ST JOHN FISHER CATHOLIC

HIGH SCHOOL - HARROGATE

OPTIONS BOOKLET

2017

INTRODUCTION

This option booklet outlines the subjects available to your son or daughter at Key Stage 4 and the process by which they will select their subjects. The school is committed to an early start to Key Stage 4 in Year 9, with a three year GCSE programme. We feel that it better meets the needs of our learners and avoids a potential dip in attainment in Years 8 and 9. We also hope that it will have a positive effect on eventual GCSE outcomes for all in Year 11. All students will continue to follow a core programme of RE, English, mathematics, science, and PSHCE. Whilst we aim to provide a broad and balanced curriculum, the school has four issues to consider in constructing the Key Stage 4 curriculum:

to allow the majority of students to follow courses in double science and at least one modern foreign language and humanities subject, leading to the English Baccalaureate qualification. There is an expectation that most students will follow this route

to provide the opportunity for all students to study a humanities subject and for any student to study two humanities

to ensure students have an entitlement to a Technology and Arts subject

to provide more vocational portfolio options to a small number of students who will benefit from this style of learning in place of a language GCSE

Given these curriculum issues and the obvious need to offer broad, balanced and differentiated option blocks, Year 8 students will be involved in a trial run to establish their preferences. Option blocks A and B will reflect these preferences and satisfy the choices of the vast majority of students. At the moment we anticipate that all proposed courses will run as stated, however take-up rates and unforeseen circumstances may inevitably affect the final curriculum structure and combination of courses that are offered. Students will naturally tend to select subjects which they like best and in which they have experienced the greatest success so far. While these are important considerations, they should not be the only criteria used in making their choice. Choices should also meet the student’s present and future needs, including any specific career aspirations. Choices should NOT be made on the basis of teacher preference, as the student cannot know which teacher will teach a particular course, or be based on what their friends are doing. Information about the Key Stage 4 curriculum at St John Fisher is outlined in this booklet. Please be aware that as a number of subjects have new courses which have not been fully confirmed by the exam boards specific details are not always confirmed. Parents and students are encouraged to discuss the available options with teachers during the consultation process. Any queries about the content of this booklet can be directed to your child’s Attainment Co-ordinator, Miss Hayward-Shott, or Assistant Headteacher, Mr Sharpe. R Pritchard Headteacher

Year 8 Options Schedule

28th February Options Presentation to Y8 pupils in form time

28th February Options Evening

28th February Subject Forum

3rd March Option Pilot completed in form time

30th March Parents’ Evening

31st March Options Sheets issued

3rd April Options Sheets returned

CURRICULUM INFORMATION

Next September your son or daughter will follow a curriculum that is structured in the following manner:

a) Compulsory Subjects

These subjects are taken by all students throughout key stage 4. They are:

Religious Education

English } Known as National Curriculum

Mathematics } core subjects.

Science } Physical Education (Activity based, Non GCSE)

PSHCE (Year 9 and 10 only)

(b) Optional Subjects

The following subjects may be studied to gain a full GCSE qualification:-

Art & Design

Business Studies

Computing

Drama

Dance

DT – Electronics

DT – Product Design

DT – Food Preparation and Nutrition

DT – Textiles

Geography

History

ICT (DIDA)

Media

Music

PE

Second Language option

There is also the possibility for a small number of students to work towards BTECs in Engineering or Performing Arts, or a vocational qualification in Health and Social Care or a GCSE in Photography or ICT. This will involve students who have been identified as benefiting from a more coursework based qualification rather than taking a language GCSE.

Y8 GCSE Options Pilot 1: Example

Option blocks A and B

From the list of GCSE option subjects below select the two GCSE subjects you would like to study. Your choices will be used to construct option blocks A and B. You can only study one technology option in this column. You may only choose IT or Computing, not both.

Subject √ the two GCSE options you would like to

study.

Art & Design

Business Studies

Computing

Drama

Dance

DT – Electronics

DT – Product Design

DT – Food Preparation and Nutrition

DT – Textiles

Geography

History

ICT (CIDA)

Media

Music

PE

Second Language option (only available to students in Sets 1 or 2 for French)

Option block C Select the humanity subject you would like to study – you may choose the other humanity as part of your choices in option block A and B above.

Subject √ the GCSE subject you would like to study.

Geography

History

Option block L Select the language you would like to study.

Subject √ the GCSE language you would like to study.

French

Spanish (only available to students in Sets 1 or 2 for French)

OR You may choose a portfolio option instead of a language if you were offered an interview. NB these subjects will only run if there is sufficient demand

Subject √ the portfolio option you would like to study.

GCSE: Photography (do not select if you have chosen Art & Design in option block A & B)

BTEC : Engineering

Health and Social Care

ICT (Do not select if you have already selected this in A or B)

Performing Arts Level 2 Qualification

(Compulsory)

SUBJECT INFORMATION

What will I study? All students are required to study Religious Education at GCSE level. This GCSE is based on AQA Specification B, Catholic Christianity, Judaism and Thematic Studies, the content of which includes three key components.

Component 1: Catholic Christianity This component of the course will include elements of Catholic beliefs, teachings, practices, souces of authority and forms of expression. These will relate to six topics:

Creation

Incarnation

The Triune God

Redemption

Church

Eschatology

Component 2: Judaism: Perspectives on faith This component of the course will include elements of Jewish beliefs, teachings and practices.

Judaism: Beliefs and Teachings

Judaism: Practices

Component 3: Thematic Studies. This component of the course will include elements of ethical and philosophical themes including:

Theme A: Religion, family and relationships

Theme B: Religion, peace and conflict

How will I be assessed?

The examination structure will include two exams each worth 50% of the overall GCSE grade.

Each paper will take 1hr 45mins.

Paper 1: Catholic Christianity

Paper 2: Judaism: Perspectives on faith and Thematical Studies

Opportunities:

Employers look for someone with an enquiring mind, with the ability to weigh evidence and come to clear and balanced decisions. In any job which requires any level of team work, the ability to appreciate different veiwpoints and beliefs is paramount. All of these skills are taught and developed through the RE GCSE course.

