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Options Booklet

2017 - 2018

Year 9

ROUTE 3

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Route 3

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Contents

Contents

Routes at Key Stage 4

Guided Choices

Portrait of a Pupil on Route 3

Frequently Asked Questions

Questions Parents Ask

Core Subjects

Option Choice Subjects

Do’s and Don’ts

Dates to Remember

PART

1

PART

2

PART

3

PART

4a

PART

4b

PART

5

PART

6

PART

8

PART

7

Page 3

Page 5

Page 6

Page 7

Page 8

Page 9

Page 21

Page 39

Page 40

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Part 1

Routes at Key Stage 4 At Brighouse High School 3 routes are available at Key Stage 4 (Years 10 and 11). Routes are recommended to pupils following a consultation process involving subject teachers, pastoral staff and the Senior Management Team. During this process we take into account the ability, aptitude and characteristics of individual pupils and aim to recommend a route, which will allow each young person to maximise his or her potential. The three routes are outlined below. This booklet goes on to give more specific detail about your recommended route. If you would like to look at the Guidance booklet for another route please ask your form tutor or collect one at the Guidance Evening on Thursday 19th January 2017.

ROUTE 1 ROUTE 2 ROUTE 3

Core Subjects: English, Maths,

Foundation Science, PE, PSHE, RS, ICT and Core subject support.

Core subjects: English, Maths, Combined Science,

PE, PSHE, RS, ICT

Vocational opportunities in school

Geography/History

or MFL

Geography/ History or MFL

Geography/ History

and MFL

Three options including at least two vocational

qualifications.

Two options including at least one vocational qualification

Two options One option

When you have read the information in this booklet you should complete the Green Choices Form and hand it in to your form tutor by Monday 6th February.

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How to make your option choices - Route 3

Core subjects

All students study these subjects

English

Maths

Combined Science

PE PSHE

RS

ICT

Option Choices

Choose your three options from the blocks below:

At least one of your options must be French, Italian*, Geography or History.

* Students will be invited to take these options based on teacher recommendations.

**These courses are AQA Technical awards which are equivalent to a GCSE but contain an element of coursework. Please see subject pages for further details.

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Part 2 Guided Choices The booklet you have been given has detailed information about your recommended route. Make sure you read the booklet carefully and that you are clear what you need to do. Take your time and ask for help if you need it. Subject teachers will give you information about their subject and advise you on which course is most appropriate for you. Your Form Teacher and Year Tutor will always be ready to discuss your choices with you. Mrs Aitken or the Careers Personal Adviser will give advice on careers. Please ask at the Careers library. If you have a particular career in mind always check with Mrs Aitken. Try not to have too many fixed ideas. Keep your options open. We will try very hard to make sure that you can study the subjects that you choose. Sometimes a few students may find that their chosen subjects do not fit together in the school timetable. If this happens to you we will try to reach an alternative and appropriate choice, which you are happy with.

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Part 3 Portrait of a Pupil on Route 3 Pupils on Route 3 are likely to be young people who enjoy a more academic approach to learning. Pupils on this route may have enjoyed many of the subjects they have taken at Key Stage 3 and wish to continue with their studies in these areas. They may also wish to take up a number of the new subjects on offer at Key Stage 4. All pupils on route 3 have to study Combined Science (Dual award) although they can take Triple Science as option (by invitation only) based upon Teacher recommendations, performance in Science assessments and class work. Students must also take French or Italian* (*available to pupils who have been invited to study it) or a humanities subject (Geography or History) as part of their options to reflect a breadth of subjects for University entry. Example Timetable for Pupils on Route 3 This pupil has chosen Drama, History and French as their options.

Monday Tuesday Wednesday Thursday Friday

History Maths Combined

Science Drama ICT

RS History Maths Maths French

Maths English English History Combined

Science

Combined Science

French Drama English English

Combined Science

PE French Combined

Science Drama

Pupils on Route 3 must take a humanities subject (History, Geography) or a Modern Foreign Language (French/Italian)

(*Italian by invitation)

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Part 4(a) F A Q’s (Frequently Asked Questions)

Question Do I know who to see to get more information and advice? Answer Subject Teacher

Form Teacher Mrs Aitken (Head of Information, Advice and Guidance) The Careers Personal Adviser Mr McGee

Question Have I collected all the information I need? Answer Check the brochure “Which way now?”

Check with subject teachers and with the Head of IAG

Question Will this subject give me more choices or not? Answer See the Head of IAG and other relevant subject staff

Question If I drop that subject will I have fewer choices in the future? Answer See the Head of IAG

Question Have I made an alternative plan? Answer Check out courses offered in brochure and check which courses in the

Sixth Form can be done without doing the GCSE

Question Have I checked deadlines? Answer Read brochure. Ask Form Teacher

Question Can I do the same subjects as my friends? Answer This is not a good basis for making your decision. Your friend will have

different ideas to you and may enjoy different types of subjects. Choose subjects for yourself and try not to be influenced by your friends. In any case you may choose the same subject as a friend and then find that you have been put into a different group!

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Part 4(b) Questions Parents Ask Question Why do you offer the range of choices on the Year 10 timetable? Answer To give balance and cover all areas in order to keep options open

post-16 and into future careers

Question What examinations will my son/daughter take? Answer Most GCSE’s are examined at the end of Year 11. Some vocational

courses have modular exams throughout the course. Most courses also have controlled assessments completed in lessons.

Question My son/daughter wants a particular career. Who do I talk to? Answer Make an appointment with the Head of IAG who will discuss this

with you and your child

Question Why is Personal and Social Education including Vocational Education included for all students?

Answer Every student needs to plan out careers action and learn important skills in relation to interviews and life in general.

Question I would like to discuss various options with staff. What do I do? Answer Find out all that is possible via the Guidance Evening. Ring or call

in and arrange to see the Head of Year, Head of IAG or form teacher

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Core Subjects

Core Subjects

English Language

English Literature

Mathematics

Science - Combined

Learning 4 Life, Tutorial, Careers and Work

Related Education

Physical Education

Pages 10 & 11

Pages 12 & 13

Page 14

Page 15

Page 16

Page 19

Part 5 - Subject Information for Route 3 (Green Route)

Religious Studies

Pages 17 & 18

Information Communication Technology Page 20

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ENGLISH LANGUAGE

Awarding Body: Eduqas Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline ENGLISH LANGUAGE

Y10 Autumn term (September to December) Prose Study. Text taken from a selection of 20th Century or 19th Century prose texts, some of which appear on GCSE Literature list: A Christmas Carol (Dickens); OR War of the Worlds (Wells); OR Pride and Prejudice (Austen); OR Jane Eyre (Bronte); OR The Strange Case of Dr Jekyll and Mr Hyde (Stevenson); OR Of Mice and Men (Steinbeck); OR Heroes (Cormier); OR Lord of the Flies (Golding); OR Anita and Me (Syal); OR Never Let Me Go (Ishiguro). Assessed through a range of structured and source-based questions under timed conditions. Component 1, Section A practise: Reading response to whole texts and extracts (about 60-100 lines) of literature from the 20th century assessed through a range of timed, structured questions. Component 1, Section B practise: Prose writing. Study of a variety of short fiction text types. Assessment will take the form of timed responses to a choice of titles. Spring term (January to April) Component 2, Section A practise: Reading responses to extracts (about 900-1200 words in total) of high-quality non-fiction writing, one from the 19th century, the other from the 21st century, assessed through a range of timed, structured questions. Component 2, Section B practise: Non-fiction writing: transactional/persuasive writing tasks written for a range of audiences and purposes, assessed under timed conditions. Component 3: Spoken Language: presentation/speech to be delivered and assessed during this term. Summer Term (May to July) Revision and examination preparation for Language examinations. Component 1: 20th Century Literature Reading and Creative Prose Writing. Component 2: 19th and 21st Century Non-fiction Reading and Transactional/Persuasive Writing. Terminal examination – 2 papers, Component 1: 1 hour 45 minutes, Component 2: 2 hours.

