Year 10/11 COURSES

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1 Year 10/11 COURSES

2 Contents 2 Introduction 6 Study Support in the Learning Support Centre (LSC) Core Curriculum 8 English Language and English Literature 9 Mathematics 10 Modern Foreign Languages 12 Science Option Subjects 13 Art & Design 14 Business Studies 15 Classical Greek 16 Computer Science 17 Drama 19 Economics 20 English as an Additional Language (EAL) 22 Food and Nutrition 23 Foreign Language (Additional) 24 Geography 25 History 26 Information and Creative Technology (ICT) (BTEC Level 2 First Award) 27 Latin 28 Music 29 Music and Music Technology (BTEC Level 1/Level 2 First Award) 30 Physical Education 31 Product Design 32 Religious Studies Millfield Year 10/11 Courses

3 Introduction All Year 9 pupils at Millfield follow a broad and balanced curriculum designed to keep their options open and develop the essential skills that they need to learn and progress. As pupils move into Year 10 the core (or compulsory) curriculum is slimmed down and pupils are offered a greater choice in the subjects that they study. THE CORE CURRICULUM All pupils in Years 10 and 11 follow a core curriculum: English: leading to IGCSEs in English Language and English Literature. All pupils will follow the Language and Literature courses in Year 10; selected pupils may study just the Language course in Year 11. IGCSE English as a Second Language can also be timetabled, where appropriate, for pupils with English as an Additional Language (EAL). Mathematics: leading to IGCSE. One Modern Foreign Language: GCSE or IGCSE options in French, Spanish, German, Italian and Chinese Mandarin are available (a language is not compulsory for pupils in band C). Biology, Chemistry and Physics: most pupils will follow a programme of study leading to two GCSE qualifications (Combined Science). Pupils in bands A and B may choose a programme of study leading to three GCSE qualifications (GCSE Biology, GCSE Chemistry and GCSE Physics). All band C pupils will follow a science programme of study leading to a BTEC (level 2) qualification (equivalent to one GCSE). Positive Education: a programme enabling pupils to develop the skills to deal with the challenges of teenage life (for example relationships, adversity and decision making) and foster opportunities to develop their own character. FLEXIBILITY TAILORING THE GCSE CURRICULUM a) BANDING: pupils are banded based on their overall academic ability across the curriculum using the attainment information available from Year 9. The four ability bands in Year 9 (a, b, c, cx) convert into three ability bands (A, B, C) in Years 10 and 11. The curriculum options available in each band vary and provisional details are shown below: Bands A and B: Top Mathematics sets complete the IGCSE course in Year 10 and study Additional Mathematics in Year 11. Pupils select three Year 10/11 options (plus the core subjects). Bands B and C: English may be taught by specialist Learning Support Centre tutors. Pupils select three Year 10/11 options (plus the core subjects). Band C: English and Mathematics receive extra curriculum time. Pupils are entered for the BTEC Science Level 2 course (equivalent to one GCSE). Pupils select three Year 10/11 options (plus the core subjects); each Year 10/11 option is allocated more curriculum time. Studying a language is optional; any language chosen must have been studied in Year 9. If a language is chosen it forms one of the pupil s three options. Study Support is part of the core curriculum. Depending on a pupil s banding and their choices within that band, the number of Year 10/11 courses (or equivalent) studied can vary between 6 and 10. Pupils are placed in the band which will offer them the best opportunity to progress in line with their potential and be successful. 2 Millfield Year 10/11 Courses

4 Introduction b) SETTING: within each band pupils are setted by ability in English, Mathematics, Science and most Languages classes. Pupils setting is periodically reviewed and adjustments can be made where appropriate. Banding and setting supports pupils learning by allowing them to progress at the pace which is most appropriate to their needs. c) DIFFERENTIATION WITHIN EACH CLASS: subject specialist teachers and small class sizes mean that all pupils are stretched and supported. d) SUBJECT CHOICES: beyond the core subjects, a wide range of option subjects are available (the provisional options are shown below). Pupils in each band are invited to select three subjects; not all subjects are available in every band and some subject combinations are not allowed. Art & Design Business Studies Classical Greek 1 Computer Science 2 Drama Economics 2 Food and Nutrition Geography History ICT (BTEC Level 2 First Award) 3 Latin 2 Modern Foreign Languages Music 2 Music and Music Technology (BTEC Level 1/Level 2 First Award) 3 Physical Education Product Design Religious Studies Supporting notes: i 1 Band A only; 2 Bands A and B only; 3 Bands B and C only. ii Pupils holding an Art or Music scholarship are required to nominate that subject. iii Only one from Business Studies and Economics is allowed. iv BTEC First Award in Information and Creative Technology (ICT) is not an allowed option with Computer Science. v Some combinations of Art & Design, Drama, Food and Nutrition, Music, Physical Education and Product Design are not allowed in bands A and B. vi Only one from Music and Music (BTEC) is allowed; Music (BTEC) is considered as one GCSE for Sixth Form entry. vii Languages: The Modern Foreign Language option may include Chinese Mandarin, French, German, Italian and Spanish. Italian and Classical Greek may* be taken as beginner languages in Year 10 together with another language that has been previously studied; beginners will be able linguists and must be capable of joining a continuers group. Language choices in Years 10 and 11, other than Italian and Classical Greek, including Latin, must have been studied to the level expected of pupils taking them to the end of Year 9 at Millfield*. Pupils choosing French or Spanish are normally expected to have studied these subjects from Year 7. We do not offer formal lessons on the Year 10/11 timetable for native speakers and/or pupils whose prior learning in a language would place them at or beyond GCSE/IGCSE standard (or the equivalent). *Given pupils wide-ranging language experiences, please contact the Head of Languages with any queries. e) STUDY SUPPORT: where there is a recognised need, additional study support within the Learning Support Centre (LSC) can be timetabled into a pupil s programme in bands A and B; Study Support is already part of the core curriculum in band C. Millfield Year 10/11 Courses

