Year 9 Options Booklet 2012

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STANWELL SCHOOL

Year 9

Options Booklet

2012

Ysgol Stanwell School

Learning to Excel

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Head teacher: Mr D Jones

Chair of Governors: Mr A Rogers

The Options Team

Mr A Lewis Senior Deputy Head teacher

Mrs C Kynaston Deputy Head teacher

Mrs L Jenkins Head of Year 8

Mr G Penny Head of Year 8

Mr A Pritchard Careers Advisor

Careers Wales

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C O N T E N T S Page 1. The Options Team

2. Contents

3. Introduction; Options Evening Meeting

4. The Curriculum; The Option Choice Form

Subject Descriptions – Compulsory Subjects

5-6. English and English Literature

7. Information Technology

8. Mathematics

9-10. Physical Education; Religious Studies

11-12. Science & Applied Science BTEC

13. Welsh

14. Careers

Subject Descriptions – Options Subjects

15-16. Art

17-18. Business Studies (Double Award)

19. Child Development

20-27. Design & Technology

28. Drama

29-30. Engineering

31-32. French

33. Geography

34-35. German

36-37. History

38. ICT and Computing

39. Leisure & Tourism

40. Media Studies and Systems

41-42. Music

43-44. Performing Arts BTEC

45-46. Physical Education

47. Travel & Tourism BTEC

48-49. Workskills BTEC

50. GCSE Results 2010

51. GCSE Results 2011

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I N T R O D U C T I O N

This handbook gives information on the proposed curriculum to be provided for our Year 9 pupils in

September 2012. Year 9 is important for each pupil, as it is the first of the three years leading to the public

examinations.

The curriculum provides a breadth and balance of study, which prepares pupils for the opportunities and

experiences of adult life. At Stanwell we encourage participation in post-16 education. The curriculum

structure gives each pupil a very wide choice of future courses of study.

The curriculum consists of compulsory subjects which are followed by all pupils and option subjects.

After consultation with the pupils the option subjects will be organised into four groups/blocks and the

pupils study one of the subjects in each block.

O P T I O N S E V E N I N G M E ET I N G

To help parents and pupils make a more informed choice of option subjects; the school has organised a

meeting on Tuesday, 27th March, at 6pm when staff from departments will give brief descriptions of the

courses available.

The option choice form will be available for completion on this evening.

The subject staff, together with the Heads of Year, Careers staff and senior staff will be available to answer

individual questions.

The Options Evening Meeting is in addition to the Year 8 Parents’ Evening.

We hope that you will be able to attend on Tuesday, 27th March, and look forward to seeing you.

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T H E C U R R I C U L U M

The curriculum consists of compulsory subjects, which are studied by all pupils, and option subjects,

which are chosen by the pupils.

1. COMPULSORY SUBJECTS

All pupils will pursue the following courses:

English (which includes Language and Literature, leading to two GCSE qualifications for most

pupils)

Information Technology

Mathematics

Science (which includes Biology, Chemistry & Physics, leading to three GCSE qualifications for

most pupils)

Welsh

Personal & Social Education

Physical Education

Religious Studies

2. OPTION SUBJECTS

Pupils should choose any four subjects from the option subjects in this booklet.

T H E O P T I O N S C H O I C E F O R M

The form for indicating a pupil’s choice of subjects will be distributed after the results from the pupil’s poll are known. The option choice form needs to be completed with your child’s four option choices. We will try to ensure that pupils receive their first choice of option subject, however if this is not possible then the pupil and their parents will be informed. Following completion, the form should be signed by parents/guardians and returned to school by Wednesday, 4th April.

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C O M P U L S O R Y S U B J E C T D E S C R I P T I O N S

E N G L I S H A N D E N G L I S H L I T E R A T U R E

Pupils in English are assessed on the following skills:

Speaking and Listening

Reading

Writing

Pupils develop a range of writing and oral skills for different purposes and audiences.

Reading includes non-literary and media material, Shakespeare and writers from other cultures.

Most pupils also follow the English Literature course, which widens their experience of poetry, prose and

drama.

GCSE grades are composed of external examinations and controlled assessment (assignments completed

under teacher supervision.) Controlled assessment is worth 60% in English Language and 25% in English

Literature.

Pupils are entered for the tier appropriate to their ability.

Controlled Assessments

Year 10

Autumn

Term

English

Language

Studying written language: extended literary text 15%

Year 10

Autumn

Term

English

Language

Using language: creative writing (two assignments:

descriptive; narrative)

15%

Year 10

Spring Term

English

Language

Using language: Speaking and Listening 20%

Year 10

Spring Term

English

Language

Studying spoken language 10%

Year 11

Autumn

Term

English

Literature

Unit 3: Poetry and drama (literary heritage) 25%

http://www.wjec.co.uk/uploads/publications/8317.pdf


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External Assessment (Examination)

Year 10

Summer

Term (May)

English

Literature

Unit 1: Prose (different cultures) and poetry (contemporary) 35%

Year 11

Spring Term

(January)

English

Language

Unit 1: Studying written language: Reading: non-fiction texts

20%

Year 11

Summer

Term

(May)

English

Language

Unit 2: Using written language :Writing 20%

Year 11

Summer Term

(May)

English

Literature

Unit 2a: Literary heritage drama and contemporary prose 40%



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Information Technology

We believe that ICT is one of the cornerstones of our pupils’ education and Stanwell requires all pupils to study ICT at Key Stage 4 where they will complete two courses which we believe will help equip them well for their future. During Key Stage 4 pupils will complete the WJEC’s Essential Skills Wales in ICT level 2 qualification and Edexcel’s Certificate in Digital Applications. WJEC - Essential Skills Wales (ESW) – ICT level 2

During Year 9 all pupils will complete the ESW- ICT level 2. This is also one of the required elements for the Welsh Baccalaureate, which all pupils must complete in the Sixth Form. The aim of this qualification is to encourage candidates to develop and demonstrate their skills in using ICT to carry out a task or activity by finding, exploring, exchanging, developing and presenting information (text, images and numbers). The standards are essentially concerned with developing and recognising candidates’ ability to select and apply ICT skills in ways that are appropriate to a particular context. The qualification requires pupils to assemble two portfolios, which will be submitted in May 2014. The evidence in these portfolios will cover the three areas:

ICT 2.1 Use ICT Systems ICT 2.2 Find, select and exchange information ICT 2.3 Develop and present information

Edexcel - Certificate in Digital Applications

During Year 10 and 11 pupils will take the new revised Certificate in Digital Applications is designed to engage and enthuse young people and equip them with the knowledge and skills they need to design and make effective digital products. It will teach young people how to express their creativity in an informed and responsible way and encourage them to reflect on what they produce and strive for excellence. It will give young people the skills they need to support future learning and to exploit the creative and commercial employment opportunities on offer in the digital world in which they are growing up.The course consists of two units; Using Digital Tools and Artwork and Imaging.

Certificate in Digital Applications (equivalent to 1 GCSE)

Unit 1 – Using Digital Tools

A 75 minute practical examination which will be taken in May 2015. This unit will take 30 Guided Learning Hours.

Unit 4 – Artwork and Imaging

Coursework which will be submitted in May 2015. This unit will take 90 Guided Learning Hours.

http://www.edexcel.com/quals/dida/Documents/DiDA-leaflet-BETT.pdf

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MATHEMATICS

GCSE is the National Curriculum Test at the end of Key Stage four. GCSE Mathematics is compulsory and is not involved in your option choices. GCSE Mathematics At Stanwell we follow the WJEC GCSE linear course; there are two tiers of entry targeting grades that overlap (see below). All pupils have to sit two examinations; Paper 1 the use of a calculator is forbidden, Paper 2 a calculator is allowed. The tier of entry will be governed by the Mathematics set each pupil is in during Year eleven:

Tier Sets Grades Available Higher 1, 2, 3 & 4 A*, A, B, C, D, U Foundation 5 & 6 C, D, E, F, G, U

(Set 4 will follow the Higher Tier course in Year 9, but their actual tier of entry will be finalised the year before the GCSE examination is taken.) GCSE Statistics As Stanwell has now moved to a three-year GCSE there may be the option for pupils to gain an extra qualification in GCSE Statistics (AQA). It is our aim that the majority of the pupils will sit their GCSE Maths exam in the November of Year 11 followed by the GCSE Statistics exam in the summer of Year 11. The GCSE Statistics course involves a controlled piece of coursework (to be completed between February and May of Year 11) and an exam in the summer. The tier of entry for the GCSE Statistics exam will be governed by the Mathematics set each pupil is in during Year 11. http://www.wjec.co.uk/index.php?subject=90&level=7 http://www.aqa.org.uk/qualifications/gcse/maths/statistics.php

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Physical Education

The course builds on the activities followed in Key Stage 3 and aims to develop a commitment to an active lifestyle. Pupils will have the opportunity to develop their knowledge, skills and understanding by selecting areas in Physical Education which will include sports and activities not previously offered, such as Basketball and use of Multi Gym and Free Weights in the Fitness Suite

Religious Studies

If you are good at problem solving, have a critical mind and good powers of analysis you have the essential qualities needed to study GCSE Religious Studies. These skills are useful for many career fields including medicine, law, management, business and personnel. Employers look for an RS qualification as they know people will have this range of skills and will be able to work effectively as part of a team. Religious Studies will enable you to:

explore religions and beliefs engaging with them intellectually and responding personally

adopt an enquiring, critical and reflective approach to the study of religion

enhance your understanding of different cultures in the wider world

reflect on and develop your own values, opinions and attitudes in light of your learning.

