Year 9 Option Booklet -- 2018

8/9/2019 Year 9 Option Booklet -- 2018

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West Hatch High School

Year 9 Options

2018- 2020


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Options Timeline

Youve already picked some of your options, but weve still put a lot of support in place to help you make your

next decisions. As you can see, the options process is spread across a couple of months and there are loads of

opportunities to speak to people about your choices, and loads of support Available.

Youve already been through the options process once, but here is some of the initial support we offer

1) Parents Evening where you can speak to your current teachers about your academic progress

2) Transition Day Where you can get a taster of some of the options you can study

3) Options Evening Where you can speak to Department staff about courses and options

Also, dont forget that Mr Towsey (our Careers Advisor) is always happy to help and offer advice!

16th March 17

Picked Options

30th November 17

Parents Evening

5th February 18

Options Assembly

8th March 18

Transition Day

8th March 18

Options Evening

15th March: Deadline for Options Forms


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Making Your Choices

Picking your options is entirely your choice. You will be the one who makes the final decision,

but we can offer you some advice about choosing your options.

Over the next couple of weeks you will have a number of workshops and sessions, which will give youthe opportunity to ask about your choices. You can speak to Mr Towsey, our Careers Leader,

at any point (the Careers Centre is next to S19).

There is not necessarily a specific way to choose your options and there are lots of things to

consider when making your choices, but here are just a few things you might want to think about:

Options Mythbusters!

CHOOSING A SUBJECTBECAUSE OF A TEACHER

Please speak to your teachers

about your GCSE choices, but

remember that even though

they might teach you now, they

will not necessarily teach you in

Years 10 or 11.

CHOOSING THE SAME

SUBJECT AS YOUR FRIENDS

Do not pick a subject just because

your friends did.

1) It should beyour choice

2) You might not be in the same

class as them anyway!

KNOW THE COURSE,

NOT JUST THE TITLE

You should not judge a book by its

cover, so do not judge a course by

its title. Make sure you know what

the course will involve. Find out

what topics you will cover and how

you will be marked.

Do your research.

CHOOSING A SUBJECT

YOU LOVE

Make sure that your optional

choices are subjects which

interest you and you would like

to study. The choice is yours

and you will be studying them

for two years, so do not makethe choice without thinking

about it and speaking to staff,

friends and family.

You do not need to decide on a career to be able to decide on your GCSEs

Thinking about possible careers could help you decide which subjects to take, butremember that you might change your mind. Choosing a range of subjects, you would like to study,

will give you the greatest options after Year 11. If you are thinking about a particular career,

you could speak to Mr Towsey and discuss what choices would be best.


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Work ExperienceWhen?

Last two weeks of July,

during Year 10

What?This will enable pupils to experience first-hand the demands and

expectations of an employer. They also discover what it is like to put in a

full working day, and how to make their own way to work.

Who?BEP (Business Education Partnership), an organisation that links schools and employers, assist with

arranging placements. However, we strongly advise students to obtain a private placement throughcontacts; relations etc., as this guarantees them their first choice in an industry or service that will be

more beneficial to them gaining valuable skills. Once a private placement is secured BEP checks thesuitability to ensure students work in a safe and appropriate environment.

Why?For each pupil this should be a meaningful experience

and may be demanding.

The rewards, however, are significant and begin tobridge the gap between school and work as you

investigate the different careers that are available.

Work experience makes a vital contribution to thecurriculum as well as demonstrating qualities and skills

that will be of benefit to you in the future.

Where?There is a wide variety of different

employers who offer work experience.

If you arrange your own work experienceplacement, you decide where you spend

the two weeks.

We would encourage you to think about awork experience placement which couldbe linked to your possible future career;

this could give you an insight into aspecific industry or occupation.

Got a question?If you have any questions about work experience, you can speak to

Mrs Muscatt, in the Main Office, or Mr Towsey, in the Careers Centre.

Life after Year 11

You should also start to think about what you want to do after Year 11:

Do you want to go to Sixth Form, a College, or start an apprenticeship?

You should also start to think about possible careers you might want to

consider in the future; as well as helping you pick your options,

this would also help you prepare for your future.

