Contents. Information on Subjects:

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3 Contents Introduction 1 Choices for the Future 1 Some Useful Advice for Students 2 Vocational Courses 2 GCSE Courses 2 Progress File 2 Looking Forward to Post 16 3 Information on Subjects: GCSE English 5 GCSE Mathematics 7 GCSE Science 8 The Certificate of Personal Effectiveness 9 Religious Education 9 Physical Education 10 GCSE Welsh 11 GCSE Modern Languages 11 GCSE History 12 GCSE Geography 13 GCSE Home Economics : Food 14 GCSE Home Economics : Child Development 14 GCSE Product Design Technology 15 QCF Pathways L1/L2 in Engineering 16 GCSE Music 17 GCSE Drama 17 GCSE Business 18 GCSE Art & Design 19 GCSE Physical Education 20 ICT Cambridge National Level 2 21 The Welsh Baccalaureate 22

4 Year 10 Choices for Considerable time and thought has been given to the preparation of the choice scheme for those students who will be in Year 10 in 2017/2018. Students and parents are now asked to complete their choices form by Friday 10th March. The Year 10 Curriculum has been constructed to take account of the requirements of the National Curriculum. There is a compulsory element, the core that is English, Mathematics, Science, Religious Education, Welsh, Careers Education and Physical Education. In addition there is a choice element from which students and parents are asked to choose. It is essential that this choice is made now so that a timetable can be constructed for 2017/2018 which will allow students to follow courses of their choosing. If you have any queries or problems when making your choice then please do not hesitate to seek advice from Mr R Chesters. Choices for the Future At 13/14+ you have to take some very important decisions. The main choice you have to make at this age is to decide what subjects you will study during the next two years leading up to public examinations e.g. GCSE and Entry Level. The decisions you take will have an impact not only for the rest of your time at school but also for your future life. Are some subjects more useful than others? It is true that many employers are interested in how well you do in the core subjects English, Maths and Science and that specific subjects are needed for certain careers. But it s also true that all the subjects you choose will be equally important parts of your balanced course. Which subjects will I really need? There isn t a standard answer to this one it depends on you and your thoughts on your future plans. You will be able to answer the question when you have a clearer idea of those possible future plans. Finding written information When you need written information about courses and careers, head for the careers section, situated in the school library. You can also access information online at Will my subject teachers help me? YES. Ask them how well you are expected to do in that subject. Ask them about the course and the examination at the end of it. Ask them about careers using that subject. Will my careers teacher help me? YES. Ask how to find the information you want. Ask what courses and jobs your choices may lead to. Ask how else you can be helped in the future. Will other people help me? YES. Friends, relatives, visitors to the school and people you meet on school visits but remember the golden rule, double check everything you find out just to be sure. Now comes the crunch! After all the reading, talking, finding out and discussion, the choice has to be made! Only you can make it! You have the information you need; now you must draw it all together. You must be guided by your strengths, your interests and your motivation. It is vital that you take the option choice very seriously as it is going to have an obvious impact on the range of careers open to you. 1

5 Some Useful Advice for Students 1. DO NOT be satisfied until you fully understand the booklet and what you are being asked to do. Read it again. 2. DO NOT choose a subject because your friend is doing so. The combination may not suit you. 3. DO NOT choose a subject simply because you like or dislike the subject teacher. The teacher will probably change in Year 10 and 11. The subject is what matters most. 4. If you have a particular career in mind then go and see the Careers Wales advisor about subject requirements. 5. If you require further information on a particular course go and see the subject teacher concerned. Vocational Courses These are a new set of courses that we now offer at Ysgol Treffynnon. They are vocational courses and have closer links to the world of work. The BTECs offered in Year 10 are equivalent to GCSE courses. GCSE Courses Most GCSE subjects have tiered papers. This means that teachers have to decide what types of papers to enter individual students for. For example, in English students will be entered for either Foundation Tier where the expected level received will be grades C-G or the Higher Tier where students may gain a grade between A*-D. Foundation Tier is equivalent to a Level 1 qualification, Higher Tier is equivalent to a Level 2 qualification. If students fail to gain the lowest level within a tier, they will not get a qualification in that subject. More details about these issues will be found in the subject entries. Progress File Every student now receives a Progress File at the end of Year 11. The Progress File develops selfawareness and involves students in activities to reflect on and review their own learning. It encourages students to set and to take ownership of targets as well as to action plan in order to improve. It s seen as a means of raising achievement, promoting effective learning and considerably increasing our students opportunities for employment and further education. The Progress File will contain a brief personal reference from the school, an interest and achievements page produced by the student and their own personal statement. The File may also contain a Work Experience/Compact report, a Careers Wales Action Plan and certificates. 2

