design: Three Dimensional Design 15

Art: Graphic Communication 16

Certificate of Personal Effectiveness: CoPE 17

Design & Technology Product Design & Resistant Materials 18

Design & Technology Home Economics, Food & Nutrition 19

Drama 20

English Support 21

Ethics, Philosophy & Religion in Society 22

Geography 23

History: Modern World 24

ICT Digital Imaging 25

Media: Film, Television, Animation & Photography 26

Media Production (BTEC First Certificate) 27

Modern Languages: French 28

Modern Languages: Spanish 29

Music 30

Physical Education 31

Sociology 32

Travel and Tourism (BTEC Extended First Certificate) 33

YEAR 10 CURRICULUM PREFERENCES GRID (FOR YOUR REFERENCE)

PATHWAYS ONE TO THREE

information but the Information Evening on 29th February is a key date when I and my staff will be here to help clarify still further. I look forward to seeing you then. Yours sincerely, Ian J Jungius Headteacher

YEAR 10 CURRICULUM PREFERENCES 2012 -‐2014

1

COMPULSORY EXAMINATION SUBJECTS


2

Ms S. Porter

GCSE ENGLISH, GCSE LANGUAGE AND GCSE LITERATURE OCR

Students will either take GCSE English or GCSE language and literature. GCSE English Students complete 4 units. Unit One: students must complete one controlled assessment task on a play by Shakespeare, one on prose or literary non-‐fiction and one on poetry.

Unit Two: this is a controlled assessment task in which students must complete two imaginative writing responses.

Unit Three: students must complete three speaking and listening tasks: a drama-‐focussed activity, a group activity, an individual extended contribution. Unit Four: students must complete a two hour exam: Section A : responses to unseen non-‐fiction and media passages. Section B: one continuous writing response.

GCSE Language Students complete 3 units. Unit One: students complete one controlled assessment response to one text (prose, drama, poetry or literary non-‐fiction) as well as two imaginative writing responses. Unit Two: Section A: students must complete three speaking and listening tasks: a drama-‐focussed activity, a group activity, an individual extended contribution. Section B: Spoken Language Students must complete a controlled assessment task they have researched on one of the following: The use of Spoken Language of a Public Figure; The study of Language, Media and Technology; Language and Society.

Unit Three: students must complete a two hour exam. Section A : responses to unseen non-‐fiction and media passages. Section B: one continuous writing response.

GCSE Literature Students complete 4 units. Unit One: Shakespeare – students compare a play to a film, audio or performance of the text. Students must also complete a task on the set poems.

Unit Two: students complete a 45 minute exam question on a play they have studied. Unit Three: students complete a 45 minute exam on one of the different cultures texts they have studied..

Unit Four: students complete a 1 hour 30 minute exam. Students respond to one question on one of the set texts they have studied. Students complete a question on an unseen poem or a poem they have studied.


3

Mr D. Fielding

GCSE MATHEMATICS

EDEXCEL

Students are placed in ability-‐based sets and follow a course which leads directly from and builds upon the first three years’ work. This course consists of topic-‐based lessons and problem-‐solving investigative and practical activities.

Entry for GCSE Mathematics at one of two tiers follows for all students.

The tier at which we enter a student depends very much on the quality of normal everyday work in the classroom as well as on examination results at the end of Key Stage 3 and during Key Stage 4. Grades C to G can be awarded at the Foundation Tier of entry and A* to C at the Higher Tier.

The examination consists of two written papers each worth fifty percent of the total marks (one of which will be a non-‐calculator paper). Certain students may be eligible for early entry for this examination, with the opportunity to sit an Additional Mathematics paper if appropriate.

Whichever level of course is followed, we hope to convey the fascination of Mathematics in its own right, and also to co-‐operate with other departments to ensure that we have covered the particular subject matter from Mathematics that they will need for their courses.

‘Functional’ Mathematics is embedded into the new specification, including a section on finance. Students will develop their skills at working within a budget and understanding the financial implications of their choices. The aim is that students will leave school prepared to be confident, knowledgeable consumers. They will be taught to understand money and the influence it has on everyday life.

We take this opportunity to remind students that pen, pencil, ruler, protractor, compasses and calculator are all basic requirements for the Mathematics course, and are all available to buy from within the Department.


4

Mr W. Holland

ENTRY LEVEL SCIENCE, GCSE SCIENCE, ADDITIONAL SCIENCE and SEPARATE SCIENCES We will be offering three pathways, an Entry Level Science, GCSE Science & Additional Science, and GCSE Separate Sciences. Students who are selected for the Entry level science will also complete a course based on Land Studies. Students will be advised which of the three possibilities is most suited to their needs. Entry level Certificate In Science (OCR) • Is a course designed to provide students with realistic targets, encouraging them to develop science

skills. This enables the more able students to progress to GCSE Science. • Provides the flexibility to link between the practical task and the controlled assessment for OCR’s

Twenty First Century Science GCSE, allowing the possibility for some students being entered, as late Year 11, for the Foundation Tier of an OCR GCSE Science qualification.

• Is assessed with a combination of short end-‐of-‐item tests, can-‐do tasks and practical tasks by teachers, internally standardised and then externally moderated by OCR.

Element 1: End-‐of-‐Item Tests 70% of the total = 70 points Students may submit the results of a maximum of 35 out of 39 tests. This number should consist of a minimum of nine items from each of Biology, Chemistry and Physics to provide an appropriate overall balance. The marks for each test are converted into points. Each test is worth a maximum of two points. Element 2: Can-‐Do Tasks 10% of the total = 10 points Each task is marked out of 1 mark, 2 marks or 3 marks. A maximum of 10 tasks are assessed giving a maximum of 30 marks. This mark is divided by 3 to give a maximum of 10 points. Element 3: Practical Tasks 20% of the total = 20 points Students can attempt more than one of these tasks but the points submitted must be based on each student’s response to the whole of one task. The total mark, out of a maximum of 20, is directly converted into points. GCSE Science (OCR) – Year 10 GCSE Science A has an emphasis on scientific literacy – the knowledge and understanding that learners need to recognise the impact of science and technology on everyday life. Three written exams, assessed externally by OCR, each of which: • Is offered in Foundation and Higher Tiers • Uses both objective style and free response questions (there is no choice of questions) • Assesses the quality of written communication


5

Module B1: You and your genes Module C1: Air quality Module P1: The Earth in the Universe

60 marks 1 hour written paper

25% of total GCSE

Module B2: Keeping healthy Module C2: Material choices Module P2: Radiation and life


25% of total GCSE

Module B3: Life on Earth Module C3: Chemicals in our lives : risks & benefits Module P3: Sustainable energy


25% of total GCSE

Controlled Assessment • Comprises a Practical Data Analysis and Case

Study of a topical issue in science from a choice set by OCR

• Assessed by teachers, internally standardised and externally moderated by OCR • Assesses the quality of written communication

