Route 3. Options Booklet Year 9 ROUTE 3

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1 Options Booklet Year 9 ROUTE 3 0

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3 PART 1 Routes at Key Stage 4 Contents Contents Page 3 PART 2 Guided Choices Page 5 PART 3 Portrait of a Pupil on Route 3 Page 6 PART 4a Frequently Asked Questions Page 7 PART 4b Questions Parents Ask Page 8 PART 5 Core Subjects Page 9 PART 6 Option Choice Subjects Page 21 PART 7 Do s and Don ts Page 39 PART 8 Dates to Remember Page 40 2

4 Part 1 Routes at Key Stage 4 At Brighouse High School 3 routes are available at Key Stage 4 (Years 10 and 11). Routes are recommended to pupils following a consultation process involving subject teachers, pastoral staff and the Senior Management Team. During this process we take into account the ability, aptitude and characteristics of individual pupils and aim to recommend a route, which will allow each young person to maximise his or her potential. The three routes are outlined below. This booklet goes on to give more specific detail about your recommended route. If you would like to look at the Guidance booklet for another route please ask your form tutor or collect one at the Guidance Evening on Thursday 19 th January ROUTE 1 ROUTE 2 ROUTE 3 Core Subjects: English, Maths, Foundation Science, PE, PSHE, RS, ICT and Core subject support. Core subjects: English, Maths, Combined Science, PE, PSHE, RS, ICT Vocational opportunities in school Geography/History or MFL Geography/ History or MFL Geography/ History and MFL Three options including at least two vocational qualifications. Two options including at least one vocational qualification Two options One option When you have read the information in this booklet you should complete the Green Choices Form and hand it in to your form tutor by Monday 6 th February. 3

5 How to make your option choices - Route 3 Core subjects All students study these subjects English Maths Combined Science PE PSHE RS ICT Option Choices Choose your three options from the blocks below: At least one of your options must be French, Italian*, Geography or History. * Students will be invited to take these options based on teacher recommendations. **These courses are AQA Technical awards which are equivalent to a GCSE but contain an element of coursework. Please see subject pages for further details. 4

6 Part 2 Guided Choices The booklet you have been given has detailed information about your recommended route. Make sure you read the booklet carefully and that you are clear what you need to do. Take your time and ask for help if you need it. Subject teachers will give you information about their subject and advise you on which course is most appropriate for you. Your Form Teacher and Year Tutor will always be ready to discuss your choices with you. Mrs Aitken or the Careers Personal Adviser will give advice on careers. Please ask at the Careers library. If you have a particular career in mind always check with Mrs Aitken. Try not to have too many fixed ideas. Keep your options open. We will try very hard to make sure that you can study the subjects that you choose. Sometimes a few students may find that their chosen subjects do not fit together in the school timetable. If this happens to you we will try to reach an alternative and appropriate choice, which you are happy with. 5

7 Part 3 Portrait of a Pupil on Route 3 Pupils on Route 3 are likely to be young people who enjoy a more academic approach to learning. Pupils on this route may have enjoyed many of the subjects they have taken at Key Stage 3 and wish to continue with their studies in these areas. They may also wish to take up a number of the new subjects on offer at Key Stage 4. All pupils on route 3 have to study Combined Science (Dual award) although they can take Triple Science as option (by invitation only) based upon Teacher recommendations, performance in Science assessments and class work. Students must also take French or Italian* (*available to pupils who have been invited to study it) or a humanities subject (Geography or History) as part of their options to reflect a breadth of subjects for University entry. Example Timetable for Pupils on Route 3 This pupil has chosen Drama, History and French as their options. Monday Tuesday Wednesday Thursday Friday History Maths Combined Science Drama RS History Maths Maths French Maths English English History Combined Science Combined Science ICT Combined Science French Drama English English PE French Combined Science Drama Pupils on Route 3 must take a humanities subject (History, Geography) or a Modern Foreign Language (French/Italian) (*Italian by invitation) 6

8 Part 4(a) F A Q s Question Answer Question Answer Question Answer Question Answer Question Answer Question Answer Question Answer (Frequently Asked Questions) Do I know who to see to get more information and advice? Subject Teacher Form Teacher Mrs Aitken (Head of Information, Advice and Guidance) The Careers Personal Adviser Mr McGee Have I collected all the information I need? Check the brochure Which way now? Check with subject teachers and with the Head of IAG Will this subject give me more choices or not? See the Head of IAG and other relevant subject staff If I drop that subject will I have fewer choices in the future? See the Head of IAG Have I made an alternative plan? Check out courses offered in brochure and check which courses in the Sixth Form can be done without doing the GCSE Have I checked deadlines? Read brochure. Ask Form Teacher Can I do the same subjects as my friends? This is not a good basis for making your decision. Your friend will have different ideas to you and may enjoy different types of subjects. Choose subjects for yourself and try not to be influenced by your friends. In any case you may choose the same subject as a friend and then find that you have been put into a different group! 7