In Years 9 and 10 students follow the WJEC GCSE Course in Religious Studies Specification B. Pupils will study a unit called “Religion and Life Issues” which consists of four areas of study as follows: Relationships: Issues of love, marriage and divorce; Our World: Exploring creation and our place in the world; Is it fair?: Issues of justice and equality; Looking for meaning: Issues about God, life and death; These are set within a Christian and comparative framework. http://www.wjec.co.uk/uploads/publications/8378.pdf

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In Year 11 students follow the GCSE Course in Religious Studies specification B. Pupils will study a unit called “Religion and Human Experience” which consists of four areas of study as follows: Religion and Conflict Issues of peace forgiveness and conflict Religion and Medicine Issues of medical ethics and the sanctity of life Religious Expression Issues of expressing one’s faith Authority-Religion and State Issues of law and order in religion and society These are set within a Christian and comparative framework.

RELIGIOUS STUDIES SPECIFICATION B SUMMARY OF ASSESSMENT (Full Course) 1st Written Paper: 1 hour 45 minutes 50% 96 marks (100 UMS) Four structured questions consisting of visual stimuli used as a basis for a series of paragraph and extended writing answers testing AO1 and AO2. 2nd Written Paper: 1 hour 45 minutes 50% 96 marks (100 UMS) Four structured questions consisting of visual stimuli used as a basis for a series of paragraph and extended writing answers testing AO1 and AO2. The first written paper will be taken in May of Year 10 and the second written paper will be taken in June of Year 11. There is no externally assessed coursework in Religious Studies and there are no controlled assessments.


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SCIENCE Science is a compulsory subject at Key Stage Four and is not involved in your option choices. The course leads to three GCSE grades for most pupils, one grade in each of the separate sciences of Biology, Chemistry and Physics. It incorporates the study of topics such as ; Variety of Life, Evolution, Body Maintenance, Earth Science, Energy, Radiation, The Universe, Nanotechnology and ‘Smart’ Materials.

How will the course be organised? During Year 9, all pupils will follow the WJEC GCSE Science A specification which covers all three science subjects. There will be no external examinations during Year 9. After final internal examinations in Year 9, some pupils will be selected to follow the BTEC level 2 certificate/extended certificate in Applied Science (see below for further details). The remainder of the pupils will then be given the choice of either continuing with the three separate sciences or following the WJEC Science A and Additional Science courses which will lead to two GCSE grades at the end of Year 11. For those following the three separate sciences, there will be an option at the end of Year 10 to discontinue one of the three science subjects.

How is the course assessed? Assessment for the ‘separate sciences’ course will start in January of Year 10 when pupils will take three written examinations (one for each science subject).They will take a second series of three examinations in June of Year 10 and the final series of three written assessments will be taken in June of Year 11. There will be a controlled assessment exercise for each science subject to be taken in the spring term of Year 11. For pupils opting for the two grade ‘Science’ course, first assessment will be in the spring term of Year 10 when a series of controlled assessment exercises will be taken, followed in June of Year 10 by three written examinations (one for each science subject). This schedule will be repeated in Year 11 with further controlled assessment exercises in the spring term and the three final written examinations in June. http://www.wjec.co.uk/index.php?subject=77&level=7

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APPLIED SCIENCE The Science department will also offer a Level 2 Vocational Qualification in Applied Science to some students at the end of year 9. The students will be entered for either Edexcel BTEC First Level 2 Certificate in Applied Science (1 GCSE equivalent) or Edexcel BTEC First Level 2 Extended Certificate in Applied Science (2 GCSE equivalent). This course will enable students to develop a broad knowledge and understanding of the Science sector. It will prepare students for further study on a vocational course in Science or a Science related subject, or prepare for employment or for further training in industry. The assessment for this course is 100% coursework, which is done continually in lessons throughout Year 10 and 11.

In BTEC Firsts all units are internally assessed. All assessment for BTEC Nationals is criterion referenced, based on the achievement of specified learning outcomes. Each unit within the qualification has specified assessment and grading criteria which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction: to achieve a ‘pass’ a learner must have satisfied all the pass assessment criteria to achieve a ‘merit’ a learner must additionally have satisfied all the merit grading criteria to achieve a ‘distinction’ a learner must additionally have satisfied all the distinction grading criteria. Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassified’. The qualifications offered will be:

Qualification GCSE equivalent Number of credits Number of lessons

per week Level 2 Certificate 1 GCSE 15 credits from 3

mandatory units 5

Level 2 Extended Certificate

2 GCSEs 30 credits from 3 mandatory units and some optional units

5

http://www.edexcel.com/quals/firsts10/appsci/Pages/default.aspx

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GCSE WELSH SECOND LANGUAGE

The Welsh Second Language GCSE full course will provide experiences which will give all candidates the

opportunity to reach their full potential in Welsh according to their ability and needs. The aim is to ensure

that candidates are aware of the use made of Welsh in modern Wales, nurturing a positive attitude towards

the Welsh language and its culture. The skills of candidates are developed to use the language for effective

and purposeful communication.

We aim to ensure that students have the opportunity to:

Show interest, pleasure and enthusiasm while studying the Welsh language;

Contribute substantially to discussions, using language that is suitable for the purpose and the

audience;

Respond to a wide range of reading materials, including some published material;

Write in a wide range of forms for a variety of purposes, giving attention to purpose, audience and

accuracy.

Assessment Summary

Unit 1 Written paper: 1 hour (25%) 4 questions-2 writing (10%) 2 reading (15%) Unit 2 Controlled assessments (25%) Oral 20% Task 1- Individual presentation (10%) November (Year 11) Task 2-Role play-Pair work/group (10%) January/February (Year 10) Writing-(5%) Task associated with the role play. Unit 3 Oral exam: 10 minutes (25%) Oral 20% Pair/group exam. Reading 5% Discussing reading material as a stimulus to the oral exam.

Unit 4 Written paper: 1 hour (25%) 4 questions – 2 Written (15%) 2 Reading (10%)

www.wjec.co.uk/index.php?level=7&subject=105

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C A R E E R S

Stanwell School provides the following Careers Education and Guidance opportunities and pupils

have access to:

Easily accessible, up-to-date and accurate careers information.

Independent, impartial, confidential advice and guidance.

Access to the ‘World of Work’ and business awareness activities.

Help and guidance at the transition of Key Stage 3 to Key Stage 4; at the end of Key Stage

4, and at the end of Key Stage 5.

In Year 9 the pupils begin work on their own Progress File, which they update throughout their

school life. It contains work provided by The Careers Department and any achievements that the

pupils wish to include. In both Year 9 and Year 10 all of the pupils are involved in an

Industry/skills workshop days and at the end of Year 10 they will experience a one week

placement in industry/commerce.

Throughout their time in Stanwell there is always opportunity for both pupils and parents to meet

with the careers staff and the school's Careers Wales Advisor. We have well equipped careers

libraries containing all the reference material needed to enable your child to make the wisest

possible decisions concerning their future.

Your Careers Adviser is Alun Pritchard Your Adviser is based in the ground floor in ‘The House’

You may obtain information, advice, or arrange an interview with your Adviser, by contacting him directly at School

or at Barry Careers Centre:-

[email protected] Tel – 01446 410600 X8609

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ART and DESIGN

The GCSE Art and Design course demands a positive attitude and a great deal of commitment from the

pupils in our charge. On no account should it be regarded as a soft option. We encourage pupils to be self

motivated and build on their technical skills developed in Key Stage 3.

