KEY STAGE 4 CURRICULUM COURSE INFORMATION...GCSE courses are starting to be graded differently. Most GCSE courses will be Graded 9-1 with grade 9 being the highest grade. These grades

KEY STAGE 4 CURRICULUMCOURSE INFORMATION

2

Contents

3 The Key Stage 4 Curriculum 2016 – 2018

4 The Core Curriculum

Subject Information

7 English Language

8 English Literature

9 Mathematics

10 Combined Science

11 Triple Science

12 Physical Education

13 European Computer Driving Licence (ECDL)

14 History

15 Geography

Additional Subjects

18 Art & Design

20 Digital Art

22 Fine Art

24 Textiles

26 Computer Science

27 Business Studies

28 Performing Arts – Dance

30 Engineering

31 Food & Nutrition

32 French

33 Hairdressing & Beauty Therapy

34 ICT Single Award

35 Media Studies

36 Physical Education

37 Product Design

39 Philosophy & Ethics

40 Construction

41 Sport & Active Leisure

42 Drama

43 Statistics


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THE KEY STAGE 4 CURRICULUM 2016 – 2018

Year 10 and Year 11 are known as Key Stage 4 (KS4) in the National Curriculum.

The major qualification at Key Stage 4 is still GCSE (General Certificate of Secondary Education). The school also offers a range of technical qualifications (BTEC’s and VTCT Certificates in a range of subjects).

English BaccalaureateThe Government is keen for students to follow a combination of academic subjects, which they call the English Baccalaureate. To obtain this award, students must obtain GCSE’s at Grades 5-9 or above in English, Mathematics, 2 Sciences, a Foreign Language and a Humanities subject (presently History or Geography)

Students will be able to follow all the above subjects as part of their core curriculum, except a modern foreign language. French, the modern foreign language which we offer will have to be selected as one of their three option subjects if they are to obtain this highly prestigious English Baccalaureate. (We are expecting over 50% of the year group to follow this pathway.)

The academy is also at the forefront of other new educational developments. Students at Biddick Academy have the opportunity to study a range of technical subjects. These courses give young people the opportunity to learn in an exciting, creative and enjoyable way, combining class work with hands on experience, in state of the art facilities at our Harraton Centre.

What Does This Mean in Practice?The school day is under review for September 2016. We are currently consulting on one hour lessons and a timetable that covers a two week period. The proposed times for each subject are below:

English Language and Literature 7 periods

Mathematics 7 periods

Science 9 periods

Physical Education 4 periods

Religious Education 1 period

GCSE History or Geography 5 periods

Tutorial (including Citizenship/Sex & Health Education/Careers Education 2 periods

Option 1 5 periods

Option 2 5 periods

Option 3 5 periods

Total 50 periods over two weeks

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The ‘Core’ Curriculum

Subjects which your child must take according to the National Curriculum –

EnglishAll students follow a course in GCSE English. Most students have the opportunity to follow a second GCSE in English Literature.

MathematicsAll Students will follow the GCSE Mathematics Course.

ScienceWe are fully committed to a balanced course. Changes in the curriculum this year mean that the Science qualification is a double award (known as Combined Science). This means that your child will achieve 2 x GCSE within this subject area. Students who intend to go on to ‘A’ level in science are strongly recommended to follow a Triple Science route. This means they should select an additional science as one of their option choices. Students will be guided by their teachers as to the appropriate route to take. More information is provided in the course information booklets.

Religious Education (Theology & Ethics)All students will follow a bespoke curriculum based on the Edexcel and OCR GCSE content. It has been developed to enrich and enhance their understanding of key contemporary moral issues and religious beliefs on such topics. The aim of the course is to provide students with the opportunity to make informed decisions about the issues of the 21st Century and religious beliefs. Lessons will be based around a series of ‘Big Questions’ that challenge and provoke responses from students. Although not an examination subject, Theology and Ethics is a valuable subject that helps develop many skills that can be used in other areas of study, such as debating, evaluating, analysing and critical thinking.

TutorialIn the Key Stage 4, tutorial work is maintained at the centre of school life. There is daily contact with the Form Tutor, who continues to have pastoral responsibility and oversight of their academic progress.

The curriculum content covers large aspects of Citizenship, Health, Careers and Study Skills. In Years 10 and 11 all students receive one timetabled tutorial lesson per week, which is led by a Senior Tutor team. A carefully structured course has been devised by our team of Senior Tutors so that all students are guaranteed the same programme of tutorial work. Students are actively involved in developing skills, attitudes and knowledge through whole class and small group discussion, role-play, research and investigations, the use of adult experts, and out of school visits for work experience and careers opportunities. There are certain underlying themes throughout the five year tutorial course i.e.

Building up each student’s self-esteem and respect for others.

Gaining self-confidence through class and group talk, making plans, organising class activities, asking questions, taking decisions and dealing with the world outside the classroom.

Understanding how the school rules of courtesy and kindness works in practice.

Practising the skills associated with relationship building.

Communicating with others.

ENGLISH MATHEMATICS SCIENCE RELIGIOUS EDUCATION (THEOLOGY & ETHICS)


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In Years 10 and 11 the course aims to support students’ work throughout the whole school and to prepare them for the challenges of teenage and adult life i.e.

Developing study skills, reviewing progress and setting targets for all course work.

Preparing for work-focused experiences linked with the year 10 and 11 curriculum i.e work experience and ‘the world of work’.

Making personal career assessments and decisions about future career opportunities.

Examining issues related to life style, peer pressures and health, including being assertive and effective.

Compiling a record of their achievements and a personal statement to support career choices.

The ‘C

ore’ Curriculum

RELIGIOUS EDUCATION (THEOLOGY & ETHICS) TUTORIAL ECDL (Computing) PHYSICAL EDUCATION

Tutorial work develops Personal learning and thinking skills (PLTS) in our students. There is a focus on developing them as:

Independent enquirers

Creative thinkers

Reflective learners

Team workers

Self-managers

Effective participants

The tutorial programme is continually under review to meet the changing demands facing our students and to accommodate fresh ideas, the latest resources and to take advantage of new opportunities.

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The ‘Core’ Curriculum continued

ECDL (Computing)This qualification is designed for young people who are looking to gain knowledge and skills of IT software applications to progress their learning in IT, or any subject where basic IT skills are required. It is an industry wide qualification, often used by employers to support their employees ICT training.

This qualification covers core IT applications commonly used in many organisations around the world. In the UK it is recognised as being a requirement for entry with the Police force and areas of the NHS. We are investigating how we can offer this qualification to all students in Key Stage 4.

Physical EducationYou will follow the National Curriculum for Physical Education which will allow some opportunities to select areas of interest.

Students wishing to follow a GCSE or BTEC course in Physical Education or Dance must select them as one of their additional subjects.

Additional Subjects1. Students must choose three additional subjects: One subject from each option block must be selected (Details

of option blocks on following pages)

2. French must be one of the selections for English Baccalaureate students

Grading of QualificationsGCSE courses are starting to be graded differently. Most GCSE courses will be Graded 9-1 with grade 9 being the highest grade. These grades will replace the current system of A*-G. During the academic years 2016-2018, there will the majority of GCSEs will be Graded 9-1 and a small number of other GCSEs will be Graded A*-G. These will be limited to Product Design, Media Studies, and Statistics.

BTEC and VTCT Certificates also have a different grading structure. Level 2 courses are currently graded Distinction*, Distinction, Merit and Pass and Level 1 courses are assessed as Pass / Fail. Please ask the subject teacher or one of the senior staff for further clarification. You will find a table below which compares grades. It was correct at the time of printing this document but it may change.

Current GCSE Grade New GCSE grade L2 BTEC and VTCT L1 BTEC

A* 8/9 D* n/a

A 7 D n/a

B 5/6 M n/a

C 4/5 P n/a

D 3 n/a n/a

E 2/3 n/a n/a

F 1/2Level 1 fallback (BTEC)

Equiv to E/FPass

Equiv to E/F

G 1 n/a n/a

U U Fail Fail


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English LanguageQualification

GCSE

COURSE/SUBJECT

Exam Board

(Graded 9-1)

COURSE DESCRIPTION(What you will learn on the course)

GCSE English Language is the key to successful learning, language acquisition and understanding in all subjects. Command of English Language facilitates opportunity in every aspect of life, work, learning and experience; without it, people face an additional hurdle in order to succeed. Being literate is at the heart of creative thinking and development. It widens horizons and opens up a lifetime of opportunities.

This specification will assess students’ skills in English at all levels, providing questions that are accessible to all while providing stretch and challenge to the highest of achievers.

