KEY STAGE FOUR - Holy Cross · PDF file · 2015-03-31Holy Cross College Key Stage Four Prospectus 2014 - 2015 — FOREWORD —

KEY STAGE FOUR PROSPECTUS

2014/2015

Holy Cross College 35 Melmount Road

STRABANE BT82 9EF

Tel. 028 7188 0315 Fax. 028 7138 1399

email: [email protected] Web: www.holycrosscollege.co.uk

mailto:[email protected]

http://www.holycrosscollege.co.uk/

Holy Cross College Key Stage Four

Prospectus 2014 - 2015

CONTENTS

Foreword ................................................................................ Page ii

Subjects Art and Design ................................................................ Page 1 BTEC Applied Science ...................................................... Page 2 BTEC Business Studies .................................................... Page 3 BTEC Health & Social Care ............................................... Page 4 BTEC Performing Arts ..................................................... Page 5 BTEC Sport ...................................................................... Page 6 BTEC Travel and Tourism ................................................ Page 7 Business and Communication Systems ............................ Page 8 Design and Technology ................................................... Page 9 Drama .......................................................................... Page 10 English Language .......................................................... Page 11 English Literature ......................................................... Page 12 Geography .................................................................... Page 13 History .......................................................................... Page 14 Home Economics ........................................................... Page 15 Home Economics: Child Development ...................... Pages 16-17 ICT ............................................................................... Page 18 Journalism in Media and Communication ....................... Page 19 Learning for Life and Work ............................................ Page 20 Maths ........................................................................... Page 21 Media Studies ............................................................... Page 22 Modern Languages Academic .................................. Pages 23-24 Modern Languages Academic/Vocational ................ Pages 25-26 Motor Vehicle and Road Users Studies .......................... Page 27 Moving Image Arts ....................................................... Page 28 Music ............................................................................ Page 29 Preparation for Adult Life .............................................. Page 30 Religious Education ...................................................... Page 31 Science – Double Award ................................................ Page 32 Science – Single Award ................................................. Page 33 Links Courses ............................................................... Page 34

Page (i)

Holy Cross College Key Stage Four Prospectus 2014 - 2015

— FOREWORD — It is never easy to make a choice when you are unsure about the “right” way forward in the ever changing world in which we live.

By the end of Key Stage 3 you will have completed courses in possibly 14 subjects. Some of these you will have found to be difficult and will welcome the chance to change. It may also be the case that you will have to choose to drop a subject that you like. Unfortunately, it would not be possible to carry on all subjects into KS4, so your choices need to take into account where you wish to be after KS4; whether you are considering going into sixth form to study for A-Levels or Vocational Courses or leaving Holy Cross College to enter into training or a college of further education. I would recommend that pupils maintain a broad and balanced set of subjects at Key Stage 4 and in particular that pupils also consider opting for some of the BTEC Courses which are on offer. The Northern Ireland Council for Examinations and Assessment recommends a balance of English, Maths, a Modern Language, Science and Technology, Environment and Society, the Arts, Physical Education, Religious Education, Learning for Life and Work, Skills and Capabilities as the learning areas from which all pupils should choose. Holy Cross College offers a wide range of subjects from these areas, and expert guidance is available before your final choice is made. All of the subjects on offer be they GCSE, BTEC or Occupational Studies are at Level 2 on the National Qualifications Framework. Some courses are offered in conjunction with NW and SW Colleges of Education and some may be offered as part of the Derg Mourne Learning Partnership. The College is offering two bands of subject choice – academic and academic/vocational – and, based on your results to date, you will be guided to the band where you can expect to do well. Whichever band you choose, you will find the work interesting and challenging. Hopefully, you will progress to your chosen post-16 course in two (short) years’ time.

Mr M. Early

Vice-Principal Holy Cross College

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ART AND DESIGN This specification is made up of two units. Unit 1 The Core Portfolio 60% Candidates will spend at least 45 hours over four terms on their portfolio of work. The edited portfolio should contain no more than 20 A2 sheets and a final outcome in fine art or design. It will be marked by the teacher and moderated by CCEA. Unit 2 Working to a stimulus 40% CCEA will set and issue pre-release material in January in the year of the examination. The students will spend 15 hours producing preparatory work. They will produce a final outcome within a set period of ten hours. This unit is marked by the teacher and moderated by CCEA.

• Candidates will have opportunities to develop creative, intellectual and artistic abilities.

• They will have stimulating and challenging opportunities to develop personal

knowledge, understanding and skills through investigation, realising and problem solving.

They can produce work in 2D, 3D, fine art and design. This includes:

drawing painting graphic design textile design ceramics lens-based media critical and contextual studies 3D design sculpture

Studying art and design can provide students with unique skills of investigating, realising, experimenting and problem solving. These skills can contribute to the employability of students who have completed the course successfully. The study of this subject can lead to careers in Architecture, Product design, Fashion Design, Interior Design, Museum and Gallery work , Set Design , Hairdressing and Teaching to name a few. Students need to be fully committed from Year 11 as all work produced over the two year period contributes to their final grade.

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BTEC PRINCIPLES OF APPLIED SCIENCE The BTEC Level 2 Principles of Applied Science is a nationally recognised vocational qualification. It is equivalent to one GCSE (graded A* to C) and covers the Key Stage 4 Programme of Study for Science. This BTEC qualification consists of four units. Three of these units are assessed by the teacher and are based on a range of assignments to be completed by the pupils. In order to be successful all the assignments must be completed on time and to the required standard. The fourth unit will be assessed by means of an external exam Unit Unit Title Method of Assessment 1 Principles of Science External exam 2 Chemistry and our earth Internal - coursework 3 Energy and our universe Internal - coursework 4 Biology and our environment Internal - coursework The BTEC Principles of Applied Science course has been developed in the science sector to:

• Provide students with an Applied Science qualification that covers the Key Stage 4 Programme of Study for Science.