The Edexcel GCSE Art and Design: Fine Art course and the Art and Design: Textile Design course

encourages an adventurous and enquiring approach to the subject. Successful pupils should be able to

demonstrate an understanding of past and contemporary art and design practice and the integration of theory

and understanding to produce a personal response that embraces a range of ideas.

Each pupil must produce the following components:

PERSONAL PORTFOLIO (Unit One = 60%)

This comprises of TWO PROJECTS

- TEXTURE IN NATURE and

- ABSTRACTION IN ARCHITECTURE

Unit One is submitted for assessment at the end of January in Year 11. Interim

internal assessment of Unit One in Year 9 takes place at the end of the Autumn term

and again in the Summer term. This procedure is repeated in Year 10.

EXTERNALLY SET ASSIGNMENT (Unit Two = 40%)

Pupils will receive their externally set exam paper on the 1st February in Year 11 and are given

approximately 20 hours to prepare their response and 10 hours to produce their final piece at the end of

March. (Sustained Focus).

Both components are internally assessed and externally moderated.

Pupils may be able to choose to study ENDORSED FINE ART or ENDORSED TEXTILE DESIGN in

the Art and Design option. This is reliant on the number of pupils opting for either Fine Art or Textiles in

each option group.

ART & DESIGN: FINE ART(5FA02)

Areas of study: abstraction, still life composition, manufactured and natural forms through techniques of

painting, drawing, print making and sculpture.

ART & DESIGN: TEXTILE DESIGN (5TE02)

This course follows a creative approach to the subject concentrating on constructed, dyed, printed fine art

and fashion textiles.

http://www.edexcel.com/quals/gcse/gcse09/Art/Pages/default.aspx

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Is this the right subject for me? This course is suitable for students who are: keen to develop their visual skills creative, enthusiastic and imaginative able to sustain an investigation able to enjoy visits to galleries and museums willing to experiment and take risks in their work willing to review their progress and make improvements. The GCSE Art and Design course is a dynamic and interesting subject that covers many topics that can be directly related to the world that we live and work in.

The pool of creative talent for the 21st century is forming now. . Art director . Directors – state, motion picture, television, radio . Graphic Designers . Visual Artists . Animators . Illustrators . Commercial and Industrial Designers . Fashion Designer . Interior Designer . Set Designer . Painters . Product Designer . Cartoonist, Comic book artists . Camera Operator, television, video or motion picture operators . Desktop publisher . Composing room supervisor . Art historian . Exhibition designers .Marketing and advertising http://www.edexcel.com/quals/gcse/gcse09/Art/Pages/default.aspx

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Applied Business Studies (Double Award) (2AB02)

In Year 9 students develop a range of Business enterprise skills that enables them to access the Applied GCSE course. Students are taught using a variety of teaching styles to actively engage them with the study of Business, develop them as effective and independent learners with enquiring minds. Lessons are mainly housed with the Business Centre and the IT rooms. Students will be taught for three periods a week. Topics covered in Year 9 include:

Managing your money

Big Ideas

The economy

Business and the Environment

The Stock Exchange

Rising Global Powers

The Welsh Assembly

Business Plans

Factors of Production

The Applied Business Studies course is directly equivalent to two GCSEs. The course’s innovative structure allows students to develop an understanding of four units:

Unit Overview of unit

Assessment % of total double GCSE

Dates for assessment

Unit 1 (5AB01)

Investigating how businesses

work

Controlled assessment

30% Controlled assessment completed in winter and first half of spring half term Year

10 Unit 2

(5AB02) Financial Records

External exam paper

20% Exam sat in Summer of Year 11

Unit 3 (5AB03)

Investigating people, business

and change

Controlled assessment

30% Controlled assessment completed in winter and first

half term of Year 11

Unit 4 (5AB04)

Financial planning and forecasting

External exam paper

20% Exam sat in Summer of Year 11

What skills will I develop?

Throughout the course students will be involved in a range of learning activities which will allow them to develop important transferable key skills (numeracy, communication, ICT, problem solving, working independently and working with others) as well as develop their understanding of the business world.

http://www.edexcel.com/quals/gcse/gcse09/Business/app-bus/Pages/default.aspx

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Educational Visits

We aim to ensure that the students have the opportunity to further their understanding of business through educational visits. In Year 9 students had the opportunity to visit the Jaguar manufacturing plant in Birmingham. Students were given a presentation on Jaguar and their business activities, visited the ‘top secret’ production line, and programmed robots to manufacture the cars.

Student Support

Homework club runs twice a week, after school. This gives students the prospect to gain additional support within the subject. Each of these sessions is fully supervised by a member of the Business Department. All teaching resources can also be accessed on the school moodle site, allowing students to have remote access to all learning facilities.

Young Enterprise

In Year 10 students will have the opportunity to take part in the Young Enterprise scheme that is run after school. Students set up and run their own businesses throughout the year, developing their entrepreneurial skills.

Will Business Studies help me with my future career?

Business Studies is a diverse and varied course, this means that it can be the foundation for many careers that students may choose to study. Obviously if you want to be the next Richard Branson and run your own business it is very useful. Other careers and further studies that can be directly linked to Business Studies include Finance, Law, Business Administration, Resource and Environmental Management, Personnel, Sales and Marketing. To be successful in business you need to be well motivated and want to be the best that you can:

http://www.edexcel.com/quals/gcse/gcse09/Business/app-bus/Pages/default.aspx

“The big secret in life is that there is no big secret. Whatever your goal, you can get there if you're willing to work”

Oprah Winfrey

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C H I L D D E V E L O P M E N T

WJEC Home Economics : Child Development

This GCSE course is designed to enable pupils to study the

development and care of children from conception to the age of five

years. It enables pupils to understand the social, emotional, physical

and intellectual development of the child through the study of the

family, community and the responsibilities of parenthood.

The course consists of six compulsory areas of study:-

1. Family & Child (Completed during Year 9) 4. Physical Development

2. Food & Health 5. Intellectual Development

3. Pregnancy (completed during Year 9) 6. Social & Emotional Development

The assessment is based on the following:

Unit 1: Principles of Child Development (40%) Written Paper : 1½ hours One paper which will be externally set and marked targeted at the full range of GCSE grades. The paper will contain short-answer, structured and free response questions drawn from all areas of the specification and will assess the quality of written communication. The external exam will be taken at the end of Year 11. Unit 2: Child Study (30%) Controlled Assessment One task to be selected from a bank of three tasks set by WJEC, to include investigation and production focusing on a child’s development Duration 15 hours to commence during Year 10. This task must be completed during lessons in school. The assessment will be handed in during March of Year 10. Internally assessed using WJEC set criteria and externally moderated. Unit 3: Child Focused Task (30%) Controlled Assessment One task to be selected from a bank of two tasks set by WJEC, to include researching, planning, making and evaluating. Duration 15 hours to commence during year 11. This task must be completed during lessons in school. The assessment will be handed in during March of Year 11. Internally assessed using WJEC set criteria and externally moderated. http://www.wjec.co.uk/index.php?subject=68&level=

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DESIGN & TECHNOLOGY

FOOD TECHNOLOGY

A course in Design and Technology: Food Technology offers an opportunity in the curriculum for candidates to identify and solve real problems by designing and making food products in a range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence. The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make food products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions contribute to food; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making food items reflect and influence cultures and societies, and that food products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge. Course content: Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial food practices, equipment, systems and processes. Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for DT1 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 10: Students will undertake projects based on DT2 component of the specification. These will be preparatory projects and as such structured guidance and assistance will be provided. During the autumn and summer terms formal examinations will be sat in preparation for DT1 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 11: Students will undertake one major project based on an examination board set brief. This will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for DT1 examinations at the end of Year 11.

All submitted work will be assessed and used to attain reporting grades http://www.wjec.co.uk/index.php?subject=40&level=

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DT2 Controlled assessment – 30 hours (60%) Part A - Candidates will be required to carry out an analysis of the problem set by the WJEC, write a design specification, generate a range of ideas, develop a solution and produce the details of the final solution. (10 guided hours). Part B - Plan the making process, carry out the making and evaluate project. (20 guided hours).

DT1 Examination (40 %) One paper of 2 hours duration, which tests the knowledge and understanding of Food Technology through questions on designing and making. Section A - Four compulsory questions related to the world of Design and Technology and Food Technology. Section B - Four compulsory questions based on the specification content. These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=40&level=

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DESIGN & TECHNOLOGY

GRAPHIC PRODUCTS

A course in Design and Technology Graphic Products offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence. The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

Course content: Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial graphic practices, 2D and 3D drawing techniques, web design, text, font and lettering design, digital graphic media, materials and components, tools and equipment, systems and processes, and CAD/CAM.

Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for DT1 in Year 11. All submitted work will be assessed and used to attain internal reporting grades. Year 10: Students will undertake projects based on DT2 component of the specification. These will be preparatory projects with structured guidance and assistance. During the autumn and summer terms formal examinations will be sat in preparation for DT1 in Year 11. All submitted work will be assessed and used to attain internal reporting grades. http://www.wjec.co.uk/index.php?subject=41&level=

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Year 11: Students will undertake one major project based on an examination board set brief. This will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for DT1 examinations at the end of Year 11.

All submitted work will be assessed and used to attain internal reporting grades


DT1 Examination (40 %) One paper of 2 hours duration, which tests the knowledge and understanding of Graphic Products through questions on designing and making. Section A - Four compulsory questions related to the world of Design and Technology and Graphic Products Technology. Section B - Four compulsory questions based on the specification content.

These questions share a common structure across all focus areas.


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DESIGN & TECHNOLOGY RESISTANT MATERIALS

A course in Design and Technology offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence. The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge. Course content: Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial manufacturing practices, materials and components, tools and equipment, systems and processes, and CAD/CAM.

Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for DT1 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 10: Students will undertake projects based on DT2 component of the specification. These will be preparatory projects and as such structured guidance and assistance will be provided. During the autumn and summer terms formal examinations will be sat in preparation for DT1 in Year 11. All submitted work will be assessed and used to attain reporting grades.


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Year 11: Students will undertake one major project based on an examination board set brief. This will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for DT1 examinations at the end of Year 11. All submitted work will be assessed and used to attain reporting grades


DT1 Examination (40%) One paper of 2 hours duration, which tests the knowledge and understanding of resistant materials through questions on designing and making. Section A - Four compulsory questions related to the world of Design and Technology and Resistant Materials Technology. Section B - Four compulsory questions based on the specification content. These questions share a common structure across all focus areas.


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DESIGN & TECHNOLOGY

TEXTILES

A course in Design and Technology Textiles offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence. The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge. Course content: Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial textiles practices, textile manufacturing techniques, material properties and components, tools and equipment, systems and processes, and CAD/CAM. Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for DT1 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 10: Students will undertake projects based on DT2 component of the specification. These will be preparatory projects and as such structured guidance and assistance will be provided. During the autumn and summer terms formal examinations will be sat in preparation for DT1 in Year 11. All submitted work will be assessed and used to attain reporting grades. http://www.wjec.co.uk/index.php?subject=40&level=

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Year 11: Students will undertake one major project based on an examination board set brief. This will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for DT1 examinations at the end of Year 11. All submitted work will be assessed and used to attain reporting grades


DT1 Examination (40%) One paper of 2 hours duration, which tests the knowledge and understanding of textile materials through questions on designing and making. Section A - Four compulsory questions related to the world of Design and Technology and textiles materials technology. Section B - Four compulsory questions based on the specification content. These questions share a common structure across all focus areas.


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D R A M A

When an employer sees GCSE Drama on an application form, they see a person who is confident,

with excellent communication and problem solving skills who is able to work as part of a team. Drama

will help you with interviews for Universities and jobs. In any work place you will need to work with

others, and often, the employee who can speak confidently, with flair, rises to the top! Drama helps

you to develop these skills.

You will take part in many practical assessments, from which two final grades will be selected (60%).

These practical examinations are based on both scripted pieces and dramas you will devise as part of a

group. You will do your formal coursework pieces in Year 10 and 11 with Year 9 being preparation for

this.

Each option is assessed through 30% practical work (preparatory work and end-product). You will

receive a mark out of 45 for your performance and a mark out of 15 for your rehearsal process. There

is no written coursework. Pupils need to be committed and have a disciplined approach to group

work. They also need to remember that preparation for the written examination (worth 40%) is equally

as important as practical work and is, therefore, set regularly. Your written examination will be at the

end of Year 11.

Pupils who choose Drama enjoy their studies for many reasons. There is usually an excellent

atmosphere within lessons. Group dynamic is strong and you will enjoy being part of a group or cast.

GCSE Drama is enjoyable, relevant and interesting. It allows you to understand yourself and the

world around you. It is widely accepted as a valuable qualification for a range of careers and

university courses. It is as valid as say History or Art! Do not worry if you feel that you do not have the

confidence that is required for Drama. Everybody starts the course at the same level and confidence

quickly grows. What you do need is a clear interest in the subject and enthusiasm.

http://web.aqa.org.uk/qual/newgcses/art_dan_dra_mus/new/drama_overview.php

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ENGINEERING (Double Award) A course in Engineering will offer students a unique opportunity in the curriculum to develop an understanding of engineering principles and apply them in a problem solving situation. During the three years of the course students will develop an experience of material characteristics and engineering principles through a range of specified design and make tasks together with theoretical lessons. Students will develop skills, knowledge and understanding, which will be applied to a major project task in the final year for the assessment in units 1&2. Engineering will allow candidates to develop their potential across the six key skills together with imaginative, innovative thinking in an independent atmosphere.

Key subject aims The GCSE in Engineering (Double Award) aims to enable students to:

Engage in a range of engineering processes and develop as effective and independent students Develop a range of transferable engineering skills that will form a foundation for future learning and

progression Understand engineering and related sectors and the contribution they make to society and the

economy Develop an awareness of emerging technologies and sustainable development in the context of

engineering.

Course Structure Year 9: Students undertake a range of projects which focus on developing the skills knowledge and understanding required for this GCSE. During the autumn and summer terms formal examinations will be sat in preparation for Unit 3 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 10: Students will undertake two major projects based on Unit 1 & 2 of the specification. These will be a preparatory project and as such structured guidance and assistance will be provided During the autumn and summer terms formal examinations will be sat in preparation for Unit 3 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 11: Students will undertake two major projects based on Unit 1 & 2 of the specification. These will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for Unit 3 examinations at the end of Year 11. All submitted work will be assessed and used to attain reporting grades.

Assessment Unit 1: 30% Engineering Design and Graphical Communication Internally assessed CAT Task Overview of content Analysing design briefs and producing design specifications and design solutions Interpreting and producing engineering drawings Presenting design solutions Overview of assessment http://www.edexcel.com/quals/gcse/gcse09/engineering/Pages/default.aspx

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Students to produce a design solution for an engineered product, including interpreting and producing engineering drawings

Controlled assessment task,(23-33 hours) set by Edexcel and internally marked by centres Centres can contextualise the task to suit local needs

Unit 2: 30% Engineered Products Internally assessed CAT Task Overview of content Interpreting product specifications and producing production plans selecting and using suitable tools, components and processes to produce an engineered product. Overview of assessment

Students to produce a final engineered product that meets design requirements Controlled assessment task,(23-33 hours) set by Edexcel and internally marked by centres Centres can contextualise the task to suit local needs.

Unit 3: 40% Application of Technology in Engineering and Manufacturing Externally assessed Written Examination.

Overview of content Investigating the use of information and communication technology (ICT), modern and smart

materials and control technology in engineering. Understanding the impact and advantages and disadvantages of using modern technology in

engineering and manufacturing. Understanding the stages involved in manufacturing a product. Investigating an engineered or manufactured product that uses modern technology

Overview of assessment Single examination, lasting 1 hour and 30 minutes A mixture of short- and long-answer questions Paper focuses on engineering fabrication. Paper consists of two sections – Section A is made up of general questions about the chosen sector and Section B focuses on a specific product identified in pre-release material made

http://www.edexcel.com/quals/gcse/gcse09/engineering/Pages/default.aspx

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FRENCH

The GCSE course provides a natural progression from the work already done in Key Stage 3. It aims to develop the four language skills and to extend knowledge of the way the language works through the study of grammar. Pupils follow the WJEC specification and study topics which build on their knowledge from KS3 such as family, home life, school and free time.

How is GCSE assessed?

Unit 1: Listening Paper (Foundation-35 minutes or Higher Tier- 45 minutes)- 20%

Pupils sit this paper in the main examination period at the end of Year 11. They listen to announcements, dialogues; reports etc and respond to show comprehension.

Unit 2: Speaking (Controlled Assessment) - 30%

During the 3 year course pupils complete a number of speaking tasks which take the form of either a structured conversation or a presentation and discussion on various topics. The best one of each type of task is submitted.

