Preference Subjects

For Students Starting Year 10 in September 2016

Contents:

1. Art and Design 2. Art – Graphic Communication 3. Business Studies and Applied Business 4. Child Development 5. Computer Science 6. Drama 7. Economics 8. Engineering 9. Food and Cookery 10. Geography 11. Health and Social Care 12. History 13. Information and Communication Technology (ICT) 14. Leisure and Tourism 15. Media Studies 16. Modern Foreign Languages (French and German) 17. Music 18. Physical Education 19. Religion, Philosophy and Ethics (RPE) 20. Sociology 21. Triple Science 22. National Vocational Qualification (NVQ) College Courses 23. Careers (Information and Guidance) 24. Special Education Needs (SEN) 25. Further Information 26. Equal Opportunities

27. 16-19 Opportunities

1. Art and Design Mrs Fletcher A drawing, painting, printmaking and clay course. Students will have the opportunity to produce paintings, clay work and drawings. They will also be able to investigate printmaking and mixed media outcomes. The Edexcel GCSE in Art and Design is comprised of two units: Unit 1 Students will be expected to complete a portfolio of work that is made up from sketchbook work and larger scale final pieces. One project will need to be completed during Year 10. Throughout the year students will draw, paint, collage or print and will use clay, paper mache or sculpture. The assessment objectives for Art and Design are: • Develop ideas by looking at artists’ work • Experiment with ideas and materials • Record ideas from the world around you • Create personal responses. During Unit 1, students will be expected to: • Investigate their ideas and use thinking skills to come up with imaginative solutions • Record their ideas through writing their thoughts and discoveries • Analyse artists’ work • Take photographs • Draw from looking at ‘real life’ objects • Experiment in a variety of media. Unit 2 This examination consists of eight weeks development work in a sketchbook and a ten hour timed test that takes place over two days to create a personal response. The theme is set by the examination board and it is an ‘open’ theme so that students can develop their own ideas and work in their own style. The theme usually involves a few starting points for students to choose from, such as ‘arrangements, fragments or disguise’. Why Choose Art and Design? If you like thinking of ideas and using your imagination then choose Art and Design. Art and Design is suited to students who like painting, drawing and looking at artists’ work, as well as using thinking skills. There will be an expectation of analytical written and creative work as a requirement of the course.

Grades 9 - 1

2. Art - Graphic Communication Mrs Fletcher A design course which involves painting, pencil work, felt tips, collage and computer work. The GCSE in Graphic Communication is a course where students are encouraged to look at, and explore, ideas relating to design. The project will be taught on how graphic designers and illustrators create imagery for advertising and products. The work produced will be used for posters, album cover art or even magazines. The Edexcel GCSE in Art – Graphic Communication is comprised of two units: Unit 1 Students will be expected to complete a portfolio of work that is made up from sketchbook work and larger scale final pieces. Two projects will be completed during Year 10 and students will learn about typography, colour awareness in design, computer aided design, painting, prints and collage. The assessment objectives for Art – Graphic Communication are: • Develop ideas by looking at artists’ work • Experiment with ideas and materials • Record ideas from the world around you • Create personal responses. During Unit 1, students will be expected to: • Investigate their ideas and use thinking skills to come up with imaginative solutions • Record their ideas through writing their thoughts and discoveries • Analyse artists’ work • Take photographs • Draw from looking at ‘real life’ objects • Experiment in a variety of media. Unit 2 This examination consists of eight weeks development work in a sketchbook and a ten hour timed test that takes place over two days to create a personal response. The theme is set by the examination board and it is an ‘open’ theme so that students can develop their own ideas and work in their own style. The theme usually involves a few starting points for students to choose from, such as ‘arrangements, fragments or disguise’. Why Study Art – Graphic Communication? If you like the imagery that is often found in posters, books and advertising such as logos or typography then this is the course for you. It is an Art course so the focus will be on creating artistic imagery to be used in advertising rather than the product itself. This course is for you if you like thinking creatively, taking photographs and drawing.

Grades 9 - 1

3. Business Studies

Mrs Schiavo and Mr Stevens Why choose Business Studies? This popular course offers students an insight into the dynamic and highly relevant world of business activity and behaviour. The skills and knowledge learnt are transferable to the working environment and are appealing to prospective employers. The GCSE course leads on to A Level Business and Economics courses which is good preparation for university degrees, apprenticeships and employment.

What is Business Studies? Students start by studying issues concerning the setting up and operation of a business. They explore the activities of businesses and the reasons for their success or failure. Topics covered include:

• Business Start Ups: Who has the ideas, takes the risks and enjoys the benefits? • Marketing: How do businesses let potential customers know about their products and how do they know what to

produce? • Finance: Where does the money required come from to start and expand businesses? • People in Business: How do businesses decide who to employ and how do they recruit, train and retain them? • Operations Management: How do businesses organise production or service provision? In Year 10, students will undertake a controlled assessment task which will include the opportunity to analyse a particular aspect of business in detail, giving a better understanding of what makes a business successful or not. A variety of techniques are used to stimulate interest in the world of business, one of the most important being the use of daily current affairs and business issues.

Skills particularly important for success include analysis, evaluation and communication. It is this, combined with the study of a constantly changing business environment, which provides useful preparation for life after school.

Applied Business - Mrs Clarke, Mr Stevens and Mrs Schiavo

Applied Business will equally suit students who may want to set up their own business in the future, those who will work for someone else or those wishing to study Business to A Level. The main difference between GCSE Business and Applied Business will be the level of application of the theory undertaken. A higher percentage of work will be based around investigations into businesses of the student’s choice.

