1 Heartlands High School Values for Success Policy Date Adopted: November 2014 Signed by Chair of Governors Date for Review: July 2015 2015-2016 YEAR 8 GCSE OPTIONS BOOKLET BACCALAUREATE PATHWAY
2 3 CONTENTS 3 A WARM WELCOME FROM OUR HEAD OF SCHOOL, ELEN ROBERTS 4 PREPARING FOR THE FUTURE 5 PATHWAYS EXPLAINED 5 BACCALAUREATE PATHWAY 8 ENGLISH LANGUAGE 8 ENGLISH LITERATURE 9 MATHS 10 COMBINED SCIENCE 11 SEPARATE SCIENCE 12 SPANISH 12 FRENCH 13 HISTORY 13 GEOGRAPHY 14 ART 14 DRAMA 15 MUSIC 15 PHOTOGRAPHY 16 DT: PRODUCT DESIGN 16 HOSPITALITY 17 COMPUTER SCIENCE 18 BUSINESS STUDIES 18 SOCIOLOGY 19 GCSE PHYSICAL EDUCATION 20 ART & DESIGN 20 SPORT STUDIES (V CERT) 21 ENGINEERING/CONSTRUCTION (V CERT) 21 CREATIVE IMEDIA CAMBRIDGE NATIONALS OCR 22 THE OPTIONS PROCESS 2015-2016 23 NOTES 24 CONTACT A WARM WELCOME FROM OUR HEAD OF SCHOOL, ELEN ROBERTS We are driven by a desire to inspire students to find their own individual talents and enable them to develop a passion for their chosen specialisms. Making option choices is an important and exciting decision. These choices are critical in shaping students future academic and career paths so must be made with careful consideration to maximise individual achievement and to provide the widest possible range of future educational and professional opportunities. Consequently, we provide a lot of information and expert advice to you and your child during this process so that the optimum curriculum offer can be made for each and every student. We recognise the importance of collaboration between parents/carers and the school to establish the best route for each child, providing the support and encouragement needed at this pivotal stage in their secondary education. Our school ethos is founded upon high aspirations. We have a track record of delivering excellent results in the core academic subjects of English and Maths and the proportion of students achieving the English Baccalaureate is significantly above national average. However, whilst a broad academic curriculum is at the core of what we do, we also believe in the value of creativity, the arts, practical and vocational subjects in providing students with a rounded, balanced education. The national landscape for qualifications has changed and the standards expected of students in external examinations are now higher than ever. Our curriculum model has been carefully designed with this in mind to maximise students achievement and make them desirable candidates for sixth form centres, universities and ultimately, employers. Alongside this, sits our Character Education programme, SEARCH ethos, Citizenship and PSHCE programmes which actively promote the broader personal development of students. These values are integral to our success as a school in shaping students into adults who not only have excellent qualifications but also the character to succeed and lead happy, healthy lives. Elen Roberts
4 5 PREPARING FOR THE FUTURE Most students will not have decided what they would like to do as a career in the future but many will know which subjects they prefer and are good at, giving themselves the widest possible chances and opportunities to achieve. Expecting to go to university or into high-quality professional training, such as an apprenticeship, is a very important start. Both of these routes rely upon students achieving a good set of qualifications at GCSE level so that they can progress onto A-levels or other suitable Level 3 courses. English and Maths are critical subjects for this progression and it is now a legal requirement that students resit these subjects if they do not achieve a good pass at GCSE on their first attempt. This is why we invest heavily in support for these subjects from the start of Year 7 through to GCSE and have two full time one to one teachers who provide small group and individual tuition to students who need additional support with literacy or numeracy. Achieving good GCSE grades across the English Baccalaureate subjects is also seen as desirable by many sixth form providers and the best universities. We expect almost all of our pupils to follow this broad academic pathway, selecting two specialism subjects of their choice. It is important that students consider these two options carefully with a view to future educational and career aspirations, as well as their own individual strengths. Parental and school guidance in this process is invaluable in supporting them to make choices which will allow them to thrive and develop their passion for learning. Job / career University degree Good A-level grades** A*- C GCSE grades incl. English, Maths, Science, a language and a humanities subject plus subjects of your choice PATHWAYS EXPLAINED The academy offers three distinct pathways: Core, Baccalaureate and Extended. These are recommended to students/parents and