Ashlyns School...3 Ashlyns School Curriculum - Key Stage 4 Years 10 and 11 Introduction The broad and balanced programme of study available at Key Stage 4 will: provide INCLUSIVITY,

Issue Date: January 2015

PLEASE RETAIN THIS BOOKLET FOR FUTURE REFERENCE or see our website www.ashlyns.herts.sch.uk

Ashlyns School

2015 – 2017

Curriculum Options for

Years 10 and 11

http://www.ashlyns.herts.sch.uk/

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Ashlyns School, Curriculum Options for Years 10 & 11, 2015 – 2017

Contents: Ashlyns School Curriculum - Key Stage 4 ..................................................................................... 3

The Courses - In Short ..................................................................................................................... 4

Year 9 GSCE Options Form ............................................................................................................. 5

Curriculum Options for Year 10 and 11, 2015 - 2017 ..................................................................... 6

Art & Design ..................................................................................................................................... 6

Business Studies ............................................................................................................................. 7

Catering............................................................................................................................................. 8

Citizenship ........................................................................................................................................ 9

Drama .............................................................................................................................................. 10

English Language and English Literature - Double Award ........................................................ 11

Film Studies .................................................................................................................................... 12

French ............................................................................................................................................. 13

Geography ...................................................................................................................................... 14

History ............................................................................................................................................. 15

Information and Communication Technology - Computing ....................................................... 16

Mathematics ................................................................................................................................... 17

Music ............................................................................................................................................... 18

Philosophy and Ethics ................................................................................................................... 19

Physical Education ........................................................................................................................ 20

Product Design ............................................................................................................................... 21

Science - GCSE Triple Science/Double Science or Cambridge Nationals in Science ............. 22

Spanish ........................................................................................................................................... 24

Textiles Technology ....................................................................................................................... 25

Heads of Faculties ......................................................................................................................... 26

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Ashlyns School Curriculum - Key Stage 4

Years 10 and 11 Introduction The broad and balanced programme of study available at Key Stage 4 will: provide INCLUSIVITY, CHALLENGE, QUALITY and CHOICE promote, recognise and differentiate achievement provide breadth of knowledge, skills and experience offer clear structures, choices and flexible progression routes towards A levels, vocational courses or to

employment or Higher Education cover the main areas of learning:

creative, linguistic, physical, scientific, technological, mathematical, moral, spiritual and social

GUIDELINES FOR CHOOSING YOUR SUBJECTS choose subjects that you enjoy, and ones in which you have ability/strength take the advice of subject teachers a future career may dictate which subjects you pursue; consult the careers advisor

(if you are unsure the Connexions advisor is available in the dining hall during options evening) IMPORTANT NOTICE - Group Selection If it is not possible to form sensibly sized teaching groups then particular subjects may have to be withdrawn or reduced in the number of teaching groups offered. This means that some combinations of subjects may not be possible. You will be asked to indicate a reserve subject preference in the Guided Options. Some subjects are limited in the number of classes we can offer. In all these cases the selection of students is done on a strictly ‘best advice’ basis, ensuring at the same time that there is equal opportunity of access for all. LEARNING SUPPORT For those students who have particular learning difficulties every effort is made to provide support in lessons or in the Inclusion Department. The Inclusion Team organise this programme and are always available to give individual students advice.

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The Courses - In Short All students will study the COMPULSORY CORE CURRICULUM:

English

Mathematics Religious Education (leading to a GCSE in Philosophy & Ethics) Physical Education Science

The GUIDED OPTIONS require students to select four further subjects from:

Art & Design

Business Studies Catering Citizenship

Drama

Film Studies French Geography

History

ICT Music Physical Education

Product Design

Spanish Textiles Technology Triple Science*

* offered to selected students by the Science faculty Please note:

If students are reasonably sure that they wish to progress onto Higher Education at University, particularly to study a more traditional subject, then they should select a Language (French or Spanish) AND a Humanity (Geography or History) in their four subject selections.

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Year 9 GSCE Options Form

Section 1: Statutory curriculum – all to study:

Core curriculum (GCSEs)

English, Maths, Science, Philosophy & Ethics

Section 2: Statutory curriculum – all to study:

Core curriculum (non GCSE)

PE

Section 3: Open Choice (select 4 plus 1 reserve): Please note – if you are offered Triple Science & choose to accept it, it will take the place of your fourth choice option.

Art & Design

History

Business Studies

ICT

Catering

Music

Citizenship

Physical Education

Drama

Product Design

Film Studies

Spanish

French

Textiles Technology

Geography

Student name:_______________________________________ Form:_________________ Parent/Carer name:_____________________ Parent/Carer signature:__________________ Please hand to Form Tutor by Thursday 12 February 2015

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Curriculum Options for Year 10 and 11, 2015 - 2017 (Subject list in alphabetical order)

Art & Design

Exam board: Edexcel

Purpose of the course: On this course you will engage in a wide range of activities and produce in-depth assignments from given starting points and themes. You will have the opportunity to develop skills that are specific to Art & Design and skills that will be useful for the rest of your life. This course encourages students to adopt adventurous and enquiring approaches to Art and Design and you will develop your visual language skills and build a comprehensive portfolio of work, which will allow you to progress to further courses or employment.

