GCSE Courses & Options 2017

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1 GCSE Courses & Options

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3 Contents An Introduction to GCSE... 4 Ten reasons to choose a GCSE subject... 5 Ten reasons not to choose a GCSE subject... 5 GCSE Core Subjects... 6 The Options... 7 Frequently Asked Questions... 8 The Compulsory Core at GCSE... 9 English Language and Literature...10 Mathematics...14 Combined Science GCSE...16 International GCSE English as a second language...18 The Options...19 Art and Design...20 Business Studies...22 Computer Science...23 Design and Technology...24 Drama...26 Food Preparation & Nutrition...28 French...29 Geography...32 History...33 Music...34 Photography...35 Physical Education (PE)...37 Religious Education...38 Spanish...39 Triple Science GCSE (Biology, Chemistry and Physics)...42 The Learning Support Department...45 Core Curriculum Support

4 An Introduction to GCSE Years 10 and 11 are a significant stage and phase in your son/daughter s education; GCSEs are a major transition in their school life, setting students up for A-level, Higher Education and beyond. Studying a range of subjects will naturally widen the base of options for Higher Education and career choices. As you are aware, new and revised GCSEs are graded using a scale of 9 (top) to 1 (bottom) and contain a greater level of demand and challenge. Please read through this options booklet carefully to be aware of these new qualifications and what each course includes entails. This booklet outlines all of the courses available to students as well as highlighting potential future opportunities and links with specific careers. The table below shows a broad conversion between existing and new GCSE grades: Existing GCSE Grades New GCSE Grades 9 A* 8 A 7 B 6 5 (top 1/3 of C and bottom 1/3 of B) C 4 D 3 E 2 F/G 1 U U We strongly recommend selecting at least one Modern Foreign Language, as it is valued by employers and universities. However, we realise that this may not be the best option for a small number of students. Please discuss the options available with subject teachers, form teachers and most importantly at home. If you have any questions, or would like to discuss the options in more detail, please talk to your son/daughter s Form Tutor, Subject Teacher, or the Head of Lower School, Mrs Simmonds, at any stage of the selection process. The deadline for students option choices is Friday 3 February 2017, so that students choices can inform the timetable ready for September S Phaup S Phaup (Mr) Director of Studies 4

5 Ten reasons to choose a GCSE subject Because 1. You like it or find it interesting 2. You are good at it 3. You need it or it is useful for your future career 4. You can develop new skills by doing it 5. It will give you satisfaction 6. Your teachers think it is a suitable choice for you 7. It will combine well with other subjects and help your general education 8. You like the method of assessment and teaching 9. You think you will do well in it 10. It is a subject you would like to become good at Good choices are balanced choices! Ten reasons not to choose a GCSE subject Because 1. Your friends are doing it 2. You think you should do it 3. Your parents think it is a good idea but you don t 4. You know someone who has chosen that subject and they say it s great 5. It is thought of as a cool subject by most people 6. You can t think of anything else to choose 7. You think it will be easy 8. It sounds good even though you have not found out about it 9. You really like the teacher you have now 10. You think it will impress people now or later on Bad choices are unbalanced choices! 5

6 GCSE Core Subjects The curriculum is divided into a compulsory core which is common to all students.. All students will take courses in the core subjects of: English Language and Literature Mathematics Dual Award Science Religious Education (non-examined course) Games (non-examined course) Learning support is provided where there is an identified special educational need. There is the choice between continuing the study of all three Sciences separately as Triple Award leading to three GCSE passes in Physics, Chemistry and Biology, or the co-ordinated dual award course leading to two GCSEs.. English, Mathematics, and Dual Award Science are taught in ability sets. The exact course taken by each student may be personalised to some extent as explained below: Subject English Language and English Literature IGCSE English as an additional Language Mathematics Science Religious Education Description All students will study a GCSE qualification in English Language and a separate GCSE in English Literature. Students with English as an additional language will sit the igcse qualification with the option of sitting the English Language paper. All students will follow a GCSE qualification in Mathematics. All students will follow a core programme of Science. Students will either follow Double Award Science (consisting of Core and Additional Science) or use an option to study Triple Science (separate Biology, Chemistry and Physics see pages 43-45). In a small number of cases, it may be desirable for students just to focus upon core Science and obtain a single award GCSE. This decision will not be taken until Year 11. All students will follow a Religious Education course covering morality, spirituality, ethics and world religions. There will be no examination in this course, however, a full GCSE in Religious Education is offered as an option subject. 6