Paper 1: EXPLORATIONS IN CREATIVE READING AND WRITINGThe aim of this paper is to engage students in a creative text and inspire them to write creatively themselves by:

in Section A, reading a literature fiction text in order to consider how established writers use narrative and descriptive techniques to capture the interest of readers.

in Section B, writing their own creative text, inspired by the topic that they have responded to in Section A to demonstrate their narrative and descriptive skills in response to a written prompt, scenario or visual image.

Paper 2: WRITERS’ VIEWPOINTS AND PERSPECTIVESThe aim of this paper is t o develop students’ insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our lives. It will encourage students to demonstrate their skills by:

in Section A, reading two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader.

in Section B, producing a written text to a specified audience, purpose and form in which they give their own perspective on the theme that has been introduced to them in Section A.

SPOKEN LANGUAGEA separate endorsement (Pass, Merit or Distinction) will be awarded and will appear on the certificate beside the final English Language level. Students will deliver a

presentation and respond to questions. This is set and marked by teachers. The Spoken Language outcome, which assesses communication skills, is of particular interest to employers.

LEARNING & ASSESSMENT METHODThere are two examinations of 1 hour and 45 minutes each. 50% of the total marks are for Reading and 50% for Writing. 20% of the total GCSE mark is allocated to vocabulary choices, sentence structures, spelling and punctuation.

REQUIREMENTSAll students follow this course.

English is an appropriate foundation for progression to post 16 studies at AS and A2. It is a valued qualification for access to a range of educational and employment routes. For students who intend to follow AS and A2 courses where essay writing is required (eg. Sociology, History and Geography), higher levels in GCSE English Language is a requirement.

CAREER AND LEARNING PROGRESSIONWhat will I be able to do after this course?

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English LiteratureQualification

GCSE

COURSE/SUBJECT

Exam Board

(Graded 9-1)


Unlike some schools where only the most able in English have the chance to study English Literature, we believe that all students, no matter what ability, should have the opportunity to study their literary heritage.

Being a literate reader widens horizons and opens up a lifetime of opportunities. Reading enables students to require knowledge and to build on what they already know. Studying and reading literature for pleasure is the most precious of all gifts.

PAPER 1: Shakespeare Students will study a Shakespeare play where they will learn about characters, themes, ideas and life in Elizabethan England. Also, students will learn to appreciate how language is used and how Shakespeare crafted his writing. Personal response and learning to write in a critical style is encouraged.

The 19th Century novelStudents will read and enjoy a 19th century novel such as ‘Frankenstein’. ‘Pride and Prejudice’, ‘A Christmas Carol’ or ‘The Strange Case of Dr Jekyll and Mr Hyde’. The focus will be on understanding plot and structure, the presentation of characters, themes and the context in which the novel was written.

PAPER 2: Modern texts Students will read and enjoy a modern text (post–1914 prose fiction or drama) from a set list. Texts include Priestley’s ‘An Inspector Calls’ and Willy Russell’s ‘Blood Brothers’.

Poetry Students will study one cluster of poems ‘(Love and relationships’ or ‘Power and conflict’) taken from the AQA Anthology ‘Poems Past and Present’. Each cluster has 15 poems, thematically linked and were written between 1789 and the present day.

Also, students will be prepared for the Unseen poetry section by experiencing a wide range of poetry in order to develop their ability to closely analyse unseen poems and compare key features such as content, theme, structure and use of language.

LEARNING & ASSESSMENT METHODThere are two examinations at the end of the course. Assessment is by 100% examination. There are no tiers as in the past. The examinations are closed book.

REQUIREMENTSAll students follow this course.

English Literature is an appropriate foundation for progression to post 16 studies at AS and A2. It is a valued qualification for access to a range of educational and employment routes.



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Mathematics (Linear)Qualification

GCSE

COURSE/SUBJECT


GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must take three question papers at the same tier. All question papers must be taken in the same series.

Types of questions:

Each paper will have a range of question types, utilising both structured and unstructured questions. During the course students will be taught the techniques required to tackle these type of questions.

Questions in context:

Some questions on the papers will be set in context (both mathematical and non-mathematical).

Common questions between tiers: Grades 4 and 5 are the overlap grades between Foundation and Higher tiers, so common questions targeted at these grades will appear in the respective papers for each tier.

Areas of study covered……

1 Number

2 Algebra

3 Ratio, proportion and rates of change

4 Geometry and measures

5 Probability

6 Statistics

REQUIREMENTSAll students are required to follow the mathematics course either at Foundation or Higher level. The level of study during Key Stage 4 will be determined by their performance in Key Stage 3.

Exam Board

Students who wish to study A Level Mathematics (and some A Level Science courses) need to achieve the highest numerical grade from their GCSE Mathematics course. For those students who show a high aptitude for the subject (normally those with the potential to gain the highest numerical grades at GCSE) there will be the option to study Further Maths outside of their normal lesson allocation. This is an advisable option for those who wish to study A Level Mathematics at a later date.


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Combined ScienceQualification

GCSE(Double Award)

Graded 9-1

COURSE/SUBJECT


GCSE study in Combined Science provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas relating to the sciences which are both inter-linked, and are of universal application.

The separate units are:

Biology

Chemistry

Physics

LEARNING & ASSESSMENT METHODThere are six papers: two biology, two chemistry and two physics. Each paper will last 1hr 15mins. The papers will assess knowledge and understanding from distinct topic areas.

(Dependent upon verification from Ofqual)

There are two possible tiers of entry: H tier and F tier to assess levels 1 to 9

The students will also have to complete 8 practical activities per science discipline. Attending these practical sessions is essential. Aspects of this practical will be examined in the terminal paper.

REQUIREMENTSAll students must follow this course unless they opt for Triple Science.

Students will be able to go on and take A Level in any of the science disciplines.


Exam Board


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Triple Science GCSE Biology, GCSE Chemistry, GCSE Physics

Qualification

GCSE

COURSE/SUBJECT

Exam Board

(Graded 9-1)


GCSE study in Triple Science provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas relating to the sciences which are both interlinked, and are of universal application.

The separate subjects are:

Biology

Chemistry

Physics

LEARNING & ASSESSMENT METHODThere are six examinations: two biology, two chemistry and two physics. Each examination paper will last 1hr 45mins. The papers will assess knowledge and understanding from distinct topic areas.

(Dependent upon verification from Ofqual)

There are two possible tiers of entry: H tier and F tier to assess levels 1 to 9

The students will also have to complete 8 practical activities per science discipline. Attending these practical sessions is essential. Aspects of this practical will be examined in the terminal paper.

REQUIREMENTSAll students must achieve a secure level 6 and have a commitment to science. Discussion with science teacher is essential.

This is the ideal route to prepare for A Level in any of the science disciplines.


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Physical Education

COURSE/SUBJECT


During Year 10 students are introduced to new indoor activities such as volleyball & badminton as well as continuing to develop their ability in football, rugby, hockey, netball, tennis & athletics. Students also spend time in the fitness suite developing their knowledge of a variety of training methods and designing their own exercise programmes.

An options system operates throughout Year 11 & this allows students the opportunity to specialise in areas of interest as well as to try new activities such as skiing, snowboarding, trampolining, squash & swimming.

Throughout Key Stage 4 students will develop their skills & understanding of tactics as well as being given the opportunity to officiate & to develop their ability as a sports leader.

LEARNING & ASSESSMENT METHODContinuous assessment

REQUIREMENTSPositive attitude and willingness to work hard.

Interest in sport & the enthusiasm to develop existing skills as well as being motivated to learn new skills.

Appropriate kit required for every lesson.

You will have the skills and the confidence to take part in a range of activities which will help you to lead an active lifestyle.



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BCS Level 2 ECDL Certificate in IT Application Skills (QCF)

Qualification

GCSEEquivalent to Grades 5-9

COURSE/SUBJECT

Exam Board


Achievement at level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems.

It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgement subject to overall direction or guidance.

Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems.

Interpret relevant information and ideas.

Be aware of the types of information that are relevant to the area of study or work.

Complete well-defined, generally routine tasks and address straightforward problems.

Select and use relevant skills and procedures.

Identify, gather and use relevant information to inform actions.

LEARNING & ASSESSMENT METHODUnit 1 (Online test 45 minutes).Presenting Software (Level 2) - An intermediate user can select and use a wide range of intermediate presentation software tools and techniques effectively to produce presentations that are at times non-routine or unfamiliar.

Unit 2 (Online test 45 minutes).Spreadsheet Software (Level 2) - An intermediate user can select and use a wide range of intermediate spreadsheet software tools and techniques to produce, present and check spreadsheets that are at times non-routine or unfamiliar.