Grades available: A* to G

The course covers : Involves : Prepares you for :

Collection/use of and evaluation of primary and secondary resources

Drawing/Painting/Collage/Printing/ Relief and 3D modelling

Investigating a wide range of materials to develop ideas

Consideration of the aims in other artists’ works

Technical analysis of other artists’ work and expressing personal judgments

Reviewing your own work to produce images that communicate your own interests within the starting points and themes offered

The themes for the Foundation studies (Year 10) and Controlled Assignments (Year 11) are internally set and will be broad enough for all students to pursue individual interests

Theme based Foundation studies to develop visual language skills and understanding of processes and Assessment Criteria

Two Controlled Assignments where you develop your own sustained and personal response to starting points and themes. The evidence for assessment will take the form of sketchbooks, study sheets, roughs, planning sheets, gallery visits and a final outcome

Externally Set Assignment where you develop your own sustained and personal response to a theme set by the Exam Board. The evidence for assessment will take the form of sketchbooks, study sheets, roughs, planning sheets, gallery visits and a final outcome

More advanced study at AS/A Level

Further Education courses in Art related subjects

Work-based training

Assessment: Weighting: Dates :

U Unit 1 – Personal Portfolio in Art & Design (This is a Controlled Assignment and to ensure maximum achievement we intend to complete two Controlled Assignments and students/teaching staff will select the Controlled Assignment with the highest mark for examination purposes)

60% Foundation studies – September to February Year 10

Controlled Assignment 1 – issued February, completed by July Year 10 (to be confirmed)

Controlled Assignment 2 – issued September, completed by January Year 11 (to be confirmed)

Unit 2 – Externally Set Assignment 40% Start February, complete April Year 11 (to be confirmed)

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Business Studies

Exam Board: Edexcel Purpose of the Course: Students use their numeracy and literacy skills to investigate the real world of business. An interest in real businesses and how they work is essential, and good English and Maths skills are important. A key skill is the ability to understand the language of business, and there will be many new key terms to learn. Students develop as effective and independent learners and as critical and reflective thinkers with enquiring minds. In Year 10, students learn how to run a small business. They also complete a Controlled Assessment in which they independently investigate a business problem in a real local business. They will interview owners and customers, and write a structured report in which they will make recommendations based on their research. In Year 11, the course focuses on how to build and grow a business. In addition to learning new theory and business terminology, students develop their analysis and evaluation skills. They will be able to critically assess real business situations they are given, and produce formal written reports in which they distinguish facts and opinions, build arguments and make informed judgements. Note: This course is suitable for students whose predicted grade in English and Maths is a B or above. The Course Covers: Involves: Prepares you for:

Year 10:

Spotting a business opportunity

The skills and qualities of entrepreneurs

Calculating profit and cash flow forecasting

Marketing

Sole traders, private limited companies and franchises

Legal and tax issues impacting small businesses

What makes a good CV?

Training and motivating staff

The impact of the economy on small businesses

Year 11

Marketing

Meeting Customer Needs

Effective Financial Management

Effective People Management

The Wider World Affecting Business

Analysing information and situations

Developing an understanding of business terminology

Presenting and debating information

Using real life case studies to solve business problems

Internet research into specific businesses and markets

Using ICT to develop questionnaires, graphs, tables

Working individually and in teams on projects and tasks

GCE A Level in Business Studies GCE A Level in Economics

Assessment Weighting Dates

Unit 2: Controlled Assessment 25% Year 10

Unit 1: Introduction to Small Business 25% June Year 11

Unit 3: Building A Business 50% June Year 11


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Catering Exam Board: WJEC (4740) Purpose of course: Students focus on the food preparation and service aspects of the catering industry. The course is a mixture of practical skills, background knowledge and understanding of food related issues. GCSE Catering grades A*-C are equivalent to NQF Level 2 GCSE Catering grades D-G are equivalent to NQF Level 1 This course covers: Involves: Prepares you for:

The food & drink industry

Job roles, employment opportunities, training

Health and safety and hygiene

Food preparation, cooking and presentation

Nutrition and menu planning

Cooking and portion control

Specialist equipment

Communication

Environmental considerations

Year 10: Practical skills through mini projects culminating in Practical Assessment 1 Year 11: Practical Assessment 2, controlled assessment project and preparation for the final written exam

Work in the catering and hospitality industry Further Education study in Catering and Hospitality. A Level in Food Studies Leading to Higher Education study in Catering and Hospitality or Nutrition based degree course

Assessment: Weighting: Dates:

Practical Assessment 1 20% Summer Year 10

Practical Assessment 2 40% Spring Year 11

Final written exam 40% Summer Year 11

One tier of entry A*-G

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Citizenship Exam Board: Edexcel

Purpose of the course: encourages students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. This will enable students to gain the confidence and conviction to participate in decision making and play an active role as effective citizens in public life. Grades available A* to G


Unit 1 Citizenship Today:

Rights and responsibilities

Power, politics and the media

The global community Unit 2 Participating in Society:

Students choose a key issue to focus on from nine range and content areas, and an activity

Unit 3 – Citizenship in Context Students select one option from:

Environmental change and sustainable development

Changing communities: social and cultural identities

Influencing and changing decisions in society and government

Unit 4 – Citizenship Campaign

Students select a key issue to focus on from nine range and content areas

Engage with topical citizenship issues and contribute to debates on challenges facing society involving a wide range of political, social and ethical ideas, issues and problems in different contexts both local and global

