Personalising

Pathways

Which route is best for you?

South Bromsgrove High School

2018 - 2020 Key Stage 4 Courses

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Dear Student

I trust you have had a productive first term at South Bromsgrove High and that you are making good progress in your

studies.

You will shortly be taking the next steps in your educational career by stating a preference for subjects and courses

that you wish to study in Years 10 and 11.

The decisions you are about to take through our pathways process are important ones and I’m sure you will want to

take time with your family to think about which subjects that you are particularly interested in or will suit your style

of learning.

Your teachers will be only too pleased to help if you need more information or advice about a subject - make sure

that that you ask!

Our pathways evening is a great opportunity to take a closer look at what subject areas are offering, so put the date

in your diary.

Finally – don’t forget to make the deadline date for handing in your preferences.

Yours faithfully

Chris Smith

Headteacher

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Contents

Page number Introduction – the personalised curriculum 4

English

Drama Media Studies

6 8 10

Mathematics ICT: iMedia Computer Science Business Studies Music

11 13 15 17 19

Science

21

Modern Foreign Languages

23

Physical Education Sport Dance

24 25 27

Humanities Geography History

Religious Studies

28 29 30

Technology 31 Art 32

GCSE D&T (Fashion & Textiles) GCSE D&T (Product Design)

33 34

GCSE Engineering 35 GCSE Food Preparation & Nutrition GCSE Graphic Communication

37 39

Technical Award Engineering 40 Technical Award Health & Social Care 42

Vocational Award Hospitality & Catering

44

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Tailoring the curriculum to the needs of the student

We aim to connect with every one of our students, engaging them in exciting and challenging programmes of study which are relevant to their needs and reflect their strengths and interests. It is a priority for us that all our students follow a broad and balanced curriculum which comprises a significant core component, balanced with students’ selected courses. Our timetable structure places minimal constraint on students’ preferences and enables them to customise their curriculum by selecting from a wide range of academic and vocational courses which support and complement each other. To this end, we provide a diversity of curriculum pathways constituting a variety of routes to success. Informed by assessment data, together with teachers’ predictions of potential, each student will receive a Personalised Pathways form, setting out the most appropriate courses for them to choose from.

Central to the wide range of teaching and learning styles that we employ is the desire to promote in our students a strong sense of self-discipline and responsibility for their own development. Academic qualifications are by no means all that is required for success in the future. We seek to develop a range of transferable skills which will not only enhance our students’ chances of success in the future, but also in adult life. These are the skills of independent enquiry, creative thinking, reflective thinking, self-managing, participating effectively and working in a team.

Appropriate information, advice and guidance for every student are critical components of our pathways process. Please be assured that every effort will be made to ensure that your son or daughter will be supported by their tutors, subject teachers and senior leaders in the school to ensure that the best selection is made. All Year 9 students have attended a presentation in assembly to outline the process and you will have recently received your child’s report which will give you useful data to inform choices.

Also instrumental in the process is Annual Review Day on Friday 2 March when you will meet your child’s tutor to review progress, set targets for the rest of the year and consider pathways for the future. Furthermore, parents and students are invited to an information evening on Thursday 8 February where all teaching staff will be present and there will be an opportunity to ask any questions you may have and seek confirmation about your child’s suitability for the various courses on offer. We look forward to working with you on these occasions.

I Medlicott

Deputy Headteacher

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you would like to know more then please contact Mr Buncle

course booklet are organised alphabetically by A

BTEC

In

Careers

Throughout each key stage of their education

students are given guidance at critical points in

the school year in preparation for initiatives

and transitions that affect their progression.

Students receive guidance in year 9 with their

option choices which also runs alongside the

Careers Induction programme which they start

in year 9. In year 10 students take part in the

work experience programme and they are

given support and guidance in securing a

placement of their choice. In years 11, 12 and

13 students receive one to one impartial

careers guidance interviews around their post

16 and 18 options.

A wide range of visits and speakers are

arranged to support students across all years in

their career choices and education over their

time at the school. Drop-in sessions are also

available at breaks and lunchtimes for any

students to come and ask questions about

careers or education.

Helen Harrod

Careers Officer

In Year 9 students receive a Careers Induction where they are introduced to the interactive advice and

guidance programmes we use here at South. This gets students to think about their future aspirations

and career path. To complement the Job Explorer database programme that we use, we are now

introducing additional software to further enhance the provision. Planning for KS4 subjects is an

important time. Students need to ensure they have carried out both personal and subject research.

Although it may seem early, they must take into account what they may want to do after their GCSEs.

If they are looking towards further study, which the majority of our students do, then they have to

consider what subjects they should be studying now, to gain entry on to these courses in the future.

It is also essential that students research what exactly they will be learning in their chosen courses.

While we support the students throughout the selection process there are always some people who

do not research wisely and then find out too late that the subject is not what they expected. Please

use the resources that are available, the interactive resources, tutors, subject teachers, and older

students who are actually studying the subjects in which you are interested. If you require any further

information please do not hesitate to contact me.

Why do students need CEIAG? Many students are influenced by the environment they work in, their peers and their role models. Whilst these are all useful sources of information, often many students are unaware of the many exciting opportunities available to them. In this uncertain global climate, our emphasis must be on ensuring that our young people are well prepared to enter the world of work. It is important that we equip students with the necessary tools and guidance that will encourage them to make the right decisions for their next transition. This will be into further training, here or elsewhere, or on to an Apprenticeship or maybe into employment after their GCSEs.

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GCSE English Language and English Literature Government changes mean that GCSEs in English Language and English Literature are now linear and assessed entirely though examinations, which lead to separate GCSE awards in each subject. Students will be entered for both GCSEs. The exams are not tiered; students of all abilities will sit the same paper and be awarded a numerical grade of 1-9. A grade 5 is broadly equivalent to the current C grade.

Programmes of Study in Years 9, 10 and 11

In English Language, students will draw upon a range of texts as reading stimulus and engage with creative as well as real and relevant contexts. Students will have opportunities to develop higher-order reading and critical thinking skills that encourage genuine enquiry into different topics and themes. They will be assessed on their ability to read fluently and write effectively, demonstrate a confident control of Standard English and write grammatically correct sentences, deploying figurative language and analysing texts. In English Literature, students are required to read, discuss and write about plays, poems and novels in a variety of ways, reflecting their understanding of plot and character, as well as deeper awareness of themes and attitudes. Above all, they are expected to communicate a sensitive and informed personal response to what they have read. High standards of grammar, spelling and punctuation and the use of an appropriate and expressive vocabulary are expected at all times in both English Language and English Literature.

English Language – Specification at a glance

Paper 1: Explorations in Creative Reading and

Writing

+ Paper 2: Writers' Viewpoints and

Perspectives

+ Non-examination Assessment:

Spoken Language

What is assessed

Section A: Reading • one literature fiction text

Section B: Writing • descriptive or narrative

writing

What is assessed

Section A: Reading • one non-fiction text and

one literary non-fiction text Section B: Writing

• writing to present a viewpoint

What is assessed

• presenting • responding to

questions and feedback

• use of Standard English

Assessed

• written exam: 1 hour 45 minutes

• 80 marks • 50% of GCSE

Assessed

• written exam: 1 hour 45 minutes

• 80 marks • 50% of GCSE

Assessed

• teacher set • marked by teacher

• separate endorsement

(0% weighting of GCSE)

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English Literature - Specification at a glance

Paper 1: Shakespeare and the 19th-century novel

Paper 2: Modern texts and poetry

What is assessed • Shakespeare

• The 19th-century novel

What is assessed • Modern texts

• Poetry • Unseen poetry

How it is assessed • written exam: 1 hour 45 minutes

• 64 marks • 40% of GCSE

How it is assessed • written exam: 2 hour 15 minutes

• 96 marks • 60% of GCSE

English Lessons

Students will be encouraged to work independently and develop their own methods for analysing and responding to texts. They will need to become proficient in reading texts critically, synthesising information from a range of sources and developing their own interpretations and arguments. During lessons, students will study the set course texts in sufficient depth and detail to enable them write confidently in a closed-text exam. They will develop their knowledge of the English Language, learning to craft and shape their writing to influence their reader. Students will also be encouraged to develop their love of reading; reading widely and extensively in order to develop a greater understanding of literature. Teachers will use a range of resources in their teaching; for example, written texts and materials, photographs and paintings, the interactive white board, DVDs and a variety of ICT software.

Assessment Progress of examination work will be monitored carefully through regular class based assessment. All assessments throughout the course are marked according to the exam criteria in the syllabus. Teachers will provide both written and oral feedback to students linked directly to exam marking criteria. Students themselves will become familiar with exam mark schemes and will be encouraged to assess their own work through planned opportunities for self and peer assessment.

Assessment for the spoken language component is separately endorsed. This means that students will receive a grade, but this grade will not contribute to their overall GCSE grade – instead it will appear as a separate grade on their exam certificate.

Beyond Key Stage 4

A Level English Language and English Literature are popular choices amongst GCSE students. Both GCSE courses equip students with the skills essential for the successful study of English Language and English Literature beyond GCSE. English Language and English Literature at A Level can be successfully combined with a wide variety of different subjects.