7 The Options The optional GCSE subjects are: Art & Design Business Studies Computer Science Design and Technology Drama Food Preparation and Nutrition French Geography History Music Photography Physical Education (PE) Religious Education Spanish Triple (separate) Science Students can choose up to four subjects, and one reserve. It is a good idea to think very carefully about the choice of reserve subjects, as one of these may have to be used in certain circumstances, when it is not possible to timetable all three of the first choices. It is recommended that most students select at least one Modern Foreign Language. Unlike many schools, we do not operate a fixed block system, rather a best fit arrangement where we try to match our students preferred choices when constructing the option blocks. Students have a free choice of options subjects at this stage. Supplementary English as an additional language is available for students with English as a second language. The purpose is to provide general literacy support to aid performance in English qualifications and provide language skills applicable across the curriculum. Also included in the GCSE curriculum are: Games programme Tutorial sessions, which also include PSHEE Calendared PSHEE sessions across the year Key Dates: Thursday 19 January 2017 Friday 3 February 2017 Parents Consultation & GCSE Options Evening Deadline for return of options form 7

8 Frequently Asked Questions Below are brief answers to some of the more common questions asked about options: 1. Why choose? During the first three years of secondary schooling a pupil follows a very broad curriculum building a solid base of skills and knowledge, whilst identifying strengths, interests and areas to build on. In the final two years of compulsory schooling some narrowing of subject choices is necessary, as the time given to some subject areas needs to be increased to prepare for the GCSE examinations, but equally so that the individual can build on their strengths and deepen their knowledge in selected areas. This would not be possible unless a degree of specialisation takes place. 2. Why choose now? The timing of the choice is always something of a compromise between the pupil and the school. With a wide range of options, the school needs to know how many pupils are choosing which subjects as early as possible, to ensure they have adequate staff and resources available for the coming academic year. Pupils, parents and teachers would perhaps like to delay as long as possible. The choices have to be made during February, by which time most students in Year 9 have a fairly clear idea as to which subjects they wish to opt for. 3. Can I take any subject? You can choose four subjects from the list on page 7. As well as these subjects you have to follow the programme of core compulsory subjects throughout Years 10 and Which subjects are compulsory? The compulsory core subjects are: English, Mathematics, Science and Religious Education (nonexamined) to GCSE level. 5. What is a good balance? To a great extent the balance is determined by the structure of the core curriculum together with the guided options. Keep a balanced spread of subjects to hold as many paths open in the future as possible, particularly if you are a little unsure of your future direction. 6. Where can I get advice about the future? For Sixth Form, Higher and Further Education: Mr Phaup, Director of Studies, Mr Cinnamond, Head of Sixth Form and Progression and Mr Kemsley, Student Futures Co-ordinator will be able to give you any advice needed. 7. Will I definitely get the subject I ask for? It is usual for students to get the subjects they ask for, but with a large number of pupils and the variety of choices available, the number of possible combinations is very large indeed and clashes are possible in a limited number of cases. If there is an issue with choices the College will contact you in person. 8

9 The Compulsory Core at GCSE 9

10 English Language and Literature Qualification, Examination Board and Specification: Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Language (1ENO) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Literature (1ETO) What is the rationale behind the new GCSE courses? The Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language and English Literature meets the purposes defined by Ofqual for GCSE qualifications. The purposes of the new GCSE certificates are to: Provide evidence of students achievements against demanding and fulfilling content, giving students the confidence that the literacy skills, knowledge and understanding that they will have acquired during the course of their study are comparable to the very highest standards. Provide a strong foundation for further academic and vocational study and for employment, to help students progress to a full range of courses in further and higher education. Qualification aims and objectives The aims and objectives of the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Language and in Literature are to enable students to: Read a wide range of texts fluently and with good understanding Read critically and use knowledge gained from wider reading to inform and improve their own writing Write effectively and coherently using Standard English appropriately Develop the habit of reading widely and often Appreciate the depth and power of the English literary heritage Use grammar correctly, punctuate and spell accurately Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language Listen to and understand spoken language and use spoken Standard English effectively Qualification at a glance English Language The English Language GCSE is a linear course. It consists of two externally assessed components and one endorsement for Spoken Language. Component 1: Fiction and Imaginative Writing 40% of the total GCSE Overview of content Study selections from a range of prose fiction Develop skills to analyse and evaluate 19 th century fiction extracts Develop imaginative writing skills to engage the reader Use spelling, punctuation and grammar accurately Overview of assessment Section A Reading: questions on an unseen 19 th century fiction extract Section B Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extract The total number of marks is 64 Assessment duration: 1 hour and 45 minutes 10