Develop and apply understanding of key citizenship concepts (justice, democracy, rights and responsibilities, identities and diversity) to deepen their understanding of society and how communities change over time

Use and enquiring, critical approach to distinguish facts, opinions and bias, build arguments and make informed judgements

Develop the necessary skills, knowledge and understanding to take action with others to address citizenship issues in their communities

More advanced study at AS/A level

Higher Education courses in Philosophy, Ethics, Sociology, Politics etc

Any type of work where you will meet people from all walks of life with different religious and moral opinions, particularly for employment in the police, the caring professions and personnel

Assessment: Weighting: Date:

Unit 1 – single examination (1hour) 20% End of Year 11

Unit 2 – controlled assessment – one structured task 30% Year 10

Unit 3 – single examination on one option (1hour 15 minutes.) relating to up to six sources of information

20%

End of Year 11

Unit 4 – controlled assessment – one structured task under controlled conditions

30% Start of Year 11

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Drama

Exam board: Edexcel

Purpose of the course: Drama by its very nature is a practical course so the emphasis is on students developing the skills needed for performance and production. Students also need to explore material that has the potential for dramatic development, whether created from devised work or through the interpretation of a play text. Students will learn why drama matters and study a broad range of topics and themes, working collaboratively and imaginatively. They will look at society and culture and develop an ability to “stand in other people’s shoes”. They will also explore the skills needed to critically review performance by evaluating their work and that of their peers. Drama develops creative thinking and team leadership skills much prized by learning and training institutions and employers. Be mindful of the fact that GCSE Drama is not an easy option; it requires great focus and commitment and a written portfolio is a substantial part of the course. GCSE grades A* – C are equivalent to Level 2 GCSE grades D – G are equivalent to Level 1

The course covers : Involves : Prepares you for : Unit 1 Drama Exploration Students explore a theme and learn a range of acting and performance skills. Students explore a range of stimuli chosen across different times and cultures Unit 2 Exploring Play Texts The study of a play text, exploring its development through improvisation and performance. You study the play from the viewpoint of a writer, director and performer Unit 3 Drama Performance Students create their own scripted or devised performance using the knowledge and understanding they have gained in Units 1 and 2. Students show off their capabilities as a performer Edexcel provide an externally set assignment brief which must be addressed

60 marks - 30% of the GCSE. Students take part in an 8 – 10 week practical workshop. Students must produce a written Documentary Response of no more than 2000 words written under controlled conditions. Practical Exploration – 40 marks; Documentary Response – 20 marks

60 marks - 30% of the GCSE. Participation in an 8 – 10 week workshop. Exploring - costume, lighting, movement, voice, etc. and the way a play is constructed in terms of plot / action / climax / character, etc. Students must produce a written Documentary Response of no more than 1000 words AND a written review of a professional theatre production of no more than 2000 words. All writing done under controlled conditions. Practical Exploration -30 marks; Documentary Response – 10 marks; Live Theatre Review – 20 marks

80 marks - 40% of the GCSE. The group performances are marked by a visiting examiner. Each performer is assessed for their individual contribution to the performance. You only have one chance to perform, so rehearsing beforehand is essential

Advanced study at AS and A level

Higher Education courses at universities and drama schools

Work based training within theatre and technical theatre industries

Immediate employment in the workplace where leadership, creative thinking and communication skills are much sought after


Unit 1 Workshop on a theme and 2000 words 30% Feb - May Year 10

Unit 2 Study of a play text - 1000 words and theatre review - 2000 words

30% Oct - Jan Year 11

Unit 3 Group performance - visiting examiner 40% Feb - May Year 11

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English Language and English Literature - Double Award Exam board: AQA Purpose of the course: To enable the students to succeed as confident speakers, listeners, readers and writers in the English language with a firm grasp and appreciation of English Literature. Grades available: A* to G


The course offers all students equal opportunities to demonstrate their attainment, whatever the level, regardless of gender, religion, ethnic and social background

The course covers Speaking and Listening, Reading and Writing

A wide range of literature (poetry, prose, drama) from Shakespeare to the present day

English Language:

The study of literary fiction and non fiction from the 19

th, 20

th,

and 21st centuries.

Descriptive and narrative writing.

Transactional writing. English Literature:

Exploring modern texts, prose or drama

Poetry

Shakespeare and the English literary heritage

The 19th century

novel.

As well as being a National Curriculum requirement, English is a subject needed for almost all occupations, further qualifications and courses. A sound grasp of English skills is needed for effective progress in all other curriculum subjects

AS/A2 level study of English Literature as an option for the Sixth Form

A future appreciation of literature

Assessment – English Language

Weighting Dates

External exam Explorations in Creative Reading and Writing External exam: Writers’ Viewpoints and Perspectives

50% 50%

End of Year 11 End of Year 11

Non- examination assessment: Spoken Language

0% Assessed throughout the course

Assessment – English Literature

Weighting Dates

External exam Shakespeare and the 19

th

Century Novel Modern Texts and Poetry

40% 60%

End of Year 11 End of Year 11

Note: The course is supported by an anthology of material (published by AQA) that is used for one of the English Literature exams.