If you want a career working with people, in Caring Work, Teaching, Journalism,

Publishing, Policing, Health, Minding Children, Catering, Leisure and Tourism, working

abroad or in a cosmopolitan setting, Religious Studies will give you key skills. It will also

give you important knowlegde and understanding of diveristy, beliefs and moral values.

This course provides an excellent skills and knowledge grounding for A Level Religious Studies. The A Level religious studies is an important course for students seeking a career in Law, Teaching, Medicine, Civil Service, Social Work, The Church or the Media.

RELIGIOUS EDUCATION

English is invaluable for your future no matter what you are aiming for. A good command of the spoken and written word will help you every day – and benefit all your other GCSEs too. Whatever you end up doing, English is a must have subject for college, university, work and life!

English Options

All students will complete 2 GCSEs in English: English Language and English Literature.

GCSE English Language will allow you to become a critical reader of fiction and non-fiction texts and develop both creative and persuasive writing skills.

GCSE English Literature offers you the chance to study classic literature and some contemporary novels, plays and poetry too.

Q: What will I learn?

Speaking and Listening – learn these essential skills through presentations and discussion.

Writing – learn how to write for a specific audience or purpose to inform, persuade or take a viewpoint, as well as writing creatively.

Reading – discover how writers use their skills when writing fiction or non-fiction.

Poetry – use the skills you have learnt to interpret poems.

Shakespeare, modern play and nineteenth century novel– understand the themes, ideas, character and how the writers craft these famous texts.

Q: How are they assessed?

English Language:

Paper 1 Examination: Explorations in creative writing and reading. 50% of GCSE

Paper 2 Examination: Writers’ viewpoints and perspectives. 50% of GCSE

Non-examination assessment: Speaking and listening. Separate endorsement on GCSE Certificate.

English Literature:

Paper 1 Examination: Shakespeare and the 19th century novel. 40% of GCSE

Paper 2 Examination: Modern texts and poetry. 60% of GCSE.

ENGLISH

MATHEMATICS

GCSE Mathematics All students are required to study GCSE mathematics at a level that is appropriate to their ability. GCSE maths has a FOUNDATION tier (Grades 1 to 5) and a HIGHER tier (Grades 4 to 9). Students must take three question papers at the same tier.

Subject Content:

1. Number 2. Algebra 3. Ratio, proportion and rates of change 4. Geometry and measures 5. Probability 6. Statistics

The subject content is split into three groups:

• Content that all students should master • Content that should be taught but higher achieving students should master • Content that will be taught only to higher achieving students and mastered by the highest

achievers (those likely to go on to A-level study in mathematics).

Assessment

Students will be set across the year group according to their ability. Sets 1 to 5 will study HIGHER; sets 6 to 9 will study FOUNDATION. Students are assessed on a termly basis and setting amended accordingly. All students are encouraged to have their own calculator throughout the course so that they can learn how to use them efficiently. Use of ICT is incorporated into lessons.

The course aims to give students confidence in their mathematical ability. We also aim for them to enjoy their lessons. With this in mind, different teaching styles are adopted by all teachers. Students are encouraged to discuss their ideas, take part in paired or group work and use the mathematics that they learn and apply it to problem solving activities. In order to succeed, it is important that students practise the skills acquired in lessons by regularly completing the homework set.

SCIENCE

KS4 - Years 9,10 & 11

GCSE Exam Board: AQA

This group will be the next cohort to go through the new GCSE in Science for examination in Year 11, 2020. Summary of changes for all new GCSEs

A new grading system has been introduced. Students will be awarded a grade from 1 to 9, with 9 being the highest. Students will get a U where performance is below the minimum required to pass the GCSE

Tiering will only be used in subjects where un-tiered papers will not allow students at the lower end of the ability range to demonstrate their knowledge and skills, or will not stretch the most able. The tiered model used will be decided on a subject by subject basis. Science is expected to be tiered in to Higher and Foundation levels.

All new GCSEs will be fully linear with assessment at the end of the course and content not divided into modules.

Exams will be the default method of assessment, practical and investigative skills will be tested through the terminal examination papers.

Pupils’ performance across KS3 will be assessed in combination with a Year 8 end of year test. Pupils will be streamed in Year 9 with the upper sets on each side of the year containing those pupils who may continue and pursue Separate Sciences. Assessment will continue throughout Year 9, and in to the first term of Year 10, to ensure that pupils enter the most suitable pathway for these new, more challenging GCSEs.

Combined Science: 2 GCSEs in Science

Biology: Cell biology, Transport systems, Health, disease and the development of medicines, Coordination and control, Photosynthesis, Ecosystems, Inheritance, variation and evolution. Chemistry: Atomic structure and the periodic table, Structure, bonding and the properties of matter, Chemical changes, Energy changes in chemistry, The rate and extent of chemical change, Chemical analysis, Chemical and allied industries, Earth and atmospheric science. Physics: Energy, Forces, Forces and motion, Waves in matter, Light and electromagnetic waves, Electricity, Magnetism and electromagnetism, Particle model of matter, Atomic structure.

Examination

2 x 1hour 15minute examinations in each of Biology, Chemistry and Physics consisting of multiple choice, structured, closed short answer, and open response questions.

Separate Sciences: 3 GCSEs in Science

Biology: Cell biology, Transport systems, Health, disease and the development of medicines, Coordination and control, Photosynthesis, Ecosystems, Inheritance, variation and evolution, The genome and gene expression.

Chemistry: Atomic structure and the Periodic Table, Structure, bonding and the properties of matter, Chemical changes, Energy changes in chemistry, The rate and extent of chemical change, Organic chemistry, Chemical analysis, Chemical and allied industries, Earth and atmospheric science.

Physics: Energy, Forces and motion, Waves in matter, Light and electromagnetic waves, Electricity, Magnetism and electromagnetism, Particle model of matter, Atomic structure, Space physics.

Examination

2 x 1hour 45minute examinations in each of Biology, Chemistry and Physics consisting of multiple choice, structured, closed short answer, and open response questions.

