GCSE ART

GCSE Art in Year 11 and Year 12 is a course that aims to encourage the imagination and creative capability of each pupil to their full ability. One of the benefits of this course is that there is no written exam at the end and pupils are judged fairly on the work that they produce throughout the two years. Pupils are given a choice of their topics that they may wish to study, which can also incorporate their hobbies outside of school.

SCHEME OF ASSESSMENT

Units of Study

Over the two years, pupils will explore Graphic Design, Print making, Fine Art, 3D Design and work with a variety of materials from pencil, pen, poster and acrylic paints, clay, inks, lino prints through to chalk and oil pastels. The aim of this exam is to work to each student’s strengths and produce work that sure achieve a C grade and above. The course is broken down into 2 units of work

Sept- March 25% and then April- Jan 35%.

The final set exam from Jan-April is in their final year.

This exam is worth 40% of their overall exam result.

PROGRESSION

GCSE Art is a suitable subject if pupils wish to work in the Media, Fashion and Creative industries from Game of Thrones to the different graphics studios throughout Northern Ireland and beyond. It a subject that aims to encourage pupils to think creatively outside of the box. Pupils who have an ability in Art have the potential to achieve a good GCSE grade and that could be the starting block on their career path to see the world while also doing a job that they love.

POST 14 ART CURRICULUM

BTEC First in Engineering

Further Information can be obtained from __________

What is the Level 2 BTEC First Certificate in Engineering? The BTEC First Certificate in Engineering is aimed at learners who wish to progress to technician roles within the engineering industry, or who wish to develop an understanding of engineering. The qualification will provide you with an understanding of the knowledge and competency needed for a successful career in the sector. There are two core units and a choice of specialist units totalling 180 guided learning hours. Depending on your locally available programme of study, the choice of specialist units on offer can allow you to focus on your existing interests or discover new areas, for instance: electronic circuit construction and testing, selecting engineering materials or mathematics for engineering technicians.

Where will this qualification take me? Employment opportunities Following successful completion of the BTEC First Certificate in Engineering, candidates may enter initial employment, on a junior level, in a range of technical roles.

Units Unit Core units Unit 1

Unit Mandatory units Credit Level The Engineered World (External Exam) 5 2

Unit 2

Investigating an Engineering Product

Specialist units

Unit 8

Electronic Circuit Design and Construction

POST 14 CURRICULUM

BTEC SPORT STUDIES

Summary: The Level 2 BTEC in Sport is delivered by specialist and experienced teachers at De La Salle. The course combines both theory and practical components of PE

SCHEME OF ASSESSMENT

Units of Study (proposed)

Unit 1 – Fitness for Sport and Exercise Unit 2 – Practical Sports Performance Unit 4 – The Sports Performer in Action Unit 5 – Training for Personal Fitness Pupils study and must pass four units, each of equal weighting. Units are graded at Pass, Merit or Distinction Level. All pupils must take the core units (Unit 1 & 2) but there is flexibility over the choice of the remaining units which can be selected to best meet the needs of the group. Unit 1 is assessed through an online exam while Units 2, 4 & 5 are assessed through practical performance, presentations and completed folders of evidence.

PROGRESSION

The Level 2 BTEC in Sport is a natural stepping stone to the Level 3 Award which is offered in De La Salle at post-16. These qualifications give pupils an opportunity to continue in a sports related field such as coaching, PE teaching, physiotherapy or sports psychology. The practical element of the course is suitable for anyone with an interest in a career as a personal trainer. As well as the BTEC Award, pupils looking to study Sport at post-16 should have achieved a minimum of a grade C in both GCSE English and Maths.

POST 14 CURRICULUM

BTEC Level 1/Level 2 First Award in Travel and Tourism

Summary: The Level 2 BTEC First Award is delivered by specialist and experienced teachers at De La Salle. It is set in a vocational context that will investigate the importance of the travel and tourism sector to the UK, and investigate different types of customer and UK destinations. Pupils will also have the opportunity to study international travel and tourism. They will develop key skills such as research, report drafting and writing skills and project management.

