January 2012

Dear Parents and Students

This booklet details courses we hope to make available to Year 10 students in September 2012. At the back is a subject options choice form which must be returned to school by Monday 20 th February. Between now and then, students will need to consider their choices carefully, gathering as much information as possible through their PD lessons, from their subject teachers, at the Year 9 Parents’ Surgery on Tuesday 17 th J anuary and, importantly, at the Year 9 Options Information Evening on Thursday 12 th January . They should aim to finalise their choices with their form tutor on the Review Day on Thursday 9 th February.

In common with all state schools, much of the content of the curriculum is determined by law and the National Curriculum. Consequently, there is a compulsory element (60% of taught time) for all students, which involves the study of English, Mathematics, Science, Religious Education, Physical Education, Information Technology, and Personal Development (Citizenship, Careers, and Personal Social and Health Education).

The remaining 40% of the Key Stage 4 curriculum is based on student choice, and is the main thrust of this booklet. We aim to provide choices to ensure that all of our students’ individual needs and strengths are catered for. For this reason we use a Pathway approach, which is explained fully on pages 1 and 2.

All courses are certificated by one of the following awarding bodies: AQA (Assessment and Qualifications Alliance) EDEXCEL (Educational Excellence) or OCR (Oxford, Cambridge and RSA). Where possible, each subject description in the booklet is accompanied by information regarding the chosen examination board and specification.

In addition to the curriculum detailed throughout this booklet we hope to offer other opportunities to all students. These include a co-ordinated programme of one week’s Work Experience for all pupils in Year 10 during the Summer of 2012 and theme days where students spend three days each year concentrating upon one particular area of learning.

Finally, please note that although Science is a compulsory part of the Key Stage 4 curriculum, students will often need to exercise choice in relation to the course(s) that they follow. This is explained in detail under Science in the Compulsory Subjects section.

The staff at school will be happy to answer any questions you may have about the courses. We hope that this booklet proves informative and helpful as you make these important choices.

Yours sincerely

Mr A Oldfield Mrs I BryceAssistant Headteacher (Curriculum) Headteacher

CONTENTSProposed Curriculum 1 List A Courses (Continued) List D Courses 46

History 27 Courses for Vocational Pathways 47Compulsory Subjects 3 iMedia and ICT 29English 4 Mathematics (Fast Track) 31Mathematics 5 Modern Languages – French and/or

German32 Other Information 48

Science 6 Music 34 Special Educational Needs 49Religious Education 9 Physical Education 36 Trematon Area Resource Base 49ICT 11 Professional Advice 50Personal Development (PD) 12 Important Guidelines 51Games 13 List B Courses 37 Year 10 Choices Form 52

BTEC First Certificate in Business 38List A Courses 14 BTEC Certificate in Performing Arts 39Art & Design 15 BTEC Certificate in Sports Studies 40Business Studies 16Catering 17Child Development 18 List C Courses 41DT- Product Design 19 BTEC in Countryside and Environment 42DT- Textiles Technology 20 Engineering (Double GCSE) 43DT- 3D Design 21 Engineering BTEC 44Drama 22 BTEC Public Services 45English Literature 24Geography 25

YEAR 10 PROPOSED CURRICULUM 2012-2014

We aim to provide choices to ensure that all of our students’ individual needs and strengths are catered for. For this reason we use a Pathway approach- all students are asked to choose one from five available pathways.

The Mainstream Pathway is purely school-based, and requires 4 courses (mostly GCSEs) to be studied. It is suitable for students of all abilities, although there are minimum ability requirements for Fast Track Maths and Separate Sciences.

Applied Pathway 1 includes a BTEC Higher Certificate course studied at saltash.net. BTECs are courses where learning is applied to real-life situations. They lead to Level 2 qualifications i.e. equivalent to GCSE grades A*-C. Students choosing this pathway should have achieved mostly National Curriculum levels 4 and 5 or higher on Year 9 Progress Tracker 1.

Applied Pathway 2 includes the study of a bigger applied course than that on the Applied 1 pathway, often a BTEC Extended Certificate or Diploma. These courses lead to Level 2 qualifications i.e. GCSE grades A*-C equivalent. Learning will take place at a provider within the SE Cornwall Learning Partnership. Students choosing this pathway should have achieved mostly National Curriculum levels 4 and 5 or higher on Year 9 Progress Tracker 1.

Vocational Pathway 1 entails study at Cornwall College Saltash, or Duchy College, on one day per week, leading to a vocational qualification at level 1 i.e. equivalent to GCSE grades D-G. This pathway may be chosen by any student, although due to level of the vocational qualification it is often most appropriate for students achieving mostly levels 3 and 4 on Year 9 Progress Tracker 1.

Vocational Pathway 2 involves one day of study per week at Cornwall College Saltash or Duchy College, leading to a vocational qualification at Level 1 (equivalent to GCSE grades D-G), and one day a week on an appropriate work placement. This pathway is suitable for any student who would benefit from its provision, particularly those achieving levels 3 and 4 on Year 9 Progress Tracker 1.

The table below shows how subjects studied depend on the pathway chosen.

The English BaccalaureateThis is a certificate that is awarded to students who achieve GCSE grades A*-C in English, mathematics, sciences, a language and a humanities subject.

At saltash.net, the required range of GCSE subjects needed for the EBacc would be English; Mathematics; Science and Additional Science or any two from Biology, Chemistry, and Physics; French or German; and Geography or History. We would

anticipate the majority of EBacc students choosing the Mainstream or Applied1 pathway. The EBacc combination of subjects is not compulsory for any of our students.

Pathway Compulsory subjects (ppf = periods per fortnight) Optional GCSE subjects

Other learning

Mainstream English6ppf

Maths6ppf

Science10ppf

RE2ppf

IT2ppf

PD2ppf

Games2ppf

4 subjects from List A (5ppf each)

Applied 1 English6ppf

Maths6ppf

Science10ppf

RE2ppf

IT2ppf

PD2ppf

Games2ppf

3 subjects from List A (5ppf each)

Level 2 BTEC Certificate course from list B (5ppf)

Applied 2 English6ppf

Maths6ppf

Science10ppf

RE2ppf

IT2ppf

PD2ppf

Games2ppf

2 subjects from List A (5ppf each)

1 day per week following Level 2 course from List C

(10ppf) Vocational

1English

6ppfMaths6ppf

Science10ppf

RE2ppf

IT2ppf

PD2ppf

Games2ppf

2 subjects from List A (5ppf each)

1 day per week following Level 1 course from List D

(10ppf)Vocational

2English

6ppfMaths6ppf

Science5ppf

RE2ppf

IT3ppf

PD+CoPE4ppf

Games2ppf

Vocational Studies

2ppf

1 day per week following Level 1 course from list D + 1 day per week on work placement

(20ppf)(CoPE = Certificate of Personal Effectiveness)

List AGCSE courses except *

At saltash.net

List BLevel 2 BTEC Certificate

coursesAt saltash.net

List CLevel 2 BTEC courses unless otherwise statedAt SE Cornwall Learning Partnership provider

List DLevel 1 vocational courses

At Cornwall College Saltash or Duchy College

Art & Design Business Studies Catering Child Development Drama DT Product Design

OR Textiles Technology OR 3D Design

English Literature

French Geography German History iMedia* OR IT Maths (Fast Track) Music PE Separate Sciences

Business Performing Arts Sport Studies

Countryside & Environment BTEC (saltash.net)

Creative & Media BTEC (Looe) Engineering Double GCSE (Liskeard) Engineering BTEC (Liskeard) Public Services BTEC (Liskeard) Travel and Tourism BTEC (Cornwall

College)

Childcare (Cornwall College) Construction (Cornwall

College) Hair & Beauty (Cornwall

College) Land-Based Operations (Duchy

College) Motor Vehicle (Duchy College) Public Services (Duchy

College)

COMPULSORY SUBJECTS

ENGLISH

Exam Board: OCR

All students will study one of two GCSE English pathways. Students who choose the Literature GCSE option will complete the English Language GCSE during their compulsory English time, and GCSE Literature during the time allocated for the option. All other students will complete GCSE English, incorporating PLTS/SEAL and Key Skills, to be studied during their compulsory English time.

