AYLESBURY

HIGH

SCHOOL

GCSE and other courses

2014 - 2016

Advice Choosing your courses for Key Stage 4 1 Qualifications at Key Stage 4 2 General Certificate of Secondary Education (GCSEs) 2 How are GCSEs examined? 2 Other Qualifications 2 Grades and Key Stage 4 Performance Points 2 The Key Stage 4 Curriculum, 2014 - 2016 3 How should you choose your courses? 4 How should you not choose your courses? 4 Will all courses run? 4 Controlled Assessments – what are they? 5 How important are GCSE grades? 5 Useful websites 6

Section A: Core Subjects English Language and English Literature 7 Mathematics 8 Triple Science 9 Citizenship 11 Physical Education 12

Section B: Option Subjects Languages

Modern Languages 13

Creative Subjects Art & Design 14 Computing 15 Dance 16 Design & Technology – Food Technology 17 Design & Technology – Product Design 18 Design & Technology – Textiles Technology 19 Drama 20 Music 21 Physical Education 22

Humanities Business Studies 23 Geography 24 History 25 Religious Studies – Philosophy and Ethics 26 World Development 27

Section C: Short Option subjects Foreign Language Leader Award 29 General Studies 30 Level 2 Higher Project 31 Thinking and Reasoning Skills 32

Page 1

Choosing your courses for Key Stage 4

This is an exciting part of your school career. Over the next few weeks you will be deciding on the subjects you want to take in Years 10 and 11 (Key Stage 4). This booklet is intended to help you and your parents make the choices that are best for you. You will also find this booklet a useful source of reference during Key Stage 4 since it contains details of the content of your courses and how they are assessed.

The timetable for making decisions:

Wednesday 24 February Information Evening for Parents and Students 7.00 pm in the Main Hall. Options Booklet given out.

Monday 10 March Q&A Assembly for students to ask general questions about options

Wednesday 12 March Parents’ Consultation Evening, 5-8 pm

Monday 17 March Option forms returned (latest)

March-May Further discussions with individual students

September Courses begin (some core subjects may begin KS4 work in Year 9)

We have designed a broad and balanced curriculum that ensures you have the widest possible range of choices available at the end of Key Stage 4. Within the structure you select subjects that you want to take and make your own personalised curriculum. There are several thousand different combinations of subjects! Making these choices is not necessarily going to be easy. You should make sure that you fully understand what each subject offers at Key Stage 4 as they will be quite different from subjects at Key Stage 3. If you have questions about an individual subject, then first of all go to a teacher of that subject and ask for advice. If you have questions about the choices you might make, then talk with your form tutor. For further advice, see Mr Rosen at any convenient time. Your parents are also welcome to phone or e-mail us to discuss anything to do with making these choices. Good luck!

Alan Rosen Ellie Doherty Headteacher Year Head

Page 2

Qualifications at Key Stage 4

General Certificate of Secondary Education (GCSEs) GCSEs are the examination courses most commonly taken in Years 10 and 11. The school selects a specification in each subject from a range offered by the different examining boards. The specification determines exactly what content is involved and how the course is to be examined. The specification numbers are shown on the subject pages of this booklet so that you can look at the detailed course descriptions on the exam board websites. GCSEs are either Full or Short courses; all of our courses are Full except Short GCSE Citizenship. Note: There are major changes planned for GCSEs beginning in 2015 but they will not affect the current Year 9. However, this year group will be the first to do some of the new A Levels when they start Sixth Form courses in 2016.

How are GCSEs examined? All GCSEs have some form of examination at the end of the course, but some subjects also have controlled assessments to be carried out during Years 10 and 11. Controlled assessments cover areas of the subject which are not easily assessed by written exam: for example, practical tasks, oral work or extended projects. They are generally marked by the teachers in school and then moderated by the examination board. The requirements for each subject are explained in the descriptions on the following pages. You should be aware that the quantity of work which you are expected to complete by certain dates during Years 10 and 11 is high; to cope with the competing demands of all the subjects you will need to plan your time carefully. You will be given a list of coursework deadlines and controlled assessment dates as soon as they are available.

Other Qualifications

There is the possibility of taking an AS in either World Development or General Studies in Key Stage 4. The Thinking and Reasoning Skills and HPQ courses lead to Level 2 qualifications. In core PE lessons, students will be taking the Level 1 Sports Leaders Award.

Grades and Key Stage 4 Performance Points

GCSE (Full) A* A B C D E F G

58 52 46 40 34 28 22 16

GCSE (Short) A* A B C D E F G

29 26 23 20 17 14 11 8

Thinking and Reasoning Skills Distinction Merit Pass

27 24 20

Higher Project Qualification A* A B C

29 26 23 20

Leadership in Sport Level 1 6.25

AS A B C D E

135 120 105 90 75

Note: Key Stage 4 points for AS and A Levels are not the same as UCAS points in the Sixth Form

Page 3

The Key Stage 4 Curriculum, 2014 - 2016

SECTION A CORE SUBJECTS: 30 one-hour lessons per fortnight

English 6 lessons per fortnight 2 GCSEs - English Language and English Literature

Maths 6 lessons per fortnight 2 GCSEs - Methods in Mathematics and Applications of Mathematics

Triple Science 12 lessons per fortnight 3 GCSEs – Biology, Chemistry and Physics are taught separately by specialist teachers

Citizenship, Personal, Social & Health Education

2 lessons per fortnight in Year 10, 1 in Year 11

including Religious Education* and a Short Course GCSE in Citizenship Studies

Physical Education 4 lessons per fortnight Level 1 Sports Leaders Award

* Religious Education is taken by all students Religious Studies is available as a GCSE subject in the option blocks below.

Further details of these subjects can be found on the PINK pages

SECTION B FOUR OPTION CHOICES: one from each of the first three blocks and one

further choice. 18 one-hour lessons per fortnight; subjects either have 4 or 5 lessons per fortnight in Year 10 and 5 or 4 lessons in Year 11.

LANGUAGES CREATIVE HUMANITIES OTHER

French Art Business Studies Another Language choice German Computing Geography Another Creative choice Italian Dance History Another Humanities choice

Spanish DT: Food Religious Studies

DT: Product Design World Development (AS)

DT: Textiles Drama

Music PE

Further details of these subjects can be found on the GREEN pages

SECTION C A SHORT OPTION: 2 one-hour lessons per fortnight

Foreign Language Leaders General Studies (AS)

Higher Project Qualification – Create and Design Higher Project Qualification – Digital Production

Thinking and Reasoning Skills

Further details of these subjects can be found on the YELLOW pages

Page 4

How should you choose your courses? 1. Read the subject descriptions in this booklet

The subjects vary both in their content and in the types of assessment used. 2. Ask your subject teachers

They can advise you about the content of the courses and how suitable their subject may be of use to you in the future.

3. Ask the careers staff

Laura Franklin (our Connexions Adviser) will be available at the Year 9 Consultation Evening to discuss entry requirements for possible careers and university courses. Your form tutor can also arrange a careers interview with Laura if appropriate.

4. Discuss your choices with your parents

They will be interested in your intentions; a discussion will ensure that you are choosing for sound reasons.

5. Ask your form tutor

They know you well and can look at the range of courses you are interested in taking to see how suitable and how well balanced they are.