PROGRESSION

The Level 2 BTEC in Travel and Tourism is a natural stepping stone to the Level 3 Award which is offered in De La Salle at Post-16. These qualifications provide an engaging and stimulating introduction to the world of travel and tourism with progression to further study of this sector at level 3 through a vocational qualification such as a BTEC National in Travel and Tourism, or an apprenticeship in either travel and tourism or hospitality. As well as the BTEC Award, pupils looking to study Travel and Tourism at post-16 should have achieved a minimum of a grade C in both GCSE English and Maths.

SCHEME OF ASSESSMENT

Units of Study (proposed)

Mandatory Units Unit 1 – The UK Travel and Tourism Sector Unit 2 – UK Travel and Tourism Destinations Unit 3 – The Travel and Tourism Customer Experience Plus 1 further optional unit of study – 4 in total over a two-year course. Pupils study and must pass four units, each of equal weighting. Units are graded at Pass, Merit or Distinction Level. The overall grades range from Level 2 P to Level 2 D*. Learners who do not achieve at Level 2 may be graded at Level 1. Learners whose level of achievement is below a Level 1 will receive an unclassified (U) result. Unit 1 is assessed externally using a paper-based exam marked by Pearson while Units 2, 3 & the optional unit are assessed internally through practical performance, presentations and completed folders of evidence.

POST 14 CURRICULUM

GCSE Business Studies

Business Studies helps pupils prepare for life after school. It provides opportunities for a stimulating and imaginative study of business practice. Learning about business is both interesting and useful; it is challenging and opens the way to many career paths. You want to run your own business and be the next Bill Gates or if you want to manage, understand and run a department within a business. Business Studies will put you on a firm foundation to success. Use of ICT, business visits, guest speakers and many other exciting activities are an integral part of our learning programme. Areas covered include: Business Aims, Types and Organisations, Human Resources, Production, Marketing, Finance, Accounting and Business Planning.

SCHEME OF ASSESSMENT Units of Study

Course Content: AQA GCSE Business Studies Written Paper 1: Influences of Operations & Human Resources on Business Activity 50% of total marks Written Paper 2: Influences of Marketing and Finance on Business Activity 50% of total marks Exams are taken in year 12.

PROGRESSION You will develop a range of skills and techniques, personal qualities and attitudes essential for success in further education and employment. It will allow you to develop transferable skills to study most subjects at Post 16 level. Career Opportunities: A wide variety of career opportunities are available to the Business Studies student. Some examples include: Accountant, Insurance Broker, Bank Manager, Tax Advisor, Sales & Financial Advisor, Self-employment Hotel Manager, Human Resource Manager, Retail Manager, Road Transport Manager, Customer Services Manager, Farm Manager, Warehouse clerk

Post 14 CURRICULUM

Occupational Studies

Further Information can be obtained from Mr C Bryson

What is Occupational Studies?

The world of work is constantly changing. Today it is uncommon for a person to have only one occupation throughout their working life, so it’s vital that we are able to transfer and adapt our knowledge and skills throughout our careers.

To foster these abilities, Occupational Studies allows learners to learn for work, through work and about work, and it provides the potential for this learning to take place in out-of-school contexts. This hands-on approach is ideal for those who prefer to develop their skills in a more practical, occupational environment.

Where will this qualification take me? Occupational Studies is both coherent and flexible and provides a good foundation from which to advance to competence-based post-16 courses. Employment opportunities Career pathways include engineering, trades (joinery, plumbing, etc.) and construction.