Two units will be studied over the two years of the course:

Unit 1: Business in Action (one hour written examination)

In this unit, students will investigate different types of businesses in action. They will also look at a series of business contexts to help develop knowledge and understanding of how businesses operate in today’s world. By the end of this unit, through investigating a range of local and/or national business contexts, students will feel they have gained a valuable insight into how businesses act and how they are often affected by changes in the internal and external environment. Unit 2: Making Your Mark in Business (Controlled Assessment)

Building on the knowledge and understanding developed in Unit 1 and the new skills developed in this unit, students will have the opportunity to apply some of their knowledge and understanding in practice and make a mark in the business world. Students will choose one business scenario from a list of five and then choose a local business on which to base their investigations. This could link nicely to either a potential work experience placement and/or future employment.

Students complete their assessments under controlled conditions at school. They will be taught how to approach this and what they need to know prior to undertaking the assessment. The work taken under Controlled Assessment is worth 60% of the overall grade.

Students who are interested in the world of business are likely to enjoy this course. They will be asked to work in groups and present ideas to the rest of their class. We may watch programme clips such as ‘Dragon’s Den’, ‘The Apprentice’ and ‘Be Your Own Boss’ to examine business ideas.

This is a course where students are expected to take an active and responsible part in their learning.

The study of Applied Business at GCSE can lead to the study of a range of Business subjects at AS Level.

Grades A*-G

Grades A*-G

4. Child Development Mrs Scott and Miss Woodcock This course is concerned with the knowledge, skills and understanding required to form relevant and informed opinions about the birth and subsequent development of a child up to the age of five. Students choosing to study this course must know a child under the age of five that they are able to study for their controlled assessment. The examination makes up 40% of the qualification. Students will be questioned on the following content: • Family and Parenting • Preparation for Pregnancy and Birth • Physical Development • Nutrition and Health • Intellectual, Social and Emotional Development • Community Support. The remaining 60% of the course will be assessed by coursework undertaken in controlled conditions. This involves a combination of short research tasks and a child study. The child study will require research and investigation and include observational visits of a child made over a period of six months. The short research tasks include making a toy or learning resource for a three year old, producing a magazine article explaining bottle and breast feeding and an investigation into the quality of baby changing facilities in Norwich. What courses or employment can I progress to at the end of my course? This GCSE is a nationally recognised qualification designed to provide a choice of routes into further education or employment. The skills of collecting and interpreting data and communicating findings in different ways are in great demand and highly valued by sixth form institutions, employers and colleges. At Thorpe St Andrew Sixth Form, we offer the BTEC National Diploma in Children’s Play, Learning and Development which is equivalent to three A Levels and is a licence to practice when working with young children. Alternatively, the school also offers A Level Health and Social Care, which covers some Child Development content.

Grades A*-G

5. Computer Science Mr Higgins What is Computer Science? This course gives an insight into a range of computing systems, including an understanding of the principles of programming and the solving of problems. It is designed for students who are interested in learning about the computing sector and the fundamentals of Computer Science. Why study Computer Science? Computers pervade every aspect of modern life. The microprocessor which lies at the heart of every computing system is found absolutely everywhere. Modern society simply could not function without computers, but few people really understand how it all works. Computer Science will give you a deep insight and understanding into how a computer works. What makes a successful Computer Science student? A student who is logical, a good problem solver and is able to tackle tasks systematically, with a keen interest in Computer Science and programming. A student who is confident with their mathematical ability. What is the structure of the course? Paper 1: Computational Thinking and Problem Solving Areas covered:

• Fundamentals of Algorithms, Programming • Fundamentals of Data Representation • Computer Systems

Paper 2: Written Assessment Areas covered:

• Fundamentals of Data Representation • Computer Systems • Fundamentals of Computer Networks • Fundamentals of Cyber Security • Ethical, Legal and Environmental Impacts of Digital Technology on Wider Society, including Issues of Privacy

Non-examination assessment For this task students will develop a computer program in the Python computer language to solve a problem. This will be designed, written and tested by students who will produce an original report outlining the development. Paper 1: Computational Thinking and Problem Solving

Paper 2: Written Assessment Non-examination assessment

Assessment Written examination set in practically based scenarios 1 hour 30 minutes 40% of GCSE

Assessment Written examination 1 hour 30 minutes 40% of GCSE

Assessment Report 20 hours of non-examined assessment work 20% of GCSE

Grades 9 - 1

6. Drama - Miss Howard What is Drama? The GCSE Drama qualification will prepare students for the role of a lifetime by providing them with the skills to communicate clearly and confidently, work closely with others, and perform under pressure. Why study Drama? GCSE Drama will equip students with a range of skills much sought after in the wider world of work and education. It will:

• Develop ways of communicating confidently and creatively • Encourage co-operation and the understanding of others • Provide the skills of working with others • Introduce the tools and language of drama • Look at actions and their consequences in a dramatic setting • Explore the creative work of the designer, deviser and director…as well as the performer • Enable progress to A Level Drama and Theatre Studies

What makes a successful Drama student? A successful Drama student will demonstrate a keen interest in performance and have the ability to learn new skills and techniques. Drama students need good analysis and evaluation skills in order to understand how performance communicates successfully with an audience. Drama students need to be creative and have the ability to consider different perspectives and viewpoints. Successful Drama students will build confidence in their abilities and commit fully to working with others. What is the structure of the course?

Component 1: Devising Drama – 30% Component 2: Presenting and Performing Texts – 30%

Component 3: Performance and Response 40% (Written examination)

• Students create a devised performance in groups. They will be able to select a starting point from a range of stimuli provided by the examination board.