64 marks Approx 6–7 hours

25% of total GCSE

GCSE Additional Science (OCR) – Year 11 GCSE Additional Science A uses different contexts to relate science concepts to their applications. Focusing on scientific explanations and models, it gives students an insight into how scientists help develop our understanding of ourselves and the world we live in. GCSE Additional Science A provides distinctive and relevant experience for learners who wish to progress to Level 3 qualifications. Three written exams, assessed externally by OCR, each of which: • Is offered in Foundation and Higher Tiers • Uses both objective style and free response questions (there is no choice of questions) • Assesses the quality of written communication Module B4: The processes of life Module C4: Chemical patterns Module P4: Explaining motion


25% of total GCSE

Module B5: Growth and development Module C5: Chemicals of the natural environment Module P5: Electric circuits


25% of total GCSE

Module B6: Brain and mind Module C6: Chemical synthesis Module P6: Radioactive materials


25% of total GCSE

Controlled Assessment • Comprises a Practical Investigation from a

choice set by OCR • Assessed by teachers, internally standardised and externally moderated by OCR • Assesses the quality of written communication


25% of total GCSE


6

GCSE Biology, Chemistry & Physics (OCR) -‐ Year 9, 10 & 11 Provides the opportunity to:

• develop interest in, and enthusiasm for, biology, chemistry & physics • develop a critical approach to scientific evidence and methods • acquire and apply skills, knowledge and understanding of how science works and its essential role in society • acquire scientific skills, knowledge and understanding necessary for progression to further learning.

Provides distinctive and relevant experience for students who wish to progress to Level 3 qualifications. Biology Chemistry Physics Assessment Weighting Module B1: You and your genes Module B2: Keeping healthy Module B3: Life on Earth

Module C1: Air quality Module C2: Material choices Module C3: Chemicals in our lives: risks and benefits

Module P1: The Earth in the Universe Module P2: Radiation and life Module P3: Sustainable energy


25% of total GCSE

Module B4: The processes of life Module B5: Growth and development Module B6: Brain and mind

Module C4: Chemical patterns Module C5: Chemicals of the natural environment Module C6: Chemical synthesis

Module P4: Explaining motion Module P5: Electric circuits Module P6: Radioactive materials


25% of total GCSE

Module B7: Further biology

Module C7: Further chemistry

Module P7: Further physics – studying the Universe


25% of total GCSE

Controlled Assessment • Comprises a Practical Investigation from a choice set by OCR • Assessed by teachers, internally standardised and externally moderated by OCR Assesses the quality of written communication


25% of total GCSE


7

Mr S. Wilson

INFORMATION COMMUNICATION TECHNOLOGY OCR LEVEL 2 NATIONALS IN ICT

(Equivalent to 1 GCSE) OCR

This new suite of examinations has been developed to provide Key Stage 4 students with an introduction to the skills, knowledge and understanding required to work in ICT.

All students will follow the core unit, Unit 1 ICT Skills for Business.

As part of the core unit students work within a context to showcase the skills they have developed at Keystage 3. The current context sets students the challenge of working for a company called ‘i-‐downloads’.

This year students in Year 10 have developed a spreadsheet to help the financial side of the company, produced a database to track downloaded songs and produced a PowerPoint to help market the new internet business.

Students then choose 2 others in which to specialise. These include:

• Unit 4 Multimedia

• Unit 20 Creating animation for the web

• Unit 21 Creating computer graphics for the web

• Unit 22 Creating sound using ICT

• Unit 23 Creating Video.

Unit 4 is a popular unit in which students design an interactive multimedia product. This is expected to have a broad range of media embedded into it and the user must have a choice of navigation through it.

Students usually choose Graphics for the web which involves designing menu bars, navigation buttons and an animated banner for the ‘i-‐downloads’ company website or a company of their choice.

All units are 100% coursework and students’ work is submitted when the coursework has been completed. There are no moderation deadlines or specific examination windows. The two units are assessed together as the equivalent of one GCSE.


8

Miss D . Leonard

PHYSICAL EDUCATION Edexcel BTEC Level 2 Certif icate in Sport

(Equivalent to 1 GCSE)

EDEXCEL

This course will be available to those students in Year 10 who are able to cope with the written and organisation demands of the course, who regularly demonstrate an excellent commitment to their PE curricular – and extra – curricular work, who are self-‐motivated independent learners, and who have been organised with the correct kit for PE in Key Stage 3.

Students will be selected for this course by the PE department towards the end of Year 9.

Coursework Requirements The course requirements are still to be finalised by Edexcel but the following 2 units will certainly be covered:

1. Fitness Testing and Training

On completion of this unit a learner should:

• Know the fitness and training requirements necessary to achieve excellence in a selected sport • Know the lifestyle factors that affect sports training and performance • Be able to assess their own level of fitness • Know the effects of psychological factors on sports training and performance.

2. Practical sport

On completion of this unit a learner should:

• Be able to demonstrate a range of skills, techniques and tactics in selected sports • Know the rules, regulations and scoring systems of selected sports • Know the roles and responsibilities of officials in selected sports • Be able to review sports performance.

How are the units of work assessed?

• The units are internally assessed by your teacher and a sample will be externally moderated.

• You can achieve a “pass”, “merit” or “distinction”.

• The overall grades will be calculated on the total points achieved from the units.

What will I achieve at the end of the course?

• A recognised level 2 vocationally-‐specific qualification (which is equivalent to 1 GCSE).


9

M iss D . Leonard

PHYSICAL EDUCATION Non-‐examination course

The students following the core PE programme will choose a pathway which will reflect their interests and determination to achieve to their full potential.

The pathways will be an extension of KS3 PE with a real focus on the following Key areas:

I. Developing skills in physical activity. II. Making and applying decisions. III. Developing physical and mental capacity. IV. Evaluating and improving. V. Making informed choices about healthy active lifestyles.

The range of activities offered will include:

Basketball

Football

Rugby

Netball

Badminton

Tennis

Trampolining

Stoolball

Cricket

Rounders

Athletics


10

COMPULSORY NON-‐EXAMINATION SUBJECTS


11

Miss L. Amos

THE PERSONAL DEVELOPMENT CURRICULUM There are a number of areas of the required curriculum which are not delivered through traditional examination/option routes. These are:-‐

• Personal, Social & Health Education (PSHE)

PSHE is delivered through fortnightly timetabled lessons. During this time a specialist team delivers units on sex and relationship education, drugs, alcohol and tobacco education and staying safe. Work on self-‐esteem, healthy eating and hygiene is also covered during these sessions in order to ensure students personal development and wellbeing is sound throughout all year groups.

• Ethics and Citizenship

In Ethics students debate the major issues in today’s society, and explore different points of view. They are encouraged to reflect and express their own opinions on issues including the environment, prejudice, medical technology, and war and peace. The citizenship aspect of the course involves students considering the impact that pressure groups, the media and individuals have at a local, national and global level.

• Enterprise Education

The aim of Enterprise education is to encourage students to respond positively to change while creating and implementing new ideas. Such students find new ways of doing things. They make acceptable risk/reward assessments and act upon these assessments in their personal and school life. They have the ability to handle uncertainty and make things happen. In short, students are prepared for adult life and the working world.

Enterprise education is delivered across the curriculum, through bespoke days and through the enrichment programme. At its core, it uses ethical and sustainable enterprise models as a means of preparing students for the future.