Unit 3: Reading Paper (Foundation-35 minutes or Higher Tier- 45 minutes)- 20% Like the listening, pupils sit this paper in the main examination period at the end of Year 11. They must read notices, letters, emails and articles and respond to show comprehension. It is worth 20% of the overall grade.

Unit 4: Writing (Controlled Assessment)- 30%

During the 3 year course pupils complete a number of written assignments which take the form of emails, letters or reports. The best two pieces are submitted.

There is no final exam to assess speaking or writing! It is 100% coursework!

The provisional timing for Speaking and Writing controlled assessment is as follows (pupils complete a speaking and a writing task on the same topic in the same week):

Spring Term Y10 (March/ April) Autumn Term Y11 (September/October) Spring Term Y11 (February) Spring Term Y11 (March/ April)

http://www.wjec.co.uk/index.php?subject=57&level=7

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Why opt for French at GCSE?

Anyone who can speak French can communicate with around 200 million people in their own language; French is not only spoken in France but also in Belgium, Switzerland, Canada, several African nations and in many other countries around the world.

France is the nearest country to the UK on mainland Europe, and speaking the language is an indispensible tool for a trip abroad. France is the top tourist destination in the world and the possibilities are endless when it comes to holidays!

If you go on to study French at university you are much more likely to get a job than people with arts, humanities and media-related degrees. Speaking French will enhance your job prospects as many employers will choose the candidate who can speak a foreign language over the one who can’t. One of the main reasons for companies losing business abroad is the inability to communicate in the client’s language.

Speaking French will allow you to take advantage of your EU citizenship and travel and work within

the European Union in countries such as Switzerland and Belgium, as well as France.

Speaking French gives you a better understanding of France’s rich culture and heritage, as well as its fascinating history.

The ability to communicate in another language allows you to get to know new people and build new relationships.

Speaking French is a real asset and can be combined with a degree in the sciences, law, business studies or politics. You often have the opportunity to spend a year abroad, studying your main subject in university in France, Belgium or even Canada.


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GEOGRAPHY

Statistics show that compared to other subjects Geography graduates are among the most employable. They possess the skills that employers look for. Geography is a combination of the facts of science and the understanding of the arts. “Geography is the subject that holds the key to our future” Michael Palin.

http://www.wjec.co.uk/index.php?subject=58&level

Un

it 1

: C

ore

Geo

grap

hy

40%

The Physical World

1. Water

River processes and landforms

Managing rivers

2. Climate Change

Causes and effects

Reducing its impact

3. Living in an Active Zone

Hazards at plate margins

Reducing the risk

A Global World

(Covered in Year 9)

4. Changing Populations

World population distribution

Future changes in distribution and structure

5. Interdependence

Trends in globalisation

Impacts of globalisation

6. Development

Measuring patterns of development

Achieving the Millennium Development Goals

Year 10-Examination June

2014

Un

it 2

: O

pti

onal

Geo

grap

hy

35%

Three data response questions with extended writing. These will be based upon three topics of study:

Changing Coasts

Coastal process and landforms

Managing Coasts

Furture Coastlines

Tourism

The changing nature of tourism

The impact of tourism

Sustainable growth of tourism

Retail and Urban Change

The changing city centre

Changing patterns of retailing

Alternative futures

Year 11-Examination June 2015

Un

it 3

: G

eogr

aph

y E

nq

uir

y 25

%An enquiry based on fieldwork and a problem solving decision-making exercise. The write up will be class based to make it easier to manage your time and reduce the need for extra homework.

The decision-making excerise will be completed in March 2014 when the you are in Year 10.

The fieldwork enquiry will be completed in September 2014 when the you are in Year 11.

This allows you to gain enough Geographical skills, knowledge and experience to complete the tasks to a high standard.

Geographers can... Make a concise report Handle data Ask questions and find answers Make decisions about an issue Analyse material Manage themselves Solve problems Think independently

Geographers are... Good communicators Spatially aware Socially and environmentally aware

Problem solvers Good team players Computer literate Well rounded, flexible thinkers

Without Geography you are…. NOWHERE!

GCSE Geography (WJEC Specification A)

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G E R M A N This course is a natural progression of the work done in Year 8 leading on to GCSE (WJEC) in Year 11.

The aims of the GCSE German course are as follows:

To develop understanding of the spoken and written forms of German in a range of contexts; To develop the ability to communicate effectively in German through both the spoken and

written word, using a range of vocabulary and structures; To develop knowledge and understanding of the grammar of German and the ability to apply it; To develop knowledge and understanding of Germany and German-speaking countries; To provide a suitable foundation for further study and/ or practical use of German.

The assessment of the course is arranged in 4 units:

Unit 1 – Listening (20% of total) Pupils will be required to listen to, among other things, instructions and requests, interviews, news items, short dialogues and monologues such as weather forecasts. There will be two tiers of entry: Foundation (35 minute exam at the end of Year 11) or Higher (45 minute exam at the end of Year 11)

Unit 2 – Speaking (30% of total) Pupils will be required to take part in a structured conversation on topics such as, Home Life; Home Town and Region; School; Free Time and Holidays. They will also have to give a presentation on a topic of their choice and discuss its content. This assessment is untiered. (2 pieces must be produced during controlled assessment in the classroom – no final exam)

Unit 3 – Reading (20% of total) The reading test may assess, among other things, the comprehension of written public notices and signs, magazine or newspaper articles and personal information such as that found in letters, notes, e-mails or messages. There will be two tiers of entry: Foundation (35 minute exam at the end of Year 11) or Higher (45 minute exam at the end of Year 11)

Unit 4 – Writing (30% of total) The assessment of the writing is through controlled assessment. This consists of two pieces of writing chosen from a task bank, and completed in class under controlled conditions. Each piece must be produced in one session. Pupils are allowed access to dictionaries and notes which they have already made, and which will be submitted with their work. This assessment is untiered.

(There is no final exam for Unit 4: Writing)


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Assessment Dates:

Listening and reading will each be assessed in an examination at the end of Year 11. The controlled assessments will take place in Years 10 and 11. In Year 10 there will be:

o A piece of writing and a structured conversation in the Autumn term. o A piece of writing and an oral presentation in the Spring term. o A piece of writing in the Summer term. o

In Year 11 there will be: o A piece of writing and an oral presentation in the Autumn term o A structured conversation in the Spring term.

Why learn German?

German is easier to learn than you think because it’s related to English. With a reasonable amount of effort any average student can expect to do well.

Studying German makes you appreciate other cultures as well as your own A knowledge of German improves your opportunities on the job market German is the most frequently spoken native language in Europe German is useful when travelling all over Europe and can help you make friends As a member of the EU you have the right to live and work anywhere in Europe

– German can help you Learning German can help you develop your communication skills Learning German can help you with other subjects such as History


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H I S T O R Y

History has value in many areas of life and is highly regarded by employers and universities. History

provides a very good basis for a variety of careers including: law, journalism, business and finance,

publishing, editing, management, politics, teaching as well as many other career paths.

At Stanwell, History is a very popular and successful subject at GCSE. A wide range of teaching methods

and learning activities are used to ensure the work is interesting and rewarding. These include visual, auditory

and kinaesthetic strategies, traditional methods and the use of ICT and Power points. Assessment takes place

on a regular basis throughout the course to support pupils’ development as historians.

The best reason to choose History at GCSE is because you are interested in History and you enjoy studying

about the past.

WJEC GCSE History Route A

Unit 1 Study in Depth - USA: A Nation of Contrasts, 1910-29 (25%)

Examined in the summer of Year 10

Problems and Challenges; immigration, gangsters, prohibition, Ku Klux Klan,

religion, fear of communism.

The American Economy; causes of the boom, prosperity, poverty in the 1920s

and the Wall Street Crash.

Culture and Society; the Jazz Age, Hollywood, role of women, sport, fads and

crazes

Unit 2 Study in Depth - Germany in Transition, 1929-47 (25%)

Examined in the summer of Year 10.

Reasons why Hitler came to power 1929-33 and how Hitler established a

dictatorship 1933-34.

Life in Germany 1933-39; propaganda, education, youth, women,

economy, workers, persecution of the Jews.

World War Two; life in Germany, bombings, Holocaust, defeat,

Nuremberg Trials and the division of Germany.


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Unit 3 Outline Study- The Development of the USA, 1929-2000 (25%)

Examined in the summer of Year 11

Changing Life in the USA, 1929-2000; the Great Depression and the New Deal in the 1930s, the

affluent society, youth culture, popular culture, role of women, feminism, McCarthyism, Watergate

and the Bush era.