Subjects How it's assessed

Carpentry and Joinery Bench Joinery Manufacturing Techniques – Hand

Fitting Manufacturing Techniques – Sheet

Metal

(AO1)- recall knowledge and understanding of the specified content. (20 marks)

(AO2)- apply their knowledge, understanding and skills in occupational contexts through undertaking relevant tasks. (60 marks)

(AO3)- analyse and evaluate their work and make judgements about their performance, indicating where they could make improvements. (20 marks)

POST 14 CURRICULUM

De La Salle High School Post 14 Option Booklet

2018-2019 NAME: CLASS:

GCSE Double Award Science

SUBJECT: Double Award Science GCSE HoD: Ms J Webb Examining Board: CCEA This course provides opportunities to build on the skills and capabilities developed through the delivery of the Key Stage 3 curriculum in Northern Ireland. This specification offers students the opportunity to be inspired, motivated and challenged by a broad, practical and worthwhile course of study. It encourages them to develop their curiosity about the living, material and physical worlds and provides insight into and experience of how science works. Through Double Award Science GCSE students:

gain a broad knowledge and understanding of the material, physical and living worlds; gain understanding of the nature of science and its applications and the interrelationships between science and society; develop an understanding of the importance of scale in science; develop and apply their knowledge and understanding of the scientific process through hypotheses, theories and concepts; develop their understanding of the relationships between hypotheses, evidence, theories and explanations; develop awareness of risk and the ability to assess potential risk in the context of potential benefits; develop and apply their observational, practical, enquiry and problem-solving skills and understanding in laboratory, field and other learning environments; develop their skills in communication, mathematics and the use of technology in scientific contexts; and acquire and apply skills, knowledge and understanding of how science works and its essential role in society.

PROGRESSION

This course prepares students for the study of science-related subjects at a more advanced level, for example Advanced Subsidiary Diploma in Applied Science and Advanced Physics, Chemistry and Biology.

For those progressing directly into employment, a GCSE in Double Award Science is relevant not only to the fields of science and engineering, but also to areas of commerce and public service that value problem-solving and practical skill

How will GCSE Double Award Science be assessed?

Biology Chemistry Physics CAU

6 x written papers at Higher or Foundation Tier

Biology 1, Chemistry 1 and Physics 1 are all taken in Year 11 and are worth 11% each

Biology 2, Chemistry2 and Physics 2 are all take in Year 12 and are worth 14 % each.

Two controlled assessment units (CAU) are also to be submitted, these are worth 25%

GCSE Hospitality

Further Information can be obtained from Mrs C Byrne

Through studying GCSE in Hospitality, students develop a broad knowledge and understanding of the hospitality industry. In particular, they learn about:

how hospitality organisations operate; how the hospitality industry meets people’s needs; the products and services offered by the hospitality industry; employment possibilities in hospitality; the importance of quality and customer service in the hospitality industry; basic food hygiene practices; and the skills required to provide food and drink for customers.

Students develop the core skills required for working in the hospitality industry and transferable skills that are important in working life.

Where will this qualification take me?

GCSE Hospitality provides opportunities for students to progress into further education, training and employment in the hospitality industry. Many students with a qualification in GCSE Hospitality go on to have successful careers as chefs, front office managers, events managers and account managers.

Unit Assessment % Unit 1: The Hospitality Industry

1 hour examination Students must respond to short answer, structured and extended writing questions.

Together these units are worth 50 % Unit 2:

Hospitality and the Consumer

1 hour examination. It is based on a pre-released case study that focuses on a hospitality scenario. The pre-released materials are available eight weeks before the date of the exam.

Unit 3: Food and Drink

Portfolio of THREE tasks – cook a chosen dish and write up their decisions, time plan, costings and evaluation. 1 ½ hours to cook each dish.

