A Guide to Key Stage 4 Courses 2018 2020 Find out more at our GCSE Information Evening Thursday 16 th November 2017 6pm
Index 3. A Guide to Key Stage Four Curriculum 4. GCSE Information Evening timetable of presentations 5. Map of School 6. English Language 7. English Literature 8. Mathematics 9. Science 10. Combined Science 11. Triple Science 12. Art 13. Business Studies 14. Children s Learning and Development 16. Computer Science 17. Dance 18. Drama 19. Food Preparation & Nutrition 20. French 21. Geography 22. Health & Social Care 23. History 24. Music 25. Physical Education 27. Religious Studies 28. Resistant Materials 29. Spanish 2
A Guide to Key Stage Four at Ludlow School The courses we offer in Years 10 and 11 lead to the award of a GCSE or equivalent. Different subjects have different ways of assessing students, and some may involve an element of coursework, alongside terminal examinations. This booklet is not meant to give you a detailed picture of the GCSE courses available, but we hope that it gives you a brief summary of the different requirements for each subject. If you require more detailed information, copies of the full syllabus for each subject are available from the specific examination board online, or from the school. We will also be holding a GCSE Information Evening on Thursday 16 th November at 6pm for Year 9 students, parents and carers. During the evening, you and your child will be given an introduction to the GCSE option process, and will then have opportunity to attend a variety of subject presentations to find out a little more about the courses that your child is interested in studying. When it comes to deciding on GCSE option preferences, the three most important things to consider are ability within the subject, enjoyment of the subject and whether it will enable your child to take the next step in their future education or employment. We currently run a system which allows us to gather student preferences before we design our timetable option blocks. Whilst we try to ensure as many students as possible can study their first four choices, this is not always possible due to staffing and timetable constraints. Student Preferences As a school, we are committed to the principle of a broad and balanced curriculum for 14-16 year olds. The government has joined us in ensuring this is what is provided for every student, and students progress will be measured across 8 subjects. The choices of these 8 subjects has now become more prescriptive. There are now revised specifications in all subjects we offer, along with a change in grading from A* - G to grades 9 1. Every student takes the following subjects: 1. English Language (1) & English Literature (1) 2. Mathematics (1) 3. Combined Science (2) Students will state a preference for four further courses. All students will select one subject from Group A and three further subjects from either Group A or Group B. Group A: Computer Science, French, Geography, History, Triple Science, Spanish. Group B: Art, Business Studies, Dance, Drama, Child Development, Food Preparation and Nutrition, Health and Social Care, Music, PE, RE and Resistant Materials. Students will also take part in P.E, Computing, Citizenship, R.E. and RSE. EBacc This is gained by any student who attains 9 5 grades in 5 curriculum areas: English Language or Literature, Maths, 2 Sciences (Combined), or 3 Sciences (Biology, Chemistry, Computer Science and Physics), Humanities (History or Geography) and a language (French or Spanish). Colleges, universities and employers may well use this measure as part of their selection process. Further information from Mrs P Hearle 3
GCSE Information Evening 10 Minute Option Presentations Circle the presentations you are interested in and plan your evening: Room 6.30pm 6.45pm 7pm 7.15pm 7.30pm 7.45pm C6 Triple Science Triple Science Triple Science B4 Computer Science Computer Science A5 History History History A3 Geography Geography Geography B2 MFL MFL MFL E3 Art Art Art B4 D1 Dance Studio Drama Studio E5 Food D1 Business Studies Child Development Dance Business Studies Child Development Dance Drama Drama Drama Health & Social Care Food Food Food Health & Social Care Music Room Music Music B6 PE PE PE A6 RE RE E4 Workshop Resistant Materials Resistant Materials Bryn Faulkner, our SENCO, will be available in the Pupil Support Centre to discuss any concerns you have about your child s specific learning needs. Our school careers advisor, Colin Dickerson, will also be available in the Pupil Support Centre to answer any queries you have about specific post 16 pathways. 4
