Year 9 Options Key Stage Choices for the future

Transcription

1 Year 9 Options Key Stage Choices for the future

2 Aims To meet the needs and aspirations of all of our young people. To provide a curriculum which they will enjoy and engage with. To maximise their chances of success. To secure progression post 16. Principles To provide a broad and balanced curriculum offer combining academic, applied and alternative experiences. To advise and guide students on to the courses which best suit their aspirations and abilities. How? By providing 4 distinct curriculum pathways for students with different abilities and interests. ALL of the pathways allow access to Level 2 (GCSE grades 4-9) qualifications. Pathways are decided on current and prior attainment. i.e. current teacher assessment levels and prior attainment at the end of KS2.

3 Curriculum in Years 10 & 11 Since September 2014 all pupils in state schools in England and Wales have been following a new National Curriculum for children aged 5-16 years. In effect it entitles every pupil to a curriculum which is balanced and broadly based. The National Curriculum comprises of core subjects and foundation subjects including subjects like English, Maths and Science. The statutory curriculum is completed by the addition of Citizenship, Careers Education and Guidance, Work Experience, Health Education and Religious Education all of which are delivered through Personal, Social & Religious Education (PSRE). In addition the Government has introduced a new accountability system which will measure the GCSE success of pupils in Year 9 against their progress compared to their KS2 SAT s results in a range of 8 subjects. This Progress 8 measure must include what are known as the English Baccalaureate subjects they are English, Maths, Science, History, Geography and a Modern Foreign Language. Our option systems ensures that as many pupils as possible have access to these key subjects. The way in which this curriculum is delivered is via the following core subjects which all pupils study: English Language and English Literature Mathematics Science Physical Education Personal, Social and Religious Education ICT - All pupils will work towards the Level 2 ECDL qualification (European Computer Driving Licence). Time will be allocated to this qualification on a carousel basis with PSRE. All pupils will also take a Humanities course and where appropriate a MFL language course Thereafter pupils have a guided choice of which subjects they want to study. After detailed discussions, pupils will be placed into the pathway which best suits their abilities and aspirations. Each pathway has been designed to maximise each child s chance to succeed.

4 Pathway 1: EBacc with Triple Science Pathways 1. Pupils who have flair in science will be guided to follow this pathway. It will involve the study of three separate sciences Physics, Chemistry and Biology. This means pupils will only have one lesson of PE per fortnight and two lessons of PSRE. 2. They will have to study a Modern Foreign Language and either History or Geography. 3. The final choice is two subjects from GCSE Computing, GCSE Media Studies, BTEC Business Studies, BTEC Travel & Tourism, BTEC Sport/GCSE PE, GCSE Resistant Materials, GCSE Graphic Products, Level 2 Certificate in Food and Cookery, GCSE Film Studies, GCSE Art, GCSE Textiles, GCSE Music, BTEC Music Production, GCSE Dance, GCSE Drama, BTEC Health & Social Care, GCSE Geography, GCSE History, GCSE French, GCSE Spanish and GCSE Italian. Pupils in this pathway should be prioritising GCSE s when making their choices. Pathway 2: EBacc with Dual Science 1. The only difference between this and the Triple Science pathway is in Science. Pupils following this pathway will study Dual Science and have two lessons of PE per fortnight. 2. They will have to study a Modern Foreign Language and either History or Geography. 3. The final choice is two subjects from GCSE Computing, GCSE Media Studies, BTEC Business Studies, BTEC Travel & Tourism, BTEC Sport/GCSE PE, GCSE Resistant Materials, GCSE Graphic Products, Level 2 Certificate in Food and Cookery, GCSE Film Studies, GCSE Art, GCSE Textiles, GCSE Music, BTEC Music Production, GCSE Dance, GCSE Drama, BTEC Health & Social Care, GCSE Geography, GCSE History, GCSE French, GCSE Spanish and GCSE Italian. 4. In addition all pupils will study three lessons of PSRE per fortnight. Pupils in this pathway should think carefully about the balance between GCSE s and applied courses when making their choices.

5 Pathway 3: Applied 1. All pupils on this pathway will follow the core subjects of English, Maths and Dual Science. They will have two lessons of PE per fortnight. 2. Pupils on this pathway will select one subject from History, Geography and French. 3. The final choice is three subjects from BTEC Business Studies, BTEC Travel & Tourism, BTEC Sport, GCSE Resistant Materials, GCSE Graphic Products, Level 2 Certificate in Food and Cookery, GCSE Film Studies, GCSE Art, GCSE Textiles, GCSE Music, BTEC Music Production, GCSE Dance, GCSE Drama, BTEC Health & Social Care, GCSE Geography, GCSE History, and GCSE French. 4. In addition all pupils will study three lessons of PSRE per fortnight. Pupils on this Pathway will be encouraged to select some applied subjects Pathway 4: Alternative route This pathway has been designed for those pupils who have some difficulty accessing the curriculum successfully. The pupils who follow this pathway will work in a smaller group and concentrate on the Core Skills of English, Maths and Science. In addition pupils will be provided with a varied and engaging series of subjects designed to further their interest and enjoyment and to provide a stepping stone to appropriate post 16 study. Pupils on this pathway will opt in the same way as pupils on Pathway 3 but there courses will be tailored to meet their needs and ensure they are successful. Pupils who will follow this pathway will be informed later in the academic year. Rest assured that the teaching staff will be offering every pupil in Year 9 advice and guidance on which subjects to follow to best suit their style of learning and offer them the best chance of success.