• Provide students with the opportunity to gain an appropriate vocational qualification prior to entering employment in the science sector

• Give students the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life

Pupils who have completed this course could continue their study of science post 16 possibly doing a BTEC Level 3 in Applied Science These qualifications provide a route to employment working in a wide variety of roles in the science industry or in organisations that use science. These can include roles such as:

• Quality control technician/analyst, where the employee works in a production plant laboratory carrying out analytical tests using modern instrumentation and ICT and interpreting data;

• Medical physics technician in a hospital supporting the use of X-ray and other imaging/scanning instruments;

• Research laboratory technician working on projects such as the development of new drugs.

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BTEC FIRST AWARD IN BUSINESS (LEVEL 1/2)

BTEC First Award in Business (Level 1 / 2) has been designed to provide an engaging and stimulating introduction to the business world. It gives pupils the opportunity to enter employment in the business sector (immediately after Key Stage 4) or progress to other vocational qualifications (in Key Stage 5). The course encourages pupils to develop their people, communication, planning, team-working and financial skills. Important facts to know

• BTEC First Award in Business (Level 1 / 2) is a TWO year course • BTEC First Award in Business (Level 1 / 2) consists of Mandatory (compulsory)

units and Optional units

Unit Name of Unit Mandatory Optional Assignment Online Test

1

Enterprise in the Business World

2 Finance for Business 4 Principles of

Customer Service 8 Recruitment,

Selection and Employment

• BTEC First Award in Business (Level 2) is equivalent to 1 GCSE (A* - C)

• Grades Awarded (Level 2): Distinction*, Distinction, Merit or Pass • A DISTINCTION* (BTEC Level 2) is equivalent to 1 A* grade at GCSE

A DISTINCTION (BTEC Level 2) is equivalent to 1 A grade at GCSE A MERIT (BTEC Level 2) is equivalent to 1 B grade at GCSE A PASS (BTEC Level 2) is equivalent to 1 C grade at GCSE

• If a student does NOT achieve a Level 2 (Pass) in this qualification, he/she has the opportunity to achieve a Level 1 (Pass)

• Examining Body: Edexcel Progression

• Pupils have the opportunity to progress onto BTEC Level 3 (which is equivalent to A-Level) after having successfully achieved a Pass or higher in their BTEC First Award in Business (Level 2) at Holy Cross College (which is equivalent to 1 GCSE)

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BTEC HEALTH AND SOCIAL CARE The BTEC Level 2 First Award in Health and Social Care is a nationally recognised qualification. The BTEC Firsts in Health and Social Care have been developed to: • Provide an alternative route to the academic GCSE provision, offering learners the

opportunity to experience the health and social care sector • Give learners the opportunity to develop a range of skills and techniques, personal skills

and attributes essential for successful performance in working life • Give learners the opportunity to enter employment in the health and social care sector or to

progress to other qualifications in health and social care Key Features

The Edexcel BTEC Level 1/Level 2 First Award: • it is a level 2 qualification; however, it is graded at Level 2 Pass, Level 2 Merit, Level 2

Distinction, Level 2 Distinction*, Level 1 and Unclassified • is for learners aged 14 years and over • is a 120 guided-learning-hour qualification (equivalent in teaching time to one GCSE) • has core units and optional units • has 25 per cent of the qualification that is externally assessed. Edexcel sets and marks

these assessments • will be available on the National Qualifications Framework (NQF) • presents knowledge in a work-related context • gives learners the opportunity to develop and apply skills in English and mathematics in

naturally occurring, work-related contexts • provides opportunities for synoptic assessment. Learners will apply the skills and

knowledge gained from the core units when studying the optional units. The course consists of two core units and two specialist optional units, which will be chosen by the class teacher.

Unit Core Units

Assessment method

1 Human Lifespan Development External 2 Health and Social Care Values Internal Optional Specialist 3 Effective Communication in Health and Social Care Internal 4 Social Influences on Health and Wellbeing Internal 5 Promoting Health and Wellbeing Internal 6 The Impact of Nutrition on Health and Wellbeing Internal 7 Equality and Diversity in Health and Social Care Internal 8 Individual Rights in Health and Social Care Internal

The BTEC Level 1 First Award is graded as follows:

PASS ....................... this is the equivalent of 1 C grades at GCSE MERIT ..................... this is the equivalent of 1 B grades at GCSE DISTINCTION .......... this is the equivalent of 1 A-A* grades at GCSE The level you achieve is dependent on extent of knowledge and understanding demonstrated through the completion of each assignment and in the external examination.

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BTEC PERFORMING ARTS (PERFORMANCE)

The BTEC Level 2 Award in Performing Arts is a nationally recognised vocational qualification. It is equivalent to one GCSE (A* to C). The BTEC Level 2 Awards in Performing Arts have been developed in the performance sector to:

• Provide students with a Performing Arts qualification. • Provide students with the opportunity to gain an appropriate vocational qualification

prior to entering employment in the performance sector. • Give students the opportunity to develop a range of skills and techniques, personal

skills and attributes essential for successful performance in working life. This qualification provides a route to employment working in a variety of roles such as: Arts Administrator, Teacher, Actor, Musician, Events Organiser, Social Worker, Stage Manager, DJ, Theatre Director This BTEC qualification consists of three units. Two of these units are assessed by the teacher and are based on a range of assignments to be completed by the pupils. In order to be successful all the assignments must be completed on time and to the required standard. The third unit will be externally assessed. Pupils will study the following core units: 1 Individual Showcase (External Assessment) 2 Preparation, Performance and Production (Internal assessment) They will also study one optional unit such as: Acting Skills Dance Skills Musical Theatre Skills Music Performance Skills Production Skills for Performance (All internally assessed) Pupils who have completed this course could continue their study of Performing Arts post-16, possibly doing a BTEC National in Performing Arts or an A-Level in Drama and/or Music.