Unit 1 (Online test 45 minutes).Word Processing Software (Level 2) - An intermediate user can select and use a range of intermediate word processing software tools and techniques to produce documents that are at times non-routine or unfamiliar.

Unit 1 (Online test 60 minutes).Improving Productivity using IT (Level 2) - Review and adapt the ongoing use of IT tools and systems to make sure that activities are successful.

To achieve a ‘Pass’, a learner must obtain an overall mark of 70% or above.

To achieve a ‘Merit’, a learner must obtain an overall mark of 75% or above.

To achieve a ‘Distinction’, a learner must obtain an overall mark of 80% or above.

To achieve a ‘Distinction*’, a learner must obtain an overall mark of 85% or above.

REQUIREMENTSNone

Although there is no specific requirement for prior learning, this specification build upon the Programmes of Study Computer Studies in Key Stages 1-3.

Completing this qualification will improve the learner’s understanding of these IT applications and teach them how to use the software efficiently. It will also teach them how to use a computer confidently and effectively, and encourages problem-solving, creativity and communication.


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HistoryQualification

GCSE

COURSE/SUBJECT


The course covers a variety of topics from British and world history:

Crime and Punishment in Britain

Medieval England 1000 – 1500

Early Modern England 1500 – 1700

Modern Britain 1700 – present

Whitechapel 1870 – 1900

Weimar and Nazi Germany 1918 – 1939

End of WW1 and the birth of the Weimar Republic

Hitler’s Rise to Power

Nazi Control and Dictatorship

Life in Nazi Germany

The American West 1835 – 1895

Life and culture of the Native Indians

Development of the Plains

Conflict and Conquest

Anglo-Saxon and Norman England 1060 – 1088

William the Conqueror and the Norman invasion

Life in Norman Britain

The Church and Monasticism

Students have to demonstrate a broad historical knowledge of all the topics studied. They also need to master historical skills, to evaluate evidence and learn to create convincing arguments.

LEARNING & ASSESSMENT METHODThere are three exam papers which are all taken at the end of the course:

Paper 1 – 30%Crime & Punishment

Paper 2 – 40%Anglo-Saxon & Norman England & The American West

Paper 3 – 30%Weimar & Nazi Germany

REQUIREMENTSStudents need to have:

Strong English language skills

Good written communication skills

Effective analytical thinking skills

Exam Board

(Graded 9-1)

The skills which students perfect in History form an ideal base for those who wish to consider a career in Law or Journalism. The course also provides a good foundation for any A Levels in History, Law, Politics, English and Social Sciences (amongst others). Any student with an interest in current affairs will be given a sound understanding of the world today.



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Geography AQualification

GCSE

COURSE/SUBJECT


The course covers a variety of topics that include the Human aspects of Geography i.e. Development and Urbanisation. There will also be topics covering the physical aspects of Geography i.e. Plate Tectonics, Weather and Climate, Coasts and Glaciation.

By studying these topics the students will have further knowledge and understanding of issues that are happening around the world and be able to formulate their ideas and opinions on global issues. Students are encouraged to empathise with the difficulties that people face around the world that are due to either human or natural occurrences.

They will also develop their skills to evaluate information, improve their ICT skills and also be able to work independently and part of a team.

LEARNING & ASSESSMENT METHODThere are three exam papers which account for 100% of the overall marks. There are also two investigations based on fieldwork. The first exam is based on physical aspects of geography and the second is based on human aspects. The third exam is based entirely on the two fieldwork investigations.

REQUIREMENTSStudents need to have:

An interest in global issues

Strong English language skills.

Good written communication skills.

Effective analytical thinking skills.

Students who want to take Geography at A Level must take GCSE Geography. In terms of career there are many jobs that Geography can be applied to. The obvious careers are Town Planners, Environmental Managers, Meteorologists, Transport, and Climatologists.


Exam Board

16


17

KEY STAGE 4 CURRICULUMADDITIONAL SUBJECT OPTIONS

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Art & Design CourseQualification

GCSE

COURSE/SUBJECT


Is a GCSE Art course the right subject for me? If you enjoy:

developing your visual skills

being creative, enthusiastic and imaginative

working independently during lesson time and after school

experimenting and taking risks with your work

…then GCSE Art and Design is the ideal subject for you.

Students will build on the skills learned in years 7, 8 and 9 and develop their own ideas and skills in a creative and personal way. This happens through practical work, planning and preparation as well as critical and contextual reference skills. This may include visits to galleries and museums.

All GCSE courses follow a problem solving approach and encourage students to actively learn through making mistakes. Coursework starts with a theme or topic and the students develop their own ideas for their work. They must try out materials and techniques, collecting resources to aide the development of their ideas and conduct research to support their ideas.

Students are encouraged to make their own decisions about their work and use the teacher as a resource as well as an advisor. This is active learning which allows greater ownership of their own learning which leads to more personal involvement and motivation. Everything students do throughout the course is valued and important and marks are given not just for the final piece but also for the development and refinement of ideas.

The GCSE Art & Design course is a broad-based course which will enable students to develop a full range of art activities and processes.

Pupils will have the opportunity to experiment with not only 2D materials but 3D materials as well. Pupils will develop their skills of drawing from looking at real life objects, develop a range of printing techniques, learn skills of using clay to create life-sized imaginary heads as well as other exciting approaches.

Every pupil will have the opportunity to develop a personal, creative and imaginative response to a

set theme, in a sketchbook. The main aim of the course is to build up a comprehensive range of skills, as a portfolio of work, which will give pupils a sound basis to progress onto further courses or employment.

Students are expected to complete a minimum of two projects in year 10 and a Mock Exam in year 11. This work will be marked as Coursework and is worth 60% of their overall grade.

The Final Exam Project is worth 40% of the overall grade. The exam is similar to the coursework in terms of the planning and development, the teacher can help and support with this. Students are given 10 hours over 5 weeks to complete their final piece under exam conditions.

Students will be taught 3 x 50 minute lessons a week although they will be encouraged to stay after school during Art Club to continue working on coursework. Homework and Self Supported Study is very important. Students studying this course will be expected to spend at least 2 hours per week working independently on their coursework either at home or after school.

The teacher will mark the coursework with the students and explain the assessment and grading criteria. Students will be expected to set appropriate learning targets to build on as part of Self Assessment & Teacher Assessment. Students have until 31st January in year 11 to complete and improve their coursework mark/grade.

Students are expected to keep a portfolio of work and develop ideas in a sketchbook. It is expected that students will come prepared to every lesson with the basic art equipment (a set of pencils, rubber, sharpener, colouring pencils/pens). Commitment to homework is absolutely essential.

LEARNING & ASSESSMENT METHODYear 10: Two pieces of Coursework = 60%.

Year 11: Final Exam Project = 40%

Throughout the course 3 forms of assessment will take place.

Peer assessment - students will work with their peers and assess each other’s work; this will help students to set appropriate targets for improvement.

Self assessment - students will assess their own learning in relation to their GCSE assessment criteria and set appropriate targets for improvement.

Exam Board

(Graded 9-1)


19

COURSE/SUBJECT

On completion of your GCSE Art and Design course, you could progress to further education.

Courses at Level 3 include:

BTEC National Diplomas in Art and Design

Diploma in Creative and Media

GCE AS and A Level Art and Design.

If you choose to look for a job, you will have a portfolio of work that will evidence your ability to pursue a two-year GCSE course in Art and Design, covering a range of assignments and producing a range of work. There may be opportunities to work, for example, in local design offices, graphic design companies and retail, or you may choose to be self-employed.


Teacher Assessment - the teacher will mark the coursework in line with the AQA assessment criteria. A mark will be awarded which will be translated into an approximate grade. Appropriate learning targets will be set, students will be given time to reflect on these and work toward completing them.

The Final Exam Project is marked by the teacher on completion. It will then be standardised in line with all other candidates work. An external assessor from Edexcel will then moderate the work to ensure assessment and marking in the centre is accurate and in line with the their criteria and guidance.

Students are encouraged to take an active role in their personal learning and development. Throughout the course students will be encouraged to work independently, manage their own time, develop their organisational skills and become self-reliant.

The EDEXCEL assessment criteria is used to determine the mark or grade awarded for coursework and Controlled Test. There are 4 GCSE Assessment Objectives (AO), students must show evidence of work to fulfil each of the 4 assessment objectives.

Students must be able to show that they can plan and develop their ideas and create an imaginative, unique and creative response to the given theme.

Students will learn to develop a range of skills in both 2D and 3D materials. Students will be able to choose which materials they can work in during year 11 but must show that they have explored a variety of materials throughout the 2 year course.

Students will also need to show evidence that they have been inspired by the work of other artists, designers and crafts people. They will need to make an informed connection between their work and the work of others, be able to work in a similar style and develop their own personal response.