§ Economic Wellbeing

Education for economic wellbeing and financial capability aims to develop students as questioning and informed consumers and learn to manage their money and finances effectively. The programme of study for these subject areas are designed to draw together knowledge and attitudes developed through the whole curriculum and to develop specific areas of knowledge to ensure that our students are able to take a responsible and active place in the community.

At other times in the year Key Stage 4 students will work with their Director of Student Progress and Tutors on other aspects of the personal development curriculum including Study Skills and Exam Preparation; Careers Education and Preparation for Work Experience.


12

Miss L. Amos

WORK RELATED LEARNING AND CAREERS EDUCATION

Work-‐related learning is a process that uses the context of work to develop knowledge, skills and understanding useful in the workplace. This includes learning about work and working practices, and learning the skills needed for work.

These elements of work-‐related learning are taught across the curriculum and during the Career Education Programme students receive each week during Lesson 1.

Learning outcomes of these sessions can be divided under three main headings: -‐ Self Development, Career Exploration and Career Management. The programme includes topics such as decision making, alternatives at 16+, further education and training opportunities, selection procedures, application and interview techniques and action planning. We have close links with Sussex Downs Colleges and with Plumpton College. ‘Taster’ days for Year 10 are always very successful, and college representatives come into school and give presentations to students and attend our parents evenings.


13

OPTIONAL EXAMINATION SUBJECTS


14

Mrs F. Rodgers

GCSE ART & DESIGN

AQA

Art and design is a broad course exploring practical and research work through a range of 2 dimensional and/or 3 dimensional processes. This is a general or “unendorsed” art course rather than one that specialises in a particular area such as Fine Art or Graphics. Because it is unendorsed, candidates can work with a wide range of art and design materials and processes in both preliminary studies and in their final outcomes. They will have the opportunity to create 2 dimensional artefacts such as paintings, prints, stencils and card relief panels as well as three dimensional pieces such as pots and vessels, body sculptures and decorative frames using wood and plaster. This course differs from the Three Dimensional Design option in that it offers students the chance to work in 2 and/or 3 dimensions at different points depending on their strengths and interests. This course builds on the important art and design approaches that students have learned at key stage 3. Students will continue to develop: observational drawing skills; different painting styles; effective research techniques; the creative development of ideas and the process of creating a final outcome. Final outcomes (or final pieces) are created at the end of each project and are based on the creative and investigative work that students will have done in their workbooks up to that point. Students` preliminary studies are produced in A3 workbooks and final pieces, created in either 2 or 3 dimensional media, are presented separately.

As for the other art options, the process of learning about art and design means that students will be expected to research relevant artists and designers and demonstrate a critical understanding of contemporary and historical art forms, using art related language and vocabulary. Some written work will therefore be integral to the course and will appear in the form of annotations in students` workbooks. This is also the case for students` evaluation and analysis of their own work. All students in year 10 have the opportunity to develop their critical and cultural understanding by visiting a gallery or museum in London. Projects in Art and Design are inspired by broad themes such as “Natural Forms”, “Butterflies and Moths”, “Costumes”, “Music and Dance”, “Buildings and Structures” and “Marine Life”. These themes are chosen from the AQA syllabus and prepare students for the kinds of questions they will encounter in the final exam paper in year 11.

Assessment

Controlled assessment – one main project completed in year 10 and one secondary project completed in year 11 in terms 1 and 2. This work makes up 60% of the final grade.

Examination – an individual response to a theme set by the exam board. Students produce a final piece during a 10 hour exam which follows a four month preparatory period (Jan – end April). This work makes up 40% of the final grade and is completed in terms 3, 4 and 5 in year 11.


15

Mrs C Dryer

GCSE ART AND DESIGN: THREE DIMENSIONAL DESIGN

AQA The GCSE Art and Design: Three-‐dimensional design is being offered from this year and allows students to explore a wide range of 3-‐dimensional practices working in areas of design. These areas range from sculpture, jewellery/body adornment and design for television, theatre and film as well as interior design, environmental design (including site-‐specific art works) and architectural design. The course builds upon the key skills developed in key stage 3 such as: observational drawing and recording of images and ideas through a wide range of media including drawing, painting, collage and photography. Students will also be expected to independently research relevant artists, designers and key art movements, demonstrating a critical understanding of the artists’ work. Students will explore a range of 3-‐dimensional materials and processes and be expected to evaluate and explain their ideas clearly through written annotations. Students will also be expected to create a range of design ideas for their final realisation which demonstrate their ability to collate information and research informed by their knowledge and understanding of materials and create an appropriate final response. Students will be expected to draw upon their previously learnt skills in key stage 3 and need to be willing to adapt ideas, work in new ways and effectively evaluate outcomes. Projects we will be exploring may include the following example: designing a site-‐specific work for the Willingdon Community School eco-‐space, inspired by the work of the artist Andy Goldsworthy. Students will initially need to investigate the space and its surroundings, taking into account the uses of the space and those affected by the change of the space. They will be researching relevant historical and contemporary sculptors as well as site-‐specific artists, developing an understanding of similar materials and processes that the artists employ for their work. Their own research, drawings and documentation (photographs) and developed ideas will be presented in an A3 workbook. A demonstration of effective presentation skills will be vital to ensure that students are able to effectively communicate their research, studies and ideas in a coherent and articulate way. Throughout the course, students will have opportunities to work with new media including digital photography and video, Photoshop and 3D design programs. In year 10, students will have the opportunity to visit a gallery or museum which will help inform their research. The course is 3-‐dimensionally based but students need to be aware that much of the initial drawings and studies will be explored using 2-‐dimensional practices, like observational drawing, which is the main starting point for all projects, along with the research. Design ideas will also be explored in 2D forms alongside the making of smaller 3D studies (maquettes). Assessment:

• Controlled assessment -‐ Includes at least 1 project per year which is presented in A3 workbooks together with 3D pieces and photographs within the workbooks documenting larger 3D work. The controlled assessment work makes up 60% of the final mark.

• Examination – Requires an individual response to one within a series of questions as set by the exam board. Students are to sit a 10 hour exam (over 2 days) following a period of preparation which is presented in an A3 workbook. The exam work makes up 40% of the final mark.


16

Miss R. Walker

GCSE ART GRAPHIC COMMUNICATION AQA

The Art Graphics Communication GCSE course allows students to follow a more vocational pathway which equips them with the skills needed to work in the creative arts workplace. The course enables students to work on project briefs and focuses on information design.

The course continues to develop the key skills of art and design developed in Key Stage 3 such as: observational drawing and painting skills and the ability to work in a wide range of media; researching artists, designers and key art movements; developing and refining a range of design ideas considering effective presentation techniques and creating a final design solution which meets the requirements of the brief. Students are also encouraged to reflect on their work as it develops and evaluate their progress and final outcome in regard to the project brief.

Graphic Design is around us every day of our lives in the form of packaging for products in the shops, posters, leaflets, logos, signage, magazine covers, CD covers, etc. An example of a recent project was where students were asked to design a set of postage stamps based on the theme of British seaside The brief required students to make observational studies of shells and other beach

paraphernalia, take photographs at a local beach and use Photoshop to manipulate images and drawings. Students explore a wide range of materials and Graphic Design techniques and research a variety of traditional and contempory artists, designers and photographers.