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ENGLISH - GCSE English Language Examination Board: AQA Students will draw upon a range of texts as reading stimulus and engage with creative and relevant contexts. Students will have opportunities to develop higher-order reading and critical thinking skills that encourage genuine enquiry into different topics and themes. Throughout the GCSE English Language course, students will read a wide range of challenging texts from the 19th, 20th and 21 st centuries, including literature and literary non-fiction as well as other writing. For instance, they will explore reviews and journalism. Students will use the knowledge gained from their wide reading to inform and improve their own writing. By the end of the course, students should be able to demonstrate a confident control of Standard English and write grammatically correct sentences; they should also be able to deploy language devices and a range of vocabulary. Indeed, using a variety of vocabulary and sentence structures, as well as accurate spelling and punctuation, constitutes 20% of the GCSE result. Students will sit two examinations at the end of their course. Both examinations are worth 50% of the GCSE result and are one hour and 45 minutes long. Paper 1: Section A Reading - students will read a literature fiction text in order to consider how established writers use narrative and descriptive techniques to capture the readers interest. In Section B Writing - students write their own creative text (inspired by the topic that they have responded to in Section A) to demonstrate their narrative and descriptive skills; they will respond to a written prompt, scenario or visual image. Paper 2: Section A Reading - students will read two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader. Section B Writing - students will produce a written text to a specified audience, purpose and form; they will give their own perspective on the theme that has been introduced to them in Section A. The reading and writing components of each exam have equal weighting. There is also a Spoken Language element to the course that will be separately endorsed (worth 0% of the GCSE). When studying this unit, students will be given the chance to demonstrate their speaking and listening skills. 6
English Literature Examination Board: AQA This course should encourage students to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English Literature should encourage students to read widely for pleasure and will prepare them for studying literature at a higher level. Throughout the course, students will read a wide range of classic literature fluently and with good understanding, making connections across their reading. They will read in depth, becoming critical readers, so that they are able to discuss and explain their understanding and ideas. Students will be expected to evaluate different responses to a text; understand a writer s social, historical and cultural context and offer an informed personal response. Furthermore, students will analyse language, structure and form; explore aspects of plot, characterisation, events and settings and distinguish between what is stated explicitly and what is implied. When studying poetry, students will also demonstrate an ability to compare and contrast texts. During their course, students will write accurately, effectively and analytically about their reading, using Standard English. They will acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms. Using a variety of vocabulary and sentence structures, as well as accurate spelling and punctuation, constitutes 5% of the GCSE result. Students will sit two examinations at the end of their course. Paper 1: one hour and 45 minute examination. It is worth 40% of the GCSE. Section A - students will write in detail about an extract from a Shakespeare play (Macbeth) and then write about the play as a whole. Section B - students will respond to an extract and essay question on a 19 th century novel (The Strange Case of Dr Jekyll and Mr Hyde). Paper 2: two hour and 15 minute examination. It is worth 60% of the GCSE. Section A - students will respond to an essay question on their studied modern prose or drama text (An Inspector Calls). Section B - students will answer one comparative question on one named poem and one other poem from their chosen anthology cluster (Power and Conflict). Section C - students will answer two questions on unseen poetry; one of these questions is another comparative task. Further information from Mrs B Griffiths 7
MATHEMATICS - GCSE Examination Board: Edexcel Specification 1MA1 Foundation tier - grades 1 to 5 available Higher tier grades 4 to 9 available (grade 3 allowed). The assessment for each tier of entry consists of three externally-examined papers, all three must be from the same tier of entry. Students must complete all three papers in the same assessment series. Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3. Each paper is 1 hour and 30 minutes long. Each paper has 80 marks. Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts. The assessments will cover the following content headings at the given weightings: Tier Topic area Weighting Foundation Number 22-28% Algebra 17-23% Ratio, Proportion and Rates of 22-28% change Geometry and Measures 12-18% Statistics & Probability 12-18% Higher Number 12-18% Algebra 27-33% Ratio, Proportion and Rates of 17-23% change Geometry and Measures 17-23% Statistics & Probability 12 18% The following Assessment Objectives will also be covered by all papers across both tiers of entry % Foundation % Higher AO1 Use and apply standard techniques 50 40 AO2 Reason, interpret and communicate 25 30 mathematically AO3 Solve problems within mathematics and other contexts. 25 30 Further information from Miss A Dixon 8