For more information please see:

Mr Holt, Miss Croft, Mrs Davies, Mrs Dixon,

Miss Dodd, Mrs Harpur, Miss Johnson,

Mrs Lawrance, Miss Smith, Mrs Smith,

Ms Talbot or Mrs Wylie-Burren

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Drama The GCSE Drama course is designed for anyone with an interest in the theatre. Students do not only choose this subject because they enjoy drama, although that may well be a strong motivating force. The benefits to be gained in terms of improving presentation and boosting self-confidence, social and communication skills from studying Drama can be used in all areas of your life and will be a valuable asset in any future career. Programmes of Study Many aspects of the theatre are explored and you will have an opportunity to work on a variety of different dramatic styles and topics. As you progress through the course you will work on two key coursework pieces, making use of a wide range of dramatic approaches and performing in a variety of different styles. You will also study a text and a live performance in detail in order to prepare for the written examination. The course involves three main areas of study: Component 1: Devising - Coursework - 40% of the qualification Content overview ● Create and develop a devised piece from a stimulus ● Performance of this devised piece. ● Analyse and evaluate the devising process and performance in a written portfolio. Component 2: Performance from Text – Coursework - 20% of the qualification Content overview ● Students will perform in two key extracts from a chosen text. This will be assessed in performance by a visiting examiner. Component 3: Theatre Makers in Practice - Written examination: 1 hour 30 minutes - 40% of the qualification Content overview The written paper focuses on the following areas: ● Section A: Bringing Texts to Life - Practical exploration and study of one complete performance set text (45 marks) ● Section B: Live Theatre Evaluation - Live theatre evaluation – free choice of production (15 marks). Drama lessons Student participation in Drama lessons will involve a range of learning activities, but always with an emphasis on practical exploration of work and ideas. Students will have the opportunity to take on a range of working roles within a given lesson, acting as performer, working with text, improvising, interacting with other characters and situations and also in an organising role, acting as a director, viewing and evaluating their own work and that of others. Students will be responsible for maintaining a drama logbook where their ideas, experiences and research will be recorded and reflected upon. Preparation for the written exam will be conducted throughout the course with a focus on a selected text and performances seen and produced over the two years.

Assessment Component 1:

Practical performance of a devised piece

Written Portfolio Work is internally assessed and externally moderated. Component 2:

A practical performance of a scripted text. Assessed by a visiting examiner Component 3:

A written examination focusing on study of a set text and a response to live theatre

Written examination – 1 hour 30mins

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Beyond Key Stage 4 Students can progress to a range of subjects after taking GCSE Drama. The A-Level Theatre Studies course is available to students who wish to pursue the subject further in the sixth form. For further information please see Mr Sugars

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GCSE Media Studies

Media Studies involves looking at how and why media industries (companies such as the Netflix and Apple) produce materials that will be viewed, read or listened to by a mass audience. This will be achieved through both an analytical and creative approach. Students should consider taking the course if they are interested in one or more of the following:

a career in journalism or advertising and marketing.

planning to go into business, as the media is essential for companies to get their message across.

how the media have an impact on our daily lives.

planning to go on to do A levels and go to university. The theoretical framework which comprises media language, representation, media industries and audiences is at the centre of everything we do in the subject, whether exploring or creating. Component 1 – Exploring Media Language and Representation 1hr 30mins EXAM 30% Section A – questions based on magazines, marketing (film posters), newspapers, or print advertisements. Section B – questions based on film, newspapers, radio or video games. Component 2 – Understanding Media Forms and Products 1hr 30mins EXAM 40% Section A – Television Genres – Crime Drama A detailed study of an episode from Luther and a comparison with The Sweeney. Section B – Music (Music videos and online media) A detailed study of Pharrell Williams, Katy Perry and Michael Jackson. Component 3 – Creating Media Products NON-EXAM ASSESSMENT 30% Each student will produce a media production for an intended audience in response to a choice of briefs set by the exam board: Television – create a sequence from a new TV programme or a website to promote a new TV programme. Advertising and Marketing: Music – create a music video or website to promote a new artist/band. Advertising and Marketing: Film – create print-based marketing material for a new film. Magazines – create a new print or online magazine. Media Lessons Detailed analysis of media texts, both from the past and present, will take place using a wide range of print, broadcast and e-media examples. Due to the nature of how the students will be assessed there will be an emphasis on developing students’ knowledge and understanding of topics through tasks and discussion in class, consolidation for homework and revisiting texts on a regular basis. There is also a significant practical element to the course and so students will develop practical skills in photography, film making, and using computer packages such as Photoshop. Assessment The non-exam assessment will be marked by the teacher according to the criteria in the specification and externally moderated. Progress of examination work will be monitored carefully through regular class based assessment. The teacher will provide both written and oral feedback to students linked directly to exam board marking criteria. Students themselves will become familiar with exam mark schemes and will be encouraged to assess their own work through planned opportunities for self and peer assessment. Beyond Key Stage 4 Students wishing to continue with A Level Media or Film Studies will need to achieve at least a Level 6 at GCSE. Students who haven’t taken GCSE Media Studies before but have a keen interest in the media can pick the subject up at A level although our preference is that it is taken at GCSE level. For students not having studied GCSE Media Studies we would expect them to have gained a Level 6 or above in English or English Literature. For more information please see: Mr Sprouting in 2.19

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GCSE “9 to 1” Mathematics

We will be following the new OCR Mathematics J560, which started in September 2015 and was examined for the first time in June 2017.

The course aims to develop a wide variety of mathematical concepts and techniques under the traditional headings of number, algebra, shape and space, and data. However, it is different to the old GCSE course in terms of emphasis: more specifically, it focuses on the application of mathematical skills in a variety of contexts, the interpretation of information presented in mathematical forms and the communication of mathematical ideas, more than ever before. Most importantly, the syllabus includes a very strong problem solving element and introduces a few more challenging topics.

Examination Structure

Students take 3 papers from each tier. The tiers cannot be mixed.

Foundation Tier

Paper 1 Written paper 100 marks 1 hour 30 minutes Calculator permitted

Each 33 1/3% of total GCSE

Paper 2 Written paper 100 marks 1 hour 30 minutes Calculator not permitted

Paper 3 Written paper 100 marks 1 hour 30 minutes Calculator permitted

Higher Tier

Paper 4 Written paper 100 marks 1 hour 30 minutes Calculator permitted

Each 33 1/3% of total GCSE

Paper 5 Written paper 100 marks 1 hour 30 minutes Calculator not permitted

Paper 6 Written paper 100 marks 1 hour 30 minutes Calculator permitted

A Variety of Qualifications

Our main aim is to support students through the GCSE and help them to achieve the best grade they can. However,

we may also offer a second mathematical qualification, because mathematics is such an important subject and we

want to help students to extend and develop their mathematical skills in ways that are appropriate to their interests

and future needs. More able students may take Additional Mathematics, which is an excellent foundation for A

level, and others may choose from Functional Skills at level 1 or 2, or a variety of Certificates, which run alongside

the GCSE course.

Maths Lessons

In Maths lessons, much emphasis is placed on the understanding of mathematical concepts, rather than just ‘getting

the right answer’ and classroom approaches incorporate practical and investigative methods to develop this

understanding. Generally speaking, students work individually, but collaborative approaches are often part of

lessons.

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Students are encouraged to show all stages of working and communicate their ideas using concise mathematical

language. Although calculators are used regularly in lessons, students are expected to use mental and pencil and

paper techniques as a matter of routine.

ICT is used widely as a teaching and learning resource. The Mathematics Faculty subscribes to a brilliant website

www.mymaths.co.uk which can be accessed both at school and at home. All pupils have an individual id and login to

get to special online worksheets, which can be tracked by their teachers at school. This provides an extremely

valuable learning and revision aid for GCSE and also assists pupils in becoming more independent learners.

Assessments

Classwork and homework tasks are used to build up a picture of achievement on a day to day basis, but more formal

assessments come in the shape of Recap Tests. These are taken roughly every half term and they help both staff and

pupils identify specific areas of weakness. These topic areas will be revisited and students will be retested to ensure

that they have sorted out their difficulties. Students will also take full GCSE practice papers in year 10 and year 11 to

help prepare them for the final examinations.

GCSE Gradings

In June 2017, the traditional A* to G GCSE grades will be changed in favour of a new numerical system. The ‘grades’

will go from 9 to 1 (hence the name of the course), where 9 the highest and 1 is the lowest.

Beyond Key Stage 4

There are a variety of courses available for students joining the Sixth Form, depending on their potential and future

career plans.

A Level Mathematics (Now called A2 Mathematics) is available to Year 12 students who have achieved a minimum of

a level 7 at GCSE. The most able students may choose to study Further Mathematics A2, as well. We also offer a

Core Maths course – OCR Quantitative Problem Solving – which is appropriate for sixth form students who do not

want to take the full A level, but still want to keep their mathematical skills in good order.

For more information see : Miss Rowing, Mr Marseglia, Mr Houlcroft, Mrs Hossain, Mr Hill, Mr Chevassut, Mrs Smith, Mr Smith, Mr Bassi, Mrs Crossfield.