Throughout the course, students also work in new technologies including digital cameras, laptops, and Photoshop elements, and incorporate these techniques into their designs. There will also be opportunities for students to experience how Graphic Design works in the real world with visits from practising artists, designers, and visits to museums.

“I like the course because it makes you think about different careers in the Arts and what designers have to really do each day in their jobs. I have enjoyed working with different materials and looking at Pop Art”.

Although many new areas of skill and knowledge will be investigated and developed such as typographic design, understanding target audiences and marketing, the course is still art based with observational drawing being an essential starting point for all briefs.

As with the Art and Design, the Art Graphic Communication GCSE is assessed by a means of a combination of external moderation and internal assessment.

Assessment:

• Controlled Assessment – two design projects which are presented in a workbook and on presentation boards – 60% of the final mark.

• Examination – Requires an individual response to a project brief as set by the exam board, students are to sit a 10 hour exam (over 2 days) following a period of preparation, which is presented in a workbook – 40% of the final mark.


17

Mr T Hayes

CERTIFICATE OF PERSONAL EFFECTIVENESS – CoPE ASDAN

This qualification helps you develop and demonstrate a range of skills – it also gives you credit for activities both in and out of school.

It is taught through modules and these include:

• Citizenship

• Sport and Leisure

• Independent Living

• Health and Fitness

When studying these modules you will develop many skills such as problem solving, working with others, presentation and improving your own performance.

Together the modules and skills will help to prepare you for further education or working life.

Assessment is through a portfolio of evidence that shows off your work and achievements.

Level 1 is worth 25 points (equivalent to a GCSE Grade E/F)

Level 2 is worth 46 points (equivalent to a GCSE grade B)

CoPE would suit students who would like a practical alternative to an academic GCSE.


18

Miss A.S. Bolton

DESIGN & TECHNOLOGY GCSE PRODUCT DESIGN &

GCSE RESISTANT MATERIALS TECHNOLOGY AQA

During Key Stage 4 students will take part in ‘design and make’ projects that are linked to their own interests, industrial practice and the community. ICT is used to enhance the quality of students’ work, including computer-‐aided design and manufacture (CAD/CAM) and ICT-‐based sources for research.

Students will consider how technology affects society and their own lives and learn that new technologies have both advantages and disadvantages. They will develop an awareness of design by looking at products already on the market, from past to present, and studying styles of design such as ‘Memphis’ and influential designers such as Alessi and Starck.

Students will find out about materials and manufacturing techniques and develop design skills and modelling techniques through a series of activities during Year 10. The final assignment, set by AQA, will bring together a wide range of techniques, requiring students to create, develop and communicate solutions to their own individual project briefs. Students will submit a concise design ePortfolio with appropriate ICT evidence, together with a 3D working prototype.

Students will choose to study ONE of the following focus areas:

PRODUCT DESIGN (wider knowledge of designing and making in industry).

RESISTANT MATERIALS TECHNOLOGY (emphasis on working with tools & materials).

Both options offer students the challenge to become creative, independent thinkers, and outcomes will include designing, making and marketing. Both courses make full use of CAD/CAM facilities and ICT access.

Assessment

60% of the total marks are allocated to the controlled assessment task of approximately 45 hours. This coursework project consists of a single design and making activity from a range of board set Design Tasks. Coursework will be internally assessed and moderated, before our visit from the external moderator. The written paper accounts for 40% of the total marks.


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Mrs C. May

DESIGN & TECHNOLOGY

GCSE HOME ECONOMICS, FOOD & NUTRITION WJEC

Outline and course focus During Key Stage 4 students are encouraged to take their cooking skills to the next level, taking account of the nutritional value of food and the external influences that affect our choices. They are given the opportunity to learn greater practical skills within a two hour lesson. This allows a greater depth of knowledge, both in terms of the complexity of dishes cooked and the theory knowledge to back up their choices.

The focus of the course is very much a back to basics approach. Students learn a true life skill, making bread, cakes, desserts and main meals and then onto use dovetailing skills to cook several dishes at once in Y11. Students are asked to think about their choices and back these with reasoned factual information. Students are encouraged to develop independent work and creative thinking, developing their own ideas from a sound practical and factual knowledge base. Course Requirements The course is broken down into three sections:

January of Y10. A 10hr controlled assessment worth 20% of the final grade. This involves researching a given topic; from this 4 dishes are planned, cooked and evaluated. September of Y11. A 20hr controlled assessment worth 40% of the final grade. This involves choosing and researching a topic; from this 6 dishes are planned, cooked and evaluated. June of Y11. Written exam worth 40%. This is a 1 ½ hr paper.

Controlled assessments are created as an e-‐portfolio and are internally assessed and sent away for moderation by the Welsh Examining Board. Home Economics is an extremely useful life skill and we feel that this course offers the right balance between the academic application of nutritional theory and the hands-‐on skills needed to cook a three course meal..


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Miss K. Pester

GCSE DRAMA

EDEXCEL

Assessment

Unit 1 – Drama Exploration (30%) Teacher Assessed

This is a 6 hour practical workshop which explores a topic through stimulus and improvisation. It is filmed and assessed. Following this you will produce written coursework in controlled conditions, based on the practical work you have completed.

Unit 2 – Exploring Play Texts (30%) Teacher Assessed

You will explore themes, characters and staging of a play through 6 hours of practical work that is assessed and filmed. You will then produce written coursework in controlled conditions, based on the practical work you have completed.

As part of this unit you will also attend a live theatrical performance and will write a detailed review of it, in controlled conditions.

Unit 3 – Drama Performance (40%) External Examiner Assessed

In groups, you will devise and produce an original performance in response to a stimulus. This will be performed in front of a live audience and a visiting examiner. Your group will be responsible for all elements of production (dialogue/script, plot, characterisation, costume, lighting, sound and set). You will be marked on your creativity and performance ability.

In preparation for this you will need to be committed to attending after school rehearsals.

Is this subject right for me?

Do you enjoy:

• Expressing yourself in a creative and confident way? • Working as part of a group, contributing ideas and supporting others? • Exploring new and imaginative ideas, creating your own performances? • Working with scripts and plays?

You will need to show flair, imagination and hard work. Drama is not an easy option! Drama is a creative and imaginative subject; commitment and a sense of humour is very important.

If you answered yes to any of these and this sounds like you, then Drama could be the right GCSE for you. Find out more by speaking to Miss Pester and by looking online a : www.edexcel.com and going to GCSE Drama – student guide.


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Mrs J. Herkes

ENGLISH SUPPORT FOR GCSE

‘English Support’ is an intervention programme for Key Stage 4 students which is designed to raise standards at GCSE, principally in English, but also in other GCSE and BTEC subjects, by improving both literacy and learning in general.

This course will help students whose prior attainment in Key Stage 3 indicates that they will struggle to make sufficient progress in English. ‘English Support’ is designed to help these students gain the highest grade they are capable of in English by providing an individualised, intensively focused, skills-‐based course to complement the GCSE English lessons which form part of a student’s core provision.

It will also support students in their option subjects, particularly in their BTEC courses, where literacy skills, and specifically an ability to write in specific genres such as reports, brochures, articles and information sheets is essential.