9 Part 4(b) Questions Parents Ask Question Answer Question Answer Question Answer Question Answer Question Answer Why do you offer the range of choices on the Year 10 timetable? To give balance and cover all areas in order to keep options open post-16 and into future careers What examinations will my son/daughter take? Most GCSE s are examined at the end of Year 11. Some vocational courses have modular exams throughout the course. Most courses also have controlled assessments completed in lessons. My son/daughter wants a particular career. Who do I talk to? Make an appointment with the Head of IAG who will discuss this with you and your child Why is Personal and Social Education including Vocational Education included for all students? Every student needs to plan out careers action and learn important skills in relation to interviews and life in general. I would like to discuss various options with staff. What do I do? Find out all that is possible via the Guidance Evening. Ring or call in and arrange to see the Head of Year, Head of IAG or form teacher 8

10 Core Subjects Part 5 - Subject Information for Route 3 (Green Route) English Language Core Subjects Pages 10 & 11 English Literature Pages 12 & 13 Mathematics Page 14 Science - Combined Page 15 Physical Education Page 16 Learning 4 Life, Tutorial, Careers and Work Related Education Pages 17 & 18 Religious Studies Page 19 Information Communication Technology Page 20 9

11 ENGLISH LANGUAGE Awarding Body: Eduqas Award (equivalence) 1 GCSE Grade 9-1 ENGLISH LANGUAGE Y10 Autumn term (September to December) Prose Study. Text taken from a selection of 20 th Century or 19 th Century prose texts, some of which appear on GCSE Literature list: A Christmas Carol (Dickens); OR War of the Worlds (Wells); OR Pride and Prejudice (Austen); OR Jane Eyre (Bronte); OR The Strange Case of Dr Jekyll and Mr Hyde (Stevenson); OR Of Mice and Men (Steinbeck); OR Heroes (Cormier); OR Lord of the Flies (Golding); OR Anita and Me (Syal); OR Never Let Me Go (Ishiguro). Assessed through a range of structured and source-based questions under timed conditions. Component 1, Section A practise: Reading response to whole texts and extracts (about lines) of literature from the 20 th century assessed through a range of timed, structured questions. Component 1, Section B practise: Prose writing. Study of a variety of short fiction text types. will take the form of timed responses to a choice of titles. Spring term (January to April) Component 2, Section A practise: Reading responses to extracts (about words in total) of high-quality non-fiction writing, one from the 19 th century, the other from the 21 st century, assessed through a range of timed, structured questions. Component 2, Section B practise: Non-fiction writing: transactional/persuasive writing tasks written for a range of audiences and purposes, assessed under timed conditions. Component 3: Spoken Language: presentation/speech to be delivered and assessed during this term. Summer Term (May to July) Revision and examination preparation for Language examinations. Component 1: 20 th Century Literature Reading and Creative Prose Writing. Component 2: 19 th and 21 st Century Non-fiction Reading and Transactional/Persuasive Writing. Terminal examination 2 papers, Component 1: 1 hour 45 minutes, Component 2: 2 hours. ENGLISH LANGUAGE Terminal Examination Component 1: 20 th Century Literature Reading and Creative Prose Writing. Written Examination: 1 hour 45 minutes. 40% of qualification. Section A (20%) Reading This section will test the understanding of one, unseen extract (about lines) from one 20 th century literary prose text through a range of structured questions. CONTINUED ON NEXT PAGE 10

12 ENGLISH LANGUAGE (continued) Section B (20%) Prose Writing This section will test creative prose writing through one 40-mark task. Candidates will be offered a choice of four titles, giving opportunities for writing to describe and narrate, and imaginative and creative use of language. Component 2: 19 th and 21 st Century Non-Fiction Reading and Transactional/Persuasive Writing. Written examination: 2 hours 60% of qualification Section A (30%) Reading This section will test, through structured questioning, the reading of two high-quality, unseen non-fiction texts (about words in total), one from the 19 th Century, the other from the 21 st century. Non-fiction texts may include, but will not be limited to: letters, extracts from autobiographies and biographies, diaries, reports, articles and digital and multi-modal texts of various kinds from newspapers and magazines, and the internet. Section B (30%) Writing This section will test transactional, persuasive and/or discursive writing through two equallyweighted compulsory tasks. Across the two tasks candidates will be offered opportunities to write for a range of audiences and purposes, adapting style to form and to real-life contexts in, for example, letters, articles, reviews and speeches. Component 3: Spoken Language Non-exam assessment Unweighted Candidates will be required to complete one presentation/speech, including responses to questions and feedback. Achievement in Spoken Language will be reported as part of the qualification, but it will not form part of the final mark and grade. All vocations and college courses require a GCSE in English Language. For more information please contact Mr Simpson 11