6. Speak to Mr Rosen

If you have any questions or problems to do with choosing your options, don’t keep quiet! We can give you advice and make suggestions about what is best for you.

7. Think about the demands of each subject: we don’t recommend students taking two subjects with significant practical requirements, or 2 AS subjects, and you must also consider your other commitments inside and outside school.

How should you not choose your courses?

1. Don’t choose a subject just because your friend is doing it.

2. Don’t make a choice because you like the teacher or the class you are in - you may well have a different teacher and a different group of girls in the class next year.

Will all courses run?

No! We always do our best to allow everyone to take the courses they have chosen, but we have to take into account the numbers opting for each course. We have offered more courses on the form than may run in September. If too few girls choose a course, it will not run and you will have to make another choice. If too many girls choose a course and we can’t put on an extra class, then we have to find a way of allocating the available places. We do not allocate them on the basis of first-come, first-served. We will allocate the places as fairly as possible, taking all factors into account. Also, when we have everyone’s option choices, we create blocks of classes that will be taught at the same time. It is very likely at this stage that a few combinations of subjects will turn out to be impossible to timetable. If necessary, we will ask you to make a second choice. We will confirm your choices in the Summer Term.

Page 5

Controlled Assessments – what are they? Controlled Assessments are part of a number of GCSE courses. They involve completing one or more pieces of work within a certain number of hours under supervised conditions, in school.

Controlled Assessment

None Maths, RS

25% Biology, Business Studies, Chemistry, English Literature, Geography, History, Physics

40% English Language

60% Art & Design, Computing, Design Technology (all), Drama, Languages (all), Music, PE

80% Dance

There are three main elements:

Task setting: Tasks may be set by the examining body or the school – it varies from subject to subject. When the examining body sets the task, the centre may be able to select from a number of examples or adapt a task to its own circumstances, for example basing a task on a local industry or business.

Task taking: This sets out the conditions under which assessment takes place. In general there must be close supervision of controlled assessments and students must complete the task in the specified number of hours assigned. Most tasks will be completed in class and are usually handwritten.

Task marking: The assessments are usually marked by teachers according to mark schemes or criteria provided by the awarding body and then moderated to make sure that each teacher’s marking is to the right standard. How much help can the teacher give?

Teachers must not provide detailed and specific advice on how the work should be carried out. When drafting is one of the skills being assessed, marks will clearly give credit for drafting/redrafting work. When drafting is not one of the skills being assessed, teachers may review candidates' work, and may provide advice at a general level. Can they be done at home?

The assessments cannot be completed at home, although both lessons and homework can be used to allow students to prepare thoroughly for them. The teacher must complete a declaration that the assessments have been supervised throughout.

How important are GCSE grades? Our students generally achieve very commendable grades at the end of Key Stage 4 through their natural ability, hard work and a bit of help from AHS! It is not necessary to abandon all other interests in order to succeed at Key Stage 4; our experience is that students can and should manage a sensible balance of school work and outside activities – neither should overwhelm the other. In any case, for most students, Key Stage 4 is the start of many years of public exams (sorry!), so working out a good work-life balance will set habits for the Sixth Form and university or further studies.

There is a minimum entry requirement for the Sixth Form at this school and many other educational establishments, based on your GCSE grades, including English Language and Maths. You will also need at least a GCSE Grade B and possibly higher in any subject that you wish to take at A Level.

GCSE grades are also important because they form part of your CV, which is with you for life. University admissions tutors and employers examine your KS4 grades and qualifications closely before making any offers of courses or employment, even if they are also looking at A Level grades. For some competitive university courses, they expect very strong GCSE grades as well as the required A level predictions.

Page 6

Useful websites

Exam boards

AQA www.aqa.org.uk

Edexcel www.edexcel.org.uk

OCR www.ocr.org.uk

WJEC www.wjec.org.uk

A Level and university choices

“Informed Choices” www.ahsonline.co.uk/Year-9

UCAS www.ucas.com

Department for Education

National Curriculum www.gov.uk/national-curriculum/key-stage-3-4

Page 7

ENGLISH LANGUAGE AQA 4705 and ENGLISH LITERATURE AQA 4710 English Language and English Literature are taught as an integrated course and a combined folder is offered for dual assessment. Students gain 2 GCSEs.

Why study English Language? This course will help you develop skills in:

Reading a range of texts from modern novels and poetry to newspaper articles

Writing for a number of purposes, including description, persuasion and information and for a variety of audiences. You will be given the opportunity to write in different styles including speeches, magazine articles and narrative writing.

Speaking and Listening in debates, small group discussions and presentations will be undertaken, but are no longer part of the formal assessment process.

How is it assessed? 60% 2 hour Exam: Reading and Writing

40% Written Controlled Assessment

Why study English Literature?

You will experience a range of literature from classics to contemporary and be able to explore and develop your response to a variety of texts. These might include:

Texts from other cultures and traditions, such as To Kill a Mockingbird

Twentieth century classics, such as Lord of the Flies

One Shakespeare play, probably Romeo and Juliet or Macbeth

A selection of modern and pre-twentieth century poetry based on a theme.

How is it assessed?

75% final examination 25% Controlled Assessment

What are the special features of the course?

You will enjoy a breadth of reading and writing to cater for many tastes.

You will develop key skills, such as the techniques and confidence to speak in public and to present written assignments to meet a specification, eg a letter to a local newspaper or writing a murder story.

You may have the opportunity to visit the theatre and participate in workshops on some of the texts you study.

How can I find out more?

See Miss Holmes (English Curriculum Manager) or your English teacher

Page 8

MATHEMATICS AQA 9365 & 9370

Why study Mathematics? Mathematics is a very satisfying subject, challenging and enjoyable for its own sake. Mathematics has an important role in providing Key Skills needed in many different careers.

The course aims to allow all students to enjoy and develop their mathematical potential.

How is the course organised? The GCSE COURSE will build on and develop the mathematical knowledge and understanding acquired so far. It will develop oral, written, practical and problem-solving skills, meeting the requirements of the Mathematics National Curriculum at Key Stage 4. The efficient use of calculators is encouraged but during the course there is also an emphasis on improving and enhancing your mental skills.

The CONTENT is differentiated to match the abilities of individual students. You will be taught in appropriate teaching groups where the aim is to bring out the best in each student.

How is the course assessed?

TWO GCSEs:

Methods in Mathematics This will concentrate on mathematical techniques and problem-solving within Mathematics.

Applications of Mathematics This will focus on Mathematics as an essential tool for life and work, including everyday and financial contexts.

Together, the two GCSEs will:

cover all the skills and content of the single GCSE Mathematics

allow assessment of key aspects of content in greater depth

provide a sound basis for further study in the subject

cover the statutory Key Stage 4 Programme of Study

Entry for both qualifications is required.

Methods in Mathematics GCSE

Unit M1 - Algebra and Probability: Section A - calculator, Section B - without calculator

Unit M2 - Geometry and Algebra

Applications of Mathematics GCSE

Unit A1 - Finance and Statistics

Unit A2 - Geometry and Measures

Each exam is 50% of the GCSE, 1½ hours long and can be taken at Foundation or Higher level.

How can I find out more?

See Dr Maher (Mathematics Curriculum Manager) and the Maths Team

Page 9

TRIPLE SCIENCE Biology AQA 4401, Chemistry AQA 4402 and Physics AQA 4403

Why study Science?