5 Introduction THE YEAR 10/11 OPTIONS SCHEME The teaching of Year 10/11 subjects has to fit into the school s timetable. The subject combinations that we are able to offer are based upon our own research and our experience of the sorts of subject combinations which Millfield pupils traditionally choose. Although flexibility is a priority, it is important to note that not all combinations of subjects are possible, just as some are undesirable. Though every attempt will be made to offer the courses shown, the school reserves the right to limit places if demand is too high or close courses if numbers are too low. The Year 10/11 blocking scheme for will be finalised early in the summer term following the deadline for the submission of pupil choices. While we will make every effort to accommodate pupils choices, staffing and/or timetabling restrictions may require some pupils to make alternative choices. Once the Year 10/11 blocking arrangements have been finalised, revised subject combinations must conform to this structure and any changes will be dependent upon the availability of space in the requested teaching sets. ADVICE ON CHOOSING SUBJECTS In general we seek to allow pupils to study the subjects they wish, provided we feel the combination is in the best interests of the pupil. We will seek to discourage combinations which we feel are inappropriate to the pupil concerned, or perhaps represent in themselves an inappropriate combination. When considering their choices, pupils should try to balance the following factors: Interest and enjoyment Their ability in a subject and likely future progress Sensible combinations (which are likely to ensure a broad education and keep options open) We strongly recommend that pupils (and parents) discuss proposed choices with subject tutors and group tutors. It is sometimes too easy for a pupil s choices to be determined by a single narrow consideration. It is worth remembering that: A choice of career at this stage is often premature and, experience suggests, unlikely to last. A large proportion of pupils change their minds about careers many times before the end of their education. Pupils should avoid choosing a subject if, in the opinion of their tutors, they are unlikely to secure a good GCSE/IGCSE/BTEC (level 2) grade. GCSE/IGCSE/BTEC (level 2) grades are still and are likely to remain important evidence available to university admissions departments at the time they offer places. Above all, the recommendation is that pupils study the subjects that they enjoy most, and at which they perform best. It is most likely that these are the subjects which would earn them the best grades, and that they will be among the subjects from which the pupils will eventually select their post-16 courses. Motivation, above all, is essential; for this reason it is very important that pupils are happy with the choices they make. We will expect pupils to work hard in all of their subjects, compulsory or chosen, and follow all courses through to the end of Year 11. It is worth pointing out, even at this early stage, that pupils wishing to enter the Millfield Sixth Form to follow the standard academic programme currently require a minimum of six pass grades at GCSE/IGCSE/BTEC (level 2) (i.e. grade C or above for GCSE/IGCSE), with at least four at grade B or above (or the equivalent). No document can successfully tell you how to weigh one subject against another or how to resolve competing priorities: you like subject A more, but you think subject B is more useful. For this, pupils need to talk to the people who know them well and they should be encouraged to consult widely with subject tutors, group tutors and houseparents. There is a great deal of experience available to help pupils to make the best possible choice. 4 Millfield Year 10/11 Courses

6 Introduction TIMETABLE FOR CHOOSING At the start of the summer term we will require information about which subjects pupils wish to study in Year 10. A Year 10/11 options pro forma will be made available to parents at the end of the spring term, together with a digital copy of the school s Year 10/11 Courses brochure. The information provided will indicate the proposed banding for pupils in Year 10 and set out the available option choices. It is important to note that banding decisions at this time remain provisional and may change based on further evidence, including the outcomes from the Year 9 internal examinations in the summer term. If there is doubt about the most appropriate Year 10 band for a current Year 9 pupil, multiple forms may be made available and parents/ pupils will be asked to complete and return both. The deadline for the return of the Year 10/11 options form will be Friday 28 April While we aim to be as flexible as possible, next year s Year 10 subject blocks will be based, to some degree, on pupils choices at that time, so careful consideration is important. Failure to return Year 10/11 choices information by the deadline may mean that a pupil s requirements are not considered when the subject blocks are constructed. Similarly, changes requested after the submission of this pro forma cannot be guaranteed. Should you require any further details at this time please contact your son/daughter s group tutor in the first instance. Millfield Year 10/11 Courses

7 Study Support in the Learning Support Centre (LSC) OVERVIEW Our aim is to encourage our pupils with Specific Learning Difficulties (SpLD) to become independent pupils. The environment in the Learning Support Centre (LSC) is friendly, supportive and well resourced. APPROACH We offer a tiered approach to Study Support dependent on a pupil s needs. Many of our SpLD pupils are able to work fairly independently and may only need occasional access to the LSC to seek guidance and support. This support is available at our lunchtime workshops, which are staffed by both LSC Study Support and LSC English staff. Pupils may need additional help with anything from planning and structuring an essay to help with revision strategies or examination techniques prior to internal or external examinations. These pupils will be monitored by the LSC and group tutors to ensure that they are receiving adequate support to meet their needs. Selected SpLD pupils in bands A and B who need a greater level of assistance will be offered Study Support sessions in place of a GCSE option. All pupils in band C automatically receive Study Support sessions. These sessions will be taught by a qualified SpLD tutor with additional assistance being available from subject specialists in curriculum areas, such as Mathematics and Science, dependent on staff availability. Pupils will be placed into small groups; there are usually no more than eight pupils in an LSC class, with many groups being smaller than this. Pupils are grouped dependent on the curriculum they are following and the nature of their difficulties. In exceptional cases pupils may be offered individual tuition, but only where the group support that is outlined above is insufficient to meet a pupil s needs. This individual support will incur an additional charge. Where appropriate, pupils are introduced to assistive technology to enable them to become independent in their learning and all pupils are shown how to access these free tools on their ipads. Further training in voice recognition and computerised readers is also available. COURSE OUTLINE The key areas covered in study support sessions are: Approaches to Learning: Target setting Learning styles Multi-sensory learning Organisation Time management Motivation Writing Skills: Research Note taking Planning mind maps, writing frames etc. Sequencing ideas Drafting and redrafting Editing Reading Skills: Reading for different purposes Reading for meaning Skimming and scanning Subject specific text and vocabulary Revision: Planning creating a timetable Memory and learning Multi-sensory revision techniques Time management Examination Technique: Reading the examination paper Types of questions Time management Managing stress 6 Millfield Year 10/11 Courses

8 Study Support in the Learning Support Centre (LSC) ENGLISH in the lsc In the LSC pupils are taught in small groups that are set according to ability. They are helped to recognise and develop their preferred learning styles and to work using a variety of techniques and resources. Pupils are often given the opportunity to take part in workshops, see visiting authors and attend performances that are relevant to the texts they are studying. LSC English tutors are knowledgeable about a wide variety of specific learning difficulties and tailor their teaching methods to suit the needs of the individuals in their classes. Pupils are taught using a range of multi-sensory approaches and encouraged to use a range of recording methods. The English International GCSE courses (IGCSE) provide stimulating and thought provoking opportunities that encourage pupils to engage with literature and language. Teaching focuses on helping pupils develop skills in reading and writing, and enables pupils to become confident in their use and analysis of language and literature. ENGLISH LANGUAGE IGCSE The English Language IGCSE course is designed to help pupils master essential reading and writing skills that will equip them well for life. ENGLISH LITERATURE IGCSE During Year 10 pupils are assessed to determine whether they are best suited to take both the Language and Literature IGSCEs or to focus solely on the Language examination. This decision will be made in consultation with English tutors, parents and senior tutors. Through this course pupils will gain both knowledge of literary texts and learn to read with insight. The course covers a variety of poetry, drama and modern novels. Pupils are assessed on their ability to read analytically and to express themselves clearly. English Language: Two written coursework assessments: 40% One written examination: 60% English Literature: One written coursework assessment: 40% One written examination: 60% Head of LSC English Mrs J Szymkow jas@millfieldschool.com Head of Lower School Study Support Mrs R Weston-Betts rwb@millfieldschool.com All LSC pupils are entered for English Language IGCSE and throughout this course they will study a diverse selection of fiction, non-fiction and poetry. They will develop analytical reading skills whilst gaining insight into how language works and adapts in different contexts. Pupils also learn to write in different styles, for a wide range of purposes. Pupils submit two written coursework pieces which account for up to 40% of their final examination. Millfield Year 10/11 Courses

