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Year 10 and 11 Courses 2015 - 2017
Year 10 and 11 Courses 2015 - 2017
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Contents Page
3. English Language 4. English Literature 5. Mathematics 6. Science and Additional Science (or Double Science); Biology, Chemistry and
Physics (or Triple Science) 8. Religious Studies 9. Values in Practice 11. Geography 13. History 14. Modern Foreign Languages 16. Computing 17. Information Technology 18. Business Studies / Business Studies & Economics 19. Media Studies 20. Product Design 22. Textiles Technology 23. Food Technology 24. Art and Design 26. Photography 28. Drama 30. Music 31. Physical Education 32. Health and Social Care 34. Childcare 36. Level 1 BTEC Courses and Vocational Education
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English Language GCSE (Compulsory)
Board: WJEC Course content: Component 1: Twentieth Century Literary Reading and Creative Prose Writing Component 2: Nineteenth and Twenty First Century Non Fiction Reading and Transactional/Persuasive Writing Component 3: Spoken Language Skills: Enables learners to:
Read a wide range of texts with understanding
Read critically
Write effectively
Knowledge:
Grammar
Standard English
Wide vocabulary
The principal purpose here is to enable learners to appreciate how writers use language to convey ideas. All students will be taught how to analyse the various techniques used by writers and will then be given the opportunity to apply these techniques to their own writing.
Assessment: Component 1: Twentieth Century Literary Reading and Creative Prose Writing Written Exam: 1 hour 45 mins (40%) Section A - Reading (20%) 40 marks
Section B - Writing (20%) 40 marks Component 2: Nineteenth and Twenty First Century Non Fiction Reading and Transactional/Persuasive Writing Written Exam: 2 hours (60%) Section A - Reading (30%) 40 marks
Section B - Writing (30%) 40 marks Component 3: Spoken Language Presentation to an audience - this will be reported but will not form part of the final Language mark and grade. For further details, please see Mr Trevor Crocker
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English Literature GCSE
Board: WJEC Course content: Component 1: Shakespeare and Poetry Component 2: Post 1914 Prose/Drama plus Nineteenth Century Prose and Unseen Poetry. Skills: Enables learners to:
Interpret whole texts, supporting ideas with textual references
Analyse connections between texts re: Themes/Characters/Settings
Analyse impact of style, language, structure and form
Knowledge:
Social and historical contexts
Literary traditions
The link between literary heritage and time
Assessment: Component 1: Shakespeare and Poetry Written Exam: 2 hours (40%): Section A: Shakespeare - One extract question plus one essay. Section B: Poetry from 1789 to the Present Day - two questions based on a poetry anthology. Component 2: Post 1914 Prose/Drama plus Nineteenth Century Prose and Unseen Poetry. Written Exam 2 Hours 30 Minutes (60%): Section A: Post 1914 Prose/Drama - One source based question. Section B: Nineteenth Century Prose - One source based question. Section C: Unseen Poetry - Two questions on unseen poems, one of which involves comparison. For further details, please see Mr Trevor Crocker
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Mathematics GCSE (Compulsory)
Board: Edexcel 1MA1 Course content: The course covers the 6 topic areas: Number; Algebra; Ratio, proportion and rates of change; Geometry and measures; Probability and Statistics. Skills & Knowledge: The aims and objectives of the course are to enable students to: ● Develop fluent knowledge, skills and understanding of mathematical methods and concepts ● Acquire, select and apply mathematical techniques to solve problems ● Reason mathematically, make deductions and inferences, and draw conclusions ● Comprehend, interpret and communicate mathematical information in a variety of
forms appropriate to the information and context.
Assessment: Assessment is through three externally examined papers taken at the end of the course. The course is a tiered qualification which is assessed at the new grade levels replacing A to G with 1 to 9 where 9 is the highest achievable grade. There are two tiers: ● Foundation tier - grades 1 to 5 available ● Higher tier grades – 4 to 9 available For further details, please see Mr Sims
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Science & Additional Science (or Double Science) GCSEs (Compulsory);
Biology, Chemistry and Physics (or Triple Science) GCSEs (Optional)
Board: OCR 21st Science suite Course content: Skills: How Science works
1 Data: their importance and limitations 2 Cause-effect explanations 3 Developing scientific explanations 4 The scientific community 5 Risk 6 Making decisions about science and technology
Research and investigation skills. Mathematics skills plus tabulating data and drawing accurate graphs of the students’ own data. Knowledge:
Biology GCSE Chemistry GCSE
Physics GCSE
Science (Core) GCSE
B1: You and your genes B2: Keeping healthy B3: Life on Earth
C1: Air quality C2: Material choices C3: Chemicals in our lives
P1: The Earth in the Universe P2: Radiation and life P3: Sustainable energy
Additional Science GCSE
B4: The processes of life B5: Growth and development B6: Brain and mind
C4: Chemical patterns C5: Chemicals of the natural environment C6: Chemical synthesis
P4: Explaining motion P5: Electric circuits P6: Radioactive materials
B7.1 movement and exercise B7.2 circulation B7.3 energy balance B7.4 What can we learn from natural ecosystems? B7.5 New technologies
C7.1 Green Chemistry C7.2 Alcohols, carboxylic acids and esters C7.3 Energy changes in Chemistry C7.4 Reversible reactions and equilibria C7.5 Analysis
P7.1 Naked eye astronomy P7.2 Light, telescopes and images P7.3 Mapping the Universe P7.4 The Sun, the stars and their surroundings P7.5 The Astronomy Community
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Assessment: Controlled assessments: Science (core) GCSE comprises 2 elements set by the exam board and each worth half of available marks:
1. A case study of a topical issue in science that focuses on evaluating evidence provided or reported by others. 2. A practical data analysis that focuses on analysis, interpretation and evaluation of the students’ own first-hand data.