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ICT: Creative iMedia

OCR Cambridge National Certificate (J817)

All students in Y10 will have access to the ICT Creative iMedia

course as one of their options. This course will lead to a GCSE

equivalent qualification – an OCR Cambridge National

Certificate. This course is ideal for those students who

particular enjoy elements of Computing/ICT such as web design

and graphic design and are enthusiastic about all aspects of

computer use and are keen to develop a range of new software

skills. In particular this course will focus on the use of digital

media resources and the creation of graphics, video, animation

and web resources. This will include use of Adobe Photoshop

and Illustrator aswell as Serif Drawplus and Webplus.

Why choose ICT Creative iMedia?

The choice of ICT Creative iMedia as one of your options will allow you to study aspects of ICT in significantly

greater depth and provide opportunities to cover a broad range of modules ranging from Website Design to

Computer Animation and Creating Video.

How will I be assessed?

The ICT Creative iMedia course is an extremely flexible qualification

with assessment based chiefly on coursework with internally assessed

assignments. There will also be an examined component testing

understanding of planning for ICT iMedia work worth 25% of the

marks. All work is assessed on a Pass, Merit, Distinction and Fail basis

with points value equivalent to GCSE

Students will build a portfolio of evidence and will target the

achievement of a qualification that is the equivalent of a GCSE.

Will I be suited to the ICT / Creative iMedia option course?

Have you enjoyed the ICT work in Year Nine Computing?

Do you enjoy working on computers?

Do you enjoy developing your ICT application skills – in particular graphics based applications?

Do you have a good eye for design and have lots of ideas?

Are you well motivated and enjoy taking responsibility for completing tasks on time?

Are you well organised?

Are you comfortable using Moodle and enjoy using it as a means of accessing work?

Have you got access to a computer at home to help you complete your ICT work?

If you have answered “yes” to these questions, the ICT / iMedia course might be for you!

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For each unit you complete you will be awarded a Pass, Merit, Distinction or Fail so you must be well organized and

good at completing work on time. You will also be awarded an overall grade, which again will be at Pass, Merit,

Distinction or Distinction*. There is no grade below Pass and all students will be expected to produce work to at

least pass standard.

General Information for all students

Within the ICT / iMedia course, a GCSE equivalent qualification is made up

by completing units successfully and completing assessed work linked to a

given scenario.

In Year Ten and Eleven all ICT/iMedia candidates will develop digital media

skills using industry standard applications. In particular students will use

Adobe Creative Suite and Serif applications across a range of activities.

Example of an iMedia Unit

Creating a Digital

Animation

1. Be able to investigate digital animation techniques

2. Be able to plan a digital animation

3. Be able to create, save and test the planned digital animation

4. Understand how to review the digital animation against the

original brief

Key Questions Answered

What are lessons like?

The ICT / iMedia course is a practical work based course.

You learn by completing projects and assignments that are

based upon realistic work based situations and activities.

Will I have to work hard?

The large amount of coursework involved does mean that

there are lots of assignment tasks to be completed and you

have to meet lots of deadlines. Some of the coursework

includes written work as well as computer based work.

There’s quite a bit of homework to do, so you have to be

really organised and keep on top of things.

More Information If you would like more information ask your Y9 Computing teacher or come and speak to Mr Clifton or Mrs

Walker.

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Computer Science GCSE (OCR J276)

We are offering students the opportunity to extend access to computer skills by

following a dedicated Computer Science GCSE course. This will be available to

students as one of their option choices. This is designed to be of interest to

those students who are interested in.

Why choose Computer Science GCSE?

This is an exciting GCSE that gives you fantastic opportunities offering a detailed

insight into how computers work from the processer up. This qualification will

build on the knowledge, understanding and skills established through the

Computer Science covered in Year 9. The content has been designed not only to

allow for a solid basis of understanding but to engage you and get you thinking

about real world application. There is a lot of hands-on work with the

components, making it engaging and enjoyable to study. You will also learn

about coding (programming) principally using the Python language so you will

learn to develop computer applications rather than just use them. Steve Jobs

was quoted saying that “everybody … should learn how to program a

computer… because it teaches you how to think.”

What’s in it for me?

This new GCSE specification will:

Improve your confidence in areas such as understanding computer

systems, awareness of computer languages, mobile phone

applications, web page design and games design

Improve your understanding of social networking and its impact

Enable you to keep up to date with IT and digital developments, at

home and in the shops

Explain how IT can help improve your career options

Provide you with IT skills that you can use to solve practical problems

Allow you to develop technical skills which will give you a foundation

for achieving ICT and Computing A Levels.

How will I be assessed? Two written exam papers and one Controlled Task unit. Paper 1 (40%) - Computer systems; Paper 2 (40%) - Computational thinking, algorithms and programming; programming project (20%) Controlled Task – Programming project

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How will I be assessed?

This GCSE has a combination of exams and controlled

assessment. Controlled assessment means coursework you do

in a supervised environment, such as your classroom.

Depending on the route through the specification chosen you

are likely to have:

Two written examinations worth 40% of the total marks

each

One controlled assessment unit testing depth of knowledge

and understanding of programming worth 20%.

What grades could I get?

You could achieve any grade from 9 to 1, depending on how you do in the written exams and the controlled task. All

students are able to access the full grade range and there are no tiers.

How could it help with my future?

A GCSE in Computer Science offers an incredible world of opportunities for work both in industry and in service

sectors. Computational thinking in itself is a transferrable skill that sits alongside technical skills and knowledge.

OCR’s GCSE Computing course opens doors to diverse career paths such as programming, systems analysis, games

design, web/animation development, network management, cyber security, digital forensics, and mobile app

development. Taking Computer Science at GCSE can lead into GCE A-Level where the route can progress further on

to Computer Science at University.

More Information If you would like more information ask your Y9 Computing teacher or come and speak to Mr Clifton (Room 136) or

Mrs Walker (Room 134).

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Business Studies

Business Studies is a demanding, exciting and relevant subject that makes extensive use of case study material in its delivery. This is so that work we cover in class is directly related to real life business situations. We are continually developing our resources to make lessons exciting, relevant and varied. Students will either study the GCSE Business Studies course or the BTEC Business Studies course. Both courses are equivalent to one GCSE and taken as one option.

Content

We look at the way that businesses are set up and how they are organised

We look at how businesses recruit, train and motivate their workforce

We look all the marketing aspects of a business, from finding out about their customers to advertising

We identify the stages of setting up a business and the different functional areas

We analyse how a firm makes its profit and cover such areas as cash flow forecasts, break-even analysis and profit & loss accounts.

Finally, we examine how businesses have to respond to external factors such as changes in the economy, taxation law and regulation

GCSE Business Studies Students will study 3 units which cover a broad range of business concepts. They will be assessed by two external exams.

Paper 1 – Investigating Business Written paper Mixture of Multiple choice, short answer and case study / data response stimuli. 50% of GCSE

Paper 2 – Building the functions of a business. Written paper Mixture of Multiple choice, short answer and case study / data response stimuli. 50% GCSE

GCSE Business Studies encourages students to:

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

use an enquiring, critical approach to distinguish between fact and opinion, 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.

BTEC Level 2 Award in Business Studies

Students will study a number of units and complete a range of assessments to achieve the BTEC Level 2 First Award.

They will have 120 Guided Learning Hours (GLH) over the 2 years of the course.

Unit 1 Enterprise in the Business World Mandatory Core Internally Assessed 30 GLH

Unit 2 Finance for Business Mandatory Core Externally Assessed through Onscreen Test 30 GLH

Unit 3 Promoting a Brand Optional Specialist Internally Assessed 30 GLH

Unit 6 Introducing Retail Business Optional Specialist Unit Internally Assessed 30 GLH

*The units of work for BTEC are provisional until 2019 accreditation has been approved.

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Assessment

GCSE in Business Studies Students follow a two year course. Unit 1 looks at the role of enterprise and entrepreneurship and planning a business. This is assessed via a written paper which is worth 50% of the exam. Unit 2 looks at Operations finance and influences of marketing on business activity. This is assessed via a written paper which is worth 50% of the exam. Students are graded 1 – 9

BTEC First Certificate in Business Studies Students follow a two year course. Each unit of work has 2 or 4 assessments that have to be completed to achieve a pass. All assessments are either externally assessed or internally assessed & externally verified Students are graded Pass Merit Distinction Distinction *

Skills

The skills we aim to develop are those of researching information, problem solving and decision making. Students

will need to develop their study skills to enable them to organise their own work and time, both in and out of school.

Students who opt for Business Studies will be advised on which course may be most suitable for them, either GCSE

Business Studies or BTEC Business Studies. Wherever possible we make use of ICT in the delivery of the course and

students are expected to use the online resources that have been developed for them. There is also an opportunity

to experience businesses in the real world.

Subject Value

Any student thinking of a career in business should think seriously about taking Business Studies. It provides an

excellent insight into the world of work, and offers an introduction to business concepts and ideas. Successful

students at GCSE and BTEC could proceed to the 6th form to follow A Level Business Studies or BTEC Level 3 Diploma.

Further Details

Mrs Dugdale (Head of Department), Mrs Rees, Miss Wilkin, Miss Pascoe and Miss Houghton are always available to

discuss with students the options available.