6 Looking Forward to Post 16 Some subjects, particularly Science and Languages, build up through GCSE to Advanced GCE or BTEC qualifications. If you already know what you want to take (i.e. if you have a strong leaning towards and ability in Maths/Science or towards Art Subjects) then you should be okay, but if you are not sure, the safest investment is a good balance of subjects. Coleg Cambria - Course Entry Requirements for AS Levels Entry Essential Requirements for All AS Level Students A minimum of 6 full course GCSE s Grade C or above, including: a Grade C or above in one of GCSE English or GCSE English Language (GCSE English Literature is NOT a substitute) or the specific requirements outlined in the table below for every subject. Please note: Where GCSE Maths Grade C or above is not a requirement of the individual AS subject, students with a Grade D or lower are required to undertake GCSE Maths during their course to enable appropriate progression to higher education or employment. All AS Level students will undertake at least 3 AS Level subjects (with the WBQ). 4 AS Level subjects may be taken where a student has at least 5 full course GCSEs at Grade A or better and 2 full course GCSEs at Grade B or better. Only in exceptional circumstances may a student undertake 4 AS Levels then 4 A2 Levels. See Appendix 1 for new GCSE England grade equivalents: SUBJECT Art & Design Biology Business Studies Chemistry Computer Science Cymraeg 2nd Language ESSENTIAL REQUIREMENTS (GRADE C OR ABOVE IN SUBJECT AREAS Grade B in an Art & Design related subject. Science Grade B and Additional Science Grade B or Biology Grade B/Maths or Maths Numeracy Grade B or above. Maths or Maths Numeracy at Intermediate/Higher Tier. Science Grade B and Additional Science Grade B or Chemistry Grade B/Maths or Maths Numeracy Grade B or above. Maths or Maths Numeracy Grade B or above. Welsh 2nd Language. Drama & Theatre Studies Economics English Language English Language Grade C. English Literature English Literature Grade C. Drama/Expressive Arts Grade C or above. However, no previous experience in performing in recommended although not mandatory. Economics Grade C or above. However, no previous experience necessary. Maths or Maths Numeracy at Intermediate/Higher Tier. French Geography Government & Politics History ICT French Grade A/A* or B preferred. Geography or Humanities or Environmental Science. Geography Grade B or above. Science Grade C is desirable. Maths/Maths Numeracy at Intermediate/Higher Tier. No previous experience necessary. Grade B in English Language preferred. History or related subject. Grade B in English Language. Not required. Can be taken alongside AS Computer Science. 3

7 SUBJECT ESSENTIAL REQUIREMENTS (GRADE C OR ABOVE IN SUBJECT AREAS Law Mathematics Further Mathematics Media Music Physical Education Physics Product Design Psychology Religious Studies Sociology No previous experience necessary. However, Law Grade C or above if taken. Maths Grade B or above on Higher Tier. Maths Grade A on Higher Tier. Previous experience in Media Studies is recommended although not mandatory. However, Media Studies Grade C or above if taken. Music A*/A or B Grade preferred or Grade 5 Theory. Where a student does not have paper qualifications they must meet Tim Jones to discuss. An essential requirement is practical participation in at least one sport at club level. Study at GCSE not essential, but if taken at least Grade B or above. Science Grade B and Additional Science Grade B or Physics Grade B. Maths or Maths Numeracy at Grade B or above. Essential to have studied GCSE Design & Technology at Grade B. BTEC Engineering is not acceptable as a substitute. No previous experience necessary. However, Psychology Grade C or above if taken. Maths or Maths Numeracy at Intermediate/Higher Tier. RE Grade B. If Full Course not followed, Short Course will be accepted. Grade B at English Language is recommended. No previous experience necessary. However, Sociology Grade B or above if taken. English Language at Grade B or Grade B in a literacy based subject such as History, English Literature, Religious Studies. 4

8 English Language/Literature - WJEC - GCSE ENGLISH LANGUAGE GCSE AND ENGLISH LITERATURE GCSE WILL-I-AM PUNCTUATION SAVES LIVES! Let s eat Grandma! Let s eat, Grandma! All students are entered for GCSE English Language. This is an important qualification to achieve; most employers are keen to recruit people who are able to communicate effectively and accurately when speaking, listening and writing. This is a new specification which has one tier of entry: everyone sits the same examinations. GCSE English Literature is an optional qualification suitable for pupils who love to read and who appreciate good literature. If you dislike reading, this is not the qualification for you as there will be lots of it! If you have a Minimum Expected Level of 6 in Year 9 and you are on target to achieve or surpass that level then this optional subject could be for you! GCSE ENGLISH LANGUAGE This consist of three units: UNIT 1: Non-examination assessment - Oracy 20% Task 1 (10%) - Individual Researched Presentation - 40 marks One individual, researched presentation, which may include responses to questions and feedback, based on WJEC set themes. Task 2 (10%) - Responding and Interacting - 40 marks One group discussion to written and/or visual stimuli provided by WJEC to initiate the discussion. UNIT 2: External assessment Reading and Writing: Description, Narration and Exposition (40%) (2 hours) Section A (20%) - Reading - 40 marks Understanding of at least one description, one narration and one exposition text, including continuous and non-continuous texts, assessed through a range of structured questions. This section will also include an editing task focusing on understanding short texts at word, sentence and text level (2.5% of qualification total). Section B (20%) - Writing - 40 marks One writing task to be selected from a choice of two that could be either description, narration or exposition. This section will also include one proofreading task focusing on writing accurately (2.5% of qualification total). 5