Additional Science and Triple Sciences GCSEs each do an investigation set by the exam board:
The investigation assesses ability to develop hypotheses and plan practical ways to test them including risk assessment. Students collect, process, analyse and interpret their own data and compare with secondary data to review their hypothesis.
Examinations:
double science triple science
Science (core) GCSE
Additional Science GCSE
Biology Chemistry Physics
3 exams (25% each) (B123) (C123) (P123); Case study & Practical data Analysis (25%)
3 exams (25% each) (B456) (C456) (P456); Investigation (25%)
3 exams 3 exams 3 exams (25% each) (25% each) (25% each) (B123) (C123) (P123) (B456) (B7); (C456) (C7); (P456) (P7);
Investigation Investigation Investigation (25%) (25%) (25%)
For further information on any of these options, please ask your Science teacher or Mr McCalmont, Head of Science.
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Religious Studies GCSE (Compulsory)
Board: Edexcel (Unit 2 Religion and Life, Unit 8 Religion and Society) Course content: Skills:
Develop an enquiring, critical and reflective approach to the study of religion
Explore religions and beliefs, reflect on moral issues and consider your own
opinions
Express knowledge, understanding and evaluation in the forms appropriate to
gain the best grades in the GCSE exams.
Develop interest and enthusiasm for the study of religion and moral issues
Knowledge: Specific material from the topics listed below with reference to various Christian teaching on each. For some topics the views from Islam are also studied. Unit 2: Religion and Life
Marriage and family
Believing in God
Matters of life and death
Social cohesion
Unit 8: Religion and Society
Crime and punishment
Peace and conflict
Environment and medical issues
Social responsibility
Assessment: Controlled assessments: No formal controlled assessments for the exam board. (For our own school monitoring purposes, there is a practice question at the end of each unit of study and exams in Yr 10 and 11.) Examinations: 2 x 1 Hour 30 minute exams at the end of year 11. Each paper comprises 4 x 4-part questions (one on each topic) For further details, please see Ms. Jill Dickinson (Head of R.E.)
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Values in Practice (Compulsory)
This course is not examined. Course content: The school has a strong set of values, which it wishes you to explore and, hopefully, to adopt as your own. There are formal and informal opportunities to explore these values throughout the curriculum and in the wider life of the School. Our values are rooted in our Christian distinctiveness and run through the whole of our curriculum and pastoral work. They are fully in accord with the current national drive to promote British Values such as respect and democracy. Our focus in ViP lessons includes elements of careers education and guidance; personal, social, health and economic education; and citizenship. Skills: Personal, Social and Health Education includes: Intrapersonal skills, such as critical, constructive self-reflection, learning from experience, decision making, resilience, self-regulation and self-organisation. Interpersonal skills, such as active listening, empathy, communication, team work, negotiation, assertiveness, managing pressure and resisting persuasion/coercion. Skills of enquiry, such as: formulating questions, using data, analysis, planning and deciding, drawing and defending conclusions, evaluating and managing risk, evaluating social norms and reviewing progress. Citizenship includes: Skills for playing a full and active part as responsible citizens in society. Critical thinking skills. Debating skills. Skills for managing money on a day-to-day basis and planning for future financial needs. Making reasoned decisions and arguments. Weighing evidence. Participation and responsible action, including campaigning and volunteering. Careers Education includes: Employability skills, such as team work, communication, problem-solving, self-management and motivation, taking initiative, reliability, business awareness. Skills for researching and successfully applying for a range of educational and career pathways. Skills for managing setbacks and disappointments. Knowledge: In Year 10 students will learn about:
Applying for a work experience placement; writing CVs, personal statements and
applications.
Parenting and relationships including the roles and responsibilities of parents,
teenage parenthood, meeting the emotional and physical needs of children.
Personal finance, including personal values, financial products and services, the
relationship between life choices and personal finance, economic citizenship,
longer-term financial planning and risk.
Diversity and discrimination, particularly relating to sexual orientation and gender.
How to plan, conduct and evaluate an active citizenship project.
The laws on drugs and need for responsible behaviour.
Mental health conditions.
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Work-related learning, including rights and responsibilities in the workplace and
preparing for successful work experience.
In Year 11 students will learn about:
Researching and applying for post-16 education and training.
Career pathways and managing your personal journey.
Successful applications and interviews.
HIV and AIDS as global citizenship issues.
British identity and values.
Human rights and responsibilities, connected with a range of Citizenship issues
including the law, justice, representation, media and violations of human rights.
Relationships, including maintaining positive relationships, awareness of
domestic violence and abuse, consent and the impact of pornography.
Relevant personal and topical issues such as mental health, gambling, the use of
social media and personal safety.
Preparation for examinations, including revision skills and planning, and
management of stress.
