CONTENTS · The information which follows provides greater detail of GCSE subject requirements. Should you have any queries or concerns regarding the contents of this booklet or subject

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CONTENTS

INTRODUCTION ……………………………………………………………………………………………………………. 2 EXAMINATION BOARDS & GRADING …………………………………………………………. 3 TIERING …………………………………………………………………………………………………….……………………… 4

COMPULSORY SUBJECTS English ………………………………………………………………………………………………………………………………. 6 Mathematics …………………………………………………………………………………………………………………….. 8 Mathematics – Statistics …………………………………………………………………………………………… 10 Science …………………………………………………………………………………………………………………………….. 12 Creative iMedia OCR Nationals ……………………………………………………………….………….. 15

OPTIONAL SUBJECTS – GCSE Art …………………………………………………………………………………………………………………………………………. 17 Business Studies ………………………………………………………………………………………………………….. 19 Computing …………………………………………………………………………………………………….…………………. 22 Drama …………………………………………………………………………………………………………………………………… 24 French & German …………………………………………………………………………………….………………….. 26 Geography …………………………………………………………………………………………………………………………. 27 History ………………………………………………………………………………………………………………………………….. 29 Home Economics: Child Development ………………………………………………………………. 31 ICT ………………………………………………………………………………………………………………………………………. 33 Leisure & Tourism …………………………………………………………………………………………….……….. 35 Music …………………………………………………….……………………………………………………………………………. 37 Physical Education ………………………………………………………………………………………………………. 39 Product Design: Resistant Materials ………………………………………………………………….. 40 Product Design: Textiles ………………………………………………………………………..………………. 42 Design & Technology: Food Technology ………………………………………………………… 44 Religious Education ………………………………………………………………………………………………………. 45 GCSE Exam & Controlled Assessment Dates …………………………………………….. 46 What to do if you are ill on exam dates ………………………………………………………. 47 Special Considerations …………………………………………………………………………………………………. 48

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TOTTINGTON HIGH SCHOOL PARENT'S GUIDE TO GCSE Dear Parent/Guardian, This guide to Key Stage Four Programmes and General Certificate of Education (GCSE) aims to explain and hopefully demystify the complexities of the school curriculum programme to students from the age of fourteen to sixteen at Tottington High School. The onset of year ten marks the beginning of Key Stage Four i.e. a two year period which covers the final phase of secondary schooling. There are two statutory demands placed on students at this time: -

(1) To complete Years Ten and Eleven of the National Curriculum (2) To study for, and partake in, a number of GCSE Examinations and vocational

qualifications. Concurrent to this, students are expected to grow as individuals in preparation for adult life as active members of society.

Key Stage Four and GCSE will place greater demands on students, with an emphasis on the need for competency in planning and organisational capabilities. The courses will often require students to compile a 'folio' of work - perhaps a collection of art work, a set of essays, a fieldwork study, musical compositions, reports or assignments. Sometimes they submit only the best of these. Students are expected therefore not only to complete the work so that there are no gaps in their

INTRODUCTION

TOTTINGTON HIGH SCHOOL Laurel Street Tottington Bury BL8 3LY

Telephone: 01204 88 2327 Fax: 01204 88 4849 Website: www.tottington.bury.sch.uk Email: tottington.bury.sch.uk

http://www.tottington.bury.sch.uk/

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folios but also to stagger the workload over a two year period so that they are not buried under the demands of several subjects in their GCSE examination year. Controlled assessment now replaces coursework in most GCSE subjects; therefore preparation and organisation are vital if students are to be successful. The subjects studied at Key Stage Four fall into two categories i.e. compulsory subjects and optional subjects. The compulsory subjects are English, Mathematics, Science and Creative iMedia. In addition students study a curricular programme which includes Sex Education, Games and Careers Education/Work Related Learning. Mathematicians will complete GCSE Statistics at the end of Year 10 and GCSE Mathematics at the end of Year Eleven, giving students two mathematics qualifications. The optional subjects include Art, Drama, Geography, History, Physical Education, French and/or German, Business Studies, Leisure & Tourism, Music, Child Development, Food Technology, Resistant Materials, Textiles, Computing, ICT and Religious Studies.

All courses issued by examination boards have been approved by the Department for Education (DfE). Most of the GCSE courses studied at Tottington High School follow syllabuses offered by the A.Q.A. (Assessment and Qualifications Alliance). Mathematics, Science, Religious Education, Drama, ICT, Leisure & Tourism and Physical Education follow syllabuses offered by Pearson (formally Edexcel), English Language follow syllabuses offered by Eduqas (Subsidiary of WJEC). Computing, Creative iMedia, and Business Studies follow the O.C.R. (Oxford, Cambridge and RSA Examinations) syllabus.

The award of grades range from A* for the top performers to the lowest grade G. There is a further Grade, labelled U (unclassified), awarded to candidates who do not achieve the required mark for the award of a grade G.

GRADING SYSTEM G – A*

For subjects other than English & Maths from 2015

EXAMINATION BOARDS

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Since Key Stage 4 covers a wide range of ability and achievement, there may be different

levels or tiers of examination papers.

Foundation Tier

covering grades G to C

Higher Tier

covering grades E to A*

ENGLISH AND MATHS TIERING Your son/daughter will be part of the first cohort to sit new GCSE’s in English Language, English Literature and Mathematics. All other GCSE examinations will follow existing subject specifications. There is significant change to course content for English and Mathematics. One major change is the way in which the new GCSE’s will be graded. Grades 1-9 with 9 being the top grade, will replace the existing grades A*-G. This means that your son/daughter’s examination certificates will comprise of a mixture of the existing A*-G grades and the new grades 1-9. So how does the new GCSE grade map across the existing GCSE grades of A*-G? Broadly speaking, the same proportion of students will get grade 4 and above as currently get grade C and above, and the same proportion of students will achieve a grade 7 and above as currently achieve a grade A and above.

TIERING

5

The following table provides a summary of the tiering arrangements for subjects studied at Key Stage 4.

SUBJECT No of Tiers

SUBJECT No of Tiers

English/ English Literature 2 History 1

Mathematics 2 Home Economics: Child Development

1

Science (Core, Additional and Triple) 2 ICT 1

Creative iMedia Cambridge Nationals 1 Leisure & Tourism 1

Art & Design 1 Music 1

Business Studies Cambridge Nationals

1 Physical Education 1

Computing 1 Product Design: Textiles / Resistant Materials

1

Drama 1 Religious Education 1

French & German 2 Statistics 2

Geography 2

The information which follows provides greater detail of GCSE subject requirements. Should

you have any queries or concerns regarding the contents of this booklet or subject specific

issues please do not hesitate to contact the school.

Mr B Duffy

Headteacher

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ENGLISH - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

GCSE English Language and Literature

From September 2015, GCSE English language will:

• be 100% examination;

• allocate 20% of the marks for the written exams to accurate spelling, punctuation and

grammar;

• be untiered;

• be graded 9 to 1

• be fully linear with assessments available in the summer series;

• have spoken language skills assessed - but this will not contribute to the overall grade.

EDUQAS English Language C700QSL

Code Activity Date of

Assessment Assessment

method Value

Component 1

SECTION A Reading prose

SECTION B

Prose Writing

June 2017 1 hour 45 mins

exam 40%

Component 2

SECTION A Reading Non-

fiction

SECTION B Two non-fiction/

persuasive writing tasks

June 2017 1 x 2 hour Exam 60%

Component 3 One speech TBC Teacher

assessment 0

COMPULSORY

EDUQAS (WJEC) ENGLISH LANGUAGE & AQA ENGLISH LITERATURE GCSE

HOW WILL I BE ASSESSED?