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GCSE Music

Introduction

This course will follow the new Edexcel GCSE (9-1) in Music (1MU0). Due to coursework requirements you must be a competent instrumentalist or vocalist to take this course The course contains three units as follows:

UNIT 1: Performing Music (30%)

Students perform:-

One Solo Performance

One Ensemble Performance

Students choosing the music course should already be progressing on an instrument of their choice and therefore this is the section that appeals to most. The exam requirement is very flexible, allowing musicians to perform music that they love playing. Pianists might be tackling Mozart or Beethoven whilst electric guitarists pursue the solos of their favourite stars from Black Sabbath to the Arctic Monkeys.

Assessment overview ● Students perform for at least four minutes’ combined duration ● Solo performance: this must be of at least one minute in duration, and may comprise one or more pieces ● Ensemble performance: this must be of at least one minute in duration, and may comprise one or more pieces ● Each performance will be out of 30 marks.

As a practical subject we actively encourage students to develop these skills further during our extra-curricular activities and concerts. Rock musicians can develop their vocals skills in one of our many singing groups (Facebox, Chamber Choir, South Sisters, Eisteddfod Choirs), whilst classical musicians can contribute to Orchestra and Chamber Orchestra. The concerts that result from these activities are often used to record GCSE coursework. Recording opportunities: iCONs (November), Christmas Concert (December), Informal Concerts (January), Rock Concert (February) and LTCs (Spring Term)

UNIT 2: Composing Music (30%)

Assessment overview ● Students compose two compositions, of at least three minutes’ combined duration ● One composition to a brief (set by Pearson), of at least one minute in duration. ● One free composition (set by the student), of at least one minute in duration. ● Each composition will be out of 30 marks.

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UNIT 2: Listening and Appraising (40%)

Assessment overview The paper is made up of two sections and is out of a total of 80 marks. Section A – Areas of study, dictation, and unfamiliar pieces (68 marks) ● Six questions related to six of the eight set works. ● One short melody/rhythm completion exercise. ● One question on an unfamiliar piece (skeleton score provided) with questions on its musical elements, musical contexts and musical language. Section B – Extended response comparison between a set work and one unfamiliar piece (12 marks) ● One question that asks students to compare and/or evaluate the musical elements, musical contexts and musical language of one set work with one unfamiliar piece of music. ● A CD with the music extracts will be played to all students at the same time and will repeat the extracts a set number of times. The study of particular set works will give a real focus to learning and will help students discover musical concepts and ideas that are used in a wide range of music. This will equip students ready for further qualifications in music.

Area of Study Set Works Instrumental Music 1700–1820

● J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major ● L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor ‘Pathétique’

Vocal Music ● H Purcell: Music for a While ● Queen: Killer Queen (from the album ‘Sheer Heart Attack’)

Music for Stage and Screen

● S Schwartz: Defying Gravity (from the album of the cast recording of Wicked) ● J Williams: Main title/rebel blockade runner (from the soundtrack to Star Wars Episode IV: A New Hope)

Fusions

● Afro Celt Sound System: Release (from the album ‘Volume 2: Release’) ● Esperanza Spalding: Samba Em Preludio (from the album ‘Esperanza’)

Area of study Set works Continuing to Key Stage 5 At key stage 5 we offer two Edexcel qualifications that will now be a smooth continuation from GCSE.

A level Music A level Music Technology

If you have visited the music suite you will be aware of the amount of technology at our disposal and this is used across the whole course.

Technology Students may be recorded whilst performing in the practice rooms Guitarists might multi-track themselves using dedicated computers and software. Scores can be produced using Noteflight notation software. Groups can be recorded in the main studio by A’ level Technology students. The Moodle VLE (Virtual Learning Environment) has been pioneered by the music department. As such, this is an important tool in the learning process and is used both in lessons and for Homework. Students will be familiar with this powerful technology from their Year 9 lessons. Assessments Regular assessments are made throughout the course. For more information see: Mr Cobon or Miss McKenzie

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All students start their Science GCSE course in the September of Year 9. We follow AQA Specifications. All science options cover Biology, Chemistry and Physics but some have a greater time allocation than others and different topic coverage. Most students will follow the combined science pathway which leads to 2 science GCSEs. Some students will be eligible to follow the triple science route, which will lead to 3 science GCSEs and is appropriate for those students wishing to complete science A levels and pursue scientific professions. Both options are linear qualifications so all examinations will take place in May/June of Year 11. Programmes of Study By providing different pathways we aim to ensure that each student follows a programme of study that reflects their needs, potential and level of scientific interest.

GCSE Combined Science Pathway (2 GCSEs)

Triple Science Pathway (3 GCSEs)

Number of lessons per fortnight

9 in Year 10 9 in Year 11

15 in Year 10 15 in Year 11

Number of examinations

Six papers: two biology, two chemistry and two physics. Each will assess different topics

Six papers: two biology, two chemistry and two physics. Each will assess different topics

Duration of examinations All papers are 1 hour 15 minutes.

All papers are 1 hour 45 minutes.

Science Lessons

The science team prides itself on providing all students with exciting and challenging lessons that include activities

such as practical investigations, demonstrations, role plays and model making. All of these learning experiences are

used to help students develop their understanding of how science works, how their studies relate to real world

applications and to develop their practical, research and analytical skills.

Assessment

On GCSE courses classwork, homework, feed forward assessments and mid/end of module tests are all used to

monitor performance. Following each test students complete test performance reviews and these together with

teacher feedback are used to identify individual strengths and areas for improvement. The tests also provide the

students, teachers and parents with the clearest indication of progress towards a student’s target GCSE grade.

Science

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Beyond Key Stage 4

The science faculty offers the following courses:

Course Entry requirements

A level Biology Grade 6 GCSE Biology or 66 in Combined Science and grade 6 in maths and English Language

A level Chemistry Grade 6 GCSE Chemistry or 66 in Combined Science and grade 6 in maths

A level Physics Grade 6 GCSE Physics or 66 in Combined Science, students must also take AS maths

A level Psychology Grade 6 in English language, maths and Science

Level 3 BTEC Applied Science Grade 5 in English language, maths and Science

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Modern Foreign Languages at Key Stage 4

At South Bromsgrove High School we strongly believe in the importance of language learning. Not only will you

develop communication skills in a different language and an understanding of different cultures, but you will also

learn skills needed to compete in a global job market. Employers value key skills developed by language learners

which include: communication skills, team-working, interpersonal, problem solving and organisational skills.

How will languages in Years 10-11 follow on from what I have learned before?

By now you will have developed important language skills and knowledge and will have already started your GCSE

language course. At KS4 we will continue to build on this and to introduce you to a wider range of language

structures and vocabulary. You will learn to recognise these and to apply your new knowledge to different contexts.

What course will I be following?

All students will follow a full GCSE course (Edexcel) in French or Spanish. For those students who enjoy and excel in

languages, there may be the opportunity to study a second language at GCSE.

You will develop good communication skills in listening, speaking, reading and writing. You will learn grammar, language structures and vocabulary that are vital to success at GCSE

The most able linguists will be encouraged to continue studying two languages. The course offers will prepare talented linguists for A level languages

Teaching and Learning at Key Stage 4

In the Modern Foreign Languages Faculty we believe in a lively, interactive, fun approach to language learning, integrating the four skills of listening, speaking, reading and writing and incorporating the latest technologies. You will be encouraged to make good use of our study guides and language learning websites and have the opportunity to purchase study materials at a reduced price. Whilst we continue to place strong emphasis on the ability to communicate in the foreign language, we will ensure that you gain a sound knowledge of the grammar and structures to be able to communicate effectively in writing as well as orally. Vocabulary learning and grammar learning and testing, as well as regular, structured homework play an important part in the GCSE course and enable us to monitor your progress and address any weaknesses.

Beyond Year 11 The Modern Foreign Languages Faculty currently offers A level courses in French and Spanish. We ask that students achieve a minimum grade of 5 to continue to A level.

For more information, please see Mrs Rogers or Mrs Gauntlett

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Physical Education Students will have 2 hours of Physical Education per week. The specific aims are to enable students to improve their physical performance by developing the abilities underlying those skills which are fundamental to physical activities and by practising and refining techniques.

There will be an opportunity for Year 10 students to take GCSE Physical Education or BTEC Sport options in Physical Education which is outlined in this booklet.

Students in Year 10 will have the opportunity to take part in the following organised clubs arranged out of lessons.

BOY’S CLUBS Athletics Badminton Basketball Cricket Cross Country Football Hockey Rugby Tennis Dodgeball Trampolining Fitness

GIRL’S CLUBS Athletics Badminton Basketball Cross Country Dance Football Hockey Netball Rounders Tennis Trampolining Fitness

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Key Stage 4 Sport Options If your child has a passion and drive for sport and physical education, then the personalised pathways offered by the PE department are as follows:

GCSE Physical Education or Edexcel BTEC Level 2 First Award in Sport (PE National Curriculum Level 6+) (PE National Curriculum Level 4+) The GCSEs being taught from September are divided between practical and theory components. The weighting of the course is 60% theory and 40% practical.