provide the flexibility to design a curriculum package for each student which is tailored to their needs, abilities and potential. Based on your child s prior and current attainment, we believe that the Baccalaureate pathway is the most suitable for them. The structure of this pathway is shown below: BACCALAUREATE PATHWAY Most students in the school will follow the Baccalaureate Pathway, which includes study of the English Baccalaureate (English, Maths, Science, History or Geography and a language) plus two additional options. Students will study for nine GCSE qualifications. The subject selection in this pathway is designed for students who are secure in their Maths and English skills and will ensure students study the academic subjects which will best prepare them for A-Levels and university. Opt 1 (2.5 hrs) Opt 2 (2.5 hrs) MFL (2.5 hrs) 25 HOURS / WEEK PE (2 hrs) Hums (2.5 hrs) English (4 hrs) Science (5 hrs) Maths (4 hrs) **of equivalent Level 3 qualification
6 7
8 9 COMPULSORY CORE SUBJECTS ENGLISH LANGUAGE ENGLISH LITERATURE MATHS ENGLISH ENGLISH Students will study a range of fiction and non-fiction texts, including literary non-fiction and will learn how to identify the language and structural devices used by writers to achieve specific effects on the reader. COMPUTER In addition, students will learn to write accurately and skilfully, adapting the style of their writing for different photogrpahy purposes and audiences. The accuracy of students spelling, punctuation and grammar makes up 20% of the overall assessment for this GCSE. Speaking and Listening is a taught component of English Language GCSE but the assessment of Speaking and Listening does not form part of the final examination. Students will study a Shakespearean play, a pre-19th century text, modern prose/drama and poetry. They will learn how to identify the language and structural devices used by writers to achieve specific effects on the reader. They will also understand how to link and compare seen and unseen texts. The accuracy of students spelling, punctuation and grammar makes up 5% of the overall assessment for this GCSE. The new Maths GCSE covers broader and more challenging subject content than the previous GCSE. There is greater emphasis on problem solving and mathematical reasoning, with more marks being allocated to these higher-order skills. Students will now be required to memorise formulae. Each paper will have a range of question types, utilising both structured and unstructured questions. Some questions on the papers will be set in context (both mathematical and non-mathematical). Key topics include: Number, Algebra, Ratio, Proportion and Rates of Change, Geometry and Measure, Probability and Statistics.
10 11 SCIENCE SUBJECTS COMBINED SCIENCE Students will study key concepts from In addition, students will carry out 16 Biology, Chemistry and Physics. An compulsory experiments that will then example of topics is shown below: be examined within the exam papers. Biology: Cell biology, Organisation of organisms, Infection and response, Bioenergetics, Homeostasis and response, Inheritance, variation and evolution, Ecology Chemistry: Atomic structure and the periodic table, Bonding, structure and the properties of matter, Quantitative chemistry, Chemical changes, Energy changes, the rate and extent of chemical change, Organic chemistry, Chemical analysis, Chemistry of the atmosphere, Using resources Physics: Forces, Energy, Waves, Electricity, Magnetism and electromagnetism, Particle model of matter, Atomic structure COMPUTER photogrpahy SEPARATE SCIENCE Students will study key concepts from Biology, Chemistry and Physics. Although the topics are the same as SCIENCE combined science, they are extended to more challenging concepts: Biology: Cell Biology, Organisation of organisms, Infection and response, Bioenergetics, Homeostasis and response, Inheritance, variation and evolution, Ecology Chemistry: Atomic structure and the periodic table, Bonding, structure and the properties of matter, Quantitative chemistry, Chemical changes, Energy changes, the rate and extent of chemical change, Organic chemistry, Chemical analysis, Chemistry of the atmosphere, Using resources Physics: Forces, Energy, Waves, Electricity, Magnetism and electromagnetism, Particle model of matter, Atomic structure In addition, students will carry out eight compulsory experiments for each Science (24 in total) that will then be examined within the exam papers. This course is offered to around 20 more able students as a fast track route. This does not take up an option but involves an additional hour of compulsory tuition after school as well as more self-study. - six exams, two in each science equivalent to two GCSEs - six exams, two in each science equivalent to three GCSEs