In Year 10 Mr Towsey will meet with all students to discuss their plans for the future,

so maybe start doing a bit of research now!

There are some useful websites on the back page of this booklet.


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These are the subjects you will study each week:

Options: The Core curriculum

You will alsocontinue with the

subject youpicked in Year 8.


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The Choices

You can then maketwo choices

from the following subjects,

which you will then study for 2 hours per week:

You may only take certain subjects (i.e. economics) if advised.This will be based on your Mathematics grade.

if you picked Child Development in Year 8,you will need to continue with this as one of your options.


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Art

Overview:You will get involved in and work with a wide range ofmaterials and techniques including paint, clay, etc. Youwill learn how to develop ideas through investigations,demonstrating critical understanding of sources. How torefine work by exploring ideas, selecting andexperimenting with appropriate media and processes.Record ideas, observations and insights relevant toyour intentions as work progresses. Present a personaland meaningful response that realises intentions anddemonstrates understanding of visual language.

Component 1 (Portfolio): Controlled Assessment -For this unit you will produce a portfolio of practicalwork showing a personal response to a given startingpoint. The portfolio will consist of preparatory studies,development work and a conclusion.

Component 2 (Externally set task): In Year 11 you willbe issued a choice of themes to explore. You will have apreparatory period to produce preparatory studies anddevelopment work as a personal response to a given

starting point. You will then complete a personal finaloutcome.

Topics Covered:

Assessment Method

Unit Weighting

Internal Portfolio 60%

OCR External Task 40%

The course consists of two components over two years. Component O1 is based on the theme suchas Portraits and Masks. For this component pupils will produce a portfolio of work showing apersonal response to the given theme. The portfolio is 60% of the total GCSE, there is non exam

assessment which means it is internally assessed and externally moderated.

Component O2 is based on a theme given by OCR. It is an externally set task and you will producework showing your personal response to the theme. The externally set task is 40% of the totalGCSE, there is non exam assessment which means your work is internally assessed and externallymoderated.

Pupils are encouraged to use ICT to research and present their work. Pupils are expected toprovide the materials needed to produce individual coursework tasks. They will use photographyand will be encouraged to visit an art gallery.

You need to have GCSE Art if you want to study it at A Level.

Information,Advice or Questions:If you would like further information and advice, or you have any questions, please speak to

Mr Hanley

Good choice ...

Possible Careers...

Level: GCSE Exam Board: OCR

You may wish to do GCSE art for its own

sake, as a future interest or for a career in

fields such as advertising, marketing,illustration, design, fashion, architecture.

publishing and the media.

If you enjoy art and want to develop

your skills in Art and Design, expandyour creativity and imagination, then you

will enjoy GCSE Art and Design.


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Business Studies

Assessment:


Mr Korboe or email [email protected]

Possible Careers...Level: GCSE Exam Board: AQA

Why Study Business?

Students will consider the practical applicationof business concepts. The units provide

opportunities to explore theories and conceptsin the most relevant way, through the context of events in the business and economic

world. The knowledge and skills gained from this specification will provide our

students with a firm foundation for further study.

There are very few jobs where anunderstanding of business would not beuseful. Obviously there are management

roles but have you ever thought aboutHR, logistics or buying and

merchandising?

Paper 1: Inuences of operaons and HRM

on business acvity (Year 10)

Paper 2: Inuences of markeng and nance

on business acvity (Year 11)

What's assessed

Business in the real world

Inuences on business

Business operaons

Human resources

What's assessed

Business in the real world

Inuences on business

Markeng

Finance

How it's assessed

Wrien exam: 1 hour 45 minutes

90 marks

50 % of GCSE

How it's assessed

Wrien exam: 1 hour 45 minutes

90 marks

50 % of GCSE

Quesons

Secon A has mulple choice quesons and short an-

swer quesons worth 20 marks.

Secon B has one case study/data response smuli

with quesons worth approximately 34 marks.

Secon C has one case study/data response smuli


Quesons

Secon A has mulple choice quesons and short an-

swer quesons worth 20 marks.