9 English Language and English Literature (Core Subject) All pupils, except some of those studying English as an Additional Language, will take IGCSE English Language and most will also take English Literature in a combined course. English at GCSE involves the development of skills in the four strands of communication: reading, writing, speaking and listening. This course will focus on: Oral work in groups, pairs and individually Reading widely including fiction and non-fiction, poetry and plays Writing for a broad range of purposes and in a variety of modes At IGCSE level pupils will be taught for both Language and Literature within the same timetable and by the same teacher. Skills such as essay writing and analysis of various styles of writing form an important part of the course. The course is assessed through a combination of coursework and examinations. In order to fulfil the reading requirements, pupils will study drama, prose fiction and a range of poetry, in addition to exercising their own creativity as writers. Assessment of discussions, debates and other methods of oral communication also forms part of the course. As one of the core subjects, a good grade in English is an essential entry requirement for any subsequent higher education course. More importantly, we believe good basic skills in English are transferable far beyond the classroom. The ability to communicate effectively is an invaluable life skill. The IGCSE English course is more than just a qualification and its importance should not be underestimated. IGCSE English can be the first step towards further study in English; here at Millfield we offer English Literature at AS and A-level. The English Language specification number is: 4EA1 The English Literature specification number is: 4ET1 Head of English, Drama and Media Mr J Baddock jcb@millfieldschool.com English Language: Coursework: 40% Terminal Examination: 60% English Literature: Coursework: 40% Terminal Examination: 60% 8 Millfield Year 10/11 Courses

10 Mathematics (Core Subject) All pupils will take IGCSE Mathematics. The qualification assesses the following areas: Number and algebra Shape, space and measure Handling data There is no coursework requirement for IGCSE Mathematics. The qualification is assessed through two written papers at the end of the course; a calculator is permitted for both papers. This is an updated specification and grades achievable range from 9 1. The specification numbers are: 4MA1 (IGCSE) 6993 (Add. Maths FSMQ) (IGCSE Mathematics A (2016) specification) and (Add. Maths FSMQ) Head of Mathematics Mr T Bowley thb@millfieldschool.com Our accelerated sets also work towards a free standing qualification in Additional Mathematics during year 11 and take examinations for both qualifications at the end of that year. The IGCSE is good preparation for studying mathematics at a higher level although it should be noted that those wishing to take Further Mathematics will normally, although not always, have taken the Additional Mathematics course. The Foundation Tier IGCSE course, which some groups may be prepared for, is not adequate preparation for AS/A-level. The Additional Mathematics qualification is a free standing qualification (not a GCSE). The maximum grade achievable is A. Millfield Year 10/11 Courses

11 Modern Foreign Languages (Core Subject) Whatever your chosen career path or interests, learning a language will provide you with valuable cultural and linguistic understanding and knowledge, and potentially open up new and exciting opportunities for your future. Over the two year course, you will use a range of different learning tools and technologies to develop your listening, speaking, reading and writing skills. The topic areas you will study include: leisure, holidays, media, work, education and family & friends. You will also develop the ability to recognise and use different registers of languages to cope with formal and informal situations. In addition, you will gain a better understanding of how your own language works. At Millfield we offer a wide range of GCSE/IGCSE language courses to stimulate, stretch and motivate all pupils. These include: Chinese Mandarin, French, German, Italian and Spanish. Depending on your learning profile, IGCSE courses in French, Italian and Spanish are also available (further details can be obtained from the Head of Languages). Continuity is important in language learning so you will need to have studied your selected language since Year 9 or earlier. Only Italian can be started as a beginner s modern foreign language in Year 10. Through frequent practice you will develop learning skills, including the acquisition of vocabulary and grammar. This will enable you to: Understand written and spoken information by being able to identify and analyse key information from texts and recordings. Manipulate language so you are able to communicate effectively and accurately. Experienced and enthusiastic teachers deliver a varied style of lesson and independent learning is encouraged to consolidate and extend your knowledge. The following are some of the teaching methods and resources used: A computer-based language laboratory for listening and speaking practice, as well as research and independent study. Both ipads and interactive whiteboards are available for everyone to use to enhance learning, knowledge and proficiency in learning. Foreign Language Assistants in French, German, Italian, Chinese Mandarin and Spanish support teaching and learning in the department. Many co-curricular activities such as the annual Festival of Languages, trips, plays, linguist dinner and workshops. In French, German, Italian and Spanish pupils following the linear GCSE/IGCSE courses will be assessed at the end of the two-year cycle. There will be an assessment typically worth 25% of the final grade in each skill. Methods of assessments for Year 11 pupils who study Chinese Mandarin will differ slightly as they follow the modular course: pupils must submit two formal speaking assessments (carried out with their teacher) and two formal written assessments during the course; these are sent to the Exam Board. Both speaking and writing assessments are carried out over a period of time in line with the Exam Board s requirements. There are terminal examinations in both reading and listening. These two units each account for 20% of the available marks, while speaking and writing account for 30%. For GCSE linear courses, all skills are assessed at the end of the two year course through terminal examinations. All skills account for 25% of the course. The examination is tiered: pupils will be entered for either the Foundation or the Higher Tier examinations. Combination of tiers is not possible. For IGCSE courses, all skills are assessed at the end of the two year course through terminal examinations. Listening and speaking account for 25% each of the available marks and the combined reading and writing skill accounts for 50% each. 10 Millfield Year 10/11 Courses

12 Modern Foreign Languages (Core Subject) Understanding and using a modern foreign language provides access to new cultures and opportunities; the more languages you speak, the better your prospects of employment the UK has a shortage of people who can use modern foreign languages. Apart from Italian, no other modern foreign language can be started as a beginner in the Sixth Form, so you will need to opt for a language at GCSE if you think you may wish to study it at A-level. The GCSE specification numbers are: Chinese Mandarin 2CN01 (Edexcel) The IGCSE specification numbers are: French 4FR0 (Edexcel) Italian 0679 (CIE) Spanish 4SPO (Edexcel) The GCSE linear specification numbers are: French 8658 (AQA) German 8668 (AQA) Spanish 8698 (AQA) Head of Languages Mr B Doherty doherty.b@millfieldschool.com Teacher in Charge of Chinese Mandarin Mrs J Keeler jik@millfieldschool.com Teacher in Charge of French Miss O Shirley ovs@millfieldschool.com Teacher in Charge of German Mr D Chalkley chalkley.d@millfieldschool.com Teacher in Charge of Italian Mr J Bishop jbx@millfieldschool.com Teacher in Charge of Spanish Mr M Nash man@millfieldschool.com Millfield Year 10/11 Courses