The BTEC Level 2 First Certificate in Sport course is a more vocational course that prepares the students for the workplace. It is the equivalent to 1 GCSE (A*-C)

Practical Students will be expected to participate regularly, in full school PE kit, in all the major games covered in Year 9. They will also have the opportunity of being assessed in new sports that we have not covered at Key Stage 3. Students can also be assessed in off-site activities such as golf, road cycling, squash, skiing, rock climbing and swimming. Students will be assessed in one team sport, one individual sport and a third sport of either team or individual. These sports are outlined by AQA exam board we follow for the course. We also offer a residential trip for students to be assessed in rock climbing and road cycling.

Practical The practical course is one of the Core Specialist units that the students have to take. Unit 2 : Practical Sport Performance Focuses on developing and improving the learner’s own practical sports performance. Other Core Unit Unit 1 : Fitness for Sport and Exercise (exam unit) Optional units Unit 4: The Sports Performer in Action Unit 6: Leading Sports Activities.

Theory Students and parents must realise that the theory element of the specifications are now more important than the practical aspect of the course due to the weighting and therefore this part of the course takes priority during teaching hours. The level of effort and work must be the same as the practical element of the course. The specifications cover the same broad topics throughout Years 10 and 11: Health, Fitness and Factors affecting Performance Principles of Training Applied anatomy and physiology Social and Cultural Factors

Assessment The Level 2 BTEC contains two forms of assessment. This is different from the previous BTEC courses. The assessment is as follows: Internal Assessment through teacher led tasks and assessment External Assessment through onscreen tests: Multiple choice Short Answer Matching exercises The questions are structured to allow learners to demonstrate the knowledge they have gained in the unit, and to provide opportunities for high level students to access the Distinction grading. For each unit there will be a variety of vocationally related coursework tasks. These are set internally by the PE staff. To ensure they meet Edexcel’s assessment criteria, all coursework is Internally Verified (IV) by the schools IV teacher. This is then Externally Verified (EV) by a specialist trained teacher appointed by Edexcel. The only exception to this is Unit One which is an exam that is set by the exam board.

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Assessment Practical work is continually assessed and all the sports that are participated in are awarded marks. The ability to be proficient in at least 3 sports is essential. The final choice of the 3 activities for the final assessment shall be negotiated between the student and his/her class teacher. Theory work is assessed after each module and regular testing takes place by class teachers. A mock exam will take place in December of Year 11 and the end of Year 10. The terminal exam will be worth 60% of their GCSE grade. The pupils will be assessed by a variety of methods, for example, multiple choice, short answer questions, extended answer questions and pre-release material.

The nature of the coursework tasks vary from worksheets, producing leaflets, posters, presentations and essay type assignments. All the assessments are graded as either Pass, Merit or Distinction in comparison to the more traditional grading system.

Post 16 The GCSE PE course is a great pre-requisite for A Level Physical Education. We currently follow the OCR A level Specification .More details can be found on their website, www.ocr.org.uk Further Education Physical Education at GCSE and A level are very popular courses. Many students go on to university to study sport related courses, such as Sports Science or combined Sports Degrees. Students at South often seek advice from staff regarding their choice of University and suitability of courses

Post 16 The BTEC First Award Sport is a great pre-requisite for the Edexcel BTEC National Award in Sport that we currently offer in the 6th form. Further Education The BTEC National Award in Sport is recognised alongside A levels for university entrance for Sport degree courses. Many students go on to university to study sport related courses, such as Sports Science or combined Sports Degrees. Students at South often seek advice from staff regarding their choice of University and suitability of courses For more information on BTEC First or National award, log onto www.edexcel.com

For more information see: Mr Law or Miss Taylor

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AQA GCSE Dance

This is an exciting opportunity to develop dance skills through both practical and theory work. The course

consists of 60% practical work based on technical and performance based requirements; 40% theory which

is a final written paper.

Practical Aspects

Within the two years you will have the opportunity to perform at several

venues around the West Midlands, see live performances, work with

professionals from the dance world and participate in workshops based on

technique and choreography. You will also have the appropriate guidance

needed to pursue a career in dance.

Component 1: Performance and Choreography

You will be assessed within two performance exams which include set phrases through a solo performance

(approximately one minute in duration) and a duet/trio performance (three minutes in a dance which is a

maximum of five minutes in duration). This is 30% of the final mark.

You will also have the opportunity to choreograph a solo or group choreography – a

solo (two to two and a half minutes) or a group dance for two to five dancers (three

to three and a half minutes). This is 30% of the final mark.

Component 2: Dance appreciation

All theory based aspects are supported through classroom work or through practical

demonstrations. Within the two years you will learn how to use dance analysis to

appreciate professional works as well as understanding the dancer’s body, health and

safety aspects and the key criteria for choreographic development. You are assessed though a written

exam at the end of the two year course.

Assessment Procedures

All practical elements are assessed internally with an external moderator assessing at the end of the course

all practical elements.

Criteria for the course

To be able to take this course some experience of dance performance/technique is needed.

For any further information, please do not hesitate to contact Mrs Elsner-Gummery.

This course may be offered on an extra curricular basis depending on uptake and staff availability.

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GCSE GEOGRAPHY

The GCSE Geography course will provide students with content that develops the skills and extends the areas of study initiated in Key Stage 3. Geography at its simplest is the study of the Earth and allows students to demonstrate an understanding of many key processes and concepts. We look at current issues facing the planet’s 7 billion people and consider potential solutions. Additionally, Geography shows candidates are numerate, literate and articulate, able

to interpret statistics, write extended answers as well as justify decisions and opinions. Previous Results GCSE Geography results are above the national average at South with a nearly half of our students continuing to study Geography in the Sixth Form. Results for 2017 were 89% A*-C, 25% above national average and 34% A*-A). Programme of study GCSE Geography students will be following the AQA syllabus. The Geography syllabus consists of 3 units:-

Unit One: Living with the physical environment The Challenge of natural hazards – Earthquakes, volcanoes, hurricanes and climate change Physical landscapes in the UK – Rivers and Coasts The Living World – Ecosystems, rainforests and cold environments Exam taken in June of year 11 worth 35% of GCSE.

Unit Two: Challenges in the human environment Urban issues and challenges – why urban populations are growing, the impact and solutions The changing economic world - including why there is a variation in wealth, how we measure development and how we can close the development gap. The challenges of resources management – Water Exam taken in the June of year 11 worth 35% of GCSE.

Unit Three: Geographical applications Issue evaluation, fieldwork (minimum of two days) and geographical skills Exam taken in June of year 11 worth 30% of GCSE

Geography Lessons In Geography lessons there is an emphasis on building strong knowledge of subject content alongside the skills required to become a competent and confident Geographer. A wide variety of material will be utilised in lessons to include ICT, newspaper material, photographic evidence, music and film. Students are encouraged to use a variety of presentation styles and methods to record their notes. The subject material is continually updated to reflect current worldwide issues and events to ensure that the course is engaging and relevant. Assessment Regular class-based assessment will provide an opportunity to practise exam skills, reinforce learning and provide evidence to support the level of entry into the exam. Importance is placed upon the use of examination mark schemes to enable students to become familiar with how their work will be assessed. Beyond Key Stage 4 Geography at A level is a very popular subject with many students following it through to university. To ensure a degree of continuity the course is also accredited by AQA enabling students to build upon their previous learning. The subject can be taken at many Universities leading to the award of either a Science or Arts degree and as such the subject combines well with the Sciences, Maths as well as with Business Studies, History and English. Many students studying Languages and Design also study the subject. Geography outside of the classroom We believe that fieldwork has a positive impact upon students and can provide memorable educational experiences. This course dictates that a minimum of two day’s fieldwork must be completed over the two years of the course. This will be examined in unit 3. For more information see: Miss Lodwick, Mr Medlicott or Miss Clipson.

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GCSE HISTORY Programme of study: The GCSE History Course at South follows the AQA syllabus (8145). Students complete four units of study, all of which assess the student’s knowledge and understanding of history as well as assessing key concepts such as cause and consequence, change and continuity and significance. The course also requires students to analyse sources in terms of their value and how convincing they are. These are skills that Year 9 students have been developing as part of the curriculum this year. Assessment for History is in the form of two 1hr 45 minute written exam papers each worth 50% of the final mark. There are no tiered papers and all GCSE History students have the opportunity to access grades 9-1.

Unit 1 (Paper 1) Wider World Depth Study

Conflict & Tension 1894-1918

Unit 2 (Paper 1) Understanding the Modern

World USA 1920-1973 – Opportunity

& Equality

Unit 3 (Paper 2) British Thematic Study

Migration, Empires and the People: c.790 A.D. to the present

Unit 4 (Paper 2) British Depth Study

Elizabethan England 1568-1603

Co

nte

nt

The Causes of the First World War – Alliance System, Kaiser Wilhelm II, Crises in the Balkans, Sarajevo

Main events in the First World War – Western Front, Gallipoli, War at Sea, US contribution, 100 Day Offensive

American People and the ‘Boom’ in the 1920s – mass-production, cinema, flappers, KKK and Prohibition.

Depression & New Deal in the 1930s – Wall St Crash, President Hoover, FDR and the New Deal, World War 2

Post-war America – McCarthyism, Rock & Roll, Civil Rights, The ‘Great Society’ of JFK and LBJ.

Conquered & Conquerors – Anglo-Saxon, Viking and Norman invaders, Angevin Empire, 100 Years’ War and English identity.