13 ENGLISH LITERATURE Awarding Body: Eduqas Award (equivalence) 1 GCSE Grade 9-1 Y11 Autumn term (September to December) Component 2, Section A: Post-1914 Prose/Drama. Students will study one of the following texts: Lord of the Flies (Golding); OR Anita and Me (Syal); OR An Inspector Calls (Priestley): OR Blood Brothers (Russell). will be based on timed, source-based questions on a post-1914 prose/drama text from the above prescribed list. Component 1, Section B: Poetry from 1789 to the present day. Study of a list of prescribed poems from the Eduqas Poetry Anthology, one of which involves comparison. will be based on knowledge of the context of each poem, its content and key ideas, as well as the poets use of language, structure and form. Y11 Spring term (January to April) Component 1, Section A: Shakespeare. Study of one of the following texts: Romeo and Juliet; OR Macbeth; OR Othello: OR Much Ado About Nothing: OR Henry V; OR The Merchant of Venice. will take the form of extract and essay questions based on the reading of a Shakespeare text from the above prescribed list, under timed conditions. Component 2, Section C: Unseen Poetry from the 20 th /21 st Century preparation. Practise questions on unseen poems, one of which involves comparison. will take the form of timed responses which show understanding of the content and key ideas of each poem, and the poets use of language, structure and form. Y11 Summer Term (May to July) Revision and examination preparation, including revision of Component 2, Section B texts. Terminal examination 2 papers, Component 1: 2 hours, Component 2: 2 hours and 30 minutes. Terminal Examination Component 1: Shakespeare and Poetry Written examination: 2 hours (closed book) 40% of qualification Section A (20%) Shakespeare Romeo and Juliet; OR Macbeth; OR Othello: OR Much Ado About Nothing: OR Henry V; OR The Merchant of Venice. CONTINUED ON NEXT PAGE 12

14 ENGLISH LITERATURE (Continued) This assessment will test, through one extract-based question and one essay-based question on the text as a whole, knowledge and understanding of a Shakespeare text. Students will be expected to comment on Shakespeare s use of language, structure and form and show an understanding of key themes, characters and ideas within the text. This section will also test for spelling, punctuation and grammar. Section B (20%) Poetry from 1789 to the present day This assessment will test knowledge and understanding of poetry from 1789 to the present day. Students will be assessed on two poems from the Eduqas Poetry Anthology. In the first question, students will be asked to write about a specified poem. In the second question, students will be asked to write about a second poem chosen from the Eduqas Poetry Anthology, and compare it to the first. Component 2: Post-1914 Prose/Drama, 19 th Century Prose and Unseen Poetry Written examination: 2 hours and 30 minutes (closed book) 60% of qualification Section A (20%) Post-1914 Prose/Drama Lord of the Flies (Golding); OR Anita and Me (Syal); OR An Inspector Calls (Priestley): OR Blood Brothers (Russell); OR Never Let Me Go (Ishiguro). This assessment will test, through a source-based response, knowledge an understanding of a post 1914 prose/drama text. Students will be expected to comment on the writer s use of language, structure and form and show an understanding of key themes, characters and ideas within the text. This section will also test for spelling, punctuation and grammar. Section B (20%) 19 th Century Prose A Christmas Carol (Dickens); OR War of the Worlds(Wells); OR Pride and Prejudice (Austen); OR Jane Eyre (Bronte); OR The Strange Case of Dr Jekyll and Mr Hyde (Stevenson). This assessment will test, through a source-based response, knowledge and understanding of a 19 th century prose novel. Students will be expected to comment upon the language, structure and form of the text and key themes, characters and ideas within the text. Section C (20%) Unseen Poetry from the 20 th /21 st Century This assessment will test understanding of two unseen poems from the 20 th and/or 21 st centuries. In the first question, students will be asked to write about a previously unseen poem. In the second question, students will be asked to write about a second previously unseen poem, and compare it to the first. This course enables students to experience a range of contemporary and literary heritage prose, poetry and drama drawn from both our culture and from different cultures around the globe. This course is excellent preparation for GCE English Literature. For more information please contact Mr Simpson 13

15 MATHEMATICS Awarding Body: OCR Award (equivalence) 1 GCSE Grade 9-1 The three assessment objectives are to be able to use and apply standard techniques, to be able to reason, interpret and communicate mathematically and to be able to solve problems within mathematics and in other contexts, so preparation for the examination involves not only knowledge and fluency in Mathematics, but also development of reasoning and problem solving techniques. Many strands of Mathematics are covered and these can be broadly placed under the headings of Number, Proportion and Ratio, Algebra, Data Handling and Space, Shape and Measure. However there is interconnectivity between all these and most questions draw upon multiple strands. The full specification is available online at: Key Features Pupils are grouped so that they can progress at the optimum pace for their ability. A combination of KS2 and KS3 results, and also teacher assessment is used in order to place pupils into sets. The assessment is entirely examination based and consists of three written papers (2 calculator papers and 1 non calculator). The papers are all equally weighted and are 1.5 hours in length. Though there are restrictions on what might be asked in the non-calculator paper, the guidance from the exam board is to expect any of the content on any of the papers. Mathematics GCSE is an essential qualification for all higher level studies of the subject and for life generally. For more information please contact Mr Storah 14