11 Component 2: Non-fiction and Transactional Writing 60% of the total GCSE Overview of content Study a range of 20 th and 21 st century non-fiction texts (including literary non-fiction) Develop skills to analyse, evaluate and compare non-fiction extracts Develop transactional writing skills for a variety of forms, purposes and audiences. Use spelling, punctuation and grammar correctly Overview of assessment Section A Reading: questions on two thematically linked, unseen non-fiction extracts. Section B Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extracts. Assessment duration: 2 hours Qualification at a glance English Literature The English Literature GCSE is a linear course. It consists of two externally examined components. Component 1: Shakespeare and Post-1914 Literature 50% of the total GCSE Overview of content Study a Shakespeare play and a post-1914 British play or novel. Develop skills to analyse how language, form, structure and context of texts can create meanings and effects. Develop skills to maintain a critical style and informed personal response. Overview of assessment Section A Shakespeare: a two-part question, with the first task focused on an extract of approximately 30 lines. The second task is focused on how a theme reflected in the extract is explored elsewhere in the play. Section B Post-1914 British play or novel: ONE essay question. The total number of marks available is 80. Assessment duration: 1 hour and 45 minutes. Closed book (texts are not allowed in the examination). Component 2: 19 th century Novel and Poetry since % of the total GCSE Overview of content Study a 19 th century novel and a poetry collection from the Pearson Poetry Anthology. Develop skills to analyse how the language, form, structure and context of texts can create meanings and effects. Develop skills to maintain a critical style and informed personal response. Develop comparison skills. 11

12 Overview of assessment Section A 19 th century novel: a two-part question, with the first part focussed on an extract of approximately 400 words. The second part is an essay question exploring the whole text. Section B Part 1: ONE question comparing a named poem from the Pearson Poetry Anthology collection to another poem from that collection. The named poem will be shown on the question paper. Part 2: ONE question comparing two unseen contemporary poems. The total number of marks available is 80. Assessment duration: 2 hours and 15 minutes. Closed book (texts are not allowed in the examination). The centre may select from the following set texts: Component 1 One text from: Shakespeare Macbeth The Tempest Romeo and Juliet Much Ado About Nothing Twelfth Night The Merchant of Venice One text from: Post-1914 British play or novel An Inspector Calls JB Priestley Hobson s Choice H Brighouse Blood Brothers W Russell Journey s End R C Sherriff Animal Farm G Orwell Lord of the Flies W Golding Anita and Me M Syal The Woman in Black S Hill Component 2 One text from: 19 th Century Novel Jane Eyre Charlotte Bronte Great Expectations Charles Dickens Dr Jekyll and Mr Hyde R L Stevenson A Christmas Carol Charles Dickens Pride and Prejudice Jane Austen Silas Marner George Eliot Frankenstein Mary Shelley One collection from: Pearson Poetry Anthology Collections Relationships Conflict Time and Place 12

13 What else will I be expected to do? Pupils will have a range of homework tasks set, from learning new terminology and extending vocabulary to reading set texts, researching various topics and writing drafts or best copies of essays. Pupils should engage in wider reading around the set texts to extend their general knowledge of the social and historical contexts. Pupils should aim to attend any theatre trips offered and take part in public speaking and debating. Pupils are expected to take pride in their work; keep their exercise books neat and be properly equipped for lessons. This includes owning a Dictionary/Thesaurus. Working within the set deadlines is also very important. What opportunities are there post-16 if I study this course? As a mandatory subject, all pupils will study the course. Competence in literacy is essential for the future progress of all pupils. It is essential that pupils achieve a grade 5 or above, to be able to access any other course in Higher Education. There are a range of AS and A Level courses available in English Language and Literature, allowing pupils to follow through and further develop their strengths. All Higher Education institutions offer a wide range of English courses and there are many opportunities to study at degree level. Degree level qualifications in English are highly regarded by all employers. Careers that look specifically for an English qualification include: Journalist, Copywriter, Teacher, Public Relations, Human Resources, Marketing, Media, Law, Broadcasting and PA/Secretarial amongst many others. Additional Information All employers agree that correct and effective use of English, in both speech and writing is fundamental to success in the wider world. The study of English is considered to be a discipline fostering the analytical, creative and communication skills needed for many professions and is truly a skills for life course. 13