For further details, please see Mr Stevens
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Geography GCSE (Optional)
Board: EDEXCEL B Course content: Skills: Geography is a multi-disciplinary subject which calls on a wide range of skills. These skills include analysis and interpretation of maps, diagrams, cartoons and graphs. Furthermore students develop skills in collecting and analyzing and evaluating data from both primary and secondary sources including self-collected fieldwork data. Students are supported in structuring extended written responses, integrating terminology and communicating high quality written English. ICT skills are also reinforced throughout the course with students being supported in the use of PowerPoint and Excel software as well as the use and manipulation of basic geographical information systems (G.I.S). Students also develop skills of research and evaluation of online sources. In addition, students are taught essential revision skills and exam technique in preparation for their GCSE exams Knowledge: Geography is an incredibly broad subject that examines a wide range of topic material. Central to this idea is understanding of geographical location which helps set the context for the various places and themes we explore. Locations are examined at a range of scales from local through to global. Both physical and human geography are examined with explicit links made between the natural and human world made and how they interact. Topics are extremely current and range from investigating river processes and pressures through to sustainable development and climate change challenges. In addition to topic material students gain an appreciation of the value of independent fieldwork in developing enhanced knowledge. Central to everything we do is helping students gain knowledge and understanding of the relevance of their learning to their own lives. Assessment: Controlled assessments: There are 4 units in the Geography GCSE course, each one worth 25% of the overall grade. Unit 4 ‘Investigating Geography’ is a controlled assessment based on a fieldtrip in the spring term of Year 10. The fieldtrip and subsequent controlled assessment investigates processes and landforms in and around the River Holford in the Quantock Hills. The fieldtrip will enable students to collect data on the river in groups with help from their teachers. Students will then analyse their data and write up their conclusions under controlled conditions in class. Field work is compulsory and as stated above is included in the controlled assessment section to be set up in Year 10. This will involve a 2 day residential trip in the Quantock hills which costs approximately £80.
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Examinations: There are 4 units in the Geography GCSE course, each one worth 25% of the overall grade. Three of these units are assessed by exams which are detailed below. Unit 1, ‘Dynamic Planet’ is based on physical geography with themes such as, ‘Earthquakes and volcanoes’, 'Managing Oceans, 'Conserving Biodiversity’ and ‘Mitigating Climate Change’. Unit 2, ‘People and the Planet’ is based on human geography with themes such as, ‘Population Pressures’, ‘Globalisation’, ‘Resource Consumption’ and ‘International Development’ being investigated. Both units 1 and 2 are assessed by 2 separate 1hr 15 minute exams at the end of Year 11. Unit 3, ‘Making Geographical Decisions’ is a Decision Making Exercise (DME) where students are given resources on a topic such as ‘Making the Olympics sustainable’ (2012 paper). They will then be required to make decisions based on those resources and their wider geographical knowledge and to then justify their choices. This is assessed by a 1hr 30 min exam at the end of Year 11. The resources used in this exam are not pre-released. Units 1-3 can all be entered at higher, foundation or entry level. For further details, please see the geography team, contact Mr. Killen directly or check out the following link to the main exam board website http://www.edexcel.com/quals/gcse/gcse09/geography/b/Pages/default.aspx
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History GCSE (Optional)
Board: OCR Course content: Skills:
History is incredibly useful. Not only does History teach you about your own identities and the people and societies of the past, it also provides you with transferable skills valued both in further education and employment. It equips you with the ability to deal with complex information and use evidence; as well as developing your ability to assess different interpretations and analyse change. In short, History helps create well informed young people, who can communicate and think critically for themselves.
Knowledge:
The Study in Depth allows you to explore the reasons for the development of Nazi Germany. It places emphasis on questions surrounding issues such as how a totalitarian regime emerged and how the regime impacted upon, and provoked reaction amongst, the German people. The Study in Development takes one topic [medicine] and seeks to explore continuities and changes across human history. The unit focuses on what caused people to be healthy or unhealthy, from ancient ideas about bad spirits to modern research into DNA. It looks at what caused diagnoses and treatments to remain the same or to change, how far new ideas and treatments affected the majority of the population and what ideas people had about the causes and treatment of illness and injuries. The source based paper allows pupils to understand the difficulties in improving public health through the gruesome Cholera years to the controversial development of welfare reform, identifying the opinions and debates that characterised the period. The Controlled Assessment gives you the opportunity to unpick the ways in which recent events in Northern Ireland have been shaped by the past. The taught unit encourages students to get to the heart of History, by considering how and why events and ideas have been interpreted and represented in different ways.
Assessment:
Students will complete a 2000 word essay in controlled conditions that allows them to thoroughly research and develop their own opinions using evidence on a modern world issue that has a legacy today. It is currently focused on the ‘Troubles’ in Northern Ireland and comprises 25% of the final grade.
Examinations:
Paper 1: 2hrs 45% of final grade
o Section A: A Study in Development [Medicine Through Time]
o Section B: A Study in Depth [Germany 1919-1944]
Paper 2: 1.5hrs 30% of final grade
o Public Health 1800-1914 source questions
For further details, please see Mr Shorter
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Modern Foreign Languages GCSEs (Optional)
Board: OCR Course content: Communication skills are an essential part of being a European and World Citizen in the 21st century. Language skills significantly improve your career opportunities and open up a whole new world. We will develop your ability to communicate effectively in the foreign language, be it for work, leisure or tourism. You have regular access to foreign language assistants to help you improve your spoken proficiency and understanding of the language. You may be encouraged to participate in exchange or work experience programmes abroad.
You can choose French or German (or both) as your GCSE language. As you only started French in Year 9 it is a slightly more intensive course, but if you’re prepared to work hard, you’ll have no difficulty reaching a high standard of proficiency.