13 Science (Core Subject) Science will be studied by all pupils, and the time allocated to Science is divided equally between Biology, Chemistry and Physics. All three disciplines are co-ordinated by the Head of Science to produce coherent science courses. Most pupils join a programme of study called AQA Combined Science (Trilogy) which allows them to gain two Combined Science GCSE qualifications. The more interested and/or able scientists in band A and band B may choose to join a programme of study called AQA Separate Science in which they study the three sciences separately and in more depth (termed Separate Science). This allows them to gain three Separate Science GCSE qualifications (AQA GCSE Biology, AQA GCSE Chemistry and AQA GCSE Physics). Combined Science is delivered in twelve lessons per fortnight by three different teachers one for Biology, one for Chemistry and one for Physics. Separate Science is delivered in eighteen lessons per fortnight by three different teachers one for Biology, one for Chemistry and one for Physics. Pupils wishing to study Separate Science must select this as one of their option choices. Pupils in band C follow an alternative and reduced programme, studying the Pearson BTEC Level 1/Level 2 First Award in Principles of Applied Science, which is equivalent to a single GCSE but offers an alternative, vocational approach. BTEC Science is delivered in seven lessons per fortnight by one Science teacher. In all courses a pupil-centred practical approach is pursued. Pupils who follow the Combined Science or Separate Science programmes of study will find this suitable preparation for studying any A-level Science subject at Millfield. BTEC Science is not suitable preparation for studying any A-level Science subject at Millfield. Course specification numbers are: AQA GCSE Combined Science 8464 AQA GCSE Biology 8461 AQA GCSE Chemistry 8462 AQA GCSE Physics 8463 Pearson BTEC Level 1/Level 2 First Award in Principles of Applied Science BF (GCSE) (BTEC) Head of Science Mrs R Landrigan rdl@millfieldschool.com Head of Biology Mr S Whittle stw@millfieldschool.com Head of Chemistry Mr J Hope jah@millfieldschool.com Head of Physics Mr J Hudson jbh@millfieldschool.com GCSE Science pupils sit external examinations at the end of Year 11. BTEC Science pupils sit one external examination at the end of Year 11, which accounts for 25% of the final grade. The remaining 75% is made up from internally assessed assignments completed over the course of Years 10 and Millfield Year 10/11 Courses

14 Art & Design The GCSE course is designed to explore a range of art ideas and processes. Pupils are taken through a series of workshops at the start of the course to develop both their skills and understanding of the creative process. They will explore ideas and techniques in response to the work of others and experiment with a variety of media. Independence is encouraged, particularly in the latter stages of the course when they are asked to complete an extended project by working in an area of their choice to develop ideas through to a final outcome. Portfolio of Work Controlled Assessment: 60% of the available marks (Component 1). The portfolio is made up of a body of work that a pupil carries out in class, set prep and independent holiday assignments over the first four terms. It must include more than one project. The portfolio demonstrates the artistic progression that is made during the course using a wide range of different materials and techniques. A response to all assessment objectives is required in the portfolio as a whole. A response to all assessment objectives is required in the controlled test as a whole. Candidates will not be awarded a grade unless they have fully completed both the Portfolio (Component 1) and the Externally Set Assignment (Component 2). This is a course which allows pupils to explore and develop their own creative personality and interest in art and design. Pupils work in sketchbooks before developing and refining their ideas to realise intentions in a variety of final forms. It allows pupils to pursue their own ideas and look at their favourite artists and designers in context. It provides an excellent progression route for the further study of art & design. The specification number is: Head of Art, Design & Technology Mr P Maxfield plm@millfieldschool.com Externally Set Assignment Controlled Test: 40% of the available marks (Component 2). This will examine a pupil s personal and individual response to an externally set examination question. The examination paper can be given out after 2nd January in the second year of the course. Candidates will then have unlimited prep time and conclude with a 10 hour timed examination. Examination sessions are generally sat over four different sessions within the school timetable, prior to the Easter holiday. Millfield Year 10/11 Courses

15 Business Studies Business Studies is an exciting and fast moving subject which looks at the way businesses start and operate to satisfy customers and make profits for investors. Pupils will be shown how business decisions are made and have the opportunity to practise their own business decision making in a variety of simulated business situations. How would you set the price for a new games console? How would you raise the capital finance to start your own business? How can a new product idea be protected? Pupils business decision making skills will gradually be improved and they will begin to understand business articles in newspapers, become confident in assessing business opportunities and discover a whole new area of study and possible careers for the future. Pupils should consider studying Business Studies because they are part of the business world as a customer, possibly an investor through savings, enjoying some of the wealth created by businesses in the economy or interested in their parents links with businesses. Studying Business Studies is engaging and inspiring, reflecting the demands of a truly modern and evolving business environment which enables the subject to come to life for our pupils. The themes spark pupils imaginations and inspire commercial thinking as they develop their business knowledge. Business Studies has a number of exciting themes, which include: Enterprise and entrepreneurship Spotting a business opportunity Putting a business idea into practice Making marketing decisions Understanding external influences of business Lessons are engaging and brought to life by the consistent use of business events reported in the news to illustrate the topic being taught, e.g. company takeovers or the launch of a new product; this enables the lessons to be lively and relevant to what is happening in the world. We encourage active participation in lessons whereby pupil-led learning is very important through which invaluable skills are learnt. Pupils will be able to study and discuss major business decisions that are taking place in real companies and gain an understanding of the responsibilities involved in driving small and large businesses. We also incorporate a number of enrichment activities into the course such as the Tycoons in School competition, the Coca-Cola Real Business Challenge and the Student Investor Challenge, alongside trips and additional guest speakers. Assessment includes two 1 hour 30 minutes written examinations held at the end of Year 11. There is no coursework in GCSE Business Studies. The specification number is: 1BS0 Head of Business Mrs C Glover cag@millfieldschool.com Teacher in Charge of GCSE Mr K Shelver kes@millfieldschool.com 14 Millfield Year 10/11 Courses