16 GCSE Combined Science (Dual award) Awarding Body: AQA Award (equivalence) 2 GCSEs Grade 9-1 Science is a fundamental part of our everyday lives. It helps to explain so much of the world around us and enables advances in many areas including health, communication, the environment and leisure. Science GCSEs are an essential qualification for a very wide range of jobs and higher level qualifications. GCSE Combined Science is a course that caters for a wide range of interests and is accessible to a wide range of students. Students will cover the key concepts from all three sciences and, as it is a dual award, it also allows students to cover a wider range of content to a greater depth all of which is related to real world contexts. All students are now required to take either dual award combined science GCSE or Triple Science GCSE. Key Features Students will complete 16 compulsory practicals throughout the duration of the course; these practicals will develop the essential investigative skills needed but also support the understanding of the relevant topic areas. The exams have two tiers of entry, higher and foundation, making the course accessible to a wide range of students. At the same time it is a demanding Science qualification and those students achieving higher levels will be well prepared to progress and study single Science A-levels. This is a two year linear course with all exams in the summer term of Year 11. The course is assessed entirely through written examination. All new GCSEs are graded from 9-1. Students taking Dual Award Combined Science are taking a course worth two GCSEs and therefore will be awarded a single grade from This is equivalent to 9-9, 9-8 etc. Although there is no longer any element of controlled assessment practical work remains a stimulating and essential part of the new science GCSE courses. The understanding and skills gained from these practicals will be assessed in the written examinations. Students taking Combined Science (Dual Award) can progress to take single sciences at A-level or the Applied Science Level 3 Extended Certificate. For more information please contact Mr Rule 15

17 CORE PHYSICAL EDUCATION All students in Years 10 and 11 receive one hour of high quality physical education a week. Students will continue to study a broad curriculum of sporting disciplines over the 2 years, with a directed focus on skill development and expanding their knowledge and understanding of sport and physical activity. One significant feature of PE in Key Stage 4 is the emphasis which is placed on the wider values that sport and physical activity can play in a student s life. We aim to provide an environment where students can relieve the stresses of education, gain important life skills, and we aim to nurture an enthusiasm for sport and physical activity that will hopefully lead to lifelong participation upon leaving Brighouse High School. Much like Key Stage 3, students in Years 10 and 11 will continue to be assessed on a 1-10 scale using GCSE standard criteria. This concept allows for a smooth continuation from Key Stage 3 and enables students to fully understand how they have progressed within Physical Education over a 5 year period. The assessment framework measures 4 elements; Skill & Performance within an activity Knowledge and Tactical Awareness within an activity Performance in Brighouse Run (Standardised Endurance Test) Teamwork and Leadership (Undertaken during Multi-Sport World Cup) Additionally, student commitment, attitude and effort underpin each of the above elements and are all taken in to consideration when finalising assessment marks. Students are also encouraged to set their own targets each term and are assessed based on their success rate and effort to meet this. We aim to provide all students in Key Stage 4 with the skill set, knowledge and motivation to pursue a sporting pathway and maintain a healthy & active lifestyle. We also aim to help develop each individual in to a respectful citizen and equip them with life-skills that can be taken beyond school and utilised in all aspects of life. Additionally, it is also an opportunity to enhance their sporting qualifications and experiences when applying for College, University or other Post 16 routes. For some students it is an opportunity to enhance their sporting qualifications when applying for college or University. For more information please contact Mr Wainwright 16

18 LEARNING 4 LIFE Including Citizenship Education, Personal, Social, Health and Economic Education and Careers and Work Related Education (CWRE) AND Independent Advice and Guidance (IAG) As a school we want to encourage all our students to be equipped with life skills and to be responsible, informed and active citizens. Through the extended morning tutorial programme and Super Learning Days, form tutors and external agencies will continue to deliver Personal, Social, Health and Economic Education and Citizenship, plus CWRE and IAG. Our aim is to prepare students to face the changes and challenges of life beyond school with confidence and to be able to function in a positive way as they move towards adulthood and to be active citizens within their communities. Across the three key stages, topics covered as part of our Learning 4 Life programme include: Equalities & prejudice (sexism, racism and homophobia) Financial planning E-safety Career planning Healthy eating and body image Democracy and the British Government Young people and English Law including work around The Prevent Strategy. Global development and conflict resolution The Media Drug & alcohol use & abuse Identity: Bullying, self-esteem and forming positive relationships Sex and relationship education There are also many opportunities to become actively involved in Citizenship activities and projects which are delivered across the school curriculum and as part of the enrichment activities offered including: Participation in the Bar Mock trial competition Involvement in elections for Youth Parliament School council Active fundraising including G-Nation We believe that all students have a right to develop into informed adults, fully understanding the rights and responsibilities of being a citizen. In our delivery of L4L we want students to: 1. Take responsibility for their action or inaction 2. Feel positive about themselves physically, academically, socially and emotionally 3. Feel equipped to participate within school and in the wider community 4. Be able to make real choices and decisions, considering social and moral dilemmas 5. Be able to meet with, talk with and work with different people 6. Develop friendships and relationships 7. Be able to access information for use within school and for their own purposes For more information please contact Mrs C Naylor 17