SCIENCE - GCSE This is a new specification for Science that was first taught in September 2016 and it is due to be examined for the first time in 2018. Science Pathways All students must follow the compulsory element unless they opt for Triple Science. The pathways for Science are as follows: Year Compulsory Optional 10 GCSE Triple Science leading to: 11 GCSE Combined Science: GCSE Biology Trilogy GCSE Chemistry GCSE Physics There are many changes to the Science syllabus, examination duration, examination style and grading system used. Here is a summary of the major changes that we know about at the moment: Changes to both Routes There is no coursework; grades are awarded on final exam performance only. Changes for the Compulsory Route There is no longer Core and Additional Science GCSEs. These are replaced by a dual award GCSE named Combined Science: Trilogy. The grading structure has moved to a 17-point scale ranging from 1-1 to 9-9 where 9-9 is the best grade. There are two tiers of entry, Foundation and Higher. Students undertaking the Foundation Tier exams will be awarded grades from 1-1 to 5-5. Students undertaking the Higher Tier exams will be awarded grades from 4-4 to 9-9. All three sciences - Biology, Chemistry and Physics must be sat at the same Tier. There are 16 required practicals that must be offered throughout the course. These will be examined in the final examinations. Changes for the Optional Route The grading structure has moved to a 9-point scale ranging from 1 to 9 where 9 is the best grade. There are two tiers of entry, Foundation and Higher. Students undertaking the Foundation Tier exams will be awarded grades from 1 to 5. Students undertaking the Higher Tier exams will be awarded grades from 4 to 9. There are 8 required practicals for each Science that must be offered throughout the course. These will be examined in the final examinations. Both examinations in a Science must be sat at the same tier, however, you can sit different tiers in different GCSEs e.g. Biology Higher, Physics Foundation. 9
GCSE Combined Science Examination Board: AQA The GCSE Combined Science course is taught in discrete modules of Biology, Chemistry and Physics by specialist teachers. In Biology the topics covered are: Cell Biology Organisation Infection and Response Bioenergetics Homeostasis and response Inheritance, variation and evolution Ecology In Chemistry the topics covered are: Atomic Structure and the Periodic Table Bonding structure and the Properties of Matter Quantitative Chemistry Chemical Changes Exothermic and Endothermic reactions The Rate and Extent of Chemical Change Chemical Analysis Chemistry of the Atmosphere Using resources In Physics the topics covered are: Forces Force and Motion Energy Waves Electricity current, resistance and potential difference Electricity Domestic, energy transfers and the National Grid Permanent and Induced Magnetism Particle model of Matter Atomic Structure There will be 6 examinations, 2 in each Science, of 1 hour and 15 minutes duration, totalling 7.5 hours of examinations. 10
GCSE Triple Science i.e. GCSE Biology, GCSE Chemistry and GCSE Physics To follow this route it must be selected as an option. It is recommended that students must achieve at least WA in English, Mathematics and Science at the end of KS3 to follow Triple Science. Examination Board: AQA The GCSE Triple Science option course is taught in discrete modules of Biology, Chemistry and Physics by specialist teachers. In Biology, Chemistry and Physics the topics covered from the Combined Science GCSE will be studied in greater breadth and depth. For each of GCSE Biology, GCSE Chemistry and GCSE Physics: There will be two exams of 1 hour and 45 minutes duration totalling 3.5 hours of examinations. Further information from Mr N Crumpton 11
ART - GCSE Examination Board: - Eduqas The GCSE Art and Design Course contains two components: The Personal Portfolio and the Externally Assessed Assignment. The course offers a wide range of choice and flexibility which enables students to explore and develop personal ideas in response to a given stimulus or theme. Students will study the following: Drawing and painting Printmaking Constructed, painted and printed textiles 3 dimensional studies Critical Studies (studying the work of other artists, designers and cultures) Students will have opportunities to participate in cultural visits to art galleries, museums and sculpture parks. They will also have opportunities to explore project themes in depth at external locations, such as National Trust properties and historical sites. By Christmas of Year 11, students will present their coursework portfolio for final assessment. In January of Year 11, students will receive their Externally Assessed Assignment, with a selection of starting points set by the examination board. Throughout the Spring term, students will develop personal ideas in response to the Assignment theme. They are allowed unlimited preparation time during the spring term, to produce supporting studies, artist research and plans for a final outcome, all of which form part of the exam assessment. The final piece will be produced during a 10-hour exam held at the end of April. There are 4 Assessment Objectives in Art and Design, each worth 25% of the total marks. Assessment Objective 1: Critical Understanding: Developing ideas through investigations, demonstrating critical understanding Assessment Objective 2: Creative Making: Refining ideas through exploring and manipulating materials, processes and techniques Assessment Objective 3: Reflective Recording: Recording observations and insights relevant to their intentions as the work progresses Assessment Objective 4: Personal Presentation: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. Important: Students must submit evidence of using drawing to support the development of their work, in both components. Students must use written annotation and specialist terminology to record their ideas, observations and judgements. Component 1: Portfolio Worth 60% of the final mark Component 2: Externally Assessed Assignment: Worth 40% of the final mark Student portfolios and work for the Externally Assessed Assignment are marked by Art Department staff and moderated by the Exam Board, at an end of year exhibition. Further information from Mrs J Montgomery or Mrs W Wrafter 12