16 Classical Greek The Classical Greek GCSE course is offered to those who have been introduced to the language in Year 9. Strong linguists may be able to start the course as beginners, after some work over the summer before Year 10, following consultation with the Head of Classics. The course covers ancient Greek language and literature, and suits capable and interested linguists. Pupils spend the first part of Year 10 learning the Greek language, using a tailored course book which has exercises focused on the language skills and knowledge needed at GCSE level, yet also introduces aspects of Greek myth and history, including Alexander the Great, Homer, Aesop s Fables and comedy. In addition to language, pupils also study the culture and literature of Classical Greece. By considering ancient sources and artwork, they investigate what life would have been like 2,500 years ago. In Year 11, they read an extract from Herodotus: the Histories. They will see how much the Greeks have influenced the modern world via their achievements in areas such as drama, science, philosophy and democracy. As well as developing competence in translating Greek, pupils will learn to take an analytical approach to languages in general because of the structure of Greek. Their literary skills will be improved by studying and responding to the literary texts. Lessons include a combination of reading and translating, language exercises and comprehensions. ICT, games and other activities are used when appropriate. In Year 11, some lessons are devoted to the literature set for the GCSE examination. In this process, pupils develop the skills needed to answer short, factual questions, as well as write longer answers dealing with, for example, the author s style of writing. This blend of close analysis and maintaining a view of the whole is one that proves invaluable in later life. Looking at the merits and biases of sources, and assessing what we can learn from them, also provides unique skills. Assessment is all by written examinations at the end of the course in Year 11. The language papers (which contain translations and comprehension questions) constitute 50% of the available marks, while the other 50% comes from the literature and sources papers. The study of Classical Greek sharpens logical and linguistic powers. This helps pupils communicate clearly in English, and equips them to learn other languages quickly and effectively. Knowledge of Classical Greek also aids English vocabulary, especially in technical and scientific areas. GCSE Greek looks impressive on university or job applications, as it is regarded as a rigorous subject. It is also rare; only around 1,000 pupils take this GCSE in the UK every year. Our pupils, most of whom also take Latin, achieve strong results at GCSE and beyond and go on to prestigious universities. Classics graduates are highly valued for their range of skills, and have a wide choice of interesting careers. For pupils wishing to take the subject at A-level, at least a grade B at GCSE is required. The specification number is: OCR GCSE Classical Greek J292 Head of Languages Mr B Doherty doherty.b@millfieldschool.com Teacher in Charge of Classics Mrs C Cowie cowie.c@millfieldschool.com Millfield Year 10/11 Courses

17 Computer Science By following the Computer Science syllabus, pupils foster an interest in, enjoyment of, and confidence in the use of computers. They develop an appreciation of the range and power of computer applications and solve problems using computers. Their studies include systems analysis, algorithm design and programming concepts. IGCSE Computer Science pupils consider a broad range of computer applications, to provide an understanding not only of the power, versatility and the benefits of using computers, but also the limitations and potential disadvantages. The IGCSE syllabus aims to equip pupils with the knowledge and skills they need for the world as it is today, whilst preparing them for the challenges of tomorrow. We focus not only on the detail of today s technology, but also on understanding the principles on which the technology is founded. The course teaches pupils how digital systems work, how they are designed and programmed and how computers can be used to create products and solutions. Computer science is an area which is expanding rapidly, offering a wide range of career opportunities in the public and private sectors. The job opportunities are diverse and not limited to the more technical range, as the course will give you an excellent grounding in using the standard application packages and problem solving; skills any employer will value. IGCSE Computer Science will equip pupils for the ever-increasing technical changes and will also form a firm foundation for those pupils thinking of studying Computer Science at A-level and beyond. The specification reference is: CIE IGCSE Computer Science Head of Computer Science and ICT Mr M Shields mps@millfieldschool.com Assessment is by an examination, which consists of Paper 1: Theory Paper 2: Problem solving and programming 16 Millfield Year 10/11 Courses

18 Drama This course encourages pupils to develop a critical and life-long understanding of theatre and other dramatic arts. GCSE Drama gives pupils the opportunity to explore dramatic techniques as a foundation for the AS/A-level courses and will also develop the interpersonal skills that are needed in a wide range of careers. Drama is widely recognised as a positive qualification by universities and employers. A Drama pupil who successfully completes their course of study will have gained a great range of transferable skills. Throughout the course, pupils are challenged and encouraged to develop their interpersonal skills, presentation techniques and collaborative abilities. Drama is hard work, pupils will be pushed to excel in all areas of the course. Pupils use of language will be enhanced; they will learn to communicate better with each other and in writing. Above all, a confidence in solving problems and making things happen will be cultivated. Some of the lessons in Drama will be in the classroom, but most of the time we work practically in one of the studios. During practical work, pupils have access to several drama and dance studios, including the fully equipped Meyer Theatre. Our dedicated teaching team includes a voice and acting coach, a committed technician and an experienced Director in Residence. Assessment of the course is as follows: 40% Internally assessed In Component 1, pupils learn how to devise and perform an original piece of theatre, and how to analyse and evaluate the devising process and performance. The teaching team award marks for this component, subject to external moderation. 60% Externally assessed Component 2 requires pupils to perform two extracts from a play. The quality of their performance is assessed by a visiting examiner. Component 3 is a written examination, in which candidates write about their practical exploration of a play and write a review of live theatre seen during the GCSE course. Millfield Year 10/11 Courses

19 Drama To study Drama is to study what it is to be human. It is a subject which helps pupils to improve their understanding of themselves and the world in which they live. Drama is also enormous fun and it offers fantastic challenges and life changing experiences. Pupils will put on productions of plays and devised work. To cope with the demands of the course, pupils need to have a genuine enthusiasm for theatre and must be willing to actively participate in all practical sessions, which can at times be physically demanding. Pupils should also be prepared to work outside of lesson time to rehearse with their groups in the run up to important practical assessments, and should be good collaborators, demonstrating sensitivity towards those with whom they work. It is our aim that through participation in the course, pupils will develop a love and critical understanding of performance arts. The specification number is: 1DR0 Teacher in Charge of Drama Mrs K Lane kjl@millfieldschool.com 18 Millfield Year 10/11 Courses

20 Economics Thinking of a career in which you can make a real difference to the lives of other people? If you are, then learning about economics could be crucial to your future success. The IGCSE course involves the study of how we use our world s limited resources, such as land, time and money, to satisfy our needs and wants. It focuses on real world decisions faced by businesses as they attempt to satisfy customers in order to make profits, and on the decisions faced by governments as they try to tackle problems such as poverty, unemployment, disease, pollution, climate change, traffic congestion and inflation. Topics include: Supply and demand House and share prices Prices of petrol, food and gas The markets for ipads, mobile phones and music streaming Competition between businesses How businesses attempt to increase their profits Growth and finance of businesses Effects of a national minimum wage Tackling a recession Changes in interest rates Changes in government spending and tax Exports and imports The UK leaving the European Union Will the Euro survive? The credit crunch and the global business world Ways to reduce poverty Policies to improve the environment Income inequality The fundamental economic theories such as supply and demand will be explained in lessons by tutors who will attempt to link each of the economic theories to real world examples; hence pupils will be encouraged to follow the subject in media such as newspapers, twitter, websites and blogs. Economics is an internet-paced, dynamic subject. To be successful in Economics pupils will have to be able to think logically; this suggests that pupils will need to be capable of getting at least grade B (or equivalent) in Mathematics at igcse level. There is no coursework; assessment is by two examination papers. Paper 1 will be Microeconomics and Business Economics, whilst Paper 2 is Macroeconomics and the Global Economy. Both examination papers will consist of multiple choice, short answer, data response and open-ended questions based on real world examples. Why choose Economics? You will find it interesting it s about real world issues It will look impressive on your CV universities and employers rate Economics highly It will help you develop the key skills needed for success in any A-level subject It will develop your ability to think logically, to analyse information, to debate issues and to find solutions to problems A GCSE in Economics would be of genuine benefit if you were to take the subject to AS/A2 level The specification number is: 4EC1 Head of Economics Mr A Shaw ans@millfieldschool.com Millfield Year 10/11 Courses