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Film Studies Exam board: WJEC Purpose of the course: To build upon students’ own experience of film, to encourage recognition

of the complexity of the medium of film, to develop a language in order to discuss film critically. Grades available: A* to G


Macro elements of film

Genre and narrative – superheroes

Micro elements of film – cinematography, editing and sound

Representations of social groups

Knowledge and understanding of film language and key industry and audience issues

Characters, narratives and themes

Responses to film, i.e. reviews and website entries

Creating a pitch for an imaginary film and then using it to form the basis of pre-production and post production material

More advanced study if you wish to continue the subject through to A level

Film industry and film/media performance related Level 2 & 3 courses

Assessment Weighting Dates

External Assessment Film genre, Paper 1 1 ½ hours - 30% Exploring Film outside Hollywood, Paper 2 1 hour - 20%

50%

End of Year 11

Internal Assessments Exploring Film – 12.5% Pitch & Pre-production – 15% Production – 17.5% Evaluative Analysis – 5%

50%

During Year 10 & 11

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French Exam board: Edexcel Purpose of the course: To develop the ability to communicate in both written and spoken French in a range of everyday contexts which match the experience of the student. To develop a knowledge and understanding of the country/countries where French is spoken and promote positive attitudes towards language learning.

GCSE grades A*- C are equivalent to Level 2 GCSE grades D-G are equivalent to Level 1


The course covers: Out and About, Customer Services and Transactions, Personal Information, Future Plans and Education and Media, Culture, Sport and Leisure

Understanding spoken French in a range of contexts

Speaking in French in a range of role play scenarios and general conversation

Reading French in a range of contexts

Writing in French on a number of specified areas

Learning and practice of French in all four skills (Listening, Speaking, Reading and Writing) within the five topics specified. Grammar is taught within appropriate contexts

Listening Test at Higher or Foundation Tier

Speaking Test conducted and marked internally at Foundation or Higher Tier

Reading Test at Foundation or Higher Tier

Writing: Two controlled pieces of coursework each to be completed in one hour

More advanced study at AS/A Level or Asset Languages Advanced Level

Higher Education courses in business, management, law, languages and many other disciplines

Study of other languages

Working in French speaking countries

Employment where good communication skills are important

Assessment : Weighting : Dates :

1 : Listening 20 % Year 11 June

2 : Reading 20 % Year 11 June

3 : Speaking 30 % To be completed by end of February of Year 11

4 : Writing 30% To be completed by end of February of Year 11

Tiers of entry :

Higher Tier (A*- E)

Foundation (C - G)

NB. No final decision on entry is made until April Year 11

Note: Participation in appropriate exchanges/visits is hugely beneficial and we strongly recommend that students take part in any study visits or exchanges offered.

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Geography

Exam board: Edexcel B Linear

Purpose of the course: Geography at GCSE provides an understanding of human and physical events and

processes affecting our dynamic world. It will allow students to broaden their understanding of hazards, climates, population settlements, development issues and sustainability. The key skills involved have enormous benefits and support all other curricular areas.

The course covers: Involves: Prepares you for: Unit 1: Dynamic Planet:

Restless Earth, Changing

Climate, Battle for the

Biosphere, Water World,

Coastal Change and Conflict

and Extreme Climates

Unit 2: People and the Planet

Population Dynamics,

Consuming Resources,

Globalisation, Development

Dilemmas, Changing

Settlements in the UK and

Challenges of an Urban World

Unit 3: Making Geographical Decisions A skills unit based on an unseen resource booklet on an issue studied in unit 1 or unit 2 Unit 4: Researching Geography: Coastal fieldwork followed by a controlled assessment write-up

Undertaking research, carrying out fieldwork and then writing it up in class time A decision-making exercise based on unseen resources on a geographical issue or location studied in unit 1 or unit 2 Developing skills that will help you in other areas, such as IT and research Completing some of your own practical work away from the classroom Working in a team with other students Learning through investigating and doing, as well as listening and reading

Regular end of unit tests based on past examination questions

More advanced study at AS/A2 Level Employment and further education by developing a broad range of transferable skills A career in planning, resource and countryside management, tourism and recreation or environmental management and development. Many geographers also move into general management careers or branch out into journalism

Assessment: Units 1 & 2 are assessed through a 1 hour 15 minute tiered examination. Questions range from short

objective items to longer responses up to 6 marks. There are 72 marks per unit with 6 marks awarded for spelling, punctuation and grammar (SPaG). Unit 3 is assessed through a 1 hour 30 minute tiered examination based on an unseen resource booklet on an issue grounded in at least 1 topic from Unit 1 and 2. There are 50 marks to this unit with 3 marks awarded for SPaG. Unit 4 is a controlled assessment based on an externally set and internally marked task assignment. There are 50 marks to this unit.


Unit 1: Dynamic Planet 25% June Year 11

Unit 2: People and the Planet 25% June Year 11

Unit 3: Making Geographical Decisions

25% June Year 11

Unit 4: Researching Geography 25% July Year 10 – September Year 11

Tiers of entry:

Higher Tier (A*-D); Foundation Tier (C-G) N.B. No final decision on entry is made until half way through the course and is dependent on progress in class/home learning and end of unit tests.

Note: A reasonable ability in Mathematics and English is an advantage as is an ability to present written work in a professional format and of course an interest in geographical events. If you enjoy learning more about the world we live in and developing research skills that will help you in other areas, then GCSE Geography is the ideal subject for you.