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BTEC SPORT

BTEC in Sport allows students to access the skills and knowledge required within the area of Sport and Leisure and is ideally suited to pupils with an interest in pursuing a career in the sports industry. BTEC in Sport – So what is it? Sport and leisure is a growing industry, with opportunities in practical areas such as coaching, instructing and leading outdoor and adventure activities, as well as in facility management and administration. Edexcel’s BTEC Level 2 Award and Certificate in Sport are designed to introduce learners to working in the sector or prepare them for further study, such as a BTEC National qualification (equivalent to A level) or an appropriate NVQ. BTEC Sport is a new approach to qualifications; it allows learners to show knowledge and skills through a variety of assignments plus one exam on Fitness Testing & Training. This online exam is worth 25% Assignments are integral to the course and are distributed during each unit and will involve students developing skills which are required in the leisure industry. The assignments come in a variety of tasks, all of which provide opportunities for students to express their strengths. Assessment can consist of reports, presentations, podcasts, posters, speeches, power point displays, role plays, discussions, video analysis etc. At Holy Cross College we will focus on the Award and Certificate. The Award and Certificate will afford students the opportunity to achieve a qualification equivalent to either 1 or 2 A* - C at GCSE level. The grading system for BTEC’s is as follows: PASS this is the equivalent of C at GCSE MERIT this is the equivalent of B at GCSE DISTINCTION this is the equivalent of A-A* at GCSE Participation in practical activities is essential and it would be expected that all pupils opting for this course would have an interest in sporting activities and would be of good sporting ability. It is expected that any pupil interested in studying this course at Key Stage 4 should have participated in Key Stage Three PE for a minimum of 90% of the allocated time. Any pupil failing to meet this requirement will need to discuss the possibility of studying this course with their PE teacher or the Head of the PE department.

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BTEC TRAVEL AND TOURISM The Edexcel BTEC Level 1/Level 2 First Award in Travel and Tourism is a new qualification that has been offered from September 2014. It allows students to access and develop the skills and knowledge required within the Travel and Tourism industry. Key Features

• It is a Vocational Qualification which is equivalent to 1 GCSE grade A*- C. • The qualification is awarded as Pass, Merit, Distinction, Distinction* and consists of

coursework and a written examination which is externally assessed. • The written examination is worth 25%. • The assignments are integral to the course and are distributed during each unit. • The assignments provide opportunities for the students to express their strengths and

can consist of reports, presentations, power point presentations and role plays etc. • The Coursework is broken into core units and optional specialist units. • There are two core units which the students must complete and two optional

specialist units chosen from four by the teacher. Two Core Units

1. The UK Travel and Tourism Sector. 2. UK Travel and Tourism Destinations.

Select Two Specialist Units 1. The development of Travel and Tourism in the UK. 2. International Travel and Tourism Destinations. 3. Factors affecting Worldwide Travel and Tourism. 4. The Travel and Tourism Customer Experience.

The student can monitor his/her progress as they complete each internally assessed unit. The Tourist Industry is an improving and growing part of our economy with excellent employment opportunities for the suitably qualified student. The BTEC Level 1/Level 2 First Award is graded as follows; 1. Pass. 2. Merit. 3. Distinction. 4. Distinction*. The written examination will be assessed on the First Core Unit, ‘The UK Travel and Tourism Sector’. The level achieved is dependent on the work put into each of the assignments and the extent of knowledge, understanding and skill presented through the student’s work.

PASS: this shows that you have met ALL the PASS qualification standards. MERIT: this shows that you have met ALL the PASS qualification standards and ALL

the MERIT qualification standards. DISTINCTION: this shows that you have met ALL the PASS qualification standards, ALL

the MERIT qualification standards and ALL the DISTINCTION qualification standards.

You can only obtain the qualification standard if you meet ALL of the requirements in that grade. You CANNOT meet some of the requirements; it must be ALL of the requirements. BTEC First Award Level 2 leads into BTEC Level3 which is equivalent to Advanced Level.

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BUSINESS AND COMMUNICATIONS SYSTEMS

GCSE Business and Communication Systems is a course that teaches pupils the importance of business and communication systems in contributing to the success of a business. Pupils learn how ICT systems affect the way people work and how they can improve communication both internally and externally. Pupils are introduced to a range of software applications. This helps them to understand how a business can use software to capture, store, retrieve and analyse data.

• GCSE Business and Communication Systems contains elements of both Business Studies and ICT

Important facts to know

• GCSE Business and Communication Systems is a TWO year course • The GCSE Business and Communication Systems course consists of 1 written

paper, 1 computer based test and 1 controlled assessment (refer to table below). Pupils practice exam questions throughout the two year course.

• Examining Body: AQA • Grades Awarded: A* - G

Unit Name of Units

Type of Assessment

Length of Assessment

Percentage of Total Marks

8

ICT Systems in

Business

Written Test Paper

1 hour

40%

9

Using ICT in

Business (Word Processing,

Spreadsheets, Databases,

Graphics etc)

Computer Test

1.5 hours

35%

10

Investigating ICT

in Business

Controlled

Assessment

Pupils are given a task to research

during class time. They are then expected to present their

findings under exam conditions

25%

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DESIGN and TECHNOLOGY Design and Technology is a suitable choice for students who enjoy the challenge of designing and manufacturing creative products using a range of materials and techniques. Designing involves aspects of –

• Research and Analysis • Concept Sketching • Modelling Ideas • Formal Drawing • Use of CAD (Computer Aided Drawing) • Testing and Evaluating

Students choosing GCSE Design and Technology must prepare a Design Portfolio of work relating to a product that they intend to manufacture. Therefore, some ability and interest in drawing, presentation and ICT is vital to success. Manufacturing involves aspects of –

• Health and Safety Awareness • Working with a range of materials • Using a range of machines, equipment and processes including CAM (Computer Aided

Manufacture) • Quality, accuracy and detail

This two year course builds on the knowledge and skills developed during Key Stage 3. It involves finding out about and working with a range of resistant materials such as plastic, wood and metal. Students are required to manufacture a range of mini products during Year 11 and a major product during Year 12. COURSE OUTLINE UNIT 1 Exam 40% (Year 12) This is a two hour written exam based on the theory of resistant materials, designing skills and manufacturing techniques including CAD / CAM. A short design question is also set on this exam paper. UNIT 2 Coursework 60% (Year 12) Students are required to produce an E-Portfolio of Design work, consisting of approximately 40 pages or slides, relating to a given design theme and working towards a final design proposal. The final design must be manufactured using a range of materials, processes and techniques. This course is particularly useful for students with an interest in Engineering, Product Design, Manufacturing, Computer Aided Drawing, Creative Design and many others.