Secon B has one case study/data response smuli


Secon C has one case study/data response smuli


Quantitative Skills in Business:

This specification requires students, drawing on the knowledge and understanding, to

apply quantitative skills to relevant business contexts. Calculations in a businesscontext, including; percentages and percentage changes, averages, revenue, costs and

profit, gross profit margin and net profit margin ratios, average rate of return, cash flowforecasts, including total costs, total revenue and net cash flow.

It must be emphasised that, 10% of the final GCSE Business grade will be tested

on these quantitative skills.


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Drama

Overview:The new Drama GCSE has been designed to be apractical, engaging and creative specification to study. Itwill provide opportunities to understand and createdrama as a practical art form in which ideas and meaningare communicated to an audience through informedartistic choices.The main purpose of this qualification is to allow learnersto study drama in an academic setting, interrogating thisart form and applying their knowledge and

understanding to the process of creating and developingdrama and to their own performance work.

Topics Covered:

Assessment Method

Component Weighting

1: Internallyassessed &externallymoderated

30%

2: Externallyassessed by a

visiting examiner30%

3: Writtenexamination:

1 hour 30 minutes40%


Mr Bell

Possible Careers...


Apart from the most obvious pathwayinto acting, drama is critical in building

skills in public speaking, confidence andself-presentation, analytical skills,

self-discipline and an ability (hopefully)to handle criticism. You will also be used

to working in a team and havedeveloped good research skills.

Component 1:Devising Drama

Component 2:Presenting and

Performing Texts

Component 3:Performance and

Response

Students will research andexplore a stimulus (provided bythe board), work collaboratively

and create their own deviseddrama.

Students create a portfolio ofevidence to chart their devising

process and a final polishedperformance of their devised

piece of drama.

This can be 20 sides of A4containing diagrams, photosand illustrations as well as a

maximum of 2000 wordsOR

12 minutes of recordedpresentation which may include:

video diary/video blogs,recording of performance

activities created through thedevised performance and

slides/titles with audiocommentary60 Marks

Students will develop and applytheatrical skills in acting or

design by presenting a

showcase of two extracts from aperformance text.

This will be presented as onemonologue (minimum 2 mins)and one group performance

(minimum 4 mins)60 marks

Learners will explore practicallya performance text to

demonstrate their knowledgeand understanding of drama.

Learners will analyse andevaluate a live theatre

performance.80 Marks


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Food Preparationand Nutrition

Overview:GCSE Food Preparation and Nutrition is a new andexciting course, focusing on practical cooking skills anddeveloping an understanding of nutrition, food originand working characteristics of ingredients. Throughoutthe course students will have the opportunity to developand extend their practical cookery skills.

Topics Covered:

Assessment Method

Unit Weighting

Non examination

Assessment50%

Written (1h45)

Final Exam50%

The Non-examination Assessment

(worth 50% of the final GCSE) is composed of two tasks which will be completed during Year 11,both will include a practical element.

The first task will be based on a food investigation in which students will research, plan and

investigate the working characteristics, function and chemical properties of ingredients throughpractical experimentation.

For the second task students will have to plan, prepare, cook and present a selection of dishes tomeet a particular requirement such a dietary need or lifestyle choice.

Information,Advice or Questions:

If you would like further information and advice, or you have any questions, please speak toMrs Barnard or Mrs Narwal

Level: GCSE Exam Board: Eduqas

Why pick this course?Perfect mix between theory & practical work.

Can lead to careers in food product

development, sports nutritionist, teacher,dietician, chef, restaurant manager

and many more.The food industry is very diverse and a huge

employer in the UK withmany job prospects globally.

TEACHING APPROACHES

Many different approaches to teaching are used during the course. Tasks are set which encouragestudents to acquire knowledge and experience through research, investigation, making andevaluation. Active learning is central to the course. Students will be involved in a wide range ofpractical tasks. ICT skills are an integral part of the course. Students will be expected to assess andevaluate their own and the groups performance to enhance their own personal progress and

improve their learning achievements.

OTHER INFORMATION:Students will be required to provide theirown ingredients for practical lessons.So that students have a professional look

when carrying out practical work it isexpected that a set of Chef Whites arepurchased. (These can be purchased

through the school at the cost of

approximately 15.)