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From September 2015, ENGLISH LITERATURE will :

be 100% examination

be untiered

be graded 9-1

be fully linear

be ‘closed book’ exams

Most students will study GCSE English Literature as well as English Language, with the exception of two sets.

AQA ENGLISH LITERATURE 8702

Code Activity Date of Assessment

Assessment method Value

Paper 1 Shakespeare and the nineteenth century novel

June 2017 1 hour 45 mins exam 40%

Paper 2 Modern texts and poetry

June 2017 2 hours 15 mins exam

60%

CONTACT: MRS D DOLMAN : HEAD OF ENGLISH FACULTY

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MATHEMATICS - - - - - - - - - - - - - - -.. - - - - - -- - - - - - - - - - - - - - - -

From September 2015 GCSE Mathematics will be graded 9-1. This specification

offers a traditional linear route to GCSE Mathematics comprising of three terminal

examination papers.

Students will be taught the knowledge, skills and understanding contained in this specification through:

a) extending mental and written calculation strategies and using efficient procedures confidently to calculate with integers, fractions, decimals, percentages, ratio and proportion

b) solving a range of familiar and unfamiliar problems, including those drawn from real-life contexts and other areas of the curriculum

c) activities that provide frequent opportunities to discuss their work, to develop reasoning and understanding and to explain their reasoning and strategies

THREE EXAMINATION PAPERS Weighting 33.3% 33.3% 33.3%

Higher Tier - Grade 4 to 9 (Grade 3 allowed) Foundation Tier – Grade 1 to 5

Paper 1

Non-calculator 1 hour 30 minutes

Foundation or Higher Tier

Paper 2

With-calculator 1 hour 30 minutes


Paper 3

With-calculator 1 hour 30 minutes


COMPULSORY

Pearson GCSE in Mathematics (Linear) (1MA1)

INTRODUCTION

Summary of scheme of assessment

FOUNDATION TIER

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d) activities focused on developing short chains of deductive reasoning and correct use

of the ‘=’ sign

e) activities in which they carry out practical work with geometrical objects, visualise

them and work with them mentally

f) practical work in which they draw inferences from data, consider how statistics are

used in real life to make informed decisions, and recognise the difference between

meaningful and misleading representations of data

g) activities focused on the major ideas of statistics, including using appropriate

populations and representative samples, using different measurement scales, using

probability as a measure of uncertainty, using randomness and variability, reducing

bias in sampling and measuring, and using inference to make decisions

h) substantial use of tasks focused on using appropriate ICT (for example

spreadsheets, databases, geometry or graphic packages), using calculators correctly

and efficiently, and knowing when not to use a calculator.

Students will be taught the knowledge, skills and understanding contained in this

specification through:

a) activities that ensure they become familiar with and confident using standard

procedures for the range of calculations appropriate to this level of study

b) solving familiar and unfamiliar problems in a range of numerical, algebraic and

graphical contexts and in open-ended and closed form

c) using standard notations for decimals, fractions, percentages, ratio and indices

d) activities that show how algebra, as an extension of number using symbols, gives

precise form to mathematical relationships and calculations

e) activities in which they progress from using definitions and short chains of reasoning

to understanding and formulating proofs in algebra and geometry

f) a sequence of practical activities that address increasingly demanding statistical

problems in which they draw inferences from data and consider the uses of statistics

in society

g) choosing appropriate ICT tools and using these to solve numerical and graphical

problems, to represent and manipulate geometrical configurations and to present and

analyse data.

HIGHER TIER

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Pearson GCSE in Statistics (2ST01)

This specification widens the provision for Key Stage 4 students and beyond in

mathematically related subjects. The assessment comprises one written exam paper and

controlled assessment.

The principal aim of this course is to increase students. Awareness of the role accurate

statistical representations, calculations, reasoning and interpretation can play in their lives.

This specification comprises the following subject content:

1 Planning and data collection

Planning a line of enquiry or investigation

Types of data

Census and sample data

Sampling techniques

Collecting or obtaining data

2 Processing, representing and analysing data

Methods of tabulation

Diagrams and similar forms of representation

Measures of central tendency

Measure of dispersion

Summary statistics

Scatter diagrams, correlation and regression

Time series

Quality assurance

Estimation

3 Reasoning, interpreting and discussing results

Inference and other reasoning

Interpretation and conclusions

Communication of reasoning

4 Probability

Definitions and calculations

Discrete probability distributions

The written papers will, over a period of time, include questions on all of the above

content but may not cover all in any one examination.

SUMMARY OF THE SPECIFICATION CONTENT

INTRODUCTION

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PAPER 1F PAPER 1H CONTROLLED ASSESSMENT

1 hour 30 minutes

Foundation Tier (G-C)

Section A: Short questions

Section B: Longer questions

2 Hours

Higher Tier (D-A*)

Section A: Short questions

Section B: Longer questions Paper 2: (Both Tiers)

Teacher marked controlled assessment

consists of ONE MAJOR PROJECT

AO1 Analyse the suitability of a potential line of enquiry or statistical

problem, plan an appropriate strategy, describe and use suitable

methods to collect and select data.

AO2 Analyse and interpret data in a form suitable to solve statistical and

probability problems.

AO3 Perform relevant computations and calculations using the facts and

language of statistics and probability

correctly.

AO4 Analyse written and statistical evidence to

identify inferences, deductions, conclusions

and interpretations of statistical information

EXAMINATION PAPER 75%: (EXTERNAL ASSESSMENT) Controlled Assessment : 25%

Foundation Tier: (G -C)

CONTACT: MR P WILKINSON : HEAD OF MATHEMATICS FACULTY

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SCIENCE - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - -

The Science courses can lead to one, two or three GCSE qualifications depending on choice and appropriateness.

Core Science leads to one GCSE qualification. Students

will study 3 core units.

Additional Science, which leads to two GCSE

qualifications, will have three core units to study and

three additional units leading to two GCSE qualifications. ALL

SCIENCE UNITS ARE TAKEN IN THE SUMMER OF Y11.

Those students who have opted to study Triple Science will cover all the

work covered in the Additional science along with three extra units which will provide the

student with three GCSE qualifications, one in Biology, one in Chemistry and one in

Physics. All units for this qualification will be sat in the Summer of Y11.

CORE SCIENCE AND ADDITIONAL SCIENCE UNITS

UNIT TITLE CONTENT

B1 Influences on Life Variation

Responding to change

Inter-relationships

C1 Chemistry in Our World Earth’s sea & Atmosphere

Materials from the Earth

Acids

Obtaining and Using Metals

Fuels

P1 Universal Physics Visible Light & The solar System

Electromagnetic Spectrum

Waves & The Universe

Waves & The Earth

Generation & Transmission of Electricity

Energy of the Future

COMPULSORY

PEARSON GCSE SCIENCE

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ADDITIONAL SCIENCE

UNIT TITLE CONTENT

B2 The Components of Life The building blocks of ells

Organisms and Energy

Common Systems C2 Discovering Chemistry Atomic Structure & Periodic Table

Ionic Compounds & Analysis

Covalent Compounds & Separation Techniques

Groups in the Periodic Table

Chemical Reactions

Quantitative Chemistry P2 Physics for your Future Static & Current Electricity

Controlling & Using Current Electricity

Motion & Forces

Momentum, Energy, Work & Power

Nuclear Fusion & Nuclear Fission

Advantages & Disadvantages of Radioactive Materials

TRIPLE SCIENCE EXTENSION UNITS

UNIT TITLE CONTENT

B3 Using Biology Control Systems

Behaviour

Biotechnology

C3 Chemistry in Action Qualitative Analysis

Quantitative Analysis

Electrolytic Processes

Gas, Equilibria and Ammonia

Organic Chemistry

P3 Application of Physics Radiation in Treatment and Medicine

X-rays and ECGs

Production, uses and risks of ionising radiation from radioactive sources

Motion of Particles

Kinetic Theory and Gases

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CONTACT: MR D WAIND : HEAD OF SCIENCE

FACULTY

Assessment will be in the form of one hour written papers for the units being studied which

are tiered for either higher or foundation level. There will also be internal assessment, based

upon practical investigation, which is worth 25% of the final mark.