BUSINESS STUDIES GCSE Exam Board: Edexcel The course is a linear course with two examination papers taken at the end of the course. It covers aspects of setting up a small business in the first section, which leads to wider aspects that are more relevant to running and developing a larger business in the second section. The delivery of the course is through a mixture of learning business concepts through theoretical and practical activities that apply the theory to real contexts, with opportunities to develop understanding through scenarios and immersive activities both online and in the classroom. Theme 1: Investigating small business Topic 1.1 Enterprise and entrepreneurship Topic 1.2 Spotting a business opportunity Topic 1.3 Putting a business idea into practice Topic 1.4 Making the business effective Topic 1.5 Understanding external influences on business Theme 1 1 hour 30 minute examination paper, worth 50% of the qualification. Theme 2: Building a Business Topic 2.1 Growing the business Topic 2.2 Making marketing decisions Topic 2.3 Making operational decisions Topic 2.4 Making financial decisions Topic 2.5 Making human resource decisions Theme 2 1 hour 30 minute examination paper, worth 50% of the qualification. Each examination paper is divided into three sections: Section A: 35 marks Section B: 30 marks Section C: 25 marks. The paper will consist of calculations, multiple-choice, short-answer and extended-writing questions. Questions in Sections B and C will be based on business contexts given in the paper. Further information from Mr D Jones 13
CHILDREN S LEARNING AND DEVELOPMENT TECHNICAL AWARD (GCSE Equivalent) Examination board: OCR This qualification is for students aged 14-16 who wish to develop applied knowledge and practical skills in child development. They are designed to fit into the curriculum and to offer the same size, rigour and performance points as GCSEs. They will form a key part of any student s Progress 8 and Attainment 8 approved subjects. The qualifications are recognised by Ofqual, DfE and by 16-19 providers as progression to A Level, Further Education or on to an apprenticeship or work. Unit 1: The first unit underpins all of the other learning in this qualification. All students will learn the essential knowledge and understanding for child development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, care, conditions for development, childhood illnesses and child safety. Knowledge gained would be of use for further studies in PHSE, Biology and other Child Development qualifications. Unit 2: In Unit 2, students will gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when choosing appropriate equipment to meet all of these needs. They will also gain knowledge of nutrition and hygiene practices and will be given the opportunity to evaluate dietary choices. Evaluation skills are transferable skills which would be of use in further studies in most areas. Unit 3: In Unit 3, students will gain knowledge of, and skills in, developing activities to observe development norms in children up to the age of five. This unit will include researching, planning, carrying out activities with children and observing and reviewing these activities, as well as an understanding of the development norms and the benefits of play in child development. These transferable skills will support further studies in many other subjects. 14
Unit R018: Health and well-being for child development. 1 hour and 15 minute written paper, 80 marks. This question paper: consists of two sections, comprising short answer and extended response questions assesses the quality of written communication Unit R019: Understand the equipment and nutritional needs of children from birth to five years. This is a centre assessed and OCR moderated task, worth 60 marks. The centre assessed tasks: will be practical tasks in the context of an assignment, selected from the OCR bank of OCR set assignments. Unit R020: Understanding the development of a child from birth to five years. This is a centre assessed and OCR moderated task, worth 60 marks. The centre assessed tasks: will be practical tasks in the context of an assignment, selected from the OCR bank of OCR set assignments. Further information from Mrs E Morris 15