6 Your Choice The following pages in this booklet give an outline of each of the subjects that can be studied during Years 10 & 11. Pupils are encouraged to approach individual departments to gather more information. Every effort is made to give each pupil their preferred subjects but this is not always possible. Where pupils have a choice, they are asked to rank the subjects 1 4 or 1 5 depending on their pathway, with 1 being their first choice. It is therefore wise to be thinking of backup subjects if the first choices prove to be unavailable. Important Points to Consider DO NOT choose a subject just because you like the teacher as you this may not be the teacher you will get at KS4. DO NOT choose a subject just because your friends are. DO consider what you want to do after you finish school as the courses you choose now can affect the courses that are available to you in further education. DO think about what you enjoy as you are likely to be more successful if you are enjoying what you do. DO talk to your subject teachers, your Form Tutor or the relevant Head of Department if you have any questions about a course. Key Dates Wednesday 13 th April: A presentation to parents about the options system. Friday 15 th April Pupils given option booklets and practice forms for their pathway. Friday 22 nd April: Pupils choose options during registration. Confirmation of courses will be sent out during the last half term of the academic year. Where there is an issue with a pupil s choices we will meet with them to discuss the issue before courses are confirmed.

7 English English Language All KS4 pupils follow AQA English Language 8700 Pupils read a wide range of texts, fluently and with good understanding Read critically and use knowledge gained from wide reading to inform and improve their own writing Write effectively and coherently using Standard English appropriately Use grammar correctly, punctuate and spell accurately Acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language Course Content Pupils will study Explorations in Creative Reading and Writing (Literature fiction and descriptive or narrative writing) Writers Viewpoints and Perspectives Reading non-fiction texts and literary non-fiction texts Writing to present a viewpoint Non-examination component Spoken Language (Separate endorsement 0% weighting of GCSE) Course Structure There is no tiered entry. There are two exam papers: Paper 1 1 hour 45 minutes 80 marks 50% GCSE Paper2 1hour 45 minutes 80 marks 50% GCSE English Literature All KS4 pupils follow Edexcel English Literature 1ETO Pupils should be able to maintain a critical style and develop an informed personal response To use textual references including quotations to support and illustrate interpretations To analyse form, structure and language To show the relationship between texts and their social, cultural and historical contexts To use a range of vocabulary and sentence structures for clarity, purpose and effect Course Content Component 1: Shakespeare and Post 1914 Literature Study a Shakespeare play and a post 1914 play or novel Component 2: 19 th Century Novel and Poetry since 1879 Study a 19 th century novel and the Pearson poetry anthology Study contemporary unseen poetry Course Structure No tiered entry There are two exam papers Paper 1: 1 hour 45minutes Closed texts 80 marks 50% GCSE Paper 2: 2 hours 15 minutes Closed book 80 marks 50% GCSE

8 Mathematics Year 9 pupils are already following the new GCSE course, the course has been started in Year 9 due to the extra content in the new specification. Over the three years students will develop confidence and a positive attitude towards mathematics and recognise the importance of mathematics in their own lives and to society. The course should enable pupils to: 1. develop fluent knowledge, skills and understanding of mathematical methods and concepts 2. acquire, select and apply mathematical techniques to solve problems 3. reason mathematically, make deductions and inferences and draw conclusions 4. comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context. The curriculum is split into the following six areas: 1. Number 2. Algebra 3. Ratio, proportion and rates of change 4. Geometry and measures 5. Probability 6. Statistics Course Structure At the end of Year 11 all students will sit three exams and gain one GCSE qualification. Paper 1 is Non- Calculator. Paper 2 & 3 are Calculator Papers each exam is 1 hour 30 minutes and worth 33⅓% of the final grade.. There are two tiers of entry at GCSE, Foundation and Higher. The top three sets usually follow the Higher tier and the rest of the year group follow the Foundation tier. The achievable grades from each tier are shown to the below. Foundation - Grades 1-5 Higher - Grades 4-9 Additional Information In GCSE, if a candidate does not achieve the minimum grade in their tier of entry, then no grade is awarded. This means that the selection of the correct tier for each student is extremely important. We continually assess throughout the course and we ask parents to talk to their children about how they are progressing against their target grade. As a result of our internal assessments we may, from time to time, change the set your child is in. Homework is a very important part of mathematics and we ask parents to actively engage with their son/ daughter to ensure that all homework is completed in full and handed in on time. Entry onto the A level course requires students to have followed the Higher tier course and achieved a grade 7 8 or 9 (Grade A*/A or a very good grade B pass on old scale). Many college courses now require a minimum of a grade 4/5 in maths (Grade C on the old scale). Employers and many professions require people with proven mathematical ability which makes a good grade at GCSE very important. In the Mathematics department we believe that a solid understanding of mathematics and how it is used in the wider world of work is extremely important. Students should realise that their maths knowledge/skills are transferable to other subjects such as Science, Computing and Geography. If you require more information about the course please contact Mrs Williams or any member of the Maths Department.

9 Science The Science Department offers a number of different routes through Key Stage 4, with a range of possible courses. Students can gain up to 3 GCSE grades or equivalent depending on the pathway that they take (Triple Science, Double Science or Alternative Education). Overview The Science Department offers TRIPLE SCIENCE (3 separate GCSEs in Biology, Chemistry and Physics), as well as DOUBLE SCIENCE (2 GCSE grades). The intention is to offer these qualifications with AQA from September Finally, we offer the ALTERNATIVE PATHWAY, where pupils complete some level 1/2 vocational qualifications in Science related subjects. The specification that the department plans to follow is AQA combined science: trilogy for dual award and Biology, Chemistry and Physics for triple award. The Science Department also offers a range of courses in 6 th form. Both the triple and double routes provide a good base for entry into all three A Level Sciences (Chemistry, Physics, Biology) as well as Applied Science, provided adequate grades are achieved. Triple Science Students that follow the GCSE Triple Sciences complete GCSEs in Biology, Chemistry and Physics over 2 years. Pupils can be entered for either higher or foundation tiers. This course prepares pupils well for A Level Biology, Chemistry and Physics. Assessment: Each GCSE is assessed by 2, 1 hour 45 min, exams at the end of year 11 (a total of 6 exams). All exams have a combination of multiple choice, structured, closed short answer and open response questions. The topics covered on each paper are: Physics paper 1 Physics paper 2 Biology paper 1 Biology paper 2 Chemistry paper 1 Chemistry paper 2 Cell biology Homeostasis and Atomic structure The rate and Energy Forces response and the periodic extent of Electricity Waves Organisation table chemical change Inheritance, Particle model of Magnetism and Infection and variation and Organic response evolution chemistry matter Atomic structure electromagnetism Space physics Bioenergetics Ecology. Bonding, structure, and the properties of matter Quantitative chemistry Chemical changes Energy changes. Chemical analysis Chemistry of the atmosphere Using resources