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DRAMA Examination comprises 2 components (i) Unit 1 – Written Paper 1 hour 30mins (80 marks/40%) (ii) Unit 2 – Practical Work (120 marks/60%) All candidates sit the same written examination – no levels or tiered papers. Unit 1 The written paper comprises three sections: A – Practical Work completed during the course B – Study and performance of a scripted play C – Study of a live theatre production seen Candidates must answer Question 1 from Section A and choose one further question from either Section B or Section C Externally set and marked (June Year 12) Unit 2 For the practical examination candidates choose to work in any TWO of the many areas of theatre including scripted performance, devised drama, improvisation, set design and construction, lighting etc. Internally assessed and externally moderated (June Year 12)

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ENGLISH LANGUAGE This course is delivered over two years.

Content Assessment Weighting Unit 1: Personal Writing and Reading Multi-Modal Texts

External Assessment Foundation and Higher Tiers 1 hour 30 minutes

20%

Unit 2 : Functional Writing And Reading Non-fiction

External Examination Foundation and Higher Tiers 1 hour 30 minutes

20%

Unit 3: Speaking and Listening

Controlled Assessment

20%

Unit 4: Studying Spoken and Written Language and Writing Creatively Task 1: Study of Spoken Language Task 2: Study of Written Language Task 3: Writing Creatively

Controlled Assessment Tasks set each year

40%

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ENGLISH LITERATURE

This specification aims to encourage students to: • Understand that texts from the Irish literary heritage have been influential and significant

over time • Explore how texts may reflect or influence values, assumptions and sense of identity • Connect ideas, themes, issues, drawing on a range of texts • Become critical readers of fiction and non-fiction prose, poetry and drama; and • Experience different times, cultures, and viewpoints as found in literary texts

Content Assessment Weighting Unit 1: The Study of Prose

External examination Foundation and Higher Tiers 1 hour

25%

Unit 2: The Study of Drama and Poetry

External examination Foundation and Higher Tiers 2 hours

50%

Unit 3: The Study of Linked Texts

Controlled Assessment Task set each year

25%

At least 40% of the assessment (based on unit weightings) must be taken at the end of the course as terminal examinations.

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GEOGRAPHY The table below summarises the structure of this GCSE course.

Content

Assessment Weighing Availability

Unit 1: Understanding our Natural World. This unit covers the following themes: Theme A: The Dynamic Landscape (50%) Theme B: Our Changing Weather and Climate (25%) Theme C: The Restless Earth (25%)

External written examination. 1 hour 30 minutes. Three multi-part questions are set with one on each theme. Candidates answer all three questions. Each question includes:

• Resource materials which may take a variety of forms, for example statistical, pictorial and written text; and

• Some parts that require extended writing.

37.5% Every Summer.

Unit 2: Living in our world This unit covers the following themes: Theme A: People and where they live (50%) Theme B: Contrasts in World Developments (25%) Theme C: Managing Our Resources (25%)

External written examination 1 hour 30 minutes. Three multi-part questions are set with one on each theme. Candidates answer all three questions. Each question includes:

• Resource material which may take a variety of forms, for example statistical, pictorial and written text; and

• Some parts that require extended writing.

37.5% Every Summer.

Unit 3: Fieldwork Report

Controlled Assessment Candidates must complete a report of no more than 2000 words based on primary data collection.

25% Summer Terminal.

At least 40 percent of the assessment (based on unit weightings) must be taken at the end of the course as terminal assessment.

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HISTORY

FOUNDATION AND HIGHER

PAPER 1 2 Hours 50% Study in Depth Germany c 1918 - c 1941 Peace, War and Neutrality: Britain, Northern Ireland and Ireland and the Second World War c

1932 - c 1949 or Changing Relationships: Britain, Northern Ireland and Ireland 1965-1985 Short answer and structured questions PAPER 2 1 Hour and 15 minutes 25% Outline Study Cold War c1945 - c1991 Structured questions and one question using sources Controlled Assessment 25% Investigative Study One research assignment (A different topic each year) History has relevancy for all students. It enables them to develop understanding of situations and motivations and helps to develop analytical and evaluative skills. History is increasingly useful for employment in the growing number of local museums and heritage centres and indeed in any work in tourism. At a higher level History enables students to gain access to a wide range of university courses and can be seen as highly relevant to work in law, libraries, newspapers, social work and teaching.

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HOME ECONOMICS: FOOD AND NUTRITION Opting for Home Economics: Food and Nutrition as one of your GCSE subjects will allow you to gain knowledge and develop transferable life skills that will prepare you for further and higher education. In opting for Home Economics: Food and Nutrition in the College you will attend 5 periods per week. You will work through the course over 2 years and complete your controlled assessment (60%) and work through the theory for your written assessment (40%), which you will complete in the summer exam session in Year 12. If you require any further information regarding GCSE Home Economics: Food and Nutrition please contact the Home Economics department. Head of Department: Miss M. Gallagher, Room G022 or www.ocr.org.uk Summary GCSE Home Economics: Food and Nutrition comprises three mandatory units. Food and Nutrition Short Tasks Candidates submit three short tasks.

60 marks (20 marks per task) 30% of the total GCSE marks This unit is internally assessed and externally moderated

Food Study Task Candidates submit one food study task

60 marks 30% of the total GCSE marks This unit is internally assessed and externally moderated

Principles of Food and Nutrition • Nutrition and health • Food commodities • Meal planning • Food preparation and cooking • Food safety and preservation • Consumer education

80 marks 40% of the total GCSE mark 1 hour 30 minutes written paper This unit is externally assessed

Key Features

Allows students to progress from GCSE to A-Level Home Economics: Food and Nutrition.