In order to study any Language AS course, the relevant GCSE in that language must have been studied and a B obtained in the final exam. Skills: Pupils will practice all four key skills throughout the course and will develop their confidence in listening, speaking, reading and writing. Pupils are expected to continue to develop these skills outside the classroom using a variety of interactive activities and using modern technology to practice skills and vocabulary to aid learning. Pupils will of course gain knowledge of the grammatical aspects of the language and apply these in their work. They should be trying to show these in all aspects of the controlled assessments to show proficiency in the language Knowledge: The course covers the following five key areas: Home and local area Travel and the wider world Health and Sport Education and work Leisure and Entertainment Vocabulary will continue from the basis students have covered at KS3 but will be at a higher, more proficient level. Homework tasks will consolidate and extend what you have learnt in class and will often involve learning new language. Homework is expected to be completed on time to the standard required. Regular vocabulary tests will check language learnt for homework. It is an essential part of the course. Assessment: Pupils are assessed throughout the course through the use of controlled assessments as well as in a final GCSE exam. Controlled assessments: These make up 60% of the final GCSE exam. Pupils are expected to hand in a portfolio of two speaking and two written assessments to the exam board. Pupils will have the opportunity to complete three of each over the two year course across the topics covered.
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Examinations: The final GCSE exams in the listening and reading skills count for 40% in total of the overall mark. The exams cover the content of the whole course for GCSE. Students are expected to understand the contexts and meanings of a variety of situations and show their comprehension through answering questions in English and the target language. It is possible to do Foundation or Higher tiers for these papers currently. For further details, please see Miss McGreal, the Head of Languages.
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GCSE Computing (Optional)
Board: OCR Course content: Skills: This qualification will help students understand current and emerging technologies and become independent and discerning users of IT. They will be able to develop computer programs to solve problems and evaluate the effectiveness of computer programs. Computer Science is now part of the English Baccalaureate.
Knowledge:
Fundamentals of Computer Systems
Hardware
Software
Representation of data in computer systems
Computer communications and networking
Programming
Assessment: The course is assessed using the following: Examinations
• Unit A451: Computer systems and programming
1 hour 30 minutes written paper
(80 marks)
Coursework • Unit A452: Practical investigation
Investigative task. OCR-set scenario with a choice of research tasks
(45 marks)
Controlled Assessment • Unit A453: Programming Project
Controlled assessment programming task: Design, develop and test a solution to a problem within the OCR-set scenario.
(45 marks) For further details, Mrs R Murfin [email protected]
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Information Technology CiDA (Optional)
Board: Edexcel Course content:
Edexcel CiDA (certificate in digital applications) is a level 2 qualification that is equivalent to GCSE. The Edexcel Level 2 Certificate in Digital Applications (CiDA) is taught over 120 guided learning hours (GLH) and comprises two units. The mandatory unit is Developing Web Products. This is assessed by a 1.5 hour controlled assessment, which will be externally marked. Students will then have the choice of Creative Multimedia, Artwork and Imaging and Game Making as the second and final unit of work. This will be a coursework based unit that will be compiled in the form of an e-portfolio. Skills: There are four Assessment Objectives (AOs). These detail the knowledge, skills and understanding that students are required to demonstrate. Students are required to demonstrate practical capability in: AO1 applying creative processes to design digital products; AO2 selecting and preparing appropriate digital content; AO3 developing and testing effective, fit-for-purpose digital products; AO4 evaluating the fitness for purpose of digital product Assessment: Controlled assessments: There is a 2.5 hour controlled assessment for the mandatory unit 1,Developing Web Products. The second unit is a choice (as stated above) and this is a coursework assessed unit. For further details, please see Mrs R Murfin [email protected]
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Business Studies / Business Studies & Economics GCSE (Optional)
Board: Edexcel
Course content:
Skills and knowledge: The course helps develop a range of marketable skills and subject knowledge. The GCSE is designed to develop problem solvers and leaders and will support you in making informed decisions about further learning opportunities and career choices. If you have ever seen the Young Apprentice and thought you could do better, then this course gives you the knowledge and skills to succeed. Student skills include actively engaging in the study of business and economics to develop as an effective and independent student and as a critical and reflective thinker with an enquiring mind; explore your own ideas for starting a small business and understand the processes and decisions involved.
Business Studies analyses and evaluates the decisions (business strategy) that firms have to make in order to achieve their objectives. It includes the use of Business tools like Marketing and Accounting. The course focuses on starting and running your own business in year 10 and moves on to managing larger businesses in year 11. A great course for those who want to be accountants or managers in large multinational organisations or for those budding entrepreneurs!
Economics has wider applications than Business Studies. It includes a study of Business behaviour and strategy. It also includes a study of common economic problems and models used to understand them. Many problems that we face in the world have their roots in Economics for example; should the government help the poor in society? And how do we wipe out disease in the world?