Students who choose this option, or who are recommended to choose it by their English or Support teacher should be aware that success in improving their literacy levels, and consequently in making good progress in their other subjects, requires a positive attitude to their studies, good participation in class and a willingness to work independently when required and to complete homework to deadlines.


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What do other students say?

GCSE RELIGIOUS STUDIES: ETHICS, PHILOSOPHY & RELIGION IN SOCIETY

Why study ethics? To debate the major issues in today’s society, and decide for yourself what is right and wrong. Is it ever right to go To war? Is it right that abortion is legal? What can be done about prejudice? What should be done about the environment? Is medical testing on animals acceptable?

Why study philosophy? Your 'philosophy of life' is your answer to the big questions that are far too important to let anyone else answer for you. Why are we here? Is there a purpose to life? Is there a God? What happens when we die? How should we live our lives? Philosophy delves into ideas about the meaning of our lives.

Why study religion? For most people in the world, including many people in Britain, religious faith is a vital part of their life and their identity. During our lives we interact with people from many cultures. RS helps you to understand why people think and act the way they do. It is about developing a deeper awareness of the community you live in and the connections between people’s beliefs and their actions.

Assessment. Unit 1: 1 ½ hour written paper. Unit 2: 1 ½ hour written paper. Each unit is 50% of total marks.

Unit1: Religion and Life issues Different viewpoints that exist, and your own reflections and opinions on:

* animal rights (inc. experiments, zoos and farming)

* planet earth (inc. nature and climate change)

* prejudice (causes, effects and responses)

* early life (inc. fertility treatment and abortion)

* war and peace (inc. pacifism and terrorism)

Sample GCSE questions:

‘Animals are not as important as humans.’

Do you agree?

‘No one who is religious should be a terrorist.’

What do you think?

Unit 2: Philosophy and Ultimate Questions Reflecting on questions about the meaning of life- developing your own response and considering the arguments put forward by philosophers and religions.

* existence of God (arguments for and against)

* evil and suffering (what is evil? why do we suffer?)

* immortality (inc. reincarnation, ghosts and spirits)

* miracles (evidence for and against)

* science and religion (inc evolution and creation)

Sample GCSE questions:

‘Birth, life, death – that is it – the end.’

Do you agree?

‘As long as people have free will, there will be evil.’

Do you agree?

I think, therefore I earn!

The knowledge and skills you gain are useful for careers in business; medicine

and health sciences; teaching; law; management; social, youth,

community and advice work; administration; publishing;

broadcasting and journalism; and local and national government jobs.

This is an academic subject welcomed by top colleges and

universities.

"It’s not about being religious, it’s about knowing what you

think, and being aware of what others think.”

I want to travel the world and work in other countries. I

need to understand other people's cultures and

religions."

I love to debate the big questions. Is it ever right to kill? Is there such thing as ghosts? We have such different answers- we

never all agree!

"Whenever I come out of class my head is

exploding with questions - not because I don't

understand – it is because I'm buzzing with

new thoughts!

Ms G Mitchell

… open your mind … be independent… ask questions… be aware … express your opinions… be yourself…


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Ms A. Walters

GCSE GEOGRAPHY

AQA

The topics we will be covering in the course are divided into two topics:

Physical Geography

• The Restless Earth • Water on the Land • The Coastal Zone

Human Geography

• Population Change • Tourism • Globalisation

This syllabus builds on the knowledge gained in Years 7 to 9 and provides a foundation for understanding many of the problems that exist in our world. By studying geography a student can develop a worldwide appreciation of the physical and human characteristics of the world and an appreciation of the environmental dangers facing their future. The up to date nature of the subject provides a relevant and exciting GCSE option which provides a deep appreciation of the world we live in. In order to make the subject practical we also go out on a field visits to show living Geography. In previous years this has included a trip to Newhaven beach.

Assessment:

Paper 1: 1 ½ hours Physical Geography worth 37.5% of the final grade.

Paper 2: 1 ½ hours Human Geography worth 37.5% of the final grade.

Controlled assessment: 25% of the final grade.

The controlled assessment task entails going out on fieldwork to collect primary data. Pupils will then be given 20 hours of class time to write up the controlled assessment. The guidance word limit is 2000. The task is specified by the exam board at the start of Year 10.

Some of our year 11s were asked about their opinions about Geography GCSE. Read the comments below to see if this course appeals to you!

Why would you recommend Geography GCSE?

‘I would recommend it because it teaches you about things happening now that will help you in later life’

‘During the course you learn about Geography on a local level and on an international level. The teaching styles are all varied to suit all and easy to understand as well’

‘Great atmosphere, amazing trips, harder options like the controlled assessment but worth it in the end!’

‘I would recommend Geography because it’s great fun and because it is relevant and helps you a lot for college and university’

‘It’s a hard subject with a large piece of controlled assessment but when it’s finished it is one of the most rewarding GCSEs you can take’

What has been the best thing about the course?

‘Plenty of trips and special activities to keep you interested’


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‘The best bit of the course was learning about volcanoes and earthquakes’

‘The amount of videos you get to watch and the trips’

Mr G. Ellwood

GCSE HISTORY: MODERN WORLD OCR

The course will cover aspects of Twentieth Century Life in the Modern World including:

• Aspect of International Relations – The Inter-‐War Years 1919-‐1939

• The USA 1919-‐1941

• British Depth Study 1890 – 1918 (controlled assessment)

• South Africa and apartheid

Much of this will build on the work that Year 9 will be doing in the second half of this year.

The study of history is central to our understanding of the world in which we live. The roots of so many of today’s news stories can be found in the past and the insights gained may shed light on the solutions to many of the issues that face us both now and in the future.

This course will provide you with a deeper understanding of important social issues; encourage you to think independently and to develop opinions based on evidence.

Students with strong literacy skills (achieving at least a good level 5 in English) and an interest in current affairs, as well as the past, would best be suited to this subject

Assessment

Paper 1 2 hours 40% -‐ International Relations, Depth Study USA 1919-‐1941

Paper 2 1½ hours 35% -‐ Britain 1906-‐1918

Controlled Assessment 25% -‐ One piece of work of approximately 2,000 words completed in school. Students are required to complete this before being entered for the examination. The controlled assessment will take place in term 5 of Year 10.

Why study History GCSE?

The study of history involves developing skills which are transferable to other subject areas and to success in the world outside education. The ability to detect bias, to evaluate different sources of information with a critical eye, to empathise with others and to communicate ideas and information are all central to this subject and are valued in all areas of life

Students who chose History say..

‘I love talking and am very opinionated so History suits me down to the ground’

‘I chose History because you learn about real events that still affect the world today.’

‘It is challenging… but I like that, I think it’s important to push yourself. History is a great subject for people who want to go into journalism or law because It’s all about weighing up the evidence and making supported arguments.’


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Mr S. Wilson

INFORMATION AND COMMUNICATION TECHNOLOGY DIGITAL IMAGING

OCR LEVEL 2 NATIONALS IN ICT (Equivalent to 1 GCSE)

OCR

This course allows students to gain a second ICT GCSE, with a focus on ‘Digital Imaging’. Students develop a range of skills in a variety of graphics software packages. The vector and bitmap skills learnt are then applied in a context which students decide.