• Students will complete a working record documenting their process and ideas.

• Assessment is completed internally by the teacher and externally moderated.

• Students will perform two extracts from a text which they have studied in full. The text is chosen by the centre.

• Students will complete a concept

pro-forma describing their research on the text and their intentions for the performance.

• Assessment is completed by an

external visiting examiner.

• Students will study one text from a set list chosen by the examination board. Students will study the process of creating and developing a performance as well as the performance of a specific character.

• Students will also be required to

review a piece of live theatre.

• Assessment is completed by an external examiner.

Grades 9 - 1

7. Economics Mr Stevens This GCSE is designed to inspire students, encouraging an interest in real world economics. Students will develop their economic knowledge and apply this to real life situations. This is a great course to develop independence and encourages students to become reflective thinkers. The option to continue studying to A Level provides an excellent springboard to further academic study at higher education. Unit 1 – How the Markets Work This unit looks at current economic problems, competitive markets and how firms operate with assessment through an external examination. Unit 2 – How the Economy Works This unit covers the economic objectives of the Government and looks at how money is raised and spent. This is assessed through an external examination. Unit 3 – The UK Economy and Globalisation This unit looks at why countries trade, why the UK is in the EU and the measures put in place to support growth for less economically developed countries. This is assessed through an external examination. A variety of techniques are used to stimulate interest in the world of economics, one of the most important being to follow what is happening in the news.

Grades A*-G

8. Engineering Mr Chapman, Miss Farrar and Mr Hamilton We offer the option to study Engineering through the Edexcel BTEC First Certificate. The rationale for all qualifications in the BTEC First Suite in Engineering is to: • inspire and motivate students to consider a career in the engineering sector • give students the opportunity to gain a broad understanding and knowledge of, and skills in, the engineering

sector as these are embedded into the optional specialist units • support progression to a more specialised Level 3 vocational course or A Levels in Design and Technology:

Product Design • give students the potential opportunity, in due course, to enter employment within a wide range of

engineering posts. This qualification is built on two core units which form the fundamental knowledge and understanding of engineering principles. The Certificate includes two additional mandatory units as well as a choice from an additional four optional specialist units, thereby providing an opportunity to develop a broader understanding of the engineering sector. Core Units The new BTEC First in Engineering contains an essential core of knowledge and applied skills. The two core units are: • The Engineered World (externally assessed) • Investigating an Engineered Product (internally assessed). Mandatory Units In addition to the externally assessed core units, the BTEC Extended Certificate also contains two additional mandatory units: • Interpreting and Using Engineering Information (externally assessed) • Mathematics in Engineering (internally assessed). Optional Units • These are selected by the school to best match the skills set of the students, staff and the resources available

to the school. Currently, this course takes the place of two of your four Preference subjects.

Grades D* D M P

9. Food and Cookery - Vcert Ms McIndoe What makes a successful student? Students will need to be well organised, as they will have to regularly bring in ingredients and also be passionate about food.

Level 1 Level 2 Who is this qualification for? This qualification is appropriate for students

looking for an introduction to the skills needed for food and cookery. Equivalent to GCSE grades D - G.

This Level 2 qualification is appropriate for students who are looking to develop a significant core of knowledge and understanding and apply that knowledge in preparing and producing dishes. Equivalent to GCSE grades A*- C.

Students will learn about: Students will develop skills:

• safe and hygienic preparation of the cooking environment.

• The main food groups and nutrients. • How food labels inform healthy eating. • Cooking for a purpose. • In creating menus to meet a brief. • In selecting ingredients to cook dishes. • In adapting recipes for health. • In reviewing their own work.

• Safe and hygienic preparation of the cooking environment.

• Food functions in the body and in recipes. • How to assess a diet and make

recommendations. • The sources and seasonality that can affect

food choices. • Cooking for a range of purposes. • In creating menus to meet a brief. • In selecting ingredients to cook dishes. • In adapting recipes for health. • In evaluating their own work.

Assessment Internal Assessment, Portfolio of Evidence – 75% 50 minute examination - 25%

Internal Assessment, Portfolio of Evidence – 75% 2 hour examination – 25%

(This course is not suitable for students already taking GCSE Food and Nutrition/Catering as the courses are too similar.)

D* D M P

10. Geography Mrs Best What is Geography? “The world is going to change more in the next 50 years than it ever has done before…” In GCSE Geography we help young people to make sense of a complex and dynamically changing world. The aim of Geography in Years 10 and 11 at Thorpe St Andrew School and Sixth Form is to enable students to increase their knowledge and understanding of a range of places, environments and processes. We study the economic, social and physical factors that affect people’s lives. Why study Geography? The GCSE course is known by the examination board OCR as ‘Geography for Enquiring Minds’. In a rapidly changing world, the skills and knowledge gained through the study of Geography will be invaluable to citizens and decision makers of the 21st Century. The study of Geography will equip students with the skills that will allow them to play a full part in our changing world. GCSE Geography provides a firm foundation for students wishing to study Geography at A Level. What makes a successful Geography student? A successful Geographer is hard working and ready for the challenge of this subject. Students need an open mind and the ability to undertake research as well as develop their own values and attitudes to a range of issues affecting the world around us. Students will be expected to answer short-answer and long structured examination questions, undertake fieldwork and analyse maps and data. What is the structure of this course? OCR offers a modern, interesting Geography course that develops and builds on the work covered in Years 7, 8 and 9. Fieldwork is an essential requirement of the course, which is undertaken in our local area. OCR Specification B: Geography for Enquiring Minds Unit 1: Unit 2: Unit 3: Our Natural World (35%)

• Global Hazards • Climate Change • Distinctive Landscapes • Sustaining Ecosystems • ‘Physical’ fieldwork

People and Society (35%) • Urban Futures • Development • UK in the 21st Century • Resource Reliance • ‘Human’ fieldwork

Geographical Exploration (30%) • Geographical Skills • Decision Making Exercise

Assessment: Students will undertake three written examinations in Year 11. There is no coursework.