9 UNIT 3: External assessment Reading and Writing: Argumentation, Persuasion and Instructional - 40% (2 hours) Section A (20%) - Reading - 40 marks Understanding of at least one argumentation, one persuasion and one instructional text, including continuous and non-continuous texts, assessed through a range of structured questions. Section B (20%) - Writing - 40 marks One compulsory argumentation writing task and one compulsory persuasion writing task. Half of the marks for this section will be awarded for communication and organisation (meaning, purpose, readers and structure) and the other half for writing accurately (language, grammar, punctuation and spelling). GCSE ENGLISH LITERATURE There are two tiers of entry for this qualification: Higher, A*-D and Foundation, C-G. UNIT 1: Prose (different cultures) and poetry (contemporary) External Assessment: 2 hours - 35% of qualification - 50 marks; 70 UMS January and June Section A 21% (Individual texts in context) Different Cultures Prose: Of Mice and Men (Steinbeck) Section B 14% (Comparative Study) Contemporary: Unseen poetry comparison, the preparation for which will include the study of contemporary poems. UNIT 2b: Contemporary drama and literary heritage prose External Assessment: 2 hours - 40% of qualification - 60 marks; 80 UMS June Contemporary Drama: A view from the Bridge (Miller) English/Welsh/Irish Literary Heritage Prose: A Christmas Carol (Dickens) UNIT 3: Shakespeare and Welsh Writing in English Non-examination Assessment - 25% of qualification - 48 marks; 50 UMS June Section A: Shakespeare (12.5%) A play by Shakespeare chosen by the centre (but not Othello or Much Ado About Nothing). WJEC will set a generic task on a specific theme which centres may use or modify. Section B: Welsh writing in English (12.5%) Stipulated poetry from the Library of Wales anthology Poetry : One Hundred Poets from Wales. Candidates study fifteen specified poems listed for the chosen theme. WJEC will set generic tasks on the theme. Centres may use or modify one task. Centres must ensure that the task requires comparison of at least two poems. For further information, please contact either Mrs Stamatiou, Mrs H Jones or Mr T Hopkins. 6

10 Mathematics - WJEC - GCSE Mathematics stays as a compulsory subject for all learners throughout Year 10 and 11. It is increasingly important for everyone to gain at least a basic knowledge of mathematical skills, and to have the confidence to use these skills in a variety of situations including real life problems. Employers and colleges like their recruits to have Mathematical skills and qualifications. Learners are placed on courses that best suit their ability and aptitude. Initial setting in Year 10 is based on the levels achieved at Key Stage 3 and the National Numeracy tests. The courses offered lead to two GCSE qualifications, Numeracy and Mathematics, at one of three tiers from the WJEC examination board. Higher Tier: Grades A* to C Intermediate Tier: Grades B to E Foundation Tier: Grades C to G The Higher and Intermediate Tier examinations are each 1 hour 45 mins in length, with the Foundation Tier examinations slightly shorter, at 1 hour 30 minutes. The pupils will sit all examinations in Year 11 spread over two exam sittings in November and June. Examinations will consist of questions on Algebra, Number, Geometry and Measure, Handling data and problem solving. There have been an increasing number of Real Life problems such as household bills written into recent examinations, therefore I recommend involving learners at home when dealing with anything mathematical. There are also marks on examinations for The Quality of Written Communication so it is very important that each learner has sufficient Literacy skills. 7

11 Science - WJEC - GCSE GCSE Science (Double Award) YEAR 10 The majority of students follow this course. It is a double award qualification and follows WJEC specification. Studying GCSE Science (Double Award) provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world s future prosperity. Students will be taught essential aspects of the knowledge, methods, processes and uses of science. It covers all aspects of a good science education. There are eight exam based units: Biology 1, Chemistry 1, Physics 1, and a Practical exam. Biology 2, Chemistry 2, Physics 2 and a Practical exam. Units assessed in Year 10 Biology 1 Chemistry 1 Physics 1 are assessed in Year 10 through a 1 hr 15 min written paper in June. Each paper is worth 15% of the qualification and is available at Foundation and Higher Tier. Practical Assessment is externally assessed. It is worth 10% of the qualification and will take place in the first half of the spring term (January-February). This is an untiered assessment. YEAR 11 Units assessed in Year 11 Biology 2 Chemistry 2 Physics 2 are assessed in Year 11 through a 1 hr 15 min written paper in June. Each paper is worth 15% of the qualification and is available at Foundation and Higher Tier. Practical assessment is externally assessed. It is worth 10% of the qualification and will take place in the first half of the spring term (January-February). This is an untiered assessment. 8