19 CAREERS EDUCATION, INFORMATION, ADVICE & GUIDANCE (CEIAG) Careers Education The CEIAG programme forms part of the personal development programme within Learning for Life (L4L) and describes the planned provision to enable our young people to learn about careers, learning and work so that they can manage their own development and make life choices and decisions that will benefit their own wellbeing and contribute to the wellbeing of others. The Careers Education Programme at Brighouse High School aims to: * encourage all students to recognise and value their own skills and abilities and to appreciate their relationships with, and responsibilities towards, other people, the community and environment. * develop the skills which will help students make informed and realistic choices for their future. * enable students and parents to be aware of the alternatives and opportunities open to them at different stages of their life and to raise aspirations * develop the skills, including communication and confidence that will be needed in new roles and situations * promote equality of opportunity in respect of race, religion, gender and special needs disability. * develop students capabilities and to understand their own needs and abilities * encourage students to investigate career opportunities both locally and nationally and through direct experience of the world of work, work related learning and enterprise activities * encourage students to implement their career plans and to review and evaluate in order to make improved decisions and manage the transition processes effectively. Key Features Economic wellbeing and financial capability Interview and job seeking skills Essential employability skills required for opportunities at Post 16 Career planning / action planning and job information Study skills to include revision and learning skills Health & safety in the workplace The production of an Achievement File Access to a Careers Adviser in group work and 1:1 sessions Through L4L sessions, students will also have access to Information, Advice & Guidance. The Careers section of Brighouse High School Website will enable students to access a wide variety of resources and information via the internet. We also have an excellent careers library where students can access information and discuss their career plans with staff and student librarians. Whilst Work Experience is no longer part of the KS4 provision, a large part of the careers programme involves employer engagement, outside speakers into Assemblies / Form groups and Super Learning Days, where we aim to widen student s horizons and give them opportunities to explore the skills required for the world of work. Work Experience will be offered to all Year 12 students after AS examinations to explore the skills required for the world of work. For more information please contact Mrs Aitken 18

20 RELIGIOUS STUDIES Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9-1 From 2016 the Religious Studies GCSE changed in line with recommendations made by the Department for Education. The current Y10 were the first year group to study the new qualification. Religious Studies enables students to examine a range of different contemporary issues from both ethical and philosophical perspectives. They are encouraged to develop their own opinions whilst considering the beliefs and opinions of others, both religious and secular. The course will follow the AQA Specification A and will focus on the religious teachings and traditions of Christianity and Islam. Unit 1 The study of Religion; this consists of the study of the beliefs, teachings and practices of Christianity and Islam. Students will know and be able to apply key teachings to a range of different situations. Unit 2 Thematic Studies; this consists of applying different religious, ethical and philosophical beliefs to a range of contemporary themes including Relationships and families, and Religion, Crime and Punishment. We shall also be looking at modern day issues such as peace and conflict. 100% examination Two exams to be completed at the end of Year 11 Each exam covers one Unit and is 1hr 45minutes long. Religious Studies encourages students to analyse and evaluate different beliefs and ideas; they will explore the views of religious believers and apply teachings from Christianity, and Islam. The course allows students to develop critical thinking skills which can then be applied to a range of contemporary issues reflecting life in modern Britain. For more information please contact - Miss Owram 19

21 ICT (Information Communication Technology) Awarding Body: Pearson Award (equivalence) Level 1 / 2 - Pass, Merit, Distinction, Distinction* The BTEC Level 1/Level 2 First Award in Information and Creative Technology is a vocational qualification suitable for learners who want to become technology savvy designers and producers of technology products. The qualification gives students the opportunity to gain a broad understanding and knowledge of information and creative technologies through the review, design, creation and evaluation of their own products. Students will explore the fundamentals of technology and gain the practical skills, knowledge and understanding needed in this technological age. Through this qualification students will also gain valuable transferrable skills such as motivation, confidence and people/communication/team-working skills that will help them now and in the future. Unit 1 Online World (examined unit) In this unit students will learn to understand the main technologies and processes behind the Internet and investigate how they come together to let you view websites and send information across the world. The internet and web of tomorrow will be even more powerful, more connected, more intuitive and a more important part of our lives and students will explore a range of digital devices and consider the technology that enables these devices to share and exchange information. Students will sit an examination in this unit. Unit 3 Digital Portfolio (externally assessed portfolio) In this unit students will create their own digital portfolio so it can potentially be viewed by anyone with a computer and an Internet browser. They will learn how to create a digital portfolio that includes a series of web pages with links to content that they have created during this qualification. They will learn how to make use of multimedia assets such as images, sound and video to make their portfolio appealing and engaging. Unit 4 Digital Animation (internally assessed portfolio) In this unit students will investigate the purpose, audience and features of different types of computer animations. Based on the knowledge they acquire through reviewing professional animations, students will then design and create a digital animation for a specific audience and purpose. Students will then evaluate the final animation to explain how this meets the requirements of the brief. Unit 6 Digital Graphics (internally assessed portfolio) In this unit students will investigate the purpose, audience and features of different types of digital graphics. Students will then design and create two different digital graphics for a specific audience and purpose and will evaluate their final graphics to explain how these meet the requirements of the brief. Please note this qualification is subject to change Unit 1 25% - External Examination 1 hour 50 marks Unit 3 25% - Externally Assessed Portfolio Unit 6 25% - Internally Assessed Portfolio and Externally verified Unit 4 25% - Internally Assessed Portfolio and Externally verified Any level 3 ICT qualification including BTEC Nationals; A Level ICT; A Level Computing ICT related jobs post level 2 qualification include: Administration; ICT technician apprenticeship and more Any employer will look favourably on a candidate with an ICT qualification with skills in Microsoft Office applications. Any other further education training/courses/related jobs include: ICT Technician; Network Administrator; Network Engineer; Games Designer; Web Developer; Computer Programmer; ICT Teacher/Trainer Animator; Graphic Designer; Media For more information please contact Mrs Parr 20