ENTRY TIER GRADE RANGE

Higher A* - D

Foundation C - G

The level of entry for the units can be mixed and matched and will determine the final overall

grade.

GCSE CORE SCIENCE

UNIT B1 WRITTEN

PAPER 25%

UNIT C1 WRITTEN

PAPER 25%

UNIT P1 WRITTEN

PAPER 25%

CONTROLLED ASSESSMENT

25%

GCSE ADDITIONAL

SCIENCE

UNIT B2 WRITTEN

PAPER 25%

UNIT C2 WRITTEN

PAPER 25%

UNIT P2 WRITTEN

PAPER 25%


25%

Those students studying triple science will be examined in all three science areas to give a GCSE in Biology, Chemistry and Physics

GCSE BIOLOGY

UNIT B1 WRITTEN

PAPER 25%

UNIT B2 WRITTEN

PAPER 25%

UNIT B3 WRITTEN

PAPER 25%

BIOLOGY CONTROLLED ASSESSMENT

25%

GCSE CHEMISTRY

UNIT C1 WRITTEN

PAPER 25%

UNIT C2 WRITTEN

PAPER 25%

UNIT C3 WRITTEN

PAPER 25%

CHEMISTRY CONTROLLED ASSESSMENT

25%

GCSE PHYSICS

UNIT P1 WRITTEN

PAPER 25%

UNIT P2 WRITTEN

PAPER 25%

UNIT P3 WRITTEN

PAPER 25%

PHYSICS CONTROLLED ASSESSMENT

25%

All Science units are taken in the Summer of Y11.


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CREATIVE iMEDIA - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - -

Cambridge Nationals in Creative iMedia are media sector-focused, including film, television, web development, gaming and animation, and have IT at their heart. They provide knowledge in a number of key areas in this field from pre-production skills to digital animation and have a motivating, hands-on approach to both teaching and learning. Cambridge Nationals deliver skills across the whole range of learning styles and abilities, effectively engaging and inspiring all students to achieve great things.

A creative ICT course focussing on how ICT can be used in the media, students learn how to use ICT to create digital media including images, sounds and movies, products you will design include digital images, Computer games, media rich websites, professional photographs and comic strips.

You have to complete 3 pieces of coursework and 1 Exam. The exam is based around Pre-Production Skills. Your coursework units include Photography, Planning and Designing Games, Website Design, Graphic Design, Animation and Interactive Multimedia Products. Lessons are designed to produce independent learners ready for a career in media.

Digital design concepts Digital image manipulation Planning and design skills Workflow planning Resource management Visualisation and concept recording Digital legislation Advantages and disadvantages of file types Storyboarding Methods of technical production for final products

COMPULSORY COMPONENT

WHAT WILL I LEARN ABOUT IN CREATIVE iMEDIA?

WHAT ARE SOME OF THE SKILLS I WILL GAIN?

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The Cambridge Nationals in Creative iMedia have been founded upon the recommendations of the Wolf Report and created in partnership with teachers, students, education specialists and industry leading employers. This collaborative approach has resulted in a qualification that offers students a solid foundation for their future studies and career. The North-West’s position as a centre of excellence for creative media, through such developments as Media City, gives a wide range of career opportunities to which this course directly links.

GCSE GRADE

A* A B C D E F

Distinction* at Level 2

(*2)

Distinction* at Level 2

(D2)

Merit at Level 2 (M2)

Pass at Level 2 (P2)

Distinction at Level 1 (D1)

Merit at Level 1 (M1)

Pass at Level 1 (P1)

QUALIFICATION AWARDING BODY TITLE ENTRY

TIERS COURSEWORK TERMINAL EXAM

CAMBRIDGE NATIONALS OCR CREATIVE

IMEDIA SINGLE TIER 75% 25%

UNIT Method of Assessment % of total

marks

R081 Pre-production skills

1hr 15mins Exam board assessed examination single tier examination

25%

R082 Creating digital graphics

Centre Assessed task 25%

Optional Unit Centre Assessed task 25%

Optional Unit Centre Assessed task 25%

WHAT DO EMPLOYERS THINK ABOUT CREATIVE iMEDIA?


CONTACT: MR J DAVIDSON: HEAD OF ICT FACULTY

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ART AND DESIGN - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --

The Art and Design course that we offer here at Tottington is a very broad one. It explores practical and critical work through a range of 2D and 3D processes and new media and technologies.

During their time on the course each student will be encouraged to work with a wide range of art, craft and design activities while exploring a variety of materials and processes, including drawing, painting, batik, collage, digital photograph and ceramic modelling.

Art based study can be defined as practice that usually involves the development of personal work and lines of enquiry determined by the need to explore an idea, convey an experience or respond to a theme or issue.

Craft based study can be defined as practice that usually involves making activities that draw upon knowledge of tools, materials and process and associated intellectual, creative and practical skills.

Design based study can be defined as practice that usually involves developing a response to a specific need, brief or starting point, taking account of established requirements,

constraints and/or parameters.

Unit 1: Portfolio of Work

Over the two year course the pupils will with our help and encouragement, develop a portfolio of practical work.

The portfolio will contain more than one extended project which demonstrates an

ability to sustain work from an initial starting point to a final art work that realises the

individual’s intentions.

Each project should include evidence of research, the development of ideas and links

with the work of other Artists and/or crafts people.

Unit 2: Externally Set Task: 40% of final grade

In the January of Year 11 each Art student will receive a Question Paper with seven

different questions/briefs.

The student will choose one starting point and over a period of several weeks, develop

their own preparatory studies and research exploring their chosen theme.

At the end of the preparation period the students will use their studies and research to

inform a final piece completed over a 10 hour period.

OPTIONAL SUBJECT

A.Q.A. FULL COURSE

SUMMARY OF COURSE CONTENT

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Both the Portfolio of Course Work and the Externally Set Task are internally assessed by the

Art Department and externally moderated by A.Q.A.

Pupils will be marked on their ability to meet FOUR assessment objectives;

Develop their ideas through investigations informed by contextual and other sources

demonstrating analytical and cultural understanding.

Refine their ideas through experimenting and selecting appropriate resources, media,

materials, techniques and processes.

Record ideas, observations and insights relevant to their intentions in visual and/or

other forms.

Present a personal, informed and meaningful response demonstrating analytical and

critical understanding, realizing intentions and where appropriate, making connections

between visual, written, oral or other elements,

Candidates must demonstrate their ability to: AO1 Develop their ideas through investigations informed by contextual and other sources

demonstrating analytical and cultural understanding

AO2 Refine their ideas through experimenting and selecting appropriate resources, media,

materials, techniques and processes

AO3 Record ideas, observations and insights relevant to their intentions in visual and/or

other forms

AO4 Present a personal, informed and meaningful response demonstrating analytical and

critical understanding, realising intentions and where appropriate, making connections

between visual, written, oral or other elements.