12 The Certificate of Personal Effectiveness Since September 2008, we have offered the opportunity for some pupils to follow a broader alternative range of options comprising the extended curriculum. Students will study English, Maths and Science for examination and they will opt for 2 GCSE courses described in the booklet. Pupils choosing the CoPE curriculum will follow a more practical programme of study. The CoPE course is designed to meet the needs of those students with Additional Needs. The course is based upon challenges, which vary from classroom based activities to adventurous outdoor activities. It is essential for students to participate in all activities provided as these contribute to the qualification. All challenges serve an educational purpose; they have a recurring focus and contribute to the portfolio of evidence which is submitted for moderation. Evidence of planning, participation, annotated notes and reviewing are required. Therefore, ICT skills, presentation, organisation and oral skills are essential for the CoPE course to be completed successfully. More information can be obtained from Miss M Jones. Religious Education In Years 10 and 11 students will follow a wide and varied course which relates religion to life. It is hoped that pupils will, throughout their two years of study, raise their levels of awareness and understanding of what it means to be religious in the 21st Century. This is achieved via the use of a variety of media, from written and creative, to discursive and use of audio-visual stimulus. It is a course which is designed to encourage active and investigational participation so that it has relevance to the individual. This is a non-examinable course but it has always been worthwhile and the school is legally obliged to provide Religious Education to all pupils. In some cases where appropriate the GCSE short course GCSE Religious Studies can be followed and this can allow for examination entry. The following topics are studied in Year 10 and 11 in a way which links them together. They are outlined below in a way which makes clear the particular areas of study, each of which are interrelated and presented against a religious background. Personal Relationships This includes a brief discussion of issues of a moral nature concerning sexual ethics. Emphasis is placed on providing a healthy framework for pupils to consider for later life via study of religions, teaching about family life, community life and personal relationships. Drugs, Alcohol and Obsessions In an age when drugs of all kinds are seemingly all around, this area of study aims to provide pupils with skills and attitudes which will enable them to resist social trends and pressures in a considered manner through a study of what religion teaches about life and the alternatives to succumbing to perceived pressures to conform. 9

13 The World about us An area of study which endeavours to provide students with an opportunity to consider ultimate issues. The aim is to provide a forum for bringing together a variety of thoughts and experiences from other topics previously studied. Records of performance and attitude are kept on all students and school reports are completed on them by teachers attached to the department. Physical Education At Key Stage 4 Physical Education remains compulsory and will involve students in the continuous process of Planning, Performing and Evaluating. Throughout Years 10 and 11 students will be expected to participate in frequent physical activity conducive to a healthy and active lifestyle. A new format for Year 10 and Year 11 activities is now in place and students may choose the activities they wish to do. The areas of activities are: Games Gymnastic Activities Athletic Activities Swimming Activities Throughout the Key Stage and in each area of activity students will be expected to demonstrate the following: an increased refinement in technique; a more consistent and effective performance; co-operation with others to refine and adopt performance; undertake a variety of roles i.e. performer, coach, official; evaluate performance using relevant technical terms; regular participation in health-promoting activity and an understanding of the principles used to prepare and monitor an exercise programme for a healthy lifestyle. At the end of the Key Stage each pupil who has satisfied the department s criteria on attendance, participation, attitude and presentation will be awarded a certificate which will be included in his/her Progress File. 10

14 The new Full Course aims to provide pupils with opportunities to develop skills in using the language for effective and purposeful communication and to foster an appreciation of the Welsh language and culture. It is strongly recommended for students who wish to pursue a career in Wales in fields of work such as local government, public services, the health service, media, tourism or education. The Full Course also represents a full GCSE. In the Full Course programme of study, students are expected to complete controlled assessment tasks which contribute towards their overall GCSE grade. ASSESSMENT % Speaking 30% Listening 20% Writing 25% Reading 25% There are 3 broad themes: Cymraeg Ail Iaith - WJEC - GCSE Employment Wales and the Word Youth Modern Foreign Languages - WJEC - GCSE This new course aims to enable students to develop their ability to make themselves understood by native speakers in speech and writing and to understand native speakers and written and spoken material in French. (The Department makes use of the internet and authentic texts to achieve this aim). Students work towards the balanced development of the four skills of listening, speaking, reading and writing. Learners should recognise that their linguistic knowledge, understanding and skills help them to take their place in a multilingual global society and also provide them with a suitable basis for further study and practical use of the language. Syllabus content Four topic areas are covered during the course, through which the students develop their understanding of the foreign language: The local community e.g hometown, education, local facilities The wider world e.g travel and holidays, media Personal and social life e.g self, family, friends, fashion, future plans The world of work e.g work experience, part time jobs, career plans 11