Science is a compulsory National Curriculum subject because it is recognised that a good knowledge of Science is essential in our increasingly competitive world – whether or not you might go on to study Science after Key Stage 4. Science helps students understand the world around them and this specification provides a broad and balanced coverage of scientific facts, theories and concepts and shows how these are applied in the world about us. We aim for students to enjoy and benefit from their study of Science. These courses are excellent preparation for any Science course at AS or A2 level.

How is the course organised?

The specification conforms to the Programme of Study for Key Stage 4 of the National Curriculum Orders for Science. It is taught in the three separate subject areas of Biology, Chemistry and Physics - allowing students to distinguish between the different disciplines. Each student has three teachers, as each subject is taught by a specialist in that field. The course leads to three separate GCSE qualifications:

GCSE Biology GCSE Chemistry GCSE Physics Each subject aims to give an insight into Science in the 21st Century; how scientists work, how they solve problems and evaluate evidence, and the implications of science in society. As well as a substantial amount of factual knowledge, scientific processes such as explaining, theorising and modelling are important parts of GCSE Science.

What are the special features of the course?

Content: This is delivered through the three subject areas: Biology, Chemistry and Physics. Centre Assessed Units: These are carried out during normal lessons so there are no long-term projects. ICT: This is incorporated where relevant and is used to enhance the scientific concepts

being taught. Entry tiers: There are two tiers of entry for each written paper: Foundation (target grades C to G) Higher (target grades A* to D)

Students will be entered for the tier most appropriate to their standard of work; however, we expect most students to do the Higher tier. The Centre Assessed Units are not tiered.

Page 10

TRIPLE SCIENCE (contd)

How is it assessed? Biology GCSE Chemistry GCSE Bio 1 45 min written paper 25% Chem 1 45 min written

paper 25%

Bio 2 45 min written paper 25% Chem 2 45 min written paper

25%

Bio 3 45 min written paper 25% Chem 3 45 min written paper

25%

Centre-Assessed Unit 25% Centre-Assessed Unit 25%

Physics GCSE

Phys 1 45 min written paper

25%

Phys 2 45 min written paper

25%

Phys 3 45 min written paper

25%

Centre-Assessed Unit 25%

All units will be assessed at the end of Year 11.

Other information: This specification offers students the opportunity to develop their scientific knowledge and understanding, as well as important skills which are relevant in any area of learning. Technological applications and social, economic and environmental issues, together with citizenship, all have a place in the teaching of the specification. Processes of science are also emphasised, together with the nature of scientific enquiry. Qualifications in GCSE Science are highly regarded whatever your future intentions.

How can I find out more? See Mr Turner (Science Curriculum Manager), Mr Tinnion, Mr Sparkes and the Science Team.

Page 11

CITIZENSHIP AQA Citizenship Studies 4105

Why study Citizenship?

to gain the self-confidence to live happily in society

to learn how to become helpfully involved in the life and concerns of your school, neighbourhood and community

to learn about how our democracy works and how you as a citizen can make yourself effective in public life - locally, regionally and nationally

to prepare you for life beyond AHS

How is the course organised? All students take the GCSE course, which is taught in Years 9 and 10. You will be taught in your tutor group by specialist Citizenship teachers. In Year 9 you complete the coursework element for the GCSE in your Active Citizenship lessons. In Year 10, Citizenship is taught in rotation with compulsory RS and PSHE in 13 week blocks.

You will sit the Short Course GCSE in Citizenship Studies at the end of Year 10.

What are the special features of the course? The course consists of 60% coursework and 40% exam. The Active Citizenship element, which you do through your coursework, is a unique part of the course. It involves you selecting a pressure group, investigating their work and taking action to advocate their aims. This action can range from presenting to a form group, to taking a whole school assembly or to asking an MP to come into school for a meeting. You will gain valuable skills whilst learning how you can make a real difference to the world around you. The taught element, ‘fairness and justice’, complements the coursework by considering the rights and responsibilities that you have as a citizen within the British Justice System. Topics include how laws are made, how courts work and how sentences are decided. This is assessed in an exam at the end of the course through a mixture of short written answers and source work.

How can I find out more? See Mrs Thompson (Acting Citizenship Co-ordinator)

Page 12

PHYSICAL EDUCATION (Key Stage 4 Core)

The Physical Education course at Key Stage 4 is run on a modular basis. It is a compulsory National Curriculum subject for everyone.

Why study PE?

During Key Stage 4, students tackle a wide range of activities, applying your knowledge of skills, techniques and effective performance. You decide whether to get involved in physical activity that is mainly focused on competing or performing, promoting health and well-being, or developing personal fitness.

You also decide on roles that suit you best, including performer, coach, choreographer, leader and official. The aim is that you have confidence in your physical competence, which will enable you to get involved in exercise and activity out of school and in later life.

How is the course organised?

Although there is an emphasis on individual performance, the areas of coaching and officiating are also explored. These areas are covered in depth through the activities of health-related fitness (circuit training and exercise to music courses), rounders, volleyball, basketball, athletic activities, netball umpiring and badminton.

Students study the principles of fitness and health and will cultivate a knowledge and understanding of the following:

how preparation, training and fitness relate to and affect performance

how to design and carry out activity and training programmes that have specific purposes

the importance of exercise and activity to personal, social and mental health and well-being

how to monitor and develop your own training, exercise and activity programmes in and out of school

How is it assessed?

Observation during lessons and brief multiple-choice papers, short answer question papers, analysis of performance sheets, peer evaluation and self-assessment once a year. We have also introduced the Level 1 Leadership in Sport Award (previously known as the Junior Sports Leader Award) as part of the core PE course. This is a nationally recognised award that helps young people over the age of 14 develop their leadership skills.

The Level 1 Leadership course is broken down into seven units. During Units 1 – 6 you will be taught a range of leadership skills in preparation for Unit 7. The units are:

1. Planning, preparing and assisting a simple sporting activity 2. Basic communication skills for leading a sporting activity 3. Principles and practice in delivering a basic health and fitness session 4. Understanding fair play in sport 5. Understanding the role of the sports official 6. Understanding the scope of local sport and recreation activities 7. Demonstration of leadership skills in sport. Candidates will lead a minimum of one hour of sporting

or recreational activity of which they have been the sole planner. Each session will be closely supervised by a qualified coach, teacher or youth worker.

How can I find out more?

See Mrs Arber (Physical Education Team Leader) and the PE Team

Page 13

MODERN LANGUAGES French AQA 4655, German AQA 4665, Spanish AQA 4695, Italian AQA 4630

Why study Modern Languages?

Languages broaden your horizons and open up a whole new world of opportunity

There are over 5000 degree courses in the UK which involve the study of languages. You can study languages combined with hundreds of other subjects such as law, economics, fine art, history, finance, media, broadcasting, etc.

Learning languages helps you to become a more confident communicator

Experimenting with new words and phrases is both fun and challenging

Whether or not you intend to specialise in this area, knowledge of one or more languages: Enhances your job prospects – almost all jobs can be enhanced by the ability to speak a

different language Helps your university application – universities are looking for students with a wide range of

transferable skills Makes it possible to study abroad in a non-English speaking country without the exorbitant

university fees – study sociology in Spain, physics in France or geography in Germany! More and more universities also offer a year abroad as part of non-language degrees

Helps if you plan to travel the world either in a gap year or later

Everyone takes at least one language to GCSE but why not think about taking two languages at Key Stage 4? That way you are leaving lots of options open when you have to make your next choices – for the Sixth Form. Obviously, we would recommend the options that lead to two language GCSEs to anyone who really enjoys their language lessons.