Grades 9 - 1

11. Health and Social Care Mrs Scott The OCR Level 2 Cambridge National Certificate in Health and Social Care This course is for students interested in finding out about the key principles and skills needed to work in the Health and Social Care sector. It is equivalent to one GCSE. Students will sit one examination and complete three pieces of coursework under controlled conditions. This assessment will teach students theory and concepts in preparation for carrying out practical tasks in a sector related environment or through role play scenarios. This course is graded Distinction * to Pass. Structure of the course:

Unit 1 Unit 2 Unit 3 Unit 4 Essential values of care for use with individuals in care settings (Examined Unit – 25% - 1 hour) • Rights of individuals • Care values and their

application • Legislation to promote rights • Personal hygiene, safety and

security measures are used to promote rights.

Communicating and working with individuals in health, social care and early years settings (Controlled Assessment – 25%) • Types of communication • Factors that positively

influence communication • Barriers to communication • Practical task – planning a

one-to-one.

Creative Activities to support individuals in health, social care and early years settings (Controlled Assessment – 25%) • Different types of creative

activities • Benefits of creative activities • Plan a creative activity • Practical task – carry out a

creative activity.

Understanding the nutrients needed for good health (Controlled Assessment – 25%) • Dietary need of different

groups • Importance of a range of

nutrients • Factors that may affect diet • Practical task – plan and

create a meal for specific dietary needs.

Why study Health and Social Care? This course is a nationally recognised work related qualification designed to provide a choice of routes into further education or employment. The skills of producing assessments in different ways and applying theory to practical situations are in great demand and highly valued by sixth form institutions, employers and colleges. At Thorpe St Andrew Sixth Form, we offer an Advanced Specialist Qualification course in Health and Social Care, Child Care as well as an A Level equivalency. What makes a successful Health and Social Care student? It is important to have a lively and enquiring mind and a willingness to explore new ideas. It is also important to be able to work independently as 75% of the assessment is under controlled conditions. Enthusiasm for helping others and the commitment to meet individual needs is essential due to the practical elements of this course.

Grades D* D M P

12. History Mr Linnell What is History? History is the study of past human affairs and encompasses political, cultural, social and economic change all over the world. Why study History? Apart from being interesting, History is a useful qualification. History is an enabling subject highly valued by universities and employers for the transferable analytical skills it develops in students. Employers who see you have a qualification in History know certain things about you. They will know you have acquired key skills which, learnt through the lens of History, can be applied to all sorts of other situations. The thinking skills you will develop will help you in almost all lines of work, with History graduates often moving into journalism, teaching and business. What makes a successful History student? A successful student needs to have an interest in people and society. An enquiring mind is vital for success. If you want to understand how our environment has come to pass, then History will explain the world around you. The subject involves a fair amount of reading and writing and is 100% examined in three examinations at the end of Year 11. What is the structure of the course? Year 10 Modules Year 11 Modules Unit 1 – Thematic study and historic environment c250 to the present. We look at developments in medicine and medical treatment and their impact throughout society; the nature and significance of changes, the extent of change and continuity and factors affecting these issues: the role of individuals, war, government, attitudes and beliefs in society, chance, science and technology. We also look at the injuries and treatment of the British Sector of the Western Front in WWI.

Unit 2B – Period study on Superpower Relations and the Cold War 1941-1991 We look at how the Cold War developed, three Cold War crisis including the Berlin Wall, Cuban Missile Crisis and the Czech Uprising and finally why the Cold War ended and the Soviet Union collapsed.

Assessment - Examination 1 hour 15 minutes (Sat in summer of Year 11) Answering three source based questions on the Western Front before answering 3 more questions on the process of change over time to reach judgements. Percentage of overall GCSE Level qualification - 30%

Assessment - Half of 1 hour 45 minute examination

(Sat in summer of Year 11) Focusing on 3 questions on consequence, connections between events and importance of events/people/developments. Percentage of overall GCSE Level qualification - 20%

Unit 2A – British Depth Study on Anglo-Saxon and Norman England, c1060-88 We look at the fall of Saxon England and the Norman Conquest as well as how William the Conqueror transformed the country with castles, cathedrals and a new way of life in the early Middle Ages.

Unit 3 – Modern Depth Study on the USA, 1954-1975: conflict at home and abroad This is a chance to analyse the fight for Civil Rights in America as well as the reasons for and nature of the disastrous conflict in Vietnam which left a Superpower defeated.

Assessment - Half of 1 hour 45 minute examination (Sat in summer of Year 11) Answering three depth questions focusing on description, causation and judgement on an issue. Percentage of overall GCSE Level qualification - 20%.

Assessment - Examination 1 hour 20 minutes (Sat in summer of Year 11) Answering six source based questions on interpretations of the events studied. Percentage of overall GCSE Level qualification - 30%.

Grades 9 - 1

13. Information and Communication Technology (ICT) Ms Johnson This qualification has been designed to nurture digital literacy and provide up-to-date skills, knowledge and understanding of the rapidly developing digital world. This course will: The theory covered in Unit 1 enables students to: • Improve understanding of mobile phone applications, web page design, games design and social networking • Improve understanding of social networking and its impact • Enable students to keep up to date with IT and digital developments, at home and in the world of work • Learn IT skills that can be used to solve practical problems for organisations • Allow students to develop technical skills which will give a strong foundation for studying ICT at A Level.

