The Henry Cort Community College Year 9 Choices 2016-2018
Dear Students and Parents, This booklet has two sections: The first section entitled: Guidance for Students and Parents provides guidance on the option process, and key issues that affect the choices that you make. The second section entitled Information Year 10 and Year 11 provides a detailed outline of all the courses available to current Year 9 for 2016-2018. Mr M Hartnell Assistant Principal 2 P a g e
Section 1: Guidance for Students and Parents Contents Section 1: Guidance for Students and Parents 5 Letter to Students 5 Parent Information Evening 6 Completing the Choice Form 6 Offers to Students 6 Introduction 6 Qualifications and Assessment 7 GCSE Grading 7 The Core Curriculum Compulsory 8 The Core Curriculum Science Option = Triple Science 8 The Optional Curriculum s 8 Making Good Choices 9 Post 16 Progression 10 Sixth Form and then university, employment and/or training 10 Importance of English and Maths for progression 10 English Baccalaureate 11 Information, Advice and Guidance 12 Timeline for the Choices Process 12 Careers Guidance 12 GCSE EXAMINATION INFORMATION 13 Section 2: Information Year 10/11 2015/16 14 Compulsory Core Subjects 15 English Language & English Literature 15 Mathematics 16 Science 17 Religious Studies 19 3 P a g e
Section 1: Guidance for Students and Parents Optional Subjects 20 Art 20 Business and Communications 21 Computer Science 22 Citizenship 23 Dance 24 Drama 25 Geography 27 History 28 Music 29 Modern Foreign Languages 30 PE 32 Product Design 33 Textiles 34 4 P a g e
Section 1: Guidance for Students and Parents Section 1: Guidance for Students and Parents Letter to Students Dear Year 9 Student This is a really exciting time for you as you move from Key Stage 3 to Key Stage 4. You will be taking more and more responsibility for your learning and your future. Though you will have to take a compulsory core of subjects at GCSE, you will also be able to choose from a wide range of optional subjects. Some of the subjects will be familiar to you; some will be new. This Choice pack and the Parents Information evening on Wednesday 9 March 2016 are designed to give you information to help you make the best choices. It is important that you read it carefully and speak with your parents and teachers; and, if you re already thinking of a career path, talk to careers staff at school. The choices have to be right for you, so think about the subjects you need, enjoy or might interest you. Also, think about the ways in which you learn best. You deserve to be successful. Aim high, choose wisely and work hard. Mr M Hartnell Assistant Principal 5 P a g e
Section 1: Guidance for Students and Parents The Parents Information Evening On Wednesday 9 March the Choice evening will be held at 6:30pm in the Cort Theatre. The evening will include a presentation about the Choice process and there will be an opportunity to talk to Subject Leaders afterwards about the reasons to choose their subject. Completing the Choice Form This year we are using a newly formatted course choice form which will hopefully make it easier to complete. Please follow the instructions written on the form. Forms should be completed, signed and returned to student reception no later than Monday 21 March 2016. Offers to Students We offer a free choice of subjects at The Henry Cort Community College and have done so for a number of years now with a very high success rate of students getting their wishes. We try to ensure that you obtain your first choice; however, I wish to make it very clear that in some cases it will not be possible to meet the combination of subjects chosen by some students. Whether or not we can meet your first choice depends on: (1) the number of students that choose each option - we can only offer a limited number of places in any given subject due to staffing considerations or indeed if too few choose the subject it may be unviable, (2) your ATL and attainment in the subject if there is a history of lack of engagement in the subject then you may be questioned as to the reasons behind your choice, (3) in some cases, the combination of subjects chosen by a small number of students will not work due to their final place on the timetable. In these cases, the student will be advised about the problem and given a chance to reconsider their choice. Introduction The Henry Cort Community College provides a broad and balanced curriculum which engages and challenges our students so that they achieve the best possible range of qualifications to enable their future aspirations to be fulfilled. The curriculum is designed to offer students a diverse and coherent choice of courses and learning experiences so that they develop skills and knowledge that remain with them long after examinations. This is so our students leave school as confident and independent life-long learners, equipped with the transferable skills needed to thrive in a changing world. 6 P a g e
Section 1: Guidance for Students and Parents Qualifications and Assessment Qualifications and Assessment The majority of courses that students will follow in Key Stage 4 are accredited which means students achieve a qualification that is externally recognised. These qualifications are either called entry level, level 1 or level 2 awards. Entry level qualifications recognise basic knowledge and skills and the ability to apply learning in everyday situations. The Government have made some changes to the way that level 2 qualifications are assessed. The most significant change is that GCSE courses are now a linear assessment system where all examinations take place at the end of the course. This has replaced the modular system where examinations could have been taken throughout the course and resits taken when needed. This means that students starting Year 10 in September 2016 will take all their examinations at the end of Year 11. From September 2016 with the new GCSE specifications being taught, the other significant change is there will be little controlled assessment opportunities in subjects. The majority of grades achieved will be their final exam result in Year 11. GCSE Grading in 2018 The examinations regulator Ofqual confirmed in Sept 2014 how grading will work when new GCSEs are awarded for the first time. All subjects will move to the new grading system from 2018. The new GCSEs will be graded 1 to 9, with 9 being the top grade. The diagram below shows the equivalences with the A*-G grading system. The following Ofqual link explains this in more detail: http://www.gov.uk/government/uploads/system/uploads/attachment_data/file/377769/20 14-09-12-grading-the-new-gcses-in-2017-leaflet.pdf 7 P a g e