REQUIREMENTSLevel 5 or above in Art at the end of Key Stage 3 (year 9).

Students must enjoy drawing and being creative. They must enjoy challenge and have perseverance. They must be interested and enjoy creating artwork at home.

Students do not necessarily have to be the best artist, we want students who want to dedicate their time and develop their artistic skills through making mistakes and active learning.

20

Digital Art/PhotographyQualification

GCSE

COURSE/SUBJECT







…then GCSE Digital Art/Photography is the ideal subject for you.




This course will be of interest to those students who enjoy creating artwork on a computer through digital manipulation and will ideally have access to a camera.

The course involves students exploring and developing their own interpretation of a design brief focusing on digital artwork and photography. Students will mainly create artwork using Adobe Photoshop on an Apple Mac computer which can involve photography, traditional media, photomontage techniques or drawing and painting using a graphics tablet. Students are encouraged

wherever possible to take their own photographs and are asked to produce a digital portfolio to support their studies.

A core element of the course is the research and preparation of ideas which involves looking at the work of artists, photographers or graphic designers. Homework will include taking photographs to use throughout their projects. The final GCSE syllabus entry will either be Graphic Communication or Photography depending on the students’ strengths across the 2 year course.

Students are expected to produce two pieces of COURSEWORK (projects) in year 10 and a Mock Exam in year 11. This work is worth 60% of their overall grade. For each piece of coursework students are given at least 5 weeks to plan and develop their ideas and 5 weeks to complete their final artwork.

The Final Exam Project is worth 40% of the overall grade. The Controlled Test is similar to the coursework in terms of the planning and development, the teacher can help and support with this. Students are given 10 hours over a number of weeks to complete their final product under exam conditions.

The teacher will mark the coursework with the students and explain the assessment and grading criteria. Students have until 31st January in year 11 to complete and improve their coursework mark/grade.

Students are expected to keep a digital portfolio of their work during the 2 year course. Commitment to working outside of the classroom and lesson time is essential.






Teacher Assessment - the teacher will mark the coursework in line with the AQA assessment criteria.

Exam Board

(Graded 9-1)


21

COURSE/SUBJECT



Courses at Level 3 include:

BTEC National Diplomas in Art and Design

Diploma in Creative and Media

GCE AS and A Level Art and Design.

If you choose to look for a job, you will have a portfolio of work that will evidence your ability to pursue a two-year GCSE course in Art and Design, covering a range of assignments and producing a range of work. There may be opportunities to work, for example, in local design offices, graphic design companies and retail, or you may choose to be self-employed.


A mark will be awarded which will be translated into an approximate grade. Appropriate learning targets will be set, students will be given time to reflect on these and work toward completing them.

The Final Exam Project is marked by the teacher on completion. It will then be standardised in line with all other candidates work. An external assessor from Edexcel will then moderate the work to ensure assessment and marking in the centre is accurate and in line with their criteria and guidance.

Students are encouraged to take an active role in their personal learning and development throughout their Digital Art course. They will be encouraged to work independently, manage their own time, develop their organisational skills as well as be self-reliant and motivating.

The Edexcel assessment criteria is used to determine the mark and grade awarded for Coursework and the Final Exam Project.

There are 4 GCSE Assessment Objectives (AO’s), students must show evidence of work to fulfil each of the 4 assessment objectives.

Students must be able to show that they can plan and develop their ideas and produce an imaginative, unique and creative response to the given theme. Students can work in a media of their choice but must show that they have explored a variety of styles and techniques throughout the 2 year course.

Students will also need to show evidence that they have been inspired by the work of other artists, designers and photographers. They will need to make an informed connection between their work and the work of others, be able to work in a similar style and develop their own personal response.


Students must enjoy working on a computer in Photoshop, photography and being creative. They must enjoy a challenge, have perseverance and be interested in Art.

Students do not necessarily have to be the best artist, we want students who want to be here and want to develop their artistic skills and creativity through making mistakes and active learning.

22

Fine ArtQualification

GCSE

COURSE/SUBJECT







…then GCSE Fine Art is the ideal subject for you.




This is a specialist course for those students who want to concentrate on the fine art aspects of the subject. As well as working from observation the course involves imaginative, expressive and creative responses to themes and topics. Students are encouraged to use to study styles and works of artists from different cultures and eras. Using a wide range of materials and techniques the course includes drawing, painting, 3D studies and mixed media. Starting points or theme for coursework might include personal identity, surrealism, portraiture, fantasy landscapes and a theme/question taken from the previous year’s exam paper.

Homework and Self Supported Study is very important, those students studying this course will be expected to spend at least 2 hours per week working independently on their coursework at home. Students will be expected to set their own homework tasks based on their coursework ideas.

Students are expected to produce two pieces of COURSEWORK (projects) in year 10 and a Mock Exam in year 11. This work is worth 60% of their overall grade. For each piece of coursework students are given 5 weeks to plan and develop their ideas and 5 weeks to complete their final product.

The TERMINAL EXAM is worth 40% of the overall grade. The exam is similar to the coursework in terms of the planning and development, the teacher can help and support with this. Students are given 10 hours over 5 weeks to complete their final product under exam conditions.

The teacher will mark the coursework with the students and explain the assessment and grading criteria. Students will be expected to set appropriate learning targets to build on as part of Self Assessment & Teacher Assessment. Students have until 31st January in year 11 to complete and improve their coursework mark/grade.

Students are expected to keep a portfolio or file of their work during the 2 year course. It is expected that students will come prepared to every lesson with their coursework file and basic art equipment.

Commitment to homework is absolutely essential.






Teacher Assessment - the teacher will mark the coursework in line with the AQA assessment criteria. A mark will be awarded which will be translated into an approximate grade. Appropriate learning targets will be set, students will be given time to reflect on these and work toward completing them.

Exam Board

(Graded 9-1)


23

COURSE/SUBJECT


Students are encouraged to take an active role in their personal learning and development throughout their Fine Art work.

Throughout the course students will be encouraged to work independently, manage their own time, develop their organisational skills and be self reliant.



Students must be able to show that they can plan and develop their ideas and produce an imaginative, unique and creative response to the given theme. Students can work in a media of their choice but must show that they have explored a variety of materials, styles and techniques throughout the 2 year course.

Students will also need to show evidence that they have looked at the works of others and made an informed connection between their work and the artists, photographer or designers work.


Students must enjoy drawing and being creative. They must enjoy challenge and have perseverance. They must be interested and enjoy creating art work at home.

Students do not necessarily have to be the best artist, we want students who want to be here and want to develop their artistic skills through making mistakes and active learning.


AS Level courses with progression to A Level courses (5 A-C GCSE grades)

BTEC National Diploma Art & Design (4 A-C GCSE grades)


24

Art TextilesQualification

GCSE

COURSE/SUBJECT






…then GCSE Art Textiles is the ideal course for you.

Students will build on the skills learned in years 7, 8 and 9 and develop their own ideas and skills in a creative and personal way. This happens through practical work, planning and preparation as well as critical and contextual reference skills. This may include visits related to the specialist Art subject.



This is a specialist course for those students who are interested in experimental textiles and fashion garments. Textiles Design is a versatile practice that involves the creation, selection, manipulation and application of a range of materials including yarns, fabrics and fibers and a variety of processes to create imaginative responses and textile products.

Starting points or themes for coursework might include - Between the Layers, Trashion, Alice in Wonderland, Oragami, Nature and a theme/question taken from the previous year’s exam paper.

Homework and Self Supported Study is very important, those students studying this course will be

expected to spend at least 2 hours per week working independently on their coursework at home. Students will be expected to set their own homework tasks based on their coursework idea.

Students are expected to produce two pieces of COURSEWORK (projects) in year 10 and a Mock Exam in year 11. This work is worth 60% of their overall grade. For each piece of coursework students are given 5 weeks to plan and develop their ideas and 5 weeks to complete their final product.

The TERMINAL EXAM is worth 40% of the overall grade. The exam is similar to the coursework in terms of the planning and development, the teacher can help and support with this. Students are given 10 hours over 5 weeks to complete their final product under exam conditions.

All work is marked out of 80. The teacher will mark the coursework with the students and explain the assessment and grading criteria. Students will be expected to set appropriate learning targets to build on as part of Self Assessment & Teacher Assessment. Students have until 31st January in year 11 to complete and improve their coursework mark/grade.

Students are expected to keep a portfolio or file of their work during the 2 year course. It is expected that students will come prepared to every lesson with their coursework file and basic art equipment.

Commitment to homework is absolutely essential.


Year 11: Mock Exam and Final Exam Project = 40%



Self-assessment - students will assess their own learning in relation to their GCSE assessment criteria and set appropriate targets for improvement.