Assessment:

Unit B061 ICT in Today’s World

Unit B062 Practical Applications in ICT

Unit B063 ICT in Business

Unit B064 Creative Use of ICT

20% of the total GCSE 1 hour Written examination 60 marks The examination tests knowledge of computers, how they work and what they are used for.

30% of the total GCSE Controlled Assessment 20 hours 60 marks Students develop a system for an organisation, for example a spreadsheet or a database.

20% of the total GCSE 1 hour Written examination 60 marks A case study of how ICT is used in a real life business.

30% of the total GCSE Controlled Assessment 20 hours 60 marks Students make a computer game or a multimedia product.

A GCSE in ICT opens up a world of opportunities for work both in the technology industries and in supporting roles within other industries. IT people not only need technical skills and knowledge but also other characteristics such as an ability to communicate clearly; planning and project management skills; excellent self-motivation, decision-making and problem-solving abilities. GCSE ICT opens doors to diverse career paths such as games and app design, web and animation development, network management, network security and digital forensics.

Grades A*-G

14. Leisure and Tourism Mrs Clarke and Mrs Pickering This course is aimed at students who are interested in both Leisure and Tourism and those wishing to pursue a career within the industry. It is based around a more vocational way of learning and involves a number of different lesson styles (role-play, giving presentations and research-based activities), which are both fun and interesting. What is required to study GCSE Leisure and Tourism? It is important to have an interest in the Leisure and Tourism industries and a willingness to explore new ideas. It is also important to be able to work independently as 60% of the final grade is based on independent work carried out under controlled conditions. Course Content Unit 1: Understanding Leisure and Tourism Destinations Students will look at a range of destinations in both the UK and overseas. We will consider the reasons people choose to visit these destinations. Unit 2: The Nature of Leisure and Tourism Students study why people use Leisure and Tourism facilities, how these are managed and why it is one of the fastest growing industries world-wide. Examinations Unit 1 is assessed externally by a one hour examination. Unit 2 is assessed externally by a controlled assessment. This is a course where students are expected to take an active and responsible role in their learning. What courses or employment can students progress to at the end of the course? This course enables progression on to an A Level or Specialist Qualification in Travel and Tourism or an A Level in Geography with continuation to higher education. Alternatively, there are many careers that lead on from GCSE Leisure and Tourism; such as working in a travel agency, theme park or leisure centre. Following the study of Leisure and Tourism at further and higher education levels, there are many opportunities to work in management roles for many leading leisure and tourism organisations.

Grades A*-G

15. Media Studies Mr Walker The media plays a very important role in modern society, providing us with information, entertainment and education. In addition, with the advancement of modern technology, the media plays an important role in the shaping of attitudes and values. This course is designed to help students develop their practical and critical understanding of the role mass media plays in society today. The skills students will develop in the course are: • the analysis of a range of media texts • a broad knowledge of the commercial nature of modern media production • consideration of the consumption of a given media text by a range of different audiences • to show creativity and originality in the creation of media products • engagement in an ever changing world of media technologies. Areas students can study: Television Newspapers Films Radio Comics Music Videos Music Magazines Advertising Web-Based Technologies News Coursework (60%): Understanding the Media There are two written assignments: 1. Introductory assignment - analysing and creating one media text. 2. Cross media assignment - analysing, comparing and creating two media texts in two different platforms. There is also one practical assignment and students can choose from a bank of practical tasks, which include: • A 120 second trailer for a feature film. • A five minute sample of a talk-based radio show. • Four pages for a website or magazine. • A three minute music video. Examination (40%): Investigating the Media The topic for the examination changes every year and is based on pre-release materials. Students will be expected to prepare for the test through independent research. Previous topics have included quiz shows, sitcoms, music press, comedy films, newspapers and television news.

Grades A*-G

16. Modern Foreign Languages (MFL) French and German Miss Harkin, Miss Johnstone and Mr Oussada

What are Modern Foreign Languages? GCSE Modern Foreign Language is a continuation of the work you have already invested in your Key Stage 3 studies. Many of the topic areas and language structures you already know are part of the knowledge needed at GCSE. During the GCSE course we will revise and extend your prior knowledge and introduce new topic areas too. You will be using a range of authentic texts as well as visual and audio stimuli to develop your reading and listening skills and ensure that you are familiar with a wide range of source materials, accents and language. You will also do plenty of speaking practise to develop your confidence and fluency and will be encouraged to use the target language as much as possible in the classroom.

By studying GCSE MFL, you will: learn to use French or German to communicate effectively in speaking and writing learn about the value of foreign language learning develop understanding of another culture challenge your mind and intellect.

Why study Modern Foreign Languages? The study of a language will help you create a balanced portfolio of GCSE subjects which gives you more options when it comes to your Post-16 plans, however did you also know:

that 94% of the world’s population does not speak English as their first language?

that 75% do not speak English at all!?

that 60% of UK trade is with non-English speaking countries?

that employers will pay an increment for even basic, conversational language competency?

that 70% of businesses in UK have some international contact?

that only ¼ of UK students have a language GCSE qualification?

that Britons face the toughest competition for jobs because the lack of language skills limits horizons?

that over half of all UK adults regret having dropped language study?

Studying a language is hard work … but it is rewarding and even fun!