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History Exam board: Edexcel Specification A

Purpose of the course: It helps to understand how our past has helped to shape the way we think and act and greatly improves our understanding of the way the world is now. History develops many useful skills, such as the ability to write longer, structured pieces of work that are analytical, selective and present a coherent argument. It also develops the ability to select useful and reliable evidence to support an argument, and the ability to write precisely and coherently in timed conditions. These skills are valued by all employers. Grades available: A* to G


Russia 1905 to 1941

The rise of the Nazis in Germany

Britain in World War II

The Cold War

A study of events in history, why they happened and what the results were

Learning how to understand and use source material

Developing your ability to produce written answers to questions of different types

Research using written texts and ICT

Using ICT to present history work such as posters and graphs

Completion of controlled assessment in class

Advance study at AS/A level

Higher Education courses in a number of subjects such as journalism, tourism, the law, civil service and teaching

In some careers a knowledge of history is essential, for example law, archaeology, museum services, the antiques trade and journalism

Assessment : Weighting: Dates : Three external exam papers 25% each Completed in Year 11

One piece of internally controlled assessment coursework

25% Completed in Year 11

Tiers of entry : All students sit the same examination papers in this subject. There are no tiers of entry

Note: We are very enthusiastic about this course and believe it to be one of the most relevant, interesting and

challenging courses on offer. Anyone who wants to know more about it should contact a history teacher. Students must

be aware that a high level of literacy and reading skills would help them meet the demands of the History course.

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Information and Communication Technology - Computing Exam board: OCR Purpose of the course: To give students a real, in depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing. This course will develop your practical ICT and computing skills and extend your knowledge and understanding of ICT and computing systems. Note: A high ability in both Mathematics and English in addition to problem solving skills are required, as well as an interest in programming and computers.


Developing an understanding of current and emerging technologies and how they work

Looking at the use of algorithms in computer programs

Becoming independent and discerning users of IT

Acquiring and applying creative and technical skills, knowledge and understanding of IT in a range of contexts

Developing computer programs to solve problems

Evaluating the effectiveness of computer programs/solutions and the impact of computer technology in society

One written exam and two coursework projects

Presenting knowledge about computer systems

An investigative scenario with a choice of research tasks

A programming task to design, develop and test a solution to a problem within the OCR-set scenario

Presentation of findings

Communication

Team working

More advanced study at AS/A Level

Further and Higher Education courses in Computing, ICT and most other subjects

Work-based training or a modern apprenticeship in an office or similar environment

Immediate employment at entry level in most sectors

Assessment: Structure: Weighting: Dates:

1) Unit A451: Computer systems and programming

Written exam (1 hour 30 minutes) 80 marks

40% Year 10 & 11

2) Unit A452: Practical investigation Coursework 45 marks

30% Completed by end of Year 10

3) Unit A453: Programming Project Controlled Assessed Coursework 45 marks

30% Year 11

* Please note that the course structure and information is subject to change by the exam board based on their new accredited GCSE specification.

Qualification:

OCR GCSE Computing

Entry level:

Grade A*- G

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Mathematics Exam board: To be confirmed – awaiting exam board specification confirmation Purpose of the course: the overall aims of the GCSE course are to encourage students to:

foster a positive attitude to mathematics

consolidate basic skills

apply mathematical knowledge and understanding to solve problems

think and communicate precisely, logically and creatively

appreciate the place and use of mathematics in society

apply mathematical concepts to situations in their own lives

acquire a firm foundation for further study.

FOUNDATION grades 1 – 5 HIGHER grades 4 - 9


Using and applying

mathematics

Number and algebra

Geometry

Measures

Statistics

Probability

Regular weekly home

learning to consolidate/

extend work done in

lessons

Three written exams at the

end of Year 11

Basic numeracy skills

required in the workplace

Further study in a wide

range of subjects (e.g.

Mathematics, Physics,

Biology, Chemistry,

Geography, Business

Studies, Economics,

Psychology)

Assessment : Weighting: Dates : Higher Paper 1: non calculator: 1 ½ hrs

33.3% June Year 11

Higher Paper 2: calculator: 1 ½ hrs

33.3%

Higher Paper 3: calculator: 1 ½ hrs

33.3%

Foundation Paper 1: non calculator: 1 ½ hrs

33.3%

Foundation Paper 2: calculator: 1 ½ hrs

33.3%

Foundation Paper 3: calculator: 1 ½ hrs

33.3%

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Music Exam Board: Edexcel Purpose of the course: This GCSE in Music is designed to allow the study of music through the integration of performing, composing, listening and appraising. It recognises that we live in an age of cultural diversity and offers the study of a wide range of classical, world and popular music. The structure of the course allows students to capitalise on their individual interests. It progresses from and builds on the musical experiences of Key Stage 3 and caters for a wide spectrum of abilities and requirements. It gives students the opportunity to make music both individually and in groups, to develop a life-long interest in music and to progress to further study at A level. Grades available: A* to G

Course components: Assessment: Prepares you for: Performing on any instrument (including voice)

Two recorded performances, one solo and one group

More advanced study if you wish to continue the subject through to A level.

Music industry and music performance related Level 2 and Level 3 courses at F.E. College. Study of music technology and music ICT.