Section 1: Guidance for Students and Parents Core / Optional Curriculum The Core Curriculum - Compulsory All students will follow the core curriculum to the end of Year 11. These courses and the qualifications which they lead to are shown in the table below. The core curriculum gives students the opportunity of achieving up to 7 GCSEs or equivalent. Detailed information about the core courses is given in Section 2. Subjects English Language and English Literature Maths Science RE (until Year 10 then Day 10) PSHE PE Periods per fortnight 8 8 9 4 Forms part of Day 10 Qualification 2 1 2-3 1 0 1 4 The Core Curriculum - Science Some students will study Separate Sciences (Triple Science) which will get three separate GCSEs in Biology, Chemistry and Physics. All other students will follow Science: Trilogy (Double Science) which will lead to two GCSEs. The Optional Curriculum s After the core subjects, students will have three choices from a wide range of courses found in Section 2 Information. Students can pick a choice in the Language and PE columns. In the final column students must order their top four preferences with 1 being your 1st choice and 4 being your 4th choice. We will try and get students their choices 1 and 2, but this cannot be guaranteed and we may need to use the other choices In some cases the options are restricted depending on what subjects students studied in Year 9. Any issues should be initially discussed with your child s tutor who will then liaise with Mr Hartnell. 8 P a g e
Section 1: Guidance for Students and Parents Making Good Choices Making Good Choices Making the right choice of courses at Key Stage 4 is very important because it may affect a student s progression after Year 11 and possibly their future career opportunities. choices will also determine the number, type and grade of qualifications a student will achieve as well as their enjoyment of Years 10 and 11. Therefore, the decision making involved in the options process deserves careful consideration of the information, advice and guidance provided by the school. Students should also remember the following four questions to help them choose the best combination of courses: 1. What am I good at and what courses will I succeed in? Recent progress reports and ATL scores in assessments will help students to identify their areas of strength. If students are unsure about their ability to succeed in a particular course, they should ask their subject teacher. 2. What am I interested in and enjoy? Most students can quickly identify their favourite lessons but it is important to make sure students choose a course because they find the subject interesting rather than just because they like the teacher or the group of friends in their current Year 9 class. It is unlikely that students will have the same teacher or group in a particular subject next year. 3. What type of learner am I? There are many different types of learners. Some students learn best through vocational experiences where they can see how their learning applies directly to the world of work. Kinaesthetic learners have a preference for learning through some sort of physical activity, such as carrying out practical experiments in Science, making a product in DT; performing in Music, Drama; or PE. Auditory learners find it easiest to learn through listening and speaking, for example aural activities in French, German and Spanish, while Visual learners have a preference for learning through studying pictures, images and diagrams, such as map work in Geography or Art. All courses are designed to have a variety of activities that appeal to students with different learning preferences, although some courses may be particularly well suited to certain types of learner. Therefore, students should aim to choose a combination of subjects that contain at least one or two courses that match their learning type. 4. What qualifications do I need for my next step after Year 11 and beyond? One of the most important outcomes of Key Stage 4 is that students achieve the qualifications that they need for progression to their desired next step after Year 11 and in their long term aspirations. If students are clear about what career they wish to pursue they should seek advice about relevant courses. At this stage, many students will not know exactly what career they want to pursue so it is important to choose a broad and balanced combination of courses to keep their future options open, as explained above. However, it is important that students think ahead as much as possible and find out what qualifications they may need for their desired post-16 education. However, at this stage, students should not be overly concerned if they are unsure about what they want to do after Year 11, so long as they follow the advice of choosing a balanced curriculum to help keep their post-16 options open. 9 P a g e
Section 1: Guidance for Students and Parents Progression Routes Post 16 Post 16 Progression As part of the Education and Skills Act in 2008, the minimum age at which young people in England can leave learning has been raised, requiring them to continue in education or training until the end of the academic year in which they turn 18 years old from 2014. Raising the participation age means that young people must continue to learn through one of the following routes: Continue with full-time education in school or college Work-based learning, such as an Apprenticeship Continue with part-time education or training for at least 20 hours a week if they are employed. Sixth form and then University, employment and/or training After sixth form, many of our students then progress to University. It is strongly recommended, but not compulsory, that most students aspiring to Universities should choose a modern foreign language and/or a humanities subject at