Assessment ENGLISH LANGUAGE Terminal Examination Component 1: 20th Century Literature Reading and Creative Prose Writing. Written Examination: 1 hour 45 minutes. 40% of qualification. Section A (20%) – Reading This section will test the understanding of one, unseen extract (about 60-100 lines) from one 20th century literary prose text through a range of structured questions.

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ENGLISH LANGUAGE (continued) Section B (20%) – Prose Writing This section will test creative prose writing through one 40-mark task. Candidates will be offered a choice of four titles, giving opportunities for writing to describe and narrate, and imaginative and creative use of language.

Component 2: 19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing. Written examination: 2 hours 60% of qualification Section A (30%) – Reading This section will test, through structured questioning, the reading of two high-quality, unseen non-fiction texts (about 900-1200 words in total), one from the 19th Century, the other from the 21st century. Non-fiction texts may include, but will not be limited to: letters, extracts from autobiographies and biographies, diaries, reports, articles and digital and multi-modal texts of various kinds from newspapers and magazines, and the internet. Section B (30%) – Writing This section will test transactional, persuasive and/or discursive writing through two equally-weighted compulsory tasks. Across the two tasks candidates will be offered opportunities to write for a range of audiences and purposes, adapting style to form and to real-life contexts in, for example, letters, articles, reviews and speeches. Component 3: Spoken Language Non-exam assessment Unweighted Candidates will be required to complete one presentation/speech, including responses to questions and feedback. Achievement in Spoken Language will be reported as part of the qualification, but it will not form part of the final mark and grade.

Progression All vocations and college courses require a GCSE in English Language.

For more information please contact – Mr Simpson

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ENGLISH LITERATURE

Awarding Body: Eduqas

Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline Y11 Autumn term (September to December) Component 2, Section A: Post-1914 Prose/Drama. Students will study one of the following texts: Lord of the Flies (Golding); OR Anita and Me (Syal); OR An Inspector Calls (Priestley): OR Blood Brothers (Russell). Assessment will be based on timed, source-based questions on a post-1914 prose/drama text from the above prescribed list. Component 1, Section B: Poetry from 1789 to the present day. Study of a list of prescribed poems from the Eduqas Poetry Anthology, one of which involves comparison. Assessment will be based on knowledge of the context of each poem, its content and key ideas, as well as the poets’ use of language, structure and form. Y11 Spring term (January to April) Component 1, Section A: Shakespeare. Study of one of the following texts: Romeo and Juliet; OR Macbeth; OR Othello: OR Much Ado About Nothing: OR Henry V; OR The Merchant of Venice. Assessment will take the form of extract and essay questions based on the reading of a Shakespeare text from the above prescribed list, under timed conditions.

Component 2, Section C: Unseen Poetry from the 20th/21st Century preparation. Practise questions on unseen poems, one of which involves comparison. Assessment will take the form of timed responses which show understanding of the content and key ideas of each poem, and the poets’ use of language, structure and form. Y11 Summer Term (May to July) Revision and examination preparation, including revision of Component 2, Section B texts. Terminal examination – 2 papers, Component 1: 2 hours, Component 2: 2 hours and 30 minutes.

Assessment Terminal Examination Component 1: Shakespeare and Poetry Written examination: 2 hours (closed book) 40% of qualification

Section A (20%) – Shakespeare Romeo and Juliet; OR Macbeth; OR Othello: OR Much Ado About Nothing: OR Henry V; OR The Merchant of Venice.

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ENGLISH LITERATURE (Continued)

This assessment will test, through one extract-based question and one essay-based question on the text as a whole, knowledge and understanding of a Shakespeare text. Students will be expected to comment on Shakespeare’s use of language, structure and form and show an understanding of key themes, characters and ideas within the text. This section will also test for spelling, punctuation and grammar. Section B (20%) Poetry from 1789 to the present day This assessment will test knowledge and understanding of poetry from 1789 to the present day. Students will be assessed on two poems from the Eduqas Poetry Anthology. In the first question, students will be asked to write about a specified poem. In the second question, students will be asked to write about a second poem chosen from the Eduqas Poetry Anthology, and compare it to the first. Component 2: Post-1914 Prose/Drama, 19th Century Prose and Unseen Poetry Written examination: 2 hours and 30 minutes (closed book) 60% of qualification Section A (20%) Post-1914 Prose/Drama Lord of the Flies (Golding); OR Anita and Me (Syal); OR An Inspector Calls (Priestley): OR Blood Brothers (Russell); OR Never Let Me Go (Ishiguro). This assessment will test, through a source-based response, knowledge an understanding of a post 1914 prose/drama text. Students will be expected to comment on the writer’s use of language, structure and form and show an understanding of key themes, characters and ideas within the text. This section will also test for spelling, punctuation and grammar. Section B (20%) – 19th Century Prose A Christmas Carol (Dickens); OR War of the Worlds(Wells); OR Pride and Prejudice (Austen); OR Jane Eyre (Bronte); OR The Strange Case of Dr Jekyll and Mr Hyde (Stevenson). This assessment will test, through a source-based response, knowledge and understanding of a 19th century prose novel. Students will be expected to comment upon the language, structure and form of the text and key themes, characters and ideas within the text. Section C (20%) – Unseen Poetry from the 20th/21st Century This assessment will test understanding of two unseen poems from the 20th and/or 21st centuries. In the first question, students will be asked to write about a previously unseen poem. In the second question, students will be asked to write about a second previously unseen poem, and compare it to the first.

Progression This course enables students to experience a range of contemporary and literary heritage prose, poetry and drama drawn from both our culture and from different cultures around the globe. This course is excellent preparation for GCE English Literature.

For more information please contact – Mr Simpson

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MATHEMATICS

Awarding Body: OCR Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline The three assessment objectives are to be able to use and apply standard techniques, to be able to reason, interpret and communicate mathematically and to be able to solve problems within mathematics and in other contexts, so preparation for the examination involves not only knowledge and fluency in Mathematics, but also development of reasoning and problem solving techniques. Many strands of Mathematics are covered and these can be broadly placed under the headings of Number, Proportion and Ratio, Algebra, Data Handling and Space, Shape and Measure. However there is interconnectivity between all these and most questions draw upon multiple strands. The full specification is available online at: http://www.ocr.org.uk/qualifications/gcse-mathematics-j560-from-2015/

Key Features Pupils are grouped so that they can progress at the optimum pace for their ability. A combination of KS2 and KS3 results, and also teacher assessment is used in order to place pupils into sets.

Assessment The assessment is entirely examination based and consists of three written papers (2 calculator papers and 1 non calculator). The papers are all equally weighted and are 1.5 hours in length. Though there are restrictions on what might be asked in the non-calculator paper, the guidance from the exam board is to expect any of the content on any of the papers.