QUALIFICATION AWARDING BODY TITLE ENTRY TIERS

CONTROLLED

ASSESSMENT TERMINAL

TASK

GCSE AQA ART & DESIGN

SINGLE TIER 60% 40%

ASSESSMENT

SUMMARY OF THE SPECIFICATION CONTENT

ASSESSMENT OBJECTIVES

CONTACT: MRS L ARTHINGTON : HEAD OF ART & DESIGN

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WHAT WILL I LEARN ABOUT IN BUSINESS STUDIES?

BUSINESS STUDIES - - - - - - - - - - - - - - - - -- - - - - - - - - - - - -

Business impacts on every person economically, culturally and socially. Business Studies will allow you to understand how and why important decisions are made. You will apply them to real business situations and problems. You will develop/ improve many skills and learn new ones. You will get an overview of the different areas of business. It is highly likely that at some time in the future you will work for, manage or even own your own business.

Students will follow the Cambridge Nationals in Business Studies. This is directly equivalent to a full GCSE at grades A* to G. R061 This unit will provide you with knowledge and understanding of how different forms of business ownership operate. It will cover how businesses are run in terms of their form of ownership, the impact of external factors on business success, understanding the different objectives businesses may have, and the key functional areas within a business which enable it to operate effectively. Many areas taught in this unit will also be built upon and additionally assessed in an applied context in unit R063, such as; business objectives, finance, marketing, production/operations, human resources and external factors. This may well influence the way this unit is chosen to be delivered. You will be taught different forms of business ownership and consider which of these forms of ownership are appropriate for different forms of business. You will be introduced to the concept of business objectives and understand how, and why, they are important to a business, and indeed why they may change over time. You will also look at factors which impact on small, medium and large businesses such as basic social and economic factors and understand the restrictions that these factors place on business activity. You will also begin to consider how a business operates in terms of its key functional areas and the specific activities and responsibilities within each area. The unit encourages you to take the knowledge you have acquired from the teaching, and investigate how this relates to businesses in the real world. The external assessment will draw on the learners’ research and assess what they have learned, in an applied context, to a fictional business.

OPTIONAL SUBJECT

OCR CAMBRIDGE NATIONALS BUSINESS STUDIES

WHY STUDY BUSINESS STUDIES?

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R062 This unit will provide you with skills and knowledge which will assist you with planning for your future career and preparing for entering the world of work. You will gain an understanding of job roles within businesses, you will take part in the recruitment process, and evaluate how you currently see yourself in terms of your career aims. You will then create a career plan to help you understand how to achieve these aims. You will learn why it is important for businesses to recruit the right staff with the right skills in order to produce goods/services to meet customer requirements. You will also learn about the recruitment process, including finding out about job descriptions, person specifications and how these are used by businesses to recruit. You will gain knowledge of how businesses use these tools, and then go on to use this knowledge as applicants. You will learn techniques for self-assessment, how to identify employment areas of interest to them and how to match job role requirements to their own self-assessment. You will learn how to apply for a job and how to produce a career plan. R063 This unit will provide you with an understanding of enterprise activities in a business context. You will develop skills which will help to: identify and plan enterprise activities, contribute towards the implementation of an enterprise activity, and review both their own contribution to the enterprise and how successful the enterprise activities were. The teaching and assessment of this unit builds on many of the areas covered in unit R061, including the external factors that affect business enterprises, the key functions of business (finance, marketing, production/operations and human resources), and their relevance to an enterprise activity. It also builds on the skills developed in unit R062 when skill-sets are matched to roles, and encourages the application of these skills during the planning stages of an enterprise. You will look at what an enterprise activity is and factors which make one viable. You will be able to identify any constraints which may affect the success of an enterprise and consider how to overcome these. You will be encouraged to generate your own innovative ideas for an enterprise activity, which if deemed viable, will form the basis for the rest of this unit. The unit encourages learners to work collaboratively and will enhance communication, presentation, team-working and negotiation skills. It also develops time-management and project planning skills, skills that will help you relate what you are learning in the classroom to the real world of work. You will have the opportunity to take on different roles and tasks within the enterprise activity, encouraging you to work towards both team objectives, and to manage individual areas of personal responsibility. Although activities may be largely team-based, it is the learner’s individual contribution to the enterprise activity which will be assessed. It is therefore important that each team member is aware of how each separate business function operates and how these functions must co-ordinate with each other to ensure the overall success of the enterprise

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Team work, role playing, discussions, using ICT, presentations, talking to real businesses.

Application of knowledge and ability to understand, organise and interpret information, evaluate, present, ICT, Numeracy, communication, leadership and teamwork.

Business skills are essential for success in employment and provide fundamental knowledge required by employers, in addition to providing transferable skills for future study.

Year 10 Method of assessment % of total marks

R061 Introduction to Business

1hr Exam board assessed examination single tier examination 25%

R062 Planning for work Centre assessed task 25%

Year 11

Method of assessment

R063 Setting up and Running your

own Enterprise Centre assessed task 50%

QUALIFICATION AWARDING BODY TITLE ENTRY

TIERS

CONTROLLED

ASSESSMENT EXAM

CAMBRIDGE NATIONALS OCR BUSINESS &

ENTERPRISE SINGLE TIER 75% 25%

HOW I LEARN ABOUT THIS SUBJECT?

WHAT SKILLS WILL I GAIN?

WHAT DO EMPLOYERS THINK ABOUT BUSINESS STUDIES?


CONTACT: MISS A SELDON : HEAD OF BUSINESS STUDIES MR A ISHTIAQ : TEACHER OF BUSINESS STUDIES

MR J DAVIDSON : HEAD OF ICT FACULTY

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COMPUTING - - - - - - - - - - - - - - - - - - - - - -- - - - - -

Students who take this optional GCSE in Computing will want to extend their understanding of the technology behind the digital world in which we live.

They will want to know how computers work, what hardware and software actually do and want to learn programming skills that they can then use to solve computer based problems.

There will be a focus on Visual Basic.NET to create high level console applications along with the function of low level programming, through conceptual models and the use of assembly code programming.

Unit A451: Computer systems and programming

Fundamentals of computer systems

Computing hardware

Software

Representation of data in computer systems

Databases

Computer communications and networking

Programming

Unit A452: Practical investigation

Planning, carrying out and testing practical activity

Effectiveness and efficiency of solutions

Technical understanding

Testing, evaluation and conclusions

Unit A453: Programming project

Programming techniques

Design

Development

Testing and evaluation

OPTIONAL SUBJECT

OCR GCSE : COMPUTING

WHAT WILL I LEARN IN COMPUTING?

WHY STUDY COMPUTING?

23

You will develop skills in managing computer based projects, database design and use,

programming in specific computer languages

There is currently a shortfall in the number of well skilled IT professionals with the workforce. This course is specifically designed to deliver the sort of high level skills that might lead to a successful career in the area.

This course proves is the best first step towards A Level Computing touching on all the key

areas that are covered in greater depth within the A Level course.

Unit A451:

Computer Systems and Programming

40% of the total GCSE

1 hour 30 minutes

written paper

80 marks

Question paper includes short answer

questions and essay type questions.

Unit A452: Practical Investigation


Controlled assessment

Approx 20 hours

45 marks

Practical investigative task. OCR set

scenario with choice of research tasks.

Unit A453: Programming Project


Controlled assessment

Approx 20 hours

45 marks

Programming tasks that enable candidates

to design develop and test a solution to a

problem. OCR set tasks.

There is a single tier of entry for this course covering grades from A* - G

QUALIFICATION AWARDI

NG BODY TITLE

ENTRY TIERS

CONTROLLED

ASSESSMENT FINAL EXAM

GCSE OCR ICT SINGLE

TIER

UNIT A452: 30%

UNIT A453 : 30%

UNIT A451: 40%



WHAT DO EMPLOYERS THINK ABOUT COMPUTING?