14 Mathematics Qualification, Examination Board and Specification: GCSE Mathematics AQA 8300 What are the aims of this course? Mathematics at GCSE is characterised by the gradual development of the mathematical reasoning and more formal procedures, building on the understanding of patterns, structures and relationships gained at earlier stages. Students also gain an insight into the power of Mathematics to solve problems through making and testing generalisations and hypotheses. Knowledge and understanding are applied to the study of increasingly complex situations, where it is necessary to select from the range of skills taught, including those of applying appropriate information technology. Mathematics is for everyone where it is diverse, engaging and essential in equipping students with the right skills to reach their final destination, whatever that may be. What content will be covered? The content for students who follow either the higher or foundation level course study specific topics which are organised into six broad topic areas as follows:- 1. Number 2. Algebra 3. Ratio, proportion and rates of change 4. Geometry and measures 5. Probability 6. Statistics This new specification includes more real-life based applications and there is also a greater emphasis on students communicating their solutions effectively. How is this subject assessed? Students are assessed informally through their class work and homework and more formally through topic tests that allow an individual student s progress to be tracked. Before Christmas in Year 10, all students undertake a practice examination to review progress together with a mock examination during Year 11. All students, regardless of tier of entry, must sit three written question papers. Each paper is worth one-third of the total GCSE Mathematics assessment and the time allowed per paper is 1 hr 30 mins. Paper 1 is non-calculator whereas for papers 2 and 3, calculators are allowed. There is NO coursework or controlled assessment in Mathematics. What else will I be expected to do? The Mathematics Faculty encourages a positive and healthy attitude towards the subject and good working habits. Students are expected to pay high regard to the layout and tidiness of their work, and to appreciate the importance of showing working out when answering a question. The establishing of these qualities improves their chances of success in an examination. Time is a precious resource during these crucial GCSE years and it is essential that students arrive at all lessons properly equipped. What opportunities are there post-16 if I study this course? Mathematical competence is important in most areas of study at higher level but particularly in Science, Engineering, Technology and Economics. A Grade 5 qualification in Mathematics is often a requirement for entry into many higher education courses. 14

15 Additional Information All Year 10 and 11 students are set homework twice per week. Homework tasks include consolidation and practising skills learnt in class, learning and revising for tests, research and problem solving. Each homework task should last approximately 40 minutes. A range of teaching resources are used with the main textbook being AQA GCSE Maths Higher or Foundation published by Oxford University Press in conjunction with MyMaths. Throughout the books, four digit codes are provided allowing you to link directly to related lessons on the MyMaths website so that you can see the topic from a different perspective, work independently and revise. The Higher book stretches most academic students and contains clear explanations of key ideas, worked examples, graded exercises together with past paper questions. To facilitate progress in Mathematics, it is essential that pupils have their own scientific calculator, pencil (for use in diagrams only), ruler, compasses and angle measurer. Other resources that students might find useful are the GCSE revision guide and exam practice workbook together with a Maths Buster code, allowing pupils access to CGP online revision notes and practice questions. 15

16 Combined Science GCSE Qualification, Examination Board and Specification: AQA Combined Science: Trilogy (8464) What are the aims of this course? To develop students knowledge and skills further in Biology, Chemistry and Physics. The course is not just about learning facts and theories; there is a substantial amount of practical work as well. Students will gain skills which will be useful in a wide range of jobs or for going on to further study in a variety of science subjects. Skills such as the grasp of scientific facts and ideas, will help them understand the world around them, to plan and carry out a range of scientific investigations and to analyse and evaluate results. Students will also learn how to organise and present information clearly and use ICT, as well as technical and scientific vocabulary. Students will also be able to determine the benefits and drawbacks of scientific and technological developments and their implications for society. What content will be covered? The students will study for two GCSEs in Science. The topics covered in Biology will consist of cell biology; the organisation and systems in the body and in plants; inheritance, variation, genetics and evolution; ecological processes; health and disease. The topics covered in Chemistry will consist of atomic structure; the periodic table; bonding, structure and the properties of matter; chemical reactions; predicting, monitoring, and controlling chemical reactions; earth and atmospheric science;. The topics covered in Physics will consist of forces; waves; energy and electricity; electricity, magnetism and radioactivity. Practical skills Students will carry out practical tasks through each course in order to develop their skills of working scientifically. They will use practical work to support and consolidate their understanding of scientific concepts, develop their investigative skills and the build and master practical skills which involve using specialised equipment to take measurements and recognise hazards and minimise risk. The students will carry out a number of required practical activities in each area of Science. The students will be required to record and keep evidence of their practical work throughout the course. Practical skills will assessed in the written papers taken at the end of the course. Mathematical skills Each GCSE also places emphasis on students being able to use and show their mathematical skills within a science context. For example arithmetic and numerical computation, handling data, using algebra, constructing and analysing graphs and using geometry and trigonometry to calculate areas, volumes and surface areas. How is this subject assessed? This course has a liner structure so all examinations will be sat in the summer of Year 11. It will be assessed on the scale 1 9. There will be a total of six papers: two Biology, two Chemistry and two Physics. Each of the papers will assess knowledge and understanding from distinct topic areas. The second paper in each subject may include some synoptic assessment in which knowledge and understanding from the first paper can be examined. 16