Progression Mathematics GCSE is an essential qualification for all higher level studies of the subject and for life generally.

For more information please contact – Mr Storah

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GCSE Combined Science (Dual award)

Awarding Body: AQA Award (equivalence) 2 GCSEs Grade 9 - 1

Course Outline Science is a fundamental part of our everyday lives. It helps to explain so much of the world around

us and enables advances in many areas including health, communication, the environment and leisure.

Science GCSEs are an essential qualification for a very wide range of jobs and higher level qualifications.

GCSE Combined Science is a course that caters for a wide range of interests and is accessible to a wide range of students.

Students will cover the key concepts from all three sciences and, as it is a dual award, it also allows students to cover a wider range of content to a greater depth all of which is related to real world contexts.

All students are now required to take either dual award combined science GCSE or Triple Science GCSE.

Key Features Students will complete 16 compulsory practicals throughout the duration of the course; these

practicals will develop the essential investigative skills needed but also support the understanding of the relevant topic areas.

The exams have two tiers of entry, higher and foundation, making the course accessible to a wide range of students.

At the same time it is a demanding Science qualification and those students achieving higher levels will be well prepared to progress and study single Science A-levels.

This is a two year linear course with all exams in the summer term of Year 11.

Assessment The course is assessed entirely through written examination. All new GCSEs are graded from 9-1. Students taking Dual Award Combined Science are taking a

course worth two GCSEs and therefore will be awarded a single grade from 18-2. This is equivalent to 9-9, 9-8 etc.

Although there is no longer any element of controlled assessment practical work remains a stimulating and essential part of the new science GCSE courses. The understanding and skills gained from these practicals will be assessed in the written examinations.

Progression Students taking Combined Science (Dual Award) can progress to take single sciences at A-level or

the Applied Science Level 3 Extended Certificate.

For more information please contact – Mr Rule

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CORE PHYSICAL EDUCATION

Course Outline All students in Years 10 and 11 receive one hour of high quality physical education a week. Students will continue to study a broad curriculum of sporting disciplines over the 2 years, with a directed focus on skill development and expanding their knowledge and understanding of sport and physical activity. One significant feature of PE in Key Stage 4 is the emphasis which is placed on the wider values that sport and physical activity can play in a student’s life. We aim to provide an environment where students can relieve the stresses of education, gain important life skills, and we aim to nurture an enthusiasm for sport and physical activity that will hopefully lead to lifelong participation upon leaving Brighouse High School. Assessment Much like Key Stage 3, students in Years 10 and 11 will continue to be assessed on a 1-10 scale using GCSE standard criteria. This concept allows for a smooth continuation from Key Stage 3 and enables students to fully understand how they have progressed within Physical Education over a 5 year period. The assessment framework measures 4 elements;

Skill & Performance within an activity

Knowledge and Tactical Awareness within an activity

Performance in Brighouse Run (Standardised Endurance Test)

Teamwork and Leadership (Undertaken during Multi-Sport World Cup)

Additionally, student commitment, attitude and effort underpin each of the above elements and are all taken in to consideration when finalising assessment marks. Students are also encouraged to set their own targets each term and are assessed based on their success rate and effort to meet this.

Progression We aim to provide all students in Key Stage 4 with the skill set, knowledge and motivation to pursue a sporting pathway and maintain a healthy & active lifestyle. We also aim to help develop each individual in to a respectful citizen and equip them with life-skills that can be taken beyond school and utilised in all aspects of life. Additionally, it is also an opportunity to enhance their sporting qualifications and experiences when applying for College, University or other Post 16 routes. For some students it is an opportunity to enhance their sporting qualifications when applying for college or University.

For more information please contact – Mr Wainwright

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LEARNING 4 LIFE Including Citizenship Education, Personal, Social, Health and Economic Education and Careers and Work Related Education (CWRE) AND Independent Advice and Guidance (IAG)

As a school we want to encourage all our students to be equipped with life skills and to be responsible, informed and active citizens. Through the extended morning tutorial programme and Super Learning Days, form tutors and external agencies will continue to deliver Personal, Social, Health and Economic Education and Citizenship, plus CWRE and IAG. Our aim is to prepare students to face the changes and challenges of life beyond school with confidence and to be able to function in a positive way as they move towards adulthood and to be active citizens within their communities. Across the three key stages, topics covered as part of our Learning 4 Life programme include: Equalities & prejudice (sexism, racism and homophobia) Financial planning E-safety Career planning Healthy eating and body image Democracy and the British Government Young people and English Law including work around The Prevent Strategy. Global development and conflict resolution The Media Drug & alcohol use & abuse Identity: Bullying, self-esteem and forming positive relationships Sex and relationship education There are also many opportunities to become actively involved in Citizenship activities and projects which are delivered across the school curriculum and as part of the enrichment activities offered including: Participation in the Bar Mock trial competition Involvement in elections for Youth Parliament School council Active fundraising including G-Nation We believe that all students have a right to develop into informed adults, fully understanding the rights and responsibilities of being a citizen. In our delivery of L4L we want students to: 1. Take responsibility for their action or inaction 2. Feel positive about themselves physically, academically, socially and emotionally 3. Feel equipped to participate within school and in the wider community 4. Be able to make real choices and decisions, considering social and moral dilemmas 5. Be able to meet with, talk with and work with different people 6. Develop friendships and relationships

7. Be able to access information for use within school and for their own purposes

For more information please contact – Mrs C Naylor

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CAREERS EDUCATION, INFORMATION, ADVICE & GUIDANCE (CEIAG)

Careers Education The CEIAG programme forms part of the personal development programme within Learning for Life (L4L) and describes the planned provision to enable our young people to learn about careers, learning and work so that they can manage their own development and make life choices and decisions that will benefit their own wellbeing and contribute to the wellbeing of others.

The Careers Education Programme at Brighouse High School aims to: * encourage all students to recognise and value their own skills and abilities and to appreciate their

relationships with, and responsibilities towards, other people, the community and environment. * develop the skills which will help students make informed and realistic choices for their future. * enable students and parents to be aware of the alternatives and opportunities open to them at

different stages of their life and to raise aspirations * develop the skills, including communication and confidence that will be needed in new roles and

situations * promote equality of opportunity in respect of race, religion, gender and special needs disability. * develop students’ capabilities and to understand their own needs and abilities * encourage students to investigate career opportunities both locally and nationally and through direct

experience of the world of work, work related learning and enterprise activities * encourage students to implement their career plans and to review and evaluate in order to make improved decisions and manage the transition processes effectively.

Key Features Economic wellbeing and financial capability Interview and job seeking skills Essential employability skills required for opportunities at Post 16 Career planning / action planning and job information Study skills – to include revision and learning skills Health & safety in the workplace The production of an Achievement File Access to a Careers Adviser in group work and 1:1 sessions

Through L4L sessions, students will also have access to Information, Advice & Guidance. The

Careers section of Brighouse High School Website will enable students to access a wide variety of resources and information via the internet. We also have an excellent careers library where students can access information and discuss their career plans with staff and student librarians.