Changing Attitudes to the Race Issue in the USA, 1929 – 2000; 1930s,

Ku Klux Klan, World War Two, Civil Rights movement, Martin Luther

King, Malcolm X, Black Power, the extent and reasons why the lives of

black people in the U.S.A. changed by 2000.

The USA and the Wider World, 1929 – 2000; Isolationism in the 1930s, World

War Two, The Cold War, the Cuban Missile Crisis, Vietnam, relations with

USSR, the extent and reasons why U.S. foreign policy changed by 2000.

Unit 4 Controlled Assessment ( 25%)

Completed in the summer term of Year 10 and autumn term of Year 11

This entails a two part historical investigation on the effects of war on Wales and England in the twentieth

century. Pupils are assessed on their understanding of the uses and reliability of sources.

Educational Visits

In the summer term of Year 9 pupils have the opportunity to visit the battlefields of France to complement

their controlled assessment investigation. It enables them to further their historical

understanding and broaden their cultural experiences.

At present in the Easter holidays of Year 10 pupils have the opportunity to visit

Berlin to explore locations relevant to the history of Nazi Germany and the Cold

War including:

Sachsenhausen Concentration Camp

House of the Wannsee Conference

Reichstag

Checkpoint Charlie

Olympic Stadium

Berlin Wall

Brandenburg Gate.


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ICT and Computing (options)

In addition to the compulsory ICT qualifications, which all pupils will complete during Key Stage 4, the Computing and ICT Department offer two additional options for pupils in Year 10 and 11.For pupils who chooses this option a choice is made at the end of Year 9 either to follow the Diploma in Digital Applications or to study GCSE Computing in addition to the compulsory ICT qualifications. These two options are outlined below: Option 1 – Edexcel’s - Diploma in Digital Applications In addition to completing the Certificate in Digital Applications pupils who choose this option will complete two additional units. They will have the opportunity to further develop their ICT skills by completing a Web Design unit called Developing Microsites. They will also be introduced to the world of Computing via Games Design through the Game Making unit. This course is assessed via examination (40%) and coursework (60%).

Diploma in Digital Applications (equivalent to 2 GCSEs)

Unit 1 – Using Digital Tools (20%) A 75 minute practical examination which will be taken in May 2014. This unit will take 30 Guided Learning Hours

Unit 2 –Developing Microsites (20%) A 2 hour practical exam which will be taken in May 2014.This unit will take 30 Guided Learning Hours.

Unit 4 – Artwork and Imaging (30%) Coursework which will be submitted in May 2015. This unit will take 90 Guided Learning Hours.

Unit 5- Game Making (30%) Coursework which will be submitted in May 2015.This unit will take 90 Guided Learning Hours.

Option 2 – OCR - GCSE Computing (J275) This is a course that has real relevance in our modern world. While learners will no doubt already have some knowledge of computers and related areas, this course will give them an in-depth understanding of how computer technology works and look at what goes on “behind the scenes” by providing them with the theory of how computers function. In addition pupils will learn how to program using low and high level languages.

GCSE Computing Unit 1 -A451

Computer systems and programming (40%)

This is assessed via an external 1.5 hour written examination. This will take place in May 2015. This unit will take 48 Guided Learning Hours.

Unit 2 -A452 Practical Programming Investigation

(30%)

This is assessed via controlled assessments which will last 20 hours. This will take place between January and March 2014. This unit will take 36 Guided Learning Hours.

Unit 3 -A453 Programming Project

(30%)

This is assessed via a controlled assessment which lasts 20 hours. This will take place between January and March 2015. This unit will take 36 Guided Learning Hours.

http://www.edexcel.com/quals/dida/Documents/DiDA-leaflet-BETT.pdf http://www.ocr.org.uk/qualifications/type/gcse_2010/ict_tec/computing/

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LEISURE AND TOURISM

This is a modular GCSE course which follows the WJEC Examination board specification for Leisure and Tourism. The Award is worth two passes ranging from Double A* to Double G and is 50% exam based and 50% coursework. You will complete the 50% coursework element in Years 9 and 10 and you will be entered into the exam in the June of Year 11. The Leisure and Tourism industries are the fastest growing industries within the UK and are one of the country’s major employers. This course is of interest to you if you:

1. Want to be employed in an industry which is constantly changing and enjoy working directly with members of the public.

2. Enjoy research and working on short set tasks rather than the traditional exam route.

The topics covered are:

Leisure and Tourism in a chosen area. This unit involves looking at the range of facilities in a chosen area, their ownership and how they provide for locals and visitors. This is assessed through a controlled assignment.

Tourism destinations. This looks at the range of destinations on a global scale and why people are attracted to such areas. This is exam based

Leisure and tourism organisations. For this unit you will need to look at the marketing and customer service policies of selected organisations and to produce a written report.

Changes in the travel and tourism industries. This is the second of the exam units and looks at how changes in people’s leisure time, technology and personal tastes have changed the structure of the industry.

This GCSE course gives you a good insight into the industry and will help prepare you for direct employment or will be a good foundation for ‘A’ level courses.

http://www.wjec.co.uk/index.php?subject=87

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MEDIA STUDIES

The media are a central element of modern life in technological economies. They have a crucial role in such economies by providing information about the world, creating opportunities for commerce and offering pleasure and entertainment in mediated forms. Starting in the familiar and media saturated world of the student the course allows students to study media production through both the work of media organisations and through their own work in creating meanings. Media Studies encourages the recognition of the complexities of the relationship between the student as a receiver of media products and as a maker of personal meanings from media texts. What is Media Studies? Media Studies is a course offering pupils the chance to learn about mass media forms – Film, Television, Radio, Magazines, Newspapers, Comics, Popular Music and of course the ubiquitous Internet that acts as a platform for all of these Media forms. They will learn about the history and organisation of the media institutions themselves and also about the process by which different programme, editions, songs etc. are actually made. One thing all pupils enjoy is the chance to critically analyse the media texts that interest them, using exciting new concepts and terminology, because it increases their previous understanding and enjoyment of them so much. Why study Media? The mass media provide a ‘window on the world’. They provide our biggest source of information and education on other countries, cultures and socio-economic systems, as well as keeping us up to date with the events happening immediately around us. They also give us a sense of ‘belonging’ and identification with our own culture, as we see areas of society we recognise reflected in the media. Such an important part of our everyday lives is worthy of a serious programme of study. We also have a multi-media suite that enables all pupils to study and produce coursework in digital, interactive formats. How is it assessed? The GCSE examination in Media Studies is assessed through an exam paper (40%) and three pieces of controlled assessment work (60%). One must be a production piece and two are textual investigations of different media areas. Pupils are given opportunities to create controlled assessment work that reflect their own areas of media interest and specialism and the department has an excellent record of examination results. These assessments are held throughout Year 11 and pupils take the external examination at the end of Year 11. Textual Investigation 1: to be completed in the final term of Year 10 Production Task: to be completed by the end of January in Year 11 Textual Investigation 2: to be completed by the end of April in Year 11 What about future opportunities? Media is a constantly expanding subject area. The study of the media in school may well point the way to future employment and the media industries employ many thousands of people in hundreds of specialist areas. Many Universities and Colleges include Media Studies (or related studies) as a degree course, and there are many more vocational courses in specialist areas all over the country. Media related degrees at the best universities are regarded highly by the media industries. www.wjec.co.uk/index.php?subject=22&level=7

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MUSIC

GCSE Music is designed to offer all pupils a valid and interesting course, and at Stanwell we follow the course as specified by the WJEC. This provides opportunities for

a) already accomplished musicians to develop their talents and intensify their studies; b) all pupils who may have enjoyed the subject in KS3 and are now keen to further their

interest and improve their musical skills.

Through performing, composing and appraising, this specification requires candidates to develop aural perception, musical knowledge and understanding of: • the use of musical elements, devices, tonalities and structures; • the use of resources, conventions, processes, music technology and relevant notations including staff notation; • the contextual influences that affect the way music is created, performed and heard, including the effect of different intentions, uses, venues, occasions, available resources and the cultural environment.

Content Performing The department encourages performances of a wide variety of musical styles, from music of the sixteenth century to pop! Improved skills in performance will enable pupils to participate in the wide range of activities found both in school and in the community. They are encouraged to sing or play both individually and as part of a group, performing pieces of their own choice at the end of the course. * It is not essential for pupils to receive private instrumental tuition, but all GCSE pupils are expected to participate in departmental extra-curricular activities. This helps develop musicianship and improve ensemble skills.