Assessment:
Controlled assessments:
UNIT 2: Investigating a small business (CA) worth 25% of GCSE Controlled Assessment taken in Year 10
Examinations:
UNIT TITLE % OF GCSE ASSESSMENT
UNIT 1 Introduction to small business 25 45 min external exam at the end of Year 11
UNIT 3 Building a Business * 50 90 min external exam at the end of Year 11
UNIT 5 Economic Understanding * 50 90 min external exam at the end of year 11
* In year 11, students can choose to specialise in a GCSE in Business Studies and Economics by undertaking Unit 5, instead of unit 3. (This will support students choosing between A level Business and A level Economics at KS5.) For further details, please see Mr Lyons-White
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Media Studies GCSE (Optional)
Board: OCR Course content: Skills:
Textual analysis of a variety of media texts, focusing on editing, cinematography,
sound and mise-en-scene
Filming and post-production skills
Group work and organisation
Research and essay writing
Knowledge:
Develops knowledge and understanding of a variety of media texts and their
social, economic and historical contexts
Develops an understanding of how to decode messages and values in media
texts
Assessment: Controlled assessments: 1. INDIVIDUAL MEDIA PORTFOLIO worth 30%
You will produce 3 pieces of linked work:
an essay; for example, ‘Compare the representation of gender in two British films’
planning and creating a media product; for example, a print advertising campaign for Levis jeans
an evaluation of the finished media product
2. PRODUCTION PORTFOLIO coursework worth 30%
This is a major practical production, for example, creating the opening to a genre
film of your choice.
Examination:
analysis of a previously unseen extract from an Action/Adventure film, focusing
on how mise-en-scene, cinematography, sound and editing create representation
an analysis of the effect of audience and institutional factors in relation to two
Television Comedies
For further details, please see Ms S Davies
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Product Design GCSE (Optional)
Board: AQA
Course content: Skills: Product Design combines the skills and aspects from both Resistant Materials and Graphic Products. This allows you to design and make products with creativity and originality, using a range of materials and techniques. You will develop the skills to work with modelling materials, woods, metals and plastics. You will learn to use associated manufacturing techniques to help create realistic practical outcomes which are evaluated for their commercial viability. You will develop your graphical skills through a range of processes such as sketching, presentation drawings, technical drawing and computer aided design. You will learn how to develop your creative thinking and problem solving skills so as to become more resourceful, innovative and enterprising. You will develop a critical understanding of the impact of Design and Technology on daily life and the wider world with consideration given to the sustainability and the environmental impact of your designing.
Knowledge: You will learn to design and make products that solve genuine, relevant problems within different contexts whilst considering yours and others’ needs. To do this effectively, you will acquire a broad range of subject knowledge and draw on additional disciplines such as mathematics, science, engineering, computing and art. In year 10, we teach a number of small projects that challenge you to develop knowledge and understanding of a range of materials, skills and processes. This will include modelling foam, paper, card, manufactured boards, timbers, plastics and metals. You will design and manufacture a number of concept and prototype ideas and develop hand making skills as well as machine skills. In year 11, you will be given a brief in which you will independently design and make your own product based on a brief set by the exam board. You will be expected to draw on a wide base of knowledge in order to demonstrate a wide range of skills from researching and analysis of information, creative design solutions presented in a range of mediums including Computer Aided Design. You will be expected to demonstrate the ability to manufacture your product by using handmade skills as well as Computed Aided Manufacture and finally you will be required to test and evaluate your product. Product Design is a great stepping stone into Advanced Level Qualifications such as Product Design and Engineering. A Level Product Design leads into any of the Design and Manufacture industries such as Materials Science (including Biomedical Materials Science), Architecture, Product Design, Industrial Design, General Engineering, Electrical or Mechanical Engineering, Civil Engineering and Construction.
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Assessment: Controlled assessments: You will complete your coursework at the end of year 10 and throughout most of year 11 (60% of the final grade). This is a single ‘design and make’ activity which is selected from a range of board-set tasks. You will be required to submit a 3-dimensional outcome and a concise design folder consisting of approximately 20 pages of A3 paper. Examinations: There is one theory exam at the end of Year 11 (40% of the final grade). You will be expected to demonstrate knowledge and understanding of the processes and techniques which aid manufacture and of the commercial and industrial applications of a range of materials involved in manufacturing products in quantity.
For further details, please see Mrs Jackson / Mrs Newall / Ms Street
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Textiles Technology GCSE (Optional)
Board: AQA Course content: Textiles Technology covers a wide range of products. It looks at both fashion design and textiles products such as garments, bags, soft furnishings and accessories. This is a course for boys and girls, it’s not all about dresses!
Skills: A range of sewing skills including; sewing machine skills, hand sewing skills, pattern cutting, clothing manufacture, applique, sublimation, CAD/CAM, dying, batik, decorative techniques. Problem solving, researching, creative thinking, mock ups and toiles, paper modelling. Knowledge: In Year 10, you will undertake separate manufacturing and design projects which include a variety of textiles processes. These projects will explore the use of CAD/CAM, sewing machine, hand manufacturing, mew and smart materials, fastenings, decorative techniques, fabric manipulation and structure. From the outcome of these projects, students will have a clear understanding of their strengths to move forward into the next year. There are three trips during year 10 to visit a factory for industrial manufacturing, a sustainable company and Harry Potter World.
Year 11 is focused around the major piece of coursework worth 60% of the final grade awarded. You are encouraged to be as innovative and original as possible. Textiles Technology is a great stepping stone into any of the courses or industries that link to any form of design and manufacture, not necessarily those just related to Textiles. Assessment: Controlled assessments: You will complete your coursework at the end of year 10 and throughout most of year 11 (60% of the final grade). This is a single ‘design and make’ activity which is selected from a range of board-set tasks. You will be required to submit a completed product and a concise design folder consisting of approximately 20 pages of A3 paper. Examinations: There is one theory exam at the end of Year 11 (40% of the final grade). You will be expected to demonstrate knowledge and understanding of the processes and techniques which aid manufacture and of the commercial and industrial applications of a range of materials involved in manufacturing products in quantity. For further details, please see Mrs Jackson / Mrs Jordan / Miss Samways
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Food Technology GCSE (Optional)
Board: AQA
Course content: Food Technology allows you to combine knowledge and understanding in order to design and make quality products. A wide range of information will be taught relating to all areas of food technology e.g. nutrition, food safety and hygiene, microbiology and food quality. This ensures pupils have a large subject base to use in the designing of products relating to specific design briefs. At present, the food industry is thriving and there are a large amount of well-paid job opportunities available. Food technology can lead to careers linked to food/ food science e.g. New Product Developer, Environmental Health Officer, Sport Nutrition, Food Designer and Dietetics.