In addition, all students will follow a course in Functional Skills which will give them an additional literacy-related qualification.Students will be very carefully designated a group according to their ability at the end of KS3.

English Modules

Module Content Assessment % of final markA641 Reading literary texts Controlled Assessment 20A642 Imaginative Writing Controlled Assessment 20A643 Speaking and Listening Controlled Assessment 20A644 Information and Ideas Examination 40Examinations will be in the May of Year 11

English Language Modules (taken with the Literature GCSE option)

Module Content Assessment % of final markA651 Extended Literary texts and Imaginative writing Controlled Assessment 30A652 Speaking and Listening; Spoken language Controlled Assessment 30A653 Information and Ideas Examination 40Examinations will be in the May of Year 11

If you have any questions or enquiries please do not hesitate to contact Mr Langmead or Miss Allen.

MATHEMATICS

AQA GCSE in Mathematics (Linear)B 4365

This course has been chosen to encourage students to develop a positive approach to Mathematics.

Throughout the course students will encounter a variety of learning methods including whole-class interactive teaching, practical and investigational tasks, calculator and non-calculator work and use of ICT. We expect students to possess their own scientific calculator. Students will be encouraged to apply their knowledge to think and communicate using Mathematics, and to consolidate basic skills and deal with appropriately challenging work.

Students will continue to be grouped in sets by ability and prior attainment, and will follow specifications leading to either Foundation or Higher tiers targeting grades C – G and A* - D respectively.

This course is assessed by two examination papers in Year 11. Paper 1, which is non-calculator, is 40% of the qualification. Paper 2, a calculator paper, is 60%.

Students in Set 1 for Mathematics may have the opportunity to sit a Level 2 Certificate in Further Mathematics alongside the GCSE. This qualification supports the Higher Tier GCSE material and prepares students for AS level Mathematics.

All students will also sit the Edexcel Award in Functional Skills (reference number: 500/2783/9). This qualification will recognise the ability of learners to apply and transfer skills across a range of contexts. Functional skills are recognised as vital to learner’s personal development, increasing both confidence and effectiveness. This qualification is assessed through a written paper taken at various opportunities during Years 9, 10 and 11, dependant on the ability of the student.

We hope that this brief outline of the courses offered will be useful but, should you require further details, please contact the Key Stage 4 Co-ordinator, Mrs R Lee.

SCIENCEThe National Curriculum for Key Stage 4 science offers flexibility and genuine choice over the two years to meet everyone’s interests and aspirations. The government is reviewing all GCSE courses that are due to start in 2012, as a result the options listed below may change.Please note that at this stage all students should choose either Option A, Option B or Option C. (This includes those who may be considering a vocational pathway).

Choices in Year 9 for Year 10

A Science: GCSE OCR 21st Century Science Suite

What does the course involve?This course focuses on the knowledge and understanding that you need to make sense of the science you will meet in everyday life. During the course, you’ll study many of the major theories of science in a way that enables you to appreciate their importance to everyday life. The course also explores how scientific information is obtained, how reliable it is, what its limitations are, and how this information helps society to make important decisions. You’ll be prepared to deal with, and take informed personal decisions about, issues involving science which you may meet, for example, mobile phone safety, decisions about childhood vaccinations, and sustainable use of resources. The course is active with an emphasis on practical based learning.

How will I be assessed?The exact course is yet to be confirmed by the governing bodies it is likely to comprise 3 external exams that contribute 75% of the course and a controlled assessment component that makes up the final 25%.

What could I achieve?2 x GCSE Science A* - G

What could I do next?A-Level Science or KS5 BTEC Science

OR

B Separate Sciences: Biology, Chemistry and Physics (OCR 21st Century Science Suite)This course involves the study of complex scientific concepts- for this reason we recommend that students who choose it have the potential to achieve a level 6 or 7 in Science at the end of Key Stage 3. Students choosing this option must pick the separate science option as one of their four option choices.

What does the course involve?Studying GCSE Biology, Chemistry and Physics as separate sciences provides you with the opportunity to further develop your understanding of scientific explanations and how science works. You’ll be able to study elements of applied Biology, Chemistry and Physics with particular links to the work of professional scientists. These separate sciences cover the content of GCSE Science and GCSE Additional Science with further material from each of the disciplines.

How will I be assessed? The exact course is yet to be confirmed by the governing bodies it is likely to comprise 3 external exams that contribute 75% of the course and a controlled assessment component that makes up the final 25%. Each subject has the same assessment format.

What could I achieve?GCSE Biology A* - G, GCSE Chemistry A* - G and GCSE Physics A* - G,

What could I do next?A/AS Level Biology, Chemistry, Physics, BTEC Applied Science L3 or Psychology.

C BTEC Diploma in Applied Science – Some students will be advised to follow this course as an alternative to Choice A.

Students will complete a series of assignments over two years. This course has a more vocational and applied way of learning which is practical based. There are no examinations, but students build a portfolio of work throughout the year. Students will be able to achieve a Pass (equivalent to 4Cs), Merit (4Bs) or Distinction (4A*/As). The course equips students for further education on our L3 BTEC in Applied Science which they can follow in the Sixth Form. This course is not an entry pathway for Science ‘A’ levels.

Vocational P athway

Students who follow a vocational pathway will follow the BTEC First Certificate in Applied Science which is the equivalent of two GCSEs. Students will be able to achieve a Pass (2 Cs), Merit (2 Bs) or Distinction (2 A/A*s) over two years. The course follows a more vocational and applied way of learning which is practical based and is assessed through assignments recorded in the student’s portfolio. There are no examinations and students will be able to progress to the Diploma which is the equivalent of four GCSEs if they pass the Certificate.

RELIGIOUS EDUCATIONAQA GCSE (Short Course) 4056

AQA Religious Studies Specification B: Ethics, Philosophy and Religion in Society

Module 2: Religion and Life Issues

This specification meets the legal requirements for Religious Education and the Cornwall Agreed Specification at Key Stage 4 and also enables students to obtain a GCSE (short course) qualification. It also allows Religious Studies to link closely with other subjects, particularly Citizenship and Personal, Social and Health Education, and actively contribute to the spiritual, moral, social and cultural development of all students here at the school. We feel that this active contribution to students’ personal development is a key role within the course. When it comes to religious education at Saltash, we feel we need to ask our students questions, not give set answers.

The course provides opportunities for the exploration of important questions of meaning in a range of contemporary issues. It will be taught over five terms and teachers will make use of a variety of teaching approaches, media, resources and speakers to enable the students to have a clearer understanding of the variety of religious belief and practice as well as of the influence of religion in their world.