17 GCSE Biology Paper Topics Covered Length Marks Percentage of GCSE Biology 1 Cell Biology; Organisation; 1 hour 45 minutes % Infection and response; and Bioenergetics. Biology 2 Homeostasis and response; 1 hour 45 minutes % Inheritance, variation and evolution; and Ecology. GCSE Chemistry Paper Topics Covered Length Marks Percentage of GCSE Chemistry 1 Atomic structure and the 1 hour 45 minutes % periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes. Chemistry 2 The rate and extent of 1 hour 45 minutes % chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources. GCSE Physics Paper Topics Covered Length Marks Percentage of GCSE Physics 1 Energy; Electricity; Particle 1 hour 45 minutes % model of matter; and Atomic structure. Physics 2 Forces; Waves; and Magnetism and electromagnetism 1 hour 45 minutes % Throughout the papers there will be a mixture of different question styles, including multiple choice questions, short answer questions, calculations and extended open response questions. What else will I be expected to do? Extensive reading around the research topics is expected with a keen interest in the application of Science in every day news items help to consolidate classroom teaching. There is also an expectation that students use the library facilities and the internet to obtain a rounded, holistic approach to the subject. Thorough revision for all examinations is essential. What opportunities are there post-16 if I study this course? The course prepares you for further studies in Science such as A Level Sciences, BTEC or NVQs in related subjects. Sciences are required for medical and veterinary courses, as well as in the construction industry. Science is a core requirement for entry to many related careers. 17

18 International GCSE English as a second language (Only for students who have English as a second language) Qualification, Examination Board and Specification: IGCSE - University of Cambridge International Examinations 0511 What are the aims of this course? Develop the ability to use English effectively for the purpose of practical communication Form a sound base for the skills required for further study or employment using English as the medium Develop an awareness of the nature of language and language-learning skills, along with skills of a more general application Promote students personal development What content will be covered? The syllabus covers the receptive skills of reading and listening and the productive skills of writing and speaking. Students learn how to scan and skim a range of non-fiction texts on a variety of subjects, as well as close read for detail. The writing skills covered include note-taking and summarising as well as responding in detail to a range of stimuli. How is this subject assessed? Pupils will sit the following examinations at either core (foundation) or extended (higher) levels: Reading and writing Listening Speaking What else will I be expected to do? Learning another language is not just about attending English as a Second Language classes. The pupil has a responsibility to improve their language skills outside the classroom. They will be expected to complete additional language exercises during their study periods and should read widely in English. They should communicate by speaking English as much as possible, both in and outside school. Pupils may be invited to spend some time with their English friends at their homes; this is an excellent way to improve their language skills. What opportunities are there post-16 if I study this course? Many students will use the skills gained during the course to prepare for the International English Language Teaching System (IELTS) examination in the Sixth Form shortly before entering University. 18

19 The Options 19

20 Art and Design Qualification, Examination Board and Specification: GCSE Art and Design - AQA 8202 What are the aims of this course? The GCSE Art & Design course focuses on three main areas: knowledge, skills and understanding. It combines the academic study of art, craft and design with the creative activities and the development of practical skills. What content will be covered? This is a broad course exploring practical and critical/contextual work through a range of 2D and/or 3D processes and new media and technologies. It is an unendorsed course where students can work in appropriate fine art materials and processes. Students will produce practical and contextual work associated with drawing and painting, mixed media, sculpture, printmaking and photography. How is this subject assessed? Component 1 (8202C): The portfolio must include both: A. A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study. B. A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student s specific role in any group work undertaken. The work submitted for this component will be marked as a whole. Students should carefully select, organise and present their portfolio and must ensure that it provides evidence of meeting all four assessment objectives. This totals 60% of the award. Component 2 (8202X): Externally set assignment AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title. The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point. The extended creative response must explicitly evidence students ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time. Question papers are issued from 1 January and are marked by St Joseph s College and moderated by AQA. This totals 40% of the award. The final assessment is 10 hours of sustained focused study which realises the undertaken preparation. Candidates respond to their chosen starting point from a variety of questions set by the exam board. What else will I be expected to do? To generate and explore potential lines of enquiry using appropriate new media practices and techniques applying knowledge and understanding in making images, artefacts and products. Organise, select and communicate ideas, solutions and responses, and present them in a range of appropriate visual, tactile and/or sensory forms including the use of new technologies working both individually and in collaboration with others in a range of situations. 20