12 13 LANGUAGES HUMANITIES SPANISH FRENCH Students will study the new Spanish GCSE and will develop their language acquisition in the four key skills of Students will study the new French GCSE and will develop their language acquisition in the four key skills of Listening, Reading, Speaking and Writing Listening, Reading, Speaking and Writing across three main themes: across three main themes: 1. Identity and culture 1. Identity and culture 2. Local, national, international and 2. Local, national, international and global areas of interest global areas of interest 3. Current and future study and employment 3. Current and future study and employment The new course has a strong focus on grammar, spontaneity and fluency. Students will undertake translation activities from English into the target language and from the target language into English. The students will be assessed in a final exam with each of the four skills accounting for 25% of the final grade. A successful student of MFL will regularly revise and build a personal bank of vocabulary and will practice using Spanish, applying their knowledge of grammar. The new course has a strong focus on grammar, spontaneity and fluency. Students will undertake translation activities from English into the target language and from the target language into English. The students will be assessed in a final exam with each of the four skills accounting for 25% of the final grade. A successful student of MFL will regularly revise and build a personal bank of vocabulary and will practice using French, applying their knowledge of grammar. HISTORY GEOGRAPHY Students will study change over time in a This course will deepen understanding thematic study which will cover medieval, of geographical processes, the impact early modern and modern history. They of change and of complex people - will also study a British Early Modern environment interactions, highlight unit, a Twentieth Century wider world the dynamic links between places depth study and a historic environment and environments at different scales which will be linked to the thematic and develop students competence study. For example, in the Crime and HISTORY COMPUTER photogrpahy in using a wide range of geographical GEOGRAPHY Punishment thematic unit, students will investigative skills and approaches. learn about the history of Whitechapel. Students will develop their knowledge of: GCSE History gives students the locations, places, environments and opportunity to use historical sources processes from local to global to make claims about the past. It will the interactions between people also require students to understand and environments, change in places how the past has been interpreted and processes over space and time differently and how to ask questions of sources to form a historical enquiry. In addition, they will develop and It enables students to develop their extend their competence in a ability to write analytically about the range of skills, including those used past by considering the key concepts in fieldwork, in using maps and of causation, consequence, change and Geographical Information Systems continuity and significance. (GIS) and in researching secondary evidence and enquiry. Spelling, punctuation and grammar are assessed in the exam papers on specified questions.
14 15 SPECIALISM SUBJECTS - ARTS Students complete two coursework Learners participate in the creation, projects and one exam project. They work in sketchbooks to develop work towards Final Pieces in order to meet four assessment objectives: exploring development and performance of a These will include music from different piece of devised theatre using the parts of the world, such as India, West techniques of an influential theatre Africa and Scotland, and from different practitioner, in response to a stimulus and developing ideas by referencing set by Eduqas, including a written other artists, reviewing and refining their skills through experimentation, recording their observations using drawing and writing, and developing personal responses. Students can work with a range of materials and processes to meet these objectives. This course is ideal for students who want to develop creative and technical skills and make their own creative decisions within a given structure. evaluation of their work. Learners will MUSIC photogrpahy ART DRAMA MUSIC PHOTOGRAPHY times from 1700 to the present day (including pop music). Students will develop an understanding of theory also study two extracts from the same of music and how to identify various performance text, preparing a scripted features in music they are listen to. performance of both extracts for a These skills will be tested in a written visiting examiner. exam with an audio CD. The written exam requires learners All students will be expected to learn an to demonstrate their knowledge and