1 Aims

a) To acquire knowledge and develop understanding of the beliefs, values and traditions of religions;

b) To consider the influence of the beliefs, values and traditions associated with religions;

c) To consider religious and humanist responses to moral issues;

d) To identify, investigate and respond with a considered opinion to fundamental questions of life raised by religion and human experience, covering aspects such as prejudice, conflict, animal rights, poverty and abortion amongst many others.

e) To develop transferable skills relevant to the study of religion but as importantly, relevant for their future lives and careers.

2 Specification Module 2: Religion and Life Issues (4056)

Topic 1: Religion and Animal RightsTopic 2: Religion and Planet EarthTopic 3: Religion and PrejudiceTopic 4: Religion and Early LifeTopic 5: Religion, War and PeaceTopic 6: Religion and Young People.

Within these topics the students will, in relation to the area being studied, be expected to:

Explore a range of ideas and viewpoints. Demonstrate (where appropriate) an awareness of current legal requirements. Cover in depth the specific teachings within the religion studied. Consider the links between religion and action in the lives of the believers. Consider and evaluate in depth their personal responses to the area being studied using a range of reasoned

arguments. Show a knowledge and understanding of the diversity of viewpoints, which believers may hold within a single religious

tradition.

AQA Entry Level Certificate in Religious Studies (4906)

The Entry Level Certificate is designed for students who are unlikely to achieve a Grade G at GCSE. All work is teacher assessed to criteria/mark schemes and externally moderated by AQA.

The specification meets the statutory requirements for RE and the Cornwall Agreed Specification at KS4.

Two levels of Award are available, Entry Level 2 and Entry Level 3.

The students complete a portfolio of work, which is assessed and moderated by AQA.

INFORMATION AND COMMUNICATION TECHNOLOGY

Core - OCR National Award in ICT (Level 2)

“The Core ICT”This is the core ICT course and will be taken by ALL students regardless of any other ICT option choices.This course aims to develop core ICT skills in students in a way that reflects the needs of modern business. Students will also study Functional Skills in ICT.

AssessmentThis is a coursework only course. Students will cover a number of units that will be chosen by the class teacher in negotiation with the teaching group and will reflect student abilities and interests. Dependant on how many units a student completes a student will gain:

OCR First Award 1/2 GCSEOCR Award 1 GCSEOCR First Certificate 1 1/2 GCSEOCR Certificate 2 GCSE

The qualification will be graded PASS, MERIT or DISTINCTION according to the quality of the work submitted.

Units offeredThere is a choice of 23 units and the decision to offer which unit will lie with the ICT Department and the class teacher in consultation with the group. There is one compulsory unit that must be covered to gain a qualification.

Where nextThis core ICT offer should enable students to approach the sixth form, college or work with a good set of practical and creative ICT skills.

In January, Ofqual will announce changes that will affect this course. It is anticipated that this will involve an element of external assessment, the impact of which will be communicated to parents and pupils as soon as it is communicated to schools.

PERSONAL DEVELOPMENT (PD) (A NON-EXAMINATION COURSE)

(Citizenship/Personal, Social & Health Education/Careers Education & Guidance)

The study of Citizenship aims to give students the knowledge, skills and understanding to play an effective role in society, and to help them become informed and responsible citizens, aware of their duties and rights. Students will learn about our economic, political and legal systems and will be encouraged to respect different national, religious and ethnic identities. Students will learn how to research, obtain and use different types of information, including the media and ICT, and how to evaluate their effectiveness and bias. They will also be encouraged to play an active role in the life of the school, the local community and the wider world.

Citizenship will be taught within PD lessons, but aspects will also be covered across the curriculum and within the wider life of the school.

This is a non-examination course for all students covering the National Curriculum programme of study and learning outcomes.

During PD lessons you will also cover:

Careers Education Information and Guidance;

Work Experience, including preparation, feedback from employers and debriefing/reflection.

Sex and Relationships Education;

Health Education;

Drugs and Alcohol Education.

Students will work in a variety of classroom situations aimed at developing individual and group responsibilities as well as their own personal and social skills. An understanding and tolerance of other points of view is encouraged through enquiry and debate.

Students on Vocational Pathway 2 will complete the ASDAN COPE (Certificate of Personal Effectiveness) qualification as part of their programme. Level 1 is equivalent to GCSE grade E/F, Level 2 to GCSE grade B.

GAMES (NON-EXAMINATION)

During this course students in Years 10 and 11 will cover a variety of sports from many areas of the PE National Curriculum. They will have the opportunity to extend their knowledge and ability in the activities that they may have covered in Years 7, 8 and 9 as well as experiencing new activities. These may include the following activities depending on staffing and facilities available:

Level 1 in Sports LeadershipThis is a course which gives students the opportunity to obtain a qualification in Physical Education. This award will work on the leadership skills of the students and teach them the basics of how to deliver safe, fun activity sessions to younger students. It will also encourage them to become more enthusiastic and confident about sport. This is a recognised award developed by Sports Leaders UK, in which candidates will receive certificates and pin badges upon successful completion. There is no examination, but students are assessed throughout the course.

ClimbingThis module is designed to place the students in situations in which they will be required to show qualities of leadership, determination, strength and endurance. They will also learn to trust and rely on others in the group.

TrampoliningThe trampolining module covers a variety of specific aerial movements requiring agility and fitness, in addition to developing an awareness of the control of one’s body in space and its artistic appreciation.

Table TennisStudents will have the opportunity to play this game which develops hand/eye co-ordination.

StreetsurfingThis activity is similar to skate boarding but involves skill development reflecting surfing. Students will learn basic skills in a safe environment, using all the necessary protective equipment, and then develop their skill completing more challenging tasks.

YogaThis module covers the basics of yoga and its benefits to health and well being.

LIST A COURSES

ART & DESIGN

Art and Design: OCR HS1

In Art and Design students are encouraged to develop practical skills in a variety of media.

They will become proficient in a variety of drawing skills with the emphasis of the course being on direct observation and experimenting with all sorts of materials and techniques.

The approach to studies will be thematic and students will be expected to express ideas and feelings in diverse topics through the use of skills such as: drawing, painting, collage, print-making and IT. Each theme studied will include a history of Art element.

Homeworks will be set to support each topic covered. Whenever possible visits will be made to see exhibitions throughout the country.

At the end of the course students must present for assessment a selection of their Years 10 and 11 coursework which best expresses their skills, visual strengths and expressive abilities. This portfolio of work is worth 60% of the GCSE. The rest of the mark comes from a controlled examination where students have made their own personal response to a set theme.

Mark Weighting:

Coursework (plus homework) = 60%Controlled test = 40%

BUSINESS STUDIESGCSE Examination board – WJEC 4080

Due to changes introduced by the government we are returning to WJEC to provide the Business Studies course. The previous version of the course 2008-2010 was very successful but its successor did not offer modular assessment. All GCSE’s from 2012 must be assessed by terminal examination and controlled assessment so we are dropping the current modular Edexcel course with its Y10 multiple choice examination.

Content

1. Business framework – to include business ownership and why people start businesses2. Businesses and their customers – to include market research, marketing mix and the product lifecycle3. Producing goods and services – to include forms of production, stock control and break even analysis4. Human resource planning – to include recruitment, remuneration and motivation5. The external environment – to include business taxation and legislation6. Financial control – to include P&L, cash flow, balance sheets, ratio analysis

Assessment

Examination A single 2 hour examination paper in Y11 covering all grades made up of short answer and longer, written answers. 75% of marks

Controlled assessment A choice of tasks set by WJEC to be researched and then written up under examination conditions. 25% of marks

The course will suit students who are looking for a challenging business course with progression to our highly successful WJEC AS/A2 course. Strong mathematical and written English skills would be highly desirable as would an interest in the what and the why of the business world and the wider economy.