Looking West – colonisation in America, slave trade, Huguenots, the Highland clearances.

Expansion & Empire – East India Co., Indian Mutiny, Scramble for Africa, migrants to UK in 19th century

Decolonisation- legacy of Empire, post-war migration to the UK, the EU debate.

Elizabeth’s Government – Character and background, relationship with Parliament and court, Marriage.

Life in Elizabethan times – a ‘Golden Age’? Theatre, Exploration, Prosperity and Poverty.

Troubles for Elizabeth – Religious conflict, Rebellion, Mary Queen of Scots, the Spanish Armada.

The Historic Environment – study of a specific site. Eg The Globe Theatre or Hardwick Hall.

History Lessons There is a balance in History lessons between building strong factual knowledge of the subject and developing key skills. Lessons are usually enquiry based with a learning question as our starting point. A wide variety of activity and resources support the learning. Students are encouraged to be active learners who think for themselves and come to judgements supported by the historical sources they have been given. There is a strong focus on exam strategy and embedding the skills set that enables students to be exam ready. We often relate the topics that are being covered to events in our modern world and encourage students to read beyond the subject. Assessment Students will be supported through regular class based assessments. Use of pupil friendly mark schemes, feedback forms, structure strips and verbal feedback will help students make progress. Students will learn the different ‘question stems’ and how to answer them for each unit of the course. They will self and peer assess and ‘DIRT’ time (Directed Improvement and Reflection Time) will be used for them to improve work using individual targets set by their teachers.

Beyond Key Stage 4 Our GCSE course equips students with the traditional academic skills essential for the successful study of History at A Level and university level. It is an important subject for those studying careers in avenues such as Law, Journalism, Politics and Teaching. History is valued by universities and employers alike as an academic subject in which success indicates hard work and an ability to analyse and judge evidence. However if your pathway is not going to be directly linked to History in the future, it is still a subject which will help you develop you an important skills set. An ability to critically assess events and to perceive the world with the benefit of hindsight will be of value for life. History works well combined with a variety of different subjects, especially other Humanities subjects such as RE, Business Studies, Economics, Geography, Sociology and Government & Politics. Students wishing to continue on to A Level History need to achieve at least a B grade at GCSE. We also recommend that students need to have achieved a good pass (B or above) in English language because of the importance placed on extensive wider reading and written communication. History visits Students studying GCSE History will have the chance to participate in our annual visit to the battlefields of the First World War, in France and Belgium. We believe History is more than just an academic subject that leads to a qualification. Studying History encourages students to take a more active interest in key aspects of British culture and heritage.

For more information please see: Mrs Jennings, Mr Watt, Mr Holland or Miss Wright

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GCSE Religious Studies

GCSE RS is a full course option studied over two years, and will be taught by subject specialists with a history

of excellent results in the subject.

Students will need a high level of literacy to be able to answer the extended questions, see below for

examples. You will need to be interested in religious beliefs and practices.

Universities and employers highly value GCSE Religious Studies as a qualification due to the wide range of

skills it requires; developing students into well rounded citizens with multicultural appreciation.

Students who have studied the subject might go on to work in professions such as:

The Police Politics Law Medicine Dentistry

Nursing Veterinary Science Teaching Charity work Media

Programmes of study

Course Overview

Course content – AQA Spec A (8062) Both Assessments at the end of Year 11 – 100% Exam

Year 10 Christian and Muslim beliefs and teachings.

Christian beliefs, e.g., beliefs about creation,

afterlife and the problem of evil and suffering.

Christian practices, e.g., food bank, street

pastors and pilgrimage.

Muslim beliefs, e.g., predestination, angels and life after death.

Muslim practices, e.g., 5 Pillars, Hajj, Jihad and festivals.

Year 10 work is worth 50% of the GCSE Exam = 1 hr 45 mins The questions within each religion have a common structure of two five-part questions of 1, 2, 4, 5 marks plus one 12 mark question. Year 11 work is worth 50% of GCSE – Exam is 1 hour 45 minutes.

Year 11 Philosophical and Ethical studies in the modern world. (Applying religious teaching)

Philosophy, e.g., arguments for and against

God’s existence and religious experience.

Religion and Life, e.g., abortion, euthanasia, and the use and abuse of animals.

Religion, Crime and Punishment – Capital and corporal punishment and forgiveness.

Religion, Peace and Conflict, e.g., pacifism, nuclear war, just war and holy war

50% of your marks in the final exams is 4 extended 12 mark extended questions.

You will be expected to write 1 to 2 sides of A4 on these answers, examples of the types of questions below:

Christianity - ‘The best way for Christians to reach an understanding of God is by practicing prayer.’ [12 marks]

Muslim beliefs - Evaluate different religious beliefs and views on predestination. [12 marks]

Muslim practices – ‘The Qur’an is the most important source of authority in Islam’. Assess this view. [12 marks]

Religion and Life - ‘It is not reasonable to believe in life after death.’ Evaluate this statement. [12 marks]

The Existence of God - ‘The design argument proves that God exists.’ Evaluate this statement. [12 marks]

For more information please see Mr Giles or Mr Horton

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Technology at Key Stage 4

Why choose Technology courses at KS4?

South Bromsgrove naturally places considerable importance on the creative

and technological aspects of our curriculum, and we believe that courses in

this area offer a tremendous amount to students both in terms of the

qualifications achieved, the practical activities that the subjects involve and

the life-long skills and enjoyment that they generate. We offer a wide

variety of subject choices to meet the individual needs of learners, and

students are encouraged to select a technology subject to bring breadth

and balance to their curriculum and enrich their timetable.

Many of our courses are work related and all involve practical work. All

subjects have an emphasis on coursework - a real plus for students who do

not always perform well in written exams! Students need to discuss with

their teachers which qualification and subject would be the most

appropriate to meet their individual needs.

B Atkinson Head of Technology

GCSE

We offer GCSEs in the following subjects:

Art and Design

Design and Technology

Engineering

Food Preparation & Nutrition

Graphic Communication

Technical Award

Technical Awards are the same size and equivalent to GCSEs. They are

suitable for learners who prefer working in a hands on, practical way. We

offer the following subjects:

Engineering

Food and Catering

Health and Social Care

@southdt sbhs_techology_faculty

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GCSE Art

Why choose AQA GCSE Art and Design?

Vibrant and dynamic, this course provides students with a wide

range of creative, exciting and stimulating opportunities to

explore their interests in art and design in ways that are

personally relevant and truly developmental in nature.

The requirements of the specification allow for the study of art

and design in both breadth and depth. It provides progression

from Key Stage 3 and a strong and appropriate foundation for

further progression to art and design related courses such as A-

Level Art

Specification at a Glance

Component 1: Portfolio Controlled Assessment – set and marked by the Centre and moderated by AQA. 96 marks – 60% of GCSE Student portfolio selected from work undertaken during the course of study which must include more than one

project.

PLUS

Component 2: Externally Set Assignment Question papers issued from 1 January. Marked by the Centre and moderated by AQA. 96 marks – 40% of GCSE Unlimited preparation time. 10 hours of sustained focused study. Students respond to their chosen starting point.

Summary of Subject Content

At South, students will explore practical and

critical/contextual work through a range of 2D and/or 3D

processes. Students must provide evidence of drawing

activity in both their portfolio submission and externally

set assignment. Students must also record their ideas,

observations and insights both visually and through

written annotation using appropriate specialist

vocabulary, as their work progresses. Students are

required to work in one or more area(s) of fine art, for

example: drawing, painting, sculpture, installation, photography, printmaking and mixed media.

Knowledge and understanding of art, craft and design will be developed through research, the development of ideas

and making activities working from first-hand experience and, where appropriate, secondary source materials.

If you need any more information, want to look at examples of course work projects or just want to have a chat

come and see us!

Mrs Taylor and Miss Hand

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OCR GCSE Design & Technology (Fashion & Textiles focus)

Are you a creative, practical person that likes problem solving? Do you like making things from a wide range of fabrics and other materials? Are you interested in the world of fashion design and manufacture? If so, GCSE Design & Technology could be for you…

Course Available: GCSE Design & Technology focuses on designing for a specific client/target market and resulting in the manufacture of the designed products in a range of fibres and fabrics along with the use of CAD software to operate the sublimation printer, 3D printer and laser cutter to prototype and manufacture products. Why GCSE? Students design and make fashion and textile products with creativity and originality in a variety of practical activities. They use a range of fibres, fabrics and other materials to create products, which can be evaluated for their commercial viability. Full credit is given to candidates who undertake innovative work and make effective use of Computer Aided Design and Manufacture (CAD/CAM). What will I learn? Students will learn to:

Design products to meet the needs of clients and consumers;

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

Work accurately and efficiently in terms of time, materials and components;

Manufacture products applying quality control procedures;

Have knowledge of Computer-Aided Manufacture (CAM) and to use as appropriate.

Assessment Unit 1: 2 hour written exam worth 50% of total marks Unit 2: Design and Making 50% of total marks consists of a single design and make activity selected from a range of board set tasks (Non-Examined Assessment / Coursework).