GCSE as these subjects are highly regarded and may help to strengthen a university application. A small number of universities now require a modern foreign language at least at GCSE level for entry to any course. For some students, their strengths and interests may not be in doing facilitating subjects at GCSE. In these cases, students may have a greater chance of success through following a different combination of subjects at Key Stage 4 which may also prepare them better for what they want to do in the Sixth Form, University and beyond. Colleges also offer a wide range of level 3 courses (equivalent to A-levels) and courses that support apprenticeships and other training in employment schemes. The entry requirements vary according to the level and type of course. Students will typically need at least 5 GCSE 9-5 grades or equivalent, sometimes in specific subjects and often including English and Maths. Students who do not achieve grade 4+ in English and/or Maths have to continue to study these subjects post 16. It is strongly recommended that students aspiring to progress to this route after Year 11 should follow the advice of choosing a broad range of subjects and remember the importance of working hard to achieve a good grade in both English and Maths GCSE. Importance of English and Maths for Progression English and Maths have always been part of the core curriculum and regarded as fundamentally important for all students. The value of these subjects for progression at all levels has continued to increase in recent years. For example, as explained above, achieving GCSE 9-5 grades in English and Maths is now a universal entry requirement for all degree courses at the majority of universities. Literacy and numeracy skills are also essential in any work place and are highly regarded by employers. Therefore, The Henry Cort Community College places great importance on supporting students to achieve the best possible outcomes in English and Maths. 10 P a g e
Section 1: Guidance for Students and Parents Progression Routes Post 16 English Baccalaureate The English Baccalaureate (EBacc) is a performance measure in school league tables that was introduced in 2010. The measure recognises those students who achieve a GCSE grade 5+ in English, Maths, two sciences, a modern foreign language and either Geography or History. It is not a qualification in itself and is not certificated for students achieving the EBacc combination of subjects. The purpose of the EBacc, as stated by the Government, is to encourage students to achieve a broad set of academic GCSE qualifications. This has also been referred to in the recent entrance requirements for traditional universities. At The Henry Cort Community College, a large proportion of students study EBacc subjects than the national average and we are proud of that. This will continue as it is consistent with our longstanding advice to students to choose a broad range of subjects at Key Stage 4. For many, this may include the EBacc subjects but for other students a different combination of subjects may be better suited to their strengths and interests and the requirements of their post-16 route. Therefore, as implied above, it is not compulsory for students to study the EBacc combination of subjects, however it is advised for some students. 11 P a g e
Section 1: Guidance for Students and Parents Information, Advice & Guidance Information, Advice and Guidance Section 2 of this booklet provides information about the courses on offer. Please keep it safe as it will be useful to refer to throughout Years 9, 10 and 11. It is also available on the college website. During the Year 9 Subject Consultation Meetings you will undoubtedly have discussions with subject teachers about your child s suitability for Key Stage 4 courses. I have included a list of relevant key staff who you may also want to speak to. In the meantime, students should be proactive in discussing their course choices with their parents and seek advice and guidance as appropriate. Staff Role Tutor Subject Teachers Mr Hartnell Assistant Principal Mr Gellett Assistant Principal Mr Lane - SENDCo Mr Fearon Area of Advice Overview of students areas of strength choice process More detailed course information Students suitability for a course choice process Technical questions and college policy Apprenticeship advice Skillforce Information about vocational studies Advice for students with SEN Work Experience Timeline for the Choice Process A careful sequence of events has been planned so that students make well informed decisions and choose the best curriculum for them. Year 9 Assembly February 2016 Choice Evening 9 March 2016 Year 9 Subject Consultation Meetings 17 March 2016 Choice Forms to Tutors 21 March 2016 Follow up advice for some students choices confirmed June 2016 Student timetable published end of summer term Careers Guidance There is a careers service in school for 13-19 year olds offering information, advice and guidance on careers, education, training, employment, volunteering and lots of other topics. We have a service based in College located in the English block which includes an up to date careers library and access to careers guidance packages. Our Careers Adviser works at the College on Tuesdays and is Benia Sztucki. She operates an appointment system but please feel free to drop in at break or lunch to arrange an appointment. 12 P a g e