Extra- curricular provision at Key Stage Four

All pupils have access to ‘Kerboodle’, which mirrors the GCSE textbooks in digital form, which can be annotated and personalised. In addition there are animations, blogs and extension material supporting the digibook. To log on: Username: Initial followed by surname (e.g. asmith), password: Initial followed by surname (e.g asmith) – then you will be prompted to change this, Institution Code: qjq1.

Coursework material, lesson plans, worksheets and past papers for Biology, Chemistry and Physics are available on the VLE. There are further resources to help in obtaining higher marks and answering the longer style questions.

Appropriate work books and revision guides can be obtained from the Science prep

room. Please also visit: getrevising.co.uk There are Revision/Drop-in clinics offered in the run up to examinations, in addition to the open door policy of the department to assist learners of all abilities and interests. We invite STEM (Science, Technology, Engineering and Mathematics) ambassadors in to talk to our Year 11 Science classes to give them an introduction of studying these topics at A-level and beyond, in order to help them make informed subject choices accordingly. We have recently joined the Ogden Trust partnership which aims to promote Physics as a subject at KS4 and KS5, and run an Astronomy club.

PHYSICAL EDUCATION (CORE/ NON GCSE)

Students have a varied and balanced programme of study. They will have the opportunity of participating in a wide range of activities – outdoor and indoor.

Outdoor Football, Netball, Rugby, Cross Country Running, Athletics, Cricket, Tennis and Rounders

Indoor Volleyball, Badminton, Health Related Fitness, Gymnastics, Basketball, Table Tennis and World Games

Each activity will last for approximately 6 weeks. Suitable kit for each activity is required. Pupils will be allowed to wear navy track suit bottoms and SJF hoodies depending on the activity and the weather conditions.

Boys must wear the navy/sky/white reversible rugby shirts, navy SJF sports tops, navy SJF shorts, navy SJF football socks and suitable sports footwear (including studded football/rugby boots).

Girls must wear the sky blue SJF sports tops, navy SJF shorts, Sky blue skorts, navy SJF football socks and suitable sports footwear (including studded football boots).

Personal, Social, Health, Citizenship & Economic Education

PSHCE (Non-examined)

Personal, Social, Health, Citizenship and Economic education will continue to be delivered through one lesson a fortnight in Years 9 and 10. Each year group also has the benefit of further enrichment events throughout the year. The PSHCE curriculum at St. John Fisher has four core themes, which aim to enhance the well-being of every student. These are:

1. Health and Wellbeing: this theme looks at the foundations of our well-being and how to keep ourselves physically and emotionally healthy.

2. Relationships: this area of the curriculum explores our relationships with others and how to maintain a variety of healthy relationships.

3. Living in the Wider World: this theme explores our rights as well as our responsibilities as members of our diverse communities.

4. Citizenship: this theme encourages students to be active citizens as they learn about the importance of democracy and the law.

Through the PSHCE curriculum, we aim to build on what we have already done in Year 7 and 8 and encourage our students to develop the skills and understanding to get the most out of their time at St. John Fisher as well as prepare them for life as active citizens in 21st century Britain.

The Year 9 lessons include topics such as:

Alcohol awareness - how to drink alcohol safely and responsibly if we choose to drink, as well as

learning about the dangers of illegal drugs.

Life skills – preparation for life beyond school and the importance of challenge as well as managing

money.

Rights, responsibilities and the justice system.

The Year 10 lessons include topics such as:

Healthy relationships.

Work skills – preparation for life after school and developing skills to improve employability as well as

writing a CV.

What it means to be British in the 21st century.

OPTIONAL SUBJECTS

ART

What will I study? The Art Department offers two different courses, which are designed to take account of the aptitudes, interest and abilities of individual pupils. Coursework should reflect a unique response to design problems and show the pupil's ability to investigate and develop ideas. An integral part of the course involves homework and research work. Pupils are required to offer assignments from one or more of the following areas:

1. ART & DESIGN (a minimum of 2 of the following disciplines) a. Drawing and Painting b. 3D Studies and installations c. Photography and/or film d. Print making e. Textiles f. Graphics

2. PHOTOGRAPHY (available in Option Block L only) – for those students invited not to take a

language a. Digital b. Traditional techniques c. Photoshop and Manipulation d. Collage

How will I be assessed?

(a) Within School: During Year 9 the course starting briefs will be given relating to all areas of study. In Years 10 and 11

pupils will be able to specialise in one area or more. Half-termly assessments will be made.

(b) At GCSE: The scheme of assessment consists of: 1) Externally Set Assignment 40% (8 weeks + 10 hours) 2) Coursework 60%

The work of each candidate (externally set assignment and coursework) will be assessed separately at the end of the course in an exhibition.

Opportunities

Both options lead to a specialist Art & Design qualification. They are essential for any pupil intending to take an Art or Art History course at 'A' level which in turn can be a stepping stone to Higher Education in specialist Art and non-specialist courses. GCSE Art or Art Photography can lead to careers in many obvious forms of visual design. In brief Advertising, Archaeology, Book Publishing, TV, Film, Video, Textiles/Fashion, Interior Design, Production Methods, Exhibition Work, Forensic Model Making, Public Relations, Illustration, Make-up, Special Effects, Jewellery, Window Dressing, Theatrical Design, Antique Restoration, Animation, Architecture, Web Designer and many more.

BUSINESS STUDIES

AQA BUSINESS STUDIES

Students apply their knowledge and understanding to different business contexts ranging from small

enterprises to large multinationals and businesses operating in local, national and global contexts.

Students develop an understanding of how these contexts impact on business behaviour.

What Will I Study?

Business in the Real World

Influences on Business

Business operations

Human resources

Marketing

Finance

How will I be assessed? There are 2 assessments:-

Module 1 – Influences of operations and Human resources on business activity External exam of 1 hour 45 minutes

Module 2 – Influences of marketing and finance on business activity External exam of 1 hour 45 minutes

There will be a mixture of multiple choice and short answer questions; case study and data response questions.

Opportunities You might have an interest in business from watching TV programmes such as Dragons Den or The Apprentice or have a dream to set up your own business. You may just have an enquiring mind and what it takes to be a great entrepreneur. This course promotes:

A wider understanding of the world of work.