CONTACT: MR J DAVIDSON : HEAD OF ICT

24

DRAMA - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

If you enjoy working in a practical way, developing new ideas and solving problems together then you will have the opportunity to do all of these things. You will gain skills which are valuable in all areas of life, from school to the workplace. You will gain confidence from working with others. You will have the opportunity to examine texts and explore how they work in performance.

To develop creativity and imaginative approaches to work. New practical skills and techniques. To create your own performances. To create plot and characters, to convey your ideas to an audience. To work with different people and develop work together. To interpret and analyse ideas, texts and performances, how plays and ideas

relate to their social, historical and cultural context.

Most lessons are practical, but you will spend time recording your ideas and work both in lessons and for homework. You will develop your Drama skills through application in live performance and back of stage support.

Drama is particularly useful if you are interested in the varied opportunities in the Media and Arts e.g. Performer, Director, Designer, Technician, Marketing, Arts Officer, but is equally useful if you are considering a career which involved working with others in any work.

OPTIONAL SUBJECT

PEARSON: GCSE DRAMA

WHAT WILL I LEARN ABOUT IN DRAMA?

WHAT DO EMPLOYERS THINK ABOUT DRAMA?

WHAT SKILLS WILL I GAIN?

25

Regular visits are made to the theatre. We also organise Theatre Companies to come into school to give all students the opportunity to see live theatre, a vital part of the learning process. Of course, we also have regular performances in school, where students can be involved in many different ways

Unit 1 – Drama Exploration 30% • Internal Assessment • Six-hour practical exploration • Documentary response (Max 2000 words)

Unit 2 – Exploring Play Texts 30% • Internal Assessment

• Six-hour practical exploration of the play text • Documentary response to practical exploration (Max 1000 words) • Documentary response to live theatre (Max 2000 words)

Unit 3 – Drama Performance 40% • Externally Assessed • Demonstrate knowledge and understanding of practical drama skills through

their application in a live performance • Communicate to an audience • Students will present their work as either performers or performance support

students in a single performance to an examiner appointed by Pearson Pearson.


INTERNAL

ASSESSMENT

EXTERNAL

ASSESSMENT

GCSE PEARSON DRAMA ONE TIER A* - G 60% 40%

EXTRA-CURRICULAR OPPORTUNITIES


CONTACT: MISS S WILLIAMS: HEAD OF DRAMA

26

FRENCH & GERMAN - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

At Tottington High School we follow the AQA GCSE Specification. The information below applies to BOTH French and German.

All four language skills are tested UNIT 1: LISTENING (20%)

Foundation or Higher (but not both) test set and marked by AQA

UNIT 2: READING (20%)

Foundation or Higher (but not both) test set and marked by AQA

UNIT 3: SPEAKING (30%)

Controlled Assessment

Conducted and marked by own teacher

Moderated by AQA

Students submit 2 tasks for moderation

UNIT 4: WRITING (30%)

Controlled Assessment

Externally marked by AQA

Students submit 2 tasks

QUALIFICATION AWARDING

BODY TITLE(S) ENTRY TIERS

CONTROLLED


GCSE AQA FRENCH

& GERMAN

HIGHER: A*

- D

FOUNDATION: B - G

2 SPEAKING

ASSIGNMENTS

30%

2 WRITTEN

ASSIGNMENTS

30%

LISTENING:

20%

READING:

20%

OPTIONAL SUBJECT

EXAM SPECIFICATION

SCHEME OF ASSESSMENT

CONTACT: MRS C CATTERALL : HEAD OF MODERN FOREIGN LANGUAGES

27

GEOGRAPHY - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - -

PAPER 1 – PHYSICAL GEOGRAPHY Units to be covered:

1). The Restless Earth

- Structure of the Earth

- Landforms found at plate

boundaries

- Fold mountains

- Volcanoes

- Earthquakes

- Super volcanoes

- Development and tectonic

events

- Tsunamis

2) The Coastal Zone

- Waves

- Erosion and weathering

- Erosional landforms

- Depositional landforms

- Rising sea levels

- Cliff collapse

- Managing coastlines

- Salt marshes

3) Water on the Land

- River valleys

- River processes and

landforms

- Water fluctuations

- River flooding

- Managing rivers and flooding

- Water supply

To be taught

during Year

10 and Year

11

Examined

Summer of

Year 11.

37.5% of the

total marks

1 hour 30

minutes

OPTIONAL SUBJECT

AQA SPECIFICATION A

28

PAPER 2 – HUMAN GEOGRAPHY The 3 topics that we will be studying are:

Tourism - Global tourism growth - Tourism in different countries - Managing tourism in the UK - National Parks - Mass tourism - Extreme environments and

tourism - Sustainable tourism

Changing Urban Environments - Urbanisation - Land use - Issues in urban areas - Squatter settlements - Rapid urbanisation - Managing urbanisation - Sustainable urbanisation - Rapid urbanisation - Managing urbanisation - Sustainable urbanisation

Population Change - Population growth - Demographic Transition Mode - Population pyramids - Birth control - Ageing populations - Migration

To be taught during Year 10 and Year

11

Examined Summer of Year

11

37.5% of the total marks

1 hour 30 minutes

UNIT 3 FIELDWORK This will be based on tourism in Llandudno and we be linked to the Urban Change and Tourism units in Unit 2. Students will investigate a key hypothesis and carry out an extended piece of work under controlled conditions. This will involve planning, data collections, data analysis, data interpretation and evaluation skills

Approximately 20 hours will be spent on this, with

additional time to collect data.

Completed at the end of Year 10.

25% of total GCSE


BODY TITLE

ENTRY TIERS

C.A. PAPER 1 PAPER 2

GCSE AQA GEOGRAPHY

A HIGHER: A* - D

FOUNDATION: C - G 25% 37.5% 37.5%

CONTACT: MRS P EVANS : HEAD OF GEOGRAPHY

29

HISTORY - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -

Paper 1: Unit 1: International Relations: Conflict and Peace in the 20th Century

Part 1: The Origins of the First World War

Key issue: Why were there two armed camps in Europe in 1914?

Key issue: Why did war break out in 1914

Part 2: Peacemaking 1918–1919 and the League of Nations

Key issue: How did the Treaty of Versailles establish peace?

Key issue: Why did the League of Nations fail in its aim to keep

peace?

Part 3: Hitler’s foreign policy and the origins of the Second World

War

Key issue: How did Hitler challenge and exploit the Treaty of Versailles

1933–March 1938?

Key issue: Why did Chamberlain’s policy of appeasement fail to

prevent the outbreak of war in 1939?

To be taught

during Year

10.

Examined

Summer of

Year 11.

37.5% of the

total marks

1 hour 45

minutes.

PAPER 2: UNIT 2: 20th CENTURY DEPTH STUDIES This unit offers Depth Studies of national or regional issues and

developments. There are two sections, A and B. Pupils need to answer 1

question on each study. Depth Study topics are as follows:

Section A

1. The Roaring 20s: USA, 1919–1929

Key issue: How and why did the USA achieve prosperity in the 1920s?

Key issue: How far was the USA a divided society in the 1920s?

Key issue: Why did the US Stock Exchange collapse in 1929?

Section B

2. Hitler’s Germany, 1929–1939

Key issue: How and why was Hitler able to become Chancellor in

January 1933?

Key issue: How did Hitler change Germany from a democracy to a Nazi

dictatorship, 1933–1934, and then reinforce this?

Key issue: To what extent did Germans benefit from Nazi rule in the

1930s?