21 English as an Additional Language (EAL) Year 10 We aim to develop pupils ability in reading, writing, listening and speaking skills through extensive study and practice. In this upper-intermediate level English language course pupils learn new words in different topic areas and in a wide range of contexts. they are encouraged to communicate in English for practical, everyday purposes such as understanding instructions and public announcements, taking part in factual conversations, writing letters, articles, opinion essays and making notes. Progress is measured through continuous assessment, informal tests and a formal end-of-year examination. Pupils are also prepared for the Cambridge English: First for Schools (CEFR B2) in June. Cambridge English: First for Schools is for pupils who have an upper-intermediate level of English. thousands of colleges and universities around the world, as well as employers, recognise it as proof of a good level of spoken and written English for study, work and life. The Reading and Use of English paper tests reading skills as well as knowledge and use of vocabulary and grammar. The Writing paper has two parts and possible tasks include writing an essay, an article, a review and a letter or an . The listening paper tests different real-life listening skills, such as listening for information, opinion or detail, or listening for the general meaning of the whole text. In the speaking test, pupils are tested on different aspects of speaking, such as pronunciation, how well they use grammar and vocabulary, how well ideas are organised and how well they can participate in discussions with other people Millfield Year 10/11 Courses

22 English as an Additional Language (EAL) Year 11 This IGCSE examination is designed only for overseas pupils whose first language is not English, and is offered as a one-year course. A pass at grade B or higher satisfies the entry requirements for most academic courses at most British universities. Course content of EAL work in Years 10 and 11 reflects examination requirements. The examination includes components in listening, writing and reading skills as well as a 15 minute oral interview. A summary of skills acquired is shown below: Listening Short conversations on general topics Exposure to a variety of authentic accents Summarising specific points from a lecture Identifying discrete items of vocabulary Vocabulary acquisition, particularly of the widening range of academic words to which GCSE pupils are exposed, is a major element of the course. As well as preparing for the IGCSE examination, pupils have the opportunity to receive language support for their study of other GCSE subjects. The specification number is: Head of EAL Mr H Winkley hmw@millfieldschool.com Writing Describing people, places and events Short, factual reports Narrative summaries of magazine or newspaper articles Planning, organising and paragraphing Discursive and argumentative essays Editing and self-correction Writing formal and informal letters Reading Skills Skills tested in the examination: Scanning, skimming and speed reading Extracting and summarising information Making brief notes from printed information Text will include: Advertisements, brochures, guides and manuals Newspaper/magazine articles Graphical and pictorial information Oral Skills Development of fluency and accuracy Discussions on a variety of given topics Giving presentations Increasing active vocabulary Maintaining a natural conversation Taking part in debates Millfield Year 10/11 Courses

23 Food and Nutrition Cambridge IGCSE Food and Nutrition is accepted by universities and employers as proof of knowledge and understanding of food and nutrition. Successful Cambridge IGCSE Food and Nutrition candidates gain lifelong skills, including: An understanding of nutrition and of health problems related to diet An understanding of how socio-economic factors affect diet An awareness of how eating patterns and dietary needs depend on age and social group An awareness of how the position of the consumer differs in developed and less-developed economies The ability to assess the effectiveness and validity of claims made by advertisers Aesthetic and social sensitivity to dietary patterns An interest in the creative aspect and enjoyment of food Skills necessary for food preparation and food preservation The ability to organise and manage family food resources and to use food resources effectively in everyday life Knowledge of safety and hygiene requirements The course is effective at teaching pupils sound organisational and time management skills. The syllabus comprises 50% Theory and 50% Practical Test. Candidates take two compulsory components: Component 1 is a written paper consisting of short-answer questions, structured questions and open-ended essay questions. This component is worth 50% of the total marks. in Component 2 candidates have a planning session of 1 hour 30 minutes and a practical test of 2 hours 30 minutes. This component is worth 50% of the total marks. This course could lead or inspire pupils to varied and interesting careers. Opportunities include food styling/photography, food writing for magazines, development and design of new products. Other career paths include dietetics, medicine, sports science and hotel catering. As all pupils have been taught Food and Nutrition in Year 9, we have a good idea of their various strengths and weaknesses. Parents and pupils are welcome to contact the Food and Nutrition department staff to discuss the suitability of the course for each individual. The specification number is: Teacher in Charge of Food and Nutrition Miss J Moore jnm@millfieldschool.com 22 Millfield Year 10/11 Courses

24 Foreign Language (Additional) This option is available to those who have studied two languages in Year 9. The Languages department is delighted to welcome dual or triple linguists. The ability to understand and speak the languages of other countries is a valuable life skill which can enhance your chances of gaining a place with the best universities and employers. It is possible for pupils who have studied two languages in Year 9 to take one of the following five routes in Year 10: Two Modern foreign Languages (see pages 10 and 11 for course details) and one Classical Language (see pages 15 and 27 for course details) Two Classical Languages and one Modern foreign Language One Modern Language and one Classical Language Two Modern foreign Languages One Modern foreign Language Head of Languages Mr B Doherty doherty.b@millfieldschool.com Those who know nothing of foreign languages know nothing of their own language. Johann Wolfgang von Goethe If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart. Nelson Mandela Please note that Italian can be started in Year 10. Millfield Year 10/11 Courses

25 Geography Geography provides valuable preparation for higher education and the world of work, whilst also providing for everyday interest and understanding. It encompasses scientific, political, economic and environmental ideas and issues which will help you to develop your own opinions. Geography is about our environment its creation, the changes occurring within it and how these can best be managed. As a GCSE geographer you will use a range of media to address these issues. You will go on field trips in Britain and have the opportunity to travel abroad. The AQA GCSE is the Geography course that will be studied. This involves a range of physical and human topics such as plate tectonics, coasts, urban challenges and resource management. Topics also include the interaction between humans and their environment, including the management of hazards such as earthquakes. Geographers stand out in the workplace due to their diverse skills. The GCSE course allows many of these skills to be introduced and developed; these include Ordnance Survey map skills, the use of graphical and cartographic techniques, practical fieldwork skills, and analysis and evaluation of information from a variety of data sources. The knowledge and understanding gained throughout the two years of the GCSE course will be examined by structured questions in two examination papers, each worth 35% of the total marks. Studying Geography opens doors to many career choices due to the contemporary material and the range of skills developed. At university, geography is a popular subject in its many forms and complements many A-level combinations. It counts as both a science (fitting well with biology and mathematics) and a humanities subject (combining well with history, business studies and economics). GCSE Geography also fulfils the Humanities requirement if applying for US universities. Whilst studying GCSE Geography is not essential for A-level, it certainly provides a strong foundation. The specification number is: Head of Geography Miss A Starling aes@millfieldschool.com The mode of teaching continues the range of approaches used during the Year 9 course such as discussion, problem solving and structured written activities. Various mediums of ICT will also be used including audiovisual material, websites and subject specific software such as Geographical Information Systems (GIS) and satellite images. These will be examined in a skills paper which is worth 30% of the available GCSE marks. This paper also involves a decision-making exercise based on pre-released stimulus resources. 24 Millfield Year 10/11 Courses