French, German, Italian and Spanish require the language to have been studied at KS3. Some students are already studying Japanese and Chinese in twilight lessons and will be able to continue to do so next year. If you speak a language at home which isn’t taught as part of our curriculum, we will try to make it possible for you to take exams in the language here.

How are the GCSE courses in French, German, Italian and Spanish organised?

The following topics are covered:

Lifestyle Leisure Home and environment Work and education

You have already studied aspects of these in your language lessons. You will continue to use a course book and will have some lessons in the computer room using our exciting software.

How is it assessed?

Over the two years of the course, you will do two Speaking and two Writing assessments; they will all be assessed. The only exams you will do at the end of the course will be in Reading and Listening. We will do practice assessments for all four skills over the two years.

Other Information

We run exchanges with partner schools in France, Spain and Germany. As well as having a great time, you will come back speaking much more fluently and with increased confidence.

How can I find out more?

See Mr Baird (Head of MFL), Mr Jimenez-Diaz, Mrs Aston and the Modern Languages Team

Page 14

ART & DESIGN Edexcel 5AD01/5AD02

Why study Art & Design?

The main purpose of any course in art, craft and design is to develop your ability to appreciate the visual world, and to help you to respond to this world in a personal and imaginative way.

We aim to encourage personal, creative and imaginative approaches to Art and Design, where you will learn how to communicate and express original ideas, feelings and meanings. You will also develop your investigative, analytical and enquiring minds, and learn to understand past and contemporary art and design practice. Other personal attributes you will gain include building self-confidence, resilience, perseverance, self-discipline and commitment.

How is the course organised?

The aim of this course is to provide a wide variety of approaches and outcomes. An emphasis will be placed on the importance of first hand observation and visual research. Students will be taught to develop ideas in the form of drawings, paintings, photography, sculptures and constructions, digital and mixed media pieces.

How is it assessed?

Coursework (60%): Unit 5AD01 (Art & Design) Two units of coursework are internally set and assessed and externally moderated.

End of Course Timed Test (40%): Unit 5AD02 (Art & Design) This consists of preparatory studies produced over eight school weeks, followed by a ten-hour timed test.

What are the special features of the course?

There will be many opportunities for investigation and expression during the course. All projects begin with research and recording ideas and observations and all projects require you to make reference to artists and designers from a variety of periods and cultures. To help you with this, there will be visits to museums and galleries. The group will go to the Oxford Museum and Oxford Botanical Gardens in the Autumn term, followed by a trip to ‘Art in Action’ at Waterperry, where students will be able to participate in artist workshops and speak to artists about their work. In Year 11 there will be a trip to the Tate Modern, followed by an afternoon of sketching at London’s South Bank.

Students will be encouraged to express themselves in 2D and 3D, using a variety of media and approaches. All work produced will be displayed at a special end-of-course GCSE exhibition, where family and friends will get the opportunity to appreciate and view all of your hard work!

Other information:

The course builds on National Curriculum requirements and the learning that has taken place at Key Stages 2 and 3. Throughout the course, students are required to work in sketchbooks, recording, experimenting, planning and developing ideas and analysing the artworks they have referenced.

Teaching and assessment are rigorous and high standards are achieved where students show commitment, involvement and enthusiasm. Equally, great personal satisfaction and enjoyment can be obtained from the variety of work that is possible. The course will prepare students for Advanced Level work.

How can I find out more?

See Miss Webb (Art Team Leader) and the Art Team

Page 15

COMPUTING OCR J275

Why study Computing? The course will develop critical thinking, analysis and problem-solving skills through the study of computer programming, giving students a fun and interesting way to develop these skills, which can be transferred to other subjects and even applied in day-to-day life.

Where will success in GCSE Computing take me?

The increasing importance of information technologies means there will be a growing demand for professionals who are qualified in this area. The course provides excellent preparation for higher study in the field of computer science. Furthermore, it prepares students who want to study or work in related areas that rely on these skills, especially where they are applied to technical problems. These areas include engineering, financial and resource management, science and medicine.

How is the course organised?

In Year 10, you will mainly cover the body of knowledge about computer systems on which the examination will be based. You will learn about: Fundamentals of computer systems; Computing hardware; Software; Computer communications and networking; Databases and Programming. In Year 11, you will mainly focus on two Controlled Assessment tasks:

Practical investigation - An investigative computing task chosen from a list provided by OCR. The Controlled Assessment assesses the following: research, technical understanding, analysis of problem, historical perspective, use of technical writing skills, recommendations/evaluation.

Programming Project - Controlled Assessment Programming task. You will design, develop and test a solution to a problem within the OCR-set scenario.

How is it assessed? Unit A451: Computer systems and programming - Written paper 1 hour 30 minutes. 40% of the qualification

This unit covers the body of knowledge about computer systems on which the examination will be based. Unit A452: Practical investigation Controlled Assessment - An investigative task. Approx. 20 hours. 30% of the qualification

This unit is designed to provide candidates with an opportunity to carry out a practical investigation into a computing issue and engage them with computing in the real world. Unit A453: Programming project - Controlled Assessment. Approx. 20 hours. 30% of the qualification

OCR will issue a range of assessment tasks each consisting of up to three sub tasks. The set of tasks within the Controlled Assessment will provide opportunities for the candidate to demonstrate practical ability to use the skills outlined in the specification for this unit.

How can I find out more? See Mr Olushola (Acting Computing Team Leader)

Page 16

DANCE AQA 4230 “Dance is vital, an activity both exhilarating and liberating to watch or do. The instinct to dance is fundamentally joyous and no matter how hard you try you can’t get away from that for long. It can also be a huge force for good, effectively drawing people together and levelling everyone through sheer hard work. It can speed up your heart rate, it can enliven your being, it can change your life”. Richard Alston CBE, Dance UK

Why study Dance?

Dance is a stimulating, practical, creative subject in which students develop their skills as both performer and choreographer. A range of dance styles are studied but the main focus is on contemporary dance. The course is based around the three areas of creating, performing and appraising dances. As a performer you will develop your technical and expressive skills and will perform in both solo and group pieces. You will learn about the craft of choreography in a practical and theoretical way and through studying professional dance works. In addition you will learn about dance production and develop skills in analysing and appraising dance. If you are interested in a career in the arts or would simply like to develop your creative and expressive skills then this is the course for you.

Where could success in GCSE Dance lead?

GCSE Dance provides a route to further study in school, further and higher education in dance, performing arts or PE, as well as vocational or professional training and community activities. Possible career paths include: performer, choreographer, teacher, community artist, arts and events management, arts administration, theatre production, arts journalism.

How is the course organised?

You will study four units comprising four practical pieces and a written paper. You complete two practical pieces in Year 10 and two in Year 11. All practical work is moderated and assessed in Year 11. The written paper looks at professional dance works and examines, for example, the contribution that the costumes, movement and music make to the work.

How is the course assessed?

1. Performance (a) in a duo or group dance 20% (b) in a set solo dance 20% 2. Choreography (a) solo composition 15%

(b) choreography from a stimulus 25% 3. Written paper (1 hour) 20%

What are the special features of the course?