What makes a successful Modern Foreign Language student? There are many types of people who succeed. Creativity and imagination are important for helping you come up with things you want to say; but it is equally useful to think logically to spot and apply patterns to help you learn vocabulary and grammar rules. Although many successful students have a good memory for learning vocabulary and presentations, do not underestimate the value of spontaneity and being able to think on your feet. Whether creative or logical types, all successful language students are interested in learning about how language works and in communicating ideas. Obviously, an excellent work-ethic and determination are key qualities too.

What is the structure of the course? Each of the four skill areas is examined separately and you will have plenty of opportunities to prepare for these. At the end of Year 11, you will have final examinations in each of the four skills: Listening, Reading, Speaking and Writing. You will be entered at either Foundation or Higher tier.

Students who have studied French and German in Year 9 can continue to study both languages at GCSE (this will take up two preferences).

Skill % of Mark Assessment Speaking 25% • One role play

• One picture card with related questions • General conversation topics

Writing 25% Various tasks depending on tier, to include: • Lists of nouns • Short sentences in response to bullet points (approximately 90 words) • Choice essay, producing paragraphs responding to bullet points (approximately 150 words)

Reading 25% • Comprehension questions: answers in English answers in French/German

Listening 25% • Comprehension questions: answers in English answers in French/German

bonne chance viel Glück

Grades 9 - 1

17. Music Mr Edwards and Ms Walker This course offers an exciting opportunity to develop performing, listening and composing skills? Students can opt to study one of two courses offered by the Music Department. Students should speak to their music teacher to find out which course best suits their musical skills and attributes. GCSE In GCSE Music students can develop their creativity through the production of two original compositions, learn about the history and context of music through a variety of time periods and develop their skills as a performer.

BTEC First Award in Music BTEC Music offers students an opportunity to develop some of the skills they will need to enter the music industry. The course has a similar structure to GCSE and requires performances and compositions to be completed but replaces the historical study of music with an exploration of the music industry and the creation of a ‘Musical Product’.

A free Grade 5 theory course will be available for BTEC students looking to access AS Level Music

Unit 1: Listening to and Appraising Music – 20%

Units 2 and 4: Composing and Appraising Music – 40%

Unit 3: Performing Music – 40%

Students will explore five areas of study through three strands of learning and they are assessed by a one hour written examination at the end of Year 11.

Students will compose a piece of music which explores an area of study from a stimulus given by the examination board. Students will then write about the process and outcome of the composition. Students then have a free choice over their second composition.

Students will produce one recorded solo and one recorded ensemble performance.

Unit 1: The Music Industry – 25%

Unit 2: Managing a Musical Product – 25%

Unit 3: Introducing Musical Composition – 40%

Unit 4: Introducing Musical Performance – 25%

Students explore the key principals of the music industry and routes of employment available to them. This includes visits to local and national music venues and discussions with music professionals. An externally set examination is taken in Year 11.

Students work toward the creation of a musical product; this may include a CD, downloadable content, music video or a live performance. They are responsible for the production, marketing and promotion as well as the content of the product.

Students learn to develop musical ideas through a series of small projects that build up to the creation of a final piece. The composition can take any form and includes an opportunity to use music production software.

Students take part in a series of small scale performances to build up confidence ahead of a larger performance in Year 11. Students explore the technical and psychological aspects of performance.

Grades 9 - 1

18. Physical Education (PE) Ms Middleton What is Physical Education? Physical education provides students with the exciting opportunity to begin to gain an understanding of PE. Stimulating content is at the heart of this engaging qualification, which will encourage students to immerse themselves in the world of sports and PE. The combination of the physical performance and the academic challenge provides an exciting opportunity for students. You can perform and, then through the academic study, learn how to improve your performance through the application of the theory. Why study Physical Education? Studying GCSE Physical Education will open your eyes to the amazing world of sports performance. Not only will you have the chance to perform in three different sports through the non-examination assessment component, you will also develop wide ranging knowledge into the how and why of physical activity and sport. Students learn through a range of different contexts and the impact physical education has on both ours and others’ everyday lives. You will learn the reasons why we do things, why some people outperform others – mentally and physically. You will also delve into the ethical considerations behind the use of performance enhancing drugs and also gain an understanding of the consequences of inactivity and poor diet. What makes a successful Physical Education student? In order to succeed on this course, it is important that students have both a strong sporting background, as well as the academic capability to cope with two written examinations at the end of Year 11. What is the structure of the course?

Specification Overview Content Overview Assessment Overview • Applied anatomy and physiology • Physical training

Physical Factors Affecting Performance (01): 60 marks, 1 hour written paper.

30% of total GCSE

• Socio-cultural influences • Sports psychology • Health, fitness and well-being

Socio-Cultural Influences and Sports Psychology (02): 60 marks, 1 hour written paper

30% of total GCSE

• Practical activity assessment • Evaluating and Analysing Performance (EAP)

Performance in Physical Education (03): 80 marks Practical Non-Examination Assessment Performance in three activities: • One from the individual list • One from the team list • One other from either list.

40% of total GCSE

BTEC First Award in Sport – Miss Crowder The BTEC Level 2 First Award in Sport has been designed to provide an engaging and stimulating introduction to the world of sport. The course covers both practical and theory elements. It is made up of eight different units of work that are covered over a two year period: • Unit 1 – Fitness for Sport and Exercise • Unit 2 – Practical Sports Performance • Unit 5 – Training for Personal Fitness • Unit 6 – Leading Sports Activities • Unit 7 – Anatomy and Physiology • Unit 10 – Injury and the Sports Performer • Unit 11 – Running Sports Events • Unit 13 – Profiling Sports Performance Unit 1 – Fitness for Sport and Exercise and Unit 7 – Anatomy and Physiology are externally assessed units which take the form of an on screen test taken under examination conditions. The examination will be one hour in length and marked out of 50. The other units of work are assessed internally through the completion of various assignments, some of which are practical based. The practical element does not assess how good students are at playing sport; instead evidence is required to show regular participation within PE lessons and student led activities and exercises.