Teacher Assessment - the teacher will mark the coursework in line with the Edexcel assessment criteria. A mark will be awarded which will be translated into an approximate grade. Appropriate learning targets will be set, students will be given time to reflect on these and work toward completing them.

Exam Board

(Graded 9-1)


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COURSE/SUBJECT


AS Level courses with progression to A Level courses in Fashion and Clothing (Textiles) (5 A-C GCSE equivalent grades)

Level 3 Fashion and Textiles (4 A-C equivalent grades)

Fashion and Clothing Extended Diploma Level 3 (4 A-C equivalent grades)



Students are encouraged to take an active role in their personal learning and development throughout their Art Textiles work.

Throughout the course students will be encouraged to work independently, manage their own time, develop their organisational skills and be self-reliant



Students must be able to show that they can plan and develop their ideas and produce an imaginative, unique and creative response to the given theme. Students can work in a media of their choice but must show that they have explored a variety of materials, styles and techniques throughout the 2-year course.

Students will also need to show evidence that they have looked at the works of others and made an informed connection between their work and haute couture designers and other textile artists.


Students must enjoy drawing and being creative. They must enjoy challenge and have perseverance. They must be interested and enjoy creating artwork/Textiles work at home.

Students do not necessarily have to be the best artist, we want students who want to be here and want to develop their artistic skills through making mistakes and active learning.

26

Computer ScienceQualification

GCSESingle Award

40%of totalGCSE

40%of totalGCSE

20%of totalGCSE

COURSE/SUBJECT


Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation

Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs

Think creatively, innovatively, analytically, logically and critically

Understand the components that make up digital systems, and how they communicate with one another and with other systems

Understand the impacts of digital technology to the individual and to wider society

Apply mathematical skills relevant to Computer Science.

LEARNING & ASSESSMENT METHODContent OverviewComputer systems

Systems Architecture

Memory

Storage

Wired and wireless networks

Network topologies, protocols and layers

System security

System software

Ethical, legal, cultural and environmental concerns

Assessment OverviewComputer systems (01) 80 marks 1 hour and 30 minutes Written paper (no calculators allowed)

Content OverviewComputational thinking, algorithms and programming

Algorithms

Programming techniques

Producing robust programs

Computational logic

Translators and facilities of languages

Data representation

Assessment OverviewComputational thinking, algorithms and programming (02) 80 marks 1 hour and 30 minutes Written paper (no calculators allowed)

Content OverviewProgramming project

Programming techniques

Analysis

Design

Development

Testing and evaluation and conclusions

Assessment OverviewProgramming project (03/04) 40 marks Totalling 20 hours Non-Exam Assessment (NEA)

REQUIREMENTSNone

There is no specific requirement for prior learning.


This specification/qualification will enable learners to develop:

Valuable thinking and programming skills that are extremely attractive in the modern workplace

A deep understanding of computational thinking and how to apply it through a chosen programming language.


Exam Board

(Graded 0-9)


27

Business StudiesQualification

GCSE

COURSE/SUBJECT


GCSE qualifications in business subjects should encourage students to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors. The GCSEs should prepare students to make informed decisions about further learning opportunities and career choices.

GCSE qualifications in business subjects enable students to:

Actively engage in the study of business and economics to develop as effective and independent students and as critical and reflective thinkers with enquiring minds

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

Develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts

Appreciate the range of perspectives of different stakeholders in relation to business and economic activities

Consider the extent to which business and economic activity can be ethical and sustainable.

The following are skills within business contexts you would expect a student to develop during the course:

Practical skills – time management, personal organisation and action

Planning

Presentational skills – addressing audiences using a variety of media and forms

Personal skills – showing evidence of progression

Interpersonal skills – communication and group work

Cognitive skills – reflection and review of own and others’ performances.

Exam Board

LEARNING & ASSESSMENT METHODUnit 1 Introduction to Small Business (Externally set test: 45mins multiple-choice and objective test questions with a total of 40 marks).

Unit 2 Investigating Small Business (Internally assessed: a total of 40 marks. Research/investigation no longer than 6hrs and Analysis/evaluation of task (final write-up) – approximately 3hrs).

Unit 3 Building a Business (Externally set test: 1hr 30mins. Questions will comprise of a combination of multiple-choice, short- and extended-answer, data response and scenario-based questions with a total of 90 marks.).

REQUIREMENTSAlthough there is no specific requirement for prior learning, it is expected that students will have a good level of ability in both English and Maths as students will be expected to construct coherent arguments and manipulate financial information.

The Edexcel GCSEs in Business Studies allow students to progress to higher-level, general qualifications such as: GCE in Applied Business

GCE in Business Studies

GCE in Economics, GCE in Economics and Business

Level 3 BTEC Nationals in Business/Personal/Business Finance


28

Performing Arts: Dance BTEC Level 1/ Level 2 First Award in Performing Arts Dance

Qualification

BTEC(Equivalent to 1 x A*-C) if successful

COURSE/SUBJECT


Warm-ups in different techniques

Rooster by Christopher Bruce Set dances from professional works.

Dance training pursues the improvement of the following main areas of basic body fitness:

Alignment

Flexibility

Strength and stamina

Co-ordination

General body maintenance.

The course is 120 guided learning hours (the equivalent of one GCSE course)

You need to complete the following:

Core Units (Compulsory)Unit 1 Individual Showcase

Unit 2 Preparation, Performance and Production

Unit 1 is an external exam with a controlled assessment where learners need to write a letter of application. The second part is two audition pieces performed as a solo using a theme from the exam paper. This Unit can be taken in Year 10 and Year 11.

Unit 2 has been the most enjoyable part for the learners as this comes at the end of the course and is a show which the group put on, taking different roles and performing within it.

Optional Units:You will complete the following optional unit as well:

Unit 4 Dance Skills

This involves looking at set dances and choreographers. Working with professional companies and learning the craft of choreography. Work completed is based on performance skills, a log book and folder with additional information and target setting.

BTECs are vocationally related qualifications, where

Exam Board

you will develop knowledge and understanding by applying your learning and skills in a dance context. This course will ‘open doors’ to progression into further study. You will have the opportunity to enhance your English competence in relevant, applied scenarios especially for Unit 1. It will also support the development of transferable interpersonal skills, including working with others, problem-solving, independent study and personal, learning and thinking skills. This is a key aspect of the dance leader’s course as well.

LEARNING & ASSESSMENT METHODUnit 1 is a core unit which will be externally assessed. The format of the assessment will be by examination. This is in the form of a letter of application on the computers in 2 hours and two solo dance pieces which are videoed in the studio and then sent off for assessment.

All other Units 2 and 4, are internally assessed.

In each unit, students are awarded grades of Level 2 Pass, Level 2 Merit, Level 2 Distinction, Level 2 Distinction*, Level 1 Pass and Unclassified. You must obtain a Level 2 pass in the core units to achieve a Level 2 Pass overall.

Homework may be practical or written and the log book and folder are integral to the overall grade. It is an ongoing review of the learner’s work and understanding.

REQUIREMENTSKeen, enthusiastic and ready to dance.

Learners may not be confident to perform initially and some styles or workshops may challenge their previous experience in dance. However, a professional attitude and willingness to learn are important criteria for the distinction grade and for life skills.


29

COURSE/SUBJECT

The course prepares learners to enter employment in the Performing Arts sector or to progress to further education vocational qualifications. It may also give balance to a learner’s option choices in being a practical activity.

BTECs offer direct progression on to Level 3 BTEC programmes. On completion of a BTEC Advanced Diploma, students can progress to a BTEC Higher National or BTEC Foundation degree.

We have close links with Dance City who have just started a degree and past pupils are encouraged to come back and share their experiences.


This is a separate award but part of the curriculum. Every year we hold a Year 2 Dance Festival with our feeder Primary schools and the dancers plan and take part in leading and performing on the day.

The course is accredited and is completed over the two years with evidence gathered from the day and in their planning of the workshops. It also has a community and choreography aspect which is part of the BTEC assessment. Personal development skills and leadership are the key focus of the course.

DANCE LEADERS AWARDSPORTS LEADERS UK

30

Engineering BTEC Level 1/ Level 2 First Award in Engineering

Qualification

BTEC

COURSE/SUBJECT


BTECs are vocationally related qualifications, where you will develop knowledge and understanding by applying your learning and skills in an Engineering related context. It will give you the opportunity to gain a broad understanding and knowledge of the Engineering Sector. This course will ‘open doors’ to progression into further study or the workplace. You will have the opportunity to enhance your English and mathematical competence in relevant, applied scenarios. It will also support the development of transferable interpersonal skills, including working with others, problem-solving, independent study and personal, learning and thinking skills.