10 GCSE Double Sciences Students that follow the GCSE Dual Science will gain a double award in GCSE Science, equivalent to 2 GCSEs. Pupils can be entered for either foundation or higher tiers. Students who achieve well in Double Award Science qualifications are able to access A Level Biology, Chemistry and Physics; others are well prepared for a Level 3 Applied Science course. Assessment: Double award Science is assessed by 6, 1 hour 15 min, exams at the end of year 11. All exams have a combination of multiple choice, structured, closed short answer and open response questions. Physics paper 1 Energy Electricity Particle model of matter Atomic structure Physics paper 2 Forces Waves Magnetism and electromagnetism Biology paper 1 Cell Biology Organisation Infection and response Bioenergetics. Biology paper 2 Homeostasis and response Inheritance, variation and evolution Ecology Chemistry paper 1 Atomic structure and the periodic table Bonding, structure, and the properties of matter Quantitative chemistry Chemical changes and Energy changes. Chemistry paper 2 The rate and extent of chemical change Organic chemistry Chemical analysis Chemistry of the atmosphere using resources Contact details: Should you require any additional information on any of the Science options please contact Mrs Fenwick (Head of Science and Physics) using the school details or by at vfenwick@heworthgrange.org.uk The course details given above are still, at this stage, provisional as they are based on a draft specification for the new Science GCSE.

11 Geography Geography is an exciting, dynamic, topical and highly relevant subject that deals with many of the issues facing people and places across the planet. It helps us to understand how places are interconnected and how the natural environment can affect humans as well as how humans can affect the natural environment. It is a subject that supports both the Sciences and the Humanities with the focus on the physical and human environments. It helps to develop the ability to think: a) creatively, by posing questions relating to different elements of geographical processes and concepts b) scientifically by collecting and recording appropriate evidence from a range of sources, including fieldwork, c) independently by applying geographical knowledge, understanding and skills to real world contexts. Geography can help us to understand many of the changes taking place in the world today. Through studying the range of causes of issues such as global climate change and how this may impact on humans, Geography helps us to understand what impacts we, as individuals, can have and what we can do about this to live in a more sustainable way. It also helps us to develop an understanding of issues from the local to global scale, such as why local areas are regenerated to how natural hazards can impact on some communities more than others. Geography allows pupils to develop a wide range of transferable skills that are important in everyday life and in the world of work such as literacy; numeracy; graphicacy; ICT; problem solving; thinking skills; enquiry; analysis and social and environmental awareness, and all these skills make Geographers highly employable. Geography is a key qualification that enables pupils to access a range of careers such as those in retail, travel, planning, surveying, estate agency, conservation, project management, civil engineering, financial services, the forces and many more. Topics A wide range of physical and human topics are covered throughout the course. The geography of the UK is covered in studying rivers, coastal landscapes, urban areas, rural areas and their related issues and management strategies. Tectonic and climatic hazards are studied alongside ecosystems such as coral reefs. Global issues are addressed in studying global cities, development patterns, pressure on resources such as water supplies, effects of climate change and the management of many of these issues. Fieldwork is a compulsory element of the course where data is collected, presented, analysed and evaluated in preparation for examination questions. Course Structure The GCSE course will follow the Eduqas Specification and will have 3 formal assessments (examinations) at the end of year 11. Component 1: Changing Physical and Human Landscapes (35% of qualification) Three structured, data response questions and some extended written responses Component 2: Environmental and Development Issues (35% of qualification) Three structured, data response questions and some extended written responses Component 3: Applied Fieldwork Enquiry (30% of qualification) Structured data response questions based on fieldwork, geographical skills and decision making. Additional Information & Who to contact For further information about GCSE Geography speak to any Geography teacher.

12 History History is an engaging subject that is well respected by many colleges, universities and employers. We provide a varied and interesting GCSE curriculum that also offers the opportunity for students to develop their skills. These include the ability to communicate, how to express and explain complex ideas, analytical skills to help students understand information and viewpoints and how to form well supported arguments. History students can access a number of diverse fields in the future; graduates often go into areas such as Law, Journalism, and Politics or into direct historical roles such as Archaeology or Museum and Heritage Management. The Course: Thematic Study: Medicine in Britain, Present Day Students will study the development of thinking about the cause and spread of disease in Britain from the Medieval era through to the modern period, exploring changing ideas about how disease was caused and cured. We will also study how public health changed, the development of cities and the creation of the NHS. There is a separate enquiry study into injuries, treatment and surgery in the trenches during the First World War that will encourage students to use source evidence from the time period. British Depth Study: Early Elizabethan England Students will study Elizabeth I s claim to the throne and her struggle to establish legitimacy and control. We will cover political problems at home, challenges from foreign invaders (including the Spanish Armada) and how society changed under Elizabeth. A final topic looks at the explorers of the time period, including new American settlements. Period Study: The American West c In this unit students have the opportunity to study American history during a crucial period. They will consider the lifestyle of the Plains Indians and, over a depth study of sixty years, explore how that lifestyle was changed by the different groups arriving and settling in the West. We will also consider some of the most iconic images of the Wild West, such as cowboys and gunslingers. Modern Depth Study: Weimar and Nazi Germany, This unit allows students to learn in much more detail about historical events with which they may already be familiar. We will study, in depth, the political troubles in Germany following the First World War, the uneasy peace between World War I and II and the rise of the Nazi Party. A strong element of this unit is life in Germany under Nazi control, including methods to control the population, control of social aspects like literature, art and propaganda, and the persecution of minority groups. This GCSE is entirely examined there is no longer a coursework element. Students sit their units across three exam papers at the end of Year 11. All students are entered for the same exam there are no tiers of entry. Further Information: If any further information is required please speak to Mrs J. Bannister