22 OPTIONS Pupils who follow Route 3 (Green Route) choose three subjects from the list below. At least one of these subjects must be a humanity (History or Geography) or a Modern Foreign Language (French or Italian*) Art and Design Business BTEC Dance Drama Food Preparation & Nutrition Geography History Modern Foreign Language - French Modern Foreign Language - Italian (*Italian by invitation only) Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Music Religious Photography Studies Physical Education Triple Science Page 31 Page 32 Pages 33 & 34 Page 35 Technical Awards Materials Technology Visual Communication Art & Design Fashion & Textiles Art & Design Page 36 Page 37 Page 38 Art & Design Art & Design 21

23 ART & DESIGN Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9-1 GCSE Art and Design provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personal and developmental in nature. This course is all practical with a small written content and includes areas of experience such as painting, drawing and print, sculpture, ceramics, textiles, graphics, ICT etc. Each assignment also includes art appreciation or contextual studies, observation studies, research and development of initial ideas to a final outcome. The assignments are set to cover the course requirements but are very flexible and broad. Key Features 60 % coursework which is done from September of year 10 to Christmas of year 11 40% exam. The exam starts on the 1 st January of year 11 and is completed over a 12 to 14 week period The exam consists of a preparation period and 10 hour exam There are 4 assessment objectives Each is worth 25% Work is assessed by staff and then moderated by AQA The qualification is a strong foundation for further progression to Art and Design related courses such as A-level Art and Design and enhanced vocational and career pathways. It can also be used as a 'preferred' qualification in some careers i.e. window dressing, some catering courses, hairdressing, design workshops etc. For more information please contact Mrs Brooke 22

24 BUSINESS Awarding Body: Pearson Award (equivalence) 1 GCSE Grade 9-1 Whatever career you choose to follow, Business will be a really useful subject to you. During the two years you will find out how a range of businesses operate in the commercial world, and when you finally start working, you will have a better understanding of the world of work. It is particularly useful to anyone who is thinking of starting their own business. Key Features Theme 1: Investigating Small Businesses Enterprise and entrepreneurship you will learn how and why business ideas come about. You will also explore the impact of risk and reward on business activity and the role of entrepreneurship. Spotting a business opportunity you will investigate how new and small businesses identify opportunities through understanding customer needs and conducting market research. Putting a business idea into practice this topic focuses on how a business makes an idea happen through identifying aims and objectives and concentrating on the financial aspects. Making the business effective you will explore a range of factors that impact on the success of businesses, including location, the marketing mix and the business plan. Understanding external influences on business you will learn how businesses respond to a range of external factors. Theme 2: Building a Business Growing the business you will learn how businesses evolve and the impact of globalisation and the ethical and environmental questions facing businesses today. Making marketing decisions you will explore how each element of the marketing mix is managed and used to inform and make business decisions in a competitive marketplace. Making operational decisions this topic focuses on meeting customer needs through the design, supply, quality and sales decisions a business makes. Making financial decisions you will investigate the tools a business has to support financial decision making, including ratio analysis and the use of a range of financial information. Making human resource decisions growing a business means that decisions relating to organisational structure, recruitment, training and motivation need to be made to influence business activity. These aspects are considered in this final topic. Theme 1: The paper consists of multiple-choice questions, short answer questions and extended writing questions. 50% of the final mark. Theme 2: The paper consists of multiple-choice questions, short answer questions and extended writing questions. 50% of the final mark. This GCSE leads to any form of Level 3 qualification. Students who study GCSE Business often go on to study A Levels in Business, Maths, Law, English, Psychology, and IT. They also study applied learning Level 3 qualifications in Business, Travel & Tourism or Law For more information please contact Mrs Eagleton, Miss Wardingley, Ms Carter 23