Whilst Work Experience is no longer part of the KS4 provision, a large part of the careers programme involves employer engagement, outside speakers into Assemblies / Form groups and Super Learning Days, where we aim to widen student’s horizons and give them opportunities to explore the skills required for the world of work. Work Experience will be offered to all Year 12 students after AS examinations to

explore the skills required for the world of work.

For more information please contact – Mrs Aitken

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RELIGIOUS STUDIES

Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline From 2016 the Religious Studies GCSE changed in line with recommendations made by the Department for Education. The current Y10 were the first year group to study the new qualification. Religious Studies enables students to examine a range of different contemporary issues from both ethical and philosophical perspectives. They are encouraged to develop their own opinions whilst considering the beliefs and opinions of others, both religious and secular. The course will follow the AQA Specification A and will focus on the religious teachings and traditions of Christianity and Islam. Unit 1 – The study of Religion; this consists of the study of the beliefs, teachings and practices of Christianity and Islam. Students will know and be able to apply key teachings to a range of different situations. Unit 2 – Thematic Studies; this consists of applying different religious, ethical and philosophical beliefs to a range of contemporary themes including Relationships and families, and Religion, Crime and Punishment. We shall also be looking at modern day issues such as peace and conflict.

Assessment 100% examination Two exams to be completed at the end of Year 11 Each exam covers one Unit and is 1hr 45minutes long.

Progression Religious Studies encourages students to analyse and evaluate different beliefs and ideas; they will explore the views of religious believers and apply teachings from Christianity, and Islam. The course allows students to develop critical thinking skills which can then be applied to a range of contemporary issues reflecting life in modern Britain. For more information please contact - Miss Owram

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ICT (Information Communication Technology)

Awarding Body: Pearson Award (equivalence) Level 1 / 2 - Pass, Merit, Distinction, Distinction*

Course Outline The BTEC Level 1/Level 2 First Award in Information and Creative Technology is a vocational qualification suitable for learners who want to become technology savvy designers and producers of technology products. The qualification gives students the opportunity to gain a broad understanding and knowledge of information and creative technologies through the review, design, creation and evaluation of their own products. Students will explore the fundamentals of technology and gain the practical skills, knowledge and understanding needed in this technological age. Through this qualification students will also gain valuable transferrable skills such as motivation, confidence and people/communication/team-working skills that will help them now and in the future. Unit 1 – Online World (examined unit) In this unit students will learn to understand the main technologies and processes behind the Internet and investigate how they come together to let you view websites and send information across the world. The internet and web of tomorrow will be even more powerful, more connected, more intuitive and a more important part of our lives and students will explore a range of digital devices and consider the technology that enables these devices to share and exchange information. Students will sit an examination in this unit. Unit 3 – Digital Portfolio (externally assessed portfolio) In this unit students will create their own digital portfolio so it can potentially be viewed by anyone with a computer and an Internet browser. They will learn how to create a digital portfolio that includes a series of web pages with links to content that they have created during this qualification. They will learn how to make use of multimedia assets such as images, sound and video to make their portfolio appealing and engaging. Unit 4– Digital Animation (internally assessed portfolio) In this unit students will investigate the purpose, audience and features of different types of computer animations. Based on the knowledge they acquire through reviewing professional animations, students will then design and create a digital animation for a specific audience and purpose. Students will then evaluate the final animation to explain how this meets the requirements of the brief. Unit 6– Digital Graphics (internally assessed portfolio) In this unit students will investigate the purpose, audience and features of different types of digital graphics. Students will then design and create two different digital graphics for a specific audience and purpose and will evaluate their final graphics to explain how these meet the requirements of the brief. Please note this qualification is subject to change

Assessment Unit 1 – 25% - External Examination – 1 hour – 50 marks Unit 3 – 25% - Externally Assessed Portfolio Unit 6 – 25% - Internally Assessed Portfolio and Externally verified Unit 4 – 25% - Internally Assessed Portfolio and Externally verified

Progression

Any level 3 ICT qualification including BTEC Nationals; A Level ICT; A Level Computing ICT related jobs post level 2 qualification include: Administration; ICT technician apprenticeship and more Any employer will look favourably on a candidate with an ICT qualification with skills in Microsoft Office applications. Any other further education training/courses/related jobs include: ICT Technician; Network Administrator; Network Engineer; Games Designer; Web Developer; Computer Programmer; ICT Teacher/Trainer Animator; Graphic Designer; Media

For more information please contact –Mrs Parr

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OPTIONS

Religious Studies

Technical Awards

Art & Design

Art & Design

Art & Design

Art & Design

Materials Technology

Visual Communication

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Page 23

Page 24

Page 25

Page 26

Page 27

Page 28

Page 30

Page 31

Pages 33 & 34

Page 36

Page 37

Page 38

Pupils who follow Route 3 (Green Route) choose three subjects from the list below. At least

one of these subjects must be a humanity (History or Geography) or a Modern Foreign

Language (French or Italian*)

(*Italian by invitation only)

Fashion & Textiles

Photography

Music

Modern Foreign Language - Italian

Modern Foreign Language - French

History

Geography

Food Preparation & Nutrition

Drama

BTEC Dance

Business

Art and Design

Page 32

Page 29

Physical Education

Page 35 Triple Science

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ART & DESIGN Awarding Body: AQA

Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline GCSE Art and Design provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personal and developmental in nature. This course is all practical with a small written content and includes areas of experience such as painting, drawing and print, sculpture, ceramics, textiles, graphics, ICT etc. Each assignment also includes art appreciation or contextual studies, observation studies, research and development of initial ideas to a final outcome. The assignments are set to cover the course requirements but are very flexible and broad. Key Features 60 % coursework which is done from September of year 10 to Christmas of

year 11 40% exam. The exam starts on the 1st January of year 11 and is completed

over a 12 to 14 week period The exam consists of a preparation period and 10 hour exam

Assessment There are 4 assessment objectives Each is worth 25% Work is assessed by staff and then moderated by AQA

Progression The qualification is a strong foundation for further progression to Art and Design related courses such as A-level Art and Design and enhanced vocational and career pathways. It can also be used as a 'preferred' qualification in some careers i.e. window dressing, some catering courses, hairdressing, design workshops etc.

For more information please contact – Mrs Brooke

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BUSINESS

Awarding Body: Pearson Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline Whatever career you choose to follow, Business will be a really useful subject to you. During the two years you will find out how a range of businesses operate in the commercial world, and when you finally start working, you will have a better understanding of the world of work. It is particularly useful to anyone who is thinking of starting their own business.

Key Features Theme 1: Investigating Small Businesses

Enterprise and entrepreneurship – you will learn how and why business ideas come about. You will also explore the impact of risk and reward on business activity and the role of entrepreneurship.

Spotting a business opportunity – you will investigate how new and small businesses identify opportunities through understanding customer needs and conducting market research.

Putting a business idea into practice – this topic focuses on how a business makes an idea happen through identifying aims and objectives and concentrating on the financial aspects.

Making the business effective – you will explore a range of factors that impact on the success of businesses, including location, the marketing mix and the business plan.

Understanding external influences on business – you will learn how businesses respond to a range of external factors.

Theme 2: Building a Business

Growing the business – you will learn how businesses evolve and the impact of globalisation and the ethical and environmental questions facing businesses today.

Making marketing decisions – you will explore how each element of the marketing mix is managed and used to inform and make business decisions in a competitive marketplace.

Making operational decisions – this topic focuses on meeting customer needs through the design, supply, quality and sales decisions a business makes.