13 Modern Foreign Languages Knowledge of a foreign language is not just another GCSE grade it is a concrete and demonstrable life skill, like being able to type or to drive a car, and it is a skill that is highly valued by employers. A skill in languages can be vital for many career paths: there are some jobs where it s an integral part, some where it is a useful bonus and others where it is just an advantage because it indicates a general level of ability and an open outlook. One thing that you can be sure of it is never a disadvantage to have studied a language. Success in languages forms a vital part of the new English Baccalaureate qualification. The Modern Languages Department offers GCSE courses in French, Italian and Spanish. French is available to all pupils who have studied the subject during KS3. Italian and Spanish are available to pupils who have studied those languages in Years 8 and 9. Topics The GCSE course covers the following topic areas: Identity and culture Local, national, international and global areas of interest Current and future study and employment Course structure The four skill areas of listening, speaking, reading and writing are by examination at the end of the course. Students will take all four exams at either Foundation Tier (grades 1-5) or Higher Tier (grades 4-9). Unit Weighting Tier 1. Listening 25% Foundation or higher 2. Reading 25% Foundation or higher 3. Speaking 25% Foundation or higher 4. Writing 25% Foundation or higher To find out more, students should speak to their languages teacher or any member of the MFL department. There is also a very informative website:

14 Computing For those that enjoy coding and taking control of their digital environment this is the ideal option. From creating programs to developing a strong problem solving capability this GCSE empowers students to become providers of digital products rather than mere consumers. Such is the recently recognised importance of Computing that as of 2014 the National Curriculum specifies that student from the age of 5 must learn to code. Part of the English Baccalaureate (EBacc). Benefits The course provides excellent preparation for higher study and employment in the field of Computer Science. The increasing importance of information technologies means there will be a growing demand for professionals who are qualified in this area. The course will give learners a real, in-depth understanding of how computer technology works. Course structure 1. Computer Systems exam 40% 2. Computational Thinking, Algorithms and Programming exam 40% 3. Programming Project practical coursework 20% If you require further information contact: Mr Tait (Room S14)

15 Art & Design - General Art & Design Textiles The Art department offers two different GCSE Art courses; Art and Design: a general course (for those who enjoy working in all areas of art e.g. drawing, painting, 3D work, ceramics, printmaking, textiles, illustration). Art and Design: Textile Design (for those who prefer working with fabrics and/or fashion and wish to further develop their textile, collage and embroidery skills). Both GCSE specifications provide students with a wide range of creative, exciting and stimulating opportunities to explore their own personal interests in art and design. There are many careers in Art and Design; animator, architect, fashion designer, furniture designer, graphic designer, hairdresser, interior designer, make-up artist, painter and decorator, photographer, costume/set designer, teacher, advertising, model maker, jewellery maker, web designer, textile designer, TV/film director etc. Both GCSE areas give a strong foundation for further progression to art and design courses such as GCE A level, BTEC and Creative and Media Diplomas and enhanced vocational and career pathways. Students need to have enthusiasm for the subject and be expected to develop their drawing, painting, design and making skills. Students will learn how to analyse and research works of art and will be expected to visit local galleries. Drawing and writing are essential elements of both Art courses including Textiles Topics A wide range of topics will be covered during the course such as looking at themselves (human form) and the world around them (the natural and man-made world) using different methods to record what they see. Different skills and techniques will be developed looking at colour, line, tone, texture, shape and form. They may explore and develop ideas by combining different areas of study e.g. 2D or 3D, drawing, painting, mixed media, collage and textiles. Art is a fascinating, challenging and exciting course which allows students to be creative and independent; they will produce work they have designed themselves based on their research into a set theme or topic. Students own personal interests in Art will be encouraged. Course Structure Coursework Component 1 : Portfolio of work Two projects, 60% of final grade Exam Component 2 : Externally set assignment, 40% of final grade Coursework and exam are assessed in the same way. There are four Assessment Objectives each with equal marks. - AO1 Analysing works of art - AO2 Developing design ideas - AO3 Recording observations - AO4 Creating a final piece of artwork Additional Information and who to contact At the end of the course an exhibition of students work will take place in school; this event will be a celebration of the achievement and progress made in the course. Students may wish to visit the Art department to look at current GCSE work on display. Students interested in the general Art and Design GCSE and wish to ask further questions should see any of the Art teachers in the department. Students interested in the Textile Design GCSE should see Ms Hudson in P12

16 Music 2 different courses are offered by the music department: GCSE Music and Btec Level 2 First Award in Music (Production). Whichever option you choose, studying music allows you an opportunity to take part in a practically based subject, explore new and different styles and develop your creativity. Music qualifications are highly regarded by higher education and employers alike as musicians are trained to work methodically and to be self-disciplined. In addition to developing music-based skills, students also develop many general skills such as creativity, independent learning, research, teamwork, planning and problem solving. Music GCSE This is a course for people who already enjoy playing an instrument or singing. You will have the chance to develop your performance skills, create your own music and broaden your listening skills by investigating new styles and composers. This course can lead on to studying either Btec Level 3 Music (Performing) or A Level Music Technology. Pupils on this course will receive free lessons on their instrument or voice within school in addition to their usual GCSE lessons to allow them to prepare for the performance component. It is also recommended that pupils take part in one of the bands/groups that meet and rehearse in the music department to help develop their ensemble playing. Topics The course is mostly practical based. You will develop performance work on your instrument or singing in weekly extra lessons as well as practical activities within the GCSE lessons. There are two set works that will be studies in depth as well as investigating music from four areas of study: Western Classical Tradition , Popular Music, Traditional Music and Western Classical tradition since You will investigate the pieces and styles musically as well as looking at the influences on the composers and understanding why the style developed. This will be done through both performance and analysis. Following on from these investigations you will create two pieces of music yourself, based on ideas that you have discovered. This may be done using your instrument or music technology. Course Structure Your grade is awarded through a combination of controlled assessment and an exam: Component 1 Understanding Music 40% - 1½ hour exam You will hear unfamiliar music from the four areas of study as well as the two set works that will have been studied during the course. You will be required to answer questions on the musical elements you can hear (melody, harmony, timbre, texture, tempo, and dynamics) as well as the context the music would be heard in. Component 2 Performing Music 30% - 4 minutes of performance. During the two years you will prepare a number of performances, both solo and ensemble (group) pieces. This will mainly be with your instrument/singing teacher. The final performance is recorded in school and sent to the exam board. Component 3 Composing Music 30% - 3 minutes of composition. You will be guided through the process of creating your initial idea, developing it into a full piece and producing a score and recording for it. One composition will be in response to a brief (idea) set by the exam board and the second is a free composition