21 What opportunities are there post-16 if I study this course? Art & Design Courses including A Levels, foundation degrees, degrees and diplomas. Careers include architecture, auctions, fashion, graphic design, marketing, media, publicity, restoration, the Police and specialised insurance. Additional Information Art & Design students develop the hidden curriculum and skills which are favoured by universities and employers, such as; peer reviewing; presentation skills; interpersonal skills and communication; selfesteem; confidence building. Workshops take place to allow GCSE students to work alongside professional artists and specialists from the Royal Academy of Arts. Regular trips to some of our country s finest Art galleries such as The Wallace Collection, Tate and The Fitzwilliam provide our students with the opportunity to experience artwork first-hand; and students are offered the opportunity to work first-hand from works of art as part of our unique international tours. 21

22 Business Studies Qualification, Examination Board and Specification: GCSE Business Studies Examination Board still to be chosen from Edexcel, AQA, OCR. What are the aims of this course? To encourage students to be inspired by the dynamic environment in which business operates. To help prepare students for future career choices including related sectors such as Economics and Accounting, and for further learning opportunities in this subject. To understand and appreciate the perspectives of different stakeholder groups in business, and the many and varied factors which impact upon business activity and business behaviour What content will be covered? The units are as follows: Marketing and Enterprise Business and People Production Finance and the External Business Environment How is this subject assessed? Three examinations based on case studies approximately 90 minutes each one. No Controlled Assessment. By judgement of Quantitative skills (Mathematics) and Written skills (Spelling, Punctuation and Grammar 9-1 grading system AO1 Knowledge skills worth 35% AO2 Application of knowledge worth 35% AO3 Analytical and Evaluatory skills worth 30% What else will I be expected to do? Read the news and business sections of quality newspapers and websites to build a wider understanding of current business and economic issues. Watch business related programmes on television such as Dragons Den and The Apprentice to link business theory to its practical use Use different interactive business websites such as tutor2u and BBC Bitesize to test yourself What opportunities are there at post-16 if I study this course? A Level Business Studies and associated subjects like Economics within the College and many careers including Marketing, Accountancy, Retail, Operations, and Purchasing. Additional Information It is essential that students are confident with core English skills such as preparing balanced arguments with reasoned conclusions. Furthermore students must be comfortable with basic Mathematical skills such as working out % changes (worth 10% of the total paper). This qualification would be a very valuable, but not essential tool in completing the A Level Business course. 22

23 Computer Science Qualification, Examination Board and Specification: GCSE Computer Science - OCR - (9-1) J276 (from 2016) What are the aims of this course? The GCSE in Computer Science will encourage learners to: Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs Think creatively, innovatively, analytically, logically and critically Understand the components that make up digital systems, how they communicate with one another and with other systems, and how cyber security is maintained Understand the impacts of digital technology to the individual and to wider society Apply mathematical skills relevant to Computer Science. Use their programming skills on an independent coding project by solving a real-world problem of their choice. How is this subject assessed? Assessment will consist of two papers, one focusing on the theory of Computer Science and one with a focus on programming and algorithms. All students will also complete a programming project in the second year of the course Computer systems Computational thinking, algorithms and programming Programming project 40% of GCSE 40% of GCSE 20% of GCSE 23

24 Design and Technology The AQA GCSE Design and Technology qualification will prepare our students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. They will get the opportunity to work creatively when designing and making and apply technical and practical expertise. The AQA GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth. How the qualification is assessed Paper 1: Written Paper Core technical principles Specialist technical principles Designing and making principles How it's assessed Written exam: 2 hours 100 marks 50% of GCSE Unit 1 - Paper 1 Structure of the examination paper questions Section A Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding. Section B Specialist technical principles (30 marks) Several short answer questions (2 5 marks) and one extended response to assess a more in depth knowledge of technical principles. Section C Designing and making principles (50 marks) A mixture of short answer and extended response questions including a 12 mark design question. Unit 2 - Non-Examination Assessment (NEA) What's assessed? Practical application of: Core technical principles Specialist technical principles Designing and making principles How it's assessed Non-examination assessment (NEA): hours approximately 100 marks 50% of GCSE 24

25 Task(s) A substantial piece of design and make coursework that is assessed in the following areas: Investigating Designing Making Analysing and Evaluating The context for the design and make challenges will be released annually by AQA on the 1 st June in the year prior to the submission of the NEA. Sample contextual challenges are: A high profile event Addressing the needs of the elderly The contemporary home Children s learning and development The world of travel and tourism Students will produce a working prototype and a portfolio of evidence (max 20 pages). The submitted evidence will be marked by the college Design and Technology teaching staff and moderated by AQA. 25