26 History The IGCSE History course is an exciting and interesting one. It involves the study of fascinating events and personalities in the twentieth century. Among the topics pupils will be studying are: The causes, course and consequences of the First World War, and a study of the home front. Attempts to keep the peace after the First World War: the peace treaties , and the failure of the League of Nations. Hitler s foreign policy, appeasement and the causes of the Second World War. The Cold War: who was to blame?; the Cuban Missile Crisis; the Vietnam War. The IGCSE History course develops and examines a range of key skills. These include the ability to work with and analyse historical documents, generate an argument based on available evidence, write essays and present information in a clear and coherent manner. One of the highlights of the IGCSE History course is a residential visit to the First World War battlefields around Ypres and the Somme and possibly also the Second World War D Day Landing beaches (during the October half term in Year 11). Should you opt for History as one of your GCSEs, you will be joining a strong department with expert tutors, some of whom have examining experience. History is not only a very enjoyable GCSE subject; it is also respected as a strong academic discipline which will look good on your CV, especially when applying for university courses. History pupils are much sought after by employers. The specification number is: Mr D Carr dwc@millfieldschool.com (or talk to your History tutor) History is a subject that requires you to have an interest in reading and to take a view on big questions such as: Was Chamberlain right to try to appease Hitler? Does Field Marshal Haig deserve his bad reputation? However, IGCSE History is not just about political questions: it is about ordinary people and how they reacted to events. The course is assessed by two examination papers at the end of Year 11 and by a piece of coursework on the First World War. 73% of the available marks will be awarded for the end of course examinations and 27% for the coursework. Millfield Year 10/11 Courses

27 Information and Creative Technology (ICT) (BTEC Level 2 First Award) Are you interested in becoming an independent, confident and enthusiastic user of computers? Do you want to develop skills that you will be able to use in the world beyond your home and school? If the answer to either of these questions is yes, then read on. In the UK there is a shortage of people with IT skills. As the percentage of businesses and households connected to communication networks such as the internet grows, so does the need for individuals who can master and manipulate these technologies. Young people who leave school with the ideas and skills to be able to make the most of such changes will be at an advantage. Pupils who opt to study Information and Creative Technology will have the opportunity to develop a wide range of practical skills, together with an in-depth theoretical knowledge and understanding of the subject as it relates to society. The BTEC First Award is a Level 2 qualification equivalent to one GCSE. The course features a mix of external assessment and internally assessed assignments. All units carry the same weighting. This course would particularly suit those pupils who prefer coursework to examinations. skills. This will enable them to both deepen their knowledge of the software and broaden their experience of using it. Pupils will also look at the theoretical background to the subject. Why choose Information and Creative Technology? You will find it interesting because theory topics covered are concerned with real world issues. You will find it useful because it will help you to develop practical skills that you will be able to apply across all of the subjects that you study at both GCSE and in the sixth form. The practical skills acquired at GCSE will be beneficial for all university courses and future careers. The skills and ideas you acquire from studying ICT will enable you to take advantage of the developments that are occurring in ICT, giving you a head start over others. The specification number is: 600/4789/6 Head of Computer Science and ICT Mr M Shields mps@millfieldschool.com Unit 1 The Online World: assessed via an external online test Unit 3 A Digital Portfolio: brings together the practical work from other units in a website Unit 6 Creating Digital Graphics: assignments using skills in Adobe Illustrator and Photoshop Unit 9 Spreadsheet Development: assignments using skills in Microsoft Excel This is a very hands-on course. Pupils will spend most of their time in lessons developing their practical 26 Millfield Year 10/11 Courses

28 Latin This course is only available to pupils who have studied Latin in Year 9. For most of Year 10 the focus will be on learning the Latin language. Pupils continue to learn new grammar and vocabulary, using a course book tailored to the GCSE syllabus. In the spring term of Year 10, pupils begin to study literature written by world-renowned Roman authors while still improving their language skills. This will include extracts from a variety of prose authors based on history or myth, and a section of Virgil s epic poem the Aeneid. Through taking this course, pupils will increase their knowledge and understanding of the classical world, so they can learn to appreciate how Roman culture and thinking have shaped today s world, and can consider the similarities and differences between the Roman world and later times. By studying Latin for GCSE, pupils develop competence in translating Latin and learn to take an analytical approach to languages in general. They improve their literary skills through studying the Roman texts the course contains. Lessons include a combination of reading and translating, language exercises and comprehensions. ICT, games and other activities are used when appropriate. In Year 11, half of the lessons are devoted to the literature set for the GCSE examinations. As part of this process, pupils develop the skills needed in the literature examinations for answering short, factual questions and for writing longer answers dealing with, for example, the author s style of writing. The study of Latin sharpens your logical and linguistic powers. This helps you communicate clearly and persuasively in English, and equips you to learn other languages quickly and effectively, even in the case of languages that are not related to Latin. A knowledge of Latin also helps with English vocabulary, particularly more complex words and those of a technical nature. GCSE Latin looks impressive on your university or job application, as it is regarded as a rigorous subject. Our pupils achieve strong results in Latin at GCSE and beyond, and go on to prestigious universities. Classics graduates are highly valued for their broad range of skills, and have a wide choice of interesting careers. For pupils wishing to take Latin at A-level, grade B or above at GCSE is required. The specification number is: OCR GCSE Latin J282 Head of Languages Ms B Doherty doherty.b@millfieldschool.com Teacher in Charge of Classics Mrs C Cowie cowie.c@millfieldschool.com Assessment is entirely by written examinations taken at the end of the course in Year 11. The language papers (which comprise of translations and comprehension questions) constitute 50% of the available marks, while the other 50% come from the literature papers. Millfield Year 10/11 Courses

29 Music The Music IGCSE course enables pupils to acquire and consolidate a vast range of musical skills, knowledge and understanding, through the activities of listening, performing and composing. Pupils are given the opportunity to listen to and learn about music from a wide range of historical periods and major world cultures, whilst developing both their performing and composing skills in styles of their own choice. Throughout the course, pupils will be encouraged to develop critical and perceptive responses to the main styles of Western instrumental and vocal music. Pupils will also learn to recognise and understand the music of selected non-western traditions, including Latin American, Chinese, Indonesian and African music, and thus to form an appreciation of cultural similarities and differences. The areas of study generate three examination components: Performing (30% coursework) This is completed during the course and involves a recorded solo and a recorded ensemble piece. Pupils are rewarded for demonstrating technical competence on their instrument and an interpretative understanding of the music performed. Composing (30% coursework) This is completed during the course and requires pupils to complete two compositions: - Composition 1 must be written in a Western, tonal style - Composition 2 may be in any style of the pupil s choice Pupils are rewarded for demonstrating imagination and perception in free composition. Listening (40% 1 hour 15 minutes examination) A listening examination is taken at the end of the course. Questions are based on extracts or pieces from a wide range of historical styles and world traditions. Pupils are rewarded for positive achievement in the following areas: - Aural awareness, perception and discrimination in relation to Western music - Identifying and commenting on a range of music from cultures in different countries - Knowledge and understanding of one World Focus from a non-western culture and one Western Set Work Pupils beginning this course are expected to have some background in practical music making; this experience of playing an instrument is very important and pupils will be expected to have individual instrumental lessons to help with this. Pupils are, as a minimum, expected to be performing at Grade 3 standard. An ability to read music will be an advantage. Music scholars and exhibitioners are required to opt for this course. The specification number is: Assistant Director of Music (Academic) Mrs K Barry kjb@millfieldschool.com 28 Millfield Year 10/11 Courses