Section 1: Guidance for Students and Parents Examination Information Examination boards in England and Wales There are four examining groups in England and Wales (see below) all of which offer a limited number of qualifications which have been given statutory approval and accredited by Ofqual (Section 96). These qualifications include GCSEs, vocational and non GCSE qualifications. This provides schools with reasonable choice when it comes to deciding which syllabus to teach their students. All syllabuses are monitored by QCA (Qualifications and Curriculum Authority), so that schools can be confident that those students whose work is of a similar quality will be awarded the same grade, no matter which examination they enter. The four examining groups in England and Wales are: AQA Assessment and Qualifications Alliance OCR Oxford, Cambridge CIE Cambridge International Examinations Pearson EDEXCEL WJEC/CBAC Welsh Joint Examining Committee Entry conditions for GCSE and BTEC examinations Students are automatically entered for examinations in all their subjects unless: They are unlikely to achieve a pass grade (1 or above) at GCSE Their attendance has been poor Their behaviour has been poor in previous examinations. If students begin to fall behind with their coursework, parents are notified at once by the subject teacher. If there is no improvement, then parents are written to by the Subject or Curriculum Leader informing them of the cancellation of entry. Examination fees The College will pay the complete cost of students examination entries. These entries have to be made in February of Year 11 when there is still an important part of the course to be completed. If students fail to complete an examination course for which they have been entered with the parents agreement, then parents will be expected to reimburse the College. This will also apply to students who fail to turn up for an examination, unless a doctor s note explaining the absence is handed to the School s Examinations Officer. Students who qualify for special consideration The School can ask the examination board for special consideration to be shown to students who are unwell before or during the exam period or who suffer exceptional circumstances such as bereavement. In such situations parents must provide a medical note. Special arrangements are automatically applied for learning support students who have a statement. For example, the provision of a reader or extra time. 13 P a g e
Section 2: Information Section 2: Information Year 10 and 11 2016-18 This document outlines all the courses available to our current Year 9 for study in 2016-18. Compulsory Core Subjects English Language and English Literature Mathematics Science Religious Education Optional Subjects Art and Design Business and Communication Systems Computer Science Citizenship Dance Drama Geography History ICT Music Modern Foreign Languages PE Product Design Textiles Mr M Hartnell Assistant Principal 14 P a g e
Section 2: Information Compulsory Core Subjects Compulsory Core Subjects English Language and English Literature Title Examining Board Qualification Information Assessment Progression Contact GCSE English Language and GCSE English Literature. Students will be required to study both GCSE English Language and GCSE Literature. AQA 2 GCSEs As a core subject, English GCSE is required by nearly all employers, training programmes and providers of further education. We provide a wide experience of different types of activity, including analysing texts and films, debating and discussing and produce a range of different pieces of writing. Students are encouraged to use their own ideas and become independent learners. The new syllabus will allow students to study a wide range of fiction and non-fiction texts from 19th, 20th and 21st Centuries. Marks for the written exams are given for technical accuracy (Spelling, grammar and punctuation): English Language 20% English Literature 5% The courses are linear and assessment consists of four exams in total (two for English language and two for English Literature). There is no longer any coursework or controlled assessment in English GCSEs. English Language and English Literature GCSEs Understanding and producing non-fiction and media texts Speaking and listening presentation Understanding and producing creative texts Exploring modern texts Poetry across time including Romantic poetry Shakespeare and the English literary heritage The new grading system will commence for students taking these qualifications. Students will be graded from 1-9 (9 being the higher grade). All examinations will take place at the end of the two year course. All examinations will be un-tiered. AS & A2 English & English Literature. Literacy skills are needed for a variety of other subjects. Miss L Clark Curriculum Leader for English 15 P a g e
Section 2: Information Compulsory Core Subjects Mathematics Title Examining Board Qualification Information GCSE Mathematics (Linear) OCR 1 GCSE All students will now be following the new, reformed GCSE Mathematics specification that uses the numbers 1-9 to identify levels of performance with 9 being the top level. There are two tiers of entry; Foundation & Higher. The tiers overlap with Foundation tier covering grades 1-5 and Higher tier covering grades 4-9. The GCSE is linear, with final examinations taking place in June of Year 11. There are no mid-course modular exams to sit and no coursework requirement. At The Henry Cort Community College, students start their GCSE after Easter of Year 9 and in Years 10 & 11 they will continue to be taught in tiered groups. Throughout the course, there are regular progress tests which are used to ensure that students are on track, to help determine teaching group setting and to guide teachers as to whether students should be entered at Foundation or Higher tier. Foundation Tier are graded 1-5. Higher Tier are graded 4-9. All students will require geometry equipment and a scientific calculator. These can be purchased at non-profit prices from the Student Reception. Assessment To be confirmed, but most likely to be three written papers (4 hour 30 minute total) comprising both calculator and non-calculator units. Progression Contact A Level Mathematics and Further Mathematics. Mathematical skills are essential for other A Level courses. Numeracy skills are needed in a variety of other subjects. Mrs D King Curriculum Leader for Mathematics 16 P a g e
Section 2: Information Compulsory Core Subjects Science Title Examining Board Qualification Information Science AQA 2 or 3 GCSEs awarded at the end of Year 11 depending on the pathway taken. All the GCSEs are assessed with terminal examinations in the Summer of Year 11. Combined Science - Trilogy Biology Chemistry Physics Cell biology Organisation Infection and response Bioenergetics Homeostasis and response Inheritance, variation and evolution Ecology Separate Sciences 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 Forces Energy Waves Electricity Magnetism and electromagnetism Particle model of matter Atomic structure Some students will be selected to study this pathway, this decision will be based on mock exams in the Autumn of Year 10. Biology Chemistry Physics 1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology 1. Atomic structure and the periodic table 2. Bonding, structure, and the properties of matter 3. Quantitative chemistry 4. Chemical changes 5. Energy changes 6. The rate and extent of chemical change 7. Organic chemistry 8. Chemical analysis 9. Chemistry of the atmosphere 10. Using resources 1. Forces 2. Energy 3. Waves 4. Electricity 5. Magnetism and electromagnetism 6. Particle model of matter 7. Atomic structure 8. Space physics (physics only) 17 P a g e