COMPUTER SCIENCE GCSE OCR - This qualification forms part of the English Baccalaureate suite as one of the sciences. Course aims: The course encourages learners to: understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs think creatively, innovatively, analytically, logically and critically understand the components that make up digital systems, and how they communicate with one another and with other systems understand the impacts of digital technology to the individual and to wider society apply mathematical skills relevant to Computer Science. The course consists of three units, two of which are examined and each comprises 40% of the total marks. The third unit is a programming project that comprises the final 20%. Unit 1 Computer Systems Systems Architecture Memory Storage Wired and wireless networks 40% of total Network topologies, protocols and layers 1h 30m exam System security System software Ethical, legal, cultural and environmental concerns Unit 2 Computational thinking, algorithms and programming Algorithms Programming techniques Producing robust programs 40% of total Computational logic 1h 30m exam Translators and facilities of languages Data representation Unit 3 Programming Project challenging projects to show what you have learned. Programming techniques Analysis 20% of total Design Development 20 hour practical project Testing, evaluation and conclusions Further information from Mr D Jones 16
DANCE - GCSE Examination Board: AQA GCSE Dance Dance has a unique role to play in the curriculum as the art form that combines physical literacy with the imagination and creativity. The specification for dance allows students to develop their performance, choreographic and appreciation skills. Most lessons are practical in nature, but some lessons will be spent on understanding the theoretical elements of the course. The GCSE Dance course provides a strong foundation to: Further Level 2 or Level 3 courses in Dance and Performing Arts including A-level Dance. Higher education in Dance, Performing Arts and PE (Dance can be studied at further education and degree level, including MA and PhD levels as well as a combined degree subject such as dance science.) Professional training relating to choreography and performance. Community activities. In addition, the skills acquired through the study of GCSE Dance, such as teamwork, problemsolving, management and motivation of others, communication and expression, are transferable to almost any career and further studies. Unit One - Critical Appreciation of Dance 40% Written Paper 1 ½ hours There will be questions about professional dance works chosen from the anthology. There will also be questions about choreographic and performance skills as well as students reflections on their own work. 80 marks Unit Two - Performance 30% Practical Examination via recording Performance Solo - This is a dance choreographed by the exam board. It lasts between 1-1 ½ minutes. Performance Piece - Your teacher will choreograph this for you. It will be performed as a duet or trio. 40 marks Unit Three Choreography 30% Practical Examination via recording Choreography - You can choose to create either a group choreography or a solo based on one of the five stimuli given by the exam board. 40 marks. Further information from Mrs K Lin 17
DRAMA - GCSE Examination Board: EDUQAS In Year 10, students will begin by understanding the building blocks of Drama: developing characters, staging a scene, directing others, designing set and costume, writing scripts. The course focuses on the theories and techniques underpinning a variety of contemporary theatre styles. As preparation for Year 11, students will examine a play script and prepare their own directorial and design concepts for staging a production of it. In Year 11, students will begin the formally assessed work. Component 1: Devising Theatre (40%- 10% performance; 30% written report) This requires students to work in groups to devise a play inspired by a stimulus set by the exam board. The play must be influenced by the concepts of a theatre practitioner or company. Students will also be required to see a live performance and reflect on how this has helped shape and inform their decisions. Work is internally marked and then externally moderated. Component 2: Performing from a text (20% performance) This requires students to work in small groups in order to present an extract from a published play. This focuses on their ability to bring a character to life. Students can be assessed on their performance of a role or on their presentation of design ideas (costume/set/lights/sound). Work is marked by a visiting examiner. Component 3: Interpreting Theatre (40% written exam) Students will study a set text and will then be asked to answer questions from the viewpoint of an actor, director and designer. They will also have to write an evaluation of a live performance. The exam lasts for 1 ½ hours and is externally marked. Further information from Mr C Harrison 18