The course is 120 guided learning hours (the equivalent of one GCSE course)


Core Units (Compulsory)

Unit 1 The Engineered World*

Unit 2 Investigating an Engineering Product

Optional Units:

You will complete the following optional unit as well:

Unit 7 Machining Techniques

LEARNING & ASSESSMENT METHOD*Unit 1 is a core unit which will be externally assessed. The format of the assessment will be by examination. All other assessments are internally assessed. In each unit, students are awarded grades of Level 2 Pass, Level 2 Merit, Level 2 Distinction, Level 2 Distinction*, Level 1 Pass and Unclassified. You must obtain a Level 2 pass in the core units to achieve a Level 2 Pass overall. With the exception of the external assignment, all assignments will have homework tasks.

REQUIREMENTSThe course is taught at our Harraton Centre which houses specialist Engineering facilities.

Students are expected to have three level 5’s in English, Maths and Science. Students should have an interest and aptitude in this area.

Exam Board

The course prepares learners to enter employment in the Engineering sector or to progress to further education vocational qualifications.

Provides education and training specifically in the areas of electronics, maintenance and manufacturing which is directly relevant to the changing needs of employees, employers and the professions.

BTECs offer direct progression on to BTEC Advanced Diploma programmes. On completion of a BTEC Advanced Diploma, students can progress to a BTEC Higher National or BTEC Foundation degree


(Equivalent to 1 x A*-C) if successful


31

Food & NutritionQualification

GCSE

COURSE/SUBJECT


This is a new specification replacing OCR Food and Nutrition which will be delivered in September 2016 for the first examination in 2018.

The course is designed to deliver students the knowledge, understanding and skills needed to cook and apply the principles of food science, nutrition and healthy eating. Students will be taught how to develop a range of practical skills using a variety of food commodities, cooking skills and equipment.

The content overview is as follows:

Nutrition

Relationship between diet and health

Nutritional and dietary needs of different groups of people

Nutritional needs when selecting recipes for different groups of people, to include how recipes can be changed

Energy balance

A study of the main nutrients and their function in the body.

Food Provenance

Food sources and supply

Food processing and production

Food security

Food for better health

Development of culinary traditions

Cooking and Food Preparation (students are expected to demonstrate and apply their knowledge and understanding) Examples include

Why and how food is cooked

Food safety

How cooking methods affect the outcome of food

Food Preparation and Cooking Techniques

Using a range of equipment to prepare food

Sauce making/bread/cake and biscuit making/pastry/pasta

Presentation of food

Range of cooking methods.

This course gives an ideal opportunity to those students who wish to follow a career in the following areas:

Catering

Hospitality

Higher level food studies

Child care

Nursing


LEARNING & ASSESSMENT METHODAssessment

There are three components which will be assessed.

1. Food Investigation Task (worth 15% of the final mark)

This is a practical based task set by OCR which must show different practical skills and knowledge. Students will be expected to present their results as a report including any photographic evidence they have kept.

2. Food Preparation Task (worth 35% of final marks)

This practical task is set by OCR and it assesses the planning, preparation and cooking of food.

The above tasks are both teacher assessed and moderated by the examination board.

3. Food Preparation and Nutrition Written Examination (worth 50% of the final marks)

The final examination will be one hour and 30 minutes and is based on the work studied throughout the course. This is marked by OCR

REQUIREMENTSStudents will be expected to take place in practical lessons on a regular basis and complete tasks within the allocated time. They must enjoy practical work and demonstrate an interest in food. Homework will be set on a regular basis.

They should also be able to use a range of ICT skills.

Results

The GCSE is graded on the scale 9-1. Grade 9 is the highest with 1 being the minimum grade awarded. There is only one tier of entry which will be taken by all students.

Exam Board

(Graded 9-1)

32

French

COURSE/SUBJECT


GCSE French helps students develop their language skills in a variety of contexts and gives a broad understanding of the culture of countries and communities where French is spoken. It encourages enjoyment of language learning and the recognition that language skills enable students to take their place in a multi-lingual global society.

Students study all of the following themes on which the assessments are based.

Theme 1: Identity and culture Me, my family and friends

Relationships with family and friends • Marriage/partnership

Technology in everyday life /Social media

Mobile technology

Free-time activities / Sport

Music / Cinema and TV

Food and eating out

Customs and festivals in French-speaking countries/communities

Theme 2: Local, national, international and global areas of interest Home, town, neighbourhood and region Social issues

Charity/voluntary work

Healthy/unhealthy living

Global issues

The environment

Poverty/homelessness

Travel and tourism

Theme 3: Current and future study and employment My studies

Life at school/college

Education post-16

LEARNING & ASSESSMENT METHODGCSE French has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier.

Qualification

GCSEExam Board

Students will complete assessments in all 4 skills: Listening, Speaking, Reading and Writing. Each assessment counts for 25%.

Listening: 35 minutes (Foundation Tier), 45 minutes (Higher Tier) 40 marks (Foundation Tier), 50 marks (Higher Tier)

Speaking: 7–9 minutes (Foundation Tier) + preparation time 10–12 minutes (Higher Tier) + preparation time 60 marks (for each of Foundation Tier and Higher Tier)

Reading: 45 minutes (Foundation Tier), 1 hour (Higher Tier) 60 marks (for each of Foundation Tier and Higher Tier)

Writing: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier) 50 marks at Foundation Tier and 60 marks at Higher Tier

REQUIREMENTSStudents should have an interest in French and other languages.

Students should be prepared to work in different situations and with different people to develop all 4 skills.

As our world becomes more accessible, many careers enjoy working with other countries and need employees who have the ability to speak another language.

Several universities state a GCSE in a modern foreign language as an essential requirement.

The GCSE French course also prepares all pupils for further, higher study of French to AS/A Level.



33

Level 2 Certificate in Hairdressing and Beauty Therapy

Qualification

GCSE

COURSE/SUBJECT

Exam Board


QAN code: 601/0556/2

VRQs are vocationally related qualifications, where you will develop knowledge and understanding by applying your learning and skills in a Hair and Beauty related context. It will give you the opportunity to gain a broad understanding and knowledge of the Hair and Beauty Sector. This course will ‘open doors’ to progression into further study or the workplace. You will have the opportunity to enhance your English and mathematical competence in relevant, applied scenarios. It will also support the development of transferable interpersonal skills, including working with others, problem-solving, independent study and personal, learning and thinking skills.

The course is 120 guided learning hours (glh) - (the equivalent of one GCSE course.


Mandatory Units (Compulsory)Unit 01 Understanding the hair and beauty sector (30glh)

Unit 02 Hair and Beauty research project (30glh)

Optional Units:You need to complete units that total 60glh in this section.

Unit 03 Enterprise in the hair and beauty sector (30glh)

Unit 04 Marketing hair and beauty products and services (30glh)

Unit 05 Hair and beauty science (30glh)

Unit 06 Responding to a hair and beauty design brief (30glh)

(Your teacher will advise you which units will be studied in your class)

LEARNING & ASSESSMENT METHOD*All Units (with the exception of unit 1) are internally marked and externally moderated. Unit one is assessed through an examination. In each unit, students are awarded grades of Level 2 Pass, Level 2 Merit, Level 2 Distinction, You must obtain a Level 2 pass in all units to achieve a Level 2 Pass overall. With the exception of the unit that is examined, all other units will have homework tasks.

REQUIREMENTSThis course will be delivered in our Harraton Centre.

Students are expected to have three level 5’s in English, Maths and Science. Students should have an interest and aptitude in this area. There may be opportunities to work with students from other schools.

The course prepares learners to enter employment in the hair and beauty sector or to progress to further education vocational qualifications.

It provides education and training specifically in the areas of business, science which is directly relevant to the changing needs of employees, employers and the professions.



34

Information and Communication Technology (ICT)

Qualification

GCSE

COURSE/SUBJECT


Become independent and discerning users of ICT, able to make informed decisions about its use and aware of its implications for individuals, organisations and society.

Acquire and apply creative and technical skills, knowledge and understanding of ICT in a range of contexts.

Develop ICT-based solutions to solve problems.

Develop their understanding of current and emerging technologies and their social and commercial impact.

Develop their understanding of the legal, social, economic, ethical and environmental issues raised by ICT.

Recognise potential risks when using ICT, and develop safe, secure and responsible practice.

Develop the skills to work collaboratively.

Evaluate ICT-based solutions.

LEARNING & ASSESSMENT METHODUnit 1 (Externally set test: 1½ hours).

This unit represents 40% of the total assessment weighting of the GCSE in ICT qualification.