15 Within these topic areas students will learn how to cope with most everyday situations which might occur in French speaking countries or when dealing with native speakers. They will also be developing their ability to become more independent learners and so building a firm base for further study in the language. English is not enough. It s important that you learn to speak to and understand other people no matter where they are from. A GCSE in a language will help you get into university. Learning a language will make you more employable. History Specification A - WJEC - GCSE GCSE History provides a broad and coherent course of study. There are four units taught over two years. It ensures the study of: History on different timescales including short, medium and longer term History in varying geographical contexts including local, Welsh, British and wider world History across three historical eras UNIT 1 Wales and the Wider Perspective: The Elizabethan Age hour written examination - 25% of qualification - 50 marks This option focuses in depth on selected themes and issues relating to the history of the Elizabethan Age, from Students will be required to consider the major influences on political and social life during the period as well as the issue of religious controversy. Students should understand how the experience of people within Wales at this time was distinctive but also that this can reflect the wider relationship with Britain. Students should develop an awareness of how aspects of life in this period have been represented and interpreted and they should also address the key questions in each topic area using a range of historical sources. UNIT 2 History with a European/World Focus: Germany in Transition hour written examination 25% of qualification - 50 marks This option focuses in depth on selected themes and issues relating to the history of Germany from Students will be required to consider the impact of the First World War on Germany, the recovery of the Weimar Republic, the factors which led to the rise of the Nazis and the impact of the Nazi regime upon the lives of the German people. Students should develop an awareness of how aspects of life in Germany in this period have been represented and interpreted and they should also address the key questions in each topic area using a range of historical sources. 12

16 UNIT 3 Thematic Studies from a Broad Historical Perspective: Changes in Health and Medicine c.1340 to the present day 1 hour 15 minutes examination - 30% of qualification - 60 marks This option focuses thematically on the main trends in the history of health and medicine in Britain from c.1340 to the present day. Students will be required to consider the causes, treatment and prevention of illness and disease, advances in medical knowledge, developments in patient care and advances in public health and welfare over time. Students will also be required to examine the major political, social, economic and cultural perspectives which have contributed to the development of health and medicine from c.1340 to the present day. The impact of changes in health and medicine in Wales will be highlighted within the wider context. Students will investigate an historic site connected with this theme. UNIT 4 Controlled Assessment - Working a an Historian (NEA) Non-examination assessment - 20% of qualification - 40 marks If you wish to know any more about the course, please ask your History Teacher or Mrs Henry. The GCSE course in Geography is comprehensive in its coverage of the subject area and in the skills which it develops. In order to facilitate the development of knowledge, understanding and skills, a variety of teaching methods is used, together with reference/text books, slides, video-recorded material and fieldwork. The wide range of knowledge and skills provided by this course makes it a very useful subject as part of the GCSE course package. As a subject, Geography is accepted as a basic entry requirement in a variety of employment opportunities as well as in further education courses. It provides opportunities to observe and record data, to write a report and learn to communicate. All of these are useful and transferable skills for today s world of work. SYLLABUS CONTENT & ASSESSMENT Geography - WJEC - GCSE Recent syllabus revision has led to exciting changes at GCSE. There are now two major parts of the subject to be studied, corresponding to the two papers to be sat in the examination: UNIT 1 / Paper 1 - Examination - 1 hour 30 minutes - 40% of final grade 2 Sections: (A) Core Themes: 1. Landscapes and physical processes 2. Rural and urban links (B) Option Themes: 1. Tectonic landscapes and landscapes 2. Coastal hazards and management UNIT 2 / Paper 2 - Examination - 1 hour 30 minutes - 40% of final grade 2 Sections: (A) Core Themes: 1. Weather, climate and ecosystems 2. Development and resource issues (B) Option Themes: 1. Social development issues 2. Environmental challenges In addition candidates will undertake a controlled assessment (Fieldwork Enquiry) which will provide 20% of the final examination grade. This will be pupil led and depend far less on Teacher Guidance. Therefore, anyone studying Geography will need to be committed to working independently and also as a team. If you wish to know any more about the course, please ask your Geography Teacher or Mr Chesters. 13