30 Music and Music Technology (BTEC Level 1/Level 2 First Award) The course consists of four units: The Music Industry a 1 hour examination at the end of the course Managing a Music Product Assignment based Introducing Music Composition Assignment based Introducing Music Recording Assignment based To present evidence of their work, pupils will be fully engaged with the Millfield mobile learning strategy, making good use of their ipads in their assignment preparation and presentation. A variety of approaches is taken in the delivery of the units, taking into account the needs of the individual pupil. Assistant Director of Music (Academic) Mrs K Barry kjb@millfieldschool.com BTEC Firsts are vocational qualifications preparing pupils either for work opportunities or further education. This course will give pupils an introduction to a number of roles available in the world of modern music and media business and at Millfield a Level 3 qualification is offered in the Sixth Form. Three units are assessed internally and all are graded as Pass, Merit or Distinction. Each unit offers one opportunity for resubmission at the discretion of the Lead Internal Verifier. The core Music Industry unit is graded by means of a 1 hour examination and assessed externally. The qualification grades are; Pass, Merit, Distinction and Distinction* at Level 2. Pupils who do not reach this level may be awarded a Level 1 qualification. Each unit has a teaching and learning phase followed by assessment. The delivery of the course is largely practical and offers opportunities to make recordings, stage events and to work with the latest music technology. Educational visits and input from outside experts contribute to a stimulating and enjoyable two year programme. Millfield Year 10/11 Courses

31 Physical Education IGCSE Physical Education is a dynamic and challenging course which continues to grow in popularity at Millfield. Pupils will be provided with the opportunity to participate in numerous sports, as well as learn the values of an active and healthy lifestyle. This diverse course allows pupils to use their full range of intellectual and sporting talents to achieve their potential. The course consists of two components: Component 1 is theoretical and accounts for 50% of the final grade. It is assessed through a written examination paper of 1 hour 45 minutes. There are three units in Component 1: Factors affecting performance Health, safety and training Reasons and opportunities for participation in physical activity The IGCSE Physical Education course offers an excellent insight into the theoretical and physiological concepts associated with sporting performance. The theory element of the course provides an excellent foundation for those pupils considering studying A-level Sport Science, BTEC Diploma in Sport or pursuing a sports-related career. Studying Physical Education complements a broad and well-balanced combination of subjects. The specification number is: Head of Physical Education Mr S Maddock skm@millfieldschool.com Teacher in Charge of GCSE Miss K Jordan kaj@millfieldschool.com The pupils will be taught various topics including: Diet and nutrition The effects of recreational and performance enhancing drugs on sporting performance The musculo-skeletal system The cardio-respiratory system Methods and principles of training Component 2 accounts for 50% of the final grade and is assessed in two sections: Practical Performance (40%) The pupils will be taught a variety of sports, and perform a practical examination in their best four sports at the end of Year 11. Analysis of Performance (10%) Pupils must analyse performance in one of their chosen activities. They will be expected to show knowledge and understanding of skills and tactics in their sport through observation and evaluation. 30 Millfield Year 10/11 Courses

32 Product Design The Product Design course encompasses a wide range of creative presentation and manufacturing skills as well as in-depth knowledge and understanding of several material disciplines. Pupils discover a broad application of ICT in design and gain a deeper understanding of graphic design, desktop publishing, word processing and CAD/CAM modelling. The new GCSE places greater emphasis on understanding and applying iterative design processes. Pupils will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others needs, wants and values. Pupils are encouraged to explore a wide range of materials and manufacturing techniques in the design, development and production of a marketable product or prototype. Using their own research and development skills, pupils select and interpret a brief set by the Exam Board. Pupils set about solving problems, making models, planning production and seeing the design through to final stages of manufacture and assembly. The controlled assessment section accounts for 50% of the available marks, which includes a design portfolio and final manufactured product or prototype. The supporting folio should include all evidence of development, planning, thought processes and decision-making throughout the project. The folio is comprised of a variety of sketches, maquettes and photographs, as well as design drawings and plans. An examination paper makes up the remaining 50% of the GCSE marks. Pupils are tested on their application of knowledge, understanding of material properties, processes and design skills. Throughout the controlled assessment project, pupils will be asked to consider the environmental, ethical, social, industrial and economic impact their designs have on the world. The Product Design course encourages young people to problem solve and helps prepare them for living in a technological world, providing many practical skills for life. Pupils are given the opportunity to work with resistant and compliant materials and are encouraged to employ a combination of these material groups in the manufacture of their product. If pupils wish to pursue A-level Product Design, we suggest they achieve at least a grade C at GCSE or be able to present a suitably comprehensive design folio. Successful GCSE pupils may wish to consider the BTEC Art & Design course if they are applying for a further education course in creative arts. Other pupils may wish to study A-level Product Design with a view to following a career in engineering as well as many other opportunities in design consultancy and industry. The specification number is: Teacher in Charge of Product Design Mr J Dodd jgd@millfieldschool.com Millfield Year 10/11 Courses

33 Religious Studies The exciting new Religious Studies GCSE will give you the chance to explore some of the big questions of life through Buddhism, Christianity, and your own personal opinion. In Year 10 you will study two religions and in Year 11 we explore religious and non-religious ideas about four modern-day ethical themes. The Buddhism component covers the following topics: The life of the Buddha, Buddhist teachings about life, human nature, personality and destiny, enlightenment, Buddhist worship and festivals, and Buddhist ethics what is considered right and wrong in Buddhism. The Christianity component covers the following topics: The nature of God, beliefs about creation, salvation and the afterlife, Jesus, Christian worship and festivals, pilgrimage, the role of the Church in the world, and Christian work to end injustice and persecution. The Ethics component covers: Buddhist, Christian and non-religious arguments about the following modern-day moral issues: Relationships and families: types of marriage and partnership, marriage and divorce, sex and contraception, men and women, raising children. Peace and conflict: peace and pacifism, reconciliation, protest, terrorism, holy war, modern conflict and nuclear weapons, how to treat victims of war. Crime and punishment: good and evil actions, reasons for crime, the death penalty, forgiveness, the treatment of criminals, the purpose of punishment. Human rights and social justice: human rights and responsibilities, equality and freedom, prejudice and discrimination, wealth and poverty, charity and social justice. 32 Millfield Year 10/11 Courses