FOOD PREPARATION AND NUTRITION - GCSE Examination Board: AQA GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students practical cookery skills to give them a strong understanding of nutrition. Paper 1 A 1 hour 45 minute written examination, worth 50% of the GCSE, will test theoretical knowledge of the specification and subject content. Section A: Multiple choice questions 20 marks Section B: Contains five questions varying in styles of approach and content 80 marks The other 50% of the GCSE is gained through: Food investigation, worth 15% of the GCSE Students write a report on their understanding of the scientific principles that underpin the preparation and cooking of food. Example investigation topics: Investigate what type of flour is best for bread making Investigate the use of raising agents in baked products Investigate the ingredients used to thicken sauces and soups Food Preparation assessment, worth 35% of the GCSE Students will plan, prepare, cook and present a three course menu within 3 hours. They will also produce a concise portfolio that: Demonstrates their application of technical skills and their practical outcomes. Explains how they planned and carried out the preparation, cooking and presentation of their 3 final dishes. Includes an evaluation of cost, the sensory properties and nutritional characteristics of each dish. Sample tasks: Plan, prepare, cook and present a range of dishes which would be suitable for vegetarians. Present three final dishes. Plan, prepare, cook and present a range of dishes which are a good source of fibre and would appeal to teenagers. Present three final dishes. Plan, prepare, cook and present a range of dishes from the Mediterranean culinary tradition. Present three final dishes. Further information from Miss G Roussos 19
FRENCH - GCSE Examination Board: AQA All four skills of reading, writing, speaking and listening are developed during the course. In French, students will study the following themes: Identity and Culture including relationships, interests, daily life and cultural life Local area, holiday and travel including holidays, travel and tourist transactions, town, region and country. School including school day, subjects, rules and trips Future aspirations, study and work including travel plans, employment, further study, training and careers. International and global dimension including sports events, music events and being green. Students receive support from a Language Assistant in French at KS4 to improve their pronunciation and confidence with speaking, and accuracy of their grammar. The AQA GCSE in French consists of four externally examined papers based on the following skills: listening, speaking, reading and writing. Students will be entered for either Foundation or Higher tier across all four papers. Foundation Higher Listening and Understanding 25% 35 mins 45 mins Speaking (3 tasks, role play, questions 25% 7 9 mins 10 12 mins based on a picture and a conversation based on two themes.) Reading and Understanding 25% 45 mins 1 hour Writing 25% 1 hour 3 extended response questions & 1 translation 1 hour 15 mins 2 extended response questions & 1 translation Further information from Mrs F Harrison 20
GEOGRAPHY - GCSE Examination Board: WJEC Eduqas GCSE in GEOGRAPHY B The content of the specification is organised into three broad themes: Theme 1: Changing Places - Changing Economies Theme 2: Changing Environments Theme 3: Environmental Challenges Within each theme, learners will be encouraged to take an enquiry approach to a range of contemporary geographical and environmental issues. Students will be given the opportunity to represent geographical data using a range of cartographical and graphical techniques whilst exploring the content of each component. They will be given the opportunity to analyse a variety of maps, graphs, photographs and data sets. Our aim through this course, as well as helping our students to gain good grades, is to equip them with a wide variety of skills and knowledge to help them to understand and challenge modern day social, economic and environmental issues. Many of our students continue their study of Geography into post 16 education at North Hereford and Ludlow College, Hereford Sixth Form College and Shrewsbury Sixth Form College, as well as into higher education establishments across the country. Paper 1: Investigating Geographical Issues Written Examination: 1 hour 45 minutes. 40% of qualification Paper 2: Problem Solving Geography Written Examination: 1 hour 30 minutes 30% of qualification Paper 3: Applied Fieldwork Enquiry Written Examination: 1 hour 30 minutes 30% of qualification Further information from Mr G Sampson 21
HEALTH AND SOCIAL CARE BTEC Award Level 1/Level2 (GCSE Equivalent) Examination Board The Pearson BTEC Level 1/Level2 Tech Award in Health and Social Care (qualification number: 603/0395/5) is for learners who wish to acquire knowledge, understanding and technical skills through vocational contexts. Components 1 and 2 are assessed internally and focus on: Knowledge and understanding of human growth and development Knowledge an understanding of how people deal with major life events Knowledge and understanding of health and social care services Practical demonstration of care values, together with the ability to reflect on own performance Component 3 is externally assessed and requires learners to study health and Wellbeing. Students have to assess an individual s health and wellbeing and create a health and wellbeing improvement plan. The external assessment takes the form of a set task taken under supervised conditions that is marked and a grade awarded by Pearson. What can the qualification lead to? Learners who achieve a level 2 might consider progression to: A Levels. Level 3 BTEC National in Health and Social Care, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in aspects of health or social care. Learners who achieve level 1 might consider progression to: Study Level 2 at post 16 education in a range of technical routes designed to lead to work. Study of health and social care post-16 through technical certificate which can lead to employment in health or social care. Further information from Mrs L Hughes 22