26 Drama Qualification, Examination Board and Specification: GCSE Drama OCR (9-1) What are the aims of this course? OCR s GCSE (9-1) qualification in Drama has been designed to be a practical, engaging and creative specification for students to study. It will provide opportunities to examine drama and the work of others, to explore a range of drama as a practical art form, and to work independently to create their own drama performances, making informed artistic choices. The qualification allows students to study drama in an academic setting, interrogating this art form and applying their knowledge and understanding to the process of creating and developing drama and to their own performance work. What content will be covered? Students will be introduced to a range of performance skills, drama techniques and explorative strategies in order to enhance the quality and originality of their drama. They will access a range of stimuli such as play texts, poems, music, novels and works of art, to inspire dramatic performances. Students also explore alternative styles of theatre, the work of influential practitioners, as well as contemporary and classic play texts. In addition, students will have the opportunity to explore topical or social issues such as racism and injustice through discussion, debate and role play. How is this subject assessed? The subject is assessed in three ways: Devising Drama - 30% (internally assessed) Students explore a stimulus provided by the exam board. They will work in groups to create their own devised drama based on their exploration. Students can work as either performers or designers creating a portfolio and a final performance. Presenting and Performing Texts 30% (externally assessed) Students explore a text and perform two scenes to a Visiting Examiner. Students can work as either performers or designers completing a pro forma and a final performance showcase. Drama: Performance and Response 40% (90 minute written examination) Section A contains questions based on the study of a full text from a list set by the exam board. Section B contains an extended response analysing and evaluating live theatre. Students will be required to keep written notes of all the practical workshops that are delivered, in preparation for internal and external assessed components. What else will I be expected to do? Students are expected to enthusiastically participate in practical activities during every lesson. They will be expected to visit the theatre independently, and with the school, throughout the course to enhance their learning. When preparations begin for practical examination, students are expected to work to an agreed rehearsal schedule and attend additional rehearsals where necessary, outside of curriculum time. 26

27 What opportunities are there post-16 if I study this course? OCR s specification will help create independent students, critical thinkers and effective decision makers all personal attributes that can make students stand out as they progress through their education and into employment. GCSE Drama is ideal preparation for A Level Drama and Theatre Studies which is one possible entry requirement for Further and Higher Education. Drama skills are instantly transferable in areas such as, teaching, sales, retail, marketing and professions in the media. Additional Information Drama students develop the hidden curriculum skills which are favoured by universities and employers such as; researching, presentation, communication and negotiation. Drama also promotes interpersonal skills, raising self-esteem and building confidence. Workshops take place to allow GCSE students to work alongside professional artists and specialists from the theatre industry. Regular trips to theatres around the county and London provide our students with the opportunity to experience live theatre first-hand. The study of Drama is considered to be a subject that fosters the analytical, creative and communication skills needed for many professions. 27

28 Food Preparation & Nutrition Qualification, Examination Board and Specification: WJEC Food Preparation & Nutrition What are the aims of this course? GCSE Food Preparation and Nutrition is an exciting new course. It focuses on practical cooking skills ensuring that students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. The focus is on nurturing students practical cookery skills to give them a strong understanding of nutrition. What content will be covered? Food preparation skills are integrated into five core topics: Food, nutrition and health Food science Food safety Food choice Food provenance How is this subject assessed? Non-examination assessment worth 50% of the final grade: Food investigation (15%) Food preparation assessment (35%) Written paper worth 50% of the final grade What opportunities are there post-16 if I study this course? Further vocational qualifications such as Modern Apprenticeships, A Level study of Food Technology, Nutrition as well as Hospitality and Catering. Additional Information Students are required to bring their ingredients with their recipe for every practical lesson, the ingredients should be weighed at home and placed in a bag/container which is labelled with their name. 28

29 French Qualification, Examination Board and Specification: GCSE French AQA 8658 What are the aims of this course? To provide a solid and useful base of linguistic competence in French To inspire a passion for communication in a foreign language To improve communication skills and self-confidence To develop cultural awareness of countries and communities where French is spoken What content will be covered? Identity and culture Topic 1: Me, my family and friends: Relationships with family and friends Marriage/partnership Topic 2: Technology in everyday life: Social media Mobile technology Topic 3: Free-time activities: Music Cinema and TV Food and eating out Sport Local, national, international and global areas of interest Topic 1: Home, town, neighbourhood and region Topic 2: Social issues: Charity/voluntary work Healthy/unhealthy living Topic 3: Global issues: The environment Poverty/homelessness Topic 4: Travel and tourism Current and future study and employment Topic 1: My studies Topic 2: Life at school/college Topic 3: Education post-16 Topic 4: Jobs, career choices and ambitions How is this subject assessed? Listening: Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier) 40 marks (Foundation Tier), 50 marks (Higher Tier) 25% of GCSE. (Each of the Higher and Foundation papers includes 5 minutes reading time of the question paper before the audio stimulus is played) Foundation Tier and Higher Tier Questions Section A questions in English, to be answered in English or by marking correct answers with an X Section B questions in French, to be answered in French or by marking correct answers with an X 29