25 BTEC DANCE Awarding Body: Award (equivalence) Pearson Level 2 First Award In Performing Arts Graded: Pass, Merit, Distinction or Distinction * (equivalent of 1 GCSE grade 9-1) This is a fantastic two year course that will develop and improve your abilities as a dancer. Students studying Dance will participate in practical dance workshops, develop physical and interpretive skills, practically explore different styles of dance, learn choreography and perform to an audience. You will also keep an ongoing evaluative log that details how you are progressing. Who is it for? Students who: Enjoy dance and wish to develop their skills in the subject further Excel in practically based subjects Have good attendance Are focused and well-motivated What will we do? Participate in workshops to develop and improve physical skills including balance, poise, rhythm, flexibility, strength, rhythm and timing. Participate in workshops to explore different dance styles (Focusing on Urban Street Dance, Jazz & Contemporary). Learn choreography for performance. The assessment for this course is ongoing. Practical workshops and performances will be videoed and assessed in terms of practical skills in line with the grading criteria for each unit. This course could lead to any Level 3 course in Dance including BTEC or GCE. However, aside from equipping you with dance skills, this course will provide you with the confidence, leadership, organisational and communication skills required for any future career. For more information please contact Miss E Orme 24

26 GCSE DRAMA Awarding Body: OCR Award (equivalence): 1 GCSE Grade 9-1 What do you do? GCSE Drama consists of 3 Units; Devising Drama, Text Performance and Performance and Response. Devising Drama focuses on responding to stimuli provided by the exam board and will lead to you creating an original piece of theatre and keeping a working portfolio of the process. Text Performance will require you to perform two extracts from a published play. The final unit will focus on how to bring a play from page to stage, (how you will bring the play to life for an audience) as well as reviewing a play that you will watch live at the theatre. Will it help me get a job? YES! Some people may be of the opinion that you don t need drama for a particular job but it does relate to all of them! As well as learning about drama, students will also develop their personal and social skills. This includes; confidence be able to meet deadlines team working skills work under pressure presentation skills creative thinking communication skills improve problem solving skills which are all really desirable skills that an employer will look for in their employee. It also looks really good on your CV which is the first point of contact when applying for jobs. The above skills are essential in any job. How will I be assessed? Devising Drama You will explore a stimulus provided by the exam board. You will work in groups to create your own devised drama based on your exploration. You will work as a performer creating a portfolio and a final performance. Presenting and Performing Texts You will explore a text and perform two scenes to a Visiting Examiner. You will work as a performer completing a pro forma and a final performance showcase. Drama: Performance and Response Section A contains questions based on the study of a full text from a list set by the exam board. Section B contains an extended response analysing and evaluating live theatre. Nonexamined assessment Nonexamined assessment Written Exam 1½ hours This course leads onto GCE Drama & Theatre Studies and/or BTEC Level 3 Acting. For more information please contact - Miss E Orme 30% 20% Portfolio 10% Performance 30% 20% Performance 10% Written pro-forma 40% 25

27 FOOD PREPARATION & NUTRITION Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9-1 This course uses food as a material in order to explore and develop practical skills. The emphasis is on the production of healthy products and gives candidates the opportunity to study nutrition, food science, food safety, food choice and food provenance. Candidates choosing this course must understand that as part of their course they will be expected to select and obtain their own materials for manufacturing work. Key Features Develops skills in the research, development and production of food products Develops life skills and provides opportunities to work with a range of raw materials and use a selection of equipment Promotes an interest in healthy eating Allows students to demonstrate their creativity in making of food products Unit 1: Written Paper undertaken in June of Year 11 (50% of total marks) Unit 2: Controlled Food Investigation January of Year 11 (15%) Unit 3: Controlled - Food Preparation March of Year 11 (35%) A level Science Vocational food handling course For more information please contact Mrs Burton / Mrs Aitken 26

28 GEOGRAPHY Awarding Body: AQA A Award (equivalence) 1 GCSE Grade 9-1 Is this the right subject for me? If you enjoy: learning more about the world we live in; developing skills that are unique to geography but are also transferable; completing some of your own practical work away from the classroom e.g. fieldwork; learning through investigating and enquiry; learning about the big issues within our society; then this GCSE Geography course is the ideal subject for you. Key Features Unit 1, Living with the physical world Topics include: The challenge of natural hazards (tectonics, hurricanes, climate change), Physical landscapes in the UK (coasts & rivers), The living world (ecosystems, tropical rainforests and cold environments), and Geographical skills. Unit 2, Challenges in the human world Topics include: Urban issues and challenges, The changing economic world, The challenge of resource management, and Geographical skills. Unit 3 Geographical Application Topics include - Fieldwork at Flamborough Head and Salford Quays, a Decision Making Exercise (DME) and Geographical skills. Unit 1 Living with the physical world, written examination worth 35% of your GCSE and lasting for 1 hour and 30 minutes. Unit 2 Challenges in the human world, written examination worth 35% of your GCSE and lasting for 1 hour and 30 minutes. Unit 3 Geographical Application, written examination worth 30% of your GCSE and last for 1 hour. GCSE Geography is an attractive subject to learn if you are looking to pursue subjects to A Level standard. GCSE Geography also offers you a chance to develop skills which are transferable, such as: writing an enquiry, handling data, interpreting maps, graphs & photos and explaining detailed processes. Daily news often comments on geographical issues that you will study in the classroom. If you want to study a subject that tackles the big issues within our society, geography is the subject for you. For more information please contact Mr Davies or Mrs Mann 27