Making financial decisions – you will investigate the tools a business has to support financial decision making, including ratio analysis and the use of a range of financial information.

Making human resource decisions – growing a business means that decisions relating to organisational structure, recruitment, training and motivation need to be made to influence business activity. These aspects are considered in this final topic.

Assessment

Theme 1: The paper consists of multiple-choice questions, short answer questions and extended writing questions. 50% of the final mark.

Theme 2: The paper consists of multiple-choice questions, short answer questions and extended writing questions. 50% of the final mark.

Progression This GCSE leads to any form of Level 3 qualification. Students who study GCSE Business often go on to study A Levels in Business, Maths, Law, English, Psychology, and IT. They also study applied learning Level 3 qualifications in Business, Travel & Tourism or Law

For more information please contact – Mrs Eagleton, Miss Wardingley, Ms Carter

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BTEC DANCE

Awarding Body: Pearson Award (equivalence) Level 2 First Award In Performing Arts Graded: Pass, Merit, Distinction or Distinction * (equivalent of 1 GCSE grade 9 - 1)

Course Outline This is a fantastic two year course that will develop and improve your abilities as a dancer. Students studying Dance will participate in practical dance workshops, develop physical and interpretive skills, practically explore different styles of dance, learn choreography and perform to an audience. You will also keep an ongoing evaluative log that details how you are progressing. Who is it for? Students who: Enjoy dance and wish to develop their skills in the subject further Excel in practically based subjects Have good attendance Are focused and well-motivated

What will we do? Participate in workshops to develop and improve physical skills including balance,

poise, rhythm, flexibility, strength, rhythm and timing. Participate in workshops to explore different dance styles (Focusing on Urban

Street Dance, Jazz & Contemporary). Learn choreography for performance.

Assessment The assessment for this course is ongoing. Practical workshops and performances will be videoed and assessed in terms of practical skills in line with the grading criteria for each unit.

Progression This course could lead to any Level 3 course in Dance including BTEC or GCE. However, aside from equipping you with dance skills, this course will provide you with the confidence, leadership, organisational and communication skills required for any future career.

For more information please contact – Miss E Orme

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GCSE DRAMA

Awarding Body: OCR Award (equivalence): 1 GCSE Grade 9 - 1 Course Outline

What do you do? GCSE Drama consists of 3 Units; Devising Drama, Text Performance and Performance and Response. Devising Drama focuses on responding to stimuli provided by the exam board and will lead to you creating an original piece of theatre and keeping a working portfolio of the process. Text Performance will require you to perform two extracts from a published play. The final unit will focus on how to bring a play from page to stage, (how you will bring the play to life for an audience) as well as reviewing a play that you will watch live at the theatre. Will it help me get a job?

YES! Some people may be of the opinion that you don’t need drama for a particular job but it does relate to all of them! As well as learning about drama, students will also develop their personal and social skills. This includes;

confidence

team working skills

presentation skills

communication skills

be able to meet deadlines

work under pressure

creative thinking

improve problem solving skills

which are all really desirable skills that an employer will look for in their employee. It also looks really good on your CV which is the first point of contact when applying for jobs. The above skills are essential in any job.

How will I be assessed? Devising Drama You will explore a stimulus provided by the exam board. You will work in groups to create your own devised drama based on your exploration. You will work as a performer creating a portfolio and a final performance.

Non-examined assessment

30%

20% Portfolio 10% Performance

Presenting and Performing Texts You will explore a text and perform two scenes to a Visiting Examiner. You will work as a performer completing a pro forma and a final performance showcase.

Non-examined assessment

30%

20% Performance 10% Written pro-forma

Drama: Performance and Response Section A contains questions based on the study of a full text from a list set by the exam board. Section B contains an extended response analysing and evaluating live theatre.

Written Exam

1½ hours

40%

Progression This course leads onto GCE Drama & Theatre Studies and/or BTEC Level 3 Acting.

For more information please contact - Miss E Orme

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FOOD PREPARATION & NUTRITION

Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline This course uses food as a material in order to explore and develop practical skills. The emphasis is on the production of healthy products and gives candidates the opportunity to study nutrition, food science, food safety, food choice and food provenance.

Candidates choosing this course must understand that as part of their course they will be expected to select and obtain their own materials for manufacturing work. Key Features Develops skills in the research, development and production of food

products Develops life skills and provides opportunities to work with a range of raw

materials and use a selection of equipment Promotes an interest in healthy eating Allows students to demonstrate their creativity in making of food products

Assessment Unit 1: Written Paper – undertaken in June of Year 11 (50% of total marks) Unit 2: Controlled Assessment – Food Investigation – January of Year 11

(15%) Unit 3: Controlled Assessment - Food Preparation – March of Year 11 (35%)

Progression ‘A’ level Science Vocational food handling course

For more information please contact – Mrs Burton / Mrs Aitken

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GEOGRAPHY

Awarding Body: AQA A Award (equivalence) 1 GCSE Grade 9 - 1

Is this the right subject for me? If you enjoy: • learning more about the world we live in; • developing skills that are unique to geography but are also transferable; • completing some of your own practical work away from the classroom e.g. fieldwork; • learning through investigating and enquiry; • learning about the big issues within our society; then this GCSE Geography course is the ideal subject for you.

Key Features

Unit 1, Living with the physical world Topics include: The challenge of natural hazards (tectonics, hurricanes, climate change), Physical landscapes in the UK (coasts & rivers), The living world (ecosystems, tropical rainforests and cold environments), and Geographical skills.

Unit 2, Challenges in the human world Topics include: Urban issues and challenges, The changing economic world, The challenge of resource management, and Geographical skills.

Unit 3 – Geographical Application Topics include - Fieldwork at Flamborough Head and Salford Quays, a Decision Making Exercise (DME) and Geographical skills.

Assessment Unit 1 – Living with the physical world, written examination worth 35% of your GCSE and

lasting for 1 hour and 30 minutes. Unit 2 – Challenges in the human world, written examination worth 35% of your GCSE and

lasting for 1 hour and 30 minutes. Unit 3 – Geographical Application, written examination worth 30% of your GCSE and last

for 1 hour.

Progression GCSE Geography is an attractive subject to learn if you are looking to pursue subjects to A Level standard. GCSE Geography also offers you a chance to develop skills which are transferable, such as: writing an enquiry, handling data, interpreting maps, graphs & photos and explaining detailed processes. Daily news often comments on geographical issues that you will study in the classroom. If you want to study a subject that tackles the big issues within our society, geography is the subject for you.

For more information please contact – Mr Davies or Mrs Mann

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HISTORY

Awarding Body: Pearson Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline Students will sit three examinations. They are as follows:

Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city. This exam is one hour and fifteen minutes and is 30% of the overall grade.

Weimar and Nazi Germany 1918-193. This exam is one hour and 20 minutes and is 30% of the overall grade.

Anglo-Saxon and Norman England, c1060–88 and Superpower relations and the Cold War, 1941–91. This exam is one hour and forty five minutes and is 40% of the overall grade.

Key Features

1. Germany 1918 – 1939. The content focuses upon post war Germany and the Weimar Republic, the Stresemann years, the emergence of the Nazi Party and life in Nazi Germany.