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HOME ECONOMICS: CHILD DEVELOPMENT GENERAL INFORMATION You will study the physical, social, intellectual and emotional development of young children from conception to the age of five years. The course provides a basis for further study of Home Economics and other related qualifications. WHY STUDY HOME ECONOMICS: CHILD DEVELOPMENT? You will gain knowledge and understanding of: • parenthood, pregnancy and childbirth; • the needs of young children; • the social and environmental influences that affect family life; • the importance of maintaining a healthy lifestyle; • home economics skills (including practical skills); • human needs in a multicultural society; • relevant technological and scientific developments. WHAT WILL I STUDY? Unit 1: Parenthood, Pregnancy and Childbirth You will study:

• parenthood and responsibilities; • pregnancy; • healthy diet and lifestyle in pregnancy; • birth.

Unit 2: Child Development (0-5 years) You will study:

• the physical and intellectual development of a child up to five years old; • the social and emotional development of a child up to five years old; • child care provision and sources of support available; • safety, first aid and childhood diseases; • choosing clothes and shoes for young children; • weaning and dietary needs of the child.

Unit 3: Controlled Assessment Investigation Task You will carry out:

• a task analysis activity; • a research-based activity; • a primary investigation; • an evaluation activity.

Unit 4: Controlled Assessment Short Task You will carry out:

• a research-based activity; • a planning activity; • a practical activity; • an evaluation activity.

(continued)

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HOW WILL I BE ASSESSED? You will complete two examinations and two controlled assessment tasks. You will have the opportunity to complete one unit at the end of your first year. TYPE OF ASSESSMENT Unit 1: Parenthood, Pregnancy and Childbirth 1 hour examination. CCEA sets and marks the paper. Unit 2: Child Development (0-5 years) 1 hour examination. CCEA sets and marks the paper. Unit 3: Controlled Assessment Investigation Task and Unit 4: Controlled Assessment Short Task In each unit you must complete one controlled assessment task, set by CCEA. In completing both units you will be assessed on your ability to:

• analyse issues and problems; • identify, gather and record relevant information and evidence; • analyse and evaluate evidence; • make reasoned justifications and present conclusions.

Your teacher will mark the work and CCEA will moderate.

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ICT This course recognises that new Information and Communication Technologies, services and networks are rapidly transforming the way people live, work and learn. Preparing people for the Information Society is a priority task for education and this Key Stage 4 course seeks to build on pupils’ ICT experiences at Key Stage 3.

AIMS The specification aims to encourage students to: • 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 the social and commercial

impact of these technologies; • 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; and • evaluate ICT-based solutions.

Content

Assessment

Weighting

Availability

Tools and Applications


30% Summer

Visual Communications Technology


30% Summer

Theory Understanding ICT systems in everyday life and its implications for individuals, organisations, society and the wider world.

External Exam (2 hours) Terminal Synoptic

40% Summer

Key features • This course offers opportunity to build on the skills and capabilities developed through the delivery

of the Key Stage 3 curriculum in Northern Ireland. • This is a practical skills based qualification. • Single tier of entry. • This qualification will provide entry to AS Level ICT, vocational training and employment. • This is now a unitised specification. This means that the students have the opportunity to sit Units

1 and 2 in the first year of teaching.

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JOURNALISM IN THE MEDIA AND COMMUNICATIONS INDUSTRY

GCSE Journalism

Candidates will be entered for a single tier and awarded a Grade A* - G. External Written Examination 40% 1.5 hour Unit 1 – The Journalism Industry and Skills for Journalism The journalism industry and skills for journalism

Controlled Assessment Unit 2 –Communication and Print 30% Production of original story in two print media formats

Unit 3– Broadcast Media and Communications 30% Controlled Assessment Production of broadcast media scripts from pre-release materials

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LEARNING FOR LIFE AND WORK

On successful completion of this course of study, students will attain Grades A* - C in CCEA GCSE Learning for Life and Work. Students following this specification cannot opt to study for CCEA Level 1 or 2 Award/Certificate in Preparation for Adult Life as the subject content is broadly similar for both courses. ASSESSMENT: The examination component (worth 40% of total subject marks) comprises three modular examinations, based on each of the contributory subjects: Citizenship, Employability and Personal Development; while the course work component comprises two controlled assessments (worth 60% of total subject marks).

SUBJECT CONTENT: The subject content is divided into three distinct compulsory subjects.

SUBJECT AIMS: • To develop students as individuals and contributors to society, the economy and the

environment • To encourage students to explore the challenges and opportunities that personal, social,

cultural, political and economic issues pose in contemporary society • To develop understanding of the variety of attitudes, needs and perspectives that exist in

students’ own and other communities, both locally and globally • To develop the skills students require to think independently, make informed decisions and

take appropriate courses of action in relation to personal, social, economic and employment issues.

PROGRESSION TO POST-16 and Higher Education: This course provides a progression route to higher learning. As a basis for further study, there are strong links with courses in Government and Politics, Media Studies, PE studies, Food and Nutrition, Child Development, Health and Social Care and Business Studies. This specification is designed to allow teachers to focus on contexts and themes relevant to Northern Ireland.

SUBJECT TOPIC CITIZENSHIP

Diversity and Inclusion in Northern Ireland and the Wider World Rights and Responsibilities Regarding Local, National and Global Issues The Role of Society and Government in Safeguarding Human Rights Non-Governmental Organisations (NGOs) Key Democratic Institutions and their Role in Promoting Inclusion, Justice and Democracy

EMPLOYABILITY

Issues of Self-employment and Sources of Support Rights and Responsibilities of Employers and Employees Recruitment and Selection Practices for Employment The Impact of Globalisation on Employment

PERSONAL DEVELOPMENT

Concept of Self Understanding the Roles and Responsibilities of Parenting Building and Maintaining Healthy Relationships Maximising and Sustaining Health and Well-Being Recognising, Assessing and Managing Risk Developing Competence as Discerning Consumers

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MATHEMATICS

In GCSE Mathematics there are two tiers of entry to enable candidates from a wide ability range to demonstrate achievement. The course provides a sound basis for further study at a more advanced level.