instrument to a high standard and will understanding of how drama and need to take lessons in that instrument/ theatre is developed and performed voice. They will have two performances through the study of a performance text recorded in year 11. One will be a and through responding to live theatre. solo performance and the other will be performed as part of a group. A major part of the assessment will be composition which will allow students to demonstrate their understanding of music and use our hi-tech music facilities. Students will study a range of set works. Students complete two photography- COMPUTER photogrpahy based coursework projects and one exam project in which they work in sketchbooks to develop work towards Final Pieces in order to meet four assessment objectives: exploring and developing ideas by referencing other photographers, reviewing and refining their skills through experimentation, recording their observations using photography, drawing and writing, and developing personal responses. Students can work with analogue and digital photography to meet these objectives. This course is ideal for students who want to develop creative and technical skills and make their own creative decisions within a given structure. Assessment Method: 60% coursework, 40% exam Assessment Method: 40% practical/ written internally assessed coursework, 20% practical exam, 40% written exam Exam Board: Eduqas Assessment Method: 40% listening, 30% performing, 30% composing Assessment Method: 60% coursework, 40% exam
16 17 SPECIALISM SUBJECTS - DESIGN & TECHNOLOGY SPECIALISM SUBJECTS - COMPUTER SCIENCE DT: PRODUCT DESIGN HOSPITALITY COMPUTER SCIENCE CATERING COMPUTER photogrpahy COMPUTER Students will study the modern world of product design and development. Students learn about modern materials, manufacturing methods, design skills and CAD/CAM techniques. Students develop their understanding of material properties and how these can be manipulated to be used in the thousands of products we interact with every day. Through this GCSE, students can focus on Graphics, Resistant Materials, Electronics or Systems and Control. This course is aimed at students who Students study a range of practical skills are interested in the Catering and and theoretical concepts, developing Hospitality industry and who are looking knowledge regarding the operation and to further develop their practical functionality of computing systems, catering skills. understanding the basic components and operations of a computer. Hospitality is made up of two components: In addition, students will develop Unit 3 - Controlled Assessment practical programming skills in a number which asks the students to plan and of languages. For the majority of the prepare an event-based task. course students will study Python as their main programming language but will gain Unit 4 - Theory Examination - experience in SQL, PHP and HTML. students are examined on their recall of the hospitality industry, The qualification will be assessed client groups, nutrition and much through 2 examinations: Paper 1 more. Computational Thing and Problem Solving (40%), Paper 2 Written This is a fantastic course for students to assessment - Theoretical Knowledge build upon their practical catering skills (40%) and finally a non-exam and showcase their practical talent when assessment (replacement for controlled putting on a community-based event. assessment) (20%). Assessment Method: 40% exam, 60% coursework Assessment Method: 40% exam, 60% controlled assessment Exam Board: WJEC
18 19 SPECIALISM SUBJECTS - BUSINESS SOCIOLOGY & PE BUSINESS STUDIES SOCIOLOGY Students study three units: Students study two units: Students will receive a well-rounded Unit 1: Understanding a small business Unit 2: Investigating a small business Unit 3: Building a business Unit 1: Studying society, Families and education Unit 2: Crime and deviance, Mass media and social inequality Across these units students explore Across these units, students develop social processes including socialisation, knowledge and understanding of social control and social change. marketing, management, production, Students also explore social issues, finance, economics, ethics and including the causes and consequences enterprise. Students should expect to of inequality, concepts of crime and develop and apply their numeracy skills deviance and the significance of the in this subject and show a keen interest media as a major influence on society. in Business and Economics. The qualification will be assessed through two examinations, each with a weighting of 50%. GCSE PHYSICAL EDUCATION sociology COMPUTER photogrpahy introduction to the world of PE, Sport and Sport Science through the combination of physical performance and academic challenges. A large section of the content is to be taught in a practical way thus allowing theory to be understood through practice. The theory content will look at a range of topic areas including anatomy and physiology, movement analysis, physical training, sport psychology, socio-cultural influences and will require a firm scientific grounding. In the new GCSE, there is an increased emphasis on the theoretical content which is now worth 60% of the qualification assessed through examination. PE Assessment Method: 75% exam, 25% coursework Assessment Method: 60% exam, 40% practical assessment