Key skills – communication through marketing; numeracy through finance.

Team work, leadership and problem solving skills.

Positive attitudes towards ethical and environmental considerations. The emphasis is on practical and active methods of learning such as writing and presenting a business plan or taking part in a recruitment exercise. The course is designed as a foundation to:

Advanced Business and economics Courses

Business related careers

Computer Science

Exam Board – OCR J276

Overview A Computer Science qualification will, above all else, be relevant to the modern and changing world of computing. Computer Science is a practical subject where students can apply the knowledge and skills learned in the classroom to real-world problems. It is an intensely creative subject that involves invention and excitement. Computer Science values computational thinking, helping students to develop the skills to solve problems and design systems that do so.

What will I Study?

Component 01:

Computer Systems

Computer Systems architecture

Memory

Storage Devices

Wired and wireless networks

Network topologies, protocols and layers

Computer and Network security, phishing, viruses, malware

Operating System software

Moral, social, legal, cultural and environmental concerns

Component 02:

Computational Thinking, Algorithms and Programming

Translators and facilities of languages including pseudo code

Algorithms for searching and sorting

High- and low-level programming languages

Computational logic, logic gates, Boolean operators

Data representation units, binary, hexadecimal, pixels, compression

Component 03:

Programming Project

Programming techniques, Design, Development, Technical understanding, Testing, evaluation and conclusions

How will I be Assessed? This new specification is split into three components:

Component 01 – Computer Systems

The first component is an exam focused on computer systems covering the physical elements of computer science and the associated theory. This accounts for 40% of GCSE

Component 02 – Computational Thinking, Algorithms and Programming

This component is and exam and is focused on the core theory of computer science and the application of computer science principles. This accounts for 40% of GCSE

Component 02 – Programming Project (non-exam assessment)

This component is the non-exam assessment where students will be challenged by a range of exciting and engaging tasks to apply the knowledge and skills they have learned. This accounts for 20% of GCSE

Opportunities If you take a GCSE in Computing and then go on to study the subject at A Level, you’ll have an advantage over fellow students who are picking up the subject at these higher levels. The increasing importance of computing means there’ll be a growing demand for people who are qualified in this field. The course is also an excellent preparation if you want to study or work in areas that rely on the skills you’ll develop, especially where they’re applied to technical problems. These areas include engineering, financial and resource management, science and medicine.

GCSE Dance is a powerful and expressive subject which encourages students to develop their creative, physical, emotional and intellectual capacity, whatever their previous experience in the subject.

This specification recognises the role of dance in young people’s lives and students will study a range of dance styles. They can choose any style to perform and choreograph in, providing it meets the assessment criteria.

Students must complete both assessment components.

Component 1: Performance and choreography

Performance 30% of GCSE

Set phrases through a solo performance (approximately one minute in duration)

Duet/trio performance (three and a half minutes in duration)

Choreography 30% of GCSE

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

Component 2: Dance appreciation

Knowledge and understanding of choreographic processes and performing skills

Critical appreciation of own work

Critical appreciation of professional works

How it's assessed

40% of GCSE

Written exam: 1 hour 30 minutes

DANCE

Why choose Dance?

To develop physical skills, critical skills and social development

To increase fitness and wellbeing

To develop self esteem through performance

To develop awareness and sensitivity towards others through team working

To develop creativity and problem solving skills through choreography

To develop knowledge, opinion and preferences through viewing professional dances.

What will I study?

All dance styles: such as jazz, contemporary, street dance, ballet and musical theatre are studied. Creating dances is a major part of the course. You will learn how to structure dance and create movement both individually as part of a duo/group. Theory lessons will involve the analysis of dance by studying the works of leading choreographers from contemporary dance, ballet and musical theatre.

For further information regarding GCSE Dance please contact Mrs Noonan cnoonan@sjfchs.org.uk or visit the AQA website http://www.aqa.org.uk/subjects/dance

DESIGN AND TECHNOLOGY

All the courses offered provide students with opportunities to develop their ICT capability using a variety of CAD/CAM packages and hardware.

AQA Design and Technology

This subject provides opportunities for students to specialise in one of three main material areas and this will need to be indicated on your option form. They are:

Electronic products

Product design

Textiles products

What will I study?

Core technical principles – a brief look at a broad range of materials very similar to KS3

Specialist technical principles – a detailed focus on materials, tools and processes associated with your chosen material area

Designing and making principles – a look at design methodology and the work of designers and companies associated with you chosen material specialism

How will I be assessed?

1. A written exam: 2 hours The exam paper will be marked out of 100 and make up 50% of the GCSE marks.

2. Non- exam assessment (NEA) – the coursework: 30-35 hours of class time. The coursework will be marked out of 100 and make up 50% of the GCSE marks.

What will the exam paper look like?

Section A – Core technical principles (20 marks)

A mixture of multiple choice and short answer questions assessing a breadth of technical

knowledge and understanding.

Section B – Specialist technical principles (30 marks)

Several short answer questions (2–5 marks) and one extended response to assess a more in

depth knowledge of technical principles.

Section C – Designing and making principles (50 marks)

A mixture of short answer and extended response questions including a 12 mark design question

What will the coursework look like?

1. A design and make project in your chosen material area: 30-35 hours of class time.

2. Assessment criteria:

Investigating

Designing

Making

Analysing and Evaluating

3. Tasks

Contextual challenges will be released annually on 1st June in the year prior to the submission

of the project.

Students will produce a working prototype and portfolio of evidence (max 20 A3 pages).

Work will be marked by your teachers and moderated by AQA

Future pathways

A successful completion of the GCSE course leads directly onto the AQA AS and A level

qualifications available in the Associated Sixth Form

AQA DT Food Preparation & Nutrition

The specification is designed to provide opportunities for investigation, designing, making and evaluation which focus on the use of food as a material. In order to apply the appropriate skills, candidates will need to acquire a knowledge of the complex nature of food as a material, its various properties and the selection and use of forming tools and processes.

What will I study?