Composing The music room has two music computer suites in addition to a fully equipped recording studio. All pupils are encouraged to experiment with electronic equipment and record their work using a computer workstation. The course aims to develop the ingenuity, inventiveness and imagination of pupils in exploring sound, relating their ideas to the areas of musical study. Several contrasting pieces are composed or arranged during the course from which two are selected for final submission.

Appraising This develops aural awareness through the understanding of music alongside an appreciation of relevant notation, musical traditions and developments in a variety of styles - Rock, Classical, Jazz, Folk, and Popular.

http://www.wjec.co.uk/index.php?level=7&subject=92

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Music is an art form that engenders concentration, teamwork, individual confidence and self-discipline. It is a source of pleasure and a means of expression for many young people and a widespread recreational activity for adult life. An active interest in, and a genuine enthusiasm for practical music making is an essential requirement for this course. It provides an excellent balance with all other subjects as it is a creative, practical, technological, analytical and academic subject. http://www.wjec.co.uk/index.php?level=7&subject=92

GCSE Music Assessment DetailsThe assessment for GCSE Music is untiered, i.e. all composnents/units cater for the full range of

ability and allow access to grades A*- G for the subject award.

60% Controlled Assessment

UNIT 1: Performance (30%)

Two contrasting performances. One solo and

one as a member of an ensemble.

Total performance time must not exceed 10 minutes.

One piece should connect with an Area of Study at

MUS3.

Teacher assessed and externally moderated by a

visiting examiner in

FEBRUARY / MARCH

UNIT 2: Composition (30%)

Two contrasting compositions.

Total playing time of bothcompositions should be at

least 5 minutes.

Each composition should be linked to a different Area of

Study at MUS3.

Pupils must complete a composition log.

Teacher assessed and externally moderated in

APRIL / MAY

40% External Assessment

UNIT 3:

Written exam (40%)1½ hour listening / written

examination based on unprepared musical extracts under each of the Areas of

Study, and an evaluation of a performance / composition

undertaken during the course.

Areas of Study:

1. Music in Wales

2. Music for Stage and Screen

3. Music Evolution

4. Musical Forms and Devices

Assessed externally in

MAY / JUNE

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Performing Arts BTEC Students will gain a broader understanding of the Performing Arts industry and gain a BTEC Level 2 (first) in Performance at Diploma level, over the course of 3 years. The BTEC course at Diploma level is the equivalent of 4 GCSE’s (A*-C). The course prepares students to work in a range of Performing Arts environments and develops knowledge and understanding of many different areas including acting, singing, dance, movement, performing, meeting the needs of a target audience and research. The BTEC course enables learners to work towards qualifications at their own pace and along flexible routes. BTECs provide a more practical, real-world approach to learning alongside a theoretical background, to give learners the knowledge, understanding and skills that they need to prepare for employment. The course consists of a series of units, some which are mandatory (in which all learners must take to achieve their qualification) and others that will be selected by the school. The units will be chosen depending on the learners’ capabilities and enjoyment.

Aims of the Course The aims of the BTEC Performing Arts course are to:

o develop and demonstrate skills in a range of practical, creative and performance work

o develop an understanding of working in the Performing Arts industry

o understand the Performing Arts industry as a practitioner and as a spectator

o work imaginatively and creatively, generating, developing and communicating ideas

Additional Information Those considering the course should possess the following:

o A genuine interest in all aspects of the subject

o An enjoyment of performing

o Commitment to extended-curricular activities. Such practical involvement is essential for the development of your skills in Performing Arts

o An ability to meet deadlines

Content, Assessment and Teaching/Learning Styles The course is assessed through a range of coursework tasks including presentations, performances and evaluations. There is no final external examination for this qualification, so it is important that students are well organised and committed to meeting deadlines that will help them to keep their portfolios up to date. In Year 9 pupils will need to complete the following: Unit 1: Performing Arts Production Process Deadline: March 2013 Unit 2: Performing Scripted Plays Deadline: June 2013 Deadlines for Year 10 and Year 11 are to be confirmed (depending on choices of units). Three units will be completed in Year 10 and two units in Year 11.

Mandatory Units:

Working in the Performing Arts Industry (5 credits) Professional Development in the Performing Arts Industry (5 credits) Performing Arts Production Process (10 credits)

http://www.edexcel.com/quals/firsts10/pa/Pages/default.aspx

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Specialist Optional Units: (only one selected)

The Development of Drama (10 credits) The Development of Music (10 credits) The Development of Dance (10 credits)

Optional Units: (to a value of 30 credits)

All of the following units are worth 10 credits each

Acting skills and techniques Devising Plays Performing Scripted Plays Musical Theatre Performance Developing Physical Theatre Performance Contemporary Dance Exploring Urban Dance Styles Jazz Dance Performing Dance

Crewing for Stage Performance Lighting operations for Stage Performance Make up for performers Mask making Set construction Wardrobe for Stage Performance Sound Operation for Stage Performance Producing a Music Recording Working as a Musical Ensemble

Students will undertake a variety of assignments to achieve their BTEC qualification. The deadlines for the assignments will be allocated at the start of each unit. The number of assignments for each unit will vary. Learners need to provide evidence to meet the grading criteria:

• To pass a unit, every pass criterion needs to be achieved. • To gain a merit, all the pass and merit criteria need to be achieved. • To gain a distinction, all the pass, merit and distinction criteria need to be achieved. An assignment may consist of one of the following:

Logbook Recorded discussion Presentation Performance Brochure

Case study Role Play Promotional material Written report

Transition from KS3 to GCSE: You can prepare for the course by:

o Undertaking background research into the performing arts industry

o Analysing different types of performance

o Regularly participating in extra-curricular activities

Prospects This course can lead onto the following:

Performing Arts related courses

Work in the performing arts industry e.g. Arts Administrator, Technician, Teacher

Work as an actor, singer or dancer

http://www.edexcel.com/quals/firsts10/pa/Pages/default.aspx

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PHYSICAL EDUCATION

Pupils opting for this WJEC full course GCSE will experience a wide range of practical activities

and will have opportunities to learn about how the body functions mentally and physically and

how it is affected by exercise and training. They will study the components of fitness and will

learn how to monitor and develop their own personal fitness. They will study the ways in which

the structure of sport and leisure have changed over recent years. Pupils will also learn about diet

and nutrition.

The course structure consists of 4 lessons a week. Three lessons will be practically based, one of

which will be their core PE lesson with the rest of their year group. The fourth lesson will be

classroom based and will consist of written work, supported by regular homework.

This full course GCSE is suitable for boys and girls who have a keen interest in sport and wish to

learn more about all aspects of physical education.


WHY DO PHYSICAL EDUCATION?

Improve personal fitness

Understand the importance of regular exercise and a healthy diet

Learn new activities

Increase self-esteem

Develop team work and co-operation

Improve health

Improve confidence & sociability

Relaxation and stress relief

Develop technical skill and improve

performance

Enjoyment

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DATES OF ASSESSMENT The theory examination takes place in the May/June of Year 11, with the Practical Assessment, which is internally and externally assessed in March of Year 11


Course Summary

4 lessons a week (1 theory and 3 practical) 60% practical (4 assessed activities – 15% each)

40% theory (1 paper )

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Travel and Tourism BTEC The BTEC Level 2 First Extended Certificate in Travel and Tourism from Edexcel is for you if you have an interest in the travel and tourism industries and would like to study for a qualification which is equivalent to two GCSEs but without the pressure of exams. BTECs offer a practical approach that can be lacking in more traditional routes by applying learning to real-life situations. You have to undertake a number of units for which you present evidence, based on actual work and studies. This allows you to demonstrate your skill and knowledge. Learning should be fun, not daunting. In our experience, students enjoy BTEC programmes because they can specialise in areas of learning linked with work that they are interested in. The course taps into what you enjoy, feel good at and find familiar. Assignments may be in written form, but it’s just as likely they will be in other formats, e.g. film clips, project proposals, business plans and structured databases. You are always given clear guidelines so you know what you have to achieve and how to do this. Advantages of taking a BTEC qualification ♦ Education and training for travel and tourism employees ♦ Individual units have been designed to meet specific skills gaps identified by employers ♦ No exams, assessed through coursework ♦ BTEC qualifications are recognised by employers and education institutions ♦ Provides a good progression route to more advanced qualifications e.g. BTEC Nationals