CATERING

GCSE Catering: Welsh Board www.wjec.co.uk

Catering consists of practical cooking tasks. It is more practical-based than Food Technology so it would suit the more practically inclined student. It involves both written and practical tasks, as well as classroom based work. It is a demanding course which requires 100% commitment from those who opt for it. All students undertake two practical exams; one in Year 10 and the other in Year 11. Both exams are set by the exam board and worth 60% of the final GCSE grade. The written paper, which is completed at the end of the course, is worth 40% of the final grade.

This course will look at the following areas of study:

Basic catering skills Food preparation Health and hygiene Menu planning Dietary requirements Healthy eating

In addition to their GCSE qualification, students will sit a level 2 in Food Safety and Catering which accounts for 25% of an extra GCSE. This qualification permits working with food in the food industry, food-related part-time jobs and helping in any school-based function.We are also hoping to make links/visit the catering department at City College Plymouth.

This GCSE could inspire students to pursue a career in catering, a role as a home economist, TV work, product development, hotel and hospitality, travel and tourism, to mention but a few.

Students who choose catering will be expected to provide their ingredients each week.

Students are not allowed to opt for two food-based options.

CHILD DEVELOPMENT

GCSE Child Development : OCR www.ocr.org.uk

This course focuses on the developmental stages of child development from conception to the age of 5 years. Lessons include a great deal of discussion work, and topical issues from the media are used as teaching aids to keep abreast of the changes in society.Topics covered include; the family, pre-conception care, conception, pregnancy, birth and post-natal factors, diet and health in relation to young babies and children, stages and condition of development and support available to the child.

The course is made up of 60% coursework:

Consisting of:

three short tasks 30% a child study of 30%

And an examination element worth 40% of the final GCSE grade

This GCSE could inspire students to go on to further education to study for a whole range of interesting and challenging careers such asNursery nursing, paediatricians, teaching, child psychologists, social workers and many more.

A requirement of opting for this course is that students have a child to carry out their child study on that must be aged 0-5 years.

DESIGN & TECHNOLOGY – PRODUCT DESIGN

Product Design: AQA 4555

Course Overview

This course has been chosen to encourage students to design and make products with creativity and originality, using a range of materials and techniques.

The course aims to develop students’ understanding of the ever-changing world of consumer goods and emerging technologies, building directly on their experience at Key Stage 3.

The course:

Is equally appropriate for boys and girls. Provides the opportunity to be creative and imaginative in a range of materials. Explores and exploits new technologies. Helps making value judgements in our modern consumer society. Is exciting and fun, where risk taking is encouraged. Can lead to a range of fascinating careers such as automotive design, animation, engineering, graphical design,

advertising and architecture to name a few. It can also provide an excellent route into GCE Product Design at AS and A2 level and the Diplomas in Manufacturing and

Product Design, Creative Media or Engineering at Level 3.

There is one tier of assessment covering grades A* to G to cater for students of all abilities.

There are two assessment units:

Unit 1 Written Paper (2 hours) - worth 40% of the total marks – students answer all questions in two sections: Section A: Design based questions on content and Section B: on the content of the course. Unit 2 Design and Making (approximately 45 Hours) – consists of a single design and make activity selected from a

range of exam board set tasks.

DESIGN & TECHNOLOGY - TEXTILES Design and Technology: Textiles Technology: AQA

Course overview

Textiles are all around us and are an important part of our everyday environment. Textiles is open to all students, boys and girls.This course is for people who like fashion or interior design. You will be designing and making textile products to wear or for the home.

The course will involve: 40% of the total marks on a written paper - 2 hour examination.

60% of the total marks a single design and make activity selected from a choice of set tasks. This will involve a made outcome and a design folder.

Use fabrics as well as new technologies such as SMART fabrics as well as computer programmes on fashion and interior design.

Have an opinion on textiles in the ‘global’ economy looking at ‘Fairtrade’ and other related issues.Can lead to a variety of careers such as interior design, theatre/costume design, fashion industry and so much more …There is also a direct link from GCSE to the Fashion course at Plymouth City College.Above all it is a fun course with a large practical element for those who enjoy being creative!!!

DESIGN & TECHNOLOGY - 3D DESIGN

AQA AS in Product Design (3D – Design) 1551

Students considering this option must currently be in a set 1 for DT taking the short course GCSE. The AQA AS in Product Design consists of one written paper taken in June of year 11 (50% of the marks), and one piece of coursework which may take the form of a simple design and make product, two smaller projects or a portfolio of work (50% of the marks).

Having completed the AS level, students may choose to study the A2 level in Year 12 to make this a full A level qualification.

We hope that this brief outline of the courses available for Design and Technology will be useful but, should you require further details, please contact the head of Department, Mr R J Blackhall.

DRAMA

GCSE Drama: Edexcel 1699

Do any of the following apply to you:

Are you imaginative and creative? Do you enjoy and work well with other people? Can you express yourself vocally and physically? Do you want to take a course which will help you in

any job in the future? Do you prefer coursework to written exams? Do you enjoy exploring ideas by putting yourself in

other people’s shoes? Do you enjoy creating your own Drama work?

If any of these apply to you then Drama GCSE is the course for you.

During the course we will:

Explore themes, issues and play texts through the medium of Drama creating and developing performance. We will share our work, performing in the lesson to each other and to other people. We will share our thoughts on each other’s work evaluating and responding to the work.

What will you actually do?

Most of the course is practical and you will be assessed on your practical work in the lessons and your ability as an actor.

You will also be assessed on your ability to work with other people, how well you cooperate and support others and contribute your ideas.

You will have to keep a written record of your practical work and create a final written set of notes which go towards your final GCSE mark. There is no written exam and your notes can be visual as well as written.

You will also be expected to evaluate and respond to your own and others’ work in the lessons.

What will I do during the two years?

The course is divided into three units:

Unit 1 30% - We will explore a theme together creating plays and performances from the theme.Unit 2 30% - We will explore a play together and perform sections of it in several different ways. We will also see a play

together at the theatre and write about it. Unit 3 40% - You will work in a small group to create your own performance for an audience this will be marked by a

visiting examiner.How will it help me in the future?

With confidence, working with other people, making presentations, working creatively and independently.

Please note:

In order to succeed in Drama you will be expected to:

Work well with other people. Attend rehearsals after school when needed. Have a good attendance in lessons because other people cannot succeed without you being there.

ENGLISH LITERATUREGCSE English Literature (OCR)

The GCSE English Literature course has been designed to be enjoyable and inspiring, and to allow you to make the most of your passion for literature. It provides an introduction to the wonderful power of English Literature which will forge the links needed for further study of English, perhaps at A Level.

Choosing this option in English Literature will enable students to achieve two GCSEs in English during KS4; GCSE English Language will be studied during the time allocated for compulsory English. Opting for English Literature GCSE, and therefore taking the two GCSEs in English, allows for a more in-depth and wider-ranging study of novels, plays, poetry, non-fiction and even spoken language.

English Literature Modules

Module Content Assessment % of final markA661 Literary Heritage linked texts Controlled Assessment 25A662 Modern Drama Examination 25A663 Prose from Different Cultures Examination 25A664 Literary Heritage and Contemporary Poetry Examination 25 Examinations will be in the May of Year 11

Students who choose this option are required to achieve at least a level 6 in English at the end of Year 9. A love of reading and analysing literature is essential to enjoying this option.