Skills: Students will develop a range of both theoretical and practical skills throughout the GCSE course. Pupils will be able to develop their practical/making skills through a variety of practical sessions linked to specific theory topics. A number of transferable skills e.g. communication, organisational will be enhanced throughout the course.
Knowledge: During year 10 students cover a range of topics within food technology e.g. basic nutrition, food processing and manufacture, factors affecting food choice and adapting recipes. These topics are fully taught using resources and practical lessons to enhance knowledge.
You will: Understand the functional and nutritional properties of foods
Undertake focused practical tasks to develop and demonstrate techniques
Work out how to develop ideas, plan and produce products
Recognise the moral, cultural and environmental issues in design and
technology situations
Use ICT- in both coursework and individual tasks
Assessment: Controlled assessment is completed on a specific given design brief. It starts in the summer of year 10. You will complete it in the spring term of year 11 (approx. 9 months). This is worth 60% of your final grade. This will be made up of a concise research, design and evaluation folder. You will manufacture a range of dishes of your design; you will then develop one in detail.
Examinations: One theory examination is completed at the end of year 11 which is worth 40% of the overall GCSE. This examination covers all theory that has been taught through year 10 and 11.
For further details, please see Mrs Jackson / Miss Millar.
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Art & Design GCSE (Optional)
Board: AQA Course content: This is a broad course exploring practical and critical/contextual work through a range of 2D and/or 3D processes and new media and technologies. It is an unendorsed course where students can work in appropriate art, craft and design materials and processes. Candidates should produce practical and contextual work associated with two or more of the following endorsements: The course is designed to allow students with artistic abilities to respond at different levels and produce works of quality. You will be set 2 coursework projects and 1 Externally Set Task over the two year course. At the end of the course in Term 4, the best of your work will be mounted and presented as your portfolio of work. This includes your sketchbook work and/or any portfolio sheets.
Skills:
Students will develop the skills to explore and create by:
Recording experiences and ideas in appropriate forms when undertaking
research and gathering, selecting and organising visual, tactile and/or sensory
materials and other relevant information
Exploring relevant resources – analysing, discussing and evaluating images,
objects and products, making and recording independent judgements in visual
and other forms
Generating and exploring potential lines of enquiry using appropriate new media
practices and techniques
Applying knowledge and understanding in making images, artefacts and
products; reviewing and modifying work, and planning and developing ideas in
the light of their own and others' evaluations
Organising, selecting and communicating ideas, solutions and responses, and
presenting them in a range of appropriate visual, tactile and/or sensory forms
including the use of new technologies
Knowledge:
Students will develop knowledge, understanding and the capability to evaluate:
How ideas, feelings and meanings can be conveyed and interpreted in images,
artefacts and products
How knowledge and understanding of the work of others can develop and extend
thinking and inform their own work
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A range of art, craft and design processes including two and/or three-dimensions
and traditional and new media technologies
How images, artefacts and products relate to social, historical, vocational and
cultural contexts
A variety of approaches, methods and intentions of contemporary and historical
artists, craftspeople and designers from different cultures and their contribution to
continuity and change in society.
Assessment: Controlled assessments: Controlled assessments take place throughout the year during lessons during two 5 hour focused mock exams. In total students are required to complete their controlled assessment across 45 hours. Examinations: Students who will be given an externally set assignment at the beginning of January. They will have a choice of 7-8 themes to choose from. Students will develop, experiment and refine their ideas in response to their chosen theme over 2 months. At the end of this period they will sit a 10 hour exam. On completion of their exam they must submit all of their sketchbook and portfolio work for their unit 2 externally set task. For further details, please see Ms. Riana Guttridge Head of Art
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Photography GCSE (Optional) – Priority will be given to students who are targeting Level 1 qualifications at KS4
Board: AQA Course content: The Photography GCSE course will help you gain an appreciation of the process of Photography and a wider understanding of the principles that guide photographers, artists and graphic designers in shaping our visual world. This is an entirely practical course designed to allow students of all abilities to respond at different levels and produce works of quality. Priority will be given to those students whose achievement so far suggests that they are likely to achieve Level 1 qualifications at KS4 (equivalent to GCSE grades D-G). Any remaining places will be offered in the normal way (see Options Advice Booklet). Skills: The GCSE covers a range of activities and in-depth assignments. You will have the opportunity to experiment with different photographic formats in order to explore your strengths and preferences; you will use a wide range of photographic and lens-based media and learn: • The ability to explore formal elements of visual language: line, form, colour, tone, pattern, texture, in the context of lens-based and light-based media • Investigate different ways of working as appropriate to your chosen area(s) of study • Respond to an issue, theme, concept or idea, or work to a design brief • Show in your work the use of viewpoint, composition, focus control, depth of field, movement and narrative • Use appropriate techniques, technologies and equipment for recording images and lighting subjects within your chosen area • Show an understanding of the developing, printing, manipulation and production qualities of still and moving images where appropriate Knowledge: Students will work in one or more areas of lens-based and light-based media, such as those listed below. • Portraiture • Landscape photography (working from the built or natural environment) • Still Life photography (working from natural or manufactured objects) • Documentary photography, photo journalism, narrative photography, reportage • Fine Art photography, photographic installation • Photography involving a moving image (television, film and animation) • New media practice such as computer-manipulated photography and photographic projections, controlled assessment (Mock Exam) Assessment: Controlled assessments: Unit 1: Portfolio of Work 60% of the total marks Internally assessed and externally moderated.