Contribute towards a function – cook for the Board of Governors on Prize Night (The class work as a team to run this event)

These controlled assessments are worth 50%

POST 14 CURRICULUM

AQA Design & Technology

Further Information can be obtained from Mr C Bryson

What is AQA Design and Technology? GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise. This GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

Unit 1 How it's assessed

Core technical principles Specialist technical principles Designing and making principles

50% of GCSE

Section A – Core technical principles (20 marks)

Section B – Specialist technical principles (30 marks)

Section C – Designing and making principles (50 marks)

Unit 2 (NEA): Practical application of: How it's assessed

Core technical principles Specialist technical principles Designing and making principles

50% of GCSE

Non-exam assessment (NEA): 30–35 hours approx

Where will this qualification take me? Employment opportunities Following the successful completion of AQA Design and Technology, candidates may continue to study any technical/practical course at Post 16 level. Career pathways include engineering, media, trades (joinery, plumbing, etc.), architecture, product and software design and much more.

GCSE CURRICULUM

GCSE GEOGRAPHY – Exam Board: CCEA

 

Summary: The GCSE Geography course allows students the opportunity to;  • develop their knowledge and understanding of geographical concepts and appreciate how these concepts affect our changing world; • recognise the differences and similarities between people’s views of the world, and its environments, societies and cultures; • develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive; • develop and apply their learning to the real world through fieldwork and other learning outside the classroom; and • gain confidence in making informed decisions about further learning opportunities and career choices.  

 

Course Structure – CCEA Revised Specification 2017 Year 11:  Unit 1 (40%): Understanding Our Natural World Theme A: River Environments  Theme B: Coastal Environments  Theme C: Our Changing Weather and Climate  Theme D: The Restless Earth  Assessment: External Written Exam ‐ 1 hour 30 mins

 

Year 12:  Unit 2 (40%):  Living in Our World Theme A: Population and Migration  Theme B: Changing Urban Areas  Theme C: Contrasts in World Development  Theme D: Managing Our Environment  Assessment: External Written Exam ‐ 1 hour 30 mins  

Year 12: Unit 3 (20%): Fieldwork Assessment:  External written Exam ‐ 1 hour 

Progression  Studying GCSE Geography provides a sound basis for further study of; • Geography at AS and A level and  • BTEC Travel and Tourism  Both courses are offered within the Geography Department at Post 16 level. 

POST 14/GCSE CURRICULUM

BTEC Level 1/2 Information and Creative Technology

Summary: The BTEC Level 1/2 First Certificate in Information and Creative Technology course aids diverse opportunities for students to meet the needs of the skills shortage in the ICT sector through a nationally recognised qualification. Those who successfully complete this course can choose to enter employment in the IT sector or to progress to Level 3 studies. The course provides opportunities for learners to develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life. It enables students to develop a Digital Portfolio of their Curriculum Vitae in the form of a website to present to future employers. Pupils will apply and acquire creative and technical skills with regards to coding and animation together with the knowledge and understanding of ICT skills for future employment.

SCHEME OF ASSESSMENT

Units of Study

Year 11 Unit 1 –The Online World (Online assessment) Unit 4 – What can we use animations for? Year 12 Unit 3 - A Digital Portfolio Unit 9 – Spreadsheet Development Assessment will be through class based assignments which will ensure coverage of all the criteria in the units. Students learn by completing projects that are based on realistic workplace situations, activities and demands. The tasks and activities will enable learners to produce evidence that relates directly to the specified criteria.

PROGRESSION

BTEC Level 2 First Certificate Creative Media is an ideal route for students looking to progress to a BTEC Level 3 Information and Creative technology. This course enables progression to Post-16 study in ICT level 3 /Media/Technology/Digital Media and Marketing. Students can gain apprenticeships and scholarships through links made with Sentinus/Citibank/Kainos/Liberty and onto Third level education. Students who have a BTEC Level 2 qualification and five good GCSEs increase their lifetime earning potential by 5.9%5.9%, compared with those who have just five or more GCSEs. crease their lifeti.

POST 14 CURRICULUM

GCSE Media Studies

What is the GCSE Media Studies? Media Studies is an academic discipline that deals with the content, history and effects of various media: in particular, the ‘mass media’. Media Studies draw on traditions from both the social sciences and the humanities. As technology develops, the importance of education in the field of Media Studies and Mass Communication continues to grow drastically. This qualification is linear.