17 BTEC LEVEL 2 FIRST AWARD in MUSIC PRODUCTION This course is for anyone who enjoys the technical aspect of music rather than playing instruments and performing. If you enjoy creating music on Garageband and would like to know how to use a recording studio then this is the course for you. However this isn t a purely technical course. You will also develop your creativity and listening skills both of which are essential for good music technologists. This course can lead on to studying A level Music Technology Topics You will develop your understanding of how Garageband works beyond the skills you developed in year 7 to 9. You will learn more technical skills and use these to develop your own remix. You will be guided through how to set up the recording studio, how to run a recording session and understand all of the equipment needed to create a quality recording. There is also an investigation into the music industry looking at the different organisation and roles and finally, working with your class, you will prepare and deliver a music product such as a CD recording or online product. Course Structure Unit 1 The Music Industry 1 hour exam. This unit looks at the different organisations and job roles in the industry. You will investigate how the organisations work, what they do, how they work together and the people that work in them. You will sit an exam in January of year 11 which is made up of multiple choice and short and long answer questions. Unit 2 Managing a Music Product - Assignment Work. During this unit you will work with your class to create a music product. This may be a recording of other people s performance work or an online product. Unit 6 Introduction Music Recording Assignment Work. The ability to create audio recordings is essential for anyone with a desire to work in the music industry in a technical role. In this unit, you will use music technology to create multi-track recordings. You will record from audio sources such as acoustic instruments, amplified instruments, electronic instruments and vocals. You will learn how to control the input signals from real sound sources using gain and microphone placement. Once the tracks have been recorded successfully, you will mix these sounds together into a finished recording. Unit 7 Introduction to Music Sequencing Assignment Work. During this unit you will develop your Garageband. You will learn how to create music using a variety of sources, including loops and software instruments. You will edit your music by the application of different processes such as quantisation, looping and note editing, and enhance the sound by the addition of appropriate plugin effects such as reverb, delay and distortion. You will then learn how to create a final mix that will become a completed audio file. If you need any more information about the courses offered or unsure which one is right for you then either see your music teacher or Miss Maltby

18 Dance GCSE This course is for students who love to create dance choreography and perform to others and who will want to develop their theoretical knowledge of dance. This course will help develop your confidence and self-esteem in your future career and be a strong pathway to A Level dance. This will allow you to progress into a dance or performing arts degree or audition for dance companies and private performing art schools to be a performer or a teacher. Performing Over the 2 years you will be able to develop your performance and expressive skills and support these with strong theoretical knowledge and understanding of dance. You will have the opportunity to dance in a duo or trio and as a soloist. You will work with some professional artists and take part in master classes with dance city and visit professional theatre performances. Composing You will be able to create your own original dance choreography to varied themes and use a diverse range of different styles and genres of dance. Theory GCSE Dance Anthology You will study 6 short professional dance works. You will explore the choreographic approach of the choreographer and the defining characteristics of each work. You will have the opportunity to explore a diverse range of different dance styles. Component 1 Performance and choreography Performance (30% of GCSE, 40 Marks) Set phrases through a solo performance Duet/Trio Performance Choreography (30% of GCSE, 40 Marks) You will choreograph a solo or group choreography for 2 to 5 dancers Total Component 60% Component 2 Dance Appreciation Written Examination Knowledge and understanding of choreographic processes and performing skills Critical appreciation of own work Critical appreciation of professional works Written exam 1 hour 30 minutes, 40% of GCSE, 80 Marks Questions will be based on students own practice in performance and choreography and the GCSE Dance anthology.

19 Drama GCSE Drama helps you develop new and existing skills in drama. This specification offers you the opportunity to specialise either as a performer or a technician. The course is an appropriate foundation for progression in Drama and theatre studies. This GCSE includes the following elements Creating devised drama (including the technical aspects) (40% of GCSE) Performing from a scripted play or realisation of technical skill. (20% of GCSE) Understanding Drama (Studying a play for a written exam) (40% of GCSE) The set plays (from which one is explored practically) include: Playwright Set play Arthur Miller - The Crucible Willy Russell - Blood Brothers John Buchan/Patrick Barlow - The 39 Steps Carl Grose (Kneehigh Theatre) - Hansel and Gretel Malorie Blackman/Dominic Cooke - Noughts and Crosses William Shakespeare - A Midsummer Night's Dream To complete the course you can either work as a performer (actor) or in a technical role in one of the following disciplines. Lighting design Sound design Set design Costume design Puppet design There are 2 main performances that require you to perform live in front of an audience one of which will be marked by an external examiner so you must be willing to rehearse and be prepared to perform or use your technical skills live. You will be working as part of a small group and you need to be willing to contribute to the devised piece which is internally marked and then moderated. If this course interests you please come and talk to Mr. Robinson for more details.