3. The USA and Vietnam : Failure Abroad and at Home, 1964–1975

Key Issue: How effective were guerrilla tactics during the Vietnam War?

Key issue: How did the coverage of the Vietnam War in the USA lead to

demands for peace?

Key issue: Why were the US actions to end the Vietnam War

unsuccessful?

To be taught

during Year

11.

Examined

Summer of

Year 11.

37.5% of the

total marks

1 hour 45

minutes

OPTIONAL SUBJECT

HISTORY GCSE: AQA SPECIFICATION B

30

UNIT 3: HISTORICAL ENQUIRY

This unit will be assessed by means of controlled assessment. Pupils will submit their responses to two questions on Britain in the 20th Century, prepared under controlled conditions. Focus will either be:

The British People in War or Britain at War

To be taught at the end of Year 10 and start of Year 11. Approximately 4 hours to write up the assessment. 25%

In History, all pupils sit the same exam. There is no Higher or Foundation tier.

.


BODY TITLE

ENTRY TIERS

CONTROLLED


GCSE AQA HISTORY ONE TIER 25% 75%

CONTACT: MRS H KLEE : HEAD OF HUMANITIES

FACULTY

31

CHILD DEVELOPMENT GCSE: AQA SPECIFICTION

HOME ECONOMICS: CHILD DEVELOPMENT - - - - - - - - - -

Child Development will give you hands on practical experience of looking after a baby as well as everything else that goes along with it. You will get the opportunity to work independently, in groups and gain vital knowledge from mums, mums to be and parents.

You will learn about the following areas in child development:

• Parenthood • Pregnancy • Diet, health and care of the child • Development of the child • Support for the parent and child

How will I learn about this subject? You will learn information about all of the theory topics via power point presentations, practical’s, videos, visiting speakers and through exam questions. You will also have to complete a research task and a child study. The Research Task (Unit 2) is the smaller, less complex of the two controlled assessment units. This can be presented as a large poster of information booklet based on topics such as: weaning or post-natal care. The Child Study (Unit 3) is a more complex, larger unit which focusses on your observation skills and evaluation of your observations. You will have to find a child to study over a long period of time, looking at how they grow and develop.

OPTIONAL SUBJECT OPTIONAL SUBJECT

WHAT WILL I LEARN ABOUT CHILD DEVELOPMENT?

32

Unit 1: Written Paper (45801) 1 hour 30 mins – 100 marks – 40% 6–8 compulsory questions comprised of short answer, structured and free response questions. Some questions may include stimulus material. Unit 2: Research Task (45802) 30 marks – 20% The Research Task must be completed under supervision within the classroom and should occupy approximately 7 hours of supervised time. Unit 3: Child Study (45803) 60 marks – 40% The Child Study must be completed under supervision within the classroom and should occupy approximately 20 hours of supervised time.

Colleges and employers look on the subject very favorably. You will learn vital information and practical skills that will set you up for the next stage of your education or working life. This course is essential if you wish to study childcare or health & social care in your further education.

The skills you will learn in this subject are:

Practical parenting skills

Communication

Presentation

Life skills


BODY TITLE

ENTRY TIERS


FINAL EXAM

GCSE AQA

HOME ECONOMICS:

CHILD DEVELOPMENT

ONE TIER A* - G

60% 40%

WHAT DO EMPLOYERS THINK ABOUT CHILD DEVELOPMENT?



CONTACT: MISS J POSTLE: HEAD OF SUBJECT

33

GCSE ICT - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - --

The Pearson GCSE in ICT comprises two units, Unit 1 & Unit 2. You will be taught about current and emerging digital technology and its impact on our lives, working with a range of tools and techniques and exploring interactive digital products such as websites, computer games and databases.

Unit 1 Pupils will explore how digital technology impacts on the lives of individuals, organisations and society. You will learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and wellbeing and on the move). This unit is assessed through a single tier 1 hour 30 minute exam.

The topics you will cover are: Topic 1. Personal Digital devices

mobile phones, cameras, games consoles Topic 2. Connectivity

wireless, broadcast, email, gaming Topic 3. Operating Online

www, online accounts, profiling, data protection Topic 4. Online goods and services

booking systems for travel, banking, auctions Topic 5. Online communities

social networking, VLE’s Topic 6. Issues

security, privacy, Healthy and safety, legal and ethical, environmental

Unit 2 This is a practical unit where you will work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. You will learn to reflect critically on your own and others use of ICT and will adopt safe, secure and responsible practice. You will complete one Controlled Assessment Brief which will consist of four activities which will vary in context and outcomes.

OPTIONAL SUBJECT

ICT GCSE: PEARSON EXAM BOARD

WHAT WILL I LEARN ABOUT IN ICT?

34

The topics you will cover are: Topic 1. Research and information gathering Topic 2. Modelling Topic 3. Digital publishing Topic 4. Evaluating outcomes Topic 5. Working efficiently and safely

The GCSE in ICT qualification provides students with the opportunity to develop the following skills:

think creatively, logically and critically select, use and integrate ICT tools and techniques to meet needs find, select and evaluate information for its relevance, value, accuracy and

plausibility manipulate and process data and other information, sequence instructions,

model situations and explore ideas communicate data and information in a form fit for purpose and audience adopt safe, secure and responsible practice when using ICT develop appropriate and effective ICT-based solutions in a range of contexts evaluate their own and others’ use of ICT.

This is a traditional ICT GCSE course that develops both the skills needed by students in their further studies and those sought by employers looking for confidence and competence in understanding and using software applications in a business context.

Units Method of Assessment % of marks

Unit 1: Living in a Digital Age 1 hour 30 minute examination paper

40

Unit 2: Using Digital Tools 40 hours controlled assessment 60


CONTROLLED

ASSESSMENT TERMINAL EXAM

GCSE PEARSON ICT SINGLE

TIER 60% 40%


WHAT DO EMPLOYERS THINK ABOUT ICT?


CONTACT: MR J DAVIDSON: HEAD OF ICT FACULTY MS R KHAN: ASSISTANT HEAD OF ICT

35

LEISURE & TOURISM - - - - - - - - - - - - - - - - - - -

You will learn about the types of places people visit both in the UK and overseas, how people travel to these places and the impacts of tourism on destinations. You will also learn about different leisure and tourism organisations and how they are run.

You will have the opportunity to research leisure facilities and tourism destinations for yourself. You will use the internet, travel guides, holiday brochures, leaflets and maps to support your research, as well as getting the opportunity to visit some of the destinations and attractions that you study. The course offers a mixture of theory and practical work which is assessed by 60% portfolio work (coursework) and 40% examinations.

Unit 1 In this unit you will learn about the leisure and tourism industry. You will explore the different types of leisure and tourism organisations in the UK, gain an understanding of the various employment opportunities available, be introduced to the business operations side of the industry and examine the impact that tourism has on communities and environments. This unit is externally assessed and counts for 40% of the GCSE. Unit 2 In this unit you will learn about sales, marketing and technology in the leisure and tourism industry. You will have to plan and organise a leisure activity for a specific purpose, this is a centre assessed task and will count for 60% of the GCSE.

OPTIONAL SUBJECT

GCSE LEISURE & TOURISM: PEARSON EXAM BOARD

WHAT WILL I LEARN ABOUT IN LEISURE & TOURISM?

36

Students will learn how the industry works, from sales and promotion to operations and customer service, as well as developing an awareness of issues such as health and safety, diversity and sustainability.

MUSIC - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - -


BODY TITLE

ENTRY

TIERS COURSEWORK EXAM

GCSE PEARSON LEISURE &

TOURISM ONE TIER

A* - G 60% 40%

OPTIONAL SUBJECT

WHAT SKILLS WILL I GAIN FROM THIS SUBJECT?