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Examinations: Unit 2: Externally Set Task 10 hour examination 40% of the total marks Internally assessed and externally moderated You are given 8 week's preparatory time for your externally set task. You respond to your chosen starting point to produce a personal response, and work submitted can For further details, please see Head of Department: Miss Riana Guttridge Head of Photography / 2nd in Department: Ms. Sharman Jupp
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Drama GCSE (Optional)
Board: Edexcel The course is designed to develop:
Knowledge, understanding and application of the practical skills of Drama and theatre making
Theatrical knowledge of the theatre
Analysis of play text for performance
Evaluate skills of self, peers and theatre in general
Increased self and group awareness
Imaginative, creative communication and social skills
To succeed in this course you will need:
A high level of commitment
A well-developed understanding that what you do or do not do affects others
To attend a number of theatre visits in the evening and during the day
To attend some rehearsals during lunch, break, after school and possible weekends should it be necessary
Course content: Skills:
Knowledge:
The drama medium •The use of costume •The use of sound and/or music •The use of lighting •The use of space and/or levels •The use of set and/or props •The use of movement, mime and gesture •The use of voice •The use of spoken language
Explorative strategies •Still image •Thought-tracking •Narrating •Hot-seating •Role play •Cross-cutting •Forum theatre •Marking the moment
The elements of drama •Action/plot/content •Forms •Climax/anti-climax •Rhythm/pace/tempo •Contrasts •Characterisation •Conventions •Symbols
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Assessment: Controlled assessments:
Examinations: . For further details, please see Mrs Rees
Unit 1 Internally assessed - 30% of the GCSE Six hour practical exploration Documentary response 2000 words
Unit 2 Internally assessed – 30% of the GCSE Six hour practical exploration of the play text Documentary response to practical exploration 1000 words Documentary response to live theatre 2000
Unit 3 Externally assessed – 40% of the GCSE Overview of assessment You will present your work as either a performer or performance support student in a single performance to an examiner appointed by Edexcel
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Music GCSE (Optional)
Board: OCR Course content: Skills: Performing, composing, listening, historical contextualisation and critical appraising. You develop these skills through learning about four Areas of Study Knowledge:
My Music – which puts the spotlight on your own instrument or voice and the style of music you enjoy.
Shared Music – which highlights how musicians work together to make music in a variety of genres.
Dance Music – in which you learn about dance styles from different times and cultures.
Descriptive Music – in which you learn how composers convey emotions, events and places.
Assessment: Controlled Assessments:
1) Performing (two performances required) 15% (solo) + 15% (ensemble)
2) Composition and appraisal (two compositions required with written evaluations)
15% (based on a piece you are performing) and 15% (based on Dance Music)
Examinations:
1) Creative Task (exam in Term 4 of Year 11) 15% - either an performed
improvisation or a written composition prepared/created in exam conditions
2) Listening (exam in Term 5 of Year 11) 25% - written answers given in response
to music played which relates to the set areas of study
For further details, please see Mr Davies
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Physical Education GCSE (Optional)
Board: EDEXCEL Course content: Skills:
You will have the opportunity to develop your skills relating to performance in physical Activity, including:
Practical performance, in roles such as performer, official and leader
Analysis of performance
Knowledge:
You will develop your knowledge and understanding of physical education, in relation to balanced healthy lifestyles, including:
How, and why, people take part in physical activity
Exercise and fitness
Personal health and well being
You will also develop your knowledge in relation to performance in physical activity Assessment: Controlled assessments: 60% of final grade
You will be assessed in 4 practical areas either as a performer, official or leader.
The final assessment takes place in April/May in Year11
You will design and complete a 6 week personal exercise programme on one of
your chosen sports. You will assess your fitness levels prior and post the
programme. This will be typed up under exam conditions over 3 lessons.
You will complete a second piece of coursework where you will observe and
analyse someone performing in your chosen sport. You will identify 3 strengths
and 3 weaknesses from their performance. You will then put together a plan to
improve the 3 weaknesses. This will be typed up under exam conditions over 3
lessons.
Examinations: 40% of final grade One and a half hour exam at the end of Year 11 including:
10 multiple choice questions
12 short answer questions
2 extended writing answers focussing on content, spelling, punctuation and
grammar
For further details, please see Mrs Hall
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Health and Social Care GCSE (Optional)
Board: OCR Course content: The course involves the study of current health and social care practice in the UK and research into the key elements of health and social care delivery; there is also study of the different job roles and how they contribute to the delivery of care to individuals and groups within society. Students who take this course enjoy the study of this subject and how it relates to us as individuals and our needs. Discussions around ethical behavior and making challenging choices about lifestyle and health are a key feature of lessons.