SCHEME OF ASSESSMENT Board: CCEA (Two Tier) Tier of Entry: Foundation Units T1 and T5 Grade Available: C – G or Units T2 and T5

Higher Units T3 and T6 Grade Available: A* - D or Units T4 and T6 Modular Mathematics is designed to be more reflective of the way in which candidates are likely to revise for examinations when they tend to cover just one area of mathematics at a time. To achieve a GCSE Mathematics award, students must sit two tests: One of T1, T2, T3 or T4 and T5 or T6 The two exams can be taken over two years with re-sits if required. Results are reported about 6 weeks after each module, enabling candidates to take greater responsibility for the planning and execution of their work. Students will sit the first exam (T1, T2, T3 or T4) in June of Year 11, then the second exam (T5 or T6) in June of Year 12. T1, T2, T3 and T4 all count for 45% of the overall GCSE. T5 and T6 count for 55% of the overall GCSE.

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MEDIA STUDIES

Examination 40% (1.5 hours) Unit 1 Investigating the Media External Assessment

Candidates will be entered for a single tier and awarded a Grade A* - G.

The examination will assess Knowledge and Understanding; Research, Planning and Presentation; and Production and Evaluation. It will be based on a topic supplied before the exam with guidance and scenario.

Controlled Assessments 60% Unit 2 Understanding the Media Controlled assessments will be selected from banks of set assignments. Candidates are required to submit a coursework portfolio of three pieces of work from three discrete media. This includes Assignment 1: 500 words and Assignment 2 1000 words selected from (eg Film, Television, Newspaper) and Assignment 3 – Practical Production (eg Magazine Feature) and Evaluation of 800 words. Examination Board: AQA The media are a central element of modern life in technological economics. They have a crucial role in such economies by providing information about the world. This is one of the reasons that Media Studies is the fastest growing area of study in schools and universities. The subject would be useful for students interested in a wide range of careers, including journalism, media production, music technology, teaching and ICT. Students following this course may also be entered for CCEA GCSE “Journalism in the Media and Communications Industry” (see page 21).

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MODERN LANGUAGES (French, Spanish, Irish)

ACADEMIC

Students studying languages at GCSE will derive enjoyment and benefit from language learning. They will gain linguistic knowledge, understanding and skills which are beneficial in a multilingual, global society. As those who have studied a language to at least GCSE and beyond have an obvious advantage when applying for jobs throughout the European Union, students can continue their studies in at least one Modern Foreign Language at GCSE but are strongly encouraged to continue their studies in two languages. WHAT WILL I STUDY?

Context 1: The Individual

You will study: • Relationships (families and

friends) • The Local Environment • Leisure • Health and Lifestyle

Context 2: Citizenship

You will study: • Environmental and Social Issues • Travel and Tourism • Media and Communications • Festivals and Customs

Context 3: Employability

You will study: • School Life • Part time jobs • Future Plans

Students should be able to communicate effectively, produce creative pieces in speech and writing, and listen and respond to stimulus material on the above themes. HOW WILL I BE ASSESSED?

Unit 1: Speaking (One Tier Entry) Preparation: 3-4 hours Speaking Task: 4-6 minutes Controlled Assessment

30% Students prepare and complete two tasks under supervision. They will have access to a dictionary and other resource materials for the preparation of these tasks. The Speaking Test is conducted by the class teacher.

Unit 2: Writing (One Tier Entry) Preparation: 5-6 hours Written Task: 1 hour Controlled Assessment

30%

Students prepare and complete two tasks under supervision. They will have access to a dictionary and other resource materials for the preparation of these tasks.

(continued)

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Unit 3: Listening(Two Tier Entry) Foundation: 35 minutes Higher: 45 minutes

20%

Stimulus material in the target language. Responses include gap filling, selection and some questions in English.

Unit 4: Reading (Two Tier Entry) Foundation: 40 minutes Higher: 50 minutes

20%

Stimulus material of varying lengths. Responses include selection, gap filling, short answers in the target language and some answers in English

As this is now a unitised specification, pupils have the opportunity to submit controlled assessment tasks for Units 1 and/or 2 in Year 11.

• Learning a language enhances the experience of other cultures and societies and broadens one’s education.

• Today’s global economy means that businesses and corporations are keen to recruit people with language skills.

• Recent surveys indicate that language graduates are less likely to be unemployed than those in many other disciplines.

• Increasing numbers of Irish universities now request a GCSE in a Modern Language as part of their entrance criteria

Young people with language skills are finding opportunities in other industries including tourism, government, marketing, ICT, journalism, engineering and the financial services.

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MODERN LANGUAGES

ACADEMIC/ACADEMIC VOCATIONAL Students studying languages at GCSE will derive enjoyment and benefit from language learning. They will gain linguistic knowledge, understanding and skills which are beneficial in a multilingual, global society. As those who have studied a language to at least GCSE and beyond have an obvious advantage when applying for jobs throughout the European Union, students can continue their studies in at least one Modern Foreign Language at GCSE but are strongly encouraged to continue their studies in two languages. WHAT WILL I STUDY?

Context 1: The Individual

You will study: • Relationships (families and friends) • The Local Environment • Leisure • Health and Lifestyle

Context 2: Citizenship

You will study: • Environmental and Social Issues • Travel and Tourism • Media and Communications • Festivals and Customs

Context 3: Employability

You will study: • School Life • Part time jobs • Future Plans

Students should be able to communicate effectively, produce creative pieces in speech and writing, and listen and respond to stimulus material on the above themes. HOW WILL I BE ASSESSED?

Unit 1: Speaking (One Tier Entry) Preparation: 3-4 hours Speaking Task: 4-6 minutes Controlled Assessment

30% Students prepare and complete two tasks under supervision. They will have access to a dictionary and other resource materials for the preparation of these tasks. The Speaking Test is conducted by the class teacher.