CONTACT: MISS A SELDON : HEAD OF BUSINESS STUDIES MR J DAVIDSON : HEAD OF ICT FACULTY

37

At Tottington High School we follow the AQA GCSE Specification.

The specification requires candidates to develop their ability in

performing / realising and composing and to develop their listening and appraising skills.

The specification contains five Areas of Study, which define the subject content through

which candidates develop their knowledge and understanding of:

The use of musical elements , devices, tonalities and structures

The use of resources, conventions, processes, music technology and relevant

notations, including staff notations.

The contextual influences that effect the way music is created, performed and heard

including the effect of different intentions, uses, venues, occasions and the cultural

environment.

Across the Areas of Study, students will study music from the past and present, from the western tradition and from other world cultures as indicated in the three strands of learning.

1. Rhythm and Metre

2. Harmony and Tonality

3. Texture and Melody

4. Timbre and Dynamics

5. Structure and Form

Strands of Learning

1. The Western Classical Tradition

2. Popular Music of the 20th and 21st Centuries

3. World Music

MUSIC GCSE – AQA

EXAMINATION SPECIFICATIONS

AREAS OF STUDY

38

Composing & Appraising Music – External Assessment 20%

A composition and a written evaluation linked to one of the three strands of learning.

Strands of learning rotate and are set by the exam board each year.

Performing Music - Controlled Assessment 40%

Candidates are required to perform throughout the course and will two recordings for

final assessment; one SOLO performance and one ENSEMBLE performance.

Composing Music – Controlled Assessment 20%

A ‘free choice’ composition. Candidates should explore instrumental combinations

and capabilities, within the chosen style or genre.

Listening Examination Paper (1hr 30 mins) 20% - Completed in Year 11

A written exam paper assessing knowledge and understanding of the Areas of study.

Candidates respond to excerpts of music chosen from the three strands of learning.


BODY TITLE

ENTRY TIERS

CONTROLLED

ASSESSMENT EXTERNAL


GCSE AQA MUSIC ONE

TIER A* - G

60% 20% 20%

PHYSICAL EDUCATION - - - - - - - - - - - - - - - - - - - - - - - - - -

OPTIONAL SUBJECT


CONTACT: MRS J WRIGHT : HEAD OF CREATIVE ARTS FACULTY

MR J STEVENS : HEAD OF MUSIC

GCSE – PEARSON

39

Physical Education seeks to give young people a positive approach towards physical

activity and recognise its contribution to their personal, social, physical and emotional well-

being. At Tottington High School we follow the PEARSON GCSE Specification.

1.1 Healthy Active Lifestyles looking at influences

on participation, exercise and fitness testing.

1.2 Your Healthy Active Body looking at effects of

exercise on the body systems

The examination is 1 hour 30 minutes and contains multiple choice, short and longer answers (40%)

2.1 Practical Performance

Students will study a variety of activities and will be marked on four activities. Two activities may be assessed as a leader or official. (48%)

2.2 Analysis of Performance This will include planning, performing and evaluation a personal exercise plan. (12%)


BODY TITLE

ENTRY TIERS PRACTICAL FINAL EXAM

GCSE PEARSON PE

(GAMES) SINGLE

TIER 60% 40%

PRODUCT DESIGN: RESISTANT MATERIALS ELEMENT - - - - - - - - - - -

UNIT 1: THE THEORY OF PHYSICAL EDUCATION

UNIT 2: PERFORMANCE IN PHYSICAL EDUCATION

CONTACT: MRS J WRIGHT : HEAD OF PHYSICAL EDUCATION

OPTIONAL SUBJECT

40

GCSE D&T: Product Design encourages students to design and make products with creativity and originality using a range of materials such as paper/card, plastics, electronics, timber-based materials and ferrous and non-ferrous metals. Students will develop a variety of techniques for working with these materials.

You will design using

traditional pencil, colours etc., and a computer. You will spend lots of time making items, in wood, metal, plastics and modelling card. You will compile a theory file ready for an end of course exam. The study of packaging, branding and marketing tools are included in the course as part of the process of understanding commercially viable products.

The course has a practical approach that encourages students to design and make products with creativity and originality in a variety of practical activities

The AS and A2 levels in Product Design or Electronics, which are great courses

giving candidates valuable knowledge, understanding and skills, this in turn

could lead on to University courses

A-level: D&T Product Design course can be studied at colleges and there are

various university courses such as Product Design, Architecture and Engineering.

Some careers using D&T are: biomedical, structural, aerospace and domestic

appliance service engineers, computer games, medical and product designers.

AQA PRODUCT DESIGN : RESISTANT MATERIALS


WHAT DO EMPLOYERS THINK ABOUT PRODUCT DESIGN?

41

The GCSE D&T: Product Design course has two units:

Unit 1: Written Exam (40%) Unit 2: Controlled Assessment (60%) Unit 1 – Written paper 40% of total marks 2 hour exam 120 marks Candidates answer all questions in two sections. Pre-release material issued.

Unit 2 – Design and Making Practice 60% of total marks approximately 45 hours 90 marks

Consists of a single design and make activity.

We follow the AQA GCSE Design Technology: Product Design course and the exam board website is at www.aqa.org.uk/dt


BODY TITLE

ENTRY

TIERS

CONTROLLED

ASSESSMENT EXAM

GCSE AQA PRODUCT

DESIGN ONE TIER A* - G

60% 40%


CONTACT: MR A JACKSON: HEAD OF TECHNOLOGY FACULTY

http://www.aqa.org.uk/dt

42

PRODUCT DESIGN : TEXTILES ELEMENT- - - - - - - - - - - - - - - - - - -

This subject will give you the opportunity to explore the world of fashion and textiles. If you like being creative and have an interest in fashion and trends, this is the course for you. You will get the chance to design and make your own fashion garment as well as learning about how the industry works. Textiles is a great subject for developing both your practical skills and expanding your knowledge from KS3 textiles.

When working with textile materials candidates should:

• be able to identify common natural and synthetic fibres such as cotton, wool, silk, linen, polyester,

• Polyamide (nylon), Tactel, acrylic, elastane (Lycra); • understand the difference between woven, knitted and bonded fabrics and

the different properties and uses of such fabrics; • understand the stock forms for yarns and fabrics i.e. fabric roll size, weight,

ply; • understand that many textile fabrics are mixtures or blends of different fibres

and that the composition can be adjusted to create different properties for specific purposes;

• have a basic understanding of the source of textile fibres and the primary processes involved in conversion to workable materials.

During the course you will learn how to produce commercial patterns, understand pattern markings. Learn how to insert sleeves, zips and other construction techniques. You will also learn a wide range of decorative skills such as applique, dying, CAD CAM, embellishments and free machine embroidery.

OPTIONAL SUBJECT

AQA PRODUCT DESIGN: TEXTILES

WHAT WILL I LEARN ABOUT IN PRODUCT DESIGN: TEXTILES?


43

Textiles are looked on very favourably within the industry and to other employers. If you are thinking of studying anything creative at college such as; Art & Design, Photography or Textiles, then this course would be a great starting point for you. Employers look for creativity and innovation which is what the course encourages you to develop.

Unit 1: Written Paper (45551)

40% of total marks 2 hours -120 marks Candidates answer all questions in two sections. Pre-Release material issued

Unit 2: (45552) Design and Making Practice

(Textiles Element)

60% of total marks Approximately 45 hours - 90 marks Consists of a single design and make activity selected from a range of board set tasks


BODY TITLE

ENTRY

TIERS ASSESSMENT EXAM

GCSE AQA PRODUCT

DESIGN ONE TIER A* - G

60% 40%

WHAT DO EMPLOYERS THINK ABOUT PRODUCT DESIGN: TEXTILES?