This course is particularly suited to those who enjoy working in a practical way as 80% of the assessment is completed on practical performance and choreographic pieces. There is also a strong link with the professional dance world; students study a range of professional dance works through practical and theory work; they participate in workshops with artists from professional dance companies, and several theatre trips are arranged so that students have the opportunity to see live dance productions.

How can I find out more?

See Miss Heninghem (Teacher in charge of Dance)

Page 17

DESIGN & TECHNOLOGY – FOOD TECHNOLOGY AQA 4545

Why study Food Technology?

Food Technology is an exciting practical subject which requires the application of food science to develop ideas, produce products and evaluate them. D&T Food Technology helps develop a number of key skills including:

How to analyse and investigate

How to create new foods by product development

Team work on practical projects

How to develop your own ideas

Where will success in GCSE Food Technology take me?

Your GCSE in Food Technology will help to prepare you for further education and as a path to a rewarding career as a food technologist, food designer or nutritionist. Other possible career paths include social work, teaching or medicine.

Students acquire and apply knowledge, skill and understanding through a series of modules which increase awareness of:

The functional properties of food

The nutritional properties of food

The effects of combining different ingredients and the interaction of foods during preparation and cooking

Developing new products

Social economic and environmental issues in food production

Healthy eating

Manufacturing and large scale production

Technological developments in the food industry

Food safety and food hygiene The subject will help the student to develop:

Problem-solving skills

An ability to adapt to a world in which many technologies continue to evolve

Organisational skills

Analyse and evaluate commercial products and make informed decisions

An understanding of materials, including smart materials

Creativity and innovation

How is the course organised?

During Year 10, the students will develop their background knowledge, problem-solving techniques and practical skills in preparation for their Controlled Assessment and final theory paper. In Year 11, the students mainly focus on their controlled assessment design and make task.

How is it assessed?

2 hour Written Paper (40%) Students will be tested on their knowledge and understanding of the functional and nutritional properties of food, product development, social and environmental issues, consumer studies, food hygiene and manufacturing of food.

Controlled Assessment (60%) A design-and-make activity selected from a choice of Exam Board set tasks. This consists of the development of a made outcome and a concise design folder with appropriate ICT evidence. The design folder should consist of about 20 pages of A3 paper. It is expected that students will spend approximately 45 hours on this activity.

How can I find out more?

See Mrs Bevan (Food Technology Team Leader) and Mrs Horton

Page 18

DESIGN & TECHNOLOGY – PRODUCT DESIGN AQA 4555

Why study Product Design?

Think about the objects that you love. This new, exciting GCSE course has been designed to give you a practical and graphical qualification that encourages you to design and make products with creativity and originality in a variety of practical activities, using a range of materials and techniques. Packaging, labelling and instructions are also encouraged as part of the complete design proposal, while marketing tools, such as advertising and points of sale, can be used to supplement the making experience and help you create products which can be evaluated for their commercial viability.

You will design and make product(s) using a variety of processes and new technologies to prepare you for the world of work. The course will also need you to consider sustainability and the environmental impact of your designs.

3D design could take you into a number of exciting career paths. This course could take you into marketing, architecture, manufacturing, advertising, engineering, graphic design, computing and so many other areas of the fascinating world of design. 3D design goes well with other subjects such as Art & Design, Business Studies, ICT and provides links to many others.

How is the course organised?

During the course in Year 10, you will develop your problem-solving techniques and practical skills which will prepare you for completing your examination coursework – the controlled assessment. To develop your background knowledge, you will be set written, practical and graphic tasks to prepare you for the theory exam. The controlled assessment will be started in the latter stages of Year 10 and consequently Year 11 will see the completion of a design folder and the manufacturing of a 3D outcome using a range of materials.

The course includes designing, graphics, modelling, manufacturing processes, CAD/CAM (especially the Laser Machine) and the use of a variety of materials. ICT is a very important aspect of the research, design and manufacturing processes.

How is it assessed?

Unit 1: 2 hour Written Paper (40%)

Candidates answer all questions in two sections - the context for the design question in Section A is given before the exam.

Unit 2: Controlled Assessment (60%) This is an internally assessed and externally moderated single design-and-make activity selected from a range of tasks set by the Exam Board, consisting of a 3-dimensional outcome and a concise design folder and/or appropriate ICT evidence. The coursework element should be approximately 45 hours with a design folder that should include about 20 pages of A3 paper.

As part of the evidence submitted, students should include photographs of the finished products as well as photographs at various stages of the process.

How can I find out more?

See Mr Potkin (Acting Subject Team Leader) and also have a look at the work produced by students in Years 10 and 11, whilst also seeing the type of work that is produced at A Level when you can continue your Product Design studies.

Page 19

DESIGN & TECHNOLOGY – TEXTILES TECHNOLOGY AQA 4570

Why study Textiles Technology?

Textiles Technology is an exciting practical and theoretical subject. It is about learning how to design, adapt and make textile products. This will be done by researching and developing students’ knowledge of fabrics, equipment and a variety of decorative techniques. This will include learning about the production and marketing process in industry, including the use of CAD/CAM.

Where will success in GCSE Textiles take me?

Textile Design could lead into a number of exciting career paths. Of course, being a textile designer is a natural outcome, but there are other job prospects such as working as an interior designer or in fashion merchandising and buying. The advertising and marketing profession always needs creative people too, as does the manufacturing industry. GCSE Textiles will help build confidence to go onto a Design A level course, which will help gain entrance to a design foundation course.

Students acquire and apply knowledge, skill and understanding through:

An understanding of a variety of materials and their properties

An appreciation of the manufacture of commercial products

An understanding of the link between the designer, the manufacturer and the consumer

Product analysis and evaluation of design proposals against design criteria

Recognising the moral, cultural, ethical and environmental issues inherent in design technology

The subject will help the student to develop:

Design, research, investigation and practical skills

Problem-solving skills

Creativity and innovation

An ability to adapt to a world in which many technologies continue to evolve

An ability to analyse and evaluate commercial products

An understanding of materials, including smart materials

Their understanding of the fashion and design industry today

How is the course organised?

During Year 10, the students will develop their background knowledge, problem-solving techniques and practical skills in preparation for their Controlled Assessment and final written examination. During Year 11, the students mainly focus on their controlled assessment design and make task. This involves researching, designing and making.

Whichever design task is chosen, emphasis is placed on combining skills with knowledge and understanding in order to design and manufacture quality products.

How is it assessed?

2 hour Written Paper (40%) Candidates will be tested on their working knowledge of textiles materials and components appropriate to modelling, prototyping and manufacturing.

Controlled Assessment (60%) A single design-and-make activity selected from a choice of Exam Board set tasks. Each student will produce a completed outcome and a concise design folder with appropriate ICT evidence. The design folder should consist of about 22 pages of A3 paper. It is expected that students will spend approximately 45 hours on this activity.

How can I find out more?

See Mrs Bevan (Textiles Technology Team Leader) and Miss Doherty

Page 20

DRAMA WJEC 4150 Why study Drama?

To continue learning the skills of communication to various audiences and develop dramatic techniques, through presentation and evaluation of others’ work, along with the development of critical reviews of live theatre performance.

How is the course organised?