17 The syllabus in designed to give candidates an opportunity to extend and apply their skills, knowledge and understanding of food and nutrition within a variety of contexts. It will enable candidates to develop their design and technological capability in order to meet human needs and opportunities which have direct implications on the life-styles and environment of all people. The courses reflects the view that: GCSE Home Economics : Food and Nutrition should provide a variety of experiences whilst focusing on concepts, themes and issues relevant to the subject content. The syllabus content is divided into four compulsory core units which will be linked together whenever possible and so the content will be taught as an integrated whole: Home Economics: Food & Nutrition - WJEC - GCSE Nutrition, Diet and Health Throughout Life Factors Affecting Consumer Choice Nutritional, Physical, Chemical and Sensory Properties of Foods in Storage, Preparation and Cooking Food Hygiene and Safety. Home Economics: Food and Nutrition is a practical subject. You will develop and demonstrate food preparation and handling skills through practical activities, whilst applying your knowledge and understanding of the core units SUMMARY OF ASSESSMENT Coursework Internal Assessment/Externally Moderated Task 1 (20%): To be selected from a bank of three tasks set by the WJEC. Duration: 10 hours. To be completed early on in the course (Year 10). Task 2 (40%): To be selected from a bank of two tasks set by the WJEC. Duration: 20 hours. To be completed in the second half of the course (Year 11). Theory Examination Externally set and marked at the end of the course. One 1 1 / 2 hour paper (untiered). The paper will contain short-answer, structured and free response questions drawn from all areas of the course and will assess the quality of written communication. Home Economics: Child Development - WJEC - GCSE Criteria for GCSE The syllabus is designed to give candidates an opportunity to extend and apply their skills, knowledge and understanding of the development and care of children from conception to the age of five years within a variety of contexts. It will enable candidates to extend their design and technological capability. The candidates capacity for imaginative, innovative thinking, creativity and independence relating to their personal interest will also be developed. The specification content is divided into six compulsory core areas of study which must be interrelated whenever possible and the context treated as an integrated whole. 1. Family and Child, 2. Food and Health, 3. Pregnancy, 4. Physical Development, 5. Intellectual Development, 6. Social and Emotional Development. 14

18 Summary of Assessment Unit 1: Written Paper (11/2/ hours, 40%) An untiered paper which will be externally set and marked at the end of the course. Candidates will be required to respond to short-answer, structured and free response questions, drawn from all areas of the specification. Some questions will require extended writing and will assess the quality of written communication. The examination paper will be presented in the form of a question and answer booklet. Units 2 & 3: Controller Assessment (30 hours 60%) Unit 2 (Child Study 30%) One task is to be selected from a bank of three tasks set by WJEC. These will be internally assessed using WJEC set criteria and then externally moderated. Duration: 15 hours to commence in the first half of the course. Unit 3 (Child Focused task 30%) One task to be selected from a choice of two tasks set by the WJEC. These will be internally assessed and then externally moderated. Duration: 15 hours to commence in the second half of the course. Product Design - WJEC - GCSE There are two parts to the assessment of this course: Unit 1 - a terminal examination worth 50% questioning knowledge of Design and Technology in the 21st Century and Unit 2 - an extended piece of controlled assessment where pupils will design and make a solution to a contextualised situation. This aspect is also worth 50% of the overall grade. Unit 1: Design and Technology in the 21st Century Written Examination: 2 hours - 50 % of qualification A mix of short answer, structured and extended writing questions assessing candidate s knowledge and understanding of one area selected from: Product Design Unit 2: Design and Make Non-Examination: Approximately 35 hours - 50% of qualification A sustained design and make task, based on a contextual challenge set by WJEC, assessing candidate s ability to: Identify, investigate, analyse and outline design possibilities Design and make prototypes and evaluate their fitness for purpose This WJEC GCSE in Design and Technology offers a unique opportunity in the curriculum for learners to identify and solve real problems by designing and making products or systems. Through studying GCSE Design and Technology, learners will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors. The specification enables learners to work creatively when designing and making and apply technical and practical expertise, in order to: Develop an appreciation of the importance of creativity and innovation to good design practice Actively engage in the processes of design and technology to develop as effective and independent learners Understand the key principles of designing and making Use their knowledge, skills and understanding to make design decisions in order to make a quality prototype 15