20 Design & Technology The following subjects are all under the umbrella title of Design and Technology: Design and Technology: Food Technology Design and Technology: Graphic Products NCFE Level 2 Certificate in Food and Cookery The main aim of the subjects studied in the Design and Technology area, is to allow students to combine their designs and making skills with knowledge and understanding from other subject areas including:- English Language; Mathematics The Sciences; ICT; and Art and Design in order that they can design and make quality products. Resistant Materials This course is concerned with the opportunities of designing, making and evaluating quality products fashioned from either wood, metals or plastics or a combination of these materials. Other materials and mediums can also be used in problem solving situations, and mechanisms and electronic components may also be included in designs. This is an excellent course for any students who wish to apply for apprenticeships in the building and Engineering Industries or for students who wish to pursue a career in Design and Architecture. Course Content Students will begin Year 10 learning about areas of design and making in industry. They will develop designing and making skills through short focussed tasks. These projects will prepare the students for the controlled assessment project. This controlled assessment task is worth 60% of their GCSE assessment. This work will start sometime around the Christmas when the students are still in year 10. Course Structure This consists of an extended project which includes a design portfolio and the production of quality product usually manufactured from wood, metal or plastic. This work is worth a total of 60% of the GCSE assessment. The remaining 40% is a written exam paper around the May time of year 11. There is only one level of entry for the exam. The course is designed to be an enjoyable experience for students which will teach them to work as part of a team and develop skills which will benefit them both in Sixth Form and in the Workplace. Students will also have access to skilled technical support throughout the course during practical activities. For any additional information contact Mr B Rushworth, Head of Resistant Materials Technology

21 Graphic Products Studying this subject will benefit students who are interested in design and may wish to study design in Sixth Form and University. The course is also good for anyone who may just have an interest in design. The subject will allow students to develop drawing and computer aided design skills. They will also be able to develop practical skills through creating 3D outcomes. Students will benefit through developing a whole range of designing skills. The course is designed to be interesting and informative with lots of opportunities to learn through practical experiences. Topics Students will begin Year 10 learning about design and design history. They will then develop drawing and designing skills. This will be taught through a series of Focussed Practical Tasks. The next part of the course will be concerned with looking at a mini design project. This project will be based around advertising and corporate identity. Students will then study another mini project which will look at Art Deco design. Students will be able to produce their own practical work based around this theme. Designing skills will then be developed further through more Focussed Practical Tasks which will lead into the Major Project which is the assessed part of the course and will count toward the final grade. Course Structure Coursework This consists of an extended project which includes a design portfolio and the production of quality product(s). 60% Terminal Examination Stepped question paper Part A is about Design and Make on a given product. Part B is a section on mixed general questions relating to topics taught throughout the course. 40% There is only one level of entry for the exam. The course is designed to be an enjoyable experience for students which will teach them to work as part of a team and develop skills which will benefit them both in Sixth Form and in the Workplace. Students will also have access to skilled technical support throughout the course during practical activities. For any additional information contact Mr Thompson, Head of Graphics

22 Level 2 Certificate in Food and Cookery This exciting new course is suitable for students who enjoy and are challenged by learning through hands-on, practical experiences. This GCSE (grades 4-9) equivalent qualification is designed for learners who have an interest in food and cookery in the context of cooking for health. It will provide students with experience of using different cooking techniques and methods to enable them to use these within further education, apprenticeships or simply for the enjoyment of cooking. The objectives of this qualification are to help learners to: prepare and cook using basic skills, understand food and its functions in the body and in recipes, understand balanced diets and modification of recipes for health and to plan and produce dishes for a given purpose. This course provides a good foundation for careers in Food Science, Product Development, Media, Teaching, Healthcare, Marketing, Nursing or the Hospitality and Catering industry. Learners who achieve this qualification could progress to A-Levels, Level 3 qualifications or other Catering qualifications such as a Diploma in Advanced Cookery. Course Structure There are 4 units which students must successfully complete, each is worth 25% towards the final mark. Three of these units are internally assessed through practical cooking and written tasks using Pass, Merit and Distinction grades by the course teachers and externally moderated by NCFE. The fourth unit involves a 2 hour external assessment (a written exam). All units must be passed to achieve the Level 2 qualification. Students are allowed two attempts at the Unit 3 externally assessed written exam. There is the option of entering some students for the Level 1 qualification, if necessary, as an alternative (GCSE equivalent grades 1-3). Topics Unit 1: Preparing to cook. HACCP, how to carry out a risk assessment, uses and types of equipment and utensils, the purpose of recipes, how to follow recipes and demonstrate various cooking skills. Unit 2: Understanding food. The Eatwell Guide, seasonality (low-cost seasonal ingredients), social issues such as Fairtrade, sensory and environmental factors such as food miles and transportation costs. Unit 3: Exploring balanced diets (WRITTEN EXAM) Covers balanced diets, nutrients and nutrient requirements, diet through life, factors that influence nutrient requirements, food labels, recommendations on how to improve diet and explain current healthy eating advice and practical experience of modifying/ adapting recipes to make them healthier. Unit 4: Plan and produce dishes in response to a brief. Research different occasions, types of menus, select a menu and possible dishes, produce a production plan/ time plan, carry out sensory evaluation and consider hygiene and safety. Additional Information & Who to Contact Students will need to have a genuine interest in the subject which deals with all aspects of food and how to prepare and present it. There are written tasks as well as practical activities as a portfolio of evidence must be produced. Students will need to be prepared to organise ingredients for the many and varied practical sessions and it is important to be willing to use a variety of ingredients as well as trying new recipes. For more information about this course, speak to Ms Scott (Head of Food Technology) or Miss Garner.

23 Level 2 ECDL in ICT ICT empowers students for their future in commerce, industry, college and university. With advanced skills in the use of Information Technology students will be more attractive to employers and educators and better enabled to exploit the advantages of our increasingly digital world. ECDL Certificate in IT Level 2 (equivalent to GCSE) ECDL is recognised and valued by organisations around the world as the benchmark in IT user competence. ECDL teaches students how to use a computer confidently and effectively, building a more productive, efficient learner and encouraging problem-solving, creativity and communication. The qualification is made up of 4 units which are; Word processing, spreadsheets, presentation software and how to be more productive using IT. Each unit is assessed through a practical online test. All pupils will be given the opportunity to achieve this qualification during Year 10 and Year 11. Time will be allocated to this qualification on a carousel basis with PSRE. If you require further information contact: Mr Tait (Room S14)