Assessment Combined Science: Trilogy There are six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas. All written exams are 1 hour 15 minutes and each are 16.7% of GCSE grade. Separate Sciences Some students will be selected to study this pathway; this decision will be based on mock exams taken in the Autumn of Year 10. Biology Chemistry Physics Paper 1-50% of GCSE Written exam: 1 hour 45 minutes Paper 2-50% of GCSE Written exam: 1 hour 45 minutes Paper 1-50% of GCSE Written exam: 1 hour 45 minutes Paper 2-50% of GCSE Written exam: 1 hour 45 minutes Paper 1-50% of GCSE Written exam: 1 hour 45 minutes Paper 2-50% of GCSE Written exam: 1 hour 45 minutes Progression Contact Combined Science: Trilogy (previously Core and Additional) is often a general entry requirement for progression to further study and for training or employment which is why it is part of the compulsory core, e.g. all teachers are now required to have a science GCSE. Separate sciences (previously triple Science) For those wishing to study A Level Sciences, separate sciences will equip you with prior knowledge of more aspects of your course, but most colleges have asked for science grades of B or better, so it may be better to concentrate on getting a good grade in combined, i.e. 5 or above. The skills learned in science e.g. problem solving and investigational skills will be applicable in a wide range of careers and are highly valued by employers. Miss A Sainsbury Curriculum Leader for Science
Section 2: Information Compulsory Core Subjects Religious Education Title Examining Board Qualification Information Assessment Progression Contact Religious Studies specification B WJEC 1 GCSE This provides you with an opportunity to reflect on the religious traditions. The course involves a thematic study of some central questions and issues in human life and experience. You will study four units in Year 10. 1. Religion and conflict Why is there conflict in the world? How do we promote peace in society? 2. Religion and Medicine Who decides when we live and when we die? When does life begin? 3. Religious Expression How do people express their faith? Why do people go on pilgrimage? 4. Religion and State Should we obey authority? Is capital punishment right? In each of these units you will study the Hindu and Christian responses as well as having the opportunity to express your own views. At the end of year 10 you will sit two exams to complete the course. Two written examinations, both at the end of Year 10. Both exams last 1hr 50 mins and are worth 50% of the final mark each. There is no course work for this GCSE. A GCSE in Religious Studies provides a suitable foundation for further study at AS or A Level. After an A or AS level in Religious Studies you can use it to apply for a job or degree in just about anything. The application of ethical principles is essential to most disciplines but particularly to modern-day medicine, science, technology, environmental studies, economics and business. Mrs L Howat Head of RE 19 P a g e
Section 2: Information Optional Subjects Optional Subjects Art Title Examining Board Qualification Information Assessment Progression Contact Art and Design OCR 1 GCSE This is a two year GCSE course involving a great deal of hard, yet rewarding work. You will be expected to produce a series of projects during the two years all of which will be based upon open-ended themes. During Year 10 these projects will largely be teacher directed with room for you to make personal choices and decisions. You are expected to produce a workbook alongside each project which explains the processes you have gone through from initial idea to final piece. This workbook will include your ideas, preparatory drawings, written notes, colour studies, media experiments, written evaluations and examples of work by other artists which relate to your theme. You will be required to analyse the work of painters, sculptors, crafts people and designers. We welcome students of any artistic ability. At the end of the course you must select 2 units which will be presented to the examiner in the form of an exhibition, plus your preparatory studies in an accompanying A3 sketchbook. In addition to this you must sit an examination of 10 hours in total. You will receive the exam title several weeks before the exam so that you may research the topic and produce workbook studies. The exhibition/folder and your exam piece will be marked by your teacher and then moderated by an external examiner. Portfolio carries a 60% weighting with the examination piece being awarded the final 40%. Throughout the two year course you will have regular assessments which indicate your performance. You will be given a copy of these to include in your workbook. Students who obtain a C grade at GCSE are then eligible for entry to AS Level. Mr N Williams Curriculum Leader for Creative Arts 20 P a g e