Where will this qualification take me? Employment opportunities Following successful completion of the GCSE Media candidates will be well equipped to continue studying Media at A Level. The study of Media offers a range of transferrable skills that would be both beneficial in Higher Education and the world of work. Students become educated in the modern world, technology, contemporary debates and have the opportunity to develop excellent skills in Moving Image, Print and E-Media production and editing. Many students of Media continue into the industry, becoming editors, presenters, journalists and media production experts.

Course Content Theoretical Framework

Media Language, Media Industries, Media Representations, Media Audiences

CSPs Assessment

Close Study Products are studied throughout the course, and change at the end of each cycle. These CSPs are a range of Print Broadcast and E-Media products. Students sit examinations based on the study of these products through the Theoretical Framework.

Paper 1 – Written exam: 1 hour 30mins - 84 marks – 35% of GCSE

Paper 2 – Written exam: 1 hour 30 mins - 84 marks – 35% of GCSE

Practical Production - choice of topics related to the over-arching (annually changing) theme.

72 marks - 30% of GCSE Assessed by teachers - Moderated by AQAStudents produce: a statement of intent a media product for an intended audience.

POST 14 CURRICULUM

Further Information can be obtained from Mr D Cherry

GCSE MUSIC

The Specification offers: A large weighting given to performing, the opportunity to perform individually and as a member of a group, the choice of music technology and/or acoustic music in composing and performing and a wide choice in composing. It features: A broad Area of Study which is appealing and easily accessible to our pupils, more flexibility for our pupils, an accessible approach to formal listening skills by assessing them in different ways and in two units: through the written paper examination and through an appraisal of one of their own compositions. It provides: More flexibility for pupils by offering choices which enable them to demonstrate their knowledge, skills and understanding in a way which suits them best and a straightforward assessment for pupils.

SCHEME OF ASSESSMENT

Units of Study

There are two controlled assessments enabling the teacher to be involved in the pupils’ assessment. These controlled assessments set out manageable conditions for pupils whilst carrying out the composing and performing tasks.

UNIT 1: Listening to and Appraising Music Written Paper – 1 hour – 20%

UNIT 2: Composing and Appraising Music Externally Assessed – 20%

UNIT 3: Performing Music Controlled Assessment – 40%

UNIT 4: Composing Music Controlled Assessment – 20%

PROGRESSION

GCSE courses based on this specification should encourage candidates to: actively engage in the process of music study in order to

develop as effective and independent learners and as critical and reflective thinkers with enquiring minds

develop their own musical interests and skills including the ability to make music individually and in groups

evaluate their own and others’ music understand and appreciate a range of different kinds of

music. GCSE Music leads to A Level qualification and BTec Music Technology delivered in SERC.

OCCUPATIONAL STUDIES: CATERING

Further information can be obtained from Mrs C Byrne.

What is Occupational Studies?

Occupational Studies provides a hands-on approach to learning. In these Catering modules, students will practice some of the basic cooking and baking principles required by chefs in the industry. Students will learn about the law when handling food, careers in the food industry and develop finishing and presentation skills for food service.

For each module, students cook 12 recipes and are assessed on 6, keep a learning diary, complete tests in class and evaluate their work. Currently there is no external exam. Students complete their booklet which is marked internally and then moderated by CCEA.

Whilst this course is not a GCSE, it is equivalent to GCSE. For example, level 2 is equivalent to A* to C.

Where will this qualification take me?

Students achieving a Level 2 qualification in Occupational Studies will be equipped to progress to courses at post 16 in catering courses.

Unit Assessment % Contemporary Cuisine

Students will cook 4 recipes for each of the following sections:

Hot and Cold Starters Main courses Desserts

Marks also awarded for class tests, evaluations and work on Careers.