The subject content has five different strands:

1. Food, nutrition and health

2. Food science

3. Food safety

4. Food choice

5. Food provenance

How will I be assessed?

1. A written exam: 1 hour 45 minutes The exam paper will be marked out of 100 and make up 50% of the GCSE marks.

2. Non- exam assessment (NEA) – the coursework. The coursework will be marked out of 100 and make up 50% of the GCSE marks.

What will the exam paper look like?

1. Multiple choice questions (20 marks)

2. Five questions extended writing questions (80 marks)

What will the coursework look like?

1. Two tasks

Food Investigation – 15% of GCSE marks taking no more than 10 hours to complete.

The Food Preparation Assessment – 35% of GCSE marks.

2. Assessment criteria

Twelve different food preparation skills are core to the specification have to be integrated throughout the course.

3. Tasks

The food investigation assessment: written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.

The food preparation assessment: a three hour practical in which 3 products must be prepared, cooked and presented.

4. Future pathways.

A successful completion of the GCSE course can lead to a Level 3 course available in the Associated Sixth Form

DRAMA

Staff: Miss C Booth (Head of Subject), Miss R Tinker

What will you study in GCSE Drama?

In Drama we follow the new AQA GCSE course. This course

fosters candidates’ creativity, personal growth, self-

confidence, communication and analytical skills through the acquisition of knowledge, skills and understanding and the exercise of the imagination. It promotes pupils’ enjoyment of drama as performers, devisers, directors and designers. It

provides opportunities for students to attend a range of live

theatre performances and to develop their skills as informed and thoughtful audience members. Through the study of this course, pupils will investigate the forms, styles, and contexts of drama and

will learn to work collaboratively to develop ideas, to express feelings, to experiment with technical elements and to reflect on their own and others’ performances. By studying GCSE Drama, pupils will learn more about the subject and its contribution to social and

cultural commentary and will come to appreciate that drama provides significant opportunities

for expressing cultural and personal identity.

What skills are developed in GCSE Drama? Drama promotes a vast range of inter-personal and transferrable skills, supporting students in other subjects in the workplace. Students work

in groups often and therefore teamwork, organisation, time

management, trust and respect are core skills. Additionally, students

perform and present their work regularly and so rigour, resilience,

determination and confidence are also intrinsically developed through Drama. It aims to prepare learners to make informed decisions about further learning opportunities and career choices.

Following a course in GCSE Drama will enable students to:

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

enquiring minds;

work imaginatively and creatively in collaborative contexts, generating, developing and

communicating ideas;

analyse and evaluate their own work and the work of others;

develop and demonstrate competence in a range of practical, creative and performance skills;

perform in their own devised and scripted drama to public audiences regularly

develop a basis for their future as active citizens in employment and society as well as for the

possible further study of drama;

explore the impact of social, historical and cultural influences on drama texts and activities.

SUMMARY OF ASSESSMENT

The course is 60% practical course work and 40 % written exam. The course assessment is:

Unit 1: Understanding Drama (40%) – a written exam comprising three sections: Knowledge of Drama and theatre roles and industry; study of a set play; live theatre evaluation.

Unit 2: Devising Drama (40%) – Students will be assessed on a practical devised performance, which they will create themselves from a stimulus. Accompanying the performance is a written log worth 60 marks.

Unit 3: Texts in Practice (20%) - Students will be assessed on a practical scripted performance, performing two extracts from one play.

Opportunities in GCSE Drama:

- We run regular theatre trips to the West Yorkshire Playhouse, Harrogate Theatre, Bradford

Alhambra and York Theatre Royal to see an exciting range of productions

- We run a “West End Experience” trip to London’s West End every year in June. This trip is

exclusively for GCSE Drama and Dance students and comprises two top West End shows, a

tour around London’s Theatreland, overnight stay and a West End Theatre workshop with

professional performers.

- We offer workshops with professional theatre makers to further

develop student’s skills as performers. Past workshops have

included Physical Theatre company “Folding Space” and

award winning devising company “Kill The Beast”

- We participate in the Shakespeare Schools Festival every year

and this is open to Year 10 and Year 11 Drama students to

audition.

FRENCH & SPANISH

Why should I study French and/or Spanish?

If you enjoy communicating with other people and finding out how language works, studying GCSE French or Spanish is an excellent choice.

you will be able to share your interests, ideas and opinions with other people who speak French / Spanish.

you will learn about France / Spain and other countries where French / Spanish are spoken.

you will add an international dimension to your GCSE subjects, which is something many future employers and higher education providers are looking for. In fact, many of the more popular universities now require a GCSE in a Language.

you will learn many skills which are useful in a wide range of careers such as the ability to communicate clearly, to use problem-solving strategies etc.

you will create greater opportunities for yourself to work abroad or for companies in the UK with international links. Many employers look for people who speak a foreign language.

What do I need to know or be able to do before taking this course?

You are already equipped to begin French GCSE with what you have done so far. You do not need to know any Spanish to take that option, however for either or both subjects you will need to:-

- enjoy learning a language - work hard to learn vocabulary and grammatical structures - have an interest in the culture of Spain and other Spanish speaking countries

What will I study?

There are 3 main themes:

Identity and culture, lifestyle, values and beliefs Environment, local, international and global areas of interest Current and future study and employment

You will Speak, Read, Write about your views on a wide range of topics such as:

Me, my family and friends • Relationships with family and friends • Marriage Technology in everyday life • Social media • Mobile technology Free-time activities • Music • Cinema and TV • Food and eating out • Sport Customs and festivals in French - Spanish-speaking countries/communities Home, town, neighbourhood and region • Social issues • Work • Healthy/unhealthy living • The environment • Poverty/homelessness •Travel and tourism • My studies • Life at school/college • Education post 16 •Jobs, career choices and ambitions

How will I be assessed?

(a) Within School – Formal and informal assessments of the 4 skills of listening, reading, writing and speaking at regular intervals during the course.

(b) At GCSE level – Pupils will be tested by exam in 4 skill areas (Listening & Reading, Speaking & Writing).

Success at GCSE can lead to AS and A2 in the Associated Sixth Form.

Which Language(s) to study?