29 HISTORY Awarding Body: Pearson Award (equivalence) 1 GCSE Grade 9-1 Students will sit three examinations. They are as follows: Crime and punishment in Britain, c1000 present and Whitechapel, c1870 c1900: crime, policing and the inner city. This exam is one hour and fifteen minutes and is 30% of the overall grade. Weimar and Nazi Germany This exam is one hour and 20 minutes and is 30% of the overall grade. Anglo-Saxon and Norman England, c and Superpower relations and the Cold War, This exam is one hour and forty five minutes and is 40% of the overall grade. Key Features 1. Germany The content focuses upon post war Germany and the Weimar Republic, the Stresemann years, the emergence of the Nazi Party and life in Nazi Germany. 2. Crime and punishment in Britain c1000-present: This focuses on how the definition of crime and the way punishment has changed over the last 1000 years. There is a case study looking at the development of policing and police methods in Whitechapel in London from Superpower Relations and the Cold War This unit gives students an opportunity to study the changes in international relations through the era of the Cold War and the factors bringing about these changes. Content includes; origins of the Cold War, the division of Berlin, the Cuban missile crisis, the roles of Reagan and Gorbachev and the ending of the Cold War. 4. Anglo-Saxon and Norman England: This unit focuses on the Norman Conquest, how William I secured his throne, life under William in Norman England and his relationships with his sons. Crime and punishment in Britain, c1000 present and Whitechapel, c1870 c1900: crime, policing and the inner city. This exam is one hour and fifteen minutes and is 30% of the overall grade. Weimar and Nazi Germany This exam is one hour and 20 minutes and is 30% of the overall grade. Anglo-Saxon and Norman England, c and Superpower relations and the Cold War, This exam is one hour and forty five minutes and is 40% of the overall grade. This course provides students with knowledge and understanding of England in Medieval times as well as looking at some social history through the Crime and punishment unit. It also provides understanding of modern political history. It offers a fascinating and enjoyable insight into understanding the world around us. It also provides students with a range of investigative skills, which are highly valued by employers as students develop skills of analysis, evaluation and interpretation. For more information please contact Ms White 28

30 MODERN LANGUAGES French Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9-1 The course will build on previous language learning experiences across Key Stage 3 and will further develop your ability to use languages effectively for the purpose of practical communication. The GCSE course is divided into four skill areas: listening (25%), speaking (25%), reading (25%) and writing (25%). The specification covers the following themes: Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment Why Study a Language? You will have the ability to cope in everyday situations in French speaking countries Only 6.5% of the world s population speaks English as their first language and 75% do not speak any English at all. It is, therefore, unsurprising that having a language qualification on your CV will make a positive impression on employers The course will help you to develop a range of key skills that employers and Higher Education establishments will look for, such as group working and communication skills Listening (25%) Final examination in Year minutes (Foundation Tier), 45 minutes (Higher Tier) Speaking (25%) Non-exam assessment in Year minutes (Foundation Tier) + preparation time minutes (Higher Tier) + preparation time Reading (25%) Final examination on Year 11 Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Writing (25%) Final examination in Year 11 Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier) The skills and attributes that pupils acquire in learning a foreign language are greatly valued by prospective employers and Higher Education establishments alike. Success at GCSE can prove useful as a gateway into a wide range of careers, including: International Law Teaching Travel and Tourism Export Sales Journalism Hotel Management For more information please contact Mr Shingler 29

31 MODERN LANGUAGES Italian Awarding Body: AQA (Subject to Ofqual approval) Award (equivalence) 1 GCSE Grade 9-1 *Italian is available as an option to gifted linguists who have been invited. Also, anyone choosing GCSE Italian will be expected to follow a twilight induction course during the Summer term The course will build on previous language learning experiences across Key Stage 3 and will further develop your ability to use languages effectively for the purpose of practical communication. The GCSE course is divided into four skill areas: listening (25%), speaking (25%), reading (25%) and writing (25%). The specification covers the following themes: Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment Why Study a Language? You will have the ability to cope in everyday situations in Italian speaking countries Only 6.5% of the world s population speaks English as their first language and 75% do not speak any English at all. It is, therefore, unsurprising that having a language qualification on your CV will make a positive impression on employers The course will help you to develop a range of key skills that employers and Higher Education establishments will look for, such as group working and communication skills Listening (25%) Final examination in Year minutes (Foundation Tier), 45 minutes (Higher Tier) Speaking (25%) Non-exam assessment in Year minutes (Foundation Tier) + preparation time minutes (Higher Tier) + preparation time Reading (25%) Final examination on Year 11 Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Writing (25%) Final examination in Year 11 Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier) The skills and attributes that pupils acquire in learning a foreign language are greatly valued by prospective employers and Higher Education establishments alike. Success at GCSE can prove useful as a gateway into a wide range of careers, including: International Law Teaching Travel and Tourism Export Sales Journalism Hotel Management For more information please contact Mr Shingler 30