It is assessed through a 1 hour 30 minute examination paper set and marked by Edexcel.

The first examination is in June.

Unit 2 (Controlled Assessment: 22½ hours).

This unit represents 60% of the total assessment weighting of the GCSE in ICT qualification.

It is internally assessed under controlled conditions.

Students must complete a controlled assessment task.

All work, with the exception of research and preparation, must be done under informal supervision. Research and preparation may be completed under limited supervision.

Centres should allocate 40 hours of informal supervised time for students to work on the controlled assessment.

Marking of the task is carried out by teachers and moderated by Edexcel against set assessment criteria.

Exam Board

The total number of marks available for the assessment task is 80.

Moderation is available once a year in June.

REQUIREMENTSNone

Although there is no specific requirement for prior learning, this specification builds upon the Programmes of Study for Information and Communication Technology in Key Stages 1-3.

To meet career challenges, students must be self-reliant as well as good communicators and problem solvers. They must be able to apply their knowledge and skills in Information and Communication Technology in a discriminatory and ethical manner. Employers are looking for workers who are adaptable and committed to lifelong learning. It is hoped that the skills and knowledge covered by these specifications will provide students with the level of information technology they need to succeed in study of the subject at a higher level.

This qualification supports progress to further study, including GCEs, BTECs and Diplomas in IT, Computing and related subjects.




35

Media StudiesQualification

GCSESingle Award

COURSE/SUBJECT


Media Studies GCSE is a challenging course in that it involves both academic understanding and practical expertise. It will allow students to explore from a variety of media forms.

This will include:

Print and Electronic Publishing: including newspapers, comics, magazines etc.

Moving Image: TV, film, video.

Radio: including local and national networks.

Web-based Technologies/New Media: including internet, web design, social networking, weblogs, podcasts, gaming etc.

Advertising and Marketing: including adverts in print publications, radio, TV, cinema, film trailers, billboards etc.

Popular Music: including A& R promotion and marketing etc.

News: including TV, newspapers, internet, radio etc.

By looking at the various media they will discover how target audiences are created, how different people are represented in the media and how media products are influenced by who owns and controls them.

LEARNING & ASSESSMENT METHODMedia Studies (Single Award) is assessed as one tier only.

It is comprised of 2 units.

Unit 1: Investigating the Media.This is a 1 hour 30 minute externally assessed exam and is worth 40% of the Single Award.

Unit 2: Understanding the Media.This unit is comprised of 3 assignments, one of which is a student’s own Practical Production. This is worth 60% of the Single Award.

REQUIREMENTSStudents should have an interest in the media.

Much of the work is practical and often done in groups so students must be willing to work with, and co-operate with others. Practical activities, such as photo-shoots and other location activities are often carried out with minimal supervision; students are required to act responsibly in these situations.

Exam Board

As the media continues to make huge technological advances, more and more post 16 colleges have included it as part of their curriculum. GCSE Media prepares students for progression into this arena and is also a valued qualification in a range of employment routes.


36

Physical EducationQualification

GCSE(Graded 9-1)

COURSE/SUBJECT


Practical Students will undertake a range of practical activities, offering three for assessment from both Team Activities and Individual Activities.

At least one lesson each week will be a practical activity. In general this will include:- Football, Netball, Badminton, Handball, Athletics, Fitness and there is an option of doing a wider range of activities such as Rock Climbing, Skiing, Dance and Trampolining.

The theoretical element covers:-

Fitness and Body Systems Applied Anatomy and Physiology

Structure and function of musculoskeletall and cardio-respiratory systems

Physical Training Methods and principles of training, how to train and test fitness.

Movement Analysis Basic Planes and axes of movement

Health and Performance Sports Psychology

Types of skills, goal setting, types of feedback and mental preparation.

Sociocultural Influences Engagement patterns in sport, commercialization and socio-cultural issues

Health, fitness and wellbeing Diet and nutrition, consequences of a sedentary lifestyle, benefits of exercise

LEARNING & ASSESSMENT METHODWritten Examinations – Total 60%

Component 1: Fitness and Body Systems Exam 1 hour 45 minutes = 36%

Component 2: Health and Performance Exam (1 hour 15 minutes) = 24 %

Non – examined assessment – Practical/Coursework Total 40%

Component 3: Practical Performance Three Activities = 30%

Component 4: Personal Exercise Programme Written evaluation = 10%

Exam Board

REQUIREMENTS Interest in sport & the enthusiasm to develop existing skills as well as being motivated to learn new skills.

Commitment to attend extra-curricular clubs & activities to improve your personal performance.

Good record of participation in PE throughout Key Stage 3.

A/S Level PE.

BTEC First/National Diploma – Sport

Armed forces, Police, Fire Brigade expect applicants to have been involved in some ‘practical’ GCSE courses.



37

Design and Technology Product Design

Qualification

GCSE

COURSE/SUBJECT


Overview of content

Students are taught to:

design products to meet the needs of clients and consumers;

understand the design principles of form, function and fitness for purpose;

understand the role that designers and product developers have, and the impact and responsibility they have on and to society;

analyse and evaluate existing products, including those from professional designers;

develop and use design briefs and specifications for product development;

consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products;

consider environmental and sustainability issues in designing products;

consider health and safety in all its aspects;

anticipate and design for product maintenance where appropriate;

design for manufacturing in quantity and to be aware of current commercial/industrial processes;

generate design proposals against stated design criteria, and to modify their proposals in the light of on-going analysis, evaluation and product development;

reflect critically when evaluating and modifying their design ideas and proposals in order to improve their products throughout inception and manufacture;

LEARNING & ASSESSMENT METHODOverview of assessment

Designing Skills

Use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals;

investigate and select appropriate materials/ ingredients and components;

plan and organise activities which involve the use of materials/ingredients and components when developing or manufacturing;

devise and apply test procedures to check the quality of their work at critical/key points during development, and to indicate ways of modifying and improving it when necessary;

communicate the design proposal in an appropriate manner;

be flexible and adaptable when designing;

test and evaluate the final design proposal against the design specification;

evaluate the work of other designers to inform their own practice;

understand the advantages of working collaboratively as a member of a design team;

understand the need to protect design ideas.

Making Skills

Candidates should be taught to:

select and use tools/equipment and processes to produce quality products;

consider the solution to technical problems in the design and manufacture process;

use tools and equipment safely with regard to themselves and others;

work accurately and efficiently in terms of time, materials/ingredients and components;

manufacture products applying quality control procedures;

have knowledge of Computer-Aided Manufacture (CAM) and to use as appropriate;

ensure, through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome(s);

Exam Board

(Graded 9-1)

38

ASSESSMENT

A551 Developing and Applying Design Skills

Controlled assessment Internally assessed and externally moderated 20 hours – 30% of the Full Course qualification

+

A552 Designing and Making Innovation Challenge

Innovation Challenge within examination conditions6 hours plus 30 mins reflection time – 20% of the Full Course qualification

+

A553 Making, Testing and Marketing Products

Controlled assessment Internally assessed and externally moderated 20 hours – 30% of the Full Course qualification.

+

A554 Designing Influences

Written Paper 1 hour 30 mins – 60 marks – 20% of the Full Course qualification

REQUIREMENTSSound understanding of the design process and the ability to work independently with a range of materials would be beneficial.

A clear understanding of simple mathematical, scientific and engineering principles would be an advantage.

The course allows pupils to follow any design based course (fashion, interior, architectural, product, graphical) as well as being a sound base for apprenticeships in engineering, construction, fashion or graphics.


Design and Technology Product Design continued

COURSE/SUBJECT


39

Religious Studies: Philosophy & Applied Ethics

COURSE/SUBJECT


‘‘Philosophy and Ethics has definitely made me more open minded about other people, their cultures and beliefs. It has helped me learn skills, such as debating and analysing, that I can use again in later life’’ Victoria C

“Knowledge of the world around us is vital. Philosophy and ethics has helped me understand more about it’’ Mathew T

“Philosophy and Ethics forces me to think more deeply into my opinions and understand other people’s opinions too. It has also led me to contemplate the reality of our universe and my role within it.” Musa A.

“I found Philosophy and Ethics my most interesting subject. The course taught me how to critically assess arguments and analyse different points of view with an open mind. The foundation of skills which I gained from the course has helped me greatly in further education”. (Sophie achieved an A* and went on to study Maths and Engineering at Newcastle University)

This course is designed to encourage the students to think about and discuss many of the current issues which face individuals and societies in general. They will gain a better understanding of the world in which they live by discussing and analysing controversial and sensitive subjects. This might include issues such as abortion and euthanasia, the origins of the universe, questions of morality, capital punishment, the relevance of religion today, the problems of world poverty and issues of injustice and inequality. The main religions studied are Christianity and Islam, although other religions will be discussed when relevant.