You will be guided in your choice of language, based on staff assessment of your ability and the

available space in the groups. You will need to be in Set 1 or 2 French to be able to take

Spanish.

Some of you will be advised that you are capable of doing both languages – you will see from the handout that there are many advantages to this in today’s world. Even if you do not receive the leaflet you might consider studying both languages, speak to your teacher who will give you an honest opinion of your chances of success. For some of you who do not find language learning especially easy it will not be recommended that you attempt the task of learning Spanish in three years. You will be better building up your French slowly such that you have a better chance of a GCSE grade. Some of you will really want to study Spanish, perhaps building on some knowledge that you already have, and will be advised by your teacher that this is a good choice for you – perhaps with the intention of going on to do AS / A2 Level. Others may consider that, as they are well on the way to a good result in French they should carry on and aim to get the very best grade, again with the possibility of going on to study at AS /A2 Level.

REMEMBER:

You are choosing for yourself – you should not be influenced by your friends, what suits them may be quite different to what suits you, and there is every chance that you would not be in the same group as them anyway. Do not try to guess who might be teaching you either – even we do not know this! Talk the choice over with your parents and be sure to ask your teacher, Mr Pearce or Mrs Loxley for more information if you need it.

If you are interested in people and the environment, then this is the subject for you. The course is designed to prepare students for life in the 21st Century and help raise awareness about other cultures and give students an insight into future challenges such as climate change, poverty and sustainable resource use. Students will become active learners and will be challenged to think about key questions during the course. They will develop an awareness of human’s responsibility to other people, the environment and the future of the planet.

Course Structure

The students will study a broad range of subject content.

Unit 1 – Living with the Physical Environment

The content for this unit are the topics Natural Hazards, Physical Landscapes and The Living

World

Natural hazards

Study of the cause and effects relating to earthquakes, volcanoes & tropical storms

Study of the impact of extreme weather in the UK

Analysis of how to reduce the damaging effects of hazards

Understanding the cause and impact of climate change and how to manage it

Physical Landscapes in the UK

Study of the characteristics of coastal landscapes in the UK

Study of the characteristics of river landforms

An understanding of how coasts and rivers can be managed to protect people and the

environment

The Living World

An understanding of what an ecosystem is and the relationships between the living and non

living components of an ecosystem

A study of the characteristics of Tropical Rainforests

Understanding the characteristics of hot deserts, how animals and plants adapt to survive and

how areas on the fringe of hot deserts are at risk of desertification

Unit 2- Challenges in the Human Environment

The content for this unit are the topics Urban Issues and Challenges, The Changing Economic

World and Resource Management

Urban Issues and Challenges

Focussing on how urban growth can create challenges

Analysing how inequalities are being reduced in urban areas in developed countries

Investigating what the opportunities and challenges of urban growth are in developing

countries

Assessing how urban living can be sustainable.

GEOGRAPHY

The Changing Economic World

Exploring the global variations in economic development and quality of life

Studying the strategies for reducing the development gap

Resource Management

Understanding the global distribution of food, water and energy is uneven

Studying food insecurities – causes, impacts and management

Studying water insecurities – causes, impacts and management

Studying energy insecurities – causes, impacts and management

How will I be assessed?

GCSE Assessment Formal Examination towards final grade:

Unit 1: Living with the Physical Environment (written paper, 1 hour 30 mins, 88 marks,

worth 35%)

Unit 2: Challenges in the Human Environment (written paper, 1 hour 30 mins, 88 marks,

worth 35%)

Unit 3: Geographical Applications (Written paper involving an issue evaluation and a write

up of fieldwork processes in exam Controlled assessment, 1 hour exam, worth 30%)

Opportunities

At least 3 full days will be spent on fieldwork during the GCSE course. There may be an opportunity to take part in a 5 day residential visit to Italy in Year 10.

Geography is taken by many students at A Level, combining well with Arts and Science based options. This is especially true of careers with a strong environmental base.

The subject is widely available at degree level, both as a single option and in combination with a variety of other subjects.

Geography develops skills including decision making, evaluation, analysis and investigative use of up-to-date data in order to reach valued conclusions. These are widely sought after and highly valued by a variety of employers.

HISTORY

Q: What will I be studying?

Medicine Through Time from 1250 – Present Day, with an environment study of the British sector of the Western Trenches of WW1 Anglo-Saxon and Norman England from 1066 - 1088 Weimar and Nazi Germany 1918 – 1939 The Cold War and International relations 1941 – 1991

Q: How is the subject examined?

There will be three written exams done at the end of year 11 which will make up 100% of the GCSE grade. There is no coursework.

Q: What is the exam board?

Edexcel

Q: Why should I choose History?

The most obvious answer is because you have enjoyed studying History so far in Year 7 and 8 and you would like to study the subject further. History is an excellent subject to study at GCSE; it develops a huge volume of transferable skills such as explanation, analysis, evaluation and the ability to construct arguments. The subject is very highly regarded by universities and employers and would prepare pupils well for careers in journalism, law, politics, the civil service, teaching, business, publishing, social work as well as archaeology and the police.

Q: What opportunities will studying History provide me? This is a highly relevant course that helps to explain the world we live in today and the circumstances in which we find ourselves both nationally and internationally. History is also an important subject to study if you are considering studying topics such as Politics, Sociology, Economics and Law as well as History itself in the Sixth Form. We currently run a trip in Year 10 to Germany to visit Berlin, Munich and Nuremberg, and it is highly likely this will continue.

ICT - Certificate in Digital Applications (CiDA)

What will I study? This course aims to give students an understanding of imaging and multimedia software to design

and create effective products for specified purposes and audiences. Students will design and create

a range of multimedia products using a wide range of industry standard software.

Once they have a good understanding of the multimedia skills, they will learn how to design and

create products that communicate effectively onscreen and in print and how to combine them with

other components. They will need to consider the medium, purpose and audience as well as file

format and size. Students will demonstrate their ability to create effective multimedia products

through their work on a major project set by Edexcel. This will include exhibiting their work and

supporting evidence in an eportfolio.