50%

Patisserie and Baking

Students will cook 4 recipes for each of the following sections:

Bread and scones Biscuits and cakes Pastry products

Marks also awarded for class tests, evaluations and work on Careers.

50%

POST 14 CURRICULUM

BTEC: OCCUPATIONAL STUDIES

Summary: The BTEC Occupational Studies is an exciting and challenging course which include an occupational and employability focus. This course helps to raise levels of achievement, as learners are likely to be more motivated to achieve success through applying their knowledge in practical, work‐related situations and contexts.  This BTEC emphasises learning by doing, which will help learners to develop the transferable skills necessary in a changing and dynamic working environment. Occupational Studies encourages learners to be motivated and inspired by following a broad, coherent and satisfying course of study. 

SCHEME OF ASSESSMENT

Units of Study

Occupational Studies consists of six occupational areas: • Business and Services • Construction • Design and Creativity • Engineering and Engineering Services • Environment and Society • Technology and Innovation To achieve a qualification, learners must take two units from an occupational area. It is possible to obtain up to six Occupational Studies qualifications, one in each area. Each qualification enables learners to demonstrate their knowledge, understanding and skills within a context related to employability. 

PROGRESSION

Learners with Occupational Studies qualifications generally use them together with GCSEs and other qualifications for entry into further study, training or employment. Occupational Studies qualifications are now widely recognised for progression to a variety of routes. However, learners do need to check with the individual colleges and employers that they apply to. The new grading system that shows equivalency with GCSEs should make it easier for schools, colleges and employers to understand the value of an Occupational Studies qualification. 

POST 14 CURRICULUM

Mathematics GCSE

Subject: MATHEMATICS GCSE HOD: Mrs Lennon Course Content: There are 2 tiers of entry for GCSE mathematics - foundation and higher. There is an overlap of content in each tier. Pupils are streamed for GCSE maths based on their Key Stage 3 results. Why study Mathematics?

Its use in everyday life e.g. managing budgets, DIY tasks, understanding statistical and graphical data, problem solving skills etc. Work in many other subjects involves mathematical activities. Such activities include:

- number and algebra (Science) - measurement (Technology, HE and Science) - space and shape (Art, Geography and Technology) - handling of data (History, Geography and Biology)

PROGRESSION

It is an essential requirement for most if not all careers. SERC requires any student studying for a trade to have

a grade C in GCSE maths. Any pupil wishing to enrol for A Levels will usually be

expected to have a grade B in GCSE maths. Universities require a minimum of a grade C in GCSE

maths. In today’s technological and digital world, more and more

jobs are being created which require a mathematical ability.

SCHEME OF ASSESSMENT Units of Study

Assessment: All candidates sit modules in June year 12. Higher tier students will also be entered for modules in year 11. The assessment pattern is designed to reward positive achievement and pupils will be entered for the level which will most appropriately allow them to demonstrate what they know, understand and can do.

POST 14 CURRICULUM

GCSE RELIGIOUS STUDIES

Summary: There are 2 pathways at GCSE: OPTION A: Examination Board: CCEA Syllabus: Religious Studies (Full Course) Rationale: The candidates will study the Christian Church, especially the Roman Catholic Church and its influence on values and lifestyle. The candidates will also study Mark’s Gospel as a religious book which reflects on the life, death and resurrection of Jesus, as well as who he is and how his life, death and resurrection impacts on the lives of Christians today. Course Content: Mark’s Gospel & Christian Ethics Candidates entering for the exam are eligible for Grade *A-G Paper 1: (1½ hours) – 50% Mark’s Gospel. Paper 2: (1½ hours) – 50% Christian Church Ethics. OPTION B: Examination Board: OCN Syllabus: Religious Studies (Full Course) Rationale: The candidates will study OCN Level 2 (equivalent to grade B at GCSE). Students will study a range of ethical issues such as, marriage, divorce, prejudice and Reconciliation. Assessment will be Controlled Assessment based- with more evidence on portfolio work. An integral part of the course will be the participation in School Liturgies, Retreats and Courses. This gives an extra spiritual dimension to the course, one which our pupils appreciate and respond to.