2. Crime and punishment in Britain c1000-present: This focuses on how the definition of crime and the way punishment has changed over the last 1000 years. There is a case study looking at the development of policing and police methods in Whitechapel in London from 1870-1900

3. Superpower Relations and the Cold War This unit gives students an opportunity to study the changes in international relations through the era of the Cold War 1943–1991 and the factors bringing about these changes. Content includes; origins of the Cold War, the division of Berlin, the Cuban missile crisis, the roles of Reagan and Gorbachev and the ending of the Cold War.

4. Anglo-Saxon and Norman England: This unit focuses on the Norman Conquest, how William I secured his throne, life under William in Norman England and his relationships with his sons.

Assessment •Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city. This exam is one hour and fifteen minutes and is 30% of the overall grade. •Weimar and Nazi Germany 1918-193. This exam is one hour and 20 minutes and is 30% of the overall grade. •Anglo-Saxon and Norman England, c1060–88 and Superpower relations and the Cold War, 1941–91. This exam is one hour and forty five minutes and is 40% of the overall grade.

Progression This course provides students with knowledge and understanding of England in Medieval times as well as looking at some social history through the Crime and punishment unit. It also provides understanding of modern political history. It offers a fascinating and enjoyable insight into understanding the world around us. It also provides students with a range of investigative skills, which are highly valued by employers as students develop skills of analysis, evaluation and interpretation.

For more information please contact – Ms White

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MODERN LANGUAGES – French

Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline The course will build on previous language learning experiences across Key Stage 3 and will further develop your ability to use languages effectively for the purpose of practical communication. The GCSE course is divided into four skill areas: listening (25%), speaking (25%), reading (25%) and writing (25%). The specification covers the following themes: Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment

Why Study a Language? You will have the ability to cope in everyday situations in French speaking countries Only 6.5% of the world’s population speaks English as their first language and 75% do not

speak any English at all. It is, therefore, unsurprising that having a language qualification on your CV will make a positive impression on employers

The course will help you to develop a range of key skills that employers and Higher Education establishments will look for, such as group working and communication skills

Assessment Listening (25%) – Final examination in Year 11 35 minutes (Foundation Tier), 45 minutes (Higher Tier) Speaking (25%) – Non-exam assessment in Year 11

7–9 minutes (Foundation Tier) + preparation time 10–12 minutes (Higher Tier) + preparation time Reading (25%) – Final examination on Year 11 Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Writing (25%) – Final examination in Year 11 Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

Progression The skills and attributes that pupils acquire in learning a foreign language are greatly valued by prospective employers and Higher Education establishments alike. Success at GCSE can prove useful as a gateway into a wide range of careers, including:

International Law Teaching Travel and Tourism Export Sales Journalism

Hotel Management

For more information please contact – Mr Shingler

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MODERN LANGUAGES – Italian

Awarding Body: AQA (Subject to Ofqual approval) Award (equivalence) 1 GCSE Grade 9 - 1 *Italian is available as an option to gifted linguists who have been invited. Also, anyone choosing GCSE

Italian will be expected to follow a twilight induction course during the Summer term 2017.

Course Outline The course will build on previous language learning experiences across Key Stage 3 and will further develop your ability to use languages effectively for the purpose of practical communication. The GCSE course is divided into four skill areas: listening (25%), speaking (25%), reading (25%) and writing (25%). The specification covers the following themes: Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment

Why Study a Language? You will have the ability to cope in everyday situations in Italian speaking countries Only 6.5% of the world’s population speaks English as their first language and 75% do not

speak any English at all. It is, therefore, unsurprising that having a language qualification on your CV will make a positive impression on employers

The course will help you to develop a range of key skills that employers and Higher Education establishments will look for, such as group working and communication skills

Assessment Listening (25%) – Final examination in Year 11 35 minutes (Foundation Tier), 45 minutes (Higher Tier) Speaking (25%) – Non-exam assessment in Year 11

7–9 minutes (Foundation Tier) + preparation time 10–12 minutes (Higher Tier) + preparation time Reading (25%) – Final examination on Year 11 Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Writing (25%) – Final examination in Year 11 Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

Progression The skills and attributes that pupils acquire in learning a foreign language are greatly valued by prospective employers and Higher Education establishments alike. Success at GCSE can prove useful as a gateway into a wide range of careers, including:

International Law Teaching Travel and Tourism Export Sales Journalism

Hotel Management

For more information please contact – Mr Shingler

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MUSIC Awarding Body: Eduqas

Award (equivalence) 1 GCSE Grade 9 - 1 Course Outline Music continues to be a mainly practical subject at GCSE and is an extension of the music studied at Key Stage 3. The emphasis is on the learner’s ability to perform, compose and listen to music of all styles. As this course is 30% performing, it is essential that learners are already confident in playing an instrument or singing (or both) and it is highly recommended that they have individual instrumental or vocal lessons to support their studies. It is vital that learners strive to improve the standard of their performance over the two years as this provides the ‘backbone’ of the course. The keyboard skills and an understanding of musical theory and chords gained in lower school continue to be used as an aid to composition and listening activities.

Typical activities Each week there are two or three periods of music. They are usually divided as follows: 2 periods composition/performance activities 1 period theory/listening (this involves listening to a wide variety of styles, both classical and modern)

All elements of the course are linked to the following Areas of Study: Area of Study 1 Musical Forms and Devices (Western Classical Music 1600-Present Day) Area of Study 2 Music for Ensemble Area of Study 3 Film Music Area of Study 4 Popular Music

Learners will be required to study two ‘set works’ in depth that will be examined as part of the written examination

a) Eine Kleine Nachtmusik, Movement 3, Minuet (1787) – W.A. Mozart

b) Since You’ve Been Gone (1979) – Rainbow

Assessment

Performing Music Total Duration of Performance 4-6 minutes of at least Grade 3/4 standard. Internally assessed by teacher and externally moderated. A minimum of two pieces, one must be an ensemble performance- the other may be a solo or ensemble performance. One piece must be linked to one of the areas of Study

Non-examined assessment

30%

Composing Music Total Duration of Compositions 4-6 minutes accompanied by a written log describing the composition process. Internally assessed by teacher and externally moderated. Two compositions, one which must be in a response set by Eduqas, The second is a free composition in which learners set their own brief.

Non-examined assessment

30%

Listening and Appraising Written Examination 1hr 15mins Externally assessed Learners answer two extended questions from each of the areas of study, two of which will be linked to the set works.

Written Exam

1 .15 hours

40%

Progression College course in Performing Arts/Music/Music Technology at BTEC level3 or AS Music/Music Technology depending on the qualification gained. Careers in Music can cover a vast expanse and musicians don’t necessarily enter a musical career as transferable skills enable them to pursue additional avenues if they so wish. The obvious career opportunities in music are performing, teaching, the recording industry, television and radio. In addition to this colleges and employers always have a high regard for anyone who has learnt to play a musical instrument, as it says a lot about the person in terms of commitment and self-discipline. Therefore, for any career, music is always a positive asset. If you enjoy playing an instrument/singing and are confident doing so, then you have the opportunity to continue to use this skill to help you gain a good GCSE.

For more information please contact - Miss R Venus, Mr C Hornsby or Ms. A Luck. You could also talk to instrumental teachers to find out more about the performance standard required.