Section 2: Information Optional Subjects Business and Communications Title Examining Board Qualification Information Assessment Progression Business and Communications Systems AQA 1 GCSE Unit 8 looks at the importance of business and communication systems which contribute to the success of a business in achieving its objectives. You will consider how ICT systems affect the way people work and how they can potentially improve communication both internally and externally. You will consider not only the benefits of ICT in the workplace, but also the potential risks relating to the health and safety of staff and the security of data. Unit 9 introduces you to how a range of software applications can be used to support each function of a business. It helps you to understand how a business can use software to capture, store, retrieve and analyse data so as to meet its requirements. Units 8 and 9 are taught in an integrated way as far as possible. Unit 10 is a controlled assessment task set by the exam board based upon the topics you will study in Units 8 and 9. You will be given a brief scenario which sets the scene and gives you a focus for the tasks. You will then complete some research and investigation tasks which will enable you to complete your final presentation. All tasks will have a strict limit of time that can be spent on them. Unit 8: ICT Systems in Business 1 hour external written examination. Unit 9: Using ICT in Business 1 ½ hour computer-based examination. Unit 10: Investigating ICT in Business Controlled assessment unit. This course can help you prepare for further and higher education. It prepares you for AS/A2 levels as well as BTEC and NVQ courses in many different subjects. You will become skilled in making decisions, solving problems, understanding finance, dealing with data, communicating and working as part of a team. Even if you don t go on to study business further you will have benefitted because many jobs involve working for a business and business related professions such as accountancy, marketing, human resources, operations and leisure and tourism industry. Contact 21 P a g e
Section 2: Information Optional Subjects Computer Science Title Examining Board Qualification Information Computer Science OCR 1 GCSE Why study GCSE Computing? This GCSE gives you an excellent opportunity to investigate how computers work and how they are used, and to develop computer programming and problem-solving skills. You ll also do some in-depth research and practical work. For example, some of the current investigations look at JavaScript, encryption and assembly language programming. What are some of the things I ll learn? This three unit course is designed to give you an in-depth understanding of how computer technology works and a look at what goes on behind the scenes. You don t need to have studied this subject before, and assessment is quite simply based on a written exam, a practical investigation and programming tasks. What skills can I get from it? The course will help you learn about critical thinking, analysis and problem solving. We hope you ll find it a fun and interesting way to develop these skills, which can also be transferred to other subjects and even applied in day-to-day life. The computer systems and programming unit will teach you the theory about a wide range of issues such as hardware and software, the representation of data in computer systems, databases, computer communications and networking, programming and more. The practical investigation is all about engaging with computing in the real world. You ll look at a computing topic in more depth and carry out a practical investigation into a computing issue. The programming project. Assessment 1 Examination 40% 2 Controlled Assessments 30% each Progression A level Computing, Employment, University. Many of the latest digital, software and computer engineering disciplines, including computer game design, require experience of programming and coding. Contact 22 P a g e
Section 2: Information Optional Subjects Citizenship Title Examining Board Qualification Information Citizenship AQA 1 GCSE GCSE Citizenship (AQA) is a new option subject taken by a good number of students in Years 10 and 11 to compliment the other subjects they are studying. GCSE Citizenship is a good general subject and covers a wide range of different topics including, fighting for change, changing their environment, how the political system and the legal system affect them, the media and how it is used, relations between Britain, Europe and the rest of the world, charities and their work. The course is extremely relevant to modern day living, the news and our involvement in and with the world around us. It involves issues we simply cannot ignore and which we are all involved in. In Year 10 students carry out an active citizenship project, the results of which count towards 15% of their GCSE. This will be a project of their choice and involves working with a group of students to affect their local environment. Students will be involved in many provocative discussions around contemporary controversial issues. This is a very relevant and exciting subject to study for those who want to make a difference to the world around them. This subject deals with issues as they arise in the world and affect the lives of the people in both Britain and the world around use. Trips to Westminster and other subject related locations are arranged throughout the year. Assessment Two terminal exams at the end of Year 11. 30% of the marks will be based on pre-released topics and the Active Citizenship project undertaken in Year 10. Contact Mr P Bristow Head of PSHE/Citizenship 23 P a g e
Section 2: Information Optional Subjects Dance Title Examining Board Qualification Information Assessment Dance AQA 1 GCSE During this course you will have the opportunity to study and experience the prime skills, techniques and creative aspects of the art of being a dancer. A predominately practical based course, the Dance GCSE will cover a range of skills from choreography to performance. You will experience contemporary technique and perform in not only a group dance, but also a solo set dance. You will learn and develop your skills as a choreographer and as part of your coursework, create a solo piece as well as a group dance. You will support your practical understanding of the key elements of dance through analysing professional choreographers, as well as deepening your knowledge of the dancers body, nutrition and aspects of health and safety. These will be formalised as part of a written examination at the end of the course. You will be expected to study/rehearse in your own time (after college) to prepare for the performance and choreography assessments. You will also need to be confident in performing and be able to lead choreography tasks well. Component 1: Performance and choreography 60 % of GCSE Performance 30% of GCSE (40 marks) Set phrases through a solo performance (approximately one minute in duration) Duet/trio performance (three and a half minutes in duration) Choreography 30 % of GCSE (40 marks) Solo or group choreography a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes) Internally marked and externally moderated Non-exam assessment (NEA) marked by the centre and moderated by AQA. Component 2: Dance appreciation 40% of GCSE Knowledge and understanding of choreographic processes and performing skills, critical appreciation of own work and critical appreciation of professional works. Written exam: 1 hour 30 minutes (80 marks) Questions based on students' own practice in performance and choreography and the GCSE Dance anthology 24 P a g e