In the compulsory unit of this course all students this year have written their own scenario which includes them working for a company such as ‘Apple’ to help them re-‐launch their business with a fresher logo and corporate identity. They have designed swipe-‐cards, international logos, alloy wheel designs, backstage passes and more. 2D dimensional and 3D dimensional work using Sketchup is covered in the vector aspect of the course.

Students then must choose an additional 2 units to help them to further develop their digital imaging skills.

These units include:

• Unit 21 Creating computer graphics

• Unit 20 Animation for the web

• Unit 22 Audio Production

• Unit 23 Creating Video

Students usually go on to create a Flash movie to advertise or promote a company of their choice within unit 20.

Student Views

Year 11 student “ I have really enjoyed the course as it allows you to choose your own scenarios to base your coursework on and work independently”

Year 11 student “ I think the course is really interesting and it gives me a chance to choose coursework that interests me and to set my own targets”

This course does involve a lot of research and part of it does ask students to justify decisions, consider audiences and evaluate existing graphics.

Students considering this course should therefore have good levels of literacy and ICT competency (you should be achieving at least a level 5 in Year 9). It is suited to students with an interest in following a career in computer


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graphics and would complement Media Art, Art and Design, Art Graphics, 3D Art and Product Design GCSEs.

Mr R. King

Media: Film, Television, Animation and Photography GCSE

AQA (Art)

Media: Film, Television, Animation and Photography GCSE is a new course that replaces the former, very popular BTEC Creative Media Production course. The course will be based on either the moving image (film making and animation) or photography. Who Should Apply? To take this course, students need to be genuinely interested, dedicated and enthusiastic about film making, animation and photography. Because there is a large amount of practical work, it is also important to be well-‐organised, self-‐motivated and able to meet deadlines. The course will focus on developing technical and creative skills using digital video equipment, video editing software, animation packages and a suite dedicated to creative media production. Students should be either confident in using “high tech” equipment or be keen to learn new skills. The course will comprise 60 % Controlled Assessment, which will include at least one major project based on either animation, photography or the moving image. Students will also sit an examination where they will be asked to respond to a set

brief. Students will get the opportunity to specialise in either Film and Television, Photography or Animation. However, they will at some point during the course get a chance to experience all three disciplines. More information on Units: Film, Video and Television Production Film making is an exciting and rewarding aspect of the GCSE. For their practical production, students get an opportunity to explore different genres or styles of film making, by looking at the work of creative practitioners, before having an opportunity to produce their own work using state of the art media facilities and software.

Animation

Students will explore historical and contemporary approaches to this technique prior to getting practical experience of cell, strop frame animation and Claymation.

Photography

This unit will include an introduction to a wide range of photographic skills, both traditional and digital, incorporating cutting edge practices and a variety of digital design tools. Students will be exposed to the work of a wide range of exciting historical and contemporary international artists and practitioners. Practical experience will range from studio photography through to web design, and aims to prepare students for a visual future in the creative industries or education.

What students say:

“We get to express ourselves in new and exciting ways!” “I really love the hands on part of Media” “ I love Media because you actually get to do fun things and I can’t wait to make my music video!”


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Assessment Students achieve their GCSE through 60% controlled assessment and 40% examination.

Mr R. King

BTEC FIRST CERTIFICATE IN MEDIA STUDIES EDEXCEL

What is a BTEC First Certificate? A BTEC first certificate is a route into further education that is an alternative to the traditional G.C.S.E.. It is a vocational course and is designed to be of practical value to students who might be thinking of taking a college course or a future career in one of the Media industries such as Film, Television, Advertising, Photography or Journalism. This course is suitable for those students who are following pathway 3. To take this course, students need to be genuinely interested, dedicated and enthusiastic about studying the mass media. Because there is a large amount of practical work, it is also important to be well-‐organised, self-‐motivated and able to meet deadlines. The course will focus on developing technical skills using digital video and audio equipment, video editing software, animation packages and computers. Students should be either confident in using “high tech” equipment or be keen to learn these new skills. The Course There are three units of work which are all coursework-‐based. There is no final examination and awards – a Pass, Merit or Distinction -‐ are earned by producing work which satisfies the criteria set down by the examining board.

Each unit of work features practical work and some written work in the form of evidence and evaluation. 1/. The Core Unit – Research for Media Production In this unit we learn how mass media businesses such as television find out about their audiences’ likes and dislikes and target their products at specific groups. 2/. & 3/. The remaining TWO specialist units are optional and could include topics such as

• Video Production

• Advertising Production

• Animation Techniques

• Photographic Techniques

• Computer Games

More information on Units: Video Production Video production is an exciting and rewarding aspect of BTEC Media Studies. Students learn how to plan, shoot and edit their own video using state of the art media facilities and software. You can be the producer, director and star of your very own production!

What students say:

“We get to express ourselves in new and exciting ways!” “I really love the hands on part of Media” “ I love Media because you actually get to do fun things and I can’t wait to make my music video!”

Assessment Students gain their grade by completing THREE portfolios of practical and written work, which is assessed at Pass, Merit or Distinction level. Only students following pathway 3 can apply for this course.


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Mrs V . Vogel

MODERN LANGUAGES -‐ GCSE FRENCH

EDEXCEL

Modern Languages are an important part of the Willingdon Curriculum. Students in Year 9 who have enjoyed their studies and achieved well at Key Stage 3 are encouraged to study GCSE French, or Spanish, or both French and Spanish, at Key Stage 4, particularly now that a modern (or ancient) foreign language is an essential component of the new English Baccalaureate. We would strongly recommend too that those students who are likely to continue their studies to University level in an arts/humanities/social sciences subject also consider taking one of the two GCSE language courses we offer.

The French course concentrates on the communicative skills of Speaking and Writing, each being 30% of the final grade, and Listening and Reading which are each now worth 20% of the grade. Speaking and Writing are both assessed under controlled conditions during Year 11, whereas Listening and Reading are assessed at the end of Year 11 by terminal examinations at either Foundation or Higher level.

For the Speaking and Writing components of the course, students prepare in class for 3 hours, with the support of their teachers, and then write up their task, or deliver their oral piece to their teacher, under ‘controlled conditions’. Students are all entered at the same level for these two skills; foundation and higher do not apply for these elements of the course.

The syllabus covers 5 main topics:

§ Out and About

§ Future plans, Education, and Work

§ Personal information

§ Customer service and transactions

The main course currently is based on the Métropolitain course books which are supplemented by a wide range of other resources, such as interactive websites like Milo or Linguascope.. We have recently invested in software which allows pupils to access the text book via the remote access. We also develop students’ Cultural Awareness by our trips abroad and constant reference to life in France using our personal experiences.

Here are some comments written by our current Y10 and 11 pupils.

“French is really good. You have to learn lots of vocabulary and interesting stuff that you have to remember for your tests. …..French is a really good subject to take as you get to learn lots of interesting things about France and the language will help you later in your life – getting into college, university and even getting a job”.