30 Speaking: Non-exam assessment 7 9 minutes (Foundation Tier) + preparation time minutes (Higher Tier) + preparation time 60 marks (for each of Foundation Tier and Higher Tier) 25% of GCSE The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play. The timings are as follows: Role-play 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier) Photo card 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier) General conversation 30 marks (3 5 minutes at Foundation Tier; 5 7 minutes at Higher Tier) Reading: Written exam: 45 minutes (Foundation Tier); 1 hour (Higher Tier) 60 marks (for each of Foundation Tier and Higher Tier) 25% of GCSE Foundation Tier and Higher Tier Questions Section A questions in English, to be answered in English or by marking correct answers with an X Section B questions in French, to be answered in French or by marking correct answers with an X Section C translation from French into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier) Writing: Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier) 50 marks at Foundation Tier and 60 marks at Higher Tier 25% of GCSE Foundation Tier Questions: Question 1 message (student produces four sentences in response to a photo) 8 marks Question 2 short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) 16 marks Question 3 translation from English into French (minimum 35 words) 10 marks Question 4 structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) there is a choice from two questions 16 marks Higher Tier Questions Question 1 structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) there is a choice from two questions 16 marks Question 2 open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) there is a choice from two questions 32 marks Question 3 translation from English into French (minimum 50 words) 12 marks What else will I be expected to do? To study and learn vocabulary and grammar regularly and thoroughly To possess and use a good quality French grammar guide and dictionary 30

31 What opportunities are there post-16 if I study this course? The new AS and A2 French examinations allow for greater breadth of study post-gcse. There are many advantages that accrue from the possession of a language qualification both within the global economy and when working in international business. Students with language skills enjoy enhanced employment prospects in many different industries. Languages are a useful adjunct to almost any career and are a key element in many of today s working environments. There are a variety of university courses which combine languages with other disciplines in the Science and Humanities, for example: Business, Law, Media and Science, as well as, arguably, more traditional and academic pure language degrees. The ability to speak or communicate in a foreign language is a skill for life. It is a respected and prized asset that affords practitioners the opportunity for greater mobility and interaction with the wider world. Additional Information Homework tasks will be set each week. These will vary in nature according to the work studied in class. To gain a good grounding in a language, it is vital for students to take individual responsibility for learning vocabulary and grammar, including verb tenses, thoroughly. This will require regular and repeated exposure to language items. 31

32 Geography Qualification, Examination Board and Specification: IGCSE Geography - CIE 0460 What are the aims of this course? To develop a sense of place and an understanding of relative location; an awareness of the characteristics and distribution of contrasting physical and human environments; an understanding of processes affecting the development of such environments; and an understanding of the spatial effects of the ways in which people interact with each other and with their environments; an understanding of different communities and cultures throughout the world and an awareness of the contrasting opportunities and constraints presented by different environments. What content will be covered? Population and settlement The natural environment including plate tectonics, landforms and landscape processes, weather and climate, tropical rainforests and deserts Economic development including agricultural and industrial systems, leisure and tourism, energy and water resources, resource conservation and management The interpretation and analysis of geographical information including OS maps; the application of graphical and statistical techniques Fieldwork techniques and skills How is this subject assessed? Paper 1: Written paper 1 hour 45 minutes, 75 marks (weighted to 100), 45% Paper 2: Written paper 1 hour 30 minutes, 60 marks, 27.5% Paper 3: Written paper 1 hour 30 minutes, 60 marks, 27.5% What else will I be expected to do? Develop the ability to think like a Geographer. This means being aware of the places around you, how they are changing and the impact that this is having. In particular, you should look out for differences between places and the challenges that they face. Asking questions about how, why and what if is extremely valuable, as is being prepared to look at problems from a variety of viewpoints. Learning information about the places studied is important, but so too is keeping your knowledge up to date by following current events and watching relevant programmes on television. What opportunities are there post-16 if I study this course? The course is designed to enable pupils to progress either directly to employment, or to proceed to further qualifications. Pupils who achieve grades B to A* are well prepared to follow courses leading to AS and A Level Geography, or the equivalent. There are many cross-curricular links between this course and other subjects, at both GCSE and A Level. The skills developed are applicable to most subjects, and, combined with the study of contemporary themes and issues, make the course relevant and valuable in the modern world. Additional Information Local fieldwork is undertaken to support the development of the techniques and skills required for Paper 4. This involves elements of both human and physical geography. 32

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