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PHOTOGRAPHY

Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline GCSE Photography provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personal and developmental in nature. This course is mainly practical but there is a requirement of a large amount of written content though out the course. We mainly cover digital photography, but some traditional areas may be touched on. Each assignment also includes contextual studies, photo-shoots, a large amount of ICT work, research and development of initial ideas to a final outcome. The assignments are set to cover the course requirements but are very flexible and broad. Ideally it would suit those thinking about following through to A level Photography and those with a keen interest in exploring photography beyond ‘taking a nice picture’. Having your own digital camera would help Key Features

60 % coursework which is done from September of year 10 to Christmas of year 11 40% exam. The exam starts on the 1st January of year 11 and is completed over a 12 to

14 week period

The exam consists of a preparation period and 10 hour exam Assessment

There are 4 assessment objectives Each is worth 25% Work is assessed by staff and then moderated by AQA

Progression The qualification is a strong foundation for further progression to Photography related courses such as A-level Photography and enhanced vocational and career pathways. It can also be used as a 'preferred' qualification in some careers i.e. window dressing, some catering courses, hairdressing, design workshops etc.

For more information please contact – Mrs Brooke

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PHYSICAL EDUCATION GCSE

Awarding Body: Pearson Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline Students within Years 10 and 11 can choose to further develop their sporting education by studying an academic GCSE in Physical Education. Within GCSE Physical Education, students are assessed on both their theoretical understanding of sport and physical activity as well as their practical sporting capabilities. As such, students should have a keen interest in PE and sport, particularly the scientific theories and principles behind it. In addition, students must be proficient athletes, capable of performing to a high standard in at least three different sporting disciplines, both team based and individual.

Key Features GCSE Physical Education consists of four components, two externally-examined papers which are

both undertaken at the end of Year 11 and two non-examined assessment components; Component 1 - 1 hour Theory based examination on Fitness & Body Systems Component 2 - 1 hour Theory based examination on Health & Performance Components 3 - Practical Performance in 3 chosen sporting disciplines Component 4 - Coursework designing & performing a Personal Exercise Programme (PEP).

70% of the course is dedicated to the theory element of Sport & Physical Education so students

must be prepared to study an extensive syllabus of theoretical content (2 Lessons/Week); Component 1 is made up of 4 topic areas: Applied Anatomy & Physiology, Movement

Analysis, Physical training, Using data to analyse, assess and interpret. Component 2 is made up of 4 topic areas: Health, Fitness & Well-Being, Sports

Psychology, Socio-cultural influences, Using data to analyse, assess and interpret.

30% of the course is dedicated to sporting performance in 3 chosen sports and students must be highly proficient in these areas and select; 1 x Team Sport, 1 x Individual Sport, and a choice between either a team or individual sport. (1 Lesson/Week)

Within your assessed sporting disciplines, students must have a high level of skill, be able to apply this in competitive game situations, demonstrate a good knowledge of the rules, regulations & tactics and be able to accurately analyse performance.

Students can only be assessed in activities listed on the approved Pearson exam board specification (See following page).

Although students will receive one additional hour of practical PE a week, it is advised that students regularly participate in a range of sports outside of school in order to further develop their performance

Assessment 36% of the overall GCSE PE qualification is based on Component 1 - Examination 24% of the overall GCSE PE qualification is based on Component 2 - Examination 30% of the overall GCSE PE qualification is based on Component 3 - Practical Performance 10% of the overall GCSE PE qualification is based on Component 4 - Designing and performing a

personal exercise programme to improve performance and analysis of performance in one chosen sport.

Progression The content of this GCSE equips students to continue their studies in to sport and physical activity through A level PE & BTEC Sport related courses. This can then lead to Higher Education, University and careers in areas such as Sports Science, PE Teaching, Physiotherapy, Professional Sports and Sports Coaching.

For more information please contact – Mr Wainwright

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Team activities Activity Forbidden combinations and rules Association football Cannot be five-a-side or futsal

Badminton Cannot be assessed with singles/individual badminton

Basketball Cannot be ‘street basketball’

Camogie Cannot be assessed with hurling

Cricket

Dance Acceptable dances include: ballet, ballroom, contemporary/modern, hip-hop, jazz, salsa, street, tap

Gaelic football

Handball

Hockey Must be outdoors field hockey, not ice hockey or roller hockey

Hurling Cannot be assessed with camogie

Lacrosse

Netball

Rowing Cannot be assessed with sculling, canoeing, kayaking or a rowing machine.

Rugby League league Cannot be assessed with rugby union or rugby sevens – cannot be tag rugby

Rugby union Can be assessed as sevens or fifteen-a-side. Cannot be assessed with rugby league, cannot be tag rugby

Squash Cannot be assessed with singles/individual squash

Table tennis Cannot be assessed with singles/individual table tennis

Tennis Cannot be assessed with singles/individual tennis

Volleyball

Specialist Team Activities Blind cricket Powerchair football Goal ball Table cricket Wheelchair basketball Wheelchair rugby

Individual Activity Amateur boxing

Athletics

Badminton Cannot be assessed with doubles

Canoeing Cannot be assessed with kayaking, rowing or sculling

Cycling Track or road cycling only

Dance This can only be used for one activity

Diving Platform diving

Golf

Gymnastics Floor routines and apparatus only

Equestrian

Kayaking Cannot be assessed with canoeing, rowing or sculling

Rock climbing Can be indoor or outdoor

Rowing Cannot be assessed with sculling, canoeing or kayaking.

Sculling Cannot be assessed with rowing, canoeing or kayaking

Skiing Outdoor/indoor on snow; cannot be assessed with snowboarding. Must not be dry slopes

Snowboarding

Squash Cannot be assessed with doubles

Swimming Not synchronised swimming

Table tennis Cannot be assessed with doubles

Tennis Cannot be assessed with doubles

Trampolining

Specialist Individual Activity

Boccia

Polybat

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GCSE Triple Science

Awarding Body: AQA Award (equivalence) 3 GCSEs Grades 9 - 1

Course Outline Science is a fundamental part of our everyday lives. It helps to explain so much of the world

around us and enables advances in many areas including health, communication, the environment and leisure.

Science GCSEs are an essential qualification for a very wide range of jobs and higher level qualifications.

Triple award Science is a course that is aimed at students with not only a great interest in Science but also a desire to study the subject in greater depth and to progress further to study science a higher level in the future.

All students are now required to take either dual award Combined Science GCSE or Triple Science GCSE.

Key Features

Each of the three Science subjects is taught separately by subject specialists. The course comprises three separate science GCSEs; Biology, Chemistry and Physics. Each GCSE is

a two year linear course with all exams in the summer term of Year 11.

Students will complete 8 compulsory practicals throughout the duration of the course; these practicals will develop the essential investigative skills needed but also support the understanding of the relevant topic areas.

Triple Science counts as one option and students are taught for 2 hours per subject per week. The course is a two year linear course with all exams in the summer term of Year 11. Please note that students with the aptitude necessary for this demanding course will be invited

to take Triple Science as an option.

Assessment The course is assessed entirely through two written examinations per subject.

All new GCSEs are graded from 9-1; students taking Triple Science will be awarded three individual grades.

Although there is no longer any element of controlled assessment practical work remains a stimulating and essential part of the new science GCSE courses. The understanding and skills gained from these practicals will be assessed in the written examinations.

Progression Students taking Triple Science can progress to take single sciences at A-level.