Progression Contact This is a good course for you if you want to experience the performing arts and prepare for a career in this field. Mrs S Warner Head of Dance
Section 2: Information Optional Subjects Drama Title Examining Board Qualification Information Assessment Performing Arts - Drama EDUQAS 1 GCSE In Year 10 you will prepare for the examined units in Year 11. We will look at Theatre Practitioners and different styles of Theatre. We will work on devising, script work, study a play in detail and watch live performance. Component 1: Devising Theatre You will be assessed on either acting or design. You will participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC Component 2: Performing from a Text You will: be assessed on either acting or design. study two extracts from the same performance text chosen by the centre. participate in one performance using sections of text from both extracts. Component 3: Interpreting Theatre You will analyse one set text as an actor, designer and director and evaluate live performance Component 1: Devising Theatre (40% of qualification) - Non-exam assessment: internally assessed, externally moderated Component 2: Performing from a Text (20% of qualification) - Non-exam assessment: externally assessed by a visiting examiner Component 3: Interpreting Theatre (40 % of qualification) Written exam Progression AS/A2 Theatre Studies BTEC Performing Arts Stage Management Development of confidence and communication skills for future employment Contact Mr G Challen Head of Drama 26 P a g e
Section 2: Information Optional Subjects Geography Title Examining Board Qualification Information Geography AQA 1 GCSE This course is exciting, relevant and essential for understanding the changes we face in the 21st century. The course consists of three units: 1.Living with the physical environment In this unit you will learn about: The causes, consequences and management of natural hazards such as hurricanes, volcanoes and earthquakes. Ecosystems such as Tropical rainforests, hot and cold deserts. The UK physical landscapes including coastal, river and glacial landscapes. 2. Challenges in the human environment In this unit you will earn about: Urban issues and challenges including in depth studies in to cities in different parts of the world such as Brazil and India and the UK. The changing economic world why is wealth not evenly spread? The challenge of resource management how are we going to ensure we have sufficient food and energy for the future? 3. Geographical applications This section includes 3 components: Issues evaluation: This section contributes a critical thinking and problem-solving element to the assessment structure. Fieldwork: Over the 2 years students will carry out both human and physical fieldwork to enable them to develop earn a range of skills. Geographical skills: Students are required to develop and demonstrate a range of Geographical skills, including cartographic, graphical, numerical and statistical skills. Assessment Three written examinations Progression Contact It also allows progression into the post 16 phase of education: AS/A2 Geography Other AS/A2 qualifications Mrs S Kopitsa Head of Geography 27 P a g e
Section 2: Information Optional Subjects History Title Examining Board Qualification Information Modern World History AQA 1 GCSE Within this course students will study: One thematic study : This enables students to understand change and continuity across a long sweep of history. One period study: This allows students to focus on a substantial and coherent medium time span of at least 50 years. Two depth studies : One British and one European/wider world. Depth studies enable students to focus on a substantial and coherent short time span. The studies enable students to gain understanding of the complexities of a society or historical situation and the interplay of different aspects within it The study of the historic environment. This focusses on a particular site in its historical context and enables students to study the relationship between a place and historical events and developments. Paper 1: Understanding the modern world Period stud y:germany 1840 1895 Wider world depth study: Opportunity and inequality : Study of the Conflict and tension between East and West, 1945 1972 Paper 2: Shaping the nation Section Thematic studies: Britain: Health and the people British depth study: Elizabethan England, c1568 1603 Study of an historic environment. Your key skills of source analysis and examination technique will be taught and developed throughout. The use of ICT will be included where appropriate. Assessment Two Examinations of 1 hour 45 mins Progression Contact It also allows progression into the post 16 phase of education: AS/A2 History Other AS/A2 qualifications Mrs S Kopitsa Acting Head of History 28 P a g e