24 Business Studies The aims of this course are to provide you with an insight into how businesses are set up, how they are organised and what makes them successful. Within the course you will study a wide range of business organisations, including Nissan, Primark and Newcastle United, and develop some really useful transferable skills. Why study BTEC Business Studies? We are all affected by and depend on business in our everyday lives. Through studying this course you will gain an insight into how the business world operates. You will study the essential characteristics needed to be a successful entrepreneur and will investigate the challenges and opportunities faced by new business start-ups. You will explore the different functional areas in business including Finance, Marketing, Human Resources and Operations Management and how these influence and are influenced by business growth. The business class does not only learn about business in the classroom but they also visit some local organisations to gain hands on experience. Where will Business Studies take me? Business Studies is an exciting and dynamic subject that is relevant to the world of work and employers really value the qualification. There are real opportunities to progress in education or employment as you will gain valuable transferable skills through the variety of assessment methods employed throughout the BTEC course. When you leave school and wish to get a job, you will understand a little more about the way a business works. If you choose not to become an employee, you will perhaps have the skills and knowledge to start your own business. If you choose to continue your business education after successfully completing your BTEC you can stay on at Heworth Grange sixth form or go to college to study BTEC Level 3 Business or A Level Business. Topics The BTEC First Award in Business course covers the following areas of study: Unit 1 Enterprise in the Business World This unit explores what businesses do, trends that affect them, how they operate and the factors that influence their success. You will explore different types of business ownership and how these relate to the size and scale of a business, as well as how the type of ownership impacts on the responsibilities of the owners of a business. You will investigate what businesses do by examining the aims and objectives they set, the importance of knowing their market and understanding the influence of their stakeholders. You will then plan an idea for a realistic business start-up in your local area, based on your research, select a format and then present the business model and plan. Unit 2 Finance for Business In this unit, you will explore the types of costs that businesses incur, from the initial start-up costs involved in setting up a business to the ongoing daily costs of running the business. You will then explore the ways in which the sale of products and services generates revenue, so that you can develop your understanding of profit. Next, you will examine how businesses plan for success and learn about the techniques used to assist the planning process. In particular, you will learn how to calculate the break-even point the point at which sales equal costs (fixed and variable). You will be introduced to the benefits of breakeven analysis to ensure that a business knows how and when to prevent losses. In addition, you will learn how to use

25 budgets and cash flow forecasts to deal with these important issues. The final part of the unit explores the ways in which businesses measure success and identify areas for improvement. You will understand how gross profit and net profit are calculated and you will learn about the relationship between sales, cost of sales and gross profit. You will analyse key financial statements (e.g. profit and loss accounts, balance sheets) and review their importance in the successful financial management of a business. Unit 3 Promoting a Brand In this unit, you will find out what it takes to build a brand and what a business has to consider when planning brand development. You will investigate the importance of branding to a business, the types of branding that are available and why businesses need to review and update their brands. You will consider the important role of promotion and its place within the marketing mix and discover that promotion is a communication process, involving the sending and receiving of messages via a particular medium. The total communications programme is called the promotional mix and involves a blend of advertising, direct marketing, personal selling, sales promotion and public relations. You will investigate the different elements of the promotional mix and begin to understand why careful planning of the promotional mix is essential if a brand is to be successful. You will review branding methods and techniques and consider how businesses promote their brand images. You will be encouraged to think of ideas for a brand and gain skills in developing promotional activities such as objective setting, selecting an appropriate promotional mix and justifying the choices you make when planning a promotional campaign for a brand. Unit 8 Recruitment, Selection and Employment In this unit you will be introduced to the variety of job roles that exist within businesses and the various functions that are performed by individual roles, as well as the types of organisational structures used in businesses. You will discover that there are a number of important roles in any business which have to be performed effectively for that business to be successful. Businesses use person specifications and job descriptions to ensure that they recruit the best people to fill job vacancies. You will be given the opportunity to complete these important documents for given job roles and will also have the opportunity to complete an application and an interview for a specific job role. You will also consider how to prepare for interview and employment and the necessary steps for career planning by producing your own career development plan. Course Structure and Assessment All students undertaking the BTEC First Award in Business will complete one externally assessed examination (unit 2) and three controlled assessments (units 1, 3 and 8). If you require further information contact: Miss McMahon (Room YO1)

26 Travel & Tourism What does it take to be a successful travel agent, tourist information representative, cruise ship steward, cabin crew or museum marketer? The thriving travel and tourism industry provides exciting opportunities requiring a wide range of skills including self-management, team working, business and customer awareness, problem solving, literacy, numeracy, IT and communication skills. BTEC Firsts in Travel and Tourism provide a practical, real-world approach to learning and develop specific knowledge and skills learners need to work successfully in the industry, such as: Understanding travel and tourist destinations and investigating the appeal of UK tourist destinations Presenting information about the key developments over time and how they have moulded and influenced UK travel and tourism into the sector it is today Developing business and customer awareness by understanding the importance of customer service to travel and tourism organisations. Learners will also be able to present their work in a variety of ways, including: Producing leaflets and posters Taking part in role-plays and discussions Face-to-face or audio-visual presentations Business reports Course Structure and Assessment The table below outlines the units that will be covered in the BTEC Travel and Tourism course, their key learning aims and how they will be assessed. Unit Title Learning Aims Assessment Method To understand the UK travel and tourism sector and its External importance to the UK economy. To know about the 1 hour exam industries, and key organisations, within the travel and tourism sector, their roles and interrelationships. Unit 1 The UK Travel and Tourism Sector Unit 2 UK Travel and Tourism Destinations Unit 4 International Travel and Tourism Destinations Unit 6 The Travel and Tourism Customer Experience To know UK travel and tourism destinations and gateways. To investigate the appeal of UK tourism destinations for different types of visitors and plan UK holidays to meet their needs. To know the major international travel and tourism destinations and gateways. To investigate the appeal of international travel and tourism destinations to different types of visitor and be able to plan international travel to meet the needs of these visitors. To investigate travel and tourism customer service and understand its importance. To explore the needs and expectations of different types of customer in the travel and tourism sector. If you require further information contact: Miss McMahon (Room YO1) Internal Coursework Internal Coursework Internal Coursework