Composing and/or arranging your own music

Two original compositions in two contrasting styles

Listening to and appraising music through the study of 12 set works

A 90 minute listening and written exam

Assessment: Weighting: Deadline: Recorded solo performance 15% January Year 11

Recorded group performance 15% January Year 11

First composition recorded with music notation 15% May Year 10

Second composition recorded with music notation 15% January Year 11

External listening exam 40% May Year 11

The course is single tier entry A* - G

NOTES

♫ You only need to play one instrument. You may perform on two instruments although there is no extra credit for this

♫ You may perform on any instrument (including voice) in any style ♫ You do not need to be able to play an instrument to start the course, but you must be committed to

learning one ♫ You do not need to be able to read music to take the course, although you will be required to learn and

understand notation ♫ Twelve pieces of music are studied throughout the course and form the focus of the final exam. They

range from the traditional composers to experimental music, popular music and world music

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Philosophy and Ethics Exam board: Edexcel Course The GCSE examination is split into 2 papers: Paper 1 consists of a study of Religion and Life. This paper looks at ethical and philosophical issues related to questions raised in modern society that affect society and its rules. Paper 2 looks and Religion and Society, from both a Christian and Muslim perspective. The reason Islam has been chosen is that it is an emerging religion in the United Kingdom and one that pupils will benefit from having an awareness of as they move into the world of work. Through paper 2 pupils will look at issues that impact not just upon the United Kingdom but on the world at large. Both papers use film and media as a means of demonstrating how religion is seen and used by society. Purpose of the course: To acquire knowledge and develop understanding of beliefs, values and traditions of one or more religions. You will learn how to consider the views held by other religions and how this might shape their responses to certain situation. You will be able to relate the beliefs, values and experiences of others to your own experience of life. Both this course and the style of examination techniques used will support other GCSE courses that are offered at Ashlyns.

The course covers : Involves : Prepares you for : Four modules covering the following areas - Religion and Life:

Marriage and the family - religious teachings on marriage, divorce and the family and how this has changed in the last 50 years

Believing in God, religious experiences, the problem of evil and suffering, looking at modern dilemmas

Religions and Community Cohesion - women’s rights, ethnic rights, benefits and problems of living in a multi-faith society

Issues of Life and Death - the sanctity of life, views on life after death, abortion and euthanasia, looking at current legislation and how decisions are arrived at

Four modules covering the following areas - Religion and Society:

Rights and Responsibilities - the importance of individual rights, the right to vote and human rights

Environmental and Medical Issues - looks at how we can protect the environment, as well as looking at medical advances and related issues, e.g. cloning and ‘designer babies’

Peace and Conflict - this module looks at the moral issues related to war as well as different types of conflict seen today, e.g. terrorism

Crime and Punishment - looks at different types of punishment as well as the causes of crime and society’s response to it

Being able to:

Recall, select, organise and deploy knowledge of the syllabus

Describe, analyse and explain the relevance and application of a religion or religions

Evaluate different responses to religious and moral issues using relevant evidence and argument

More advanced study at AS/A level, not just for Philosophy and Ethics, but also suitable for a study of Politics, Sociology and Psychology

Higher Education courses in Philosophy, Ethics, Sociology, Politics and many others that have social policy at their base

Any type of work where you will meet people from all walks of life with different religious and moral opinions, particularly for employment in Social Services, Psychology, development of social policy, advisers to the police, the Police service, the Civil Service, Journalism, Teaching, Politics etc

Assessment : Grades available: A* to G Weighting: Two 1 hour 30 minute papers 100%

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Physical Education Exam board: Edexcel Purpose of the course: To provide students with an opportunity to develop their knowledge and understanding of Physical Education and physical activity, in relation to balanced, healthy lifestyles. They will cover:

How, and why, people take part in physical activity

Exercise and fitness

Personal health and well-being

Anatomical and physiological structure of the body and the immediate and long term effects of exercise

The theoretical elements will show the students how the body systems work together whilst performing physical activity and how a healthy, balanced lifestyle will contribute to physical, mental and social well-being. 60% of the course is assessed practically via performance in four sports and completion of an analysis of performance.


The course covers : Involves : Prepares you for : Objective 1

Candidates will be assessed through both practical assessment and a written examination on the following objectives:

Physical performance, including the ability to interrelate planning, performing and evaluating whilst undertaking activity

Planning and tactics

Demonstration of individual skills

Skills displayed in a game situation or performance routine

Ability to evaluate and adapt tactics/strategies to the varying situations

Objective 2

Analysis and improvement of performance Objective 3

Knowledge and understanding of factors affecting performance, the health and safety aspects of physical activity, including the advantages and risks associated with a range of training strategies and techniques, reasons for participating in physical activity

Showing four practical activities as a performer, leader or official

Choosing one activity to do a personal exercise programme (PEP)

Analysing someone’s practical performance, highlighting strengths and weaknesses and developing an action plan to develop any weak points

AS/A2 Physical Education

Leisure industry courses at college

Moving into coaching

BTEC Level 3 in Sport

Assessment : Weighting: Dates :