CONTACT: MR A JACKSON: HEAD OF TECHNOLOGY MISS J POSTLE: SUBJECT TEACHER

44

CONTACT: MR A JACKSON: HEAD OF TECHNOLOGY

FOOD TECHNOLOGY - - - - - -. - - - - - - - - - - -- -

This course gives candidates the chance to develop an awareness of the importance of Food Technology in a rapidly changing society. It calls for creative problem solving, looking at consumer needs, developing ideas and making food products and encourages students to become discriminating and informed users of products. Because producing healthy food safely is a skill relevant to all adults. We all need food and knowing how it is manufactured in a contemporary society will help us to make more informed choices about what we eat. The Food Industry is one of the few in this country that is expanding, so this course gives a good basis for further study at Higher Education or for employment.

You will learn about the mass production of food products by food manufacturers.

This will include how new products are developed and how to use tools and equipment safely and effectively. Health and Safety will be taught including Basic Food Hygiene and Systems and Control and Quality Assurance, together with how food is marketed.

Unit 1 : (45451) 2 hour Written Paper

40% of total marks – 120 marks Pre-released Material issued

Unit 2 : (45452) Design and Making Practice

60% of total marks – 90 marks Approximately 45 hours Consists of a single design and

make activity from a range of board set tasks.


BODY TITLE ONE TIER

ASSESSME

NT FINAL EXAM

GCSE AQA FOOD

TECHNOLOGY A* - G 60% 40%

DESIGN AND TECHNOLOGY AQA

OPTIONAL SUBJECT

WHAT WILL I LEARN ABOUT IN FOOD TECHNOLOGY?


45

CONTACT: MS. N. SESTANOVIC : HEAD OF RELIGIOUS EDUCATION

RELIGIOUS EDUCATION - - - - - -. - - - - - - - - - - --

PAPER 1: Religion and Life based on a study of Christianity

This Unit requires students to study the relationship between religion

and life and its effect on the lives of believers, especially those living in

the United Kingdom.

This paper is split into four subsections:

Section 1 Believing in God (Creation theories, evil and

suffering)

Section 2 Matters of Life and Death (Paranormal,

abortion and euthanasia)

Section 3 Marriage and the Family

Section 4 Religion and Community Cohesion

Students will be required to demonstrate knowledge and understanding

of the specification, express their own responses to the issues and

questions raised using reasons and evidence and evaluate Christian

points of view about these issues and questions.

To be taught

during year 10.

To be

examined

summer year

11.

50% of marks

PAPER 2: Religion and Society in Christianity and Islam

This Unit requires students to study the relationship between religion

and society on the lives of believers, especially those living in the

United Kingdom.

This paper is split into FOUR subsections:

Section 1 Rights & Responsibilities (Human Rights)

Section 2 Environmental & Medical Issues (Global

warming, cloning)

Section 3 Peace & Conflict (War, Weapons)

Section 4 Crime & Punishment (Death sentence, Drugs)

Students will be required to demonstrate knowledge

and understanding of the

specification, express

their own responses to

the issues and questions

raised using reasons and

evidence and evaluate

Christian and Muslim points of view about these issues and questions.

To be taught

during year 11.

To be

examined

summer year

11.

50% of marks

OPTIONAL SUBJECT

PEARSON: RELIGIOUS STUDIES

46

Geography: GCSE Field Trip 17th March 2016

DATE EXAMINATION AM/PM START DURATION

JANUARY 2016

12 Jan GCSE French Writing assessment week In Lesson Time

FEBRUARY 2016

5 Feb French MFL Speaking Test (Mrs Dumas-Glover)

All Day Individual Appointments

8 Feb French MFL Speaking Test (Miss Duke) All Day Individual Appointments

9 Feb French MFL Speaking Test (Miss Duke) All Day Individual Appointments

10 Feb French MFL Speaking Test (Miss Hill) All Day Individual Appointments

12 Feb French MFL Speaking Test (Mrs Dumas-Glover)


24 Feb German MFL Speaking Test (Mrs Catterall)






22 Feb GCSE German Writing Assessment week In Lesson Time

MARCH 2016

2 - 15 Mar

Y10 Internal Exams Period Separate Timetable issued February 2016

SUMMER 2016

6 June GCSE French Writing assessment week In Lesson Time

13 June French MFL Speaking Test (Miss Duke) All Day Individual Appointments

14 June French MFL Speaking Test (Miss Duke) All Day Individual Appointments

15 June French MFL Speaking Test (Miss Hill) All Day Individual Appointments

16 June French MFL Speaking Test (Mrs Dumas-Glover)


17 June French MFL Speaking Test (Mrs Dumas-Glover)


27 June Statistics GCSE Exam Higher AM 9.00 am 2 hours

29 June German MFL Speaking Test (Mrs Catterall)


30 June German MFL Speaking Test (Mrs Catterall)


1 July German MFL Speaking Test (Mrs Catterall)


27 June GCSE German Writing assessment week In Lesson Time

Year 10 GCSE EXAMS & CONTROLLED ASSESSMENTS: 2015/2016

47

WHAT TO DO IF YOU ARE ILL ON THE DAY OF AN EXAM

If you are ill and are unable to attend an exam it is

vital you phone the school first thing in the morning

(01204 882327) to inform us.

You must also obtain a note from your doctor detailing the reason for

non-attendance. There is the possibility of submitting this note to the

Examinations Board to ask for special consideration. The Board looks at

this in conjunction with other exam marks from the student in that

particular subject, coursework marks and mock exam marks. This will

then sometimes enable them to adjust the mark and grade accordingly.

If you are feeling unwell, but still able to travel, we suggest you come to

the exam and we can assess the situation then. In most cases it is better

to take the exam if you can.

If in doubt – PHONE THE SCHOOL

If you do not attend an exam without a valid reason, it is possible that

you will be charged for that exam.

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WHAT IS SPECIAL CONSIDERATION? There is a lot of misunderstanding about Special Consideration. Special Consideration can be given to candidates who are present for the examination but are at a disadvantage. The size of the allowance given depends on the timing, nature and extent of the illness or misfortune.

THE MAXIMUM ALLOWANCE GIVEN WILL BE 5% of the total raw marks available in the component concerned, including controlled assessment/coursework. 5% is only given in exceptional circumstances i.e. death of a parent, or the candidate is terminally ill. The majority of special consideration cases are awarded 2% of the total marks. Each case is assessed individually by the awarding body.

Below are extracts taken from the JCQ special consideration guidance for exam officers:- Special consideration can only seek to go some way to assist a candidate affected by a potentially wide range of difficulties, emotional or physical, which may influence performance in examinations. It cannot remove the difficulty faced by the candidate. There will be situations where candidates should not be entered for an examination. Only minor adjustments can be made to the mark awarded because to do more than this would jeopardize the standard of the examination.

All examinations are measuring what a candidate knows and can do. The overall grades awarded must reflect the level of attainment demonstrated in the examination. The grades awarded do not necessarily reflect the candidate’s true level of ability if attainment has been considerably affected over a long period of time.

It is not necessarily the case that the grade issued will match the estimated/forecast grade. Where long term circumstances have prevented the candidate from reaching the competence standards it may not be possible to make an adjustment.

Special consideration cannot be applied in a cumulative fashion, e.g. on the basis of a domestic crisis at the time of the examination and the candidate suffering from a viral illness.

Documents

CONTENTS · The information which follows provides greater detail of GCSE subject requirements. Should you have any queries or concerns regarding the contents of this booklet or subject