The externally assessed section of the course requires students to demonstrate the web design skills

they have acquired. They will be expected to design a multi-page web site to a specific brief under

exam conditions in a set amount of time.

How Will I be Assessed:

Students will achieve a qualification worth the equivalent of one GCSE. This will be graded A* – C

Work will be coursework based requiring you to plan and organise your work. There will also be an

examined element worth 25% of your total grade.

What Opportunities will I have:

Students may go on to study Cambridge Technical Introductory Diploma in ICT (Equivalent to A

Level) or A Level Computing within the Associated 6th Form. Popular courses recent students have

gone on to study include those which combine ICT with management, business, multimedia, web

design and graphic design.

Is ICT for me?:

You will need to have a creative interest in ICT. You will need to be able to follow instructions and

understand how to edit and improve your work based on teacher and peer feedback. ICT is an

essential skill which opens doors to courses and careers in a world increasingly reliant on computers.

MEDIA STUDIES

This is a subject that offers students breadth and variety in terms of skills and lesson experiences. In Media Studies, students get the best of both worlds; the theory and analytical skills enjoyed in subjects like English and History mixed with the creativity and resourcefulness of practical subjects like Art and Product Design. Media studies is always ‘current’ and fast paced but the benefits of such a subject is career opportunities; in an unstable climate, we offer a pathway into further study and the many avenues that Media can open up for the future.

Subject Leader: Miss E Stokes

Teacher of Media and English: Mrs H Bedford Teacher of Media and English: Mr C Kilby

Curriculum at Key Stage Four

Exam Board: OCR (there may be a few final alterations in the publication of the final new specification- the draft is included below)

Course Breakdown: Exam 70%, NEA (non-exam assessment) 30% Paper 1: 1 hour 45 minutes (including 30 minutes viewing time). 70 marks. Textual analysis. Learners will explore how media products follow generic conventions of crime dramas, use media language, represent events, issues, places, individuals and social groups, address audiences and reflect their industrial context. The topic will be TV drama for this paper for the first three years and students will be shown an unseen extract from this

genre. The preparation for this paper will focus on studying extracts from the crime genre to focus on codes and conventions, how media language is used to create meaning, how different aspects of the genre are represented and audience appeal. Paper 2: 1 hour 15 minutes. 70 marks. Exploring media. Learners will explore the range of media forms to exemplify media industry issues demonstrating their knowledge and understanding of the theoretical framework (media language, representation, audiences and media industries) as it applies to each form. In preparation for this paper students will study three media forms in depth: newspapers, advertising and marketing and online, social and participatory media. The products will include those of historical and social significance aswell as contemporary products. Learners will develop skills to analyse media products in depth using the key theoretical framework. NEA: Creating media. Learners must work independently to research, plan and produce one individual media production in response to an OCR set brief from any one of the three following forms: audio/visual media (although cannot be film but could be linked to film e.g. behind the scenes interview with cast) print media, online media. The production will be individual and candidates will be required to produce an evaluation. For example, they may create four pages from a magazine using photoshop in response to a brief about the rise and fall of the ‘celebrity’ or a behind the scenes video interview with a celebrity or vlog for YouTube. Students will have a lesson using photoshop timetabled for 1 hour a fortnight to develop this skill.

Extra- curricular provision Last year we took the Year 11s to the Bradford IMAX to see Star Wars in order to support their exam topic of Science Fiction; this was for one of their texts for their case study. The new topic of crime will also provide us with some opportunities to view and discuss texts beyond the school environment. In the summer term, we had the Bradford University film ‘bus’ on site for Key Stage 4 and 5 students to use their filming and editing equipment to create their own professional pieces. We encourage students to film in a variety of locations as part of their wider projects. Our GCSE students will have the opportunity to experience a higher level workshop as part of their course. We have links with Teeside University and also Bradford Media Museum where experts take students through a range of useful skills and techniques before allowing them to plan and film on location. We have launched a launched Media and Film club this year and we are keen that our GCSE students are part of this whether they wish to be part of the organisation and running of the club or simply attend.

MUSIC

AQA GCSE Music Do you enjoy performing, listening to or creating your own music? Then Music GCSE may be the course for you.

Q: What will I study? The course is focussed around the ‘Elements of music’, which you have already used extensively at Key Stage 3. Lessons use a variety of styles of music from classical, popular and world music. For each style of music you will cover listening, composing and performing work. The course is predominantly practical and will help to develop communication skills and confidence. You will be expected to perform and compose in lessons, as well as listening to lots of different styles of music. As music is a performing subject, you should already have some instrumental or vocal experience, but even if you are just a beginner, there is still plenty of time to get to the right level (usually grade 3). You will also have the opportunity to work with visiting artists, attend and perform in a variety of concerts as well as developing your own musical skills.

Instrument Lessons You will receive funding from St John Fisher to study an instrument of your choice right through from Year 9 until Christmas of Year 11. You could use this funding to turn a standard group lesson into an individual one, or maybe try something new. We provide lessons in everything from bassoon to tuba!

Q: How will I be assessed?

Performing coursework 30% Complete one solo and one ensemble performance.

Composing coursework 30% Complete two compositions using the music you have studied in class as a stimulus

Listening exam 40% A 1 hour listening paper at the end of the course based on the elements of music you have studied.

Opportunities The course leads to possible AS levels in: Music, Music Technology and Performing Arts Or courses at Harrogate College of Art and Technology or Leeds College of Music.

GCSE PHYSICAL EDUCATION

What will I study?

Theory Content This involves studying the theory behind Physical Education and Sport, which includes;

Anatomy and Physiology

Movement Analysis

Health and Fitness Training

Injury Treatment

Sports Psychology

Commercialisation of Sport

This will be assessed through two written 1 hour and 15 minute exams,

worth 60% of the final GCSE grade. The exam will consist of multiple choice / short and extended questions.

Paper 1: The Human body and

movement in physical activity and

sport (30% of GCSE)

Paper 2: Socio-cultural influences

and well-being in physical activity

and sport (30% of GCSE)

What’s assessed;

Applied anatomy and physiology

Movement analysis

Physical training

Use of data

What’s assessed;

Sports psychology

Socio-cultural influences

Health, fitness and well-being

Use of data

Opportunities for Further Education

Physical Education is offered as an A Level and vocational BTEC Sport course in the Associated

Sixth Form.