If you have any questions or enquiries please do not hesitate to contact Mr Langmead or Miss Allen.

GEOGRAPHYStudents follow the AQA Geography specification A 4030 examination course:

The GCSE course in Geography aims to give students a knowledge and understanding of the world in which they live and an awareness of the issues and challenges that face the modern world. The specification is topical and provides students with a knowledge and understanding of the social and economic influences that will affect their lives today and in the future.

Within the specification there are three units, each concentrating on the interaction between people and the environment. The units studied are the following:

Unit 1:Physical Geography (37.5%)The Restless Earth Rocks, Resources and SceneryWeather and climateLiving worldRiversCoasts Ice on the land

Unit 2:Human Geography (37.5%)Population changeChanging Urban environmentsChanging Rural environmentsDevelopmentGlobalisationTourism

Unit 3:Local Fieldwork investigation (25%)Task setting - involve fieldwork, collecting primary and secondary dataTask Taking - work under supervision of a teacher

Fieldwork plays an integral role in the two years of the course. The students will be involved in two days of field study. The first will normally involve making a detailed study of the features of the River Plym at Cadover Bridge on Dartmoor using a variety of study techniques. These will include using flow meters, clinometers, tape measures and metre rules, while working co-operatively in small groups. A second field day normally involves a detailed study of Looe to assess the impact of tourism upon the town. The themes for fieldwork/coursework will change from year to year and are prescribed with examination board guidance.

Students will be expected to carry out data collection using mapping techniquesand questionnaires. The field studies constitute the basis of the coursework

component of the GCSE course (25% of the final exam marks). In the second year of the GCSE course a decision will be made by the Geography department on the suitability of the students to take the examination on the basis of their performance in Year 10 and the result of the mock examination. Students will be entered either for the Higher Tier Examination (Potential grades A* to D) or for the Foundation Tier Examination (Potential grades C to G). Students will sit two terminal examination papers. One paper assesses knowledge, skills and understanding of Physical Geography themes (37.5%), the other assessing knowledge, skills and understanding of Human Geography themes (37.5%) including map work and data response in both papers.

Geography acts as a natural link between the Sciences and the Arts. It should be regarded as a central focus for study in a balanced GCSE programme, as it incorporates the skills used in Mathematics, Science, English and IT in its delivery. Geography is a popular subject at GCSE and many students continue with their studies at A Level and within higher education, and it leads to careers in planning, leisure and tourism, conservation, land management, National Parks, local government, education and many more!

Entry Level Certificate: Geography The content and approach of this syllabus reflects that of the GCSE syllabus. There is a significant reduction in the size and demand of this content to allow positive achievement by this group. The unit titles are the same as the GCSE course as listed on the previous page.

Assessment of the course is through an end of course test, a coursework folder and an oral test. Decisions on entry for this certificate will be made in Year 11 after the mock examination and coursework marking.

HISTORYEdexcel GCSE History B: Schools History Project: 2HB01

The School History Project was developed as an alternative to the more traditional History courses. Rather than focus on a narrow period of time or area, SHP gives students the opportunity to study History in a number of ways: thematically (over a long period of time) or in depth; and in a variety of scales: national, international, regional, European, ancient and modern. Emphasis is placed on the development and use of historical skills as well as the acquisition of knowledge. Something for everyone!You will study: Unit Name Content Weightin

gAssessment

structure

Unit 1 Development Study

Medicine and treatment through timeTraces the history of medical change from Roman times to the present day. What ideas did people in the past have about the cause of ill health, and what cures did they use? What factors brought about progress, and what was the rate of change? What impact did medical change have on the rest of society?

25% Exam 1hr 15 mins. Short &

extended answers

Unit 2Depth Study

The American West c1840-1895:The way in which the American West was settled and developed by different groups, and the impact that this had on the Native American people. Why were people willing to risk all to settle in the unknown, and how did they overcome the problems they encountered? What were the consequences of the clash of cultures and lifestyles?

25% Exam 1hr 15 mins. Short &

extended answers

Unit 3Source Enquiry

The transformation of Surgery c1845-1895 (links to Unit 1)The problems of surgery in early 1800 and how they were then dealt with; this covers anaesthetics, antiseptics and blood loss. What factors helped to promote these developments and make them possible?

25% Exam 1hr 15 mins.

5 source based questions

Unit 4Representations in History

Germany 1918 – 39Examines Weimar Germany and its problems, the reasons for its collapse and the development of the Nazi State. Examines how the Nazis were able to keep control of Germany through the use of terror and propaganda. The skills required link to those from unit 3.

25% Controlled assessment. Max

2hrs 30mins

In addition the History Department offers an Entry Level Certificate, assessed by a school-based Core Task and coursework units, for those who are unlikely to obtain a GCSE pass in this subject.

The History Department has always placed a high value on study outside of the classroom. Our GCSE students are offered a study visit to London in the past.

The study of History is an excellent base for a balanced student because:

History helps to develop an awareness of the past and the part it plays in today’s world.

History develops sound logical thinking and the ability to make informed judgements.

Historical topics relate to Science, Technology, Politics, Sociology, Media and Geography.

History involves a variety of teaching approaches. History develops skills of research and essay-writing valued both in

post-16 education and in the world of work. History has been a popular choice over the past ten years at both

GCSE and A Level.

i MEDIA AND ICT Students wishing to study ICT in addition to the Core provision can choose one of the following options:

Option 1 –OCR 05580 Level 2 Certificate/Diploma for iMedia Users

‘The Creative Option’

This option is offered to students who wish to follow a more creative route in the subject. The course looks at how ICT can be used to provide a creative solution to problems. Students MUST be prepared to work to deadlines to complete the coursework units as the course has no final exam and is assessed solely by coursework that is submitted electronically.

The following units are available for assessment:

Unit 1 – Digital Graphics Unit 5 – Digital SoundUnit 2 – Web Authoring Unit 6 – Digital VideoUnit 3 – Digital Animation Unit 7 – 2D Game EnginesUnit 4 – Interactive Multimedia Concepts Unit 8 – 3D Games Design

Assessment is through coursework only. It is expected that students will complete 5 units over the 2 years gaining the equivalent of GCSE BB at the end of Year 11. The choice of units will be driven by the teacher in negotiation with the teaching group and will reflect students’ abilities and interests.

Where next?This course is particularly applicable to students with a creative flair, as it can be combined with Media, Art and Design/Technology to yield qualifications for those interested in working as web designers, graphic artists, multimedia producers, animators, sound designers, video editors and story boarders. It is not seen as a route to A level ICT as there is no underpinning theory content delivered over the two years of the course.

In January, Ofqual will announce changes that will affect this course. It is anticipated that this will involve an element of external assessment, the impact of which will be communicated to parents and pupils as soon as it is communicated to schools.

Option 2 – WJEC 178 01/02 Full Course in ICT

‘The Academic Option’

A course in Information and Communication Technology offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing information and communication systems in a wide range of contexts relating to theirpersonal interests. Information and Communication Technology develops candidates' interdisciplinary skills and their capacity for imaginative, innovative thinking, creativity and independence. Those with other interests and aspirations can also benefit from the many transferable skills inherent in the study of Information and Communication Technology.

AssessmentUnit 1: Understanding ICT (20%)This examination paper will assess the requirements of the Key Stage 4 Programme of Study for Information and Communication Technology and the functional elements of ICT in a home and school context.