There are six areas of study:

Food commodities

Principle of nutrition

Diet and good health

The science of food

Where food comes from

Cooking and food preparation


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ICT (Cambridge Nationals)

Overview:

This course will give students a solid base to

develop knowledge and understanding ofcomputer systems and the implications of

working with data to enable them to use

computers effectively.

They will also refine their existing knowledge

of computers to reflect the working practicesof the commercial world. This includes usinga wide range of software efficiently.

In addition they will be able to develop and demonstrate their creative flair by

combining multimedia components to create a vibrant, energetic or stimulatingwebpage or interactive product and acquire the underpinning knowledge and

skills to enable them to create, edit, enhance and save different types of digital

images.

Topics Covered:

R001: Understanding computer systems

R002: Using ICT to create business solutions

R005: Creating an interactive product using multimedia components

R006: Creating digital images


Miss Khanom

Level: Level 2 National Exam Board: OCR

Assessment Method

Students will undertake four assessment

tasksthree pieces of controlled

assessment and a one hour external

examination.

Possible Careers...

Software Engineer, Website ContentManager, Computer Animator, HelpDesk Support and Graphic Designer


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Media Studies

Overview:If you love films, television, newspapers and radio andwant to learn more about how to discuss them and howto make them yourself, then this is the course for you.

Topics Covered:

GCSE Media Studies you will be given the opportunity to engage in creative and imaginativeexpression through the construction of your own media texts. You will also study textual analysis

techniques through a study of Action/Adventure Films and learn how to deconstruct meaning withinthem. Finally you will look at a cross-Media topic and study the production practices, how audiencesare targeted, how people, products and places are represented and the cultural messagesconveyed by those representations.

A Media Studies student should be:

Committed and not afraid of hard work

Have an open mind and enjoy discussion

Be self-motivated and organised

Be responsible when using expensive equipment

Have an interest in the use of technology


If you would like further information and advice, or you have any questions, please speak to

Miss Georgiou

Level: GCSE Exam Board: WJEC

Possible Careers...Radio, print, TV, journalism, film, games,

creative and digital media. Employersvary from companies that are both

agency and client based.

Topics Covered:

Unit 1: Exploring the Media (30% Exam)This section of the course, will assess the knowledge and understanding of media language,

representations, media industries and audiences. You will focus on a variety of media texts, whichwill include texts on the music, advertising and video games industry. You will study two texts indetail, which will consist of one contemporary and one historical.

Unit 2: Understanding Television and Film (30% Exam)This section of the course will focus on contemporary Hollywood and Television issues and howthey are perceived by the audience and the institutions. You will learn about the film industry andhow Hollywood market and sell their films to their audiences. You will create a case study on onefilm and focus on marketing tools that were used. This will include the analysis of film posters,

trailers and websites.

Unit 3: Creating Media (40%Coursework)You will work as an individual to produce a practical piece of coursework. You will select yourown brief and then consider a product to create for your audience. You will have to show evidenceof the research and planning that you will carry out as well as evaluating your product.


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Music(Vocational)


Miss Martin

Shopping List...Level: Level 2 Exam Board: Edexcel

Headphones, USB memory stick, folderwith dividers & paper

Performance

Technology

Overview: Overview:

This course is designed to allow candidates tostudy music through the combination ofperforming, composing, listening andappraising with opportunities for students to useboth conventional instruments and musictechnology. The areas of study cover a widerange of music including classical, world andpopular music.

All students are required to attend at least oneensemble outside of lessons.

This vocational course is for students interestedin working in the music industry, specifically

within recording studios and production houses.The course allows the study of music through atechnology-based route. As the majority of thecourse is coursework-based we require studentsto spend at least two hours per week outside ofclass time completing work within the musicblock. This will be by arrangement with themusic staff.

Topics Covered: Topics Covered:

Performance 25%(a solo and ensemble performance)

You will play or sing one solo piece and oneensemble piece on any instrument or voice.Performances will be recorded and marked bythe teacher examiner and moderated by theexam board. The standard of performance forGCSE is Grade 3 and all students are expectedto be at least Grade 3 by the end of the course.

All students are required to have regulartuition on an instrument outside of lessons.

Sequencing 25%You will learn to use sequencing music softwareand have the opportunity to to create an originalcomposition. The composition will be internally

assessed and moderated by Edexcel.