“I feel that learning a language is crucial to understanding my own language” Y10

“French is quite useful in later life, but only choose this subject if you’re going to commit to it. You can also have the opportunity to go on trips as they are aimed at GCSE students, which should be helpful to your learning of the subject. French is really enjoyable to learn, so if you decide to take it, remember to have fun!!! Y10

“Taking French means a lot of things to me. Because of the career I want to do when I am older, French is very important. The teachers are very helpful in this subject and I appreciate their help a lot. As my learning progressed, I


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began to speak more fluently in the lessons (and outside) which helped me learn and to revise for my tests at the same time! Choose French if you are willing to learn!” Y11

Mrs M.N. Smith

MODERN LANGUAGES – GCSE SPANISH

EDEXCEL

Modern Languages is an important part of the Willingdon Curriculum, with students in Years 10 and 11 being encouraged to study French, or Spanish or both French and Spanish.

The Spanish course concentrates on the communicative skills of Listening, Speaking, Reading and Writing. The Listening and Reading skills are worth 20% each of the final grade, and Speaking and Writing are each worth 30%. Speaking and writing skills are assessed under controlled conditions in Year 11.

The syllabus covers 4 main topics:

§ Out and About

§ Future plans, Education, and Work

§ Personal information

§ Customer service and transactions

The main course currently is based on the Pronto course books and the EDEXCEL GCSE test book which are supplemented by a wide range of other resources, including using our interactive resources. The course also aims to develop student’s cultural awareness.

The GCSE Spanish course is challenging and fast-‐paced, as the work required to reach a successful GCSE standard must be completed over a period of less than two years, unlike French which students have been studying from Year 7.

For this reason, GCSE Spanish is available only to those students who have a good work record both in class and for homework, and who have already shown a good level of linguistic competence in French.

Here are some comments written by our current Y10 and 11 pupils.

“I think that Spanish is a good subject to take because it opens up lots of different careers. Spanish is a very challenging option to pick but once you understand the concept Spanish is fun.”

“Spanish in year 10 is quite hard. There is a lot of hard work and you have to be committed to doing a lot of learning but it is quite a laugh.”


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Miss C. Broomfield

GCSE MUSIC

AQA

Are you considering a career in the Music industry? Have you thought about being a performer, composer, record producer or a music critic? Perhaps you enjoy listening to music and would like to understand more about different styles and how they have developed over the years. Maybe you are interested in teaching music-‐you could be a class teacher or give instrument tuition. You may simply enjoy music as a hobby, playing or singing along to your favourite CDs. If any of these appeal to you, then music is definitely an option you should consider! You do not need to be an accomplished musician to take this option, but you must be prepared to sing or play an instrument. You will not only develop your performing skills, but also self-‐discipline, self-‐expression, concentration and confidence. Above all, you should find the subject fun!

/Assessment Objectives Unit 1: Listening to and Appraising Music Written paper – 1 hour – 80 marks – 20%

Candidates explore five Areas of Study: 1. Rhythm and Metre 2. Harmony and Tonality 3. Texture and Melody 4. Timbre and Dynamics 5. Structure and Form

…through three Strands of Learning:

a) The Western Classical Tradition b) Popular Music of the 20th and 21st centuries c) World Music

Unit 2: Composing and Appraising Music Externally assessed – 40 marks – 20%

A. Candidates are required to compose one piece of music linked to two or more of the five Areas of Study and one of the three strands. Candidates have up to 20 hours of supervised time to complete the composition (10%)

B. Candidates appraise the process and outcome of the composition in relation to the Areas of Study and indicate the link to the chosen Strand (10%). Candidates have 2 hours of controlled time

Unit 3: Performing Music Controlled assessment – 60 marks – 40%

Candidates perform individually and as part of a group. Each candidate should sing or play two different pieces:

a) One for “Individual Performance”, lasting no more than five minutes b) One for “Group Performance”, lasting no more than five minutes

There are opportunities for you to learn an instrument with the East Sussex Music Service (for a fee), and there are many enrichment clubs on offer, such as Choir, School Band, Keyboard Club and String Group. Taking part in these activities is not compulsory, but will help to develop your confidence in performance. There are many opportunities for public performance, such as the Arts Showcase Evenings, East Sussex Secondary Schools’ Prom, the School Pantomime, “As One” Concert, Brighton Festival and the Summer Concert

Unit 4: Composing Music Controlled assessment – 30 marks – 20% Candidates are required to compose one piece of music which explores two or more of the five Areas of Study. This can be in any style of the candidate’s choosing. The piece must be written and recorded. Candidates have up to 25 hours of Controlled Assessment

Students’ comments: “I enjoy GCSE Music because it gives me plenty of opportunities to develop my musical knowledge and performance skills” – Year10 student


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“GCSE Music is giving me the chance to develop my composing skills, including the use of music software, and this in turn is improving my ability to perform from sheet music” – Year10 student

“I love GCSE Music because I am able to express myself through the music and I find it fun!” – Yr10 student


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Miss D. Leonard

GCSE PHYSICAL EDUCATION

EDEXCEL

Who is the course aimed at:

• Students who are academically able to cope with the demands of the course.

• Students who demonstrated an excellent commitment to their PE curricular work and extra-‐curricular work.

• Students who are driven to succeed. • Students who are organised with the correct kit for PE in

Key Stage 3.

Coursework 60% of the final GCSE grade comes from the students practical skills. These skills can come from performing, leading, coaching or officiating. Over the two years students will be assessed in:

Group 1 OR Group 2 Trampolining Football Dance Netball Rounders Basketball Athletics Rounders Badminton Athletics It is important on your options sheet you state your preference – either group 1 or 2. Students who participate in sports outside of school, not covered by the curriculum above, may still be assessed as long as that particular sport is on the EDEXCEL syllabus. In total, students must be assessed in 4 sports. During the practical activities, students are required to demonstrate the role of either player / participant, official or leader. At least 2 of the 4 performances must be in the role of player / participant. For one sport, students will have to complete an analysis of performance as well as a PEP (Personal Exercise Plan) as part of their assessment. Final Examination 40% of the final grade is achieved through a written examination. The 2 main areas will focus on – Healthy, active lifestyles. Your Healthy, Active body. The GCSE will enable students to: § Develop their physical ability in a variety of sports / activities § Understand how to live a healthy active lifestyle § Plan and conduct a personal exercise programme.


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Ms C. Johnson

GCSE SOCIOLOGY

AQA

Sociology is the study of society and an individual’s position within it. Studying Sociology will encourage students to reflect on their own experience of the world in which they live and acquire knowledge and skills which enable them to play informed roles within the community.

During the course students will study the following topics:

Unit 1

Studying Society

Families

Education

Unit 2

Social Inequality

Power

Crime and Deviance

Mass Media

Students do not need any prior knowledge of these topics to enrol on this course, but strong literacy and numeracy skills are essential. Students should therefore be achieving at least a good level 5 in English and Mathematics before considering this course.