PROGRESSION

GCSE Religious Studies is an ideal route for students looking to progress to RE GCE/A ‘Level. Apart from RE A ‘level it also provides the skills and capabilities to undertake most literary or factual A ‘Level e.g. History, Politics, English Literature.etc. It is also a vital subject to have in terms of chosen careers e.g., Medicine (medical ethics), Law (analytical skills), Teaching (communication/interpersonal skills).

SCHEME OF ASSESSMENT Units of Study

You will develop a range of skills and techniques, personal qualities and attitudes essential for success in further education and employment. The courses aim to develop research, written, critical thinking, analytical and presentation skills which will be invaluable for Post 16/Further Education or Employment. Pupils will also be able to make better informed life decisions, learning how to consider various viewpoints on an issue/issues.

POST 14 CURRICULUM

GCSE Single Award Science

SUBJECT: Single Award Science GCSE CCEA Single Award Science GCSE is compulsory for all pupils. HoD: Ms J Webb Examining Board: CCEA This course provides opportunities to build on the skills and capabilities developed through the delivery of the Key Stage 3 curriculum in Northern Ireland.

This specification offers students the opportunity to be inspired, motivated and challenged by a broad, practical and worthwhile course of study. It encourages them to develop their curiosity about the living, material and physical worlds and provides insight into and experience of how science works.

Through Single Award Science GCSE students:

gain a broad knowledge and understanding of the material, physical and living worlds; gain understanding of the nature of science and its applications and the interrelationships between science and society; develop an understanding of the importance of scale in science; develop and apply their knowledge and understanding of the scientific process through hypotheses, theories and concepts; develop their understanding of the relationships between hypotheses, evidence, theories and explanations; develop awareness of risk and the ability to assess potential risk in the context of potential benefits; develop and apply their observational, practical, enquiry and problem-solving skills and understanding in laboratory, field and other

learning environments; develop their skills in communication, mathematics and the use of technology in scientific contexts; and acquire and apply skills, knowledge and understanding of how science works and its essential role in society.

How will GCSE Single Award Science be assessed?

Biology Chemistry Physics CAU

3 x written papers at higher tier or foundation tier. The module exams can be taken in Feb Year 11,

Nov Year 12 and Summer Year 12 Each paper is worth 25% One controlled assessment unit (CAU) to be

submitted worth 25%

PROGRESSION

This specification provides opportunities for students to develop the following Key Skills, which are desirable for any employer:

Application of Number; Communication; Improving Own Learning and Performance; Information and Communication Technology; Problem-Solving; and Working with Others

Essential Skills Communication

Summary: Essential skills tasks are designed to be relevant and interesting. The essential skills qualifications aim to reward and motivate learners and improve their opportunities. Essential Skills is designed to study more functional English like reading, writing and being able to communicate and is designed for students who struggle with GCSE. This specification gives learners the opportunity to: • communicate, listen and respond in a variety of contexts and for a range of purposes; • improve their reading and understanding of various types of texts; and • write to communicate ideas, information and opinions clearly, using a length, format and style appropriate to their purpose and audience.

SCHEME OF ASSESSMENT Units of Study

Level 1 and 2 Communication

PROGRESSION Pupils who pass Level 1 Essential Skills Communication can progress to Level 2. This qualification is accepted for further study in other places of study.

Key Stage 4 CURRICULUM

HISTORY AT GCSE

Our GCSE History course encourages students to consider the relevance of the past to gain a deeper understanding of the world we live in. Students have opportunities to learn about topics such as Hitler’s dictatorship, the Cuban Missile Crisis, civil unrest in Northern Ireland and the USA’s response to 9/11. This course balances factual content with developing students’ conceptual understanding and historical skills. Students analyse and evaluate historical sources to appreciate that there is not just one version of the past, but often competing interpretations.