For more information please contact – Mr Rule

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TECHNICAL AWARD – MATERIALS TECHNOLOGY

Awarding Body: AQA Award (equivalence) Level 1 – Credit/Advanced Credit Level 2 – Pass –Distinction*

Course Outline Learners will have the opportunity to develop skills in making high quality products using woods, metal and polymers (plastics). They will be expected to make a range of products, prototypes and samples, applying technical and practical expertise to ensure that the product is fit for purpose. They will have the opportunity to use traditional skills and modern technologies.

Key Features

Develop a broad knowledge of materials, components and technologies

Develop practical skills to produce high quality functional prototypes and/or

products

Be able to read, interpret and work from drawings, plans and instructions

Be able to produce working drawings and production plans

Develop an awareness of industrial practices and employment opportunities.

Assessment Unit 1: Skills Demonstration – Pupils undertake a number of mini-projects that

will allow them to be assessed against 12 core practical skills. 30% of qualification. Undertaken in Year 10.

Unit 2: Extended Making Project - Pupils will undertake an extended project that showcases the skills they have developed in Unit 1. 30% of qualification. Undertaken in Year 11.

Unit 3: Fundamentals of Visual Communication (Exam) – 1 ½ hour examination - Questions Section A 20 multiple choice questions (20 marks) Section B Mixture of short answer and extended response questions (76 marks). 40% of qualification. Can be undertaken in Year 10 with a resit opportunity in Year 11.

Progression A-Level Design & Technology: Product Design Practical based apprenticeships

Product Design based further educational courses Technical Awards will count equally alongside GCSEs when applying to do further study in general or vocational qualifications.

For more information please contact – Mr Edwards / Mr Geall

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TECHNICAL AWARD – VISUAL COMMUNICATION

Awarding Body: AQA Award (equivalence) Level 1 – Credit/Advanced Credit Level 2 – Pass –Distinction* Course Outline The Level 1/2 Technical Award in Visual Communications will enable learners to demonstrate their practical skills and experience in a similar way to those developing promotional materials in industry.

Learners will be expected to make a range of products, prototypes and samples, applying technical and practical expertise to ensure that the product is fit for purpose. Learners will have the opportunity to use traditional skills and modern technologies, including digital.

This course will be of special interest to candidates who enjoy presenting their work to full effect and developing graphic skills to specialist levels.

The course enables students to develop skills using industry standard software packages such as Adobe Photoshop & Illustrator. Pupils will also be encouraged to develop skills using 2D Design Tools and the manufacture of products using the laser cutter.

Key Features Access to industry software: Adobe Creative Suite Develop graphics for both 2D & 3D objects Design posters, magazine layouts and packaging Become proficient at the use and programming of the Laser Cutter to enhance project

work.

Assessment Unit 1: Skills Demonstration – Pupils undertake a number of mini-projects that will

allow them to be assessed against 12 core practical skills. 30% of qualification. Undertaken in Year 10.

Unit 2: Extended Making Project - Pupils will undertake an extended project that

showcases the skills they have developed in Unit 1. 30% of qualification. Undertaken in Year 11.

Unit 3: Fundamentals of Visual Communication (Exam) – 1 ½ hour examination - Questions Section A 20 multiple choice questions (20 marks) Section B Mixture of short answer and extended response questions (76 marks). 40% of qualification. Can be undertaken in Year 10 with a resit opportunity in Year 11.

Progression A-Level Art & Design: Graphic Communication A-Level Art & Design: Art / Photography

Graphics / Illustration based further educational courses Technical Awards will count equally alongside GCSEs when applying to do further study in general or vocational qualifications.

For more information please contact – Mr Geall

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TECHNICAL AWARD – FASHION & TEXTILES

Awarding Body: AQA Award (equivalence) Level 1 – Credit/Advanced Credit Level 2 – Pass –Distinction* Course Outline The Level 1/2 Technical Award in Fashion and Textiles allows learners to demonstrate their practical skills and experience in a similar way to those developing fashion and textile products in the fashion industry. A working knowledge of commercial fashion, home furnishing textiles products and textiles materials should allow learners to show their understanding of textile products and how they are made as well as learning about careers in the fashion industry and developing transferable skills such as teamwork and communication. Key Features

Learn a wide range of practical making skills including colouring fabrics by dyeing / printing & surface embellishment e.g. applique, embroidery; fabric manipulation e.g. gathering, pleating, tucking; joining fabrics and combining materials

Design and construct fashion garments and home furnishings making use of patterns/templates

Develop an understanding of materials, components and technologies Learn a wide range of practical making skills including colouring fabrics by dyeing /

printing & surface embellishment e.g. applique, embroidery; fabric manipulation e.g. gathering, pleating, tucking; joining fabrics and combining materials

Assessment

Unit 1: Skills Demonstration – Pupils undertake a number of mini-projects that will allow them to be assessed against 12 core practical skills. 30% of qualification. Undertaken in Year 10.

Unit 2: Extended Making Project - Pupils will undertake an extended project that showcases the skills they have developed in Unit 1. 30% of qualification. Undertaken in Year 11.

Unit 3: Fundamentals of Fashion & Textiles (Exam) – 1 ½ hour examination - Questions Section A 20 multiple choice questions (20 marks) Section B Mixture of short answer and extended response questions (76 marks). 40% of qualification. Can be undertaken in Year 10 with a resit opportunity in Year 11.

Progression

A-Level Art Textiles A-Level Art & Design: Art / Photography

Fashion / Textiles based further educational courses / apprenticeships Technical Awards will count equally alongside GCSEs when applying to do further study in general or vocational qualifications.

For more information please contact – Mrs Booth

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Part 7 Do’s and Don’ts

DO make a balanced choice of subjects; choose subjects which YOU like, perform well in and interest YOU; read the Route information fully; discuss your strengths and weaknesses with your SUBJECT TEACHERS; discuss options with your TUTOR and your PARENTS; go to the Careers staff and Careers information in the Library for advice; realise that virtually all courses lead to a certificate qualification; understand that there are equal opportunities for boys and girls in ALL subjects; realise that the decisions you will making are vital; try to be sure that you are happy with your choice. You are the one who is going to

follow it through.

DON’T

think you can drop subjects. You MUST do ENGLISH, Maths and Science; make your mind up before you know ALL the facts; set your heart on one future career; think you can switch subjects once you have started the course; choose a course because your friends have done so. Their abilities and interests may be

different to yours; let like or dislike of a teacher influence your choice. It is more often than not

impossible to say which teacher you will get at the time you make your choice; choose (or ignore) a subject because of your elder brother or sister; think any subjects are ‘soft options’. You will have to work hard for ALL of them; choose a subject you know nothing about. Find out about it; listen to advice from people who know nothing about courses at this school; think some subjects are just for boys or just for girls. ALL are available to both on an

even footing! Make any decision hastily or lightly; Panic. There are lots of people who are willing to help you.

FOR STUDENTS WHO STILL NEED HELP SEE MR MCGEE WHO WILL ARRANGE AN APPOINTMENT

TO DISCUSS YOUR OPTIONS IN MORE DETAIL.

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Part 8

Dates to Remember

Thursday 19th January 2017 – Guidance Evening

Tuesday 31st January 2017 – Taster Day – a chance to try out some of the courses on offer at Key Stage 4

Monday 6th February 2017 – Completed Choices Forms

returned to school

April / May Choices confirmed