You will study two core units which are: Unit 1: The UK Travel and Tourism Industry This shows you all of the different types of organisations in the travel and tourism industry and how they are linked. Unit 2: Exploring Customer Service in Travel and Tourism This teaches you how to give good customer service within the travel and tourism industry Plus four optional units, tailored to meet your needs. The units could include: Unit 3: UK Travel and Tourism Destinations Use resource information to pan journeys and holidays within the UK Unit 4: European Holiday Destinations A look at the wide range of holiday experiences in Europe from active holidays such as skiing to the traditional beach holiday. Unit 7: Developing Employability Skills for Travel and Tourism A study of the range of jobs available in the industry and the skills you will need to find a job within it. Student Progression BTEC Level 2 First offer direct progression on to BTEC National programmes. On completion of a BTEC National, students can progress to a BTEC Higher National or BTEC Foundation Degree programme. A BTEC First also prepares students for employment in their chosen career. http://www.edexcel.com/quals/nationals10/travel/Pages/default.aspx

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WorkSkills

Workskills is a BTEC qualification focused on practical learning rather than written exams. You achieve the qualification by achieving CREDITS in completing Tasks for each Workskills unit. Year 9 pupils will study the BTEC Level 2 Money and Finance Skills course run by Edexcel in Partnership with the Nationwide Building Society. It is a short course and is equivalent to 0.5 ‘B’ grade GCSE. The six units that the pupils will study are

Autumn Spring / Summer 1. Working and Earning 4. Using Methods of Payment 2. Saving and Spending 5. Using Money Abroad 3. Borrowing Money and

Managing Risk 6. Using Money to Help Others

Year 10 and Year 11 pupils will study the Edexcel BTEC Level 2 Workskills course. It consists of different units with each unit assigned a credit, the credits can be 1, 2 or 3 depending on the unit. To achieve the Certificate qualification which is equivalent to ‘B’ grade GCSE, pupils must achieve 13 credits. Pupils who achieve 18 credits will be awarded the Extended Certificate equivalent to ‘BB’ grade at GCSE. The Units are all about practical issues which help you prepare for getting a job and keeping it. In Year 10 the focus is on preparing pupils for the world of work and their work experience placement at the end of Year 10. Although all Year 10 pupils will undertake a work experience placement, for Workskills pupils the placement will form part of their studies.

Year 10 Unit

Number Unit Name Period

(Term) Credit(s)

1 Alternatives to Paid Work Autumn 1 2 Working as a Volunteer Autumn 2 3 Managing Money Autumn 2 4 Searching for Employment Spring 1 5 Applying For a Job Spring 1 6 Preparing for an Interview Spring/Summer 1

20 Investigating Rights and Responsibilities at Work

Summer 1

26 Preparing for Work Experience Summer 1 Pupils undertaking a litter pick at Porthkerry Park with the Vale of Glamorgan Visible Team .When pupils return to school in Year 11 they will review their work experience placement. The focus in Year 11 is developing their team working skills and running an enterprise project on the school Open Day to raise money for charity. http://www.edexcel.com/quals/workskills/level2/Pages/default.aspx

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The units studied in Year 11 are:

Year 11 pupils organised a cake sale and a car wash on open day to raise money for the Teenage Cancer Trust and Children in Need. This work contributed to three different units

In WorkSkills you will be expected to:

Undertake a voluntary placement

Take part in trips to different work places

Experience interviews

Meet people from the world of work

Work in a team

FACT: Employers rate strong workplace skills and relevant work experience among the most important factors when recruiting new staff.

If you are interested in real life, real jobs and real people, WorkSkills could be the option for you. http://www.edexcel.com/quals/workskills/level2/Pages/default.aspx

Year 11 Unit

Number Unit Name Credit (s)

27 Learning from Work Experience Autumn 2 16 Working in a Team Autumn 3 28 Planning an Enterprise project Autumn/Spring 1 29 Running an Enterprise project Autumn/Spring 1 24 Summarising Documents Spring 1

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2010 STANWELL SCHOOL YEAR 11

EXAMINATION RESULTS

Percentage of pupils achieving 5 or more grades A* to C is 83%. GCSE A* A B C D E F G U/X TotalArt 4 22 15 11 0 1 0 0 0 53 Applied Science 0 0 4 39 17 14 3 1 0 78 Biology 7 22 12 10 7 1 1 0 0 60 Business Studies 11 15 31 23 8 5 7 2 0 102 Chemistry 3 16 21 11 7 1 1 0 0 60 Child Development 0 10 8 6 1 1 0 0 1 27 Design Technology 5 2 5 12 15 2 0 0 0 41 Drama 7 22 20 14 14 1 1 0 2 81 Economics 0 6 5 0 1 2 0 0 0 14 English Language 27 62 58 54 27 7 7 1 3 246 English Literature 13 43 52 78 25 6 3 1 0 221 French 4 21 20 10 5 1 0 1 0 62 Food Technology 0 0 0 4 3 5 3 2 2 19 Geography 14 10 9 16 13 7 1 0 0 70 German 8 17 14 16 9 0 0 0 0 64 History 31 42 33 17 15 3 2 1 1 145 Information Technology 26 49 50 94 33 5 7 5 1 270 Leisure & Tourism 1 3 4 6 2 0 0 0 0 16 Mathematics 36 53 36 68 27 14 7 3 1 245 Media Studies 9 21 28 15 8 1 1 1 0 84 Music 11 10 11 4 1 1 0 0 0 38 Physical Education 0 8 4 9 8 8 0 0 0 37 Physics 15 16 13 11 3 1 1 0 0 60 Religious Education 1 0 0 0 0 0 0 0 0 1 Science 3 24 27 43 37 7 2 0 1 144 Science Additional 8 24 23 43 38 5 2 0 1 144 Textiles 4 6 10 10 7 0 0 0 1 38 Welsh 28 43 31 42 34 24 6 7 4 219 Total 276 567 544 666 365 123 55 25 18 2639 Percentage 10 21 21 25 14 5 2 1 1 100 Cumulative Percentage 10 32 53 78 92 96 98 99 100 100

GCSE Short Course A* A B C D E F G U/X Total Physical Education 12 21 30 27 29 6 2 1 0 128 Religious Education 82 51 39 25 8 9 3 0 8 225

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2011 STANWELL SCHOOL YEAR 11EXAMINATION RESULTS

Percentage of pupils achieving 5 or more Level 2 passes is 87%. Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 78%.

GCSE A* A B C D E F G U/X Total

Art 14 30 18 10 6 4 0 0 0 82

Biology 20 31 15 10 6 0 0 0 0 82

Business Studies 3 12 29 23 8 10 11 4 1 101

Chemistry 17 29 19 13 3 1 0 0 0 82

Child Development 1 8 4 6 3 1 0 1 1 25

Chinese 1 0 0 0 0 0 0 0 0 1

DT - Resistant Materials 2 2 4 4 5 2 1 0 0 20

DT - Graphics 7 10 4 14 1 1 0 2 0 39

Drama 15 22 18 19 5 3 0 0 0 82

Economics 1 7 6 1 0 1 0 0 0 16

English Language 32 60 68 66 30 9 3 2 4 274

English Literature 42 35 63 65 21 1 0 0 1 228

Food 0 1 5 2 0 2 2 0 1 13

French 10 17 20 17 10 1 1 2 0 78

Geography 11 9 14 10 5 2 1 0 0 52

German 7 10 10 4 8 2 0 0 0 41

History 32 51 49 36 20 5 6 2 1 202

Mathematics 50 55 47 78 20 9 8 3 3 273

Media Studies 6 19 27 18 14 9 7 3 2 105

Music 14 3 6 5 1 0 0 0 0 29

Physical Education 2 8 14 8 5 5 1 0 0 43

Physics 17 30 13 14 7 0 1 0 0 82

Science 4 26 41 80 26 11 1 2 0 191

Science Additional 9 20 37 70 40 7 6 2 0 191

Textiles 8 8 8 3 0 0 0 0 0 27

Welsh 18 50 44 72 16 11 12 8 4 235

Total 343 553 583 648 260 97 61 31 18 2594

Percentage 13 21 22 25 10 4 2 1 1 100

Cumulative Percentage 13 35 57 82 92 96 98 99 100 100 GCSE Short Course A* A B C D E F G U/X Total Physical Education 14 21 25 24 10 1 0 0 0 95 Religious Education 87 59 38 26 10 7 2 3 4 236 Vocational - GCSE Equivalent A* A B C D E F G U Total Automotive Learning 0 0 8 0 0 0 0 0 0 8 Construction 0 0 2 2 0 0 0 0 1 5 IT 53 88 73 128 0 0 0 0 31 373 Public Services 0 0 2 2 0 0 0 0 1 5 Work Skills 0 0 19 0 0 0 0 0 0 19

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