Music Product 25%In this unit you will learn how to promote andadvertise a product. You will examine thedifferent job roles within music advertising andpromotion and will have the opportunity to workin a team to promote a product. The advertisingmaterials will be internally assessed andmoderated by Edexcel.

Music Industry Exam 25%You will sit a 1 hour and 30min exam where youwill answer questions about the music industry.This unit prepares you for working within themusic business by giving you an understandingof the different roles available. The paper will bemarked by Edexcel's examiners.

Recording 25%You will plan for the recording and learn how torecord a band. You will then get the chance torecord a group and edit and mix the recording.The final mixed song will be internally assessedand externally moderated by Edexcel.

Sequencing 25%You will learn to use sequencing music softwareand have the opportunity to to create an originalcomposition. The composition will be internallyassessed and moderated by Edexcel.

Music Product 25%In this unit you will learn how to promote andadvertise a product. You will examine thedifferent job roles within music advertising andpromotion and will have the opportunity to workin a team to promote a product. The advertisingmaterials will be internally assessed andmoderated by Edexcel.

Music Industry Exam 25%You will sit a 1 hour and 30min exam where youwill answer questions about the music industry.This unit prepares you for working within themusic business by giving you an understanding

of the different roles available. The paper will bemarked by Edexcel's examiners.

Students who pick Music will either follow the Performance or Technology Pathway.All students will be in the same class, regardless of the Pathway they pick. Students

from each Pathway will work together, to complete the course.


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Physical Education

Topics Covered:

Assessment Method

Unit Weighting

1 60%

2 40%

Component 01: Physical factors affecting performance

1.1 Applied anatomy and physiology1.2 Physical training.

Component 02: Socio-cultural issues and sports psychology2.1 Socio-cultural influences.2.2 Sports psychology.2.3 Health, fitness and well-being.Assessed via: 2 one hour written exam papers.

Unit 2: Performance in Physical Education

Component 1:Performance in Physical Education

Component 2:Analysis and Evaluating Performance

Pupils are internally assessed and externally moderated in 3 sports and analysis of performance.

Sports must be from at least 2 different activity areas. Pupils must be assessed in the role of player


Mrs Reid or Mr DSilva

Possible Careers...

Sports coaches, sports instructors orphysical education teachers.

The aim of P.E. is to equip pupils with an active interest in sport which they can utilize and developin their adult lives.

We will offer pupils a diverse programme to allow them to find their own particular interests andstrengths. To do this, all pupils will follow a programme which will include team games, racquetsports, individual activities, fitness and swimming.

All pupils will have two lessons of GCSE P.E. a week. One of these will be a practical lesson and onewill be a theory lesson. In addition, students will still have core PE that will be practically basedtwice a week. However, these can sometimes be utilised for extra GCSE revision and GCSE PEcoursework time, so may be theory based.

Students will automatically be entered for BTEC Sport unless they elect to take Btec Dance(this box must be identified with a tick on the options sheet)

GCSE PE lessons

Overview:The course builds on the knowledge, understanding andskills established in Key Stage 3 Physical Education. Itwill give you exciting opportunities to be involved in anumber of different physical activities, promoting anactive and healthy lifestyle. You should have an interestin PE and sport, enjoy being active and appreciate thebenefits of keeping fit and healthy.


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BTECDance

Overview:

This course is taught within the KS4 Core PE programmeThe BTEC Level 2 First Award in Performing Arts Danceconsists of three Mandatory units. The Award gives youthe opportunity to develop sector-specific knowledge

and skills in a practical learning environment.

Topics Covered:

Component 1

EXPLORING THE PERFORMING ARTSYou will develop your understanding of the performing arts by examining practitioners work and

the processes used to create performance.

Component 2

DEVELOPING SKILLS AND TECHNIQUES IN THE PERFORMING ARTS

You will develop your performing arts skills and techniques through the reproduction of acting,dance and/or musical theatre repertoire.

Component 3 (exam Unit)

PERFORMING TO A BRIEFYou will be given the opportunity to work as part of a group to create a workshop performance inresponse to a given brief and stimulus.