Grades 9 - 1

Grades D* D M P

19. Religion, Philosophy and Ethics (RPE) Miss Allen What is Religious Studies (RPE)? RPE is the study of society, belief, non-belief and life. It is an investigation into our own culture and others. It involves learning about people and how people live which is at the very centre of everything we do and everything we are. We may know someone’s name, but when we understand what they believe we can begin to understand who they are. Why study Religious Studies (RPE)? Religion has always been with us. Throughout history, it has expressed the deepest questions human beings can ask, and it has taken a central place in the lives of virtually all civilizations and cultures. As we think all the way back to the dawn of human consciousness, we find religion everywhere we turn. The study of religion is more relevant than ever. We will all get on better with each other if we understand why we are different and appreciate why we think and believe different things. Do you want to work in Medicine and Health Care? You will deal with people when they are facing difficult times. RPE may help you understand that because you will have an understanding of what people’s beliefs are about Life and Death, what ethics and faith underpins their lives. Are you thinking about a future in Psychology, Counselling or Social work? Through an academic study in belief and ethics you will develop your skills of analysis and have a greater understanding of the issues that people face in difficult times. You are interested in Science? Science comes with responsibility. Scientists can do awesome things but do we really want them to clone a human without considering the implications? You want to work in Law or law enforcement? Understanding religions that have underpinned British history and what people believe is integral to your career. Part of the course focuses on “crime and punishment” and “peace and conflict”, providing an insight into your future career choice. You will learn to evaluate points of view and present arguments. You want to be in the armed forces? Many wars are fought between different groups of people who claim to belong to a particular religion, is it not important to know what they believe? Paper two looks particularly at “Peace and Conflict”, a useful insight into your future career choice. You want to travel? The world is made up of over 7 billion people, find out what some of them believe how they live and celebrate their lives. You do not know what you want to do? Keep your options open! By choosing to do RPE you are choosing to learn about people today. Whatever you choose to do in the future, people will be part of it! RPE is a respected academic discipline acknowledged as pathways into a wide range of professions. What makes a successful Religious Studies (RPE) student? A successful RPE student should have an inquisitive mind, with an ability to argue and question. If you are interested in people and other cultures, interested in learning about different opinion and beliefs, this is the course for you! What is the structure of the course? The course is divided into two areas and is assessed through two written papers that are 1 hour 45 minutes long.

Paper 1 – Religion and Ethics Paper 2 – Religion, Peace and Conflict • Belief in God • Marriage and the Family • Living the Religious Life • Matters of Life and Death.

• Belief in God • Crime and Punishment • Living the Religious Life • Peace and Conflict.

Grades 9 - 1

20. Sociology

Miss McGuinness and Mr Kaye Sociology is a challenging and exciting subject. Its aim is to understand how societies work, and to study and explain how society makes us who we are. In studying Sociology, students will be actively involved in exploring and asking questions about the society in which we live, such as: • Why do people turn to crime? • Who controls the media? • Is there such a thing as a ‘typical’ family? • What gives people power in our society? • How does school control us? Studying Sociology offers the opportunity to gain a greater understanding of society and to make sense of your own experiences within it. It observes the day to day experiences of people in groups, for example: workers, criminal gangs or children and seeks to explain them. Students will learn basic ‘Perspectives’ or ways of looking at society; ‘Consensus and Conflict’ theories, such as Marxism, Functionalism and Feminism, that attempt to explain how societies work. Students will learn about the different methods of data collection: experiments, questionnaires, interviews; their advantages and disadvantages and how they have been used in sociological studies. The topics studied are: Unit 1 - Studying Society, Family and Education

Unit 2 - Crime and Deviance, Mass Media and Social Inequality

Students will also develop the necessary skills to enable them to assess different views and reach conclusions about society, based on a careful consideration of evidence. At the end of Year 11, students take two examinations both worth 50%. Sociology is valuable for a number of wide-ranging careers, for example; social work, politics, teaching, policing, the justice system and a range of people and service centred occupations. It is equally as valuable as a subject which develops ideas about the world and makes students consider different opinions on, and the causes of, social behaviour and patterns over time in our society. Student comments on studying Sociology: “It was so interesting that it was my first option at A Level” “It has made me think about why I agree and disagree with things that others say” “I did not realise how much society influenced our behaviour” “It has helped me understand the topics in English and History more – it links with so many other subjects” Sociology will help make sense of society and give students new ways of seeing the social world around us. Students will question aspects of it that had previously been taken for granted. GCSE Sociology will provide ‘tools’ which allow students to become a better informed and a more socially aware member of society.

Grades A*-G

21. Triple Science Mr Hookway and Mr Mitchell What is GCSE Biology, GCSE Chemistry and GCSE Physics – ‘Triple’ GCSE Award? Students identified as Gifted and Talented will be offered the opportunity to study Triple Science. Students studying the triple sciences mean students will cover more content at a greater depth of knowledge and understanding than GCSE Combined Double Science. Why study ‘Triple Science? Students who have identified Science as an important aspect to future career aspirations such as Medicine, Dentistry, Engineering and Scientific research should consider this course. These three courses will provide great preparation for AS and A level sciences, without overlapping content. What makes a successful Biology, Chemistry and Physics Triple Science GCSE Award student? Students with inquisitive minds who naturally read around the subject with an interest in the physical and natural world. An enjoyment of the design and implementation of precision, practical science experiments is a must. What is the structure of the course? Each subject will have two 1 hour 45 minute examinations. All examinations will take place at the end of Year 11. There is no coursework; instead there are required practical experiments.