Beyond Key Stage 4

Sixth-Form The GCSE Design & Technology course at KS4 progresses directly to an A level in D&T Fashion & Textiles or Product Design. Further study can lead to vocational or Degree programmes such as Fashion & Textiles, Fashion Futures, Product Design, Furniture Design, Ergonomic Design, and Textiles Engineering along with a long list of other design related courses.

For more information please contact Mrs Hawthorn or Miss Schwarz.

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GCSE Design & Technology – Product Design

Why study GCSE Design & Technology – Product Design?

Are you a creative problem solver, a visual thinker and enjoy designing and making

with a focus on function, style and quality? Excited by the idea of manufacturing

something that you have created and interested in learning about materials and

processes along the way? Do you communicate well with others and can utilise

their opinions to design something that is truly desirable? Keen to evidence all of

this through ICT, sketching, modelling, making and photography? Want to develop

these skills whilst building a strong design portfolio to showcase your talents?

Possibly thinking of a career in the creative industries? Then a GCSE in Product

Design could be for you!

How will I be assessed?

Component 1: Principles of Design & Technology

- 2 hour exam paper

- 50% of GCSE

Component 2: Iterative Design Challenge

- Controlled Assessment project portfolio

- 50% of GCSE

Progression

A GCSE in Product Design can lead to a creative future at South and beyond.

Further study in Product Design, Art and Engineering all represent logical next

steps and excellent opportunities await at universities for numerous Degree

qualifications including Jewellery Design, Industrial Design, Interior Design,

Architecture, Product Design, Computer Aided Design and Engineering. These

can all lead to outstanding career prospects in the creative and manufacturing

industries, including roles in product development, as can looking into design

based apprenticeships once completing your studies at South.

All images are examples of recent

GCSE Product Design submissions

For more information on studying GCSE Design & Technology – Product

Design contact Mr Atkinson or Mr Szwarc

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GCSE Engineering Between 2010 and 2020, engineering companies are projected to have 2.74 million

job opportunities across a diverse range of disciplines. The engineering sector has a

crucial role to play in delivering growth and allowing companies to compete in a

rapidly growing global market. As a result, there are many exciting career

opportunities, including mechanical or electrical engineering, technical design,

estimating or quality control, across many sectors such as universities, automotive,

renewable energy, aerospace, creative industries, utilities, agri-food and bioscience.

The course introduces students to a host of new technologies, helping them gain

practical skills and understanding to inspire a lifelong interest in engineering. It will

particularly appeal to those who enjoy being creative, with an affinity for drawing,

design, maths and problem-solving.

What will I study?

GCSE Engineering allows you to see and try a whole range of designing and manufacturing activities. You will learn about: engineering materials; engineering manufacturing processes; systems; testing and investigation; the impact of modern technologies; practical engineering skills. You will be taught to: demonstrate knowledge and understanding of engineering principles and processes; apply knowledge, understanding and skills in different contexts, including through the use of a range of tools, equipment, materials, components and manufacturing processes; analyse and evaluate evidence in relation to a range of engineering contexts.

Is GCSE Engineering suitable for me?

Are you projected to achieve a GCSE grade 5 in Maths?

Would you like to use computers to help you in designing

and making engineered products?

Are you interested in improving your practical

manufacturing skills?

Would you enjoy learning about the concepts that lie

behind the way things work?

Students on this course enjoy the variety of lessons and the application of maths alongside practical design and manufacture activities. In addition, the use of Computer Aided Design (CAD) facilities helps students see how this type of work is carried out in the real world.

This course builds on and uses the knowledge and skills you learn in your Maths and Science GCSEs. It complements the learning in other GCSE programmes, such as GCSE Design and Technology and Computer Science.

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GCSE Engineering Exam - 60% of GCSE

Coursework - 40% of GCSE

How will I be assessed?

Non-examined assessment (coursework) worth 40% of the GCSE asks students to produce engineering drawings and an engineered product that solves a problem. The written exam is 2 hours long and is worth 60% of the GCSE. It is comprised of: multiple choice questions assessing breadth of knowledge; short answer questions assessing in depth knowledge, including calculations; multiple choice questions related to the application of practical engineering skills; extended response questions drawing together all aspects of the course.

Progression

After you have finished the course, you may want to go on to further study such as A Levels, BTECs or a mixture of both. In the Sixth-Form at South you could go onto study BTEC National Engineering and A level Product Design.

More Information

For more information about GCSE Engineering contact: Mr Atkinson, Mrs Wheeler or Mr Mullinder.

Why GCSE Engineering?

Different types of roles – such as: design, development, research, buying (engineering solutions) and management of engineering (projects and people).

Opportunities to travel, work in different environments and meet interesting people.

For those who go to university, engineering and technology graduate starting salaries are approximately 20 % higher than the average graduate starting salary.

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GCSE Food Preparation & Nutrition

The brand new GCSE in Food Preparation and Nutrition gives students the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages students to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life. What will Students do in lessons? Students will be expected to cook every week and will be given one week’s notice to prepare and source ingredients. Every week a new skill will be introduced and students will be encouraged to be creative and challenge themselves by adapting traditional recipes. Each student will have the opportunity to design and present their ideas and showcase their skills. During theory lessons students will enhance their knowledge by researching, investigating and discussing issues about food manufacturing, nutrition and the science of food. Students will use up to date resources and technological aids to explore all aspects of food in the UK and all over the world. The use of Instagram, Pinterest and online Cook books will be encouraged as we feel they should be able to use technology to enhance creativity and their presentation skills. How are students assessed? Component 1: Principles of Food Preparation and Nutrition Written exam: 1 hour 45 mins This will consist of two sections both containing compulsory questions and will assess the six areas of content. 1. Food commodities 2. Principles of nutrition 3. Diet and good health 4. The science of food 5. Where food comes from 6. Cooking and food preparation Written examination: 1 hour 45 minutes Section A: questions based on stimulus material. Section B: structured, short and extended response questions to assess content related to food preparation and nutrition. Component 2: Food Preparation and Nutrition in Action Non-examination assessment: internally assessed, externally moderated 50% of qualification Assessment 1: The Food Investigation Assessment (8 hours) A scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of food. Assessment 2: The Food Preparation Assessment (12 hours) Prepare, cook and present a menu which assesses the learner’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food. These assessments will be based on a choice of tasks released by WJEC annually. A

Written

exam

=50%

Practical

assessment

= 50%

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Additional Opportunities Chance to participate in trips to:

Local food producers

Restaurant visits

Annual 4 day Food trip abroad where students will get the opportunity to experience a different culture, their traditional foods, visit markets and restaurants, see demonstrations of different cookery methods, and learn about food.

The opportunity to apply to attend a free 8 week Saturday course at University College Birmingham where you will learn about front or back of house from industry professionals.

Beyond Key Stage 4 There are a variety of courses available for ex-Food GCSE students joining the Sixth Form, depending on their potential and future career plans. Should students have specific questions regarding this please do speak to one of your food teachers.

Careers linked to GCSE Food Preparation and Nutrition Many students are interested in careers such as Chefs, New Product Development, Nutritionist, Dietitians, Sports Nutrition, Teaching, Marketing, Food Photography, Hotel/Restaurant Manager plus many more.

More Information All students will be expected to purchase an apron which has been embroidered with their name or provide their own apron for every practical lesson. If you need any more information, want to look at examples of coursework or just want to have a chat come and see Miss Borg, Ms Bradley or Mrs Tate.

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GCSE Art & Design – Graphic Communication

Why study GCSE Art & Design - Graphic Communication?

Are you highly creative, a visual thinker and an effective communicator? Have a keen interest in design, art, illustration,

photography and digital imaging such as Photoshop? Want to develop these skills whilst building a strong design

portfolio to showcase your talents? Possibly thinking of a career in the creative industries? Then a GCSE in Graphic

Communication could be for you!

How will I be assessed?

Component 1: Portfolio – 60% of GCSE

Controlled Assessment Portfolio:

Sustained project and a selection of further work

Component 2: Externally Set Assignment – 40% of GCSE

Extended creative response to student choice of theme:

Preparation period and 10 hours of supervised study

Progression

A GCSE in Graphic Communication can lead to a creative future at South and beyond. A Levels

in Product Design and Art both represent logical next steps and excellent opportunities await

at universities for numerous Degree qualifications including Art & Design, Graphics,

Illustration, Architecture, Product Design, Photography and Digital Design. These can all lead

to outstanding career prospects in the creative industries, including roles in advertising and

publishing, as can looking into design based apprenticeships once completing your studies at

South.

All images are examples of recent GCSE

Graphic Communication submissions

For more information on studying GCSE Graphic Communication contact Mr Szwarc

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Technical Award Engineering

Between 2010 and 2020, engineering companies are projected to have 2.74 million job

opportunities across a diverse range of disciplines. The engineering sector has a crucial role to

play in delivering growth and allowing companies to compete in a rapidly growing global

market. As a result, there are many exciting career opportunities, including mechanical or

electrical engineering, technical design, estimating or quality control, across many sectors

such as universities, automotive, renewable energy, aerospace, creative industries, utilities,

agri-food and bioscience.

What will I study? This qualification is the same size and level as a GCSE and is aimed at everyone who would like to find out more about engineering by undertaking their own projects. On this course, you will: ● learn about the key engineering sectors – mechanics, electrical/electronic and engineering design and how they contribute to industry; ● develop key engineering practical and technical skills, such as research, observation, measurement, planning, making, using Computer Aided design (CAD) and disassembly; ● develop key skills for employment in engineering sectors, such as problem solving, design, creativity, communication and collaboration.