This external component builds on knowledge, understanding and skills acquired and developed inComponents 1 and 2. You will apply your skills and techniques creatively to a workshopperformance for a selected audience.

You will capture your ideas on planning, development and effectiveness of the performance processin a written log and an evaluation report. A task worth 60 marks will be completed under supervised

conditions.

The supervised assessment period is a maximum of three hours and should be arranged in theperiod timetabled by Pearson.

For assessment, You will be given a brief and stimulus to create performance material. In groupsconsisting of a minimum of three and a maximum of seven members, You will respond to thestimulus and create a workshop performance that communicates ideas and creative intentions to atarget audience of your choice.


Miss Judge & Mrs Minister

(not with Preforming Arts)Will be studied by:Anyone choosing Dance

Level: Level 2 BTEC

Did you know...

Dance is part of the Performing Artscourse, but it can also be chosen insteadof BTEC Sport within your core PE

lessons. Therefore it doesn't take awayone of your options.

There is no written examinations at theend of the course, but you will be

expected to produce essays and writtenwork throughout the course.

Three units will be covered and you will

be individually graded as pass, merit,distinction or distinction *


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BTECSports

Overview:This course is taught within the Key Stage 4 CORE PEProgramme. It covers 4 different units and is designedto extend your knowledge of the practical sports andthe theoretical basis behind physical activity.

Topics Covered:

Assessment Method

Unit Weighting

External Mark 25%

Unit 1: Fitness for Sports & Exercise

Fitness for sport and exercise is core to the programme of study. This unit has links to, and underpins, the

other units for sport. You will cover the components of physical and skill-related fitness and the principles of

training, explores different fitness training methods for developing components of fitness, and gain

knowledge and skills in undertaking and administering fitness tests. This unit is externally assessed with an

online exam that lasts for 1 hour. Questions range from multiple choice to a series of short answers.

Unit 2: Practical Sports Performance

This unit focuses on developing and improving your own practical sports performance. This is achieved

through your active participation in practical activities and reflection on your own performance and that of

other sports performers. This unit introduces you to a variety of different sports and, through participating in

different sports, it is expected that you will develop knowledge of the associated rules, regulations, scoring

systems, skills, techniques and tactics. This unit is internally assessed with the use of a booklet as well as

practical performance.

Unit 3: The Mind and Sports Performance

This unit looks at the concepts that influence the mind in sporting situations and, most importantly, explores

the effects that they can have on sports performance. You will look at personality, which is the basis of ourbehaviour, examine motivation , self-confidence and a range of techniques that can be used to influence

them. Lastly there is a focus on arousal and anxiety and the effect these can have on sporting situations. This

unit is internally assessed with the use of a working booklet.

Unit 4: The Sports Performer in Action

You will look at a variety of physiological functions normally (before a training programme, taking part in

exercise/sport regularly) and how they can function as a result of taking part in training/exercise/sport over

a length of time. A focus upon the energy systems for different sporting activities. Understanding how your

body works and how it can be trained, as a sports performer or as a coach, you can help to make the

necessary adaptations in order to produce. This unit is internally assessed with the use of a working booklet.


Mrs Reid or Mr DSilva

Did you know...

Will be studied by:Anyone not choosing Dance

Level: Level 2 BTEC First Award

There is no written examinations at theend of the course, but you will be

expected to produce essays and writtenwork throughout the course.

Three units will be covered and you willbe individually graded as pass, merit,

distinction or distinction *

Possible Careers...

Sports coaches, sports instructors orphysical education teachers.


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Product Design

OverviewThis course has been designed to encouragecandidates to be able to design and make products with

creativity and originality, using a range of materials and

techniques. Candidates will be enthused and

challenged by the range of practical activities possible.

Topics Covered:Building on Resistant Materials at Key Stage 3;

a working knowledge of woods, metals, plastics andcomposite materials will be investigated, but other

materials will be used in addition.

Also the course is designed to foster awareness

amongst candidates, of the need to consider

sustainability and environmental impact of their

designing and making as well as smart materials

and embrace new technologies developing the use of

Computer Aided Design and Computer Aided Manufacture.