SCHEME OF ASSESSMENT

Units of Study

Unit 1

Section A: Life in Nazi Germany 1933–45

Section B: Northern Ireland 1968-1995

Unit 2

International Relations, 1945–2003.

The Cold War; Cuban Missile Crisis; Vietnam War

PROGRESSION

Studying History at GCSE will give you the transferable skills to study most subjects at post 16 level. Not only traditional A Levels like RE, History and Geography but also the vocational BTEC subjects that we offer here in De La Salle like Travel and Tourism, and Media.

POST 14 CURRICULUM

Drama GCSE

Summary:

A GCSE in Drama is a broad and coherent course that can motivate and inspire students. It encourages them to develop a personal interest in drama and allows them to build and showcase their competence in a range of creative, practical and performance skills.

Students choose one of two pathways – performance (acting) or design (costume, lighting, multimedia, set or sound). They work creatively with others, generating, developing and communicating their ideas for a devised performance and for a scripted performance. They also explore social, historical and cultural influences on drama texts and activities.

Both the theoretical and practical elements of the course help them to become independent learners, critical thinkers with enquiring minds, and confident communicators.

SCHEME OF ASSESSMENT

Units of Study

GCSE in Drama is a linear qualification: students take all the assessment at the end of the course.

The specification has three components:

Component 1: Devised Performance Component 2: Scripted Performance Component 3: Knowledge and Understanding

of Drama.

PROGRESSION

The specification provides a sound basis for progression to further study, higher education or employment. This qualification prepares studentsin the performing arts, a career in acting or design, or work in a related area such as arts management. Its emphasis on innovation, presentation, collaboration, communication and evaluation makes it relevant to many careers.

POST 14 CURRICULUM

English Languge GCSE

Summary:

GCSE English Language encourages students to explore and respond, both imaginatively and critically, to a variety of texts. Students use reading to improve their writing skills. They also enhance their understanding of how language variations relate to identity and cultural diversity.

Students studying English GCSE develop key transferable skills, such as selecting and adapting speech and writing to suit different situations and audiences.

SCHEME OF ASSESSMENT

Units of Study

The specification has four units:

Unit 1: Writing for Purpose and Audience and Reading to Access Non-Fiction and Media Texts

Unit 2: Speaking and Listening Unit 3: Studying Spoken and Written

Language Unit 4: Personal or Creative Writing and

Reading Literary and Non-Fiction Texts.

PROGRESSION

The specification provides a sound basis for progression to further study, higher education or employment. This qualification can lead to careers in the media, advertising or marketing and, with further study, teaching or law.

POST 14 CURRICULUM

English Literature GCSE

Summary:

English Literature encourages students to be enthusiastic, independent, imaginative, critical and analytical readers. It aims to increase their enjoyment of reading, helping to nurture a lifelong love of literature. The specification deepens students’ knowledge and understanding of a range of poetry, prose and drama, including texts by local and modern writers. Students explore the impact of language, structure and form in the texts. Connecting the texts’ ideas, themes and issues is another key focus. Students also learn how to explain settings, characters and themes creatively through social, cultural and historical contexts. Students develop their ability to research, plan and prepare their responses using their own ideas and interests, as well as reading.

SCHEME OF ASSESSMENT

Units of Study

The specification has three units:

Unit 1: The Study of Prose Unit 2: The Study of Drama and Poetry Unit 3: The Study of Shakespeare

PROGRESSION

You could apply these skills in further study or employment in the media industry including print, online, TV and radio. Journalism or publishing are other possible routes that English Literature can lead to, for example editorial, proofreading and correcting books before they go to print. A job in advertising, public relations or the press is also an option with a qualification in English Literature. With further study, teaching is another profession open to you, or you could work for an arts organisation trying to secure funding or publishing material for a museum or a gallery. You could also go into sectors like law, business, social work or even politics.

POST 14 CURRICULUM