Is the Technical Award in Engineering suitable for me?

Would you like to learn how professional engineers work?

Would you like to use computers to help you in designing and making products?

Are you interested in improving your practical manufacturing skills?

Would you enjoy learning about the concepts that lie behind the way things work?

Students on this course enjoy the variety of lessons and the practical workshop nature of much of the work. In addition, the use of CAD facilities helps students to see how this type of work is carried out in the real world. This course builds on and uses the knowledge and skills you learn in your Maths and Science GCSEs. It complements the learning in other GCSE programmes, such as GCSE Computer Science.

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1 Exploring Engineering Sectors and Design Applications (coursework worth 30% of qualification) 2 Investigating an Engineering Project (coursework worth 30% of qualification) 3 Responding to an Engineering Brief (3.5 hour design and practical exam worth 40% of qualification)

Technical Award Engineering

How will I be assessed?

You will carry out mini-tasks as part of a larger project or projects throughout the course. Your teacher will mark these, which will give you an idea of how you are getting on. Towards the end of the course, you will carry out a larger task to meet an engineering brief. All of the work that you do throughout the course and the mini-projects will prepare you for the final project, which is sent away to be marked.

Progression

When you have completed the qualification, you will have developed a practical understanding of engineering skills. Because you will be acquiring knowledge and building useful skills which are not generally covered in GCSE courses, you will have a better idea of whether the engineering sector is for you and which part of it you might want to study further. After you have finished the course, you may want to go on to further study such as A Levels, BTECs or a mixture of both.

More Information

For more information about Technical Award Engineering contact: Mrs Wheeler, Mr Atkinson or Mr Mullinder.

Why a Technical Award? Technical Awards are equivalent to GCSEs and will always be taken into consideration by further

education and employers. The wide base of practical and vocational skills which the course provides

makes it an excellent starting point if you are interested in continuing into further education or an

apprenticeship. Engineering technicians also earn, on average, more than other STEM (Science,

Technology, Engineering and Maths) technicians – in fact they top the league table of STEM technician

salaries.

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Technical Award in Health and

Social Care

Are you a caring person? Would you like to follow a career in the caring

professions? BTEC Health and Social Care could be for you.

Focus:

This course has been designed to;

Provide students with an overview of the health and social care sector

Equip students with the skills they will need in the workplace or in further education or training

Give students the technical knowledge, skills and understanding associated with Health and Social Care

Empower students to take charge of their own learning and development

Provide a range of teaching and learning and assessment styles to motivate students to achieve success.

Include visits and placements to provide evidence in this coursework assessed course

Introduce students to work related learning

What is the Technical Award in Health and Social Care about?

We try to make the lessons as active as possible and students will undertake a variety of visits, hear from a range of

visiting speakers and carry out role plays, creative activities and other tasks to help understand health and social care

in the world today.

What will I study?

Component 1: Human Lifespan Development (30% weighting)

Aim of unit: understand how we grow and develop throughout our lives. Assessment method: internally assessed assignments During Component 1, your students will: • Explore how individuals develop physically, emotionally, socially and intellectually over time • Investigate how various factors, events and choices may impact on individuals’ growth and development • Discover how people adapt to life events and cope with making changes.

Component 2: Health and Social Care Services and Values (30% weighting) Aim of unit: get to know how the Health and Social Care sector works and the care values that underpin it. Assessment method: internally assessed assignments During Component 2, your students will:

• Learn which health and social care services are available • Identify why people might need to use these services • Discover who’s involved in providing these services • Explore what might stop people from accessing the services they need • Look at the care values the sector has to make sure people get the care and protection they need.

2015-16 98% of students

achieved Pass – Distinction*

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Component 3: Health and wellbeing (40% weighting) Aim: help improve someone’s health and wellbeing. Assessment method: Externally assessed task, in which students create a health and wellbeing improvement plan for someone based on a brief. To do this, your students will: • Learn what ‘being healthy’ means to different people • Explore the different factors that might influence health and wellbeing • Identify key health indicators and how to interpret them • Assess someone’s health using what they’ve learned • Create a health and wellbeing improvement plan for that person which includes targets and recommendations of support services available • Reflect on the potential challenges the person may face when putting the plan into action.

Beyond Key Stage 4

Sixth Form

The Technical Award in Health and Social Care at KS4 progresses directly into a Level Three BTEC course. We offer

an Extended Certificate, Diploma (with work placements) and Extended Diploma (with work placements) in Health

and Social Care in the Sixth Form.

Careers

This course puts students in a very strong position when applying for all Health and Social care based courses such as

Nursing and Midwifery. Nursing is now the most applied for course through UCAS. Higher Education establishments

like BTEC students who have had the opportunity of placements in care settings and who are used to presenting

evidence based work. We have a very good record of students being successful from this course in obtaining places

on Health and Social Care studies, nursing based courses and teaching.

This qualification will lead to degree courses in health, nursing, social work, occupational health, physiotherapy,

teaching, Early Years, play, family support work and other related careers

More Information For more information about the Technical award in Health and Social Care you can speak to

Miss Borg, Mrs Horsfall or Ms Hawthorn.

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WJEC Level 1/2 Vocational Award in

Hospitality and Catering

What is hospitality and Catering all about?

This qualification is intended for learners aged 14-16 years who wish to learn about food preparation in a

commercial environment. Learners will be expected to make a range of food products and develop skills related to

commercial food preparation including food hygiene, food presentation and considering production in quantity.

They will be expected to apply technical and practical expertise to ensure that food meets customer needs and

preferences and is appropriate for a given occasion. They will have the opportunity to use a wide range of practical

skills and techniques, gaining an understanding of catering and an awareness of related career paths. What will

learners study? Learners complete two mandatory units across 120 guided learning hours.

Unit 1: The Hospitality and Catering Industry (external examination)

What types of establishments provide hospitality and catering

service? What job opportunities are there in the industry? How do

caterers ensure they are working safely? How can food poisoning

be prevented? What laws need to be considered when providing

hospitality and catering? How do providers meet customers’

needs? When opening a new outlet what factors need to be

considered?

In this unit, you will learn about the different types of providers

within the hospitality and catering industry, the legislation that needs to be adhered to and the personal safety of all

of those involved in the business, whether staff or customers. You will learn about the operation of hospitality and

catering establishments and the factors affecting their success. The knowledge and understanding you gain will

enable you to respond to issues relating to all factors within the hospitality and catering section and provide you

with the ability to propose a new provision that could be opened in a given location to benefit the owner and the

local community.

Unit 2: Hospitality and Catering in Action (internal research and practical

assessment)

Why do chefs need to consider the nutritional needs of their clients? Why should

vegetarian dishes be prepared away from those containing meat? Why are

temperature probes used in the catering industry?

Food needs to be stored, handled, prepared and cooked correctly to ensure its consumption does not affect people’s

health. Everyone who has a role to play within the food industry has a responsibility to minimise the risks of causing

food borne illness, regardless of whether they are someone who works in food processing, a food operator in a fast

food outlet, an apprentice chef in a small hotel or the head chef in a Michelin star restaurant. Reviewing the food

preparation and presentation process and nutritionists would be involved in preparation of menus or reviewing how

preparation and presentation methods affect nutritional values. Food on a menu needs to meet the nutritional

needs of the customer and be prepared, cooked and served in a certain way to ensure customer appeal and

standards are maintained in any establishment; thus food safety and meeting nutritional needs must be the focus of

all planning and activities.

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In this unit you will gain knowledge of the nutritional needs of a range of client groups in order for you to plan

nutritional dishes to go on a menu. You will learn and develop safe and hygienic food preparation, cooking and

finishing skills required to produce nutritional dishes.

An example of the assessment that you may have is:

Propose four nutritional dishes for The Western Avenue Deli and Coffee Shop

Plan for the production of two dishes that could be included on the menu.

Prepare, cook and present the two dishes that the apprentice will prepare and cook.

Where can this course take me?

This Level 1/2 Vocational Award in Food and Catering gives you a whole host of easily transferable skills. They

include: Developing a wide range of practical making skills including using the oven, making bread dough and using

decorative and garnishing techniques. You will also develop an understanding of commercial catering practice and

an in-depth knowledge of food commodities. Additionally, you will gain transferable skills such as communication

and teamwork that will benefit them in the workplace.

Additional Opportunities

Chance to participate in trips to:

Local food producers

Restaurant visits

Annual 4 day Food trip abroad where students will get the opportunity to experience a different culture, their traditional foods, visit markets and restaurants, see demonstrations of different cookery methods, and learn about food.

The opportunity to apply to attend a free 8 week Saturday course at University College Birmingham where you will learn about front or back of house from industry professionals.

Careers linked to Food and Catering Many students are interested in careers such as Chefs, New Product Development, Teaching, Marketing, Food Photography, Hotel/Restaurant Manager, Travel and Tourism and many more! More Information All students will be expected to purchase a chef’s white jacket or provide their own for every practical lesson. If you need any more information come and see Miss Borg, Ms Bradley or Mrs Tate.