Mr Limon or Mr Taylor

Level: GCSE Exam Board: AQA

Assessment Method

Unit Weighting

1: Controlled

Assessment60%

2: Final Exam 40%

Possible Careers...

Product designer, architect, interiordesigner , car mechanic, engineeringaircraft and shipping, car designer,plumber, electrician, construction

worker, site officer, engineeringMaintenance technician, heating

engineer, communications engineer ,surveyor, hydraulics engineer, science

based technician, the Armed Forces, Fireand Rescue to name but a few.

Unit 1Design and Making Practice. This is a controlled assessment and is worth 60 % of GCSE.

Unit 2Written Paper. This is a 1 hour 30 minute examination and is worth 40 % of GCSE, it is a

single tiered exam so all pupils can achieve grades 91.

Students will be required todemonstrate application and understanding of:

materials and components

industrial and commercial processes

analysing products

designing products

technology

sustainability

ethical design and manufacture design creatively & innovatively

make products

apply systems and control

computer-aided design/computer-aided

manufacture (CAD/CAM)

use digital media and new technologiesanalyse and evaluate processes and products.


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Topics Covered:


Ms Williams


Psychology

Assessment Method

Unit Weighting

Component 1 50%

Component 2 50%

Possible CareersEducational Psychologist, Child

Psychologist, Forensic Psychologist,Clinical Psychologist, Counselling

Psychologist, OccupationalPsychologists, Public Services,

Teacher, Social Worker, Advertising,customer services etc.

OverviewPsychology is the study of the mind and behaviour.It involves trying to understand why people behave andthink as they do.

Psychology involves studying all aspects of behaviourand mental processes. It includes topics such as how thebrain works, how our memory is organised, how peopleinteract in groups and how children learn about theworld. Because of its breadth, virtually everyone canfind something in psychology that is of interest to them.

Component 1 (cognition and behaviour):

Memory

Processes involved in memoryStructure of memory

Memory as an active process

Perception

Sensation and perception

Theories of perceptionVisual illusionsFactors affecting perception

Development

Early brain developmentPiagets theory of cognitive development

The effects of learning on development

Research Methods

Formulating hypothesesVariablesSampling methodsResearch designsCorrelationsPlanning and conducting researchEthics

Data analysis

Component 2 (Social context and behaviour):

Social Influence

ConformityObedienceProsocial behaviour

Crowd and collective behaviour

Language, thought and communication

Language and thoughtHuman and animal communication

Non-verbal communicationExplanations of NVC

Brain and neuropsychology

Structure and function of nervous system

Neuron structure and functionStructure and function of the brainNeuropsychology

Psychological problems

Characteristics of mental healthEffects of mental health problemsCharacteristics of depressionTheories of depressionTreatments of depressionTheories of addiction

Treatments of addiction


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OverviewThe emphasis of this new GCSE is the study oftwo World Religions - Christianity & Islam,alongside Philosophy and applied Ethics. Pupilswill be discussing some of the big philosophicalquestions .

The Existence of God / Science vs Religion/Creation/Evolution/Big Bang

Sanctity of LifeMedical EthicsAbortion,

Euthanasia The Ethics of War, Pacifism, Violence, Terrorism

Crime & PunishmentGood & EvilSuffering

Pupils must be able to construct a coherentargument that attempts to discuss theseimportant questions. The syllabus focuses onwhat Christianity, Islam says about thesequestions and issues, alongside secular Humanistviews and the pupils own views.

Topics Covered:There are two philosophy units of work and two ethics. The topics covered in the exam are:

Theme 1: Science & religion, Environmental ethics, Medial Ethics.

Theme 2: Looks at the Arguments for and against Gods existence, the problemof evil and revelation.

Theme 3:Covers the ethics of War, Pacifism, Violence and Terrorism.

Theme 4:Covers Crime and Punishmentlooking at the causes of crimepurpose ofpunishmentethics of capital punishment.

In studying these topics students will need to reflect on their own beliefs and experiences aswell as looking into different religious views. There will be plenty of discussion, debate and

group work. Students will be expected to take notes and write discursive answers andessays. Pupils will be using ICT to present work, so access to a home computer may beneeded at some points throughout the year. Several sources of information are used to

deliver this course, so pupils will be using hand-outs, information sheets, video clips andtextbooks and worksheets in lessons.