Have an interest in human development and working with people from all walks of
life
Have an interest in how our lives are affected by a variety of different factors,
such as environment, diet, exercise and financial income
May want to pursue a career working in environments which involve working with
people in care settings such as teaching, children’s services, youth and public
services and nursing
May wish to try something new and different to widen their skill base in
combination with other GCSE qualifications
Enjoy class discussions and are willing to contribute ideas and thoughts about
challenging topics
Enjoy learning through a “hands on” practical approach involving visits to relevant
organisations and workshops run by professional healthcare workers
The course can lead to a variety of options at higher level including;
- Study at AS and A level in Health and Social Care
- Level 3 BTEC courses in Health and Social Care
- Study in related subject areas, such as Child Development, Nutrition and Health Promotion
- Improved job prospects in health and social care areas, which have a shortage of qualified workers
Students who enjoy this course often have an established interest in health and social care or have had contact with others working in these environments, but this does not exclude students who wish to take this course as a new and exciting addition to their studies. Skills: Students will develop of variety of skills which will support their academic progress and subject skill specific to Health and Social Care. Skills include:
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Research and planning skills
Organisation skills
Active listening skills
Communication skills relevant to HSC
Evaluation skills
Literacy skills
Presentation skills.
Knowledge:
Students will develop and increase their knowledge of the different aspects of
health including health protection, health promotion methods
Students will acquire in-depth understanding of comprehensive approaches to
health and social care
Students will develop greater understanding of the effects of a variety of factors –
for example diet, exercise, genetics, life circumstances – on development
Students will learn about the different ways that individuals can be supported by
medical and social professionals and practitioners. This will involve
investigations into different job roles and responsibilities.
Assessment: Assessment is in the form of an extended controlled assessment task based around an investigation into a health, social care or early years setting. Students carry out research tasks, visits combined with study of key elements of Health and Social Care including the care values, barriers to services and some study of legislation. Examinations: The one hour examination taken at the end of year 11 involves a series of questions mostly in case study format, based on the five exam topics listed below;
- Growth and development in different areas of health
- The study of factors which affect us as human beings, including our environment, diet, exercise and relationships
- An investigation of sources of support, such as social and healthcare services, informal and formal care
- The study and investigation of a health or social care organisation on which to base the coursework option, ranging from youth services, primary and nursery organisations and hospitals
- Investigations in particular areas of interest, such as health promotion and developments and modern approaches to health
For further details, please see Miss Pascoe.
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Childcare GCSE (Optional)
Board: OCR Course content: By taking this course you will:
1. Learn about the stages of development in babies and young children 2. Investigate the processes of caring for children, how they learn and the role of
parents and outside agencies in the care of children 3. Learn about the physical and biological aspects of pregnancy and related topics
The course provides a combination of short coursework tasks, a child study task and an external exam. A variety of teaching and learning styles are used, including classroom based activities, visits to nurseries and children centres and some visiting speakers. There are some short coursework tasks on a variety of topics, including making a simple resource or toy for a young child and preparing an advice leaflet for an expectant mother. The exam covers topics, such as pregnancy, intellectual, social and physical development and the role of the wider community. Grades available are from A* - G and the qualification is an excellent stepping stone for study at Higher level or as preparation for working with children. If you are interested in working with children in childcare settings, teaching or simply keen to learn about the subject, this is the course for you. Skills:
Students will develop of variety of skills which will support their academic progress and subject skill specific to Health and Social Care. Skills including;
Practical skills needed for the care of babies and young children
Research and planning skills
Independent working skills
Creative presentation skills
IT skills
Presentation skills
Literacy skills
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Knowledge: Students will develop knowledge on;
Needs of a new born baby and how these needs are met
The process from conception to birth
The physical, intellectual and social development of a child
The role of parents, support services and nursery services
Assessment: Assessment is delivered through the production of three short coursework tasks and a longer child study task. There are options for students to choose from, to allow areas of interest to be explored. It is recommended that for the child study task, students will need access to a child under the age of five in order to carry out this investigative task. Examinations: The examination one and a half hours in length is taken at the end of year 11. All aspects of childcare are tested under exam conditions. Topics for the exam are covered partly in year 10 and partly in year 11. For further details, please see Miss Pascoe.
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Level 1 BTEC COURSES (Optional)
Some students will have been guided to take this course to reduce the burden of taking so many GCSE courses and the large workload that goes with them. It will give them really useful life skills, such as home decorating and cooking, and will lead to a Level 1 qualification equivalent to a GCSE in the D-G grade range. The course may cover aspects of some or all of:
Motorbike Maintenance Catering & Hospitality (including home cooking) Construction (especially home decorating) Caring for Children Animal Care
Students will spend half a day per week on their vocational college course This will take place at The Park. For more information about this course, please see Mr Diles.
Vocational Education
In year 10, students will undertake a variety of activities and projects which will help to develop both life and work related skills. Activities will include project planning, charity fund raising and researching work experience placements. Students will also take part in activities which will develop their team and communication skills. There may also be the possibility of visits to Welsh Back Sports centre for those students interested in developing health and fitness skills and learn a new skill. There will be an activity cost for this activity. In year 11, topics covered will include researching college applications, managing finance and other topics which increase understanding of independent living. In addition, students will have the opportunity to have one to one support with year 11 course work and developing literacy and numeracy skills. Students will produce a portfolio of work, including evidence of their participation in the above programmes of work. Some of the portfolio could be used as evidence for ASDAN qualifications delivered by the Learning Support Department.
For more information about this course, please see Mrs Pascoe.