Unit 2: Solving Problems with ICT (30%)This controlled assessment consists of a portfolio of work which shows candidates' attainment in obtaining and interpreting different types of information; using, developing and communicating information to meet the purpose of their studies and presenting theresults of their work. This assignment will assess the practical aspects of the functional elements of ICT.

Unit 3: ICT in Organisations (20%)This examination paper will assess the 'application' content of ICT in a business and industry context.

Unit 4: Developing Multimedia ICT Solutions (30%)This controlled assessment will give candidates the opportunity to develop a piece of workusing multimedia software following a single task brief issued by WJEC.

Where next?This GCSE option is offered to cater for students who wish to follow a more traditional, academic route in the subject. This is the preferred option for students wishing to take AS ICT in Year 12.

MATHEMATICS (Fast Track)

AQA GCSE in Mathematics (Linear)B 4365AQA AS/A2 Mathematics

Choosing this option in Mathematics will enable a student to sit their GCSE Mathematics and a Level 2 Certificate in Further Mathematics (AQA) by the end of Year 10. They will study AS Mathematics in Year 11.

Throughout the course students will encounter a variety of learning methods including whole-class interactive teaching, practical and investigational tasks, calculator and non-calculator work and use of ICT. We expect students to possess their own scientific calculator. Students will be encouraged to apply their knowledge to think and communicate using Mathematics, and to consolidate basic skills and deal with appropriately challenging work.

The GCSE Mathematics course is assessed by two examination papers in Year 11. Paper 1, which is non-calculator, is 40% of the qualification. Paper 2, a calculator paper, is 60%.

The Level 2 Certificate in Further Mathematics will be assessed by two written papers at the end of Year 10. The AS course will involve studying three modules, two in Pure Mathematics and one in Applied Mathematics.

Students who choose this option will currently be in a Set 1 Mathematics group and are likely to study Mathematics beyond Year 11.

MODERN LANGUAGES – FRENCH AND/OR GERMAN

French OCR J730 German OCR J731

You can study one language at GCSE or both French and German if you wish. It is only possible to study German at GCSE level if you have taken German in Years 8 and 9.

The courses will equip you with the skills necessary to cope in everyday situations whilst in France/ Germany, be it for the purposes of work or leisure. A communicative teaching approach is adopted using role-play, video, audio-tapes and computers as appropriate. You will be encouraged to use as much French/ German as possible in the lessons.

The skills of listening and reading will be assessed in May/June of Year 11. For these exams you will be entered at either the Higher level (grades A* - D) or Foundation level (grades C – G). It is possible to be entered for a combination of Higher and Foundation papers, thereby giving you the chance to aim for a B grade or better. The skills of writing and speaking are assessed by controlled assessments. These are tasks which will be completed in lesson time between February and May of Year 11. There are no Higher or Foundation levels in controlled assessments.

You will have the opportunity to participate in the French/ German exchanges. The exchanges are not compulsory but they are an ideal way to practise your French/German and they are great fun.

In the global society we now live in, languages are a very important subject area and the ability to use at least one foreign language can lead to many exciting opportunities. If you have skills in a foreign language you will have an advantage in the job market. You may decide to learn a new foreign language at some stage in the future. You will find it much easier if you have studied French and/ or German, as you will have learnt the principles which underlie foreign languages. Languages feature prominently in many careers now: science, IT, engineering, business, accountancy, secretarial work, retailing and tourism are but a few. If you intend to go on to Higher Education you will have the chance to combine a language or a period of study in the foreign country with your main course of study, e.g.

Exeter Univ. Biology/Chemistry/Physics/Law + Year in Europe

Reading Univ. Landscape Management with Studies in Europe

Bristol Univ. Business Studies + French/German Univ. of Teeside Design and a Modern LanguageNottingham Univ.

Chemistry in Europe John Moores, Liverpool

Sport, Recreation and European Studies

Leicester Univ.

Electronic & Software Engineering with Industry in Europe

Staffordshire Univ. Media Studies + French/German

MUSICAQA 4270

Students opting to study music to GCSE level will follow a two year course comprising the three musical areas: Listening, Performing and Composing.

Assessment of all three areas will take place during as well as at the end of the course:

Candidates will explore five Areas of Study through three strands of learning. Areas of Study for the whole specification are based on the Musical Elements:

1. Rhythm & Metre2. Harmony & Tonality3. Texture & Melody4. Timbre & Dynamics5. Structure & Form.

These will be explored through three stands:

(a) The Western Classical Tradition(b) Popular Music of the 20th and 21st Centuries(c) World Music.

LISTENINGA written examination marked externally. Candidates respond to questions based on short musical excerpts (presented on a CD) drawing on music from all five Areas of Study.

PERFORMINGCandidates will be required to:

a) play (or sing) a piece of music of their own choice on any instrument of their choice (including electronic keyboard, drums, electric guitar). b) play (or sing) a piece of music in a group of two or more people.

This paper is internally assessed and externally moderated.

COMPOSINGCandidates will compose their own music throughout the course. Two pieces of work will be submitted for assessment.(Music may be composed and/or notated using ICT if the candidate wishes).

Why Study Music?Music is both an art and a science. The study of GCSE Music will develop the following skills:

Instrumental skills Literacy skills Numeracy skills Analytical skills Social skills

What you need to study Music:

A real enjoyment of music and a positive attitude towards your work are definitely the most important requirements for this course.If you are interested and would like to know more please speak to Mrs Haighton or Miss Ladwiniec.

PHYSICAL EDUCATIONOCR J586This GCSE course is designed to provide a means by which individuals who are motivated sports players can both further their interest and improve their practical and theoretical knowledge of physical activity. It would be of value to the school leaver who is interested in pursuing a career in the leisure industry and also as an appropriate foundation course for those hoping to take a GCE in Physical Education possibly leading to sports based degree courses in higher education.

During the two year course students will complete modules in at least six different activities covering invasion games, striking games, net/wall games, gymnastic activities, martial arts, dance activities, athletic activities, outdoor and adventurous activities, swimming activities along with a new option of coaching/officiating in many of the activities within the above categories. The actual activities on offer will depend on staffing and facilities. The students are assessed in all areas with their highest four submitted. The submitted areas must be from at least two of the different activity categories. Students who are very able in other activities which are not covered in the curriculum can be assessed on an individual basis even if they are activities in which they are coached/taught outside of school.

The course includes a significant amount of theory areas which are very in depth with students needing to know many technical terms along with an understanding of how skills are performed and improved. There is at least one theory lesson per week throughout the course.The theoretical aspects of the course cover four areas:

1. The healthy and active body2. Exercise and training the body for an active, healthy lifestyle3. Acquiring movement skills and motivation for involvement in physical activity4. Opportunities and pathways for involvement in physical activity.

Assessment of the course is as follows:Written examinations: Unit B451: An introduction to Physical Education: 1 hour multiple choice and short answer questions worth 20% of total GCSE mark. Unit B453: Developing knowledge in Physical Education: 1 hour multiple choice and short answer questions worth 20% of total GCSE mark. Unit B452: Practical performance and developing fitness: two practical performances from two different activity areas in addition to an Analysing of Lifestyle Task for one activity. This is a written document and combined with the two practical performances is worth 30% of the total GCSE mark.Unit B454: Practical performance and developing skill: two practical performances from two different activity areas in addition to an ‘Analysing Skill Performance Task for one activity. This is a written document and combined with the two practical performances is worth 30% of the total GCSE mark.