Pupils will attend national RS conferences, speakers and guests will be invited in to lessonsand there may be the opportunity for visits to places such as Auschwitz-Birkenau.


Mr Blain or Mr Windsor


Assessment Method

There are two exams lasting1 hr 45 min each.

You will study each topic from a

Christian, Muslim and Humanist

perspective.

There is no coursework for this GCSE.

Possible CareersReligious studies will be of benefit in

careers like advice work, housingofficers, journalism, librarian,

counsellors, social workers, youth andcommunity workers as well as

teaching.

Religion, Philosophyand Ethics


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Science


If you would like further information and advice, or you have any questions, please speak toMr Hikel, Ms Bhatia or Mrs Tester


Overview:

Pupils study separate Biology, Chemistry and Physics GCSE courses, which build on and extend the

content of their current knowledge, whilst continuing to link ideas to real world applications.

The course consists of 6-8 topics for each discipline, plus a practical skills topic:

Teaching ApproachesPupils are taught by an experiencedsubject specialist. Lessons include a

range of activities such as investigation,experimentation and data analysis.

AssessmentPupils will sit separate GCSEs in Biology, Chemistry and Physics, which can be at different grades.Each GCSE is assessed via two examinations at the end of the course, each worth 50%. Pupils mustalso complete practical activities in order to achieve a GCSE; these do not contribute directlytowards the grade achieved, but will be assessed in the written examinations.

Possible Progression:This course is excellent preparation for pupils intending to take science A-levels and study sciencerelated subjects at university. Triple Science GCSE is desirable for many areas outside of science and

may be of benefit for those intending to apply to Russell Group universities or Oxbridge.

Triple SciencePlease note that all students will start the Triple Science course,

but may transfer to the Combined Science course in Year 11,should this prove more suitable.

Below is the outline of the Triple Science course;Combined Science covers the same content, but just fewer topics.

Biology Topics Chemistry Topics Physics Topics

B1: Cell level systems C1: Particles P1: Matter

B2: Scaling up C2: Elements, compounds & mixtures P2: Forces

B3: Organism level systems C3: Chemical reactions P3: ElectricityB4: Community level systems C4: Predicting & identifying products P5: Magnetism and magnetic fields

5: Genes, inheritance & selection C5: Monitoring & controllingreactions. P5: Waves in matter

B6: Global challenges C6: Global challengesP6: Radioactivity

P7: Energy

B7: Practical Skills C7: Practical skillsP8: Global challenges

P9: Practical skills


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Travel and Tourism

Overview:This course is designed to prepare students for work in the Travel and

Tourism Industry, while providing students with a broad introduction into

the Travel and Tourism Sector.

The course allows students to develop as effective independent learners

and as critical and reflective thinkers with enquiring minds. They will

understand the nature of the Travel and Tourism Industry, develop an

understanding of the contribution that Travel and Tourism makes to

Society; as well as developing an awareness and understanding of

sustainable development and environmental issues and to appreciate

diversity and recognise similarities and differences of attitudes and

cultures in society.

The course will not only focus on Travel and Tourism from a UKperspective, but will also take a worldwide approach.

Topics Covered:

Unit 1: The UK Travel and Tourism Sector

Unit 2: UK Travel and Tourism Destinations

Unit 3: The Development of Travel and Tourism in the UK

Unit 4: International Travel and Tourism Destinations

Unit 5: Factors Affecting Worldwide Travel and Tourism

Unit 6: The Travel and Tourism Customer Experience


Miss Lowry

Possible Careers...

Travel Agent, Tour Operator,

Reservations Consultant, Hotel Staff

Level: BTEC Exam Board: Pearson


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Product Design

Contents

Useful Websites

National Careers Service:

nationalcareersservice.direct.gov.uk

Start:

Startprofile.com

Allabout Careers:www.allaboutcareers.com

CareersBox:

www.careersbox.co.uk

Career Camel:

www.careercamel.com

Careers World:

www careersworld co uk

Religion, Philosophy & Ethics
http://www.careersbox.co.uk/http://www.careersbox.co.uk/

Documents

Year 9 Option Booklet -- 2018