Study of set texts is approached from a practical perspective and improvisational skills are developed through devised work based on cultural and social issues, Drama theory and genres.

In your induction course you will acquire performance skills in character building, vocal delivery, Stanislavski and Brechtian acting techniques, along with physical theatre.

You will do some performance from a scripted text - My Mother Said I Never Should by Charlotte Keatley – and a thematic devised piece of drama on a given stimulus for examination in Year 11. These will draw on both Stanislavski and Brechtian acting techniques. Performance of rehearsed improvisation will include creating a character for performance in the horror/tragedy genre.

The written exam will include a question on the new set text Confusions by Alan Ayckbourn, a collection of short plays which range in style from comic naturalism to high farce and challenge the student to analyse acting, directing and design features. The exam will also require you to evaluate your own performance skills by reflecting on work undertaken throughout the practical course.

How is the course assessed?

Controlled assessment (practical) – 60% (i) Work in Progress (ii) Final presentation (externally moderated) (iii) Written report

A written paper based on practical work completed during the course; the study and performance of a scripted play – 40%.

What are the special features of the course?

You will be expected to attend organised theatre visits out of school time and performance workshops as important preparation for the practical and written examination, as well as drawing on your wider experience of Drama and Theatre. The course will provide a supported and enjoyable environment in which to take creative risks, work closely in collaboration with others, draw on your wider cultural experiences, and become constructively self-critical. What’s more, it will challenge you to keep your cool when all around you are losing theirs!

Other information:

A genuine interest in the qualities of performance, a willingness to read plays, and work as an ensemble is essential.

How can I find out more?

See Mrs Irvine (Drama Team Leader) and Mrs Dore

Page 21

MUSIC Edexcel 1426

Why study Music?

If you enjoy performing music in your own time (or as part of a school ensemble) and are learning an instrument, having singing lessons or enjoy creating music on computers, then this is an excellent subject to choose! If you like creating music of your own, then the composing modules will give you the opportunity to explore this further. If you want to broaden your knowledge of musical genres, including Classical, Popular and World music, then this exciting course will give you an appreciation and greater understanding of all musical styles.

The subject is extremely stimulating, giving you the chance to explore your individual passion for a specific style of music whilst working to your strengths and following your own musical interests. Music is most definitely a performance course – however small your input is, you must be prepared to get involved!

This course is essential if you are keen to further your career at Advanced Level and on to a university course in this vast subject genre. Pupils who have studied Music at GCSE in the past few years have gone on to study the subject at Oxford and Cambridge as well as other top universities (Durham, York, Manchester and Leeds), whilst some pupils have gained places at prestigious Music Conservatoires.

How is the course organised?

Performing Coursework (30%): One solo performance One Ensemble Piece

Composing Coursework (30%): Two compositions, written to a brief, based on two different Areas of Study (see below)

Listening Exam (40%): 1 hr 30 min written paper based around 4 Areas of Study

How is it assessed?

All coursework is internally marked and moderated by the Exam Board. Coursework pieces are continually worked on throughout the two-year course with regular feedback on how to improve your work. Composition tutorials are available with many pupils able to perform their work in one of the musical events throughout the year. The Listening Exam is marked externally.

Other information:

Areas of Study:

1. Western classical music 1600-1899

(Students study, amongst others, works by Handel, Mozart and Chopin)

2. Music in the 20th Century (Students focus on the development of musical styles, studying works by Schoenberg, Bernstein

and Reich)

3. Popular music in context (Students study a varied assortment of styles ranging from Miles Davis and Jeff Buckley to more

dance-orientated music by Moby)

4. World Music

(Indian raga • African music • fusions)

How can I find out more?

See Mr Druker (Director of Music)

Page 22

PHYSICAL EDUCATION Edexcel 2PE01

Why study GCSE Physical Education?

You will enjoy this course and benefit from it if you have an interest in Physical Education and would like to extend your knowledge, or are considering a career in Physiotherapy, the Fitness Industry, the Leisure Industry, becoming a Physical Education Teacher or if you are keen to specialise in Sports Injuries.

How is it assessed?

Unit 1: The Theory of Physical Education (40%) Written Paper: 1 hour 30 minutes

The exam includes multiple-choice, short-answer and longer-answer questions. The question paper will be divided into two sections:

Section 1.1 Healthy, active lifestyles Section 1.2 Your healthy, active body

During this unit, students will visit a variety of topics including influences on your healthy active lifestyle, exercise and fitness and the body systems.

Unit 2: Performance in Physical Education (60%)

Section 2.1 Player/participant, leader or official Section 2.2 Analysis of performance

This unit is internally assessed under controlled conditions and is externally moderated during the spring term in Year 11.

Candidates will be required to offer four activities from two different activity areas for assessment and complete an analysis of performance in one of these activities. Candidates may also be assessed as an official or leader in one of their chosen sports.

In school, the students will be assessed in the following sports:

Rounders

Netball

Fitness

Athletics

Swimming

Personal survival

Candidates can also be assessed in a sport they pursue outside of school, provided it is on the list of approved activities. You might be surprised how varied the activities are – from climbing to fencing!

Understanding controlled assessment in PE

Unit 1: The Theory of Physical Education This unit is assessed under FORMAL supervision, under exam conditions.

Unit 2: 2.1 Player/participant, leader and official These roles will be assessed under INFORMAL supervision. Preparation can be done under LIMITED level of control, outside of the classroom.

2.2 Analysis of performance Written coursework will be assessed under INFORMAL supervision. Preparation can be done under LIMITED level of control.

How can I find out more?

See Mrs Sillence and the Physical Education Team or have a look at the Edexcel website where you will be able to get access to the specification and the variety of sports you can offer: http://www.edexcel.com.

Page 23

BUSINESS STUDIES OCR J253

Why study Business Studies? Ever watched Young Apprentice and thought you could do a better job? Or seen Dragons’ Den as the entrepreneurs pitched for money? Could you be the next business bigshot? Fancy yourself at the head of a successful business? Got some great ideas for new products or services? Or maybe you want to work for a large company by working in marketing or management. Of course not everybody wants a global corporation. A lot of people prefer small businesses offering individual service or set up their own business working for themselves. Whether you’re selling home-made candles or starting your own e-company, you still need to know about business. Like how to get your products to market, how to price them and how to promote them. And how to get paid. No matter what your vision, it’s all here in the Business Studies GCSE, giving you an incredibly powerful start to launch you on to becoming a person who’s capable of making informed decisions and who can play an effective part in a dynamic organisation.

How is the course organised? This subject starts with an exploration of why there is a need for business and what a business actually does. We then look at everything required in starting a new business - from generating a business idea to finance, marketing and hiring staff. In Year 11 we look first at the secrets of successful marketing because, without customers, there will be no business. After this, we consider the impact of governments and globalisation on businesses. There are regular assignments taken from GCSE exams to ensure you are making the good progress we expect from you.

How is it assessed?

In the Autumn Term of Year 11 – a controlled assignment on marketing and enterprise (25%)

Exams at the end of Year 11 – a 1½ hour case study (issued in advance) based around a business (50%) and a 1 hour exam on the basics of business (25%)

What are the special features of the course? No-one studies Business before Year 10. You will be new to the subject and so is everyone else. The speed of the course allows for this.