Coursework: 4 practical activities 25% Ongoing

Practical examination: 4 practical activities 25% April – Year 11

Analysis of Performance: 1 activity Written examination

10% 40%

March – Year 11 May – Year 11

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Product Design (Design and Technology) Exam Board: AQA (4555) Purpose of course: To prepare students to become creative problem solvers, as individuals and team members. They look at needs, wants and opportunities, responding to them by developing a range of ideas and making skills through a variety of materials and processes. It will help students to become discriminating and informed innovators of products produced through a creative combination of design and practical skills which reflects an understanding of aesthetics, social and environmental issues. GCSE Product Design grades A*-C are equivalent to NQF Level 2 GCSE Product Design grades D-G are equivalent to NQF Level 1 This course covers: Involves: Prepares you for:

Modelling and communicating ideas and solutions with the emphasis on creativity and quality The course also develops an understanding of factors that influence designing, sustainability, ergonomics, user needs and aesthetics

Year 10: Developing designing and making skills Year 11:

Design and make project

Written paper - 2 hours

Any design related course such as A Level Graphic Product Design Study at AS/A2 can lead to Higher Education level courses in Product Design, Art Foundation, Engineering or Manufacturing


Design and make project - controlled assessment

60% Starts Summer Year 10, continues to February Year 11

Written paper - exam - 2 hours 40% Summer Year 11

Tiers of entry: there are no tiers of entry for this course

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Science - GCSE Triple Science/Double Science or Cambridge Nationals in Science Exam board: AQA for GCSE and OCR for Cambridge Nationals in Science

Purpose of the course: All courses cover the National Curriculum Science requirements and build on the topics studied during Years 7-9. KS4 Science includes independent research projects, practical assignments and theory to give all students a secure knowledge in Biology, Chemistry and Physics as well as developing their research and practical skills. There are several routes by which all students will obtain at least two qualifications in Science and students are selected for these routes based on their internal assessments towards the end of the KS3 course. All students who meet the entrance requirements (below) may continue to take at least one Science qualification at Advanced Level (AS and A2) into the Sixth Form, whichever route they have taken at KS4. Sixth form requirements

Students gaining at least 2 B grades in GCSE Double or Triple Science (to include the subject they take at A level) are suitable to continue to AS/A2 level Biology, Chemistry or Physics.

Students gaining a B grade or higher in either Core Science or Additional Science or a Level 2 Merit in Science Nationals can continue to study AS/A2 Applied Science which covers topics in Biology, Chemistry and Physics and has a larger proportion of coursework than the traditional Science A Levels.

The course covers: Prepares you for:

OCR Cambridge Nationals in Science and Science

in the Workplace (Equivalent to 2 GCSEs) This course covers topics in Biology, Chemistry and Physics with two GCSE equivalents being awarded at the end of the course. Some students may also sit AQA GCSE Core Science at the end of Year 11 to achieve three qualifications. OCR exam board details: http://www.ocr.org.uk/qualifications/cambridge-nationals-science-level-1-2-j815/

AQA GCSE Double Science This course covers Biology, Chemistry and Physics with two GCSEs (Science A and Additional Science) being awarded Science A (Core Science) This course is studied during Year 9 &10. The course title is AQA GCSE in Science A (code 4405) Additional Science This course is studied during Years 10 & 11. It covers all 3 sciences in more depth than Science A. The course title is AQA GCSE in Additional Science A (code 4408)

Employment and further education by developing a broad range of transferable skills More advanced study at AS/A2 Level Applied Science More advanced study at AS/A2 Level Physics, Chemistry or Biology Employment and further education by developing a broad range of transferable skills

http://www.ocr.org.uk/qualifications/cambridge-nationals-science-level-1-2-j815/

http://www.ocr.org.uk/qualifications/cambridge-nationals-science-level-1-2-j815/

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AQA GCSE Triple Science This course covers Biology, Chemistry and Physics with three GCSEs (Science A, Additional Science and Further Additional Science) being awarded This course covers everything covered in the Double Science topics in Biology, Chemistry and Physics. Students also study extra modules in all three Sciences and complete more ISA controlled assessments, submitting their three best ISA marks. Students will sit 9 examinations by the end of Year 11. Course code: Further Additional Science (4410)

See the AQA exam board website for more details on these GCSEs: http://www.aqa.org.uk/subjects/science/gcse

More advanced study at AS/A2 Level Physics, Chemistry or Biology Employment and further education by developing a broad range of transferable skills

Assessment:

Assessment: GCSE Double Science

Weighting: Dates:

Examinations - six x 1 hour 25% each June of Year 10 and 11

Controlled Assessment (ISA) - best two

25% each During Year 10 and 11

Assessment: OCR Cambridge Nationals

Weighting: Dates:

Examinations - two x 1 hour + resit opportunity

25% Nov, Jan or May of Year 10 and 11

Coursework Portfolio 75% During Year 10 & 11

Assessment: GCSE Triple Science

Weighting: Dates:

Examinations - nine x 1 hour 25% each Summer of Year 10 and 11

Controlled Assessment (ISA) -best three

25% each During Year 10 and 11

The AQA GCSE Science courses are linear with summer examinations in Year 10 & 11 only. There are no opportunities for retakes of individual papers. ISAs are taken in class or during ISA days. The OCR Science Nationals courses do allow re-sits and exams could be taken in November, January or May. Practical assignments may be done in class or during practical assessment days.