Section 2: Information Optional Subjects Music Title Examining Board Qualification Information Assessment Progression Contact Music AQA 1 GCSE The GCSE course builds upon the work done in years 7, 8 & 9 and is suitable for you if you have a genuine interest in music and a willingness to work conscientiously and independently to develop your practical skills. You will be expected to take lessons on the instrument of your choice (including voice). Instrumental lessons are available in college at subsidised rates. These lessons will develop your playing skills and complement your studies in class. You will make extensive use of the department suite of new computers with the latest specialist music software. We also have a professional recording studio and portable multi-track recorders. The course will comprise three elements of critical listening, performing (solo and in groups) and composing your own music. GCSE Music gives you the opportunity to study music of many different styles, from around the world, from modern pop and dance music to classical music. There is a strong practical element which is coupled with study of the theory and historical development of music. 40% of the course is externally assessed: Component 1 (Listening and understanding) is an exam paper with listening exercises and written questions using excerpts of music 60% of the course is internally assessed: Component 2 (Performing music) consists of a minimum of four minutes of performance, of which a minimum of one minute must be the ensemble performance (30%). Component 3 (Composing) - you must create two pieces, one to a given brief and one is a free composition (30%). If you enjoy the GCSE Music course you can consider A Level Music or one of the Btec Performing and Music Technology options. In addition, you might wish to study A Level Performing Arts. Your listening skills will enhance the aural perception needed in language examinations. Your performing skills will give you confidence in playing to an audience. Useful if you intend to pursue, for example, drama or law. Mr I McAlister Head of Music 29 P a g e
Section 2: Information Optional Subjects Modern Foreign Languages Title Examining Board Qualification Information French / German AQA 1 GCSE or FCSE for each language The GCSE languages courses are designed to build on the work you have covered in Key Stage 3. You will be following a GCSE course as follows: 1 Lifestyle 2 Leisure 3 Home and Environment 4 Work and Education OR Foundation Certificate of Secondary Education (FCSE) The FCSE is a qualification which bridges the gap between Entry Level Certificate and GCSE and provides a qualification for students who may not achieve a GCSE in Languages. FCSE accreditation covers all four language skills: Listening, Speaking, Reading and Writing. You will study 3 units over 2 years and will take a test on each of the above skill in each topic. My World: Unit 1 Relationships, Family and Friends / Unit 2 Education and Future Plans Holidays and Leisure: Unit 3 Holidays and Travel / Unit 4 Leisure Lifestyle: Unit 5 Healthy Lifestyle / Unit 6 Food and Drink My Community: Unit 7 Local Area and Environment / Unit 8 Celebrations Assessment GCSE: Controlled Assessment 60% / Examination - 40% Writing and Speaking, both worth 30% of the final grade will be assessed in controlled conditions in the classroom during key stage 4. Listening and Reading, both worth 20% of the final grade will be assessed by formal examination in Year 11. You will be entered at either Foundation level (G C) or Higher level (C A*) for these two examinations. FCSE: For each skill, you will be entitled to achieve a Pass (level 4), a Merit (level 5) or a Distinction (level 6 - equivalent to a GCSE C grade). FCSE is 100% internally-assessed by the centre (The Henry Cort Community College) and externally-moderated by AQA. 30 P a g e
Progression Contact Studying a modern foreign language is much more than just an academic subject. It enables you to empathise with and enter into another person s world; to communicate across cultures and to enrich one s own life. It expands your range of thinking whilst at the same time it develops effective writing skills in, and understanding of, English and the foreign language. Research has shown that there are clear advantages in studying a modern foreign language in terms of cognitive skills and understanding. It has become increasing recognised that studying a language is a key element to maintaining a broad and balanced educational experience for every student, and is included within the concept of The English Baccalaureate. Including a language within your range of GCSE choices is an excellent way of keeping your opportunities open for the future. Miss F Lehmann Curriculum Leader for Languages
Section 2: Information Optional Subjects PE Title Examining Board Qualification Information Assessment Progression Contact Level 2 Certificate in Health and Fitness NCFE NCFE Level 2 Certificate in Health and Fitness The Level 2 Certificate in Health and Fitness has been designed to provide an engaging and stimulating introduction to the world health and fitness. You will complete 4 units: Unit 01 Principles of health and fitness You will be introduced to the principles of health and fitness, understand the main components of fitness and the principles of training. You will look at the benefits and the effects of exercise on the body s system. Unit 02 Healthy Lifestyles You will be provided with the knowledge and understanding of how food and physical activity can contribute to a healthy lifestyle, learn the importance of diet and nutrition. You will understand how motivation affects participation in physical activity. Unit 03 Preparing and planning for health and fitness You will understand factors that affect a health and fitness plan. This will enable you to prepare and plan a health and fitness plan to improve your exercise and diet. You will be able to evaluate a health and fitness plan. Unit 04 Develop a personal health and fitness programme You will have the opportunity to bring together your learning gained throughout the course and develop a health and fitness programme. You will gain knowledge and skills in carrying out fitness tests, understand the importance of preparation and appropriate warm-up and cool downs. You will be able to evaluate the effectiveness of a health and fitness programme. Core unit assessment methods: Principles of health and fitness: Internally assessed portfolio of evidence Healthy lifestyles: Internally assessed portfolio of evidence Preparing and planning for health and fitness: Externally set and marked assessment paper Develop a personal health and fitness programme: Internally assessed portfolio of evidence This course is an excellent foundation for post-16 courses in Physical Education and Sport Science related fields. It is also suitable if you are thinking about coaching or teaching related careers or sports management. Mr G Fearon Curriculum Leader for PE 32 P a g e