HISTORY - GCSE Examination Board OCR History B (SHP) Students are challenged to consider and form judgements on historical topics. They will evaluate sources, investigate and debate key issues and apply historical themes to the world today. There is a wide range of British and World Studies with both depth and thematic studies: Punish, Protect or Prevent: Will we ever find the right answer? British Thematic Study: Crime & Punishment 1250-Present. Ludlow: Back to the Beginning British Depth Study: The Elizabethans 1580-1603 History Around Us: An Evaluation of Ludlow Castle as a historical site Myths and Realities: Freedom makers or Freedom breakers? World Period Study: The Making of the USA 1789-1900 All that is needed for evil to conquer is for good men to do nothing World Depth Study: Life under Nazi Rule 1933-45 Paper 1: Crime and Punishment 1250-Present & The Elizabethans 1580-1603 1 hour 45 minutes 40% Paper 2: Ludlow Castle 1 hour 20% Paper 3: Nazis 1933-1945 & Making of USA 1789-1900 1 hour 45 minutes 40% Further information from Mr G Sampson 23
MUSIC - GCSE Examination Board: AQA GCSE Music The course content is taught through a range of practical and theoretical activities which cover the elements of music: Melody Harmony Tonality Sonority Texture Tempo, rhythm and metre These elements are explored through two of the four areas of study: 1. The Western Classical Tradition (1650-1910) 2. Musical Language 3. Popular Music 4. Traditional Music The Course Offers: A greater weighting given to practical work. We know that most candidates choose music because they want to perform and create music; the course gives candidates the opportunity to make the most of their skills and enthusiasm for performance and composition. The opportunity to perform individually and in groups of any size. The choice of vocal/music technology and/or acoustic music in performing and composing. A wide choice of styles of composition. Flexibility for candidates by offering choices that enable them to demonstrate their knowledge, skills and understanding in a way that suits them best. A solid foundation for AS and A level as well as preparation for a music-related career. Why Music? Music is academic. A recent study from the University of California found that music trains the brain for higher forms of thinking. Research indicates that musical training permanently wires a young mind for enhanced performance. Music is physical. Learning to sing and play develops coordination, dexterity skills and breathing skills, and promotes a healthy body. Music is for life. Most people can t play football at 70 or 80 years old but they can play and sing! Component 1: Understanding Music (exam paper with listening exercises) 40% Component 2: Performing Music (one solo and one ensemble performance) 30% Component 3: Composing Music (one free composition, one composition to a brief) 30% Further information from Mrs Salt 24
PHYSICAL EDUCATION GCSE and BTEC GCSE Examination Board: The examination leads towards a single award GCSE in Physical Education using the AQA specifications. The qualification is made up of two theory exams worth 60% of the final grade, and three practical elements worth 40% of final grade. The course provides students with the theoretical knowledge and understanding of how to live a healthy and active lifestyle, enabling them to make informed choices about their own physical development. It also reflects upon sports psychology and socio-cultural influences on sport, as well as an in depth knowledge of applied anatomy and physiology. The theory is assessed through two exams at the end of the two year course, worth 60% of the final grade. Students will be assessed in 3 different practical activities, worth 40% of their final grade (one team sport, one individual sport and a third sport from either.) Assessment will only be on a student s performance within a sport as well as their ability in the skills and drills that make up the practise elements of that sport. A written coursework element enables students to demonstrate how to analyse and evaluate performance and suggest effective plans for improvement. The course is a very useful tool, enabling students to enter into an A level course in Physical Education, BTEC Level 3 or directly into the leisure industry. The final grade is based upon a Written Examination (60%) Two 1 hour 15 minutes papers The examination is made up of multiple choice, short answer questions and longer answer questions. The exam will focus on: Paper 1: Applied anatomy and physiology Movement analysis Physical training Use of data Paper 2: Sport psychology Socio-Cultural influences Health fitness and well being Use of data 25
BTEC Level 2 First in Sport (GCSE equivalent) This course is developed to encourage personal development, through practical participation and performance, in a range of sports and exercise activities. Assessment is broken down into two parts: An external online exam, based on fitness for sport and exercise An internal (school) assessment based on: Practical Sports Performance Leading Sports Activities Training for Personal Fitness These will be assessed within school by PE staff, but will be moderated by the exam board. Completion of this course will enable students to study the Level 3 BTEC sport qualification at post-16, or work within the leisure industry. Further information from Mr A Reece 26