Tiers of entry: Higher and Foundation Grades available: A* to G in GCSE or equivalent; Level 1 or 2 pass/merit/distinction in Nationals

http://www.aqa.org.uk/subjects/science/gcse

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Spanish Exam board: Edexcel Purpose of the course: To develop the ability to communicate in both written and spoken Spanish in a range of everyday contexts which match the experience of the student. To develop a knowledge and understanding of the country/countries where Spanish is spoken and promote positive attitudes towards language learning. GCSE grades A*-C are equivalent to Level 2 GCSE grades D-G are equivalent to Level 1


The course covers: Out and About, Customer Services and Transactions, Personal Information, Future Plans and Education and Media, Culture, Sport and Leisure

Understanding spoken Spanish in a range of contexts

Speaking in Spanish in a range of role play scenarios and general conversation

Reading Spanish in a range of contexts

Writing in Spanish on a number of specified areas

Learning and practice of Spanish in all four skills (Listening, Speaking, Reading and Writing) within the five topics specified. Grammar is taught within appropriate contexts

Listening Test at Higher or Foundation Tier

Speaking Test conducted and marked internally at Foundation or Higher Tier

Reading Test at Foundation or Higher Tier

Writing: Two controlled pieces of coursework each to be completed in one hour

More advanced study at AS/A Level or Asset Languages Advanced Level

Higher Education courses in business, management, law, languages and many other disciplines

Study of other languages

Working in Spanish speaking countries

Employment where good communication skills are important


1 : Listening 20 % Year 11 June

2 : Reading 20 % Year 11 June

3 : Speaking 30% To be completed by end of February Year 11

4 : Writing 30% To be completed by end of February Year 11

Tiers of entry :

Higher Tier (A*- E)

Foundation (C - G)

NB. No final decision on entry is made until April Year 11

Note: Participation in appropriate exchanges/visits is hugely beneficial and we strongly recommend that students take part in any study visits or exchanges offered.

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Textiles Technology (Design & Technology) Exam Board: AQA (Specification 4570) Purpose of course: To prepare students to become creative problem solvers, as individuals and team members. They look at needs, wants and opportunities, responding to them by developing a range of ideas and making quality solutions to their identified problems. It will help students to become discriminating and informed innovators of products produced through a creative combination of design and practical skills which reflects an understanding of aesthetics, social and environmental issues. GCSE Textiles Technology grades A*-C are equivalent to NQF Level 2 GCSE Textiles Technology grades D-G are equivalent to NQF Level 1

The course covers: Involves: Prepares you for:

The ‘Design Cycle’ from initial brief to final evaluation Developing design and practical skills through a range of projects Focused Practical Tasks to develop skills on the sewing machine and other textile equipment A variety of decorative techniques such as Appliqué, Block, Transfer and Screen Printing, Tie-dye, Batik A range of design techniques including the use of ICT/CAD The influence of design on society such as recycling, and the life cycle of a product Development of modern and smart materials The production of ‘Quality’ products with reference to Health and Safety, Industrial Applications and Quality Control

Year 10 Developing a range of design skills, students build up a portfolio Theory work introduces the properties of fibres and fabrics. Students identify the effects of textile production on the environment Two teacher assessed practical projects take place with students developing their construction skills Year 11 GCSE coursework. The subject content will be the student’s choice from a list of alternatives supplied by the Exam Board. Students produce both a practical and supporting portfolio Written Paper: 2 hours

Study at AS/A2 level in Product Design with Textiles BTEC course in Textiles, Fashion and Clothing at a Further Education establishment Study at AS/A2 can lead to an Art Foundation course/degree course in Textiles Design, Product Design, Fashion Design, Surface Design, Fashion Marketing, Fashion Photography, Fashion Styling, Costume Design, Visual Merchandising, Buying and many others


1: Creative Design and Make Activities (controlled assessment) internally assessed, externally moderated.

60% July of Year 10 - March of Year 11

2: Externally marked examination. 40% June of Year 11

Tiers of entry : One Tier Entry (A* - G)

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Heads of Faculties Teachers Responsible for Key Stage 4 Heads of Faculty Creative & Physical Arts Miss N Welch

English Mrs R Kingston

Humanities Mrs K Kirk

Mathematics Mrs H Burton

Modern Languages Mrs S Manns

Science Mrs C Lowe

Technology / ICT & Business Mr M Nicholson

Inclusion Mrs H Jones

Subjects

Art and Design Mrs S Sambridge/Ms V Bargetto

Business Education Miss S Fensome/Mrs D Skidmore

Catering Ms D Cave

Citizenship Mr C McDonald

Drama Ms M Parks

English Mrs R Kingston

Film Studies Mrs E Moody

Geography Miss J Cross

History Mr D Church

ICT Ms S Ghalichi-Tabriz

Mathematics Mrs H Burton

MFL (French & Spanish) Mrs S Manns

Music Mr Q Hutchinson

Physical Education Mr J Preston

Product Design Mr M Nicholson

Philosophy and Ethics Ms S Fox

Science Mrs C Lowe

Textiles Technology Ms E Kerr

Learning Resource Centre (Library) Ms H Rush

Documents

Ashlyns School...3 Ashlyns School Curriculum - Key Stage 4 Years 10 and 11 Introduction The broad and balanced programme of study available at Key Stage 4 will: provide INCLUSIVITY,