LEARNING & ASSESSMENT METHODThe method for assessment is two exam papers. There is no coursework for this subject

REQUIREMENTSStudents must enjoy discussing and debating relevant issues and be confident in articulating their views in written form. The course is ideal for students of all religious and non-religious backgrounds.

This course would suit those pursuing an academic route upon leaving school. It may be useful for students considering a career in law, medicine, politics or any related profession. In the past some students have gone on to study RE and Philosophy at A Level.


Qualification

GCSEExam Board

40

Level 1 Construction BTEC Level 1 Certificate in Construction

Qualification

BTEC(Equivalent to 1 x D-G)

if successful.

COURSE/SUBJECT


QAN Code: 500/6591/9

BTECs are vocationally related qualifications, where you will develop knowledge and understanding by applying your learning and skills in a Construction related context. The course has been designed by Edexcel to provide a basic training in Construction skills for those seeking employment in the construction industry. They are suitable for students who have no previous experience or knowledge of the construction craft skills. The qualification is aimed at providing an introduction to these crafts and they specially provide an understanding of particular craft tasks, not occupational competence in the craft.

The course is 130 guided learning hours (the equivalent of one GCSE course grades D-G)

The qualification is awarded to successful students on completion of a minimum of 13 credits for a Certificate. You need to complete a range of units from the following:

Units

Unit 1* Producing a timber product (3 credits)

Unit 3* Developing home improvement skills (3 credits)

Unit 9 Starting work in construction (4 credits)

Unit 10 Health, safety and welfare in construction (4 credits)

Unit 11 Working as a team to move and handle resources (4 credits)

Unit 12 Developing Construction Drawing Skills (4 credits)

Unit 13 Developing Bricklaying skills (4 credits)

Unit 14 Developing Carpentry skills (4 credits)

Unit 15 Developing Joinery skills (4 credits)

Unit 16 Developing Construction Painting skills (4 credits)

Unit 17 Developing Construction Decorating skills (4 credits)

Unit 18 Developing Plumbing skills (4 credits)

Unit 19 Developing Electrical Installation skills (4 credits)

Unit 20 Developing Building Maintenance skills (4 credits)

Exam Board

Unit 21 Preparing for an interview (1 credit)

Unit 22 Interview skills (1 credit)

Unit 23 Producing a Product (1 credit)

Unit 24 Developing Plastering skills (4 credits)

(Your teacher will advise you which units you will do in your class)

LEARNING & ASSESSMENT METHODUnit 1* and Unit 3* are entry level units. Only one of these units can be chosen. All assessments are internally assessed. In each unit, students are awarded grades of Pass and Unclassified. You must obtain a pass in each section of each unit and a pass in each unit to be successful. All assignments will have homework tasks.

REQUIREMENTSIt is likely that this course will be delivered in our Harraton Centre.

Students should have an interest and aptitude in this area. There may be opportunities to work with students from other schools.

On completion of the qualification, students may progress to:

CITB/City & Guilds Level 1 Foundation Construction Award

CITB/City & Guilds Level 2 Intermediate Construction Award

BTEC Level 1/ Level 2 First Award, Certificate and Extended Certificate in Construction and the Built Environment.

An apprenticeship in construction.



41


QAN Code: 500/4989/6

BTECs are vocationally related qualifications, where you will develop knowledge and understanding by applying your learning and skills in a Sport and Leisure context. The course has been designed by Edexcel to provide a basic training in Sport and Active Leisure skills for those seeking employment in the sport and leisure industry. The qualification is aimed at providing an introduction to the world of Sport and Lesure and they specially provide an understanding of particular occupations and processes within the field.

The course is 130 guided learning hours (the equivalent of one GCSE course grades D-G)

The qualification is awarded to successful students on completion of a minimum of 13 credits for a Certificate. You need to complete a range of units from the following:

Units

Unit 7 Investigating Rights and Responsibilities at work (1 credit)

Unit 8 Managing your Health at Work (1 credit)

Unit 9 Safe learning in the Workplace (1 credit)

Unit 10 Taking part in Exercise and Sport Fitness (4 credits)

Unit 11 How the Body Works (4 credits)

Unit 12 Planning own Fitness Programme (4 credits)

Unit 13 Assisting a leader of Sports and Active Leisure Activities to plan or deliver an activity (4 credits)

Unit 14 Working in Sport and Active Leisure (4 credits)

Unit 15 Carrying out an Individual Project (3 credits)

Unit 16 Working in a Team (3 credits)

Unit 17 Job opportunities in Sport and Active Leisure (3 credits)

Unit 18 Physical Activities for Children (4 credits)

Unit 19 Exploring Dance Skills (4 credits)

Unit 20 Investigating rights and responsibilities (1 credit)

Unit 21 Managing your Health at Work (1 credit)

Unit 22 Preparing for Work Placement (1 credit)

Unit 23 Learning from Work Placement (2 credits)

(Your teacher will advise you which units you will do in your class)

LEARNING & ASSESSMENT METHODAll assessments are internally assessed. In each unit, students are awarded grades of Pass and Unclassified. You must obtain a pass in each section of each unit and a pass in each unit to be successful. All assignments will have homework tasks.

REQUIREMENTSStudents should have an interest and aptitude in Sport and Leisure. Students need to understand that all assessments will be written or portfolio based tasks and no practical element.

On completion of the qualification, students may progress to:

BTEC Sport and Active Leisure Level 2

BTEC Sport Advanced Diploma

An apprenticeship in Sport and Leisure Industry


Level 1 Sport & Active Leisure BTEC Level 1 Certificate in Sport and Active Leisure

COURSE/SUBJECT

Exam BoardQualification

BTEC(Equivalent to 1 x D-G)

if successful.

42

Drama

COURSE/SUBJECT


Learners will study three components of work over a two year period. Drama remains a hugely practical subject, with the opportunity to learn through workshop based lessons. The course would suit anyone who is hoping to continue with their passion for acting, performing and theatre, but there is also the option to specialize in elements of design too, such as makeup, costume and set design.

Unit One is an externally assessed exam which is worth 40% of their overall grade. It will be based on a set play, which students will learn about through practical workshops.

Unit Two consists of a practical performance which students will create themselves, rehearse and perform. Students can contribute as either a performer, or a designer. This component is marked by the teacher, moderated by AQA and is worth 40%. Heavily practical, this unit will contain a performance and a diary of the work.

Unit Three consists of a performance of two extracts from a scripted play. There is a free choice of play, so students have the chance to explore their personal interests in theatre and again, they can contribute as either a performer or a designer. This is worth 20% and is solely practical in nature.

LEARNING & ASSESSMENT METHODUnit One is externally assessed by a formal examination set by AQA. Unit Two is internally assessed and monitored through the use of log books and continual formative assessment. Unit Three is an externally assessed performance.

REQUIREMENTSConfidence to perform on stage in public is a must, as well as a love of live theatre.

A Level drama or further performance / theatre related courses.


Qualification

GCSEExam Board

(Graded 9-1)


43

GCSE StatisticsQualification

GCSE

COURSE/SUBJECT


This is an interesting and stimulating Statistics course. It provides pupils with the opportunity to develop their knowledge and understanding of statistical thinking and practice, and an understanding of how Statistics are used in the real world.

This course complements GCSE Mathematics and the skills and knowledge acquired will be relevant and transferable to other settings.

LEARNING & ASSESSMENT METHODThe course is split into two units.

Unit 1: Statistics Written Paper

Foundation Tier 43101F 1 hour 30 mins Grades C–G

Higher Tier 43101H 2 hours Grades A*–D

Unit 2: Statistics in Practice

Controlled assessment 43102 Candidates must complete an Investigation worth 20 marks and an associated Written Assessment worth 20 Marks.

This is 20% of the GCSE qualification.

REQUIREMENTSStudents should be expecting to achieve in Maths the equivalent to a level 6 in year 9. They should have a desire to extend their knowledge of Maths & Statistics.

This qualification provides direct progression toGCE A Level Mathematics and GCE A Level Statistics, as well as supporting the techniques used in a wide variety of other subjects, for example GCE A Levels in Sciences and Geography.


Exam Board

Biddick Lane Washington

Tyne & Wear NE38 8AL

Tel: 0191 561 3680 Fax: 0191 417 2897

Head Teacher Mr P Cowen BA (Hons), MA

[email protected] www.biddickacademy.com

Documents

KEY STAGE 4 CURRICULUM COURSE INFORMATION...GCSE courses are starting to be graded differently. Most GCSE courses will be Graded 9-1 with grade 9 being the highest grade. These grades