27 Media Studies Media Studies attracts an increasingly large number of students every year because it makes learning interesting, challenging, creative and fun. It s vitally important for young people to understand the media-saturated world in which we live as media impacts every aspect of our 21 st century existence. We encourage young people to become critical thinkers and due to the high proportion of practical work, they also become highly competent in using a wide range of ICT meaningfully. What is offered by the Media Studies Department? Extensive and up-to-date coverage of media theory and practice. Practical work which integrates theory and practice. A choice of assignments for production and pre-production. The chance to study a wide range of media (Film, TV, Newspapers, Magazines, Radio, Music Industry, New Media Technologies). Opportunities to learn about real media products and industries. Opportunities for everyone to reach their maximum potential as high achieving students can be entered for the Double Award. Your grade will be split between coursework and an exam at the end of Y11. The topic of this exam changes each year but it will not be related to topics that you have studied earlier in the course; however, you will be able to apply some of the skills and critical thinking that you have developed. The coursework consists of THREE assignments. The first will involve a critical analysis of a media text and the creation of a storyboarded sequence that will reflect what you have learned. The second will look at the way a media text is promoted and will involve a written evaluation of the effectiveness of two methods of promoting the same media text; students will create a storyboard sequence for a trailer and a poster using Adobe Photoshop. The third will see students create four or more pages of a magazine, using original images manipulated on Photoshop. As preparation, students will be expected to research magazine layout and audience to make their final production effective. This will be accompanied by a written analysis of how your magazine appeals to its audience and of how you constructed it How will I know whether this is the best course for me? Our best advice is to talk to our Year 10, Year 11 and A Level Media Studies students. You can always come to talk to Media Studies teaching staff in PO6 if you d like to find out more and see some of our work. What experience do I need? None. On the other hand, having a creative mind, talent at art and the ability to write analytical essays for English, will certainly help. While we aim to have a certain amount of fun during the course, the work is demanding and you will certainly have to do some of the practical work outside of lesson times, though PO6 is always available after school. What we don t do I m afraid that we don t sit around watching films, so if that s what you expect, DON T choose Media. You ll only be disappointed. Media Studies is a successful course, but only because people work hard. We have an excellent blog that serves as a resource base and display place for GCSE work:

28 PE CORE PE Physical Education is a compulsory subject in the National Curriculum and as such is undertaken by all pupils in KS4. It is therefore essential that suitable sportswear and appropriate footwear is brought to lessons thus allowing pupils to participate in their activities. The school PE uniform of PLAIN NAVY remains the requirement from Year We offer a very wide range of sports:- Net Games - Badminton, Volleyball, Tennis, Table tennis; Team Games - Football, Basketball, Rugby, Netball, Hockey; Striking/Fielding Games - Softball, Rounders, Cricket, Golf; Athletic/Fitness Activities - Athletics, Rowing, Circuit Training, Aerobics, Yoga; Gymnastic Sports - Gymnastics, Trampoline; Alternative games Dodgeball, Rock-it-ball. A degree of choice in selecting which activity pathways to follow is usually possible, with the aim of ensuring pupils are well motivated to enjoy participation, to progress in their chosen activities and to develop healthy active lifestyles. BTEC Sport and GCSE PE There is also the option to study for a qualification in either BTEC Sport or GCSE PE - students opting for this subject will be assigned to one or the other, based on their academic ability, practical performance levels and general commitment to PE and Sport. Classes will be taught separately as the courses are different in format and content. BTEC Sport GCSE PE Course Content Fitness for Sport and Exercise; Practical Sports Performance; Anatomy and Physiology; and Training for Personal Fitness. The human body and movement; Socio-cultural influences and wellbeing; practical performance in three different sports; and analysis and evaluation of performance. Course Structure An on-line exam worth 25% - plus three written and practical assignments worth 75%. Resits and work resubmissions are possible if necessary to achieve the required standard. Classroom-based theory work towards two final written exams worth 30% each - plus teacher assessed practical performance and coursework worth 40%. Additional Information & Who to contact If more information is required, or to discuss which of the qualifications you would be eligible to follow, see current subject teacher and/or Head of Department, Mr Tellyn. Students achieving a Distinction at BTEC or a high grade at GCSE, may consider continuing to study PE and Sport at AS/A2 level at Heworth. This may in turn lead to a sports science or sports coaching degree, with a view to a future career in the sports industry.

29 Health & Social Care The Edexcel BTEC Level 1/Level 2 First Award in Health and Social Care has been developed to provide an engaging introduction to the sector for learners aged 14 years and above. It has been designed primarily for young people aged 14 to 19 who may wish to explore a vocational route throughout Key Stage 4, but it is also suitable for other learners who want a vocationally focused introduction to this area of study. It has been developed to: give learners the opportunity to gain a broad understanding and knowledge of the health and social care sector give learners a more focused understanding of health and social care through the selection of optional specialist units give learners the opportunity to develop a range of personal skills and techniques, through the selection of units that are essential for successful performance in working life give opportunities for learners to achieve a nationally recognised level 1/level 2 health and social care qualification support progression into a more specialised level 3 vocational or academic course or into an apprenticeship. Course Structure The Edexcel BTEC Level 1/Level 2 First Award in Health and Social Care has core and optional specialist units. Learners must complete the two core units, and a guided choice of two optional units. This BTEC First Award has a unit that is assessed by Edexcel (external examination) and three units that are assessed by the subject teacher (internal assignment based). Unit Title Learning Aims Assessment Method Core Units Unit 1 Human Lifespan To explore human growth and development External Development across life stages. To investigate factors that affect human growth (1 hour exam) Unit 2 Health and Social Care Values Optional Units Unit 3 Effective Communication in Health and Social Care Unit 8 Individual Rights in Health and Social Care and development and how they are interrelated. To explore the care values that underpin current practice in health and social care To investigate ways of empowering individuals who use health and social care services. To investigate different forms of communication. To investigate barriers to communication in health and social care. To communicate effectively in health and social care. To investigate the rights of individuals using health and social care services To examine the responsibilities of employers and employees in upholding service users rights in health and social care. If you require further information please speak to Miss Pickford heworth.hsc@gmail.com and follow our twitter Internal Internal Internal (Room P15) or