Unit 2: Writing (One Tier Entry) Preparation: 5-6 hours Written Task: 1 hour Controlled Assessment

30%

Students prepare and complete two tasks under supervision. They will have access to a dictionary and other resource materials for the preparation of these tasks.

Unit 3: Listening(Two Tier Entry) Foundation: 35 minutes Higher: 45 minutes

20%

Stimulus material in the target language. Responses include gap filling, selection and some questions in English.

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Unit 4: Reading (Two Tier Entry) Foundation: 40 minutes Higher: 50 minutes

20%

Stimulus material of varying lengths. Responses include selection, gap filling, short answers in the target language and some answers in English

As this is now a unitised specification, pupils have the opportunity to submit controlled assessment tasks for Units 1 and/or 2 in Year 11.

• Learning a language enhances the experience of other cultures and societies and broadens one’s education.

• Today’s global economy means that businesses and corporations are keen to recruit people with language skills.

• Recent surveys indicate that language graduates are less likely to be unemployed than those in many other disciplines.

• Increasing numbers of Irish universities now request a GCSE in a Modern Language as part of their entrance criteria

Young people with language skills are finding opportunities in other industries including tourism, government, marketing, ICT, journalism, engineering and the financial services.

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MOTOR VEHICLE AND ROAD USER STUDIES

1 Course Content (a) Vehicle Control and Road User Behaviour (b) Legal Requirements (c) Road Transport and Its Effect on Society (d) Motoring Mathematics (e) Accident Procedures (f) Motor Vehicle Technology

2 Scheme of Assessment

The scheme of assessment will consist of two tiers. Candidates taking the foundation tier will be considered for an award on the grade C-G inclusive. Candidates taking the higher tier will be considered for an award on the grade range A*-D/E.

3 Coursework

• Controlled Assessment – 30%

An investigation into a local traffic problem • Practical - 30%

Moped riding skills

4 Examination

Foundation Tier and Higher Tier (1.5/2 hours) One Paper: 40%

5 Possible Careers • Car sales and servicing • Car insurance • Driving instruction • Road Design/Safety • Accident and emergency employment

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MOVING IMAGE ARTS GCSE Moving Image Arts is the first course of its kind in the UK. You will have the opportunity to work on a range of tasks, including planning and creating moving image products. This course provides a solid foundation for progression to GCE AS/A2 Moving Image Arts and other subject related qualifications. Two key moving image art forms underpin this specification:

• film (live action fictional narrative films); and • animation (rostrum, stop motion and CGI animated narrative films).

This specification focuses on how to create moving image products, and the genres within film-making. Students plan and create moving image products, and analyse and critically evaluate moving image genres. Through studying this specification, students:

• develop an understanding of film language in theory and practice; • develop ideas through investigating and experimenting with film-making techniques and

processes; • develop the ability to manage resources and equipment in relation to film production and

produce moving image artworks; • develop technical competence in the use of film-making techniques; and • evaluate the effectiveness of their own practice.

The course is divided into three units: Unit 1: Acquisition of Skills in Moving Image Production (20%) Students practise two of the following film language areas:

• camera technique; • sound; • mise-en-scène; • lighting; • editing; • animation; and/or • post production.

Unit 2: Planning and Making a Moving Image Product (40%) Students produce their own moving image product (either a live action film or an animation). This unit takes the form of an externally set assignment (ESA). Unit 3: Critical Response to Moving Image Products (40%) Students learn how to critically analyse film and animation. They develop knowledge and understanding of film language, genre conventions and visual style. Rapid growth of digital media technologies has made the creative industries increasingly accessible and attractive to young people. Moving Image Arts introduces you to this exciting and enterprising field while also embedding skills that will benefit you in a host of additional pursuits. The benefits of Moving Image Arts extend beyond a career in film or animation. Transferable skills like resource management (time, people and budgets), planning, problem solving, negotiation and communication are also strengthened through the course activities.

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MUSIC

Target Grades A* - G Assessment Components Requirements Further Detail

Composing and Appraising Percentage assessment weighting

Folio of two compositions. One composition must relate to one of the areas of study and each composition must be accompanied by a composition log. (folio of 3-6 minutes duration) 30%

The authenticity of their compositions must be verified by the teacher on at least three occasions during the course. The help given to the candidate in selecting the initial ideas must be included in this. There are no marks awarded for the log.

Performing and Appraising Percentage assessment weighting

Solo and ensemble performances which must include at least one piece related to one of the areas of study. This may be a performance of the candidate’s own composition. (up to 5 minutes duration) 35%

The candidate’s discussion of their performance is worth 5%. The discussion will last up to 5 minutes. The solo performance and the ensemble performance will be worth 15% each.

Listening and Appraising Percentage Weighting

Two tests of aural perception each lasting up to 45 minutes. Part one is based on the core area of study. Part 2 is based on the two chosen optional areas of study. 35%

Compulsory area of study:

• Repeated Patterns in Music

Optional areas of study:

• Musical Traditions in Ireland

• Incidental Music • Vocal Music

Documentation Candidate record sheet EAD 78

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PREPARATION FOR ADULT LIFE

On successful completion of this course of study, students will attain either CCEA Level 1 or 2 Award/Certificate in Preparation for Adult Life. A Pass in the Level 2 Certificate in Preparation for Adult Life is equivalent to a Grade B GCSE and therefore counts as a distinct GCSE subject for progression to post-16 courses. Students following these specifications cannot opt to study for a GCSE in Learning for Life and Work as the subject content is broadly similar for both courses. ASSESSMENT: Assessment is 100% Coursework. All 13 units are compulsory for the Level 1/ 2 Certificate and a minimum of 2 units from each subject area (a total of 6 units) must be completed for the Level 1/2 Award. SUBJECT CONTENT: The subject content is divided into three distinct compulsory subjects.