20 21 SPECIALISM SUBJECTS - VOCATIONAL COURSES ART & DESIGN SPORT STUDIES ENGINEERING/ CREATIVE IMEDIA PE ENGINEERING (V CERT) CONSTRUCTION (V CERT) CAMBRIDGE NATIONALS Students work on a series of briefs based on real-life vocational scenarios. For example, designing posters for the London Tourism Board. They will be expected to work to meet these briefs New vocational qualifications (V Certs) are now available for students to study alongside academic GCSEs. These are equivalent to one GCSE and are designed to equip students with applied New vocational qualifications (V Certs) are now available for students to study alongside academic GCSEs. These are equivalent to one GCSE and are designed to equip students with applied This vocational qualification will equip learners with a range of skills and opportunities to develop transferable skills such as research, planning, and review, working with others and in a way that demonstrates their fine art and graphic design skills, and shows how they have developed their own ideas in response to other artists and designers. Two of these briefs are externally set, and for these they must produce final outcomes under timed conditions, following a period of preparation. This course is ideal for students wanting a more structured approach to their learning and those who will benefit from learning about the real world vocational contexts in which artists can work. knowledge and practical skills which knowledge and practical skills which are desirable to employers in particular are desirable to employers in particular industry sectors. They focus on the acquisition of technical skills. COMPUTER photogrpahy We plan to offer a vocational qualification in Sport, Health & Fitness, which is designed for learners with an interest in any of the health and fitness contexts such as exercise, lifestyles and diet. The course has clear progression routes to Post 16 qualifications, training and employment routes as well as teaching important life skills and knowledge. industry sectors. They focus on the acquisition of technical skills. We plan to offer a vocational qualification in the field of Engineering/ Construction, which is designed for students with an interest in this broad field. It will provide learners with experience of using different tools and materials to enable them to use these skills within further education or apprenticeships. It will give them a basic understanding of what a career in Engineering/Construction may involve. communicating creative concepts effectively. Students will first complete two core units: pre-production skills and creating digital graphics to meet the requirements for the Award Level. Students, who successfully complete these units will then have the opportunity to complete two further units, achieving a certificate level. Possible further study units include Creating 2D and 3D digital characters, storytelling with a comic strip, creating a multipage website, creating a digital animation, creating interactive multimedia products, digital photography, designing a game concept and digital games Assessment Method: Students are assessed on a Pass, Merit or Distinction basis (six units over the two years), two are externally assessed Assessment Method: 75% portfolio, 25% external exam Exam Board: TBC Assessment Method: 75% portfolio, 25% external exam Exam Board: TBC Assessment Method: Partial Exam/ Partial internal assessment Exam Board: OCR (TBC)
22 23 THE OPTIONS PROCESS 2015-2016 NOTES Students must: ATTEND THE OPTIONS ASSEMBLY ON 5 TH FEBRUARY READ THE OPTIONS BOOKLET WITH A PARENT/CARER SPEAK TO SUBJECT TEACHERS, YOUR FORM TUTOR AND HEAD OF HOUSE ABOUT YOUR OPTIONS ATTEND THE OPTIONS EVENING EVENT ON 9 TH FEBRUARY 2016 WITH YOUR PARENT/CARER COMPLETE THE OPTIONS FORM WITH YOUR PARENT/CARER. PARENTS MUST SIGN THE FORM SUBMIT YOUR COMPLETED OPTIONS FORM BY THE DEADLINE OF 4 TH MARCH 2016 RECEIVE CONFIRMATION OF YOUR ASSIGNED GCSE OPTIONS BY 17 TH MARCH 2016
24 CONTACT Station Road Wood Green N22 7ST Email: office@heartlands.haringey.sch.uk Website: www.heartlands.haringey.sch.uk Telephone: 020 8826 1230 Fax: 020 8826 1231 Alexandra Park Rd Alexandra Palace Park Ave Lordship Lane South Terrace Wood Green Common Wood Green Alexandra Park Mayes Road Heartlands High School @HHSHaringey