19 Analyse existing products and produce practical solutions to meet needs, wants and opportunities, recognising their impact on quality of life Critically analyse links between the principles of good design, existing solutions and technological knowledge Understand the underlying technical principles within design and technology within their chosen focus area, with emphasis on emerging technologies, materials and practices. ENGINEERING L1/L2 - WJEC - PATHWAYS QCF This is a vocational qualification in Engineering which is ideally suited to those pupils hoping for a future in some aspect of engineering whether in industry or out on site. The course is broken down into 3 different units: Unit Engineering Design Unit Producing Engineered Products Unit Solving Engineered Problems WJEC Level 1/2 Awards in Engineering offer a learning experience that focuses learning for year olds through applied learning i.e. acquiring and applying knowledge, skills and understanding through purposeful tasks set in sector or subject contexts that have many of the characteristics of real work. It is also the means by which learners are enthused, engaged and motivate to study engineering. The applied purpose provides the opportunity for authentic work related learning, but more than this, it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment. The applied purpose will also enable learners to learn in such a way that they develop: Skills required for independent learning and development; A range of generic and transferable skills; The ability to solve problems; The skills of project based research, development and presentation; The fundamental ability to work alongside other professionals, in a professional environment; The ability to apply learning in vocational contexts. The qualifications have been devised around the concept of a plan, do, review approach to learning where learners are introduced to a context for learning, review previous learning to plan activities, carry out activities and review outcomes and learning. This approach mirrors engineering production and design processes and also provides for learning in a range of contexts thus enabling learners to apply and extend their learning. As such, the qualification provides learners with a broad appreciation of work in engineering related industries and wider opportunity for progression into further education, employment or training. The qualification has been designed to build on the skills, knowledge and understanding acquired at Key Stage 3, particularly skills related to literacy, numeracy, use of technology and design. 16

20 Music - WJEC - GCSE The WJEC Music Examination for GCSE is a broad based course which caters comprehensively for the practical musician. Any pupil with an interest in experiencing music for themselves will find this is a most enjoyable subject. COURSE CONTENT The course is in three sections Composition Performance Listening. Under these headings it is now possible for students to compose and perform a wide range of music from classical to pop; listening involves music as diverse as Stravinsky, The Beatles and Stereophonics; performance encourages the beginner as well as the more experienced instrumentalist. Regular attendance to extra curricular activity is highly recommended as it will boost pupils experience and give pupils a taste of live performances. ASSESSMENT METHODS Composition work is I internally marked (35% of whole) and externally moderated. A practical examination (35% of whole), involving solo performance and ensemble capabilities, is internally marked and moderated by an external examiner. The listening paper is an examination (30% of whole) which deals with general listening and appraising skills. Drama - WJEC - GCSE The WJEC GCSE in Drama is an exciting, inspiring and practical course. The course provides the opportunity for the involvement in and enjoyment of drama, as performers and/or designers. Additionally we look to provide opportunities for students to attend live theatre performances. Through following this course students will be given opportunities to participate in and interpret their own and others' drama. Students will have the option to work practically as performers and/or designers in Units 1 and 2. Students will investigate the genre of drama, work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques to produce and create a piece of original theatre. The students will complete 2 units of work: Unit 1: Devising Theatre: (Internal Assessment No exam) 40% Working as a group the students will devise a short theatre production in groups of between 2 and 5 students. They can choose to be assessed on either acting or design. The design aspect could focus on one of the following areas. Lighting, Sound Effects Set design, Costume Design. Unit 2: Performing Theatre: (External Assessment No Exam) 20% Working as a group the students will prepare and perform a short based on a set Area of Study for the visiting examiner. They can choose to be assessed on either acting or design. Unit 3: Interpreting Theatre: (Written Exam 1 hour) Students will develop a wide knowledge and understanding of how drama and theatre is developed, they will also study live theatre. The exam will assess the development and understanding of their knowledge. During the Drama course students will take on exciting opportunities and maximise the new facilities that have been provided for Drama in the new school! 17

21 Business - WJEC - GCSE This brand new GCSE specification introduces learners to the business world, empowering them to develop as commercially minded and enterprising individuals. Learners will have the opportunity to develop a wide range of skills, enabling them to use business information critically, to develop arguments, to make justified decisions and to prepare them for further study and career pathways. This course is delivered in two units Unit 1: Business World Assessed by a written paper (2 hours) and contributes 62.5% of the overall grade. Unit 2: Business Perceptions Assessed by a written paper (1.5 hours) and contributes 37.5% of the overall grade. Both units assess content from all six topic areas, so learners will be required to draw together knowledge, skills and understanding from across the subject content in each assessment. The six topic areas are: Business Activity: business ownership, growth, planning Influences on Business: technology, ethics, environment, economy, globalisation, legislation Business Operations: methods of production, quality, supply chain, sales process Finance: sources of finance, revenue and costs, profit and loss accounts, cash flow, financial performance Marketing: understanding customers, market research, marketing mix, Human Resources: recruitment, training, motivation Together, these areas of business provide a valuable insight to the world of business, offering learners a rewarding, stimulating and inspiring start to their future careers as These units will be supported with the use of real life scenarios and case studies in class, outside speakers from the business world as well as visits to industry. Please ask Mr Earnshaw or Mrs Holmes for more details. 18