SUBJECT UNIT TOPIC CITIZENSHIP

1 Diversity and Social Inclusion 2 Democracy and Democratic Participation 3 Human Rights and Social Responsibility 4 Equality and Social Justice

EMPLOYABILITY

5 Preparation for Work 6 Business in the Community 7 Effective Work Practice 8 Globalisation and the Labour Market

PERSONAL AND SOCIAL DEVELOPMENT

9 Self-Development 10 Roles and Responsibilities of Parents 11 Healthy Relationships 12 Maintaining Personal Health and Well-Being 13 Effective Financial Management

SUBJECT AIMS: • To develop students as individuals and contributors to society, the economy and the

environment • To encourage students to explore the challenges and opportunities that personal, social,

cultural, political and economic issues pose in contemporary society • To develop understanding of the variety of attitudes, needs and perspectives that exist in

students’ own and other communities, both locally and globally • To develop the skills students require to think independently, make informed decisions and

take appropriate courses of action in relation to personal, social, economic and employment issues.

PROGRESSION TO POST-16 and Higher Education: This course provides a progression route to higher learning. As a basis for further study, there are strong links with courses in Government and Politics, Media Studies, PE studies, Food and Nutrition, Child Development, Health and Social Care and Business Studies. These specifications are designed to allow teachers to focus on contexts and themes relevant to Northern Ireland.

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RELIGIOUS EDUCATION

Religious Education is a compulsory subject at GCSE and all A-band students will be required to complete a two-year course of study. The primary aims are to make students aware of the relevance of religious viewpoints in developing a deeper awareness of moral issues, to consider the values and beliefs of one or more religions and to identify, investigate and respond to fundamental questions about the meaning and purpose of life. Students in the Academic Band will study GCSE Full-Course offered through CCEA. The Scheme of Assessment for this course comprises TWO options: Christianity through a study of Mark’s Gospel or The Christian Church with a focus on Catholicism and An Introduction to Christian Ethics. Candidates must complete ONE written paper from EACH option. One unit will be examined at the end of the first year of study. This may be repeated at the end of the second year in conjunction with the second unit. N.B. There is no coursework element. Examination Details GCSE: Each Module: Written Paper 1hr 30mins 50% of Marks (Full Course) 100% of Marks (Short Course) Students in the Vocational Band will study an Entry Level Certificate (ELC) with AQA which can be completed in class over two years. There is no final exam.

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DOUBLE AWARD SCIENCE Double Award Science involves the study of Biology, Chemistry and Physics with the award of two GCSE Grades. The course is designed to stimulate pupils’ curiosity and interest in themselves and the world around them. Through their work in science, pupils will have a better understanding of scientific ideas and appreciate how these develop and contribute to technological change, and to recognise the cultural significance of science and its worldwide development. Double Award Science would be essential to progress to any of the A-Level science Subjects. This course has three components: (1) Modular Exams: Each pupil will complete three modular exams, in Biology, Chemistry

and physics during Year 11. These are externally set and marked. The module exams can be taken at Foundation or Higher level. The results of these exams will account for 33% of the overall GCSE Grade

(2) Coursework: This will involve a controlled assessment of practical skills and will

account for 25% of the GCSE Grade. (3) Terminal Exams: The final exams in June of Year 12 will consist of three exams Papers.

These will examine work covered in Year 12. These terminal GCSE exams account for 42% of the final GCSE Grade.

Summary:

Year 11 Module Exams (3) 33% of final GCSE Grade.

Controlled Assessment 25% of final GCSE Grade.

Terminal Exams (3) 42% of final GCSE Grade.

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SINGLE AWARD SCIENCE

Single Award Science involves the study of Biology, Chemistry and Physics with the award of one GCSE Grade. The course is designed to stimulate pupils’ curiosity and interest in themselves and the world around them. Through their work in science, pupils will have a better understanding of scientific ideas and appreciate how these develop and contribute to technological change, and to recognise the cultural significance of science and its worldwide development. Single Award Science is a full GCSE qualification; however, each science subject would not be covered in sufficient detail to allow progression to A-Level Biology, Chemistry or Physics. Success in Single award science would allow a student to study for a BTEC Level 3 in Applied Science

Key Features

• Two tiers of assessment: Foundation (Grades C-G) - Higher (Grades A*- D/E).

• Specification consists of 3 Units and a Controlled assessment • The units are assessed in February of Year 11, November of Year 12 and May Year 12

Summary of Assessment Information Unit 1 Biology Staying alive Human Activity and Health

25%

Unit 2 Chemistry Chemical Patterns and Our Environment Materials and Their Management

25%

Unit 3 Physics Electricity, Waves and Communication Fossil Fuels, Road Transport and Safety, Radioactivity, and Earth in Space

25%

Unit 4: Practical Skills Controlled assessment

25%

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LINKS COURSES At a time when jobs are becoming scarce and qualifications are demanded in every walk of life, Holy Cross College is offering our students the opportunity to undertake work related qualifications that are designed to accommodate the needs of employers as well as allow progression to post-16 studies and then to university. These courses are offered in conjunction with local Colleges of Further Education. There are thirteen vocational areas which may be offered leading to the CEA Level 2 Occupational Studies Double Award qualification. The courses available are as follows:

• Hospitality and Catering • Construction • Design • Engineering • Hairdressing and Beauty • Media • Vehicle studies • Office Administration • Retail • Sport and Leisure • Digital technology • Horticulture • Care

Further link options may also be available this year in relation to the BTEC qualifications. BTEC is the UK’s fastest growing qualification. It is aimed at helping students to develop practical skills ready for the workplace. It encourages students to find out more about their favourite subject and potential careers and with a wide choice of subjects offered as part of the Holy Cross College curriculum, our students are being given the opportunity to gain qualifications equivalent to 2 GCSE’s. BTEC options may include:

• Child Care • Hair and Beauty • Construction • Engineering • Hospitality • Media • Business

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Documents

KEY STAGE FOUR - Holy Cross · PDF file · 2015-03-31Holy Cross College Key Stage Four Prospectus 2014 - 2015 — FOREWORD —