How can I find out more? See Mr Skinner (Business Studies Team Leader) or Mr Torpey

Page 24

GEOGRAPHY AQA A 4030

"Geography is the subject which holds the key to our future" - Michael Palin

Why study Geography?

Geography is the study of real places and real people. It is topical and you will investigate some of the major events and issues in the world today. GCSE Geography takes a modern approach to topics such as coasts and cities; it is about places (our local area and other countries around the world) and issues (such as urbanisation and global warming). It helps us understand the world around us. Geography is a relevant 21st Century subject and helps us develop informed opinions and a knowledge of the world which are so valuable to employers. Geography is a subject that brings together many facets of other subjects. It is also one of the few subjects that studies, and is affected by, contemporary global, national and local events. Studying Geography will put you at the forefront of an understanding of topics such as these, along with an in-depth understanding of the longer range consequences. It is not only an important and fascinating subject but it also develops a wide range of skills that support other subjects and are valued by employers. These skills include for example: data presentation, data analysis, literacy, numeracy, independence as well as teamwork (through fieldwork and controlled assessment), problem solving and evaluation.

Why study Geography at AHS?

How is the course organised and assessed?

You will study 6 topics, three of which focus on Physical Geography and three on Human Geography. You will also complete a piece of Controlled Assessment based around a fieldwork investigation. In Year 10, you will study Weather and Climate, Coasts and Rural Environments. In Year 11, you will study Urban Environments, Globalisation and Glaciation. You will also complete your Controlled Assessment based on a fieldwork investigation where a real environment is investigated and written up as an enquiry. This is worth 25% of your final mark. The cost of this is likely to be in the region of £225; the school will provide financial support where necessary. A more local alternative will be offered for pupils unable to attend. At the end of Year 11 you sit two written exam papers which account for 75% of the final mark. Paper 1 tests Physical Geography, whereas Paper 2 tests Human Geography.

How can I find out more?

See Mrs Kitchen (Geography Team Leader) and the Geography Team

Passionate, enthusiastic, experienced and

knowledgeable teachers.

Interesting and varied lessons.

Great fieldtrips!

Dynamic and relevant curriculum.

Excellent exam results in 2012 : 73% A* - A

Excellent resources to support your learning.

Fun and exciting lessons.

Lessons that challenge and make you think.

Page 25

HISTORY OCR Modern World B J417

Why study History?

• History is relevant to you. History is all around you. It is happening now. Your world is being formed by what happened in the past, so an understanding of the past helps you to make sense of the world in which you live and helps you grow as an individual.

• History prepares you for the challenges ahead. Employers and universities value the skills that you will develop through History: the ability to analyse and explain; feeling confident about handling information; being able to write precisely; being able to form an argument and defend it.

• History teaching at AHS is excellent. Ofsted rates History teaching as some of the most stimulating and skilled of all subjects. Your History teachers are experienced and well qualified, but above all passionate about helping you to develop as a young person through historical knowledge and skills.

How is the course organised?

We will be following the OCR Modern World B specification. Find it at www.ocr.org.uk/historyb/newgcse.

Topics studied are:

1. Aspects of International Relations 1919-2005 2. The USA 1945-75: Land of Freedom? 3. British Depth Study: How was British Society changed 1890-1918? 4. Historical Enquiry: Life in Nazi Germany 1933-1945

How is it assessed?

Aspects of International Relations 1919-2005 & USA Depth Study

Written examination (2 hours) 45%

British Depth Study Written examination (1½ hours) 30% Life in Nazi Germany 1933-1945 Controlled Assessment 25%

The Controlled Assessment is based on a very exciting depth study of Hitler’s Germany. In the course you will explore the complex reasons behind one of Europe’s most shocking and turbulent periods, and examine what it was like to live under Nazi rule. You will then use this learning to produce a 2000-word piece of extended writing on a question set by the Exam Board. In this piece, you will use your knowledge and understanding, as well as historical sources, to make judgements and evaluations about this controversial and complex period. The Controlled Assessment is thus a real taste of more sophisticated historical study and will give you a good flavour of the A Level course.

What are the special features of the course?

The new GCSE History course has been designed to be as stimulating as possible. As well as tried and tested teaching methods, you can look forward to a greater use of interactive resources such as film and web-based investigations. Your teachers will guide you through some of the most important events of recent times using a wealth of exciting sources.

How can I find out more?

See Mr Annat (History Team Leader) and the History Team

Page 26

RELIGIOUS STUDIES – PHILOSOPHY AND ETHICS AQA 4055 Units 3 and 4

Why study Religious Studies – Philosophy and Ethics?

The course is designed to promote an enquiring, critical and sympathetic approach to the study of Philosophy of Religion and our responses to moral issues and the fundamental questions of life. It is an enjoyable quest, and is open to everyone regardless of personal religious commitment.

How is the course organised?

The modules to be studied are:

Religion and Morality. The aim of this unit is to enable students to address fundamental questions about the basis for religious beliefs and behaviour and to investigate ways in which beliefs and values inform our responses to moral issues.

Religious Philosophy and Ultimate Questions. The aim of this unit is to provide students with the opportunity to: develop their knowledge, skills and understanding of religion and philosophy by exploring the significance and impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning, as well as to express their personal responses and informed insights on fundamental questions and issues about identity, belonging, meaning, purpose, truth, values and commitments.

How is it assessed?

Two written papers of 1 hour 30 minutes each.

What are the special features of the course?

The dual focus through two separate but mutually complementary units of study is distinctive in permitting a study of Religious belief and the Philosophy of Religion in the greatest depth and detail possible at GCSE level. It provides a foundation for progression to the study of Religious Studies at AS and A2 level.

Other information:

This course is designed to provide opportunities for students to develop skills in literacy, communication, co-operation with others, taking responsibility for their own learning and the consolidation of ICT skills. The course has been chosen to promote an ability to analyse religious and moral attitudes to the everyday problems and issues in our society, as well as to the fundamental questions of mankind, and to discuss these in a mature and tolerant manner.

How can I find out more?

See Mrs Gregory (Religious Studies Team Leader) and Mrs Knight

Page 27

WORLD DEVELOPMENT (AS Level) WJEC 2391

Why study World Development?

What is life like in other countries compared with here in the UK?

How does your life affect people in other countries and how do they affect you?

What do people do to make their lives better, and how successful are they?

Do organisations like Comic Relief and Oxfam make the world a better place? If you would like to study these and similar questions, you will enjoy this course. World Development helps you to understand global issues and to think about the world as a single place with everyone connected to everyone else. It asks you to think about different people around the globe; how their lives are similar or different and how they are changing. We will look at the ways different countries have tried to develop and think about which methods are the best. Then we can look at our own place in the world, and at the relationship between richer and poorer countries. We will also consider how a more just and fair society might be achieved. We will look at lots of written information and statistics, as well as stories and case studies about different people and places. We will discuss their values and attitudes and compare them with our own. We also look at the environment, poverty, trade between countries, and why some countries give aid to others.

What do I need?

You need to be interested in your world, the people in it, and the way they depend on each other. You need to be willing to consider new ideas and accept that sometimes we don’t know what the right answer is, or even if there is an answer at all. You need to enjoy listening to other people’s ideas and thinking about how they affect yours.

How is the course organised and assessed?

Theme 1 Development, Resources and Global Citizenship Theme 2 Poverty and inequality Coursework An analysis of 3 articles on Theme 1, up to 500 words each An essay on Theme 2, up to 1000 words Written exam 2 hours, with structured questions

How can I find out more?