Assessment

Unit 1-‐ written paper 50% of total marks 1hr 30 mins

Unit 2-‐ written paper 50% of total marks 1hr 30 mins


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Ms A Walters

TRAVEL AND TOURISM

BTEC EXTENDED FIRST CERTIFICATE

EDEXCEL This qualification is equivalent to 1 GCSE grades A -‐ C

Who is the course aimed at? § Students who are considering a career in this area such as travel agency, hotel work or tour reps § Students who have excellent attendance as this is based on continuous assessment § Students who like coursework and are organised in keeping files and portfolios up to date § Students who like to see their subject in action through a number of exciting visits to places.

Course Requirements There are 6 units of study; this will include a number of visits during the course to a travel agency and appropriate tourist attractions to support the coursework. Teaching will take place in a small group and the style of teaching and learning will be more guided independent learning involving research rather than lots of teacher-‐led lessons. Therefore self discipline is required. There will be a cost implication for some of the visits.

Unit One: the UK travel and Tourism Sector (30 hours) Unit Two: Customer Service in Travel and Tourism (30 hours) Unit Three: The Travellers World (30hours) Unit Four: European Holiday Destinations (30hours) Unit Five: UK Tourism Destinations (30hours) Unit Six: Worldwide Holiday Destinations (30hours)

How are the units of work assessed? The work is internally assessed according to exam board regulations. This will compromise of a series of projects, presentations and portfolio work. Work is graded on a pass or fail basis. It is, therefore, vitally important that students keep work up to date and meet all deadlines set. There is no formal end of course examination which is an advantage for those students who do not feel comfortable in completing examinations and who prefer completing coursework. A pass is worth 1 GCSE grade C. A merit is worth 1 GCSE grade B A distinction is worth 1 GCSE grade A. All work must be of this or above standard to reach the grade – no component can be failed otherwise the course is failed. The award is recognised by colleges, places of employment and universities. What is good about the BTEC Travel and Tourism? ‘I like the way it is graded and assessed because you can re do pieces of work if you have a problem with them whereas with a lot of subjects it is only a one off chance’ ‘It allows everyone to try for the higher grades’ ‘It helps you with the next step of college and it really is related to world of work’ ‘It’s fun. You get little assignments to do rather than one massive test at the end’ ‘It’s much better for jobs’ What has been your favourite part of the course? ‘The subject is more interesting than I thought it would be and it’s more relevant than other subjects’ ‘I’ve enjoyed getting to know different people and learning about the outside world’ ‘The trips are good-‐ you get to go out in the minibus’ ‘We went to Drusilla’s which helped us with our assignment’ ‘We’re going to Thorpe Park in the summer!’


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YEAR 10 CURRICULUM PREFERENCE GRIDS

YEAR 10 CURRICULUM PREFERENCES 2012 -‐2014: PATHWAY ONE Name of Student: Tutor Group:

Notes: 1. You cannot choose any subject in more than one column. 2. If you choose Resistant Materials in Option 1, you cannot choose Product Design in

Option 3. 3. Students must choose history or geography, or you may take both. 4. You must take French or Spanish, or you may take both. *Please remember that the subjects you have indicated are preferences only. A course chosen by too few students may not be viable, and one which is a popular choice may be over-subscribed. It is therefore very important that you give serious thought to your ‘reserve’ preferences. We will not use a ‘reserve’ preference without first discussing it with you. Please read the course descriptions very carefully, to ensure that the subjects you indicate are suited to your aptitudes and interests, and keep your booklet safely for future reference.

Parental Signature: Name: Mr/Mrs/Ms/Miss

(Please print)

Date:

COMPULSORY SUBJECTS You must do these options so they have been chosen for you.

CORE SUBJECTS GCSE English Language & GCSE English

Literature ü

GCSE Mathematics ü GCSE Science (Double/Triple Award) ü

ICT (GCSE Equivalent) ü Physical Education (BTEC) ü Ethics/Citizenship/PSHE ü

Choose only 1 option from this column

OPTION 1 Media Ethics Drama

ICT (Digital Imaging) Product Design

Resistant Materials French


OPTION 3 Geography French Media

Art & Design Art (3-‐D Design)

Music Drama

Product Design


OPTION 2 Media PE

Art & Design Art (Graphics)

Music Sociology Spanish

Geography


OPTION 4 Geography History

IMPORTANT: PLEASE INDICATE HERE 2 or 3 ‘RESERVES’ FROM ANY OPTION COLUMN

1.

2.

3.

YEAR 10 CURRICULUM PREFERENCES 2012 -‐2014: PATHWAY TWO Name of Student: Tutor Group:

Notes: 1. You cannot choose any subject in more than one column. 2. If you choose Resistant Materials in Option 1, you cannot choose Product Design in Option 3 and vice

versa. 3. Students must choose history or geography. Some set 3 students may be advised to take Travel & Tourism

instead in option 4 (see pathway 3, option 4). *Please remember that the subjects you have indicated are preferences only. A course chosen by too few students may not be viable, and one which is a popular choice may be over-subscribed. It is therefore very important that you give serious thought to your ‘reserve’ preferences. We will not use a ‘reserve’ preference without first discussing it with you. Please read the course descriptions very carefully, to ensure that the subjects you indicate are suited to your aptitudes and interests, and keep your booklet safely for future reference.

Parental Signature: Name: Mr/Mrs/Ms/Miss (Please print)

Date:


CORE SUBJECTS GCSE English ü

GCSE Mathematics ü GCSE Science (Double Award) ü

ICT (GCSE Equivalent) ü Physical Education (BTEC) ü Ethics/Citizenship/PSHE ü


OPTION 1 Media Ethics Drama

Product Design Resistant Materials Home Economics

(Food & Nutrition)

French


OPTION 2 Media PE

Art & Design Art (Graphics)

Music Spanish

Geography


OPTION 3 Geography French Media

Art & Design Art (3-‐D Design)

Music Drama

Product Design Resistant Materials Home Economics

(Food & Nutrition)


OPTION 4 Geography History

IMPORTANT: PLEASE INDICATE HERE 2 or 3 ‘RESERVES’ FROM ANY OPTION COLUMN

1.

2.

3.

YEAR 10 CURRICULUM PREFERENCES 2012 -‐2014: PATHWAY THREE Name of Student: Tutor Group:

Note: You cannot choose the same option subject in more than one column. Note: Pathway Three is designed for those students for whom the full range of GCSE subjects would prove too demanding. It offers instead the opportunity to gain 4 grades in the ‘core’, and a range which includes BTECs and GCSE subjects in the options. You are advised to keep your booklet safely for future reference.

Parental Signature: Name: Mr/Mrs/Ms/Miss

(Please print)

Date:


OPTION 1

Resistant Materials (GCSE) Home Economics (Food & Nutrition)


CORE SUBJECTS GCSE English ü

GCSE Mathematics ü Entry Level /GCSE Science ü ICT (GCSE Equivalent) ü Physical Education ü

Ethics/Citizenship/PSHE ü


OPTION 2

CoPE (ASDAN) Art & Design Art (Graphics)


OPTION 3 Art & Design

Art (3-‐D Design) English Support

Resistant Materials PLEASE NOTE: If there is a subject listed in Pathway Two which you feel you have a special aptitude for and is not listed here in Pathway Three, please write it in the box below.

We will consider each case on its individual merit.


OPTION 4 Travel & Tourism BTEC

Media BTEC

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Options Booklet 2012 - 2014

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