LIST B COURSES

BTEC FIRST CERTIFICATE IN BUSINESS (EDEXCEL)Basic information

This is a new course for 2012 and is designed for students who want to study business in a more vocational way as opposed to the more traditional GCSE route. The course will comprise 8 units studied over 2 years. 75% of the assessment is via coursework portfolio, so any student who opts for the course must be willing to work independently, under guidance throughout Year 10 and Year 11.

Portfolio evidence can contain any of the following:

● written reports, graphs, posters● projects, project plans● observation records● practical assessments● audio-visual recordings of portfolio, sketchbook, a working logbook etc● presentations to the class or local business leaders

It will be assumed that any student opting for the course will be willing to take a full role in their own, and to aid others learning.

Examples of modules studied (subject to change)

Unit Title Assessment1 Enterprise in the Business World Portfolio2 Finance for Business 1 hour examination3 Promoting a brand Portfolio8 Recruitment, Selection & Employment Portfolio

This course is still being developed by Edexcel to meet new Government requirements so additional information will be made available when we have it.

Progression

This course could be used to gain access to a L3 BTEC Business course or related courses at college. It would not be a suitable pathway to AS/A2 Business Studies.

BTEC CERTIFICATE IN PERFORMING ARTS (EDEXCEL)

A BTEC First in Performing Arts will offer learners:

an understanding of how organisations in the Performing Arts industry operate the key skills required to work in the industry, including the flexibility to follow an endorsed pathway in any one of

the following: performance, acting, dance, production or musical theatre key concepts and principles related to the world of Performing Arts

The content of the course will:

Encourage personal development through practical participation and performance in a range of performing arts disciplines

give learners a wider understanding and appreciation of performing arts through defined pathways provide education and training for performing arts employees give opportunities for performing arts employees to achieve a nationally recognised level 2 vocationally specific

qualification give full-time learners the opportunity to progress to other vocational qualifications, such as the Edexcel BTEC Level 3

Nationals in Performing Arts give full-time learners the opportunity to progress to general qualifications, such as the Edexcel GCE in Drama and

Theatre Studies give learners the opportunity to develop a range of skills, techniques and personal attributes essential for successful

performance in working life.

The Edexcel BTEC Level 2 First Award in Performing Arts has been designed to build on learning from Key Stage 3 for those who may wish to explore a vocational route throughout Key Stage 4.

Elements of the course and assessment:

Mandatory Units

1. Individual Showcase: Externally assessed - 30 marks2. Preparation, Performance and Production: Internally

assessed- 30 marks

Optional Units

3. Acting Skills: internally assessed 604. Dance Skills: internally assessed 605. Musical Theatre Skills: internally assessed 606. Music Performance Skills: internally assessed 60

7. Production Skills for Performance: internally assessed 60

120 marks in total

BTEC CERTIFICATE IN SPORTS STUDIES (EDEXCEL)

This new course is studied by students across the two years of Key Stage 4 and follows a series of assignments throughout that time.  The course is vocational and applied in its approach and is based on practical knowledge.  It is a Level 2 qualification, and will be graded at Pass, Merit, Distinction and Distinction.

The course has a core of knowledge, skills and understanding, and a range of options to reflect the breadth of pathways within a sector. It will give students the opportunity to gain a broad understanding and knowledge of a vocational sector, to investigate areas of specific interest, and to develop essential skills and attributes valued by employers, further education colleges and higher education institutions.

As the course progresses, a file of assignments is built up and assessed.  This is combined with external assessment to provide independent evidence of learning and progression.

This course provides a good progression route towards a career in the sports industry, or to a Level 3 BTEC Diploma, which may be studied at several local colleges. It would not provide suitable preparation for the AS/A2 Physical Education course.

LIST C COURSES

Detailed course information is included here if available at the time of going to print. Further information on all proposed courses will be available at the Options Evening.

BTEC LEVEL 2 DIPLOMA IN COUNTRYSIDE AND ENVIRONMENT (EDEXCEL)

What does the course involve?

You’ll be able to study units of work covering elements of animals and plant husbandry, conservation of our natural environment, whilst undertaking experience in Land-based industries. The qualifications are aimed at those interested in the management of the countryside and investigation of natural and managed environments. Unit of work covered over the two years will be

Undertake Work Related Experience in the Land-based Industries Environmental and Land-based Business Introduction to Animal and Plant Husbandry Introduction to Environmental Studies Conservation and Improvement of British Habitats Establish and Maintain Plants Outdoors

How will I be assessed?

Students will complete a series of assignments over two years building a portfolio of work for the units above throughout the year. This may include some external assessment.

What could I achieve?

Students will be able to achieve a Pass (4Cs), Merit (4Bs) or Distinction (4As) depending on the standard of work provided within their portfolio. What could I do next?

BTEC Applied Science L3 or a vocational pathway.

ENGINEERING (DOUBLE GCSE)Examination Board: AQA Specification TBC

The Engineering GCSE is designed to provide you with a general understanding and knowledge of the Engineering profession. In this course you will investigate different Engineering sectors and engineering roles.

You will also undertake a range of activities including:

Investigating the role of the design engineer, designing and prototyping a product for a client, investigating the role of the production engineer, manufacturing an engineered product to a given specification.

During this course you will study 4 units, each unit being focused on engineering design, the engineering profession or materials and processes used. The course will also provide you with the opportunity to develop useful skills that will serve you equally well in an engineering or other career. Students wishing to undertake this course should have a good KS3 background in science and mathematics.

How will you learn: The Engineering GCSE provides an exciting and motivating programme of study with a significant degree of ‘learning through doing’. The combination of contextual activities supports a range of learning styles and encourages students to take responsibility for their own learning through problem solving, analysing and researching.

Method of assessment: The course is assessed through 4 units. Two of these units are marked within school and assessed through either written or presented assignments and a combination of practical work and assignments. The other two units are examinations and hence assessed externally.

Pathways after Year 11

Further Study Career RoutesSuccessful completion of the Engineering GCSE, can lead to Level 3 study in an Engineering specialist field, A-levels or an apprenticeship and associated training.

The range of engineering careers is too numerous to list but can include working in industries such as: Aeronautical, Marine, Automotive, Mechanical, Electronics, Telecommunications, Computer systems, Robotics, Health, Construction, Energy and many, many more.

ENGINEERING BTEC

Examination Board: Edexcel Specification: 500/7577/9 BTEC Level 2 Extended Certificate in Engineering

The course is designed for students with little or no engineering experience who are considering a career in engineering.Units include:

Working Safely and Effectively in Engineering Interpreting and Using Engineering Information Application of Welding Processes (MIG/ Oxy-Acetylene welding, brazing and adhesives) Engineering Marking Out Selecting Engineering Materials

The course will also cover, basic turning, milling and bench fitting

How will you learn: Lessons are predominantly ‘hands on’ and are designed to stimulate interest and make learning enjoyable and relevant to trade needs. The course is delivered in a fully equipped mechanical engineering workshop.

Method of assessment: You will be formally assessed throughout the two years by practical assessments, written assessments and workshop observations per unit. Students will have the chance to complete many practical tasks relating to the units before the final assessments.

Pathways after Year 11:

Further Study Career RoutesOn successful completion of this qualification, you will be able to undertake further studies as follows: BTEC First Diploma (Level 2) or BTEC

National Diploma (Level 3) course in Engineering or Motor Vehicle depending on their area of interest.

NVQ level 2 on a day release basis. Modern Apprenticeship in Engineering or

Motor Vehicle Maintenance.

A career in Engineering. These may include the following: Mechanical Engineer, Motor Mechanic, Engineering in the Forces, Aircraft Engineer, Chemical Engineer, Offshore Engineer, Sheet Metal Fabricator, Plumber or Agricultural Engineer.