See Mr Torpey and Mrs Waugh

Page 28

Page 29

FOREIGN LANGUAGE LEADER AWARD

This exciting addition to the KS4 curriculum is run by the same organisation that runs the successful Sports Leaders award scheme, which AHS students have participated in for many years.

Why take the Foreign Language Leader Award?

The aims of the award are as follows:

To teach young people how to lead others through basic language skills

To develop communication, motivational and organisational skills

To work with some of our local primary schools to try out the activities

To develop film making and editing skills

To improve the quality of provision or primary resources for the AHS website

To have fun!

If you are creative or enjoy leading others, then this course could be for you. The aim of the award is not to teach sport using languages, although that could form an element of it.

How is the course organised?

Unit 1 - Planning, preparing and assisting a simple foreign language activity Planning some simple foreign language activities and then delivering them to others. You might lead other members of the group or perhaps get the opportunity to lead younger children. Unit 2 - Communication and motivation skills for leading a foreign language activity This unit is all about how we communicate. You will look at different types of communication, both verbal and non-verbal, and discover the most effective ways to get your message across. Unit 3 - Cultural understanding of the chosen country You will gain an understanding and appreciation of the country's culture; including historic events, celebrations, traditions and customs, music and dance etc. Unit 4 - Compendium of foreign language games and activities You will look at a range of different foreign language games and activities and have a go at leading other people in them. Unit 5 - Organising and running a foreign language event You will plan, organise and deliver a foreign language festival/event. You may also show that you can work with other people and can publicise your event. Unit 6 - Demonstration of leadership skills in foreign language This unit gives you the opportunity to put into practice all of the things you have learnt during the previous five units by leading others for a minimum of one hour. This hour may well be broken down into small sessions and you may either lead your peers or younger children.

How is it assessed?

The Foreign Language Leader Award is not a qualification as such, so it is assessed in school and a certificate is awarded.

The course is not a substitute for taking one or more languages to GCSE, rather it provides for a varied way to practise both language and leadership skills in a new environment.

How can I find out more?

For more details see Mr Baird (Head of MFL)

Page 30

GENERAL STUDIES (AS Level) OCR H079

Why study General Studies? Do you watch the news on TV or read a quality newspaper regularly? (If not, you will need to in order to succeed at General Studies). You should be interested in current affairs such as serious news stories, worldwide developments and have a good general knowledge – or a thirst for one, and a desire to understand how the world works. • What makes something right or wrong? • Is human cloning desirable? • Did you know that there is more than one type of animal (and potentially human) cloning? • There are now more people over 65 than under 16 in Britain; what effects will this have in the future? • Which is worse, crime or the fear of crime? • Do discoveries in science depend on those in technology, or vice-versa? Don’t worry if you don’t yet know the answers to these; come along to AS General Studies and you soon will! It will broaden your horizons and you will become a more interesting and well-rounded individual.

What do I need?

You need to enjoy discussion and debate, and be prepared to share your ideas and opinions with others, listening to both sides of an argument with an open mind.

How is the course organised? At AS, there are 2 units:

Unit 1: ‘Cultural & Social Domains’: to include arts, culture, religion, morality and politics. Unit 2: ‘Scientific Domains’: which covers scientific method and objectivity, moral responsibility in

science and the relationship between technology, science, culture and ideology.

How is it assessed? Unit 1 2 hour written paper Unit 2 1 hour written paper Some of the questions require short answers, some comprehension and others an essay.

How can I find out more? See Ms Chubb or Mrs Dore Having an AS Level in General Studies will allow you to complete the AQA Baccalaureate in Year 13. Take a copy of the ‘Students’ Guide to AS General Studies’. Have a look at some specimen papers; you may be surprised to see that you can answer some of the questions already! Quote from one of the top universities: ‘a good grade in General Studies is one of the best indicators of intelligence there is’.

Page 31

THE LEVEL 2 HIGHER PROJECT AQA Higher Project Qualification

Why take the Higher Project Qualification? Most subjects have a very tightly defined specification, with little opportunity for you to choose your own area of study. The HPQ is different! You will need to:

• choose an area of interest • draft a title and aims of the project for formal approval • plan, research and carry out the project • deliver a presentation to a specified audience • provide evidence of all stages of project development and production for assessment. The first part of the course (approximately 30 hours) is about learning the skills to enable you to work independently on your project. The second part of the course (approximately 30 hours) is spent producing a Product, eg:

• an artefact, model or construction • a CD/video/DVD of performances or activities • an audiotape/multimedia presentation • a journal of activities or events

• a slide or PowerPoint presentation • a photographic record of the project • an extended essay or research report

All projects will include a written report of between 500 and 2000 words On completion you give a Presentation to a non-specialist audience. This could take a number of forms including slides for a large audience, contributing to a poster session or exhibition, or a witnessed one-to-one ‘viva’ presentation to the supervisor. The presentation must include a live question and answer session, overseen by the supervisor. You complete a Production Log as you carry out your project, recording the following key information:

• planning meeting with your supervisor, following project approval

• mid-project review • end-of-project review

• summary and evaluation of the project • a record of the presentation given • reflection on the complete project process

The completed Production Log, the Product and the Presentation are assessed by the supervisor at the end of the process. The products offered are:

Create and Design - designing and making jewellery, with a final product of jewellery created using modern techniques

Digital Production - producing a digitally edited video Please tick the appropriate box on the Options Form to show your preference.

Page 32

THINKING AND REASONING SKILLS (Level 2 Award) OCR J930

Why study Thinking and Reasoning Skills? The aim of this subject is to help you become a mature, reflective thinker. You will be taught to understand what thinking involves and learn how to improve your own creative thinking skills, enquiry skills, information processing and problem-solving. Lessons will involve lots of discussions about issues, tasks and exercises to help you practise your thinking and writing. You will get better at judging your own opinions, as well as those of others. You will learn how to understand and evaluate arguments as well as presenting and developing arguments. You will evaluate evidence and sources. Find out which are good explanations for events and which are weaker. Topics may include: fox-hunting, boxing, freedom, euthanasia, punishment, illegal downloading of music, UFOs, alien abduction and conspiracy theories.

What do I need?

You need to enjoy discussion and debate, and be prepared to share your ideas and opinions with others, listening to both sides of an argument with an open mind.

How is the course organised and assessed?

Unit 1: Thinking and Reasoning Skills (50%, 1 hour written paper)

What is an argument?

What is the difference between a good and bad argument?

How do you develop an argument to take account of alternative points of view?

How believable is this source?

To what extent does the evidence really support this claim?

Is this the only or even the best explanation?

Unit 2: Thinking and Reasoning Skills case study (50%, 1 hour written paper with pre-release material)

What is the best or right thing to do in this difficult case?

What do you mean or understand by this word or idea?

What information do we need to extract in order to answer the question or solve the problem?

What questions should we be asking about this information in order to assess it and understand it better?

Each paper includes a mixture of short and longer answer questions. In each unit, students are asked to develop and present their own arguments as well as answering shorter problem-solving type questions.

How can I find out more? See Ms Chubb. Take a copy of the ‘Students’ Guide to Thinking and Reasoning Skills’. Have a look at some past papers; you may be surprised to see that you can answer some of the questions already!