Practical Content

Sports / Activities

Students will be assessed in three different activities in the role of player / performer. One of these

assessments must be in a team sport / activity; one assessment in an individual sport / activity, with

the third assessment being from either a team or individual sport / activity. Students can only be

assessed once in any sport or activity.

Students will be assessed on skill and their application of the skill in the sporting context.

Analysis of Performance

Students are required to analyse and evaluate a performance in one activity from the specification.

Identifying two strengths and two weaknesses. They then need to produce an action plan that

suggests ways to improve upon the two weaknesses that they have identified.

The practical aspect is worth 40% of the final GCSE PE grade.

PORTFOLIO SUBJECTS

(ONLY AVAILABLE TO STUDENTS INVITED NOT TO TAKE A

LANGUAGE)

Please be aware ICT and Art Photography appear earlier in

this booklet.

Edexcel Level 2 BTEC First Award in Engineering

This is only available to students who have been given the choice not to study a language. This course is designed to inspire students through a variety of Engineering based activities. Students will be encouraged to take responsibility for their own learning and develop skills essential for the modern workplace. All learners are required to complete a programme of core and specialist optional units up to a total of 120 guided learning hours.

What will I study? The course will include:

Two core units:

The Engineered World – an externally assessed unit (1 hour examination).

Investigating an Engineered Product – internally assessed folder and practical work.

Specialist units dealing with:

Machining techniques

How will I be assessed?

Teacher assessments recorded against the course criteria throughout assignments.

Teacher observations of safe workshop

The production of engineered products and work pieces.

A one hour online examination

Peer and self-assessment.

Future opportunities This course is suited to learners wanting to:

Gain employment in the engineering sector on leaving school at 18.

Continue with further education progressing to more advanced BTEC courses.

HEALTH & SOCIAL CARE

Qualification

OCR Cambridge National Certificate Level 2

This is only available to students who have been given the choice not to study a language.

Course Overview

The Health and Social care industry is split into three areas; health care, social care and early years services. This level 2 Certificate is a qualification designed to provide students with a choice of routes into further education, apprenticeships and employment, particularly in the three areas of Health and Social Care. The qualification is awarded on the completion of 4 units; 3 are coursework portfolios and 1 is an examined unit.

How you will be assessed

Unit 1: Essential values of care for use with individuals in care settings

This is an externally examined unit based on a 1 hour written paper. (25% of marks) This unit involves learning about how to treat clients in care well. Specific topics include; protecting children from abuse, promoting equality in the workplace, the importance of confidentiality and implementing hygiene and health and safety policies.

Unit 2: Communicating and working with individuals in health, social care and early years

settings This is a coursework portfolio unit to be completed in year 9. (25% of marks) This unit involves learning about how to communicate well with different client groups in care settings, including those with disabilities. Specific tasks include writing scripts and performing role plays to demonstrate effective communication.

Unit 3: Body Systems and diseases

This is a coursework portfolio unit to be completed in year 10. (25% of marks)

This unit involves researching and producing annotated diagrams of the three body systems; the cardiovascular system, the respiratory system and the digestive system. Students also have to research diseases and medical conditions which can affect these systems, including strokes, angina, asthma, cystic fibrosis and types of cancer.

Unit 4: Understanding Life Stages

This is a coursework portfolio unit to be completed in year 11. (25% of marks)

This unit involves studying different age groups and learning to consider the challenges people face at different times in their life. Specific topics include; child development, adolescence and puberty, the menopause, diseases of old age, genetic diseases and mental health conditions.

Key Areas: The causes, symptoms and treatments of common diseases, NHS services and practitioners, child development and early years education, causes of disabilities and the challenges disabled people face and social care and child protection.

This course will appeal to you if:

o You have a keen interest in health and social care services and how they operate. o Enjoy studying a subject that is relevant to your life and experiences. o Wish to gain a qualification by studying individual units, involving mainly coursework units,

rather than examinations. o Want to study a course that is active and enjoy discussion work, individual learning and

working in small groups.

Future Career Opportunities

o The course is suited to students who want to develop key skills which are highly valued by

employers and further education. o You would like to become employed in the Health or Social Care industry in job roles such as

a health visitor, children’s nurse, midwife, social worker, child minder, nursery nurse, play worker or physiotherapist.

o You would like to continue into further education, particularly by studying a vocational course related to health and social care, child development or applied science.

Level 2 Qualification in Performing Arts

This is only available to students who have been given the choice not to study a language.

About the course:

We are offering the students the opportunity to take a Level 2 qualification in the Performing Arts. Students will form their own theatre company and look at all aspects of the Arts and how to build a performance; not just the final product. Students will respond to a variety of briefs, covering a wide range of performance and production techniques.

What will I learn?

The course will be split into three modules which will cover a range of aspects such as:

The role of the Performing Arts in society

Approaches to rehearsal

Working as a performer / director / designer

Marketing and P.R

Health and Safety

Reviewing performance work

Theatre in Education

What skills will I develop?

This course is focused on developing lifelong and transferable skills, as well as skills specific to theatre craft. With a large focus on project work, group work and presenting, alongside performance skills, students will gain skills in:

Team work and Empathy

Collaboration and Negotiation

Trust and Patience

Time Management

Leadership and Delegation

Communication

Additional opportunities:

> There will be plenty of opportunities to observe other practitioners at work, and theatre trips to Harrogate Theatre, West Yorkshire Playhouse and Bradford Alhambra to watch theatre and see how things work backstage.

> There is a West End Experience Trip every Year for Year 9-10 Dance, Drama and Performing Arts students, and this is a fantastic opportunity to see West End shows and experience theatre in London.

Progression:

> Students will be well equipped after this course to progress on to a BTEC Level 3 course in Performing Arts, or to progress to A Level Drama and Theatre in sixth form;

> Students will have developed real life skills in interview technique and pitching ideas, to support them in applying to the world of work;