Each subject will have eight required practical experiments. Each specification includes a list of apparatus that students must be able to use and techniques they must be able to demonstrate as 15% of each examination paper directly relates to these practical experiments and techniques.

Mathematical components of examinations - A minimum of 10% of the marks will test mathematical skills in Biology, 20% in Chemistry and 30% in Physics.

Students who study Biology, Chemistry and Physics can go on to study A Level sciences, with each of the following topics explored at a deeper level than Double Science. AQA GCSE: Biology AQA GCSE: Chemistry AQA GCSE: Physics

1. Cell Biology 2. Organisation 3. Infection and Response 4. Bioenergetics 5. Homeostasis and Response 6. Inheritance, Variation and Evolution 7. Ecology

1. Atomic Structure and the Periodic Table

2. Bonding, Structure and the Properties of Matter

3. Quantitative Chemistry 4. Chemical Changes 5. Energy Changes 6. The Rate and Extent of Chemical

Change 7. Organic Chemistry 8. Chemical Analysis 9. Chemistry of the Atmosphere 10. Using Resources

1. Forces 2. Energy 3. Waves 4. Electricity 5. Magnetism and Electromagnetism 6. Particle Model of Matter 7. Atomic Structure 8. Spare Physics

Grades 9 - 1

22. National Vocational Qualification (NVQ) College Courses Miss Emmerson For a small number of students an alternative to a full GCSE curriculum may be appropriate. The school has links with a number of external providers who can offer Level 1 NVQs in a number of areas. Such courses are unsuitable for students who are expected to achieve at least Level 5s or C grades at the end of Year 9. If you wish to discuss your suitability for one of these courses, please speak to Miss Holmes or Mr Pywell.

23. Careers (Information, Education and Guidance) – Miss Emmerson The Careers Education Programme in Years 10 and 11 includes: • Dedicated time to work on CV preparation, letters of application, interview techniques and

liaising with employers appropriately. • Assessment of likes, dislikes, personal interests, skills and qualities, in relation to

generating it into a Career Plan. • Discussion about rights and responsibilities including Health and Safety in relation to the world of work. • Preparation for work projects starting in February of Year 10 culminating in a Work Experience placement

during the Autumn Term of Year 11.

As students continue to study a balanced programme of study up to the age of 16, this means the fewest possible restrictions on a choice of future career - no doors have been closed through early specialisation. During the next two years, students will find an increase in relevant careers information which can be accessed as appropriate. This will include: • Access to the Careers Resource Centre (North Site, in the Learning Resource Centre) with access to the

internet and up-to-the-minute careers information. • Access to the regularly-updated Careers web pages on the school’s Careers website www.thorpecareers.info • The opportunity to attend relevant talks and visits on all Post-16 options, to ensure ultimately that students

are making informed decisions. • All Year 11 students being interviewed regarding their Post-16 plans as part of the Information, Advice and

Guidance (IAG) for students.

24. Special Educational Needs Mrs Clare

Students who have been identified as having Special Educational Needs are offered the same choices at GCSE as all other students. A variety of support is available: students sometimes have a member of staff to work with them; material is adapted, as appropriate; and support is available in lessons for specific subjects.

25. Further Information

Enrichment of the Curriculum

Level 2 Certificate in Further Mathematics Mrs Dunton This course will run over two years. Lessons will take place once a week, from 3.15 pm to 4.15 pm. The course is examined by two examination papers (one non calculator and one calculator) taken in the Summer of Year 11. Included in the course are higher level GCSE topics such as surds, quadratic expressions and circle theorems as well as A Level topics such as differentiation, matrices and algebraic proof. Further Mathematics is open to the highest achieving students at the end of Year 9. Students who wish to be considered for this course should speak to the Mathematics Department. This course is in addition to the normal curriculum and must be viewed as such. The extra workload it generates must not have an adverse effect on the subjects studied in school time.

26. Equal Opportunities We believe that all students are entitled to equality of opportunity in learning. All students in our school have a right of access to opportunities, regardless of ability, age, gender, physical ability, racial or ethnic group, religious beliefs or social background. Throughout the curriculum, students are encouraged to understand the implications of equal opportunity and regard. This should be challenged to dispel the ignorance and distrust which breeds prejudice and discrimination. We value all students and believe they should be treated with equal regard. We aim to avoid gender stereotyping and positively encourage students to break such stereotypes where appropriate. It is our policy that there should be no discrimination between boys and girls in the matter of course availability, testing, visits, careers guidance or any other benefits, facilities or services provided by the school. Our aim is to meet the needs of each individual student, where all have access to appropriate work.

27. 16-19 Opportunities Over the last few years an increasing proportion of students have chosen to stay on at Thorpe St Andrew School and Sixth Form. We are able to provide an expanding range of courses which include a wide selection of GCE AS (Advanced Subsidiary) and A2 (A Level) courses as well as Specialist Qualifications. As a result of success on these courses the vast majority of students progress to courses in further and higher education at College or University. The level of success of students in the Sixth Form is in no small part due to the quality of advice, guidance and counselling provided by the Sixth Form Team and Tutors before, during and at the end of a student’s Sixth Form career. Although many students will not have definite ideas about their career or course choice in higher education at this stage, advice and help can be sought from members of the Sixth Form Team about courses which require special qualifications and/or are in great demand.

Notes