22 Art & Design - WJEC - GCSE The artist s world is limitless. It can be found anywhere far from where he lives or a few feet away Paul Strand Why choose GCSE Art and Design? The GCSE Art and Design course is designed to encompass the critical, practical and theoretical study of art. Students will be encouraged to explore, experiment and express their ideas, observations and feelings about personal work and the work of other artists, craftspeople and designers. During the course students will be introduced to a wide range of media and processes and time will be spent improving existing practical skills and developing new ones. The course is assessed through a Portfolio of work undertaken through the course and a Controlled Test. The portfolio is worth 60% of the final grade and the controlled test is worth 40%. What art offers is space a certain breathing room for the spirit John Updike Develop personal attributes of self confidence, perseverance and commitment. Experiment with a wide range of materials, tools and techniques. Become confident in taking risks and learning from mistakes. Why choose GCSE Art and Design? The following points should help you make your choice! Develop cultural knowledge and understanding about the work of historical and contemporary artists, craftworkers and designers. First hand experience of art. A Chance to enjoy visiting art exhibitions and working with real artists. Gain a deeper insight into why art and design matters. Develop as an effective and independent learner. 19

23 Physical Education - WJEC - GCSE GCSE Physical Education gives all the pupils the chance to gain a GCSE qualification, following on from all the skills accumulated in Key Stage 3. The syllabus allows for a range of team and individual activities to be presented for assessment, together with a personal fitness programme linked to their major sporting activity. Further assessment of theory work will be carried out in a formal examination. If students are considering this course, they need to evaluate their performance and standard of their work in Key Stage 3 lessons. It would be very useful for students to talk to their PE teacher who can assist in their decision making process. Students must realize that this course involves both theory and practical lessons, it is NOT just a series of practical lessons where games are played! Summary of Assessment Unit 1 (50% of total mark): The subject content focuses on five key areas: 1. Health, training and exercise 2. Exercise physiology 3. Movement analysis 4. Psychology of sport and physical activity 5. Socio-cultural issues in sport and physical activity. Unit 2 (50% of total mark): Learners will be assessed in: 1. 3 different activities in the role of performer 2. One will be your major team or individual activity, and two other team or individual activities from the approved lists of activities, as shown below (E.g. 2 team and 1 individual or 2 individual and 1 team) 3. A personal fitness programme linked to the chosen major activity. 20

24 Team Activities Activities which can be carried Individual Activities out as a team or individual activity Association Football Badminton Amateur Boxing Baseball Dance Athletics (inc. Cross Country) Basketball Mountain Walking Canoeing Cricket Rock Climbing Cycling Hockey Sailing Diving Netball Sculling Equestrian Rowing Table Tennis Golf Rounders Tennis Gymnastics Rhythmic Gymnastics Rugby League Rugby Sevens Rugby Union Synchronised Swimming Volleyball Judo Kayaking Mountain Biking Skiing Snowboarding Squash Swimming Taekwondo Trampolining Triathlon Weightlifting ICT CAMBRIDGE NATIONALS - OCR - LEVEL 2 This is a vocationally-related qualification that takes an engaging, practical and inspiring approach to learning and assessment. The everyday use of ICT, from PCs to smartphones, now impacts all of our lives. This new Cambridge Nationals in ICT reflects this and provides students with a solid understanding of the subject which they can use in their working lives. Three themes are covered: business information systems, creative and technical. Over the next two years you will complete two mandatory units: 1. R001: Understanding computer systems (examination) 2. R002: Using ICT to create business solutions (assignment) and two optional units: 1. R005: Creating an interactive product using multimedia components (assignment) 2. R006: Creating digital images (assignment) 21

25 The Welsh Baccalaureate The new revised and more rigorous Welsh Baccalaureate is based on a Skills Challenge Certificate and Supporting Qualifications. The primary aim is to promote essential skills for employment and to provide opportunities through three Challenges and an Individual Project. "The Welsh Baccalaureate is central to the future of education in Wales and will offer a unique and valuable experience for learners." Caroline Morgan, Welsh Baccalaureate Framework Manager, WJEC The Welsh Baccalaureate is based on a Skills Challenge Certificate alongside Supporting Qualifications. The requirements of both the Skills Challenge Certificate and Supporting Qualifications must be met in order to achieve the overarching Welsh Baccalaureate. The Skills Challenge Certificate consists of four components which are followed by all learners: - Individual Project - Enterprise and Employability Challenge - Global Citizenship Challenge - Community Challenge The combined outcomes of the four components will determine whether the Skills Challenge Certificate is awarded at National or Foundation level. To achieve Welsh Baccalaureate at National Level: The Supporting Qualifications must include an A*-C in two mandatory GCSEs of English Language and Mathematics-Numeracy, an A*-C grades in three further GCSEs are also required, of which two may be vocational qualifications. All skill challenges must also be graded at C and above. To achieve Welsh Baccalaureate at National Level: Supporting GCSE grades must be above a G grade with all skills challenges also above a G grade. 22

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