RELIGIOUS STUDIES - GCSE Examination Board: WJEC EDUQAS (Route A) The course encourages learners to develop knowledge, understanding and skills to engage in debate and discussion about life in the modern pluralistic society. This includes developing an understanding of non-religious beliefs. Students will be encouraged to develop and understand personal values and beliefs, with an emphasis on critical analysis and the ability to construct balanced and informed arguments within the context of religious, philosophical and ethical awareness. The course includes exciting content exploring four themes and a focus on two religions their beliefs, teachings and practices. The chosen religions are Christianity and Islam, and the four themes are as follows: Issues of relationships Issues of life and death Issues of good and evil Issues of human rights Component 1: For this component, learners will study four themes: Issues of Relationships; Issues of Life and Death; Issues of Good and Evil; Issues of Human Rights. Learners will be expected to demonstrate an understanding of the influence of religion on individuals, communities and societies. They will be expected to support their responses using appropriate knowledge and understanding of key sources of wisdom and sacred texts. Learners will also study non-religious views, for example atheism and humanism. This component includes a lot of contentious and debatable topics. Component 2: Learners must know, understand the basis for beliefs, teachings and practices. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. Trinity, Incarnation, Atonement and Resurrection to name a few, are examples of topics studied in regards to Christianity. Component 3: Learners must know, understand the basis for beliefs, teachings and practices. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. Tawhid, Prophethood, Halal (permitted), Haram (forbidden), Greater/ Lesser Jihad and The Mosque to name a few, are examples of topics studied in regards to Islam. Component 1: Religious, Philosophical and Ethical Studies in the Modern World: 2 hours 50% of qualification Component 2: Study of Christianity: 1 hour 25% of qualification Component 3: Study of a World Faith (Islam): 1 hour 25% of qualification Further information from Mr G Sampson 27
RESISTANT MATERIALS - GCSE Examination Board: EDUQAS Course content: Design and Technology enables learners to work creatively when designing and making and apply technical and practical expertise, in order to: demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice develop realistic design proposals as a result of the exploration of design opportunities and users needs, wants and values use imagination, experimentation and combine ideas when designing develop the skills to critique and refine their own ideas whilst designing and making communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing develop decision making skills, including the planning and organisation of time and resources when managing their own project work develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses consider the costs, commercial viability and marketing of products demonstrate safe working practices in design and technology use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics Controlled Students will undertake a Controlled Assessment, the theme of which is specified by the exam board. This entails designing and making a product, over an extended period. The Controlled Assessment process begins at the start of Yr11, and counts for 50% of the GCSE grade. Written Examination: The examination is of 2 hours duration, and is worth the remaining 50% Further information from Mr K Parry 28
SPANISH - GCSE Examination Board: AQA All four skills of reading, writing, speaking and listening are developed during the course. In Spanish, students will study the following themes: Identity and Culture including relationships, interests, daily life and cultural life Local area, holiday and travel including holidays, travel and tourist transactions, town, region and country. School including school day, subjects, rules and trips Future aspirations, study and work including travel plans, employment, further study, training and careers. International and global dimension including sports events, music events and being green. Students receive support from a Language Assistant in Spanish at KS4 to improve their pronunciation and confidence with speaking, and accuracy of their grammar. The AQA GCSE in Spanish consists of four externally examined papers based on the following skills: listening, speaking, reading and writing. Pupils will be entered for either Foundation or Higher tier across all four papers. Foundation Higher Listening and Understanding 25% 35 mins 45 mins Speaking (3 tasks, role play, questions 25% 7 9 mins 10 12 mins based on a picture and a conversation based on two themes.) Reading and Understanding 25% 45 mins 1 hour Writing 25% 1 hour 3 extended response questions & 1 translation 1 hour 15 mins 2 extended response questions & 1 translation Further information from Mrs F Harrison 29