BTEC PUBLIC SERVICES

Examination Board: Edexcel Specification: Level 2

Students study units in Public Service Skills, Uniformed Public Services Employment, Uniformed Public Service Fitness, Adventurous Activities and Teamwork for the Public Services, Land Navigation by Map and Compass, Community and Cultural Awareness, and Expedition Skills .

How will you learn: Students will learn through tutorials looking at theory. They will also participate in a regular afternoon of fitness including outdoor activities.

As part of the course, we will work closely with the Armed Forces and the police force including visits, guests speakers, simulations and team building activities. Students will also attend an overnight camp and a week long residential adventure trip on Dartmoor.

Method of assessment: Students will need to complete a BTEC portfolio of evidence covering 3 core units and 4 optional units (the best three are selected). Students will be given unit assignments to complete for each unit. There are no exams for this course.

Pathways after Year 11:

Further Study Career RoutesPublic services level 3 is the natural stepping stone following the level 2 course.Liskeard School are planning to offer this course in September 2012

Entry into all public services is the natural career route, however, the skills obtained in this course are valuable whatever career path is chosen.

LIST D COURSES

Detailed course information is included here if available at the time of going to print. Further information on all proposed courses will be available at the Options Evening.

COURSES FOR VOCATIONAL PATHWAYS

Students who gain a place on Vocational Pathway 1 or 2 will choose one course from those detailed below. (Students on Vocational Pathway 1 will study a course at college on one day per week. Those on Vocational Pathway 2 will study a course at college on one day per week, as well as attending a work placement for one day per week).

At the present time, the exact course details are not final. However, we plan to make all courses Level 1 i.e. equivalent to GCSE grades D-G. These courses may be chosen by any student, but are often most appropriate for those achieving mostly Levels 3 and 4 on Year 9 Progress Tracker 1.

Places on vocational pathways may be limited. A good past history of behaviour, attendance, and punctuality will be required. Students wishing to be placed on a vocational pathway will be interviewed in school along with a parent or guardian. In most cases the colleges will also wish to hold an interview to ensure suitability.

Childcare Cache level 1 Foundation Award (Cornwall College)Construction City and Guilds Introductory Certificate in Basic Construction (Cornwall College)Hair & Beauty Level 1 Diploma in Salon Services (Cornwall College)Land-Based Operations NPTC Level 1 Certificate (Duchy College)Motor Vehicle Studies ABC Level 1 Certificate (Duchy College)Public Services NCFC Level 1 Certificate (Duchy College)

Further information can be found from Mrs Boulton, the Work-Related Learning Administrator, at the school.

OTHER INFORMATION AND CHOICES FORM

SPECIAL EDUCATIONAL NEEDS – MAIN SCHOOL

In Key Stage 4, students with Special Educational Needs are mainly supported in class by teaching assistants.  A few students are still given regular small group literacy tuition.  Support and advice from the SEN department is available at the Transitional Review (for students with Statements of SEN) or at the Year 9 Options Evening.   In exceptional circumstances, support for college or work placements for those on the vocational pathway can be arranged.

TREMATON AREA RESOURCE BASEStudents who have a placement in the Trematon ARB follow National Curriculum programmes of study, working within the levels appropriate to their ability and individual needs.  Key Stage 4 students follow ASDAN course at Bronze and/or Silver level and may also enter GCSE Entry Level or Certificate of Achievement qualifications as appropriate.  Integration into some main-stream classes may be arranged at the discretion of the teacher in charge of the ARB.  Work experience placements and college visits are arranged for students in KS4 as preparation for the wider society.

PROFESSIONAL ADVICE AVAILABLE AS FOLLOWS

1. For individual students from subject teachers.

2. At the Options Information Evening on Thursday 12th January.

3. By appointment with Mrs S Renfree (Head of Year 9) or Mrs K Snowdon (Assistant Head of Year 9)

4. Information on careers via Mrs P Wadsworth (Careers Co-ordinator) - details through your child.

5. For individual parents from subject teachers, by appointment and preferably at the Year 9 Parents’ Surgery on Tuesday 17th January.

6. For individual students and parents from form tutors, by appointment on the review day on Thursday 9th February.

7. Information on the vocational pathways is available from Mrs T Boulton.

IMPORTANT GUIDELINES

For the first time in your school career you are able to make some decisions about the subjects you wish to study. You need to think carefully about these decisions because by not choosing certain subjects you will be affecting your career choices at a later stage. Consequently, make sure that you consider the following things when making your choices (these may be discussed at your interview with your tutor) and, if unsure, seek advice from your subject teachers, your tutor, Head or Assistant Head of Year or the Head of PD.

If you are certain about a future career, have you selected the correct subjects? If so, are you capable of achieving the required GCSE grade in those subjects e.g. in the case of most A level subjects you will need to have gained at least a GCSE grade C to continue to A level.

1. At this stage it would be sensible to study a range of subjects. It is advisable not to make too narrow a choice.2. Although no longer compulsory, choosing a foreign language is strongly advised, especially if you intend to go on to

Further and Higher Education (e.g. Sixth Form and University). Even if you are not intending to do so, a foreign language is of great benefit in all walks of life.

3. Do not choose a subject because (a) ‘you like the teacher’ – he or she may not take you next year or (b) ‘my friend is doing it’ – you may be in different groups.

4. If you choose the English Literature option you should be expected to achieve a Level 6 or 7 in your English assessment by the end of Year 9.

5. If you choose the separate science option, you will also take two separate sciences in the ‘compulsory’ science block. You should expect to achieve a level 6 or 7 in your Science assessment by the end of Year 9.

6. You may choose the ‘fast track’ Maths option only if you have received approval to do so from your current Maths teacher.You should currently be in a Maths Set 1.

7. The Religious Education element in the curriculum is subject to parents’ rights under the appropriate legislation.8. It is only possible to study one of the DT courses- ie Product Design OR Textile Technology OR 3D Design.9. You may choose DT 3D Design only if you are currently in a set 1 DT class studying the short course GCSE.10. You should not choose IT and iMedia.11. You should not choose PE and PE BTEC.12. You should not choose Business Studies and Business BTEC.13. You should not choose Performing Arts BTEC in addition to Drama and/or Music.

Year 10 Choices Form Student’s Name ....................................... Form ................. This form must be returned to your form tutor or Mrs Renfree between 9th- 20th February.

Tick your preferred pathway, and then complete that column only. (In each case you are asked for more choices than are actually needed- this is to provide reserves where we cannot exactly match your preferred pathway or choices).

MainstreamPathway

Applied 1Pathway

Applied 2Pathway

Vocational 1Pathway

Vocational 2Pathway

Choose 5 subjects from List A. Choose one course from List B, and 5 from List A.

Choose one course from List C, and 5 from List A.

Choose one course from List D, and 5 from List A.

Choose one course from List D, and 5 from List A.

My choices from List A in order of preference are:

12345

My choices in order of preference are:

123456

My choice from List C is:

My choices from List A in order of preference are:

12345

My choice from List D is:

My choices from List A in order of preference are:

12345

My choice from List D is:

My choices from List A in order of preference are:

12345

Complete the following:I understand that the school reserves the right, following consultation, to place my/our child in subjects not covered by the choices indicated above:

Signed: ...................................................................(Parent/guardian) Date: ...................

I verify that I have checked and discussed this form with the named student:

